Displaying items by tag: Grade 3

Wednesday, 15 February 2023 13:42

English Schemes - Grade 3 Schemes of Work Term 1 2023

Week	Lesson	Strand/Theme	Sub Strand/Sub theme	Specific Learning Outcomes	Key Inquiry Question(S)	Learning Experience	Learning Resources	Assessment	Remarks
1	1	Listening and Speaking	Attentive Listening	By the end of the sub strand, the learner should be able to: Listen attentively during a conversation as they talk about the happenings in the picture. Pronounce the sounds /bl/ and /br/ correctly. Recognise new words used in the theme (s) to acquire a range of vocabulary.	Why do you look at someone’s face as they speak? How do you pronounce the sounds /bl/ and /br/	Learners are helped to practice correct sitting posture in groups and pairs Learners engage in drama to practice good eye contact, appropriate facial expressions and gestures in small groups and in pairs. Learners demonstrate and interpret facial expressions and gestures as seen from posters, pictures, demonstration, and role play. Learners practice pronunciation of the vocabulary and talk about activities related to the theme using the new words.	Pictures, photos, audio visual illustrations of attentive listening. New Progressive Primary English Learners Book/Grade 3 pg. 2-3	Observe learners posture, facial expressions and gestures as they tell and listen to stories. Portfolio.
	2	Listening and Speaking	Language Structures and Functions. Subject verb agreement	By the end of the sub strand, the learner should be able to: Construct sentences about daily activities using subject-verb agreement correctly. Recognise the correct use of subject-verb agreement to form appropriate sentences.	What is Sarah holding?	Learners observe pictures showing singular and plural subjects and construct correct oral sentences. Learners construct sentences on actions that have been demonstrated by classmates in pairs/small groups.	Regalia, pictures and photos, audio visual clips with sentence constructions subject –verb agreement. New Progressive Primary English Learners Book/Grade 3 pg. 3	Oral questions, Portfolio, Observation
	2		Time		What is Sarah holding?			Oral questions, Portfolio, Observation
	3	Reading	Connected text and fluency	By the end of the sub strand, the learner should be able to: Read a text of about 200 words transitioning from phrasal to fluent reading, Read at 90 words per minute accurately and fluently with expression, Enjoy reading a variety of texts that are appropriate for the grade level.	What do you love reading? Which books do you enjoy reading?	Learners are guided to read in small groups and pairs. Learners read short passages, narratives or short poems aloud as modelled by the teacher.	Slides and flash cards with phrases, charts with poems, story books, audio recordings of stories to help learners with expression. New Progressive Primary English Learners Book/Grade 3 pg. 4-5	Oral questions, Portfolio, Observation
2	1	Writing	Pre-Writing	By the end of the sub strand, the learner should be able to: Demonstrate appropriate posture in preparation for writing with ease, Exhibit appropriate eye hand coordination in preparation for writing. Appreciate the importance of positioning writing materials appropriately while writing.	How do you sit when writing? How do you place your books? Which materials do you use for writing?	Learners demonstrate appropriate sitting position in small groups and in pairs. Learners are guided to sit appropriately, in preparation for writing. Copy the words given correctly.	Regalia, charts, pictures/ photographs and models of good sitting postures in readiness for writing. New Progressive Primary English Learners Book/Grade 3 pg. 5	Oral questions, Portfolio, Observation.
	2	Listening and Speaking	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Recognise new words used in the theme (s) to acquire a range of vocabulary. Pronounce the sounds /ch/ /cl/ related to the theme correctly for effective communication.		Learners practice pronunciation of the vocabulary and talk about activities related to the theme using the new words. Learners listen to the vocabulary used in oral and written sentences and use it in their own sentences and dialogues. Learners are guided to use the vocabulary correctly through dramatization and role play in the classroom, use of regalia, pictures, verbal or situational contexts and synonyms.	Picture and word cards with the consonant blends, word wheels and computing devices that are available New Progressive Primary English Learners Book/Grade 3 pg. 6-7	Oral questions, Portfolio, Observation.
