Displaying items by tag: Schemes of Work

WEEK

LESSON

STRAND

SUB-STRAND

SPECIFIC LEARNING OUTCOMES

KEY INQUIRY QUESTION(S)

LEARNING EXPERIENCE

LEARNING RESOURCES

ASSESSMENT METHODS

REFLECTION

1

1

Christian Values

Forgiveness

By the end of the Sub strand, the learner should be able to: describe the story of the unforgiving servant

What do we learn from the story of the unforgiving servant?

Learners to read the story of the unforgiving servant in Matthew 18:21-35

Learners to watch a video on the unforgiving servant Learners to role play the Bible story of the unforgiving servant

Oxford Growing in Christ page 76

Singing and dancing, dramatization, storytelling

Oral questions, portfolios, observation, written quizzes, questions and answers, reciting, checklists, filling in blank spaces, puzzles

2

Christian Values

Forgiveness

By the end of the Sub strand, the learner should be able to: describe the story of the unforgiving servant and relate it to their interaction with others

What do we learn from the story of the unforgiving servant?

Learners to read the story of the unforgiving servant in Matthew 18:21-35

Learners to watch a video on the unforgiving servant Learners to role play the Bible story of the unforgiving servant

Oxford Growing in Christ page 76

Singing and dancing, dramatization, storytelling, reading the bible

Oral questions, portfolios, observation, written quizzes, questions and answers, reciting, checklists, filling in blank spaces, puzzles

3

Christian Values

FORGIVENESS

By the end of the Sub-strand, the learner should be able to: discuss the importance of forgiving others

What happens when you do not forgive others?

Learners to read the story of the unforgiving servant in Matthew 18:21-35

Learners to watch a video on the unforgiving servant Learners to role play the Bible story of the unforgiving servant

Oxford Growing in Christ page 78-79

Singing and dancing, dramatization, storytelling, reading the bible

Oral questions, portfolios, observation, written quizzes, questions and answers, reciting, checklists, filling in blank spaces, puzzles

2

1

Christian Values

TRUST

By the end of the Sub strand, the learner should be able to: identify people they can trust for their own safety

Whom do you trust?

Who do you report to in case of danger?

Learners to read Proverbs 11:13

Learners to identify people they can trust Learners to mention the people to report to in cases of danger for appropriate action to be taken

In groups or pairs, learners to role play, ‘How to behave when confronted by a stranger

Oxford Growing in Christ page 80-81

Singing and dancing, dramatization, storytelling, reading the bible

Oral questions, portfolios, observation, written quizzes, questions and answers, reciting, checklists, filling in blank spaces, puzzles

2

Christian Values

Trust

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

mention the people to report to in case of danger for appropriate action to be taken

Whom do you trust?

Who do you report to in case of danger?

Learners to read Proverbs 11:13

Learners to identify people they can trust Learners to mention the people to report to in cases of danger for appropriate action to be taken

In groups or pairs, learners to role play, ‘How to behave when confronted by a stranger

Oxford Growing in Christ page 80-81

Singing and dancing, dramatization, storytelling, reading the bible

Oral questions, portfolios, observation, written quizzes, questions and answers, reciting, checklists, filling in blank spaces, puzzles

3

Christian Values

Trust

By the end of the Sub strand, the learner should be able to: discuss the effects of talking about others for harmonious living

How do you feel when people talk about you? Why is it wrong to talk about others

Learners to read Proverbs 11:13

In groups or pairs, learners to role play, ‘How to behave when confronted by a stranger’

Learners to discuss effects of talking about others Learners to sing the song, “Trust and obey………….”

Oxford Growing in Christ page 82-83

Singing and dancing, dramatization, storytelling, reading the bible

Oral questions, portfolios, observation, written quizzes, questions and answers, reciting, checklists, filling in blank spaces, puzzles

3

1

Christian Values

Responsibility

By the end of the Sub strand, the learner should be able to: discuss the importance of personal hygiene for healthy living

Why should you always observe personal cleanliness

Learners to list the

importance of personal cleanliness Learners to report students who

play mischief

Oxford Growing in Christ page 82-83

Singing and dancing, dramatization, storytelling, reading the bible

Oral questions, portfolios, observation, written quizzes, questions and answers, reciting, checklists, filling in blank spaces, puzzle

2

Christian Values

Responsibility

By the end of the Sub strand, the learner should be able to: acquire the value of responsibility by correcting those in the wrong

What should you do if your brother or sister is not doing the right thing

Learners to list the importance of personal cleanliness

Learners to report students who play mischief

Oxford Growing in Christ page 84-85

Singing and dancing, dramatization, storytelling, reading the bible

Oral questions, portfolios, observation, written quizzes, questions and answers, reciting, checklists, filling in blank spaces, puzzle

3

Christian Values

Responsibility

By the end of the Sub strand, the learner should be able to: acquire the value of responsibility by correcting those in the wrong

What should you do if your brother or sister is not doing the right thing

Learners to list the importance of personal cleanliness Learners to report students who play mischief

Oxford Growing in Christ page 84-85 Singing and dancing, dramatization, storytelling, reading the bible

Oral questions, portfolios, observation, written quizzes, questions and answers, reciting, checklists, filling in blank spaces, puzzle

4

1

Christian Values

Responsibility

By the end of the Sub strand, the learner should be able to: develop responsibility by not expecting a reward when they do chores at home

Why should you not expect rewards after doing household chores

Learners to role play doing household chores without expecting rewards from parents Learners to recite Philippians 2:4

Oxford Growing in Christ page 84-85 Singing and

dancing, dramatization, storytelling, reading the bible

Oral questions, portfolios, observation, written quizzes, questions and answers, reciting, checklists, filling in blank spaces, puzzle

2

The Church

Prayer

By the end of the Sub strand, the learner should be able to: recite the Lord’s prayer and apply it in their daily lives

Which prayer did Jesus Christ teach His disciples?

Learners to recite the Lord’s prayer Mathew 6:9-13

Learners to read the Lord’s prayer from a chart displayed in class Learners to role play ways of showing respect to God during prayers.

Learners to sing the Lord’s Prayer

Oxford Growing in Christ page 86-87 Singing and dancing, dramatization, storytelling, reading the bible

Oral questions , observation, written quizzes , reciting, checklists, filling in blank spaces .

3

The Church

Prayer

By the end of the Sub strand, the learner should be able to: show respect to God during prayer by adopting different postures of prayer

Which prayer did Jesus Christ teach His disciples?

Learners to recite the Lord’s prayer Mathew 6:9-13 

Learners to read the Lord’s prayer from a chart displayed in class

Learners to role play ways of showing respect to God during prayers.

Learners to sing the Lord’s Prayer

Oxford Growing in Christ page 91 Singing and dancing, dramatization, storytelling, reading the bible

Oral questions, portfolios, observation, written quizzes, questions and answers, reciting, checklists, filling in blank

5

1

The Church

Prayer

By the end of the Sub strand, the learner should be able to: show respect to God during prayer by adopting different postures of prayer

How can you show respect to God during prayer?

Learners to recite the Lord’s prayer Mathew 6:9-13

Learners to read the Lord’s prayer from a chart displayed in class Learners to role play ways of showing respect to God during prayers.

Learners to sing the Lord’s Prayer

Oxford Growing in Christ page 91

Singing and dancing, dramatization, storytelling, reading the bible

Oral questions, portfolios, observation, written quizzes, questions and answers, reciting, checklists, filling in blank

5

2

The Church

Prayer

By the end of the Sub strand, the learner should be able to: show respect to God during prayer by adopting different postures of prayer

How can you show respect to God during prayer?

Learners to recite the Lord’s prayer Mathew 6:9-13

Learners to read the Lord’s prayer from a chart displayed in class Learners to role play ways of showing respect to God during prayers.

Learners to sing the Lord’s Prayer

Oxford Growing in Christ page 92-93 Singing and dancing, dramatization, storytelling, reading the bible

Oral questions, portfolios, written quizzes, questions and answers, reciting, checklists, filling in blank

3

The Church

The Holy Spirit

By the end of the Sub strand, the learner should be able to: discuss the coming of the Holy Spirit on the day of Pentecost

What happened on the day of Pentecost?

Learners to read Acts 2:1-4 

Learners to watch a video clip on the coming of the Holy Spirit Learners to read Galatians 5:22

Learners to draw a tree and attach labels of the fruits of the Holy Spirit (love, joy, peace and kindness)

Oxford Growing in Christ page 94-95 Singing and dancing, dramatization, storytelling, reading the bible

Oral questions,portfolios, written quizzes, questions and answers, reciting, checklists, filling in blank

6

1

The Church

The Holy Spirit

By the end of the Sub strand, the learner should be able to: discuss the coming of the Holy Spirit on the day of Pentecost and relate it to their lives

What happened on the day of Pentecost?

Learners to read Acts 2:1-4

Learners to watch a video clip on the coming of the Holy Spirit Learners to read Galatians 5:22

Learners to draw a tree and attach labels of the fruits of the Holy Spirit (love, joy, peace and kindness)

Oxford Growing in Christ page 94-95 

Singing and dancing, dramatization, storytelling, reading the bible

Oral questions, portfolios, written quizzes, questions and answers, reciting, checklists, filling in blank

2

The Church

The Holy Spirit

By the end of the Sub strand, the learner should be able to: identify the work of the Holy spirit in the life of a Christian

Which are some of the fruits of the Holy Spirit?

Learners to draw a tree and attach labels of the fruits of the Holy Spirit (love, joy, peace and kindness)

In groups, learners to model and label four fruits of the Holy Spirit (love, joy, peace and kindness)

Learners to sing songs on the coming of the Holy Spirit

Oxford Growing in Christ page 94-95 

Singing and dancing, dramatization, storytelling, reading the bible

Oral questions, portfolios, written quizzes, questions and answers, reciting, checklists, filling

in blank

3

The Church

The Holy Spirit

By the end of the Sub strand, the learner should be able to: appreciate the fruit of the Holy Spirit by living harmoniously with others

What is the work of the Holy Spirit in the life of a Christians?

Learners to draw a tree and attach labels of the fruits of the Holy Spirit (love, joy, peace and kindness)

In groups, learners to model and label four fruits of the Holy Spirit (love, joy, peace and kindness)

Learners to sing songs on the coming of the Holy Spirit

Oxford Growing in Christ page 96-97

Singing and dancing, dramatization, storytelling, reading the bible

Oral questions, portfolios, written quizzes, questions and answers, reciting, checklists, filling in blank

7

1

The Church

The Holy Spirit

By the end of the Sub strand, the learner should be able to: desire to be led by the Holy spirit as they make decisions in life

What is the work of the Holy Spirit in the life of a Christians?

Learners to draw a tree and attach labels of the fruits of the Holy Spirit (love, joy, peace and kindness)

In groups, learners to model and label four fruits of the Holy Spirit (love, joy, peace and kindness)

Learners to sing songs on the coming of the Holy Spirit

Oxford Growing in Christ page 98-99

Singing and dancing, dramatization, storytelling, reading the bible

Oral questions, portfolios, written quizzes, questions and answers, reciting, checklists, filling in blank

7 -8

2, 3

REVISION

9

ASSESSMENT

WEEK

LESSON

STRANDS

S-STRAND

SPECIFIC LEARNING OUTCOMES

KEY INQURY QUESTIONS

LEARNING EXPERIENCES

LEARNING RESOURCES

ASSESSMENT

REFLECTION

1

1

1

SCULPTURE

Shakers

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

Identify materials and tools from teacher’s collection to motivate them make their own.

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

In groups, learners to observe samples of shakers from teacher’s collection.

In groups, learners to identify materials and tools from teacher’s collection to motivate them make their own.

Regalia

charts

Observation

Oral questions

2

Shakers

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

Make simple shakers using local materials for playing

What instruments do you use to accompany songs

Individually construct andassemble shakers

Regalia

Charts

Observation

Oral questions

2

1

Propellers

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

Observe samples of propellers from teacher’s samples and or from digital media.

Identify materials and tools from teacher’s collection to motivate them make their own. and play with them

What materials can be used for constructing and assembling propellers

In groups, learners to observe samples of propellers from teacher’s samples and or from digital media.

In groups to identify materials and tools from teacher’s collection to motivate them make their own

Regalia

Charts

Observation

Oral questions

2

Propellers

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

Make simple propellers using local materials for playing

Is it possible to get a resource person to teach the learners on how to make propellers

Individually construct and assemble propellers

In groups, learners to have fun and enjoy as they play with their propellers

Regalia

charts

Observation

3

1

Weaving

Plain Weaving on a Serrated Card Loom

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

Observe woven items from teacher’s collection and or from digital media.

Identify the tools and materials used in weaving on a serrated card loom in the environment

How do we identify materials used in serrated loom weaving?

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

In groups, learners to identify the tools and materials used in weaving on a serrated card loom.

Regalia

Charts

Observation

Oral questions

2

Plain Weaving on a Serrated Card Loom

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

Plain weave a three coloured table mat using a serrated loom for self-expression

How can one make a serrated card loom?

Individually plain weave a three coloured table mat on a serrated loom

Learners to display and talk about their own and others work

Regalia

Charts

Observation

Oral questions

4

1-2

Plain Weaving on A Dowel Loom

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

Observe woven items from teacher’s collection and or from digital media.

How do we identify materials used in dowel loom weaving

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

In groups, learners to identify the tools and materials used in weaving

Regalia

Charts

Observation

Oral questions

5

1-2

Plain Weaving on A Dowel Loom

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

Identify the tools and materials used in weaving on a dowel loom in the environment

What is the process of weaving on a dowel loom?

In groups, learners to identify the tools and materials used in weaving on a dowel loom

Regalia

charts

Observation

Oral questions

6

1-2

Paper Craft

Combined paper craft techniques

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

Observe a hat made using combined paper craft technique from the teacher’s samples to help in making their own.

What materials can be used to make hats?

In a group, learners to be guided in observing a hat made using combined paper craft technique from the teacher’s samples to help in making their own.

Regalia

Charts

Observation

Oral questions

7

1-2

Combined paper craft techniques

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

Make a hat using combined paper craft techniques for self- expression.

How do we make hats using combined techniques of paper craft

Individually, learner to make a hat using a combined of paper craft techniques to develop a sense of confidence

Regalia

Charts

Observation

Oral questions

8

1-2

Combined paper craft technique s

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

Observe a hat made using combined and make one of their own

How do we make hats using combined technique s of paper craft

In a group, learners to be guided in observing a hat made using combined paper craft technique from the teacher’s samples to help

Regalia

Charts

Observation

Oral questions

Written questions

9&10

ASSESSEMENT

Week

Lesson

Strand/ Theme

Sub Strand/Sub theme

Specific Learning Outcomes

Learning Experience

Key Inquiry Questions

Learning Resources

Assessment

1

1

Listening And Speaking

Effective Communication (sharing experiences)

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

Use compound and complex sentences to link thoughts.

Listen and use talk to organize and clarify thoughts and ideas.

Appreciate the importance of sharing one another’s feelings

Learners listen to stories and identify the main idea in pairs, groups and whole class

Learners participate in play both in and out of class to enhance Communication.

How do we know that the person we are talking to has understood our message?

Audio recording machines, manila charts, 

MTP English Literacy Activities Grade 3 pg. 32-3

Listening

Reading

Asking questions

2

Listening And Speaking

Effective Communication (sharing experiences)

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

Use compound and complex sentences to link thoughts.

Listen and use talk to organize and clarify thoughts and ideas.

Appreciate the importance of sharing one another’s feelings

Learners listen to stories and identify the main idea in pairs, groups and whole class

Learnersparticipate in play both in and out of class to enhance Communication.

How do we know that the person we are talking to has understood our message?

Audio recording machines, manila charts, 

MTP English Literacy Activities Grade 3 pg. 32-33

Listening

Reading

Asking questions

3

Reading

Independent reading

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

Identify the main idea in a passage

Locate information from print sources

Silently read a given passage.

Learners guess the meaning of unfamiliar words from context

Learners find answers to questions through independent reading

Learners are encouraged to utilize resources available in the library for independent Reading.

Learners ask and answer questions from independent reading

What can you do to ensure that you understand what you read on your own?

Readers, newspapers, magazines, journals 

MTP English Literacy Activities Grade 3 pg. 32-33

Listening

Reading

Asking questions

4

Writing

Spelling instruction

By the end of the sub strand, the learner should be able to: use a range of spelling strategies to correct misspelled words.

Appreciate the importance of accurate spelling in texts.

Learners do word study on word patterns (for similarities and differences), in pairs and small groups

Learners practice sorting words according to given patterns.

Learners use reinforcement activities to relate patterns to themes i.e. (sing the song avocado, papaya, banana x2 fruits are life)

What can you do to spell words correctly?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3 pg. 34

Listening

Reading

Asking questions

5

Writing

Spelling instruction

By the end of the sub strand, the learner should be able to: use a range of spelling strategies to correct misspelled words.

Appreciate the importance of accurate spelling in texts.

Learners do word study on word patterns (for similarities and differences), in pairs and small groups

Learners practice sorting words according to given patterns.

