Displaying items by tag: Term 3
CRE Schemes - Grade 3 Schemes of Work Term 3 2023
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WEEK |
LESSON |
STRAND |
SUB-STRAND |
SPECIFIC LEARNING OUTCOMES |
KEY INQUIRY QUESTION(S) |
LEARNING EXPERIENCE |
LEARNING RESOURCES |
ASSESSMENT METHODS |
REFLECTION |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 . |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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7 -8 |
2, 3 |
REVISION |
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9 |
ASSESSMENT |
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ART and Craft Schemes - Grade 3 Schemes of Work Term 3 2023
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WEEK |
LESSON |
STRANDS |
S-STRAND |
SPECIFIC LEARNING OUTCOMES |
KEY INQURY QUESTIONS |
LEARNING EXPERIENCES |
LEARNING RESOURCES |
ASSESSMENT |
REFLECTION |
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1 |
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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 |
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2 |
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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 |
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2 |
1 |
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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 |
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2 |
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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 |
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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 |
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2 |
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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 |
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4 |
1-2 |
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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 |
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5 |
1-2 |
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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 |
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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 |
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7 |
1-2 |
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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 |
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8 |
1-2 |
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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 |
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9&10 |
ASSESSEMENT |
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Literacy Schemes - Grade 2 Schemes of Work Term 3 2023
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Week |
Lesson |
Strand/Theme |
Sub Strand/Sub theme |
Specific Learning Outcomes |
Key Inquiry Question(S) |
Learning Experience |
Learning Resources |
Assessment |
Remarks |
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1 |
1 |
Listening |
Effective Communication |
By the end of the sub strand, the learner should be able to: Use non-verbal cues in oral communication to express feelings and experiences. |
What makes us happy? |
Learners interact with audio and audio-visual teaching aids to relate to the experiences and feelings of others Learners listen to songs and poems related to feelings |
Audio-recording devices, learners KLB Visionary English Activities Grade 2 pg. 108-109 |
Question and answer, Observation of non-verbal cues as the learners share experiences, Role play (drills) |
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2 |
Listening |
Effective Communication |
By the end of the sub strand, the learner should be able to: Use non-verbal cues in oral communication to express feelings and experiences. |
What makes us happy? |
Learners interact with audio and audio-visual teaching aids to relate to the experiences and feelings of others Learners listen to songs and poems related to feelings |
Audio-recording devices, learners KLB Visionary English Activities Grade 2 pg. 108-110 |
Question and answer, Observation of non-verbal cues as the learners share experiences, Role play (drills) |
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3 |
Speaking |
Presentation skills |
By the end of the sub strand, the learner should be able to: Express self appropriately using acquired vocabulary to communicate effectively Relate various community activities in order in which they occur |
What does a good presenter do? |
Learners express personal feelings orally using the learnt vocabulary Learners are encouraged to participate in speaking competitions |
Audio visual aids, role models, pictures of various events KLB Visionary English Activities Grade 2 pg. 111-112 |
Matching pictures with events, question/answer |
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4 |
Reading |
Answering comprehension questions |
By the end of the sub strand, the learner should be able to: Locate specific details in response to questions from texts read |
Why is it important to understand the meaning of what you read? |
Learners respond to comprehension questions from texts on varied themes Learners relate personal experiences to a story read. |
Readers, newspapers, magazines, journals KLB Visionary English Activities Grade 2 pg. 112-113 |
Question/answer, filling in blanks |
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5 |
Writing |
Handwriting |