	3	Listening and Speaking	Language Structures and Functions Subject verb agreement Time.	By the end of the sub strand, the learner should be able to: Construct sentences about daily activities using subject-verb agreement correctly. Recognise the correct use of subject-verb agreement to form appropriate sentences. Appreciate the importance of subject verb agreement in achieving effective communication.	What are the girls holding? What have they done?	Learners construct sentences using singular and plural subjects for things at home and around their environment like animals and utensils. Learners listen to a story, poem or conversation read by the teacher or from computing devices, and respond to questions based on the theme ‘time’ or questions about time.	Regalia, pictures and photos, audio visual clips with sentence constructions subject –verb agreement. New Progressive Primary English Learners Book/Grade 3 pg. 7	Oral questions, Portfolio, Observation
3	1	Reading	Comprehension	By the end of the sub strand, the learner should be able to: Make predictions based on the pictures and the title of the story ‘Who is there?’ and anticipate possible outcomes. Appreciate the importance of connecting personal experiences with what happens in the story.	What do you think will happen in this story?	Learners talk about the picture/title before they read Who is there? And make predictions. Learner answer questions after reading a text by getting clues from the story read. Read and retell a poem to enhance oral communication.	Newspaper cuttings of simple stories, audio-visual narrations, picture books. New Progressive Primary English Learners Book/Grade 3 pg. 8-10	Oral questions, Portfolio, Observation.
	2	Writing	Handwriting	By the end of the sub strand, the learner should be able to: Form letters correctly in terms of shape and size for effective communication. Write from left to right to communicate effectively.		Learners copy sentences. Learners practice correct letter formation from models in on the board, chart, and pattern books. Learners draw and label objects. Learners practice writing letters and words from left to right.	Regalia, charts, pictures/ photographs and illustrations of writing. New Progressive Primary English Learners Book/Grade 3 pg. 11	Oral questions, Portfolio, Observation
	3	Listening and Speaking	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Pronounce the Sounds /dr/ /fl/ related to the theme correctly for effective Communication.	How are these words pronounced? Dress, flag.	Learners practice pronunciation of the vocabulary and talk about activities related to the theme using the new words. Learners recite rhymes, sing songs, individually, in pairs or groups using the vocabulary related to the theme.	Picture and word cards with the consonant blends, word wheels and computing devices that are available. New Progressive Primary English Learners Book/Grade 3 pg. 12-13	Oral questions, Portfolio, Observation
4	1	Listening and Speaking	Language Structures and Functions. Subject verb agreement Time Have, Has	By the end of the sub strand, the learner should be able to: Construct sentences about daily activities using subject-verb agreement correctly. Appreciate the importance of subject verb agreement in achieving effective communication.	What have they done?	Learners observe pictures showing singular and plural subjects and construct correct oral sentences. Learners construct sentences on actions that have been demonstrated by classmates in pairs/small groups. Learners construct sentences using singular and plural subjects for things at home and around their environment like animals and utensils	Regalia, pictures and photos, audio visual clips with sentence constructions subject –verb agreement. New Progressive Primary English Learners Book/Grade 3 pg. 13	Oral questions, Portfolio, Observation
	2	Reading	Connected text and fluency.	By the end of the sub strand, the learner should be able to: Read a text of about 200 words transitioning from phrasal to fluent reading, Read at 90 words per minute accurately and fluently with expression, Enjoy reading a variety of texts that are appropriate for the grade level.	Which books do you enjoy reading? When should we lower or raise our voice when reading?	Learners are guided to read in small groups and pairs. Learners read the story ‘A funny story’ and dialogues as they pay attention to punctuation marks and vary their voices in terms of pace, pitch and volume. Learners play a reading game to see who completes reading a certain text first.	Slides and flash cards with phrases, charts with poems, story books, audio recordings of stories to help learners with expression. New Progressive Primary English Learners Book/Grade 3 pg.14-15	Oral questions, Portfolio, Observation
	3	Writing	Guided Writing	By the end of the sub strand, the learner should be able to: Write words from a picture prompt for effective communication. Appreciate the importance of writing correct words to express meaning.	How do you get to your home from school?	Learners observe and respond to picture prompts appropriately. Learners write a three word sentence using the prompts.	Regalia, charts, pictures/ photographs that prompt learners to write. New Progressive Primary English Learners Book/Grade 3 pg. 15	Oral questions, Portfolio, Observation