Learners use reinforcement activities to relate patterns to themes i.e. (sing the song avocado, papaya, banana x2 fruits are life)

What can you do to spell words correctly?

Flashcards, books, pencils, word boards 

MTP English Literacy Activities Grade 3 pg.34-35

Listening

Reading

Asking questions

2

1

Listening And Speaking

Effective Communication (sharing experiences)

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

Use compound and complex sentences to link thoughts.

Listen and use talk to organize and clarify thoughts and ideas.

Appreciate the importance of sharing one another’s feelings

Learners listen to stories and identify the main idea in pairs, groups and whole class

Learners participate in play both in and out of class to enhance Communication.

How do we know that the person we are talking to has understood our message?

Audio recording machines, manila charts, 

MTP English Literacy Activities Grade 3 pg. 36-37

Listening

Reading

Asking questions

2

Listening And Speaking

Effective Communication (sharing experiences)

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

Use compound and complex sentences to link thoughts.

Listen and use talk to organize and clarify thoughts and ideas.

Appreciate the importance of sharing one another’s feelings

Learners listen to stories and identify the main idea in pairs, groups and whole class

Learners participate in play both in and out of class to enhance Communication.

How do we know that the person we are talking to has understood our message?

Audio recording machines, manila charts, 

MTP English Literacy Activities Grade 3 pg. 36-37

Listening

Reading

Asking questions

3

Reading

Independent reading

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

Identify the main idea in a passage

Locate information from print sources

Silently read a given passage.

Learners guess the meaning of unfamiliar words from context

Learners find answers to questions through independent reading

Learners are encouraged to utilize resources available in the library for independent reading.

Learners ask and answer questions from independent reading

What can you do to ensure that you understand what you read on your own?

Readers, newspapers, magazines, journals 

MTP English Literacy Activities Grade 3 pg. 36-37

Listening

Reading

Asking questions

4

Writing

Spelling instruction

By the end of the sub strand, the learner should be able to: use a range of spelling strategies to correct misspelled words.

Appreciate the importance of accurate spelling in texts.

Learners do word study on word patterns (for similarities and differences), in pairs and small groups

Learners practice sorting words according to given patterns.

Learners use reinforcement activities to relate patterns to themes i.e. (sing the song avocado, papaya, banana x2 fruits are life)

What can you do to spell words correctly?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3 pg. 38

Listening

Reading

Asking questions

5

Writing

Spelling instruction

By the end of the sub strand, the learner should be able to: use a range of spelling strategies to correct misspelled words.

Appreciate the importance of accurate spelling in texts.

Learners do word study on word patterns (for similarities and differences), in pairs and small groups

Learners practice sorting words according to given patterns.

Learners use reinforcement activities to relate patterns to themes i.e. (sing the song avocado, papaya, banana x2 fruits are life)

What can you do to spell words correctly?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3

Listening

Reading

Asking questions

3

1

Listening And Speaking

Effective Communication (sharing Experiences)

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

Listen to concerns and opinions of others and represent them in an appropriate forum

Demonstrate willingness to interact with others

Appreciate the importance of sharing one another’s feelings

Learners listen to stories and identify the main idea in pairs, groups and whole class

Learners participate in play both in and out of class to enhance communication

Learners listen to others as they share personal experiences on selected themes

Learners share their opinions and represent the views of others to relevant authorities e.g. child abuse

How do we know that the person we are talking to has understood our message?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3

Listening

Reading

Asking questions

2

Listening And Speaking

Effective Communication (sharing Experiences)

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

Listen to concerns and opinions of others and represent them in an appropriate forum

Demonstrate willingness to interact with others

Appreciate the importance of sharing one another’s feelings

Learners listen to stories and identify the main idea in pairs, groups and whole class

Learners participate in play both in and out of class to enhance communication

Learners listen to others as they share personal experiences on selected themes

Learners share their opinions and represent the views of others to relevant authorities e.g. child abuse

How do we know that the person we are talking to has understood our message?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3

Listening

Reading

Asking questions

3

Reading

Reading comprehension

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

Read with accuracy, fluency, and understanding

Read through texts to make personal judgments or opinions on the subjects of the text.

Learners answer and generate questions from texts read.

Learners are encouraged to make connections between materials read and real life.

Learners use vocabulary acquired to construct grammatically correct sentences

Why is meaning important in reading?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3

Listening

Reading

Asking questions

4

Writing

Spelling instruction

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

use a range of spelling strategies to correct misspelled words apply rules of spelling in writing appreciate the importance of accurate spelling in texts

Learners engage in spelling games e.g. forming words from letter cut outs, scrabble, spelling Relay.

Learners brainstorm on new words learned and practice spelling them in writing (punctuation, accurate spelling, letter formation, and spacing)

Learners identify and correct spelling errors in texts read.

What can you do to spell words correctly?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3

Listening

Reading

Asking questions

5

Writing

Spelling Instruction

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

use a range of spelling strategies to correct misspelled words apply rules of spelling in writing

appreciate the importance of accurate spelling in texts

Learners engage in spelling games e.g. forming words from letter cut outs, scrabble, spelling Relay.

Learners brainstorm on new words learned and practice spelling them in writing (punctuation, accurate spelling, letter formation, and spacing)

Learners identify and correct spelling errors in texts read.

What can you do to spell words correctly?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3

Listening

Reading

Asking questions

4

1

Listening And Speaking

Effective Communication (sharing Experiences)

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

Listen to concerns and opinions of others and represent them in an appropriate forum

Demonstrate willingness to interact with others

Appreciate the importance of sharing one another’s feelings

Learners listen to stories and identify the main idea in pairs, groups and whole class

Learners participate in play both in and out of class to enhance communication

Learners listen to others as they share personal experiences on selected themes

Learners share their opinions and represent the views of others to relevant authorities e.g. child abuse

How do we know that the person we are talking to has understood our message?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3

Listening

Reading

Asking questions

2

Listening And Speaking

Effective Communication (sharing Experiences)

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

Listen to concerns and opinions of others and represent them in an appropriate forum

Demonstrate willingness to interact with others

Appreciate the importance of sharing one another’s feelings

Learners listen to stories and identify the main idea in pairs, groups and whole class

Learners participate in play both in and out of class to enhance communication

Learners listen to others as they share personal experiences on selected themes Learners share their opinions and represent the views of others to relevant authorities e.g. child abuse

How do we know that the person we are talking to has understood our message?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3

Listening

Reading

Asking questions

3

Reading

Reading comprehension

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

Read with accuracy, fluency, and understanding

Read through texts to make personal judgments or opinions on the subjects of the text.

Learners answer and generate questions from texts read.

Learners are encouraged to make connections between materials read and real life.

Learners use vocabulary acquired to construct grammatically correct sentences

Why is meaning important in reading?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3

Listening

Reading

Asking questions

4

Writing

Spelling instruction

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

use a range of spelling strategies to correct misspelled words

apply rules of spelling in writing

appreciate the importance of accurate spelling in texts

Learners engage in spelling games e.g. forming words from letter cut outs, scrabble, spelling Relay.

Learners brainstorm on new words learned and practice spelling them in writing (punctuation, accurate spelling, letter formation, and spacing)

Learners identify and correct spelling errors in texts read.

What can you do to spell words correctly?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3

Listening

Reading

Asking questions

5

Writing

Spelling Instruction

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

use a range of spelling strategies to correct misspelled words apply rules of spelling in writing appreciate the importance of accurate spelling in texts

Learners engage in spelling games e.g. forming words from letter cut outs, scrabble, spelling Relay.

Learners brainstorm on new words learned and practice spelling them in writing (punctuation, accurate spelling, letter formation, and spacing)

Learners identify and correct spelling errors in texts read.

What can you do to spell words correctly?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3

Listening

Reading

Asking questions

5

1

Listening And Speaking

Talk about

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

identify messages conveyed in a thematic story and engage in oral discussions

use appropriate expressions to describe people, situations, and events

Learners to talk about thematic pictures on charts displayed (my family, my community)

Learners engage in conversations to talk about thematic texts from different media, in groups, pairs, and whole class

Learners role play and discuss rules that govern social interactions when talking.

What do you like to talk about?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3

Listening

Reading

Asking questions

2

Listening And Speaking

Talk about

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

identify messages conveyed in a thematic story and engage in oral discussions

use appropriate expressions to describe people, situations, and events

Learners to talk about thematic pictures on charts displayed (my family, my community)

Learners engage in conversations to talk about thematic texts from different media, in groups, pairs, and whole class

Learners role play and discuss rules that govern social interactions when talking.

What do you like to talk about?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3

Listening

Reading

Asking questions

3

Reading

Reading comprehension

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

Read with accuracy, fluency, and understanding.

Use acquired words to form sentences and read them accurately at an appropriate speed.

Develop an interest in reading widely on varied subjects.

Learners use vocabulary acquired to construct grammatically correct sentences

Learners practice reading at an appropriate speed and with understanding

Learners are guided to share their opinions based on texts read

Why is meaning important in reading?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3

Listening

Reading

Asking questions

4

Writing

Creative writing

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

Develop strategies for writing creative texts

Experiment with language choice in imaginative writing

Learners practice creative Writing (drafting, revising, editing, proofreading and publishing creative texts), in pairs and groups

Learners create and publish writing using digital tools, in pairs and groups.

Learners display their creative works in the classroom, notice boards, the school magazine. Portfolio)

Why is it important to use linking words when writing paragraphs?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3

Listening

Reading

Asking questions

5

Writing

Creative writing

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

Develop strategies for writing creative texts

Experiment with language choice in imaginative writing

Learners practice creative Writing (drafting, revising, editing, proofreading and publishing creative texts), in pairs and groups

Learners create and publish writing using digital tools, in pairs and groups.

Learners display their creative works in the classroom, notice boards, the school magazine. Portfolio)

Why is it important to use linking words when writing paragraphs?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3

Listening

Reading

Asking questions

6

1

Listening And Speaking

Talk about

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

identify messages conveyed in a thematic story and engage in oral discussions

use appropriate expressions to describe people, situations, and events

Learners to talk about thematic pictures on charts displayed (my family, my community)

Learners engage in conversations to talk about thematic texts from different media, in groups, pairs, and whole class

Learners role play and discuss rules that govern social interactions when talking.

What do you like to talk about?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3

Listening

Reading

Asking questions

2

Listening And Speaking

Talk about

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

identify messages conveyed in a thematic story and engage in oral discussions

use appropriate expressions to describe people, situations, and events

Learners to talk about thematic pictures on charts displayed (my family, my community)

Learners engage in conversations to talk about thematic texts from different media, in groups, pairs, and whole class

Learners role play and discuss rules that govern social interactions when talking.

What do you like to talk about?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3

Listening

Reading

Asking questions

3

Reading

Reading comprehension

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

Read with accuracy, fluency, and understanding.

Use acquired words to form sentences and read them accurately at an appropriate speed.

Develop an interest in reading widely on varied subjects.

Learners use vocabulary acquired to construct grammatically correct sentences

Learners practice reading at an appropriate speed and with understanding

Learners are guided to share their opinions based on texts read

Why is meaning important in reading?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3

Listening

Reading

Asking questions

4

Writing

Creative writing

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

Develop strategies for writing creative texts.

Experiment with language choice in imaginative writing

Compose simple texts in written and digital formats.

Learners practice creative Writing (drafting, revising, editing, proofreading and publishing creative texts), in pairs and groups

Learners create and publish writing using digital tools, in pairs and groups.

Learners display their creative works in the classroom, notice boards, the school magazine. Portfolio)

Why is it important to use linking words when writing paragraphs?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3

Listening

Reading

Asking questions

5

Writing

Creative writing

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

Develop strategies for writing creative texts.

Experiment with language choice in imaginative writing

Compose simple texts in written and digital formats.

Learners practice creative Writing (drafting, revising, editing, proofreading and publishing creative texts), in pairs and groups

Learners create and publish writing using digital tools, in pairs and groups.

Learners display their creative works in the classroom, notice boards, the school magazine Portfolio)

Why is it important to use linking words when writing paragraphs?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3

Listening

Reading

Asking questions

7

1

Listening And Speaking

Talk about

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

Identify messages conveyed in a thematic story and engage in oral discussions

Use appropriate expressions to describe people, situations, and events.

Develop an interest to read stories and texts.

Learners to talk about thematic pictures on charts displayed (my family, my community)

Learners engage in conversations to talk about thematic texts from different media, in groups, pairs, and whole class

Learners role play and discuss rules that govern social interactions when talking.

What do you like to talk about?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3

Listening

Reading

Asking questions

2

Listening And Speaking

Talk about

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

Identify messages conveyed in a thematic story and engage in oral discussions

Use appropriate expressions to describe people, situations, and events.

Develop an interest to read stories and texts.

Learners to talk about thematic pictures on charts displayed (my family, my community)

Learners engage in conversations to talk about thematic texts from different media,in groups, pairs, and whole class

Learners role play and discuss rules that govern social interactions when talking.

What do you like to talk about?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3

Listening

Reading

Asking questions

3

Reading

Reading comprehension

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

Read with accuracy, fluency, and understanding

Read through texts to make personal judgments or opinions on the subjects of the text.

Learners answer and generate questions from texts read

Learners are encouraged to make connections between materials read and real life

Learners use vocabulary acquired to construct grammatically correct sentences

Why is meaning important in reading?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3

Listening

Reading

Asking questions

4

Writing

Creative writing

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

Develop strategies for writing creative texts

Experiment with language choice in imaginative writing

Compose simple texts in written and digital formats

Learners practice creative writing (drafting, revising, editing, proofreading and publishing creative texts), in pairs and groups

Learners display their creative works in the classroom, notice boards, the school magazine. Portfolio)

Learners participate in creative writing competitions at school and through various media (newspaper, children magazines)

How do we organize ideas to make a story interesting?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3

Listening

Reading

Asking questions

5

Writing

Creative writing

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

Develop strategies for writing creative texts

Compose simple texts in written and digital formats.

Use connecting words appropriately and effectively in writing

Learners create and publish writing using digital tools, in pairs and groups

Learners use connecting words to show creativity

How do we organize ideas to make a Story interesting?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3

Listening

Reading

Asking questions

8

1

Listening And Speaking

Talk about

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

Identify messages conveyed in a thematic story and engage in oral discussions

Use appropriate expressions to describe people, situations, and events.

Develop an interest to read stories and texts.

Learners to talk about thematic pictures on charts displayed (my family, my community)

Learners engage in conversations to talk about thematic texts from different media, in groups, pairs, and whole class

Learners role play and discuss rules that govern social interactions when talking.

What do you like to talk about?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3

Listening

Reading

Asking questions

2

Listening And Speaking

Talk about

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

Identify messages conveyed in a thematic story and engage in oral discussions

Use appropriate expressions to describe people, situations, and events.

Develop an interest to read stories and texts.

Learners to talk about thematic pictures on charts displayed (my family, my community)

Learners engage in conversations to talk about thematic texts from different media, in groups, pairs, and whole class

Learners role play and discuss rules that govern social interactions when talking.

What do you like to talk about?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3

Listening

Reading

Asking questions

3

Reading

Reading comprehension

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

Read with accuracy, fluency, and understanding

Read through texts to make personal judgments or opinions on the subjects of the text.

Learners answer and generate questions from texts read

Learners are encouraged to make connections between materials read and real life

Learners use vocabulary acquired to construct grammatically correct sentences

Why is meaning important in reading?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3

Listening

Reading

Asking questions

4

Writing

Creative writing

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

Develop strategies for writing creative texts

Demonstrate a sense of ownership in the written work

Compose simple texts in written and digital formats

Learners practice creative writing (drafting, revising, editing, proofreading and publishing creative texts), in pairs and groups

Learners display their creative works in the classroom, notice boards, the school magazine. Portfolio)

Learners participate in creative writing competitions at school and through various media (newspaper, children magazines)

How do we organize ideas to make a Story interesting?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3

Listening

Reading

Asking questions

5

Writing

Creative writing

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

Develop strategies for writing creative texts

Compose simple texts in written and digital formats.

Use connecting words appropriately and effectively in writing

Develop an interest in writing for pleasure

Learners create and publish writing using digital tools, in pairs and groups

Learners use connecting words to show creativity

How do we organize ideas to make a Story interesting?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3

Listening

Reading

Asking questions

9

1

Listening And Speaking

Talk about

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

Identify messages conveyed in a thematic story and engage in oral discussions

Build on one’s ideas in a conversation by linking them to those given by others.

Develop an interest to read stories and texts

Learners to talk about thematic pictures on charts displayed (my family, my community)

Learners engage in conversations to talk about thematic texts from different media, in groups, pairs, and whole class.

Learners orally answer questions from a story read.

What do you like to talk about?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3

Listening

Reading

Asking questions

2

Reading

Reading comprehension

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

Read with accuracy, fluency, and understanding.

Use acquired words to form sentences and read them accurately at an appropriate speed

Develop an interest in reading widely on varied subjects.

Learners answer and generate questions from texts read.

Learners practice reading at an appropriate speed and with understanding

Learners are guided to share their opinions based on texts read

Why is meaning important in reading?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3

Listening

Reading

Asking questions

3

Reading

Reading comprehension

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

Read with accuracy, fluency, and understanding.