By the end of the sub strand, the learner should be able to: Use conventional spacing between words Use basic punctuation appropriately. |
Why should I write Well? |
Learners write dictated sentences, paying attention to the spacing (between and within words), punctuation and legibility. Learners use a variety of handwriting activities to practice letter patterns, word patterns, and sentence patterns Learners observe and practice handwriting as is displayed |
Books, pencils, crayons, word puzzles, story books KLB Visionary English Activities Grade 2 pg. 114-115 |
teacher to provide a written text modelling good handwriting for the learners to copy in their book |
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2 |
1 |
Listening |
Effective Communication |
By the end of the sub strand, the learner should be able to: Use non-verbal cues in oral communication to express feelings and experiences. |
What makes us happy? |
Learners interact with audio and audio-visual teaching aids to relate to the experiences and feelings of others Learners listen to songs and poems related to feelings |
Audio-recording devices, learners KLB Visionary English Activities Grade 2 pg. 108 |
Question and answer, Observation of non-verbal cues as the learners share experiences, Role play (drills) |
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2 |
Listening |
Effective Communication |
By the end of the sub strand, the learner should be able to: Use non-verbal cues in oral communication to express feelings and experiences. |
What makes us happy? |
Learners interact with audio and audio-visual teaching aids to relate to the experiences and feelings of others Learners listen to songs and poems related to feelings |
Audio-recording devices, learners KLB Visionary English Activities Grade 2 pg. 110 |
Question and answer, Observation of non-verbal cues as the learners share experiences, Role play (drills) |
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3 |
Speaking |
Presentation skills |
By the end of the sub strand, the learner should be able to: Express self appropriately using acquired vocabulary to communicate effectively Relate various community activities in order in which they occur |
What does a good presenter do? |
Learners express personal feelings orally using the learnt vocabulary Learners are encouraged to participate in speaking competitions |
Audio visual aids, role models, pictures of various events KLB Visionary English Activities Grade 2 pg. 111 |
Matching pictures with events, question/answer |
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4 |
Reading |
Answering comprehension questions |
By the end of the sub strand, the learner should be able to: Locate specific details in response to questions from texts read |
Why is it important to understand the meaning of what you read? |
Learners respond to comprehension questions from texts on varied themes Learners relate personal experiences to a story read. |
Readers, newspapers, magazines, journals KLB Visionary English Activities Grade 2 pg. 110-114 |
Question/answer, filling in blanks |
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5 |
Writing |
Handwriting |
By the end of the sub strand, the learner should be able to: Use conventional spacing between words Use basic punctuation appropriately. |
Why should I write well? |
Learners write dictated sentences, paying attention to the spacing (between and within words), punctuation and legibility. Learners use a variety of handwriting activities to practice letter patterns, word patterns, and sentence patterns Learners observe and practice handwriting as is displayed |
Books, pencils, crayons, word puzzles, story books KLB Visionary English Activities Grade 2 pg.114-115 |
teacher to provide a written text modelling good handwriting for the learners to copy in their book |
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3 |
1 |
Listening |
Conversation |
By the end of the sub strand, the learner should be able to: listen attentively and actively participate in conversations in different contexts |
Who do we talk to? |
Learners role play or dramatize a conversation involving issues relating to the theme my home Learners participate in collaborative conversation on different themes (check on Fluency, accuracy with words and pronunciation, turn taking skills, in pairs and small groups |
Audio tapes, videos on conversations related to theme, Phones KLB Visionary English Activities Grade 2 pg. 116-117 |
Question and answer, role play, dramatization |
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2 |
Speaking |
Presentation skills |
By the end of the sub strand, the learner should be able to: Relate various community activities in order in which they occur Use appropriate tonal variation, articulation and stress to express self-confidently. |
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Learners identify good and poor presentation skills(videos recording of presentations or role playing by teacher) Learners present poems and sing songs on various themes. |
Audio visual aids, role models, pictures of various events KLB Visionary English Activities Grade 2 pg.118 |
matching pictures with events, question/answer |
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3 |
Reading |
Answering comprehension questions |
By the end of the sub strand, the learner should be able to: Summaries texts read by identifying main ideas. Determine the meaning of unknown words in context |
Why is it important to understand the meaning of what you read? |