5	1	Listening and Speaking.	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Demonstrate the understanding of new words by applying them in relevant contexts, use the vocabulary learnt to communicate confidently in various contexts. Pronounce the consonant blends /fr/ /gl/ correctly.	How do you use these words in sentences? Fruits, Gloves	Learners listen to the vocabulary used in oral and written sentences and use it in their own sentences and dialogues. In pairs and in groups, learners play language games, use tongue twisters, and songs to practice vocabulary. Learners interact with audio material to listen to the correct pronunciation of the vocabulary.	Picture and word cards with the consonant blends, word wheels and computing devices that are available. New Progressive Primary English Learners Book/Grade 3 pg. 16-17	Oral questions, Portfolio, Observation
	2	Listening and Speaking	Language Structures and Functions. Subject verb agreement Time	By the end of the sub strand, the learner should be able to: Recognise the correct use of subject-verb agreement to form appropriate sentences. Appreciate the importance of subject verb agreement in achieving effective communication	What have they done?	Learners construct sentences on actions that have been demonstrated by classmates in pairs/small groups. Learners construct sentences using singular and plural subjects for things at home and around their environment like animals and utensils.	Regalia, pictures and photos, audio visual clips with sentence constructions subject –verb agreement. New Progressive Primary English Learners Book/Grade 3 pg. 17-18	Oral questions, Portfolio, Observation
	3	Reading	Word Reading	By the end of the sub strand, the learner should be able to: Read more and longer words without letter- sound correspondence for effective communication. Read more and longer grade level vocabulary without letter sound correspondence in an appropriate text, Enjoy reading grade level vocabulary for effective reading.	How many words can you make from a longer word? How do you read words you have not seen before?	Learners recognise and read longer words as modeled by the teacher in group, pairs and individually through look and say, exposure and other word- attack skills. Learners practice reading unfamiliar words using strategies like chunking and finding roots and parts.	Newspapers, word wheels, word slides, flash cards, videos, tablets, multimedia word lists, tablets, charts New Progressive Primary English Learners Book/Grade 3 pg. 18-19	Oral questions, Portfolio, Observation
6	1	Writing	Guided Writing	By the end of the sub strand, the learner should be able to: Write words from a picture prompt for effective communication. Recognise the correct form and meaning of the words to be used in filling in gaps. Appreciate the importance of writing correct words to express meaning.	What are the children doing?	Learners observe and respond to picture prompts appropriately. Learners are guided in filling in the gaps correctly and meaningfully. In groups and pairs, learners match pictures with words.	Regalia, charts, pictures/ photographs that prompt learners to write. New Progressive Primary English Learners Book/Grade 3 pg. 20-21	Oral questions, Portfolio, Observation.
	2	Listening and Speaking	Pronunciation and Vocabulary .	By the end of the sub strand, the learner should be able to: Recognize new words used in the theme (s) to acquire a range of vocabulary. Pronounce the sound consonants /pl/ and /cr/ correctly. Demonstrate the understanding of new words by applying them in relevant contexts, use the vocabulary learnt to communicate confidently in various contexts.	How are these words spelt? crown	Learners are guided to use the vocabulary correctly through dramatization and role play in the classroom, use of regalia, pictures, verbal or situational contexts and synonyms. Learners interact with audio material to listen to the correct pronunciation of the vocabulary.	Picture and word cards with the consonant blends, word wheels and computing devices that are available. New Progressive Primary English Learners Book/Grade 3 pg. 22-23	Oral questions, Portfolio, Observation.
	3	Listening and Speaking	Language structures and functions Indefinite pronouns: Nobody	By the end of the sub-strand, the learner should be able to: Use indefinite pronouns to talk about daily activities at home and at school. Enjoy using indefinite pronouns in their day to day communication.	Who has picked my pen?	Learners engage in question and answer dialogues using indefinite pronouns. Learners participate in language games involving the use of the indefinite pronouns.	Flash cards with indefinite pronouns, word wheels, charts, audio clips with sentence constructions with indefinite pronouns. New Progressive Primary English Learners Book/Grade 3 pg. 23	Oral questions, Portfolio, Observation.
7	1	Reading	Connected text and fluency.	By the end of the sub strand, the learner should be able to: Read the story ‘cleaning day’ of about 200 words transitioning from phrasal to fluent reading. Read more and longer grade level vocabulary without letter sound correspondence in the text Cleaning day.	When should we lower or raise our voice when reading? What should we remember to do when reading?	Learners play a reading game to see who completes reading ‘cleaning day’ text first. Learners read ‘Cleaning day’ and dialogues as they pay attention to punctuation marks and vary their voices I terms of pace, pitch and volume.	Slides and flash cards with phrases, charts with poems, story books, audio recordings of stories to help learners with expression. New Progressive Primary English Learners Book/Grade 3 pg. 24-25	Oral questions, Portfolio, Observation.