Use acquired words to form sentences and read them accurately at an appropriate speed

Develop an interest in reading widely on varied subjects.

Learners answer and generate questions from texts read.

Learners practice reading at an appropriate speed and with understanding

Learners are guided to share their opinions based on texts read

Why is meaning important in reading?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3

Listening

Reading

Asking questions

4

Writing

Handwriting

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

Use capital letters correctly

Use appropriate spacing between words

Use legible and neat handwriting to communicate effectively

Learners observe displayed model handwriting

Learners are guided to write for sustained period individually and in pairs

Learners practice effective Punctuation (capitalization, commas, and full stop).

What do we consider when writing a paragraph?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3

Listening

Reading

Asking questions

5

Listening And Speaking

Talk about

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

Identify messages conveyed in a thematic story and engage in oral discussions

Build on one’s ideas in a conversation by linking them to those given by others.

Develop an interest to read stories and texts

Learners to talk about thematic pictures on charts displayed (my family, my community)

Learners engage in conversations to talk about thematic texts from different media, in groups, pairs, and whole class.

Learners orally answer questions from a story read.

What do you like to talk about?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3

Listening

Reading

Asking questions

10

1

Reading

Reading comprehension

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

Read with accuracy, fluency, and understanding.

Use acquired words to form sentences and read them accurately at an appropriate speed

Develop an interest in reading widely on varied subjects.

Learners answer and generate questions from texts read.

Learners practice reading at an appropriate speed and with understanding

Learners are guided to share their opinions based on texts read

Why is meaning important in reading?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3

Listening

Reading

Asking questions

2

Writing

Handwriting

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

Use capital letters correctly

Use appropriate spacing between words

Use legible and neat handwriting to communicate effectively

Learners observe displayed model handwriting

Learners are guided to write for sustained period individually and in pairs

Learners practice effective Punctuation (capitalization,

commas, and full stop).

What do we consider when writing a paragraph?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3

Listening

Reading

Asking questions

3

Listening And Speaking

Talk about

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

Identify messages conveyed in a

thematic story and engage in oral discussions

Use appropriate expressions to describe people, situations, and events.

Develop an interest to read stories and texts.

Learners to talk about thematic pictures on charts displayed (my family, my community)

Learners engage in conversations to talk about thematic texts from different media, in groups, pairs, and whole class.

Learners orally answer questions from a story read.

Learners share the message in a story with peers, parents, and others in the

community

What do you like to talk about?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3

Listening

Reading

Asking questions

4

Reading

Reading comprehension

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

Read with accuracy, fluency, and understanding

Read through texts to make personal judgments or opinions on the subjects of the text

Locate information in a text.

Develop an interest in reading widely on varied subjects.

Learners answer and generate questions from texts read.

Learners use vocabulary acquired to construct grammatically correct sentences

Learners practice reading at an appropriate speed and with understanding

Learners are guided to share their opinions based on texts read.

Why is meaning important in reading?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3

Listening

Reading

Asking questions

5

Writing

Handwriting

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

Use capital letters correctly.

Use appropriate spacing between words

Use legible and neat handwriting to communicate effectively.

appreciate the importance of linking words in paragraph development

Learners practice effective punctuation (capitalization, commas, and full stop).

Learners are provided with reading material as triggers to writing

Learners are guided through think pair-share to discuss linking words

What do we consider when writing a paragraph?

Flashcards, books, pencils, word boards

MTP English Literacy Activities Grade 3

Listening

Reading

Asking questions

11

ASSESSMENT

 Week

Lesson

Strand

Sub-Strand

Specific Learning Outcome

Key Inquiry Question

Learning Experiences

Learning Resources

Assessment

Remarks

1

1

Performing

Songs

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

observe safety during performance of signed singing games

Name some of the materials or objects used during play

Learners practice signed singing games with coordinated body movements.

Practice and performance could be done in pairs and in groups to encourage team work and responsibility.

Costumes and props

Audio-visual excerpts of relevant music

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

2

1

Performing

Songs

By the end of the of the sub strand the learner should be able to: practice game etiquette and share available resources equitably during the performance of signed singing games

Name some of the materials or objects used during play

Learners are guided to observe safety while performing signed singing games.

Individually and in groups, learners observe game etiquette and share available resources equitably while performing signed singing games

Costumes and props

Audio-visual excerpts of relevant music

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

3

1

Musical Instruments

Musical Instruments

By the end of the of the sub-strand the learner should be able to: name different types of improvised string instruments

Which part of the body do you use when playing string instruments? Would you prefer to play the instrument alone or with friends?

Individually and in groups’ learners imitate playing of different string instruments.

Learners are guided to apply the skills of playing different string instruments that is: holding, plucking/striking, bowing and strumming

Individually and in groups’ learners imitate playing of different string instruments.

Learners are guided to apply the skills of playing different string instruments that is: holding, plucking/striking, bowing and strumming

Audio-visual excerpts of Music featuring instruments

Audio-visual equipment

Musical instruments

Charts/pictures

Locally available materials for improvising instruments

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

4

1

Musical

Instruments

Musical

Instruments

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

visually identify string instruments the skills of playing string instruments

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

prefer to play the instrument alone or with friends?

In groups and individually learners are guided to improvise different string instruments (mouth bows, ground bows and fiddles) while observing safety

Audio-visual excerpts of Music

featuring instruments

Audio-visual equipment

Musical instruments

Charts/pictures

Locally available materials for improvising instruments

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

5

1

Musical Instruments

Musical Instruments

By the end of the of the sub strand the learner should be able to: use locally available materials to make string instruments

Which part of the body do you use when playing string instruments? Would you prefer to play the instrument alone or with friends?

Learners accompany familiar songs using improvised string instruments such as mouth bows, ground bows and fiddles matching their strokes to the tempo of the song.

Audio-visual excerpts of Music featuring instruments

Audio-visual equipment

Musical instruments

Charts/pictures

Locally available materials for improvising instruments

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

6

1

Musical Instruments

Musical Instruments

By the end of the of the sub strand the learner should be able to: use improvised string instruments to accompany songs

Which part of the body do you use when playing string instruments? Would you prefer to play the instrument alone or with friends?

Learners have fun playing improvised percussion, wind and string instruments in an ensemble (Green band) each trying out different string instruments

Audio-visual excerpts of Music featuring instruments

Audio-visual equipment

Musical instruments

Charts/pictures

Locally available materials for improvising instruments

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

7

1

Musical Instruments

By the end of the of the sub strand the learner should be able to: use improvised percussion, wind and string instruments in an ensemble

Which part of the body do you use when playing string instruments? Would you prefer to play the instrument alone or with friends?

Learners have fun playing improvised percussion, wind and string instruments in an ensemble (Green band) each trying out different string instruments

Audio-visual excerpts of Music featuring instruments

Audio-visual equipment

Musical instruments

Charts/pictures

Locally available materials for improvising instruments

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

8

1

Dance

By the end of the 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 use dance to express ideas feelings, and emotions

What everyday body movements do you do throughout the day

Learners are exposed to various relevant live performances and recordings of dances for experience and appreciation

Audio-visual excerpts of dance

Musical instruments

Costumes and decor

Resource persons

Locally available materials for improvising instruments

Signed questions, portfolio, observation,

check lists,

adjudication using performance rubric

9

1

Dance

By the end of the of the sub strand the learner should be able to: move body zones and body parts appropriately in response to music apply locomotor and non-locomotor movements to create own dance

Which parts of the body are commonly used when dancing

Learners are guided on the use of different body zones and body parts to express ideas feelings, and emotions in dance

Audio-visual excerpts of dance

Musical instruments

Costumes and decor

Resource persons

Locally available materials for improvising instruments

Signed questions, portfolio, observation,

check lists,

adjudication using performance rubric

10-11

END OF TERM ASSESSMENT AND CLOSING

Week 

Lesson

Strand

Sub Strand

Specific Learning Outcome

Key Inquiry Question

Learning Experiences

Learning Resources

Assessment

Remarks

1

1

Manipulative skills

Manipulative skills: Punting

By the end of the sub strand the learner should be able to: name the parts of the body that are involved in punting for body awareness

Mention the part of the body used for punting.

Name a game where punting is used

Learners answer questions on the parts of the body that are used for punting

Field makers, field, bean bags, ropes,

Digital devices such as smart mobile phones Video clip of a soccer game when punting is in use

2

Manipulative skills

Manipulative skills: Punting

By the end of the sub strand the learner should be able to: name the parts of the body that are involved in punting for body awareness

Mention the part of the body used for punting.

Name a game where punting is used

learners to watch a video clip on of a game where punting is used such as football

Field makers, field, bean bags, ropes,

Digital devices such as smart mobile phones Video clip of a  soccer game when punting is in use

3

Manipulative skills

Manipulative skills: Punting

By the end of the sub strand the learner should be able to: perform punting in different directions for space awareness

Mention the part of the body used for punting.

Name a game where punting is used

learners to watch a video clip on of a game where punting is used such as football

Field makers, field, bean bags, ropes,

Digital devices such as smart mobile phones

Video clip of a soccer game when punting is in use

4

Manipulative skills

Manipulative skills: Punting

By the end of the sub strand the learner should be able to: perform punting in different directions for space awareness

Mention the part of the body used for punting.

Name a game where punting is used

practice punting in different directions such as forward, left and right

Learners to play games that involve punting such as a minor game of soccer

Field makers, field, bean bags, ropes,

Digital devices such as smart mobile phones

Video clip of a soccer game when punting is in use

5

Manipulative skills

Manipulative skills: Punting

By the end of the sub strand the learner should be able to: practice punting in different directions for excellence

Mention the part of the body used for punting.

Name a game where punting is used

practice punting in different directions such as forward, left and right

Learners to play games that involve punting such as a minor game of soccer

Field makers, field, bean bags, ropes,

Digital devices such as smart mobile phones

Video clip of a soccer game when punting is in use

2

1

Manipulative skills

Manipulative skills: Punting

By the end of the sub strand the learner should be able to: practice punting in different directions for excellence

Mention the part of the body used for punting.

Name a game where punting is used

practice punting in different directions such as forward, left and right

Learners to play games that involve punting such as a minor game of soccer

Field makers, field, bean bags, ropes,

Digital devices such as smart mobile phones

Video clip of a soccer game when punting is in use

2

Manipulative skills

Manipulative skills: Punting

By the end of the sub strand the learner should be able to: appreciate punting for coordination and balance

Mention the part of the body used for punting. 

Name a game where punting is used

Learners to play games that involve punting such as a minor game of soccer

Learners to observe rules as they punt and play games

Field makers, field, bean bags, ropes,

Digital devices such as smart mobile phones

Video clip of a soccer game when punting is in use

3

Manipulative skills

Manipulative skills: Punting

By the end of the sub strand the learner should be able to: appreciate punting for coordination and balance

Mention the part of the body used for punting.

Name a game where punting is used

Learners to play games that involve punting such as a minor game of soccer Learners to observe rules as they punt and play games

Field makers, field, bean bags, ropes,

Digital devices such as smart mobile phones Video clip of a soccer game when punting is in use

4

Manipulative skills

Manipulative skills: Punting

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

Mention the part of the body used for punting.

Name a game where punting is used

Learners to play games that involve punting

such as a minor game of soccer Learners to observe rules as they punt and play games

Field makers, field, bean bags, ropes,

Digital devices such as smart mobile phones

Video clip of a soccer game when punting is in use

5

Manipulative skills

Manipulative skills: Punting

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

Mention the part of the body used for punting.

Name a game where punting is used

Learners to play games that involve punting such as a minor game of soccer

Learners to observe rules as they punt and play games

Field makers, field, bean bags, ropes,

Digital devices such as smart mobile phones

Video clip of a soccer game when punting is in use

3

1

Manipulative skills

Manipulative skills: Punting

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

Obey rules when punting for own and others safety

Mention the part of the body used for punting.

Name a game where punting is used

Learners to play games that involve punting such as a minor game of soccer

Learners to observe rules as they punt and play games

Field makers, field, bean bags, ropes,

Digital devices such as smart mobile phones

Video clip of a soccer game when punting is in use

2

Manipulative skills

Manipulative skills: Punting

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

Obey rules when punting for own and others safety

Mention the part of the body used for punting.

Name a game where punting

is used

Learners to play games that involve punting such as a minor game of soccer

Learners to

observe rules as they punt and play games

Field makers, field, bean bags, ropes,

Digital devices such as smart mobile phones

Video clip of a soccer game when punting is in use

3

Manipulative skills

Manipulative skills: Dribbling

By the end of the sub strand, the learner should be able to: name the parts of the body that are used for dribbling

Which directions can you dribble easily?

Learners answer questions on the parts of the body that are used for dribbling

Field makers, field, bean bags, ropes,

Digital devices such as computers and smart phones

Video clip of a soccer games where the dribbling is being used

4

Manipulative skills

Manipulative skills: Dribbling

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

name the parts of the body that are used for dribbling

Which directions can you dribble easily?

Learners answer questions on the parts of the body that are used for dribbling

Field makers, field, bean bags, ropes,

Digital devices such as computers and smart phones

Video clip of a soccer games where the dribbling is being used

5

Manipulative skills

Manipulative skills: Dribbling

By the end of the sub strand the learner should be able to: dribble in different ways for coordination, strength and balance

Which part of the body is used for dribbling?

Learners to watch a video clip on a soccer game where the ball is being dribbled

Learners to practice dribbling in different ways by: − dribbling in different directions such as forward, to the right and left

Field makers, field, bean bags, ropes,

Digital devices such as computers and smart phones

Video clip of a soccer games where the dribbling is being used

4

1

Manipulative skills

Manipulative skills: Dribbling

By the end of the sub strand the learner should be able to: dribble in different ways for coordination, strength and balance

Which part of the body is used for dribbling?

Learners to watch a video clip on a soccer game where the ball is being dribbled

Learners to practice dribbling in different ways by: − dribbling in different pathways such as circular, straight, zigzag and circles − dribble objects to varying distances such as near, far

Field makers, field, bean bags, ropes,

Digital devices such as computers and smart phones

Video clip of a soccer games where the dribbling is being used

2

Manipulative skills

By the end of the sub strand the learner should be able to: dribble in different ways for coordination, strength and balance

Which part of the body is used for dribbling?

Name a game where dribbling used.

Learners to watch a video clip on a soccer game where the ball is being dribbled Learners to practice dribbling in different ways by: -dribbling in different pathways such as circular, straight, zigzag and circles − dribble objects to varying distances such as near, far

Field makers, field, bean bags, ropes,

Digital devices such as computers and smart

phones

Video clip of a soccer games where the dribbling is being used

3

Manipulative skills

Manipulative skills: Dribbling

By the end of the sub strand the learner should be able to: establish relationships through dribbling for creativity and imagination

Which part of the body is used for dribbling?

Name a game where dribbling is used.

Learners to dribble individually and in groups

Learners to play games that involve dribbling

Field makers, field, bean bags, ropes,

Digital devices such as computers and smart phones

Video clip of a soccer games where the dribbling is being used

4

Manipulative skills

Manipulative skills: Dribbling

By the end of the sub strand the learner should be able to: establish relationships through dribbling for creativity and imagination

Which part of the body is used for dribbling?

Name a game where dribbling is used.

Learners to dribble individually and in groups

Learners to play games that involve dribbling

Field makers, field, bean bags, ropes,

Digital devices such as computers and smart phones

Video clip of a soccer games where the dribbling is being used

5

Manipulative skills

Manipulative skills: Dribbling

By the end of the sub strand the learner should be able to: appreciate dribbling for coordination, strength, balance and self-esteem.

Which part of the body is used for dribbling?

Name a game where dribbling is used.

Learners to dribble individually and in groups

 Learners to play games that involve dribbling

Field makers, field, bean bags, ropes,

Digital devices such as computers and smart phones

Video clip of a soccer games where the dribbling is being used

5

1

Manipulative skills

Manipulative skills: Dribbling

By the end of the sub strand the learner should be able to: appreciate dribbling for coordination, strength, balance and self-esteem.

Which part of the body is used for dribbling?

Name a game where dribbling is used.

Learners to dribble individually and in groups

Learners to play games that involve dribbling

Field makers, field, bean bags, ropes,

Digital devices such as computers and smart phones

Video clip of a soccer games where the dribbling is being used

2

Manipulative skills

Manipulative skills: Dribbling

By the end of the sub strand the learner should be able to:  play games that involve dribbling for enjoyment; Obey rules when dribbling for own and others safety.

Which part of the body is used for dribbling?

Name a game where dribbling is used.

Learners to play games that involve dribbling

Observe the rules when dribbling for own and others safety

Field makers, field, bean bags, ropes,

Digital devices such as computers and smartphones

Video clip of a soccer games where dribbling is being used

3

Manipulative skills

Manipulative skills: Dribbling

By the end of the sub- strand, the learners should be able to: play games that involve dribbling for enjoyment;

obey rules when dribbling for own and others safety

Which part of the body is used for dribbling?

Name a game where dribbling is used.