Learners use context clues to determine word meanings Learners are guided to summarize texts by retelling or identifying the main ideas |
Readers, newspapers, magazines, journals KLB Visionary English Activities Grade 2 pg.118 |
Question/answer, filling in blanks |
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4 |
Writing |
Creative writing |
By the end of the sub strand, the learner should be able to: Apply knowledge of creative writing process to write own texts. Exhibit artistic expression through writing. |
How do we organize ideas to make a story interesting? |
Learners are guided on the writing process through picture stories in scrapbooks/ journals (planning, drafting, edited, proofreading, publishing) Learners give feedback on their classmate's writing |
Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips KLB Visionary English Activities Grade 2 pg.119-120 |
Learners write a story based on a given picture story. |
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5 |
Writing |
Creative writing |
By the end of the sub strand, the learner should be able to: Apply knowledge of creative writing process to write own texts. Exhibit artistic expression through writing. |
How do we organize ideas to make a story interesting? |
Learners are guided on the writing process through picture stories in scrapbooks/ journals (planning, drafting, edited, proofreading, publishing) Learners give feedback on their classmate's writing |
Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips KLB Visionary English Activities Grade 2 pg.121-122 |
Learners write a story based on a given picture story. |
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4 |
1 |
Listening |
Conversation |
By the end of the sub strand, the learner should be able to: listen attentively and actively participate in conversations in different contexts |
Who do we talk to? |
Learners role play or dramatize a conversation involving issues relating to the theme my home Learners participate in collaborative conversation on different themes (check on Fluency, accuracy with words and pronunciation, turn taking skills, in pairs and small groups |
Audio tapes, videos on conversations related to theme, Phones KLB Visionary English Activities Grade 2 pg.116-117 |
Question and answer, role play, dramatization |
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2 |
Speaking |
Presentation skills |
By the end of the sub strand, the learner should be able to: Relate various community activities in order in which they occur Use appropriate tonal variation, articulation and stress to express self-confidently. |
What does a good presenter do? |
Learners identify good and poor presentation skills(videos recording of presentations or role playing by teacher) Learners present poems and sing songs on various themes. |
Audio visual aids, role models, pictures of various events KLB Visionary English Activities Grade 2 pg.118 |
matching pictures with events, question/answer |
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3 |
Reading |
Answering comprehension questions |
By the end of the sub strand, the learner should be able to: Summaries texts read by identifying main ideas. Determine the meaning of unknown words in context |
Why is it important to understand the meaning of what you read? |
Learners use context clues to determine word meanings Learners are guided to summarize texts by retelling or identifying the main ideas |
Readers, newspapers, magazines, journals KLB Visionary English Activities Grade 2 pg. 118 |
Question/answer, filling in blanks |
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4 |
Writing |
Creative writing |
By the end of the sub strand, the learner should be able to: Apply knowledge of creative writing process to write own texts. Exhibit artistic expression through writing. |
How do we organize ideas to make a story interesting? |
Learners are guided on the writing process through picture stories in scrapbooks/ journals (planning, drafting, edited, proofreading, publishing) Learners give feedback on their classmate's writing |
Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips KLB Visionary English Activities Grade 2 pg.119-120 |
Learners write a story based on a given picture story. |
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5 |
Writing |
Creative writing |
By the end of the sub strand, the learner should be able to: Apply knowledge of creative writing process to write own texts. Exhibit artistic expression through writing. |
How do we organize ideas to make a story interesting? |
Learners are guided on the writing process through picture stories in scrapbooks/ journals (planning, drafting, edited, proofreading, publishing) Learners give feedback on their classmate's writing |
Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips KLB Visionary English Activities Grade 2 pg.121 |
Learners write a story based on a given picture story. |
|
|
|
|
5 |
1 |
Listening |
Conversation |
By the end of the sub strand, the learner should be able to: Listen attentively and actively participate in conversations in different contexts. Appreciate taking turns while engaged in collaborative conversations. |
Who do we talk to? |
Learner’s role play or dramatize a conversation involving issues relating to the theme my home. Learners participate in collaborative conversation on different themes (check on Fluency, accuracy with words and pronunciation, turn taking skills, in pairs and small groups. |
Audio tapes, videos on conversations related to theme, Phones KLB Visionary English Activities Grade 2 pg.122 |