	2	Writing	Guided Writing	By the end of the sub strand, the learner should be able to: write words from a picture prompt for effective communication, Recognize the correct form and meaning of the words to be used in filling in gaps. Appreciate the importance of writing correct words to express meaning.	Who was at the river at night?	Learners observe and respond to picture prompts appropriately. Learners write a three word sentence using the prompts. Learners are guided in filling in the gaps correctly and meaningfully. In groups and pairs, learners match pictures with words.	Regalia, charts, pictures/ photographs that prompt learners to write. New Progressive Primary English Learners Book/Grade 3 pg. 25	Oral questions, Portfolio, Observation
	3	Listening and Speaking.	Pronunciation and Vocabulary .	By the end of the sub strand, the learner should be able to: Pronounce the sounds /st/ and /sn/ correctly. Pronounce words with the sounds /st/ and /sn/ correctly. Demonstrate the understanding of new words by applying them in relevant contexts, use the vocabulary learnt to communicate confidently in various contexts.	1. What other words have the same meaning as these words?	Learners are guided to use the vocabulary correctly through dramatization and role play in the classroom, use of regalia, pictures, verbal or situational contexts and synonyms. Learners listen to the vocabulary used in oral and written sentences and use it in their own sentences and dialogues. In pairs and in groups, learners play language games, use tongue twisters, and songs to practice vocabulary.		Oral questions, Portfolio, Observation
8	1	Listening and Speaking	Language Structures and Functions Indefinite pronouns: Anybody Somebody.	By the end of the sub strand, the learner should be able to: Identify indefinite pronouns in communication about home and school. Enjoy using indefinite pronouns in their day to day communication.	Who can drink water?	Learners are guided to practice oral sentences using indefinite pronouns in pairs and in groups. Learners listen to a story, poem or conversation read by the teacher or from computing devices and responds to questions based on indefinite pronouns.	Flash cards with indefinite pronouns, word wheels, charts, audio clips with sentence constructions with indefinite pronouns. New Progressive Primary English Learners Book/Grade 3 pg. 27-28	Oral questions, Portfolio, Observation.
	2	Reading	Word Reading	By the end of the sub strand, the learner should be able to: Read more and longer words without letter- sound correspondence for effective communication. Read more and longer grade level vocabulary without letter sound correspondence in an appropriate text.	What are some of the new words that you know? Why do you enjoy reading some words?	Learners recognise and read longer words as modeled by the teacher in group, pairs and individually through look and say, exposure and other word- attack skills. Learners play word puzzle game by finding as they pronounce them.	Newspapers, word wheels, word slides, flash cards, videos, tablets, multimedia word lists, tablets, charts. New Progressive Primary English Learners Book/Grade 3 pg. 29-30	Oral questions, Portfolio, Observation.
	3	Writing	Guided Writing	By the end of the sub strand, the learner should be able to: Write words from a picture prompt for Effective communication, Recognise the correct form and meaning of the words to be used in filling in gaps. Appreciate the importance of writing correct words to express meaning.	What items are found at home?	Learners observe and respond to picture prompts appropriately. Learners write a three word sentence using the prompts. Learners are guided in filling in the gaps correctly and meaningfully. In groups and pairs, learners	Regalia, charts, pictures/ photographs that prompt learners to write. New Progressive Primary English Learners Book/Grade 3 pg. 31	Oral questions, Portfolio, Observation.
9	1	Listening and Speaking.	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Recognise new words used in the theme to acquire a range of vocabulary. Pronounce the vocabulary with the consonant sounds /wr/ /pr/ related to the theme correctly for effective communication.	How are these words pronounced? Pray, wrist.	Learners are guided to use the vocabulary correctly through dramatization and role play in the classroom, use of regalia, pictures, verbal or situational contexts and synonyms. Learners listen to the vocabulary used in oral and written sentences and use it in their own sentences and dialogues. In pairs and in groups, learners play language games, use tongue twisters, and songs to practice vocabulary.	Picture and word cards with the consonant blends, word wheels and computing devices that are available. New Progressive Primary English Learners Book/Grade 3 pg. 32-33	Oral questions, Portfolio, Observation.
	2	Listening and Speaking Environment	Language structures and functions Singular and plurals of irregular nouns e.g. Tooth – Teeth	By the end of the sub strand, the learner should be able to: Use plural forms of irregular nouns to talk about things and people at home and in school for effective communication. Identify singular and plural forms of irregular nouns for effective oral communication.	What are the plural forms of these nouns?	In small groups learners form plurals of specific words taking the singular and plural forms of irregular nouns. Learners recite poems containing the singular and plural forms of irregular nouns.	Pictures, photos, regalia, computers, flash cards New Progressive Primary English Learners Book/Grade 3 pg. 33-34	Oral questions, Portfolio, Observation.
	3	Reading	Comprehension	By the end of the sub strand, the learner should be able to: Make predictions based on the pictures and titles and anticipate possible outcomes. Read and retell a story, poem or conversation to enhance oral communication. Answer simple direct and indirect questions based on the text ‘Komu and his axe.’ sub strand, the learner should be able to: Spell and write words correctly that they can see in the environment for effective communication. Appreciate the importance of writing words clearly, legibly and correctly for different purposes.	What do you think will happen in this story? spell the name of this picture/object?	Learners talk about the picture/title before they read a short print or digital text and make predictions. Learners practice reading a short text and retell a story, poem or conversation according to their understanding. Learner answer questions after reading a text by getting clues from the story read.	Newspaper cuttings of simple stories, audio-visual narrations, picture books New Progressive Primary English Learners Book/Grade 3 pg.34-35 multimedia word lists, flash cards	Oral questions, Portfolio, Observation.