Learners to play games that involve dribbling

Observe the rules when dribbling for own and others safety

Field makers, field, bean bags, ropes,

Digital devices such as computers and smart phones

Video clip of a soccer games where the dribbling is being used

Signed questions and practical

4

Swimming

Water safety: H.E.L.P

By the end of the sub- strand, the learners should be able to: name a floating technique that you know for self- esteem;

State pool rules that you know

Learners to name floating techniques that they know

Learners to be guided on the meaning of  Heat Escape Lessening Postures (H.E.L.P)

Field makers

Digital devices such as computer and smart phones

Video clip of a swimming games where the H.E.L.P is being used

Signed questions and practical

5

Swimming

Water safety: H.E.L.P

By the end of the sub- strand, the learners should be able to: give the meaning of the acronym H.E.L.P as used in swimming for self-awareness

State pool rules that you know

Learners to name floating techniques that they know

Learners to be guided on the meaning of  Heat Escape Lessening Postures (H.E.L.P)

Field makers

Digital devices such as computer and smart phones

Video clip of a swimming games where the H.E.L.P is being used

Signed questions and practical

6

1

Swimming

Water safety: H.E.L.P

By the end of the sub- strand, the learners should be able to: perform H.E.L.P for self-confidence and courage

State pool rules that you know

2

Swimming

Water safety: H.E.L.P

By the end of the sub- strand, the learners should be able to: practice H.E.L.P for survival;

State a floating technique that you know.

Learners to watch a video clip of the H.E.L.P in water

Learners to practice H.E.L.P

Field makers

Digital devices such as computer and smart phones

Video clip of a swimming games where the H.E.L.P is being used

Signed questions and practical

3

Swimming

Water safety: H.E.L.P

By the end of the sub- strand, the learners should be able to: practice H.E.L.P for survival;

State a floating technique that you know.

Learners to watch a video clip of the H.E.L.P in water Learners to practice H.E.L.P

Field makers

Digital devices such as computer and smart phones

Video clip of a swimming games where the H.E.L.P is being used

Signed questions and practical

4

Swimming

Water safety: H.E.L.P

By the end of the sub- strand, the learners should be able to: appreciate H.E.L.P for rescue

State a floating technique that you know.

Learners to state the importance of H.E.L.P in water such as Huddling with other people in the water lessens the loss of body heat

Field makers

Digital devices such as computer and smart phones

Video clip of a swimming games where the H.E.L.P is being used

Signed questions and practical

5

Swimming

Water safety: H.E.L.P

By the end of the sub- strand, the learners should be able to: make relationships while in water for creativity and imagination;

State a floating technique that you know.

Learners to state the importance of H.E.L.P in water such as Huddle Position in water is good for morale and rescuers can spot a group more easily than an individual

Field makers

Digital devices such as computer and smart phones

Video clip of a swimming games where the H.E.L.P is being used

Signed questions and practical

7

1

Swimming

Water safety: H.E.L.P

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

State a floating technique that you know.

Learners to observe swimming pool rules for own and others safety

Field makers

Digital devices such as computer and smart phones

Video clip of a swimming games where the H.E.L.P is being used

Signed questions and practical

2

Basic swimming skills: Arm action in water- front crawl

By the end of the sub- strand, the learners should be able to: name the different actions that the arm can make in water for body awareness

Mention ways in which you can move in water. Give the various directions the body can move to in water

Learners to name the different arm action they can make in water

Learners to watch a video clip of the arm action in front crawl in swimming

Digital devices such as computer and smart phones

Video clip of a swimming games where the arm front crawl is used

Signed questions and practical

3

Basic swimming skills: Arm action in water- front crawl

By the end of the sub- strand, the learners should be able to: name the different actions that the arm can make in water for body awareness

Mention ways in which you can move in water Give the various directions the body can move to in water

Learners to name the different arm action they can make in water

Learners to watch a video clip of the arm action in front crawl in swimming

Digital devices such as computer and smart phones

Video clip of a swimming games where the arm front crawl is used

Signed questions and practical

4

Basic swimming skills: Arm action in water- front crawl

By the end of the sub- strand, the learners should be able to: perform the arm action in front crawl in swimming for strength and coordination

Mention ways in which you can move in water. Give the various directions the body can move to in water

Learners to name the different arm action they can make in water

Learners to watch a video clip of the arm action in front crawl in swimming

Digital devices such as computer and smart phones

Video clip of a swimming games where the arm front crawl is used

Signed questions and practical

5

Basic swimming skills: Arm action in water- front crawl

By the end of the sub- strand, the learners should be able to: perform the arm action in front crawl in swimming for strength and coordination

Mention ways in which you can move in water. Give the various directions the body can move to in water

Learners to be guided on performing the arm action in front crawl in swimming

Learners to practicing the arm action in front crawl in swimming

Digital devices such as computer and smart phones

Video clip of a swimming games where the arm front crawl is used

Signed questions and practical

8

1

Basic swimming skills: Arm action in water- front crawl

By the end of the sub- strand, the learners should be able to: practice the arm action in front crawl in swimming for excellence

Mention ways in which you can move in water. Give the various directions the body can move to in water

Learners to be guided on performing the arm action in front crawl in swimming

Learners to practicing the arm action in front crawl in swimming

Digital devices such as computer and smart phones

Video clip of a swimming games where the arm front crawl is used

Signed questions and practical

2

Basic swimming skills: Arm action in water- front crawl

By the end of the sub- strand, the learners should be able to: practice the arm action in front crawl in swimming for excellence

Mention ways in which you can move in water. Give the various directions the body can move to in water

Learners to be guided on performing the arm action in front crawl in swimming

Learners to practicing the arm action in front crawl in swimming

Digital devices such as computer and smart phones

Video clip of a swimming games where the arm front crawl is used

Signed questions and practical

3

Basic swimming skills: Arm action in water- front crawl

By the end of the sub- strand, the learners should be able to: appreciate the arm action in front crawl in swimming for self-esteem

Mention ways in which you can move in water. Give the various directions the body can move to in water

Learners to be guided on performing the arm action in front crawl in swimming

Learners to practicing the arm action in front crawl in swimming

Digital devices such as computer and smart phones

Video clip of a swimming games where the arm front crawl is used

Signed questions and practical

4

Basic swimming skills: Arm action in water- front crawl

By the end of the sub- strand, the learners should be able to: make relationships in water for courage

Mention ways in which you can move in water. Give the various directions the body can move to in water

Learners to enjoy playing simple water games

Learners to observe safety rules while performing the arm action in front crawl in swimming and when playing water games for safety

Digital devices such as computer and smart phones

Video clip of a swimming games where the arm front crawl is used

Signed questions and practical

5

Basic swimming skills: Arm action in water- front crawl

By the end of the sub- strand, the learners should be able to: make relationships in water for courage

Mention ways in which you can move in water. Give the various directions the body can move to in water

Learners to enjoy playing simple water games

Learners to observe safety rules while performing the arm action in front crawl in swimming and when playing water games for safety

Digital devices such as computer and smart phones

Video clip of a swimming games where the arm front crawl is used

Signed questions and practical

9

1

Basic swimming skills: Arm action in water- front crawl

By the end of the sub- strand, the learners should be able to: play simple water games for enjoyment

Mention ways in which you can move in water. Give the various directions the body can move to in water

Learners to enjoy playing simple water games

Learners to observe safety rules while performing the arm action in front crawl in swimming and when playing water games for safety

Digital devices such as computer and smart phones

Video clip of a swimming games where the arm front crawl is used

Signed questions and practical

2

Basic swimming skills: Arm action in water- front crawl

By the end of the sub- strand, the learners should be able to: play simple water games for enjoyment

Mention ways in which you can move in water. Give the various directions the body can move to in water

Learners to enjoy playing simple water games

Learners to observe safety rules while performing the arm action in front crawl in swimming and when playing water games for safety

Digital devices such as computer and smart phones

Video clip of a swimming games where the arm front crawl is used

Signed questions and practical

3

Basic swimming skills: Arm action in water- front crawl

By the end of the sub- strand, the learners should be able to: observe safety when performing the arm action in front crawl in swimming for own and others safety

Mention ways in which you can move in water. Give the various directions the body can move to in water

Learners to enjoy playing simple water games

Learners to observe safety rules while performing the arm action in front crawl in swimming and when playing water games for safety

Digital devices such as computer and smart phones

Video clip of a swimming games where the arm front crawl is used

Signed questions and practical

4

Swimming

Basic swimming skills: Kicking (Leg action in water) in front crawl

By the end of the sub strand the learner should be able to: name the different actions that the leg can make in water for body awareness

Name body part used for kicking in water. Mention any floating technique they know

Learners to name the different leg actions they can make in water

Learners to watch a video clip of kicking –leg action in front crawl in swimming

Signed questions and practical

5

Swimming

Basic swimming skills: Kicking (Leg action in water) in front crawl

By the end of the sub strand the learner should be able to: name the different actions that the leg can make in water for body awareness

Name body part used for kicking in water. Mention any floating technique they know

Learners to name the different leg actions they can make in water

Learners to watch a video clip of kicking –leg action in front crawl in swimming

Digital devices such as computers and smartphones

Video clip of a swimming games the leg kicking in water is being used.

Signed questions and practical

10

1

Swimming

Basic swimming skills: Kicking (Leg action in water) in front crawl

By the end of the sub- strand, the learner should be able to: perform kicking- leg action in front crawl in swimming for strength and coordination

Name body part used for kicking in water. Mention any floating technique they know

Learners to watch a video clip of kicking – leg action in front crawl in swimming

Learners to be guided on performing kicking –leg action in front crawl in swimming

Digital devices such as computers and smartphones

Video clip of a swimming games the leg kicking in water is being used.

Signed questions and practical

2

Swimming

Basic swimming skills: Kicking (Leg action in water) in front crawl

By the end of the sub- strand, the learner should be able to: perform kicking- leg action in front crawl in swimming for strength and coordination

Name body part used for kicking in water. Mention any floating technique they know

Learners to watch a video clip of kicking – leg action in front crawl in swimming

Learners to be guided on performing kicking –leg action in front crawl in swimming

Digital devices such as computers and smartphones

Video clip of a swimming games the leg kicking in water is being used.

Signed questions and practical

3

Swimming

Basic swimming skills: Kicking (Leg action in water) in front crawl

By the end of the sub strand the learner should be able to: practice kicking –leg action in front crawl in swimming for excellence

Name body part used for kicking in water. Mention any floating technique they know

Learners to practice kicking leg action in front crawl in swimming Learners to enjoy playing simple water games

Digital devices such as computers and smart phones

Video clip of a swimming games the leg kicking in water is being used.

4

Swimming

Basic swimming skills: Kicking (Leg action in water) in front crawl

By the end of the sub- strand, the learner should be able to: practice kicking –leg action in front crawl in swimming for excellence

Name body part used for kicking in water. Mention any floating technique they know

Learners to practice kicking-leg action in front crawl in swimming

Learners to enjoy playing simple water games

Digital devices such as computers and smart phones

Video clip of a swimming games the leg kicking in water is being used.

5

Swimming

Basic swimming skills: Kicking (Leg action in water) in front crawl

By the end of the sub strand the learner should be able to: appreciate kicking-leg action in front crawl in swimming for self-esteem

Name body part used for kicking in water. Mention any floating technique they know

Learners to observe safety rules while performing kicking- leg action in front crawl in swimming and when playing water games for safety

Digital devices such as computers and smart phones

Video clip of a swimming games the leg kicking in water is being used.

11

1

Swimming

Basic swimming skills: Kicking (Leg action in water) in front crawl

By the end of the sub- strand, the learner should be able to: appreciate kicking-leg action in front crawl in swimming for self-esteem

Name body part used for kicking in water. Mention any floating technique they know

Learners to observe safety rules while performing kicking- leg action in front crawl in swimming and when playing water games for safety

Digital devices such as computers and smartphones

Video clip of a swimming games the leg kicking in water is being used.

2

Swimming

Basic swimming skills: Kicking (Leg action in water) in front crawl

By the end of the sub- strand, the learner should be able to:  make relationships in water for courage

Name body part used for kicking in water. Mention any floating technique they know

Learners to observe safety rules while performing kicking- leg action in front crawl in swimming and when playing water games for safety

Digital devices such as computers and smart phones

Video clip of a swimming games the leg kicking in water is being used.

3

Swimming

Basic swimming skills: Kicking (Leg action in water) in front crawl

By the end of the sub- strand, the learner should be able to:  make relationships in water for courage

Name body part used for kicking in water. Mention any floating technique they know

Learners to observe safety rules while performing kicking- leg action in front crawl in swimming and when playing water games for safety

Digital devices such as computers and smart phones

Video clip of a swimming games the leg kicking in water is being used.

4

Swimming

Basic swimming skills: Kicking (Leg action in water) in front crawl

By the end of the sub- strand, the learner should be able to:  play simple water game for enjoyment; Observe safety when performing kicking – leg action in front crawl in swimming for own and others safety

Name body part used for kicking in water. Mention any floating technique they know

Learners to observe safety rules while performing kicking- leg action in front crawl in swimming and when playing water games for safety

Digital devices such as computers and smart phones

Video clip of a swimming games the leg kicking in water is being used.

5

Swimming

Basic swimming skills: Kicking (Leg action in water) in front crawl Starfish float

By the end of the sub- strand, the learner should be able to:  play simple water game for enjoyment; Observe safety when performing kicking – leg action in front crawl in swimming for own and others safety

Name body part used for kicking in water. Mention any floating technique they know

Mention some objects that may float in water.

Name animals that live in water

Learners to observe safety rules while performing kicking- leg action in front crawl in swimming and  when playing water games for safety

Digital devices such as computers and smart phones

Video clip of a swimming games the leg kicking in water is being used.

Wiki

Kipindi

Mada

Mada Ndogo

Matokeo Maalum Yanayotokea

Maswali Dadisi

Mapendekezo Ya Shughuli Za Ufunzaji

Kazi Ya Ziada

Nyenzo

Maoni

1

1

Kusoma:

Hadithi.

Kufikia mwisho wa mada, mwanafunzi aweze: 

kutambua picha za watu na kazi mbalimbali ili kuimarisha ufahamu wa hadithi 

kusikiliza hadithi ikisomwa na mwalimu kuhusu kazi mbalimbali ili kuimarisha usomaji na usikivu

Unaona nini kwenye picha?

Mwanafunzi ajadili picha zilizojumuishwa kwenye hadithi.  

Mwanafunzi atabiri kitakachotokea kwenye hadithi.  

Mwanafunzi afahamu matumizi ya msamiati uliotumika kwenye hadithi.  

Wanafunzi waweza kusoma katika darasa, wakiwa wawili na baadaye mwanafunzi asome peke yake.

Mwalimu awasikilize wanafunzi wakielezea wanachoona kwa picha.

Mwanafunzi

Tarakilishi 

Kiswahili Dadisi Gredi ya tatu uk, 62-63

2

Kusoma:

Hadithi.

Kufikia mwisho wa mada, mwanafunzi aweze:  kusoma hadithi kuhusu kazi mbalimbali ili kuimarisha stadi ya kusomakufahamu hadithi aliyoisoma na aliyosomewa kuhusu kazi mbalimbali ili kupata ujumbe kuchangamkia kusoma hadithi.

Ni aina gani ya kazi ambayo imewasilishwa kwenye picha?

Wanafunzi waweza kusoma katika darasa, wakiwa wawili na baadaye mwanafunzi asome peke yake.  

Mwanafunzi anaweza kusikiliza hadithi ikisomwa kupitia vifaa vya kiteknolojia kama vile tarakilishi na projekta.  

Mwanafunzi aweza kusoma hadithi kwa kutumia jitabu mbele ya darasa.

Mwalimu awasikilize wanafunzi wakiimarisha stadi ya kusoma huku wakisoma hadithi.

Mwanafunzi

Tarakilishi 

Kiswahili Dadisi Gredi ya tatu uk, 63-64

3

Kuandika.

Kusikiliza na kuzungumza.

Kufikia mwisho wa mada, mwanafunzi aweze: 

kuandika kisa kifupi kwa hati nadhifu kulingana na mada ili kujenga stadi ya uandishi.

Je, ni mambo yapi yanayofaa kuzingatiwa unapoandika kisa?

Mwanafunzi apewe hadithi yenye mapengo ajaze kwa maneno mwafaka.  

Mwanafunzi aeleze yaliyo muhimu katika uandishi k.v. mwandiko nadhifu, maudhui, mtiririko n.k.  

Mwanafunzi asome kielelezo cha kisa kilichoandikwa.

Mwalimu awasikilize wanafunzi wakijadili mambo ya kuzingatia wanapoandi ka kisa.

Mwanafunzi

Tarakilishi 

Kiswahili Dadisi Gredi ya tatu uk, 64

2

1

Kuandika

Kusikiliza na kuzungumza.

Kufikia mwisho wa mada, mwanafunzi aweze:  kufurahia uandishi wa visa tofauti ili kuimarisha mawasiliano andishi.

Je, unaweza kuandika kisa gani kifupi kinachohusiana na kazi yoyote?

Wanafunzi waweza wakaandika kisa kifupi wakiwa wawili wawili.

 Mwanafunzi aandike kisa kifupi kinachohusiana na mada. Kisa hiki kifuate hatua tano za uandishi: maandalizi, nakala ya kwanza, marejeleo, uhariri na uchapishaji.