Question and answer, role play, dramatization |
|
|
|
|
|
2 |
Speaking |
Presentation skills |
By the end of the sub strand, the learner should be able to: Use appropriate tonal variation, articulation and stress to express self confidently Recall ideas on the themes in a logical manner. |
What does a good presenter do? |
Learners are encouraged to participate in speaking competitions Learners practice making connections using transition words (relating to months, special days e.g. birthdays, cultural events, planting seasons, religious festivals) Learners identify good and poor presentation skills (videos recording of presentations or role playing by teacher) |
audio visual aids, role models, pictures of various events KLB Visionary English Activities Grade 2 pg.123-124 |
Matching pictures with events, question/answer |
|
|
|
|
|
3 |
Reading |
Answering comprehension questions |
By the end of the sub strand, the learner should be able to: Summarize texts read by identifying main ideas Determine the meaning of unknown words in context. |
Why is it important to understand the meaning of what you read? |
Learners use context clues to determine word meanings Learners are guided to summarize texts by retelling or identifying the main ideas. |
Readers, newspapers, magazines, journals KLB Visionary English Activities Grade 2 pg.125-126 |
Question/answer, filling in blanks |
|
|
|
|
|
4 |
Writing |
Creative writing |
By the end of the sub strand, the learner should be able to: Write clearly with a variety in sentence structure, length, and Pattern Use appropriate connecting words to sequence sentences Exhibit artistic expression through writing. |
How do we organize ideas to make a story interesting? |
Learners practice sequencing sentences to form creative texts in pairs and groups Learners are provided with pictures as a trigger to creative writing Learners imagination could be stimulated through games e.g. |
Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips KLB Visionary English Activities Grade 2 pg.127 |
Learners write a story based on a given picture story |
|
|
|
|
|
5 |
Writing |
Creative writing |
By the end of the sub strand, the learner should be able to: Write clearly with a variety in sentence structure, length, and pattern Use appropriate connecting words to sequence sentences Exhibit artistic expression through writing. |
How do we organize ideas to make a story interesting? |
Learners practice sequencing sentences to form creative texts in pairs and groups Learners are provided with pictures as a trigger to creative writing Learners imagination could be stimulated through games e.g. |
Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips KLB Visionary English Activities Grade 2 pg.128 |
Learners write a story based on a given picture story |
|
|
|
|
6 |
1 |
Listening |
Conversation |
By the end of the sub strand, the learner should be able to: Listen attentively and actively participate in conversations in different contexts. Appreciate taking turns while engaged in collaborative conversations. |
Who do we talk to? |
Learner’s role play or dramatize a conversation involving issues relating to the theme my home. Learners participate in collaborative conversation on different themes (check on Fluency, accuracy with words and pronunciation, turn taking skills, in pairs and small groups. |
Audio tapes, videos on conversations related to theme, Phones KLB Visionary English Activities Grade 2 pg.122 |
Question and answer, role play, dramatization |
|
|
|
|
|
2 |
Speaking |
Presentation skills |
By the end of the sub strand, the learner should be able to: Use appropriate tonal variation, articulation and stress to express self confidently Recall ideas on the themes in a logical manner. |
What does a good presenter do? |
Learners are encouraged to participate in speaking competitions Learners practice making connections using transition words (relating to months, special days e.g. birthdays, cultural events, planting seasons, religious festivals) Learners identify good and poor presentation skills (videos recording of presentations or role playing by teacher) |
audio visual aids, role models, pictures of various events KLB Visionary English Activities Grade 2 pg.123-124 |
Matching pictures with events, question/answer |
|
|
|
|
|
3 |
Reading |
Answering comprehension questions |
By the end of the sub strand, the learner should be able to: Summarize texts read by identifying main ideas Determine the meaning of unknown words in context. |
Why is it important to understand the meaning of what you read? |
Learners use context clues to determine word meanings Learners are guided to summarize texts by retelling or identifying the main ideas. |
Readers, newspapers, magazines, journals KLB Visionary English Activities Grade 2 pg.125 |
Question/answer, filling in blanks |
|
|
|
|
|
4 |
Writing |
Creative writing |
By the end of the sub strand, the learner should be able to: Write clearly with a variety in sentence structure, length, and pattern Use appropriate connecting words to sequence sentences Exhibit artistic expression through writing. |
How do we organize ideas to make a story interesting? |
Learners practice sequencing sentences to form creative texts in pairs and groups Learners are provided with pictures as a trigger to creative writing Learners imagination could be stimulated through games e.g. |
Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips KLB Visionary English Activities Grade 2 pg.127 |