10	1	Writing	Spelling	By the end of the sub strand, the learner should be able to: Spell and write words correctly that they can see in the environment for effective communication. Appreciate the importance of writing words clearly, legibly and correctly for different purposes.	How do we spell the name of this picture of object?	Learners confirm the spelling from the dictionary. Learners discuss things in the environment.	Charts, posters, multimedia word lists, flash cards New Progressive Primary English Learners Book/Grade	Oral questions, Portfolio, Observation.
	2	Listening and Speaking	Pronunciation and Vocabulary .	By the end of the sub strand, the learner should be able to: Pronounce the consonant sounds /sm/ and /st/ correctly. Pronounce words with the consonant sounds /sm/ and /st/ correctly. Pronounce the vocabulary related to the theme correctly for effective communication.		Learners practice pronunciation of the vocabulary and talk about activities related to the theme using the new words. Learners are guided to use the vocabulary correctly through dramatization and role play in the classroom, use of regalia, pictures, verbal or situational contexts and synonyms. Learners access meaning of vocabulary from pictorial dictionaries and practice them in sentences individually, in pairs and/ or groups.	Picture and word cards with the consonant blends, word wheels and computing devices that are available. New Progressive Primary English Learners Book/Grade 3 pg. 36-37	Oral questions, Portfolio, Observation.
	3	Listening and Speaking Environment	Language structures and functions Singular and plurals of irregular nouns e.g. One man – Many men	By the end of the sub strand, the learner should be able to: Distinguish between singular and plural irregular nouns for appropriate oral communication at home and in school. Enjoy games involving the singular and plural forms of irregular nouns.	What is the plural forms of man?	Learners are guided to construct sentences based on pictures the singular and plural forms of irregular nouns. Learners listen to a story, poem or conversation read by the teacher or from computing devices and respond to questions based on singular and plural forms of irregular nouns.	Pictures, photos, regalia, computers, flash cards New Progressive Primary English Learners Book/Grade 3 pg. 37-38	Oral questions, Portfolio, Observation.

Published in Grade 3 Schemes of Work Term 1 2023

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CRE Schemes - Grade 3 Schemes of Work Term 1 2023

Week	Lesson	Strand	Sub-Strand	Specific Learning Outcomes	Key Inquiry Question(S)	Learning Experience	Learning Resources	Assessment Methods	Reflection
1	1	Creation	Self- Awareness Parts of the body	By the end of the Sub strand, the learner should be able to: appreciate himself/herself as created in the image and likeness of God for His glory	In whose image and likeness are you created?	Learners to read Genesis 1:27 Learners to recite Psalms 139:13 Learners to list in groups good thoughts and feelings e.g. loving others, sharing, helping parents, having joy	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 2-3	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
	2	Creation	Self- Awareness How I think and feel	By the end of the Sub strand, the learner should be able to: make choices that are acceptable to God in their lives	What are the effects of the choices you make?	In pair’s learners to list effects of choices they make and present them before the class Learners to sing a song ‘I’ m happy today so happy in Jesus name I’m happy……………’	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 4	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces ,puzzles
	3	Creation	Self- Awareness How I think and feel	By the end of the Sub strand, the learner should be able to: control thoughts and feelings in daily life	How do you control your thoughts and feelings?	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 2-3	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 2-3	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
2	1	Creation	Self-Awareness : Making the right choices	By the end of the Sub strand, the learner should be able to: make choices that are acceptable to God in their lives	What are the effects of the choices you make?	In pairs learners to list effects of choices they make and present them before the class Learners to sing a song ‘I’	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 5-6	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
	2	Creation	My Family The head of the family	By the end of the Sub strand, the learner should be able to: recognize the head of the family and respect them	Who is the head of the family?	Learners to name the head of the family	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 7-8
	3	Creation	My Family: The extended family	By the end of the Sub strand, the learner should be able to: name family members in the nuclear and extended family for identification	Who are you? Family members?	Learners to name family members	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 8-9	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
3	1	Creation	My Family The family tree	By the end of the Sub strand, the learner should be able to: draw the family tree to understand relationships within the family	What is a family tree?	Learner to draw and color the family tree	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 9-11	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
	2	Creation	Adam and Eve Our first parents	By the end of the Sub strand, the learner should be able to: acknowledge God as the creator of Adam and Eve as our first parents on earth	Who created? Adam and Eve?	Learners to read Genesis 2:7, 21 Learners to read Genesis 2:16-17 Learners to tell how man disobeyed God in Genesis 3:6-7	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 12-13	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
	3	Creation	Adam and Eve disobeyed God	By the end of the Sub strand, the learner should be able to: describe how Adam and Eve disobeyed God and desire to obey God in their daily lives	How did man disobey God?	Learners to mention the result of man’s disobedience; Genesis 3:23 Learners to list the importance of obeying parents	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 14-15	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