Mwalimu awaangalie wanafunzi wakiandika kisa chochote wanachokifa hamu.

Mwanafunzi

Tarakilishi 

Kiswahili Dadisi Gredi ya tatu uk, 65

2

Sarufi.

Ukanusho wa nyakati.

Kufikia mwisho wa mada, mwanafunzi aweze;  kutambua ukanusho wa -li-; -na-; -ta- katika sentensi ili kuimarisha mawasiliano  kusoma ukanusho wa nyakati katika sentensi ili kuimarisha usomaji

Unafanya nini sasa?  

Ulifanya nini jana?

Wanafunzi watumie -li; -na-; -ta- kuelezea vitendo walivyofanya katika wakati uliopita (LI), ulipo (NA) na ujao (TA) wakiwa katika vikundi au wawili wawili.  

Mwanafunzi akamilishe vifungu kwa kutumia -li-; -na-; ta- na ukanusho wake.

Mwanafunzi asome vifungu vyenye matumizi -li-; -na-; ta- na ukanusho wake.

Mwalimu awasikilize wanafunzi wakijieleza.

Mwanafunzi

Tarakilishi 

Kiswahili Dadisi Gredi ya tatu uk, 66

3

Sarufi.

Ukanusho wa nyakati.

Kufikia mwisho wa mada, mwanafunzi aweze:  kuandika ukanusho wa nyakati katika sentensi ili kujenga ubunifu kuchangamkia matumizi ya nyakati katika mawasiliano.

Utafanya nini kesho? 

Je, ni nyakati zipi ambazo unajua kukanusha?

Mwanafunzi aweza kupewa zoezi la ukanusho wa nyakati akiwa peke yake, wawili wawili au katika kikundi.  

Mwanafunzi aweza kutazama jinsi nyakati zinavyokanushwa katika vifaa vya kiteknolojia na kufanyia zoezi kwenye mtandao.

Mwalimu awaangalie wanafunzi wakiandika ukanusho wa nyakakati katika mawasiliano

.

Mwanafunzi

Tarakilishi 

Kiswahili Dadisi Gredi ya tatu uk, 67

3

1

Usalama.

Msamiati.

Kufikia mwisho wa mada, mwanafunzi aweze:  kutambua msamiati ambao hutumiwa katika usalama ili kuimarisha mawasiliano  kusoma msamiati unaohusiana na usalama ili kujenga usomaji bora wa usalama ili kuimarisha ufahamu

Je, ni nini maana usalama?

Mwanafunzi asome maneno yanayohusiana na usalama kwa kutumia kadi za maneno.  

Mwanafunzi aeleze maana ya msamiati wa usalama akiwa peke yake au katika vikundi.  

Mwanafunzi atunge sentensi sahihi kwa kutumia msamiati wa usalama.

Mwalimu asikize maoni ya wanafunzi kuhusu usalama.

Mwanafunzi

Tarakilishi 

Kiswahili Dadisi Gredi ya tatu uk, 69-70

2

Usalama.

Msamiati.

Kufikia mwisho wa mada, mwanafunzi aweze:  kutumia msamiati wa usalama katika sentensi ili kuimarisha ufahamu  kuandika maneno yanayohusiana na usalama ili kujenga uandishi bora 

Kuthamini usalama katika mazingira yake.

Usalama huhusisha mambo yapi?

 Mwanafunzi aweza kutazama video kuhusu usalama k.m. utekaji nyara na moto na kisha kujadili jinsi ya kujilinda kutokana na hatari.  

Mwanafunzi atazame michoro na picha inayolenga maana ya maneno kuhusu usalama.  

Wanafunzi wajadiliane kuhusu umuhimu wa usalama.

Mwalimu asikilize sentensi za wanafunzi kuhusu usalama.

Mwanafunzi

Tarakilishi 

Kiswahili Dadisi Gredi ya tatu uk, 71-73

3

Kusikiliza na Kuzungu mza:

Maagano.

Kufikia mwisho wa mada, mwanafunzi aweza:  kutambua maneno yanayotumiwa katika maagano ili kuwezesha mazungumzo 

kutumia maneno yanayotumiwa katika maagano kwenye mawasiliano

Je, ulipoagana na mzazi asubuhi alikwambiaje?

Mwanafunzi anaweza kueleza matumizi ya maagano kama vile: kwaheri; siku njema, mchana mwema, safiri salama na usiku mwema.  

Mwanafunzi atazame michoro inayoashiria vitendo vya kuagana.  

Mwanafunzi ashiriki katika maigizo ya kuagana.

Mwalimu awasikilize wanafunzi wakiagana huku wakitumia maneno wanayojua.

Mwanafunzi

Tarakilishi 

Kiswahili Dadisi Gredi ya tatu uk, 73

4

1

Kusikiliza na Kuzungu mza:

Maagano.

Kufikia mwisho wa mada, mwanafunzi aweze:  kujibu maagano kwa njia ifaayo ili kudhihirisha ufahamu 

Kuthamini matumizi ya maagano katika mawasiliano ya kila siku.

Je, mzazi hukwambiaje unapoenda kulala?  

 Mtu anaposafiri anaambiwaje?

Mwanafunzi aweza kutazama vibonzo katika tarakilishi vikiigiza vitendo na maneno mbalimbali ya kuagana.  

Mwanafunzi aweza kutaja neno la kuagana linalofaa kutokana na maelezo mbalimbali akiwa peke yake, wawili wawili au katika vikundi.

Mwalimu awasikilize wanafunzi wakijibu maagano.

Mwanafunzi

Tarakilishi 

Kiswahili Dadisi Gredi ya tatu uk, 74

2

Kusikiliza na Kuzungu mza.

Masimulizi.

Kufikia mwisho wa mada, mwanafunzi aweze:  kutambua mambo yanayoathiri usalama ili kujihakikishia usalama 

kutambua njia za kudumisha usalama katika mazingira yake ili kujihakikishia usalama 

kusimulia kuhusu mambo yanayoweza kuhatarisha usalama katika mazingira yake ili kuimarisha stadi ya kuzungumza

Usalama ni nini?  

Usalama unatusaidia na nini?

Mwanafunzi asimulie baadhi ya mambo yanayoweza kuhatarisha usalama katika mazingira yake kupitia k.m. mgeni mwalikwa.  

Mwanafunzi aweza kutazama video inayoonyesha mambo yanayoathiri usalama katika mazingira yake.  

Wanafunzi wajadiliane namna ya kuepuka dhuluma k.m. kutozungumza na watu wasiowajua, kupiga ukelele anapokumbwa na hatari.

Mwalimu awasikilize wanafunzi wakielezea maana ya usalama.

Mwanafunzi

Tarakilishi 

Kiswahili Dadisi Gredi ya tatu uk, 74

3

Kusikiliza na Kuzungu mza.

Masimulizi.

Kufikia mwisho wa mada, mwanafunzi aweze:  kusikiliza masimulizi kuhusu usalama ili kujenga stadi ya kusikiliza 

Kuthamini umuhimu wa usalama katika maisha ya kila siku.

Unaweza ukafanya nini unapovamiwa?

Mwanafunzi aandike baadhi ya mambo yanayoathiri usalama katika mazingira yake.  

 Mwanafunzi asimulie kisa alichokishuhudia kuhusu usalama.

Mwalimu asikize maoni ya wanafunzi kuhusu vile wanaeza fanya wanapovami wa.

Mwanafunzi

Tarakilishi 

Kiswahili Dadisi Gredi ya tatu uk, 75

5

1

Kusoma:

Hadithi.

Kufikia mwisho wa mada, mwanafunzi aweze:  kutambua picha

zinazoonyesha usalama katika mazingira mbalimbali ili kurahisisha ufahamu 

kutambua maneno yanayohusiana na usalama ili kuyatumia katika mawasiliano 

kusikiliza hadithi za mwalimu kuhusu usalama ili kuimarisha ufahamu

Je, usalama unahusu nini?  

 Ukosefu wa salama husababishwa na nini?

Mwanafunzi ajadili picha zilizojumuishwa kwenye hadithi. 

Mwanafunzi atabiri kitakachotokea kwenye hadithi  

Mwanafunzi afahamu matumizi ya msamiati uliotumika kwenye hadithi.  

Mwanafunzi asome darasani, wakiwa wawili na baadaye asome peke yake.  

Wanafunzi wasomeana hadithi wakiwa wawili wawili au katika vikundi

Mwalimu awasikilize wanafunzi wakitambua picha katika kitabu.

Mwanafunzi

Tarakilishi 

Kiswahili Dadisi Gredi ya tatu uk, 76

2

Kusoma:

Hadithi.

Kufikia mwisho wa mada, mwanafunzi aweze:  kusoma hadithi kuhusu usalama ili kujenga usikivu 

kufahamu hadithi aliyoisoma na aliyosomewa kuhusu usalama ili kupata ujumbe  

Kuthamini umuhimu wa usalama katika maisha ya kila siku.

Unapojipata kwenye hatari unafaa kufanya nini?

Mwanafunzi athibitishe utabiri wake baada ya kusoma hadithi.  

Mwanafunzi aweza kusimulia hadithi kutokana na picha alizopewa kuhusu usalama.  

Mwanafunzi atoe muhtasari wa hadithi aliyosoma au kusomewa.

Mwanafunzi ajibu na kuuliza maswali kutokana na hadithi.

Mwalimu asikilize maoni ya wanafunzi kuusu vile wanavyofan ya wanapojipat a kwa hatari.

Mwanafunzi

Tarakilishi 

Kiswahili Dadisi Gredi ya tatu uk, 77

3

Kuandika.

Kusikiliza na kuzungumza.

Kufikia mwisho wa mada, mwanafunzi aweze:  kutambua kisa chenye mtiririko 

kuandika kisa kifupi kwa hati nadhifu kulingana na mada 

Je, ni mambo yapi yanayofaa kuzingatiwa unapoandika kisa?

Mwanafunzi aweza kupewa hadithi yenye mapengo ajaze kwa maneno mwafaka.  

Mwanafunzi aongozwe kujadili yaliyo muhimu katika uandishi k.v. mwandiko nadhifu, maudhui, mtiririko n.k.

Mwalimu asikilize maoni ya mwanafunzi kuhusu mambo anayofaa kuzingatia kuhusu kisa.

Mwanafunzi

Tarakilishi 

Kiswahili Dadisi Gredi ya tatu uk, 79

6

1

Kuandika.

Kusikiliza na kuzungumza.

Kufurahia uandishi wa visa tofauti maishani.

Je, unaweza kuandika kisa gani kifupi kinachohusiana na usalama?

Wanafunzi waweza kuandika kisa kifupi wakiwa wawili wawili.

Mwanafunzi apewe fursa ya kuandika kisa kifupi kinachohusiana na mada. Kisa hiki kifuate hatua tano za uandishi: maandalizi, nakala ya kwanza, marejeleo, uhariri na uchapishaji.

Mwalimu kuangalia visa mbalimbali wanafaunzi wanavyiandi ka darasani.

Mwanafunzi

Tarakilishi 

Kiswahili Dadisi Gredi ya tatu uk, 80

2

Sarufi:

Vinyume vya vitendo.

Kufikia mwisho wa mada, mwanafunzi aweze;  kutaja vinyume vya vitendo  

kusoma sentensi zilizo na vinyume vya vitendo

Je, unajua vinyume vya vitendo unavyofanya kila siku?

Mwanafunzi aweza kufafanuliwa juu ya vinyume vya vitendo kama vile lala-amka; keti- simama; chekalia; tabasamu – nuna; enda-rudi; panda – shuka nk. 

Wanafunzi waweza kuigiza vinyume vya vitendo wakiwa wawili wawili.

Mwalimu apewe maana ya kinyume na wanafunzi.

Mwanafunzi

Tarakilishi 

Kiswahili Dadisi Gredi ya tatu uk, 80

3

Sarufi:

Vinyume vya vitendo.

Kufikia mwisho wa mada, mwanafunzi aweze:  kuandika vinyume vya vitendo   

Kuchangamkia kutumia vitendo na vinyume vyake katika mawasiliano ya kila siku.

Je, unajua vinyume vya vitendo unavyofanya kila siku?

Mwanafunzi aweza kushirikishwa kutunga na kusoma sentensi zilizo na vinyume vya vitendo.  

Mwanafunzi aweza kuelekezwa kuandika vinyume vya vitendo.

Mwalimu awasikilize wanafunzi wakisema vinyume vya vitendo wanavyofan ya kila siku.

Mwanafunzi

Tarakilishi 

Kiswahili Dadisi Gredi ya tatu uk, 82-83

7

1

Usafi wa Mazingira.

Msamiati

Kufikia mwisho wa mada, mwanafunzi aweze:  kutambua msamiati wa usafi wa mazingira  

kutumia msamiati wa usafi wa mazingira katika sentensi

 Je, unajua msamiati gani unaohusiana na usafi wa mazingira?

Mwanafunzi aweza kuelekezwa kusoma maneno yanayohusiana na usalama kwa kutumia kadi za maneno.  

Mwanafunzi aweza kuelekezwa kutoa maana ya msamiati unaohusiana na usafi wa mazingira.  

Wanafunzi waweza kujadiliana kuhusu maana za maneno yanayohusiana na usafi wa mazingira.  

Mwanafunzi aweza kutunga sentensi sahihi kwa kutumia msamiati unaohusiana na usafi wa mazingira.

Mwalimu asikilize baadhi ya msamiati wa usafi kutoka kwa mwanafunzi

.

Mwanafunzi

Tarakilishi 

Kiswahili Dadisi Gredi ya tatu uk, 84-85

2

Usafi wa Mazingira.

Msamiati

Kufikia mwisho wa mada, mwanafunzi aweze:  kubainisha mazingira safi na yale machafu   kuthamini mazingira safi.

Unaweza kutumia msamiati gani unaohusiana na usafi wa mazingira sentensi?

Mazingira safi ni yapi?

Mwanafunzi aweza kutazama video kuhusu usafi wa mazingira k.m. kuokota na kuchoma taka, kufyeka nyasi n.k.  

Mwanafunzi aweza kutazama michoro na picha zinazolenga maana ya maneno kuhusu usafi wa mazingira.   

Wanafunzi waweza kujadiliana kuhusu umuhimu wa usafi wa mazingira wakiwa kwenye vikundi.  

Mwalimu asikilize maoni ya wanafunzi kuhusu mazingira machafu.

Mwanafunzi

Tarakilishi

Kiswahili Dadisi Gredi ya tatu uk, 86-87

3

Kusikiliza na Kuzungu mza:

Masimulizi.

Kufikia mwisho wa mada, mwanafunzi aweze:  kutofautisha mazingira safi na yasiyo safi kutambua umuhimu wa mazingira safi  

Ni nini maana ya mazingira? 

 Mazingira safi ni yapi?

Mwanafunzi aweza kufahamu maana ya usafi wa mazingira.  

Wanafunzi waongozwe katika vikundi kusimulia  visa vinavyohusiana na usafi wa mazingira k.v. umuhimu na jinsi ya kutunza mazingira

Mwalimu asikilize tofauti kati ya mazingira chafu na safi kutoka kwa wanafunzi.

Mwanafunzi

Tarakilishi 

Kiswahili Dadisi Gredi ya tatu uk, 88

8

1

Kusikiliza na Kuzungu mza:

Masimulizi.

Kufikia mwisho wa mada, mwanafunzi aweze:  kusikiliza masimulizi kuhusu usafi wa mazingira  

kuelezea kuhusu usafi wa mazingira

Je, tunawezaje kuborasha mazingira?

Mwanafunzi aweza kuigiza jinsi ya kudumisha usafi katika mazingira yake 

Wanafunzi waweza kutazama video inayohusu mazingira

safi na chafu kisha wabainishe mazingira

Mwalimu asikilize jinsi ya kuboresha mazingira kutojka kwa wanafunzi.

Mwanafunzi

Tarakilishi 

Kiswahili Dadisi Gredi ya tatu uk, 89-90

2

Kusoma:

Hadithi.

Kufikia mwisho wa mada, mwanafunzi aweze;  kutambua msamiati uliotumiwa katika hadithi  

kusikiliza mwalimu kwa makini anaposoma hadithi kuhusu usafi wa mazingira  

kusoma hadithi kuhusu mazingira safi

Je, unaweza kukumbuka hadithi gani uliyosoma?

 Mwanafunzi aweza kujadili kuhusu picha zilizojumuishwa kwenye hadithi.   

 Mwanafunzi aweza kutabiri kitakachotokea kwenye hadithi.   

Mwanafunzi aweza kuthibitisha utabiri wake baada ya kusoma hadithi.   

Mwanafunzi aweza kufahamu matumizi ya msamiati uliotumika kwenye hadithi.

Mwalimu asikilize maoni ya mwanafunzi

.

Mwanafunzi

Tarakilishi Kusoma:

Kiswahili Dadisi Gredi ya tatu uk, 91-92

3

Kusoma:

Hadithi.

Kufikia mwisho wa mada, mwanafunzi aweze: 

Kufahamu hadithi aliyosoma na aliyosomewa kuhusu usafi wa mazingira  kuthamini mazingira safi.  