4	1	Creation	Adam and Eve are punished	By the end of the Sub strand, the learner should be able to: state the results of disobeying God’s command to avoid sin explain the importance of obeying parents to live a harmonious family life	What was the result of man’s disobedience? Why should you obey your parents?	Learners to recite Ephesians 6:2 Learners to compose a poem on the importance of obeying teachers	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 16-17	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
	2	Creation	Adam and Eve are punished	By the end of the Sub strand, the learner should be able to explain the importance of obeying teachers to promote good relationships at school	Why should you obey teachers?	Learners to recite Ephesians 6:2 Learners to compose a poem on the importance of obeying teachers	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 16-19	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
	3	The Holy Bible	The Bible as the word of God	By the end of the Sub strand, the learner should be able to: differentiate the Bible from other books as a Holy Book used by Christians	What is the Bible?	Learners to sing the song “My Bible and Learners to read 2 Timothy 3:16 and discuss why they should respect the Bible	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 20-21	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
5	1	The Holy Bible	The Bible as the word of God	By the end of the Sub strand, the learner should be able to: explain how the writing of the Bible was different from other books and respect it	Who wrote the? Bible	In pairs, learners to state the number of books in the New Testament	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 21	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
	3	The Holy Bible	The Bible as the word of God	By the end of the Sub strand, the learner should be able to: name the four Gospel books in the New Testament and relate them to the teachings of Jesus Christ Appreciate the Bible as a guide in their daily lives	What are the four Gospel books in the? New Testament? Why is the Bible important in your daily lives?	Learners to discuss the importance of reading the Bible always The learners to recite Psalms 119:105	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 25	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
6	1	The Holy Bible	The Bible Story: Moses and the Burning Bush	By the end of the Sub strand, the learner should be able to: narrate what happened in the story of Moses and the burning bush and relate it with the holy places of worship	What happened to Moses at Mt.Sinai?	In groups, learners to role play the story of Moses and the burning bush In pairs, learners to discuss the value of obedience	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 26-27	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
	2	The Holy Bible	The Bible Story: Moses and the Burning Bush	By the end of the Sub strand, the learner should be able to: discuss how Moses expressed obedience and apply it in their daily lives	What did Moses do to show that the place was holy?	In groups, learners to role play the story of Moses and the burning bush In pairs, learners to discuss the value of Obedience	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 26-27	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
	3		The Bible Story: Moses and the Burning Bush	By the end of the Sub strand, the learner should be able to: narrate what happened in the story of Moses and the burning bush and relate it with the holy places of worship	How did Moses Express obedience	Learners to read Exodus 3:1-6 Learners to watch a video of Moses and the burning bush in groups, learners to role play the story of Moses and the burning bush In pairs, learners to discuss the value of Obedience	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 28-29	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
7	1		The Bible Story: Moses and the Burning Bush	By the end of the Sub strand, the learner should be able to: discuss how Moses expressed obedience and apply it in their daily lives	How did Moses express obedience	Learners to read Exodus 3:1-6 Learners to watch a video of Moses and the burning bush in groups, learners to role play the story of Moses and the burning bush In pairs, learners to discuss the value of obedience	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 29-30	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
	2	Bible Story;	The big fish swallows Jonah	By the end of the Sub strand, the learner should be able to: narrate the story of Jonah and be obedient to God	How did Jonah disobey God	In pairs, learners to draw and color the big fish In groups, learners to state why they should be obedient to God and others	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 31-32	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
	3	Bible Story;	The big fish swallows Jonah	By the end of the Sub strand, the learner should be able to: explain results of Jonah’s disobedience and desire to obey God	What was the result of Jonah’s disobedience?	In pairs, learners to draw and color the big fish In groups, learners to state why they should be obedient to God and others	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 31-32	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
8	1	Bible Story;	Naaman is Healed	By the end of the Sub strand, the learner should be able to: describe the healing of Naaman	Which disease was Naaman suffering from?	Learners to read the story of Naaman in 2 Kings 5:1-14 In groups, learners to list instructions given to Naaman by prophet Elisha Learners to watch a video clip on Naaman’s healing Learners to dramatize the story of Naaman	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 35-36	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
	2	Bible Story;	Naaman is Healed	By the end of the Sub strand, the learner should be able to: Explain desire to have faith in God	Which instructions were given to Naaman? By Prophet Elisha?	Learners to read the story of Naaman in 2 Kings 5:1-14 In groups, learners to list instructions given to Naaman by prophet Elisha Learners to watch a video clip on Naaman’s healing Learners to dramatize the story of Naaman	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 35-36	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
	3	Bible Story;	Naaman is Healed	By the end of the Sub strand, the learner should be able to: explain how God helps us	Which instructions were given to Naaman by Prophet Elisha?	In groups, learners to list instructions given to Naaman by prophet Elisha Learners to watch a video clip on Naaman’s healing Learners to dramatize the story of Naaman	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 36-37	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
9	1	The Holy Bible	The three Hebrew men are rescued from fire.	By the end of the Sub strand, the learner should be able to: narrate the story of the three Hebrew men	What happened to the three Hebrew men?	Learners to tell why the three men were thrown into the fire Learners to draw and color the three Hebrew men and the fourth person who rescued them	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 40-41	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
	2	The Holy Bible	The three Hebrew men are rescued from fire.	By the end of the Sub strand, the learner should be able to: narrate the strengthen their relationship with God	What happened to the three Hebrew men?	Learners to tell why the three men were thrown into the fire Learners to draw and color the three Hebrew men and the fourth person who rescued them	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 40-41	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
	3	The Holy Bible	The three Hebrew men are rescued from fire.	By the end of the Sub strand, the learner should be able to: trust God to cope with daily challenges	Who rescued the three Hebrew men from fire?	Learners to tell why the three men were thrown into the fire Learners to draw and color the three Hebrew men and the fourth person who rescued them	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 40-41	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
10	1	The Holy Bible	Elisha and the Boys	By the end of the Sub strand, the learner should be able to: explain the story of Elisha explain the boys and relate it to their day to day lives	Why was Elisha annoyed with the boys?	Learners to read 2 Kings 2: 23-24 Learners to mention the number of boys in the story Learners to draw, color and display pictures of two bears	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 42-43	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
	2		Elisha and the Boys	By the end of the Sub strand, the learner should be able to: apply the story in their daily lives by respecting the elderly at home, church, school and the community	How many boys were there?	Learners to sing a simple song on Elisha and the boys	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 42-43	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles
	3	The Early Life of Jesus Christ	Wise men guided by the Star	By the end of the Sub strand, the learner should be able to: identify the star that guided the wise men and desire to be led by God in their daily lives Respecting the elderly	Who were the wise men?	Matt 2:1-2 Learners to role play, “wise men guided by the star’’ Learners to draw stars and color them Learners to watch a video clip on the wise men from the East Learners to sing a song about the stars	Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 42-43	Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles

Published in Grade 3 Schemes of Work Term 1 2023

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Art and Craft Schemes - Grade 3 Schemes of Work Term 1 2023

WK	LSN	STRAND	SUB-STRAND	SPECIFIC LEARNING OUTCOME	KEY INQUIRY QUESTION	LEARNING EXPERIENCES	LEARNING RESOURCES	ASSESSMENT	REMARKS
1	1	DRAWING	Animal forms	By the end of the lesson, the learner should be able to:observe animal forms in the environment and digital media to use in drawing;	What animals are found in your environment	In groups learners could be taken for environmental walks and/or digital tours to identify animals	Paper, pencil, computer, pictures of animals Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,17-20	Observation, signed questions, discussions
	2	DRAWING	Animal forms	By the end of the lesson, the learner should be able to draw animal forms for self-expression	How do animals help people? How do we care for animals?	Individually the learner draws simple forms of animals using a pencil and colored pencil. Individually the learner draws simple forms of animals using ICT tools	Paper, pencil, computer, pictures of animals Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,20-21	Observation, signed questions, discussions
2	1	DRAWING	Animal forms	By the end of the lesson, the learner should be able to Have fun as they draw and display animal forms.	How do animals help people? How do we care for animals?	Class discussion on the different types of animals in the environment and digital media. Learners to display and sign about own and others work	Paper, pencil, computer, pictures of animals Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,22-23	Observation, signed questions, discussions
	2	DRAWING	Human forms	By the end of the lesson, the learner should be able to: observe human forms in the school compound and digital media to use in drawing	Who do you admire in the community? How do learners react and appreciate the media used in drawing human forms?	Class discussion on members of the school environment.	Paper, pencil, computer, animals Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,23-26	Observation, signed questions, discussions.
3	1	DRAWING	Human forms	By the end of the lesson, the learner should be able to draw human forms free hand or using digital tools for self-expression	Who do you admire in the community? How do learners react and appreciate the media used in drawing human forms?	Individually draw simple human forms using pencils and colored pencils.	Paper, pencil, computer, animals Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,26-27	Observation, signed questions, discussions.