 Je, hadithi unayoweza kukumbuka inahusu nini?   

Je, umeweza kusoma hadithi ngapi?

Wanafunzi waweza kusoma kama darasa, wakiwa wawili na baadaye asome peke yake.   

 Mwanafunzi aweza kutoa muhtasari wa hadithi aliyosoma au kusomewa.   

 Mwanafunzi aweza kutabiri kitakachotokea katika hadithi katika kundi la wawili wawili au darasa zima. 

Wanafunzi waweza kusomeana hadithi wakiwa wawili wawili.

Mwalimu asikilize wanafunzi wakihadithi hadithi waliyposomewa.

Mwanafunzi

Tarakilishi  

Kiswahili Dadisi Gredi ya tatu uk, 93-94

9

1

Kuandika.

Kusikiliza na kuzungumza.

Kufikia mwisho wa mada, mwanafunzi aweze:  Kuandika kisa kifupi kwa hati nadhifu kulingana na mada ili kujenga stadi ya uandishi.

Je, ni mambo yapi yanayofaa kuzingatiwa unapoandika kisa?

Mwanafunzi apewe hadithi yenye mapengo ajaze kwa maneno mwafaka.   

Mwanafunzi aeleze yaliyo muhimu katika uandishi kama vile mwandiko nadhifu, maudhui, mtiririko n.k.  

 Mwanafunzi asome kielelezo cha kisa kilichoandikwa na mwanafunzi

Mwalimu asikilize mambo ya kuzingatia unapoandika kisa kutoka kwa wanafunzi.

Mwanafunzi

Tarakilishi  

Kiswahili Dadisi Gredi ya tatu uk, 94

2

Kuandika.

Kusikiliza na kuzungumza.

Kufikia mwisho wa mada, mwanafunzi aweze: 

kufurahia uandishi wa visa tofauti ili kuimarisha mawasiliano andishi.

Je, unaweza kuandika kisa kifupi kinachohusiana na usafi wa mazingira?

Wanafunzi waweza kuandika kisa kifupi wakiwa wawili wawili.   

Mwanafunzi aandike kisa kifupi kinachohusiana na mada. Kisa hiki kifuate hatua tano za uandishi: maandalizi, nakala ya kwanza, marejeleo, uhariri na uchapishaji.  

Mwalimu asikilize maoni ya wanafunzi kuhusu visa.

Mwanafunzi

Tarakilishi  

Kiswahili Dadisi Gredi ya tatu uk, 95

3

Sarufi:

Matumizi ya haraka na polepole.

Kufikia mwisho wa mada, mwanafunzi aweze: 

kutambua matumizi ya haraka na polepole ili kuimarisha mawasiliano mwafaka 

kutumia haraka na polepole katika kutunga sentensi ili kuimarisha mawasiliano mwafaka

Unatumia maneno gani kuelezea namna mtu alivyofanya jambo?

Mwanafunzi aweza kujaza mapengo kwa kutumia haraka na polepole.    

Mwanafunzi aweza kubainisha matumizi ya vielezi vya jinsi vinavyofunzwa kwa kutumia vifaa vya kiteknolojia.   

Mwanafunzi atazame vitu mbalimbali na avirejelee kwa kutumia haraka na polepole k.m Mtoto anatembea polepole.

Mwalimu awatazame wanafunzi wakifanya vitu kwa haraka na polepole.

Mwanafunzi

Tarakilishi  

Kiswahili Dadisi Gredi ya tatu uk, 95

10

1

Sarufi:

Matumizi ya haraka na polepole.

Kufikia mwisho wa mada, mwanafunzi aweze: kusoma sentensi zilizo na matumizi ya haraka na polepole ili kujenga usomaji bora.

Unatumia maneno gani kuelezea namna mtu anavyotembea?

Wanafunzi washiriki katika maigizo wakitumia haraka na polepole wakiwa darasani.    

 Mwanafunzi aandike maneno na sentensi kwa kutumia haraka na polepole

Mwalimu asikilize wanafunzi wakieleza jinsi wenzao wanavyotem bea kwa haraka au polepole.

Mwanafunzi

Tarakilishi  

Kiswahili Dadisi Gredi ya tatu uk, 96-97

2

Dukani.

Msamiati.

Kufikia mwisho wa mada, mwanafunzi aweze kutambua msamiati wa dukani ili kuutumia katika mawasiliano  kusoma maneno yanayohusiana na shughuli za dukani ili kujenga usomaji bora 

kueleza maana ya msamiati wa dukani ili kuimarisha stadi ya kuzungumza

Mtu anayenunua kitu dukani huitwaje?   

Mtu anayeuza dukani huitwaje?

Mwanafunzi asome maneno yanayohusiana na shughuli za dukani kwa kutumia kadi za maneno kama vile nunua, uza, bei, kilo, mnunuzi, mwuzaji, hasara, faida, pesa, baki, sarafu na noti.   

Mwanafunzi ashiriki katika majadiliano kuhusu maana ya maneno yanayohusiana na shughuli za dukani kwa kutumia picha au michoro.

Mwalimu asikilize msamiati wa dukani kutoka kwa wanafunzi.

Mwanafunzi

Tarakilishi  

Kiswahili Dadisi Gredi ya tatu uk, 98-99

3

Dukani.

Msamiati

kutumia msamiati wa dukani katika sentensi sahihi ili kuimarisha stadi

ya kuzungumza   kuandika maneno yanayohusiana na uuzaji na ununuzi ili kuimarisha stadi ya kusoma

Pesa unazorudishiwa unaponunua kitu dukani huitwaje?

Mwanafunzi atunge sentensi sahihi kwa kutumia msamiati wa dukani.

Mwanafunzi aweza kutazama video kuhusu uuzaji na ununuzi.   

Wanafunzi washiriki katika majadiliano kuhusu umuhimu wa kufanya biashara wakiwa kwenye vikundi.

Mwalimu asikilize wanafunzi wakitumia msamiati wa dakuni.

Mwanafunzi

Tarakilishi  

Kiswahili Dadisi Gredi ya tatu uk, 100

11

TATHMINI NA KUFUNGA SHULE

Observations

oral questions 

written questions

Observations

oral questions 

written questions

2

1

Personal hygiene

Bed making

By the end of the sub-strand, the learner should be able to: identify materialsused as beddings at home

What materials do we use as bedding?

In groups, learners are guided to identify the different bedding materials available at home using regalia, pictures and experience sharing.

Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 47

Observations

oral questions 

written questions

2

Personal hygiene

Bed making

By the end of the sub-strand, the learner should be able to: state the uses of different bedding materials at home

What materials do we use as bedding?

Learners are guided to state the use of different bedding materials available at home using pictures and regalia

Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 48  

Bed

Beddings

Pictures of beddings

Computing devices

Observations

oral questions

 written questions

3

1

Personal hygiene

Bed making

By the end of the sub-strand, the learner should be able to: make a bed using available beddings at home

What are the uses of the different bedding materials?

Learners are guided to make a bed using available material through a demonstration and video clips.

Learners practice how to make a bed

Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 49

Bed

Beddings

Pictures of beddings

Computing devices

Observations

oral questions 

written questions

2

Personal hygiene

Bed making

By the end of the sub-strand, the learner should be able to: state the importance of making a bed

Why is it important to make a bed?

Learners state the importance of making a bed (neatness, comfort, beauty, keep off dust, cleanliness)

Learners are guided to develop a checklist that they will use to help them make their bed on daily basis with the assistance of their parents/guardians/older siblings

Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 49

Bed

Beddings

Pictures of beddings

Computing devices

Observations

oral questions 

written questions

4

1

Personal hygiene

Bed making

By the end of the sub-strand, the learner should be able to: appreciate the need for a well-made bed

Why is it important to make a bed?

Play games on bed making using computing devices

Learners to sing songs and recite poems on making the bed

Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 49

Bed

Beddings

Pictures of beddings

Computing devices

Observations

oral questions 

written questions

2

Personal hygiene

Prevention of parasites in and out of the body

By the end of the sub-strand, the learner should be able to: name common external parasites found on the body

How do external and Internal parasites look like?

Learners name common body parasites

Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 53

Pictures

Charts

video clips

computing devices

Observations

oral questions 

written questions

5

1

Personal hygiene

Prevention of parasites in and out of the body

By the end of the sub-strand, the learner should be able to: identify common external parasite found on the body

Which parts of the body do they infest?

Learners identify common external body parasites (lice and jiggers) and where they are found in the body using pictures, video clips, charts

Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 54

Pictures

Charts

video clips computing devices

Observations

oral questions 

written questions

2

Personal hygiene

Prevention of parasites in and out of the body

By the end of the sub-strand, the learner should be able to: name common internal parasites found in the body

What leads to infestation of parasites on or in the body?

Learners name common internal body parasites

Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 54

Pictures

Charts

video clips

computing devices

Observations

oral questions 

written questions

Personal hygiene

Prevention of parasites in and out of the body

By the end of the sub-strand, the learner should be able to: identify common internal parasites found in the body

What are the effects of parasite infestation on and in the body?

Learners identify common internal body parasites (intestinal worms) using pictures, video clips and charts

Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 54

Pictures

Charts

video clips

computing devices

Observations

oral questions 

written questions

6

1

Personal hygiene

Prevention of parasites in and out of the body

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

mention the causes of external and internal parasites in the body mention the effects of parasite infestation to the body

What are the effects of parasite infestation on and in the body?

Learners identify common internal body parasites (intestinal worms) using pictures, video clips and charts on and in the body

Everyday Hygiene and Nutrition, Learner’s Book

Grade 3 pg. 56

Pictures Charts

video clips

computing devices

Observations oral questions  written questions

2

Personal hygiene

Prevention of parasites in and out of the body

By the end of the sub-strand, the learner should be able to: state the importance of personal cleanliness in preventing internal and external parasites.  Practice personal cleanliness to prevent parasite infestation.

What can I do to prevent parasite infestation in the body?

Learners can watch a demonstration, video clips on good practices of personal cleanliness to prevent parasite infestation.

Learners can search other body parasites using computing devices

Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 57

Pictures

Charts

video clips

computing devices

Observations

oral questions 

written questions

7

1

Personal hygiene

Personal hygiene during bed wetting

By the end of the sub-strand, the learner should be able to: mention causes of bed wetting. State the effects of bed wetting

What are the reasons for bed wetting? What are the effects of bed wetting?

Learners will be guided to mention causes of bed wetting (drinking too much liquids before sleeping, dreaming, not able to control the bladder, feeling unwell).

Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 62

Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 63

Bed

bedding materials

charts

pictures

video clips

computing devices

Observations

oral questions 

written questions

2

Personal hygiene

Personal hygiene during bed wetting

By the end of the sub-strand, the learner should be able to: state hygienic practices to observe during bed wetting.

Appreciate the importance of personal hygiene during bed wetting

How do we relate with those who bed wet?

The learners will listen to stories and share experiences on bed wetting.

Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 64

Bed

bedding materials

charts

pictures

video clips

computing devices

Observations

oral questions 

written questions

8

1

Foods

Eating Habits and Values

By the end of the sub-strand, the learner should be able to: name foods available in our community

Which foods are available in our community?

learners are guided to identify foods available in their community through brainstorming, pictures, buzz groups, video clips

Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg 69-

Pictures

charts 

video clips

2

Foods

Eating Habits and Values

By the end of the sub-strand, the learner should be able to: Give reasons for not eating certain foods available in the community. Appreciate reasons for not eating certain types of foods

Why do some members of the community avoid eating certain foods? How should we handle members of the community who do not eat certain foods?

Learners are guided to mention reasons why some members of the community do not eat certain foods (health, religion, personal preferences, culture, availability) through experience sharing, discussion, buzz groups Learners role play on how to handle a person who does not eat certain food available in their community

Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 70-71

Pictures

charts 

video clips

oral questions

observation

9

1

Food 

Food Etiquette

By the end of the sub-strand, the learner should be able to: Identify good table manners to observe when taking meals. Practice good table manners when taking meals.

Which are the good table manners?

learners are guided to identify good table manners (eating with mouth closed, not talking while eating, not placing elbow on the table, washing hands before eating, not picking nose or teeth while at the table, not stretching your hand to pick table condiments or food, correct use of cutlery and crockery, eating with the pace of the others, keeping low tone when conversing with others at the table) through discussion, pictures, video clips and storytelling. Learners role play good table manners

Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 72-73

Pictures charts  video clips regalia of food relevant pictures videos clips computing devices

oral questions

oral reports

observation

2

Food 

Food Etiquette

By the end of the sub-strand, the learner should be able to: Appreciate the importance of practicing good table manners when taking meals.

How should we behave when taking meals

In pairs, learners are guided to assess each other’s table manners during snack and meal times in school.

Learners can take pictures or record on table manners using computing devices and share in class.

Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg 72-73

Pictures charts  video clips regalia of food, relevant pictures videos clips computing devices

oral questions

oral reports

observation

10-11

END OF TERM ASSESSMENT AND CLOSING

Week

Lesson

Strand 

Sub Strand 

Specific Learning Outcomes

Learning Experiences

Key Inquiry Questions 

Learning Resources 

Assessment 

Remarks 

1

1

Numbers 

Addition 

By the end of the lesson the learner should be able to add two 3-digit numbers with regrouping with sum not exceeding 1000

Learners to add two 3-digit numbers with regrouping

How do we add 3-digit numbers with regrouping?

Chalk board

Charts 

Written exercise

2

Numbers 

Addition 

By the end of the lesson the learner should be able to add two 3-digit numbers with regrouping with sum not exceeding 1000

Learners to add two 3-digit numbers with regrouping

How do we add 3-digit numbers with regrouping?

Chalk board charts

Oxford mathematics activities learner’s grade 3 page 60

Written exercise 

3

Numbers 

Addition 

By the end of the lesson the learner should be able to add two 3-digit numbers with regrouping with sum not exceeding 1000

Learners to add two 3-digit numbers with regrouping

How do we add 3-digit numbers with regrouping

Chalk board charts

Oxford mathematics activities learner’s grade 3 page 61

Written exercise 

4

Numbers 

Addition 

By the end of the lesson the learner should be able to work out missing numbers in patterns involving addition up to 1000

Learners to find the next number in the patterns 

What is the next number?

Chalk board charts

Oxford mathematics activities learner’s grade 3 page 64

Observation Written exercise 

5

Numbers 

Addition 

By the end of the lesson the learner should be able to work out missing numbers in patterns involving addition up to 1000

Learners to find the next number in the pattern

What is the next number in the pattern?

Chalk board charts

Oxford mathematics activities learner’s grade 3 page 65

Written exercise 

2

1

Number 

Addition 

By the end of the lesson the learner should be able to work out all problems on addition

Learners to work out all problems on addition 

Can you work problems on addition?

Chalk board charts

Oxford mathematics activities learner’s grade 3 page 66-67

Written exercise 

2

Numbers 

Subtraction 

By the end of the lesson the learner should be able to subtract up to3-digit numbers without regrouping 

Learners to work out subtraction of 3-digit numbers using a number line

Can we work out subtraction using a number line?

Oxford mathematics activities learner’s grade 3 page 68

Observation  Written exercise 

3

Numbers 

Subtraction 

By the end of the lesson the learner should be able to subtract up to3-digit numbers without regrouping

Learners to work out subtraction using a place value chart

How can we subtract using a place value?

Charts 

Oxford mathematics activities learner’s grade 3 page 68

Oral questions  Written exercise 

4

Numbers 

Subtraction 

By the end of the lesson the learner should be able to carry out subtraction of 2-digit number from  a 3-digit number without regrouping 

Learners to subtract 2-digit numbers from 3-digit numbers without regrouping 

How do we subtract without regrouping?

Chalkboard 

Charts

Oxford mathematics activities learner’s grade 3 page 73

Observation  Written exercise 

5

Number 

Subtraction 

By the end of the lesson the leaner should be able to subtract 2-digit numbers from 3-digit numbers 

Learners to subtract 2-digit numbers from 3-digit numbers horizontally

How do we subtract horizontally?

Chalkboard 

Charts

Oxford mathematics activities learner’s grade 3 page 74

Written exercise

3

1

Numbers 

Subtraction 

By the end of the lesson the learner should be able to subtract up to 3- digit numbers involving missing numbers with single regrouping

Learners to subtract 1-digti numbers from 3-digit numbers with regrouping

Can we subtract 1-digit numbers from 3-digti numbers with regrouping?

Chalkboard 

Charts

Oxford mathematics activities learner’s grade 3 page 70

Observation  Written exercise 

2

Numbers 

subtraction

By the end of the lesson the learner should be able to subtract up to3- digit numbers involving missing numbers with single regrouping

Learners to subtract 1-digti numbers from 3-digit numbers with regrouping

Can we subtract 1-digit numbers from 3-digti numbers with regrouping?

Chalkboard 

Charts

Oxford mathematics activities learner’s grade 3 page 71

Written exercise 

3

Numbers 

Subtraction 

By the end of the lesson the learner should be able to subtract up to3- digit numbers involving missing numbers with single regrouping

Learners to read out loudly and then solve problems on subtraction

Can you solve word problems on subtraction?

Chalkboard 

Charts

Oxford mathematics activities learner’s grade 3 page 71

Oral questions  Written exercises 

4

Numbers 

Subtraction 

By the end of the lesson the learner should be able to subtract up to 3- digit numbers involving missing numbers with single regrouping

Learners to work out subtraction of 2-digit from 3digit numbers 

Can we subtract 2-digit numbers from 3-digit numbers?

Chalkboard 

Charts

Oxford mathematics activities learner’s grade 3 page 75

Observation  Written exercise 

5

Numbers 

Subtraction 

By the end of the lesson the learner should be able to subtract up to3- digit numbers involving missing numbers with single regrouping

Learners to work out subtraction of 2-digit from 3digit numbers

Can we subtract 2-digit numbers from 3-digit numbers?

Chalkboard 

Charts

Oxford mathematics activities learner’s grade 3 page 76

Written exercise 

4

1

Numbers 

Subtraction 

By the end of the lesson the learner should be able to subtract up to 3-digit numbers by breaking apart 

Learners to work out subtraction of 2-digit from 3digit numbers by breaking apart 

How do we subtract by breaking apart?

Chalk board 

Oxford mathematics activities learner’s grade 3 page 77

Observation  Written exercise 

2

Numbers 

Subtraction 

By the end of the lesson the learner should be able to subtract a 3-digit number from a 3-digti number 

Learners to work out subtraction of 3-digit numbers from 3-digit numbers 

Can we subtract 3-digti number from a 3-digit number?

Charts  

Work books

Oxford mathematics activities learner’s grade 3 page  79

Observation  Written exercise  

3

Numbers 

Subtraction 

By the end of the lesson the learner should be able to subtract horizontally 

Learners to subtract 3-digit numbers from 3-digti numbers horizontally

How do we subtract 3-digit from a 3-digti number horizontally?

Charts 

Work books

Oxford mathematics activities learner’s grade 3 page 80-81

Observation  Written exercise 

4

Numbers 

Subtraction 

By the end of the lesson the learner should be able to subtract 3-digit numbers from 3-digit numbers with regrouping

Learners to subtract 3-digit numbers from 3-digti numbers

with regrouping 

Can we subtract up to 3-digti numbers with regrouping?

Charts 

Work books

Oxford mathematics activities learner’s grade 3 page 81-82

Written exercises 

5

Numbers 

Subtraction 

By the end of the lesson the learner should be able to subtract up to3-digit numbers by breaking apart 

Learners to subtract 3-digit numbers from 3-digti numbers by breaking apart 

Can we subtract up to 3-digit numbers by breaking apart?

Charts 

Work books

Oxford mathematics activities learner’s grade 3 page 84

Observation  Written exercises 

5

1

Numbers 

Subtraction 

By the end of the lesson the learner should be able to work out word problems that involves subtraction up to 3-digit numbers 

Learners to work out word problems on subtraction up to 3-digit number

Can you work out word problems on subtraction?

Charts 

Work books 

Oxford mathematics activities learner’s grade 3 page 85

Oral exercise  Written exercises 

2

Numbers 

Subtraction 

By the end of the lesson the learner should be able to work out missing numbers in number patterns involving subtraction up to 1000

Learner in pairs to discuss how to work out missing numbers in patterns involving subtraction up to 1000

How do you identify the missing number in a pattern?

Number cards 

Oxford mathematics activities learner’s grade 3 page 87

Observation written exercise  Oral questions 

3

Numbers 

Multiplication 

By the end of the lesson the learner should be able to multiply single digit numbers by numbers 1-10 in different contexts

Learners in pairs/groups to multiply single digit numbers by numbers 110using repeated addition

How can we demonstrate multiplication as repeated addition?

Number cards 

Oxford mathematics activities learner’s grade 3 page 90-91

Observation  Written exercise  Oral questions

4

Numbers 

Multiplication 

By the end of the lesson the learner should be able to multiply single digit numbers by numbers 1-10 in different contexts

Learners to multiply using a number line 

How can we multiply be using a number line?

Number cards 

Oxford mathematics activities learner’s grade 3 page 92

Written exercise 

5

Numbers 

Multiplication 

By the end of the lesson the learner should be able to multiply single digit numbers by numbers 1-10 in different contexts

Learners to practice cards with arrays in carrying out multiplication

How ca we multiply using arrays?

Cards with arrays  Oxford mathematics activities learner’s grade 3 page 93

Oral exercise  Written exercise 

6

1

Numbers 

Multiplication

By the end of the lesson the learner should be able to work out multiplication using the multiplication table 

Learners to practice using the multiplication table 

How do we use the multiplication table?

Multiplication table

Oxford mathematics activities learner’s grade 3 page 94-95 

Oral exercises  Written exercises 

2

Numbers 

Multiplication 

By the end of the lesson the learner should be able to work out word problems on multiplication 

Learners to solve word problems on multiplication

How can we solve word problems on multiplication?

Multiplication table

Oxford mathematics activities learner’s grade 3 page 95-96 

Written exercise  Oral exercises 

3

Numbers 

Multiplication 

By the end of the lesson the learner should be able to multiply single digit numbers by numbers 1-10 in different contexts

Learners to multiply different single numbers with 6 and 7

Can we carry out the multiplication of 6 and 7?

Multiplication table

Oxford mathematics activities learner’s grade 3 page 96

Written exercises 

4

Numbers 

Multiplication 

By the end of the lesson the learner should be able to work out word problems on multiplication

Learners to multiply different single numbers up to 10

Can we carry out the multiplication of 10?

Multiplication table

Oxford mathematics activities learner’s grade 3 page 98

Oral exercises  Written exercises 

5

Numbers 

Multiplication 

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

Learners to fil the multiplication tables 

How can we fill the multiplication table?

Multiplication table

Oxford mathematics activities learner’s grade 3 page 99

Written exercise 

7

1

Numbers 

Division 

By the end of the lesson the learner should be able to represent division as repeated subtraction up to 5 times  

divide by sharing equally

Learners in pairs/groups to share objects equally as a way of dividing

How can we divide by sharing equally?

Chalkboard 

Oxford mathematics activities learner’s grade 3 page 103

Written exercise 

2

Numbers 

Division 

By the end of the lesson the learner should be able to show relationship between multiplication and division using mathematical sentences up to 9*10=90

Learners to discuss the relationship between division and multiplication using the multiplication table

How do we show the relationship between division and multiplication?

Multiplication table

Oxford mathematics activities learner’s grade 3 page 104

Observation  Written exercises 

3

Numbers 

Division 

By the end of the lesson the learner should be able to show relationship between multiplication and division using mathematical sentences up to 9*10=90

Learners to discuss the relationship between division and multiplication using the multiplication table

How do we show the relationship between division and multiplication?

Multiplication table

Oxford mathematics activities learner’s grade 3 page 105

Observation  Written exercises

4

Numbers 

Division 

By the end of the lesson the learner should be able to show relationship between multiplication and division using mathematical sentences up to 9*10=90

Learners to practice using division wheel in division

How do we use a division wheel for division?

Oxford mathematics activities learner’s grade 3 page 105

Observation  Written exercise 

5

Numbers 

Division 

By the end of the lesson the learner should be able to show relationship between multiplication and division using mathematical sentences up to 9*10=90

Learners to practice using division wheel in division

How do we use a division wheel for division?

Oxford mathematics activities learner’s grade 3 page 105

Workbooks 

Observation  Written exercise

8

1

Measurement 

Length 

By the end of the lesson the learner should be able to measure length in meters

Learners in pairs/groups to use Metre sticks to measure various distances and record their results

How do you measure the chalkboard using a Metre stick?

Metre stick

Oxford mathematics activities learner’s grade 3 page 109

Work books

Observation  Written exercise

2

Measurement 

Length 

By the end of the lesson the learner should be able to add and subtract length in meters 

Learners in groups to measure the lengths of the 4 walls in their classroom and add the lengths

How many meters do you get?

Metre stick

Oxford mathematics activities learner’s grade 3 page 111

Work grades

Oral exercise  Observation 

3

measurement

Length 

By the end of the lesson the learner should be able to add and subtract length in meters

Learners to measure the length of the chalkboard and the wall if it is fixed and work out the difference in length

How do we add and subtract lengths 

Metre stick

Oxford mathematics activities learner’s grade 3 page 113

Work grades

Observation  Written exercise

4

Measurement 

Mass 

By the end of the lesson the learner should be able to measure mass in kilograms 

Learners to measure mass in kg using a beam balance 

How can you make a 1-kg mass using a beam balance?

Beam balance 

Mass 

Oxford mathematics activities learner’s grade 3 page 114

Work grades

Observation  Written exercise 

5

Measurement 

mass

By the end of the lesson the learner should be able to estimate mass up to 5 kilograms 

Learners to estimate mass up to 5 kg and measure to confirm

How do you estimate length?

Beam balance 

Mass 

Oxford mathematics activities learner’s grade 3 page 117

Work grades

Observation  Written exercise

9

1

Measurement 

Mass 

By the end of the lesson the learner should be able to add and subtract mass in kilograms 

Learners to add and subtract mass in kilograms in real life situations

How do you add mass?

Chalkboard 

Charts 

Oxford mathematics activities learner’s grade 3 page 118

Observation Written exercise 

2

Measurement 

Mass 

By the end of the lesson the learner should be able to add and subtract mass in kilograms

Learners to add and subtract mass in kilograms in real life situations

How do you subtract mass?

Chalkboard 

Charts 

Oxford mathematics activities learner’s grade 3 page 120 

Observation Written exercise

3

Measurement 

Capacity 

By the end of the lesson the learner should be able to measure capacity in liters 

Learners in pairs/groups measure capacity of different containers in liters 

What can we use to measure capacity?

Buckets/liter bottles

Water 

Buckets/liter bottles

Water

Oxford mathematics activities learner’s grade 3 page 121122

Observation  Written exercise

4

Measurement 

Capacity 

By the end of the lesson the learner should be able to measure capacity in liters

Learners in pairs/groups measure capacity of different containers in liters

What can we use to measure capacity?

Buckets/liter bottles

Water

Oxford mathematics activities learner’s grade 3 page 123

Observation  Oral exercise 

5

Measurement 

capacity

By the end of the lesson the learner should be able to estimate capacity up to 5 liters 

Learners to estimate capacity up to 5 liters and measure to confirm

How can we estimate capacity?

Buckets/liter bottles

Water

Oxford mathematics activities learner’s grade 3 page 124

Observation  Written exercise 

10

1

Measurement 

Capacity 

By the end of the lesson the learner should be able to add and subtract capacity in liters 

Learners to add and subtract capacity in liters in real life situations 

What can we use to measure capacity?

Containers 

Water 

Oxford mathematics activities learners grade 3 page 124125

Observation Written exercise  Oral questions

2

Measurement 

Capacity 

By the end of the lesson the learner should be able to add and subtract capacity in liters

Learners to work out word problems that involves capacity in real life situations

How can we solve word problems on capacity?

Chalkboard

Oxford mathematics activities learners grade 3 page 126

Written questions  Oral exercises 

3

Measurement 

Capacity 

By the end of the lesson the learner should be able to add and subtract capacity in liters

Learners to add and subtract capacity in liters in real life situations

How can you subtract capacity?

Chalkboard

Oxford mathematics activities learners grade 3 page 127

Written exercise  Oral question

4

Measurement 

Capacity 

By the end of the lesson the learner should be able to add and subtract capacity in liters

Learners to work out word problems that involves capacity in real life situations

Can you work out the word problems on capacity?

Chalkboard

Oxford mathematics activities learners grade 3 page 128

Written exercise  Oral question

5

Measurement 

Capacity 

By the end of the lesson the learner should be able to work out mixed exercises on capacity

Learners to add and subtract capacity in liters in real life situations

How can we work out problems on capacity?

Chalkboard charts 

Oxford mathematics activities learners grade 3 page 128

Observation  Written exercise 

11

END OF TERM ASSESSMENT AND CLOSING

Week

Lesson

Strand/Theme

Sub Strand

Specific Learning Outcomes

Key Inquiry Questions

Learning Experience

Learning Resources

Assessment Methods

Reflection

1

1

Social Environment 

Harmonious Living in the Community

By the end of the sub strand, the learner should be able to: state what a community is and describe a community state what is a community i.e. schools, markets and hospitals.

What is a community?

Learners to visit a market place, explore the sanitation

Our lives today Grade 3 page 64 schools, markets and hospitals

Oral questions for the pupils 

Observing  

2

Social Environment

Harmonious Living in the Community

By the end of the sub strand, the learner should be able to: describe ways of keeping the market place clean

What can make the market place dirty?

Learners to visit a market place, explore the Sanitation Learners to observe cleaning activities at a market place from a video clip or photograph

Our lives today Grade 3 page 64 schools, markets and hospitals

Observing what the student researched in the community.

3

Social Environment

Harmonious Living in the Community

By the end of the sub strand, the learner should be able to: in group of two visit a nearby  market place

What can make the market place dirty?

Learners to visit a market place, explore the Sanitation

Learners to observe cleaning activities at a market place from a video clip or photograph

Our lives today Grade 3 page 65 schools, markets and hospitals

Observing what the student researched in the community.

4

Social Environment

Harmonious Living in the Community

By the end of the sub strand, the learner should be able to: Reflect, think and share their experiences on the sanitation situation in the market place

What can make  the market place  dirty

Learners to visit a market place, explore the Sanitation Learners to observe cleaning activities at a market place from a video clip or photograph

Our lives today Grade 3 page 65 schools, markets and hospitals

Observing what the student researched in the community.

5

Social Environment

Harmonious Living in the Community

By the end of the sub strand, the learner should be able to: Describe how to clean the market place State things used  to clean  the market place State ways of cleaning  the market place

How do we keep  the market  place clean

Learners to discuss ways of keeping the market place clean. 

Learners to discuss the importance of keeping the market clean

Our lives today Grade 3 page 66-67 schools, markets and hospitals

Observing how the pupils are cleaning the class, school and community.

2

1

Social Environment

Harmonious Living in the Community

By the end of the sub strand, the learner should be able to: State things used to: clean  the market place State ways  of cleaning  the market place

How do we keep  the market  place clean

Learners to discuss ways of keeping the market place clean. 

Learners to discuss the importance of keeping the market clean

Our lives today Grade 3 page 66-67 schools, markets and hospitals

Observing how the pupils are cleaning the class, school and community.

2

Social Environment

Sanitation in The community

By the end of the sub strand, the learner should be able to:  participate in keeping the market place clean to promote social cohesion

How do we keep  the market  place clean

Learners to reflect think and share their experiences on the sanitation situation in the market place. Learners to discuss ways of keeping the market place clean

Our lives today Grade 3 page 66-67 schools, markets and hospitals

Observing how the pupils are cleaning the class, school and community.

3

Social Environment

Sanitation in The community

By the end of the sub strand, the learner should be able to: appreciate a clean market place for good health.

How do we keep  the market  place clean

Learners to discuss the importance of keeping the market clean

Learners to discuss the role their parents or guardians play during a market cleaning days Learners to display posters with persuasive messages during market cleaning days.

Our lives today Grade 3 page 68 schools, markets and hospitals

Observing how the pupils are cleaning the class, school and community.

4

Social Environment

Keeping safe in the community

By the end of the sub strand, the learner should be able to: Explain who is stranger Identify appropriate ways of responding to strangers in the community

Who is a stranger

Learners to listen actively to a relevant age appropriate case story on responding to strangers

Our lives today Grade 3 page 69

Video clips

Pictures 

Oral questions on people in the community

Observing how the pupils are relating to stranger.

5

Social Environment

Keeping safe in the community

By the end of the sub strand, the learner should be able to: identify appropriate ways of responding to strangers in the community

What should we do when we meet strangers?

Learners to listen actively to a relevant age appropriate case story on responding to strangers

Learners to watch a video clip on how they could respond appropriately to strangers

Our lives today Grade 3 page 70-71

Video clips

Pictures

Oral questions on people in the community

Observing how the pupils are relating to stranger.

3

1

Social Environment

Keeping safe in the community

By the end of the sub strand, the learner should be able to: respond appropriately to strangers in the community;

What should we do when we meet strangers?

In groups, learners could share and report back their experiences about responding to strangers

Our lives today Grade 3 page 70-71

Video clips

Pictures

Oral questions on people in the community

Observing how the pupils are relating to stranger.

2

Social Environment

Responding to strangers

By the end of the sub strand, the learner should be able to:  identify appropriate ways of responding to strangers in the community

What should we do  when  we meet strangers

Learners to listen actively to a relevant age appropriate case story on responding to strangers

Our lives today Grade 3 page 72 Video clips Pictures

Oral questions on people in the community

Observing how the pupils are relating to stranger.

3

Social Environment

Responding to strangers

By the end of the sub strand, the learner should be able to: respond appropriately to strangers in the community

What should we do  when  we meet strangers

Learners to watch a video clip on how they could respond appropriately to strangers

In groups, learners to reflect, share and report back their experiences about responding to strangers

Our lives today Grade 3 page 72 Video clips Pictures

Observing  what the pupil do when  they meet stranger

4

Social Environment

Responding to strangers

By the end of the sub strand, the learner should be able to: take personal responsibility in keeping safe to limit risks.