	2	DRAWING	Human forms	By the end of the lesson, the learner should be able to draw human forms free hand or using digital tools for self-expression	Who do you admire in the community? How do learners react and appreciate the media used in drawing human forms?	Individually draw simple human forms using pencils and colored pencils.	Paper, pencil, computer, animals Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,26-27	Observation, signed questions, discussions.
4	1	DRAWING	Human forms	By the end of the lesson, the learner should be able to have fun as they draw human forms	Who do you admire in the community? How do learners react and appreciate the media used in drawing human forms?	Individually draw simple human forms using ICT tools. The learner to display and sign about own and others work	Paper, pencil, computer, animals Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,27-29	Observation, signed questions, discussions.
	2	DRAWING	Human forms	By the end of the lesson, the learner should be able to have fun as they draw human forms	Who do you admire in the community? How do learners react and appreciate the media used in drawing human forms?	Individually draw simple human forms using ICT tools. The learner to display and sign about own and others work	Paper, pencil, computer, animals Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,27-29	Observation, signed questions, discussions.
5	1	DRAWING	Painting	By the end of the lesson, the learner should be able to: Observe samples of painted pictures based on stories from teacher’s collection to motivate them paint their own	What picture is in the story?	Class discussion on the simple painted pictures based on stories.	Paper, pencil, computer, paint, print media. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,30-32	Observation, signed questions, discussions
	2	DRAWING	Painting	paint simple pictures based on stories for self-expression using brushes	What picture is in the story?	The learner could be guided to paint simple pictures based on simple stories for self-expression. The learner could be guided to paint simple pictures based on their simple stories using digital tools	Paper, pencil, computer, paint, print media. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,30-32	Observation, signed questions, discussions
6	1	DRAWING	Painting	By the end of the lesson, the learner should be able to: paint simple pictures based on stories for self-expression using brushes	What do you like in the picture?	The learner could be guided to paint simple pictures based on simple stories for self-expression. The learner could be guided to paint simple pictures based on their simple stories using digital tools	Paper, pencil, computer, paint, print media. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,32-33	Observation, signed questions, discussions
	2	DRAWING	Painting	By the end of the lesson, the learner should be able to: have fun as they paint pictures based on simple stories for self-expression	What do you like in the picture? What materials have been used to make the picture	The learner to display and sign about own and others work	Paper, pencil, computer, paint, print media. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,32-33	Observation, signed questions, discussions
7	1	PATTERN MAKING	Hand printed patterns	By the end of the lesson, the learner should be able to: observe hand printed patterns from teachers’ samples to help in creating decorations for beauty	What patterns can you see? How do we make patterns?	In groups, learners to observe hand printed patterns from teacher’s samples to help in creating decorations for beauty.	Paper, pencil, paint. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,34-36	Observation, signed questions, discussions.
	2	PATTERN MAKING	Hand printed patterns	By the end of the lesson, the learner should be able to: print patterns using hands, for decoration	What patterns can you see? How do we make patterns?	Individually the learner to print patterns using hands for decoration. The learner to display and discus own and other’s work	Paper, pencil, paint. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,34-36	Observation, signed questions, discussions.
8	1	PATTERN MAKING	Hand printed patterns	By the end of the lesson, the learner should be able to: have fun printing patterns with hands.	How do we make patterns? What materials have been used to make the pattern?	Individually the learner to print patterns using hands for decoration. The learner to display and discus own and other’s work	Paper, pencil, paint. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,36-38	Observation, signed questions, discussions.
	2	PATTERN MAKING	Leaf printed patterns	By the end of the lesson, the learner should be able to: observe leaf printed patterns from teachers’ samples to help in creating decorations for beauty	What patterns can you see?	In groups learners could be taken for environmental walks to identify leaves that could be used to make colored prints. Individually the learners print colored patterns with leaves for decoration.	Paper, pencil paint, leaf. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,38-41	Observation, signed questions, discussions.
9	1	PATTERN MAKING	Leaf printed patterns	By the end of the lesson, the learner should be able to: print colored patterns using leaves, for decoration have fun printing colored patterns with leaves.	How do we make colored leaf printed patterns	In groups learners could be taken for environmental walks to identify leaves that could be used to make colored prints. Individually the learners print colored patterns with leaves for decoration.	Paper, pencil paint, leaf. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,38-41	Observation, signed questions, discussions.
	2	PATTERN MAKING	Block printed patterns	By the end of the lesson, the learner should be able to: observe block printed patterns from teachers’ samples to help in creating decorations for beauty	What materials can be used for block printing? How do we print patterns with blocks for decoration	In groups learners could observe printed patterns from teacher’s samples to help in creating decorations for beauty	Paper, paint, blocks. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,41-43	Observation, signed questions, discussions.
10	END TERM SSESSMENT TEST

Published in Grade 3 Schemes of Work Term 1 2023

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