What should we do  when  we meet strangers

Learners are guided on how to use phone when in danger Learners to simulate ways of responding appropriately to strangers Learners to find out from parents or guardians appropriate ways of responding to strangers

Our lives today Grade 3 page 72 Video clips Pictures

Observing  what the pupil do when  they meet stranger

5

Social Environment

Responding to strangers

By the end of the sub strand, the learner should be able to: how to use  a phone  when  in danger

How to use  a phone when  in danger

Learners to demonstrate  how to use  a phone when  in danger

Our lives today Grade 3 page 72-73

Video clips Pictures

Observing how the pupils using a phone  when in danger

4

1

Social Environment

Safe and dangerous places in the community

By the end of the sub strand, the learner should be able to: identify safe places in the community

What are the safe places in the community?

Learners to discuss and identify safe places in the community

Learners to discuss and identify dangerous places in the community

Our lives today Grade 3 page 74-75

Checking the answer given by the pupils

2

Social Environment

Safe and dangerous places in the community

By the end of the sub strand, the learner should be able to: identify dangerous places in the community

What are the safe places in the community?

Learners to discuss and identify dangerous places in the community

Learners to do age appropriate community mapping to identify and mark the safe places and dangerous places

Our lives today Grade 3 page 76-77

Video clips

Pictures

Oral question on dangerous places in the community

3

Social Environment

Safe and dangerous places in the community

By the end of the sub strand, the learner should be able to: In group of two identify dangerous places in the community

What are the safe places in the community?

Learners to discuss and identify dangerous places in the community

Learners to do age appropriate community mapping to identify and mark the safe places and dangerous places

Our lives today Grade 3 page 76-77

Video clips

Pictures

Oral question on dangerous places in the community

4

Social Environment

Safe and dangerous places in the community

By the end of the sub strand, the learner should be able to: identify dangerous places in the community

What are the safe places in the community?

Learners to discuss and identify dangerous places in the community

Learners to do age appropriate community mapping to identify and mark the safe places and dangerous places

Our lives today Grade 3 page 76-77

Video clips

Pictures

Oral question on dangerous places in the community

5

Social Environment

Safe and dangerous places in the community

By the end of the sub strand, the learner should be able to: keep personal safety in the community

How do we keep safe?

Learners to do age appropriate community mapping to identify and mark the safe places and dangerous places

Our lives today Grade 3 page 78-79

Video clips

Pictures

Oral question on keep personal safety in the community giving class assessment 

5

1

Social Environment

Safe and dangerous places in the community

By the end of the sub strand, the learner should be able to: respond appropriately to security threats in the community

What are the dangerous places in the community?

Learners to recognize indications of dangerous places and situations using the map Learners to respond appropriately to threats against safety

Our lives today Grade 3 page 78-79

Video clips

Pictures

Oral question on keep personal safety in the community giving class assessment

2

Social Environment

Safe and dangerous places in the community

By the end of the sub strand, the learner should be able to: respond appropriately to security threats in the community

What are the dangerous places in the community?

Learners to discuss with their parents or guardians about dangerous places in the community and report back.

Our lives today Grade 3 page 78-79

Video clips

Pictures

Observing the list of places that are dangerous

3

Social Environment

Safe Travel Basic road safety signs

By the end of the sub strand, the learner should be able to:  recognize basic road safety signs

How do basic road safety signs enable safe travel?

Learners to observe stimulus materials to recognize basic road safety signs (pedestrian crossing, stop sign, traffic lights)

Our lives today Grade 3 page 82-83

Video clips

Pictures

Road signs

Checking the  list of road sighs the  pupils have listed

4

Social Environment

Basic road safety signs

By the end of the sub strand, the learner should be able to: in group of two take  a nature walk and identity the  basic road safety signs

How do basic road safety signs enable safe travel?

Learners to observe stimulus materials to recognize basic road safety signs (pedestrian crossing, stop sign, traffic lights)

Our lives today Grade 3 page 82-83

Video clips

Pictures

Road signs

Observing how the pupil identifying road sign and using the signs

5

Social Environment

Basic road safety signs

By the end of the sub strand, the learner should be able to:  use basic road safety signs appropriately to enable safe travel

How do basic road safety signs enable safe travel?

Learners to visit a nearby road or children’s park for a demonstration on appropriate use of the basic road signs

Our lives today Grade 3 page 82-83

Video clips

Pictures

Road signs

Observing how the pupil identifying road sign and using the signs

6

1

Social Environment

Basic road safety signs

By the end of the sub strand, the learner should be able to: appreciate the use of basic road safety signs in enabling safe travel

How do basic road safety signs enable safe travel?

Learners to play an educative multimedia game on basic road signs. Learners to ask their parents or guardian to take them on a safety walk around their neighborhood and report back.

Our lives today Grade 3 page 84-85

Video clips

Pictures

Road signs

Observing how the pupil identifying road sign and using the signs

2

Social Environment

Environmental and cultural events in the community

By the end of the sub strand, the learner should be able to: state how cultural events promote environmental and social wellbeing in the community

What is the importance of environmental and cultural events?

Learners to use stimulus materials on cultural and environmental events in the community

Our lives today Grade 3 page 89 Video clips

Pictures

Maasai shukas

Shakers

Observing the items made to show cultural events from pupil.

3

Social Environment

Environmental and cultural events in the community

By the end of the sub strand, the learner should be able to: state how cultural events promote environmental and social wellbeing in the community

What is the importance of environmental and cultural events?

Learners to discuss on environmental and cultural events that promote social wellbeing ( tree planting, cultural festivals )

Our lives today Grade 3 page 89

Maasai shukas

Shakers

Observing the items made to show cultural events from pupil.

4

Social Environment

Environmental and cultural events in the

community

By the end of the sub strand, the learner should be able to participate in cultural events that promote

How could we participate in environmental

Learners to discuss on environmental and cultural events that promote social wellbeing (tree planting, cultural festivals)  

Learners are guided on how they could participate in events that promote environmental and social well being

Our lives today Grade 3 page 90-91

Maasai 

shukas Shakers

Observing the items made to show cultural events from pupil.

5

Social Environment

Environmental and cultural events in the community

By the end of the sub strand, the learner should be able to: participate in cultural events that promote environmental and social wellbeing in the community

How could we participate in environmental

Learners to discuss on environmental and cultural events that promote social wellbeing (tree planting, cultural festivals)  Learners are guided on how they could participate in events that promote environmental and social well being

Our lives today Grade 3 page 90-91 Maasai shukas Shakers

Observing the items made to show cultural events from pupil.

7

1

Social Environment

Environmental and cultural events in the community

By the end of the sub strand, the learner should be able to develop interest in environmental and cultural events that promote social wellbeing in the community

How could we participate in environmental

Learners to find out from elders, parents or guardians about environmental and cultural events that promote social wellbeing and report back.

Our lives today Grade 3 page 90-91 Maasai shukas Shakers

Observing the items made to show cultural events from pupil.

2

Social Environment

Environmental and cultural events in the community

By the end of the sub strand, the learner should be able to: develop interest in environmental and cultural events that promote social wellbeing in the community

How could we participate in environmental

Learners to find out from elders, parents or guardians about environmental and cultural events that promote social wellbeing and report back.

Our lives today Grade 3 page 90-91 Maasai shukas Shakers

Observing the items made to show cultural events from pupil.

3

Social Environment

Enterprise projects

By the end of the sub strand, the learner should be able to: define waste materials Identify ways of using waste responsibly to generate income

How can we make  money  from waste

Learners to identify ways of using waste to generate income (Collection, sorting, Reducing Reusing, recycling)

Our lives today Grade 3 page 90-91

plastics  paper bags

Observing waste materials

4

Social Environment

Waste management for income generation project at school.

By the end of the sub strand, the learner should be able to:  in groups of  two Identify ways of using waste responsibly to generate income

How can we make  money  from waste

Learners to identify ways of using waste to generate income (Collection, sorting, Reducing Reusing, recycling)

Our lives today Grade 3 page 93

Plastics paper bags bottles 

Observing waste materials

5

Social Environment

Waste management for income generation project at school.

By the end of the sub strand, the learner should be able to: determine suitable waste management activity to generate income at school

How to reuse and reducing waste materials?

Learners to observe varied stimulus materials in waste management activities to derive suitable activities for income generation

Our lives today Grade 3 page 94

Plastics paper bags

bottles

Observing waste materials pupils get from the school compound

8

1

Social Environment

Waste management for income generation project at school.

By the end of the sub strand, the learner should be able to: determine suitable waste management activity to generate income at school

How to recycle and reducing  waste  materials

Learners to observe varied stimulus materials in waste management activities to derive suitable activities for income generation

Our lives today Grade 3 page 95

Plastics paper bags

bottles

Observing waste materials pupils get from the school compound

2

Social Environment

Waste management for income generation project at school.

By the end of the sub strand, the learner should be able to: In group of two  determine suitable waste management activity to generate income at school

How to recycle and reducing  waste  materials

Learners to observe varied stimulus materials in waste management activities to derive suitable activities for income generation

Our lives today Grade 3 page 95

Plastics paper bags

bottles

Observing how to pupil recycle materials

3

Social Environment

Waste management for income generation project at school.

By the end of the sub strand, the learner should be able to: participate in waste management activity to generate income at school

What activities could learners undertake to generate income from waste management?

Learners to discuss and identify suitable waste management

activity that could be undertaken by the class to generate income (age appropriate activity)

Our lives today Grade 3 page 95

Plastics paper bags

bottles

Observing how to pupil recycle materials

4

Social Environment

Waste management for income generation project at school.

By the end of the sub strand, the learner should be able to: in group of  5 utilize the  waste in the  community  to make money

What activities could learners undertake to generate income from waste management?

Learners to discuss and identify suitable waste management activity that could be undertaken by the class to generate income (age appropriate activity)

Our lives today Grade 3 page 97

Plastics paper bags

bottles

Observing how to pupil recycle materials

5

Social Environment

Waste management for income generation project at school.

By the end of the sub strand, the learner should be able to: in group of  5 utilize the  waste in the  community  to make money

What activities could learners undertake to generate income from waste management?

Learners to discuss and identify suitable waste management activity that could be undertaken by the class to generate income (age appropriate activity)

Our lives today Grade 3 page 97

Plastics

Observing how to pupil recycle materials

9

1

Social Environment

Waste management for income generation project at school.

By the end of the sub strand, the learner should be able to: in group of  5 utilize the  waste in the  community  to make money

What activities could learners undertake to generate income from waste management?

Learners to discuss and identify suitable waste management

activity that could be undertaken by the class to generate income (age appropriate activity)

Our lives today Grade 3 page 97

Plastics  paper bags

bottles

Observing how to pupil recycle materials

2

Social Environment

Waste management for income generation project at school.

By the end of the sub strand, the learner should be able to: in group of  5 utilize the  waste in the  community  to make money

What activities could learners undertake to generate income from waste management?

Learners to discuss and identify suitable waste management activity that could be undertaken by the class to generate income (age appropriate activity)

Our lives today Grade 3 page 97

Plastics  paper bags

bottles

Observing how to pupil recycle materials

3

Social Environment

Caring for Plants

By the end of the sub strand, the learner should be able to: give ways of protecting plants in the community

How could we communicate plant protection messages in the community?

Learners to explore and identify areas where plants have been destroyed in community

Our lives today Grade 3 page 104-105

Sample of plants

Video

Cut outs 

Observing how the pupils care for the plants in the school compound

4

Social Environment

Caring for Plants

By the end of the sub strand, the learner should be able to: in group of two show  ways of protecting plants in the community

How could we communicate plant protection messages in the community?

Learners to explore and identify areas where plants have been destroyed in community

Our lives today Grade 3 page 105-106

Sample of plants Video

Cut outs

Observing how the pupils care for the plants in the school compound

5

Social Environment

Caring for Plants

By the end of the sub strand, the learner should be able to: in group of two show  ways of protecting plants in the community

How could we communicate plant protection messages in the community?

Learners to explore and identify areas where plants have been destroyed in community

Our lives today Grade 3 page 105-106

Sample of plants Video

Cut outs

Observing how the pupils care for the plants in the school compound

10

1

Social Environment

Ways of protecting  plants

By the end of the sub strand, the learner should be able to: Learners to discuss and create plant protection messages.

Ways of protecting  plants

Learners to discuss and create plant protection messages.

Learners to design plant protection messages using print and electronic media

Our lives today Grade 3 page 107-108

Sample of plants Video

Cut outs

Observing the messages created by the pupils.

2

Social Environment

Ways of protecting  plants

By the end of the sub strand, the learner should be able to: in group of two Learners to discuss and create plant protection messages.

Ways of protecting  plants

Learners to discuss and create plant protection messages.

Learners to design plant protection messages using print and electronic media

Our lives today Grade 3 page 107-108

Sample of plants Video

Cut outs

Observing the messages created by the pupils

3

Social Environment

Messages  on plant  protection

By the end of the sub strand, the learner should be able to: create persuasive messages on plants

protection in the community

Messages  on plant protection

Learners to design plant Protection messages using print and electronic media.

Learners to display and peer asses the plant protection messages.

Our lives today Grade 3 page 109 Sample of plants Video

Cut outs

Observing the messages created by the pupils

4

Social Environment

Messages  on plant protection

By the end of the sub strand, the learner should be able to: In group of two use the phone and create persuasive messages on plants protection in the community

Messages  on plant  protection

Learners to design plant protection messages using print and electronic media.

Learners to display and peer asses the plant protection messages.

Our lives today Grade 3 page 109

Sample of plants Video

Cut outs

Observing hoe the pupil on sending message on  plant protection

5

Social Environment

Communicating plant protection messages in the community.

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

communicate messages that protect plants in the community 

Appreciate plant protection in the community.

Messages on plant protection

Learners to recite or sing songs on plant protection messages during school assembly.

Learners to convey the plant protection messages to the community through print and electronic media.

Our lives today Grade 3 page 110 Sample of plants Video

Cut outs

Observing how the pupil on sending message on  plant protection

11

END OF TERM ASSESSMEN AND CLOSING

Week

Lesson

Strand/Theme

Sub Strand/Sub theme

Specific Learning Outcomes

Learning Experience

Key Inquiry Questions

Learning Resources

Assessment

Remarks

1

1

Listening and Speaking

Pronunciation and Vocabulary

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

Pronounce the consonant sounds /gr/ /dr/ correctly.

Pronounce the vocabulary related to the theme correctly for effective communication. E.g. Fire fighter

Demonstrate the understanding of new words by applying them in contexts, use the vocabulary learnt to communicate confidently in various contexts.

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.

How are these words spelt?

(Dress, Green)

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. 56-57

Oral questions, Portfolio, Observation

2

Listening and Speaking

Occupation (people and their work)

Language structures and functions 

Future time (will/shall)

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

Identify words that express future time/actions for effective oral communication.

Enjoy using ‘will’ and ‘shall’ to communicate future time/intentions.

Learners sing a song/rhyme using ‘will’ and ‘shall’, to express future time.

Learners listen to story read by the teacher or from computing devices, and respond to questions based on future time.

What will you do when you grow up?

Photos, pictures, charts, audio and video clips.

New Progressive Primary English Learners Book/Grade 3 pg. 57

Oral questions, Portfolio, Observation

3

Reading

Comprehension

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

Read words with the consonant blends /dr/ /gr/ correctly in preparation to reading the story.

Read and retell the story ‘Fire in the estate’ to enhance oral communication.

Answer simple oral and written questions relating to the story read. ‘Fire in the estate’

Learners talk about the picture/title before they read a short print or digital text and make predictions.

Learners talk about the characters and events in the story in pairs and small groups.

Learner answer questions after reading a text by getting clues from the story read.

What do you think will happen in this story?

Newspaper cuttings of simple stories, audio-visual narrations, picture books

New Progressive Primary English Learners Book/Grade 3 pg.  59

Oral questions, Portfolio, Observation

2

1

Writing

Guided Writing

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

Write words from a prompt to demonstrate mastery of vocabulary/complete sentences.

Re-arrange sentences to tell a story.

Learners are guided on the five steps of the writing process: planning, drafting, revising editing and writing the final piece.

Learners draw the given images.

Learners write 4-5 simple short and correct meaningful sentences in response to a prompt.

How do you put off a fire?

Charts, pictures and photographs

New Progressive Primary English Learners Book/Grade 3 pg. 60-61

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 sounds /gr/ and /shr/ correctly for effective communication.

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

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.

How are these sounds pronounced?

/gr/     /shr/

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. 62-63

Oral questions, Portfolio, Observation

3

Listening and Speaking 

Technology (Using a Computer)

Language structures and functions 

Future time (will/shall)

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

Use ’shall’ to talk about what they would want to become in future.

Identify words that express future time/actions for effective oral communication,

Enjoy using ‘will’ and ‘shall’ to communicate future time/intentions.

Learners ask and answer questions using the future Time.

What will you do when you grow up?

Photos, pictures, charts, audio and video clips.

New Progressive Primary English Learners Book/Grade 3 pg. 63

Oral questions, Portfolio, Observation.

3

1