Learners write a story based on a given picture story |
|
|
|
|
|
5 |
Writing |
Creative writing |
By the end of the sub strand, the learner should be able to: Write clearly with a variety in sentence structure, length, and pattern Use appropriate connecting words to sequence sentences Exhibit artistic expression through writing. |
How do we organize ideas to make a story interesting? |
Learners practice sequencing sentences to form creative texts in pairs and groups Learners are provided with pictures as a trigger to creative Writing. Learners imagination could be stimulated through games e.g. |
Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips KLB Visionary English Activities Grade 2 pg.128 |
Learners write a story based on a given picture story |
|
|
|
|
7 |
1 |
Listening |
Conversation |
By the end of the sub strand, the learner should be able to: Listen attentively and actively participate in conversations in different contexts. Appreciate taking turns while engaged in collaborative conversations. |
What do we talk about? |
Learners participate in collaborative conversation on different themes(check on Fluency, accuracy with words and pronunciation, turn taking skills, in pairs and small groups Learners associate the keywords displayed with those in the conversation listened to. |
Audio tapes, videos on conversations related to theme, Phones KLB Visionary English Activities Grade 2 pg.129-130 |
Question and answer, role play, dramatization. |
|
|
|
|
|
2 |
Speaking |
Presentation skills |
By the end of the sub strand, the learner should be able to: Express self appropriately using acquired vocabulary to communicate effectively Relate various community activities in order in which they occur. |
What does a good presenter do? |
Learners express personal feelings orally using the learnt vocabulary Learners are encouraged to participate in speaking competitions. Learners present poems and sing songs on various themes. |
Audio visual aids, role models, pictures of various events KLB Visionary English Activities Grade 2 pg. 131-132 |
Matching pictures with events, question/answer |
|
|
|
|
|
3 |
Reading |
Answering comprehension questions |
By the end of the sub strand, the learner should be able to: Locate specific details in response to questions from texts read. Summarize texts read by identifying main ideas. Determine the meaning of unknown words in context. |
Why is it important to understand the meaning of what you read? |
Learners respond to comprehension questions from texts on varied themes Learners relate personal experiences to a story read Learners use context clues to determine word meanings Learners are guided to summarize texts by retelling or identifying the main ideas. |
Question/answer, filling in blanks KLB Visionary English Activities Grade 2 pg.133-134 |
Readers, newspapers, magazines, journals |
|
|
|
|
|
4 |
Writing |
Creative writing |
By the end of the sub strand, the learner should be able to: Write clearly with a variety in sentence structure, length, and pattern. Use appropriate connecting words to sequence sentences Exhibit artistic expression through writing choice activities |
How do we organize ideas to make a story interesting? |
Learners practice sequencing sentences to form creative texts in pairs and groups Learners are provided with pictures as a trigger to creative writing Learners imagination could be stimulated through games e.g. story train as a basis for writing, picture spark |
Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips KLB Visionary English Activities Grade 2 pg.135-136 |
Learners write a story based on a given picture story |
|
|
|
|
|
5 |
Writing |
Creative writing |
By the end of the sub strand, the learner should be able to: Write clearly with a variety in sentence structure, length, and pattern. Use appropriate connecting words to sequence sentences Exhibit artistic expression through writing choice activities |
How do we organize ideas to make a story interesting? |
Learners practice sequencing sentences to form creative texts in pairs and groups Learners are provided with pictures as a trigger to creative writing Learners imagination could be stimulated through games e.g. story train as a basis for writing, picture spark |
Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips KLB Visionary English Activities Grade 2 pg.137 |
Learners write a story based on a given picture story |
|
|
|
|
8 |
1 |
Listening |
Conversation |
By the end of the sub strand, the learner should be able to: Listen attentively and actively participate in conversations in different contexts. Appreciate taking turns while engaged in collaborative conversations. |
What do we talk about? |
Learners participate in collaborative conversation on different themes(check on Fluency, accuracy with words and pronunciation, turn taking skills, in pairs and small groups Learners associate the keywords displayed with those in the conversation listened to. |
Audio tapes, videos on conversations related to theme, Phones KLB Visionary English Activities Grade 2 pg.129-130 |
Question and answer, role play, dramatization. |
|
|
|
|
|
2 |
Speaking |
Presentation skills |
By the end of the sub strand, the learner should be able to: Express self appropriately using acquired vocabulary to communicate effectively Relate various community activities in order in which they occur. |
What does a good presenter do? |
Learners express personal feelings orally using the learnt vocabulary Learners are encouraged to participate in speaking competitions. Learners present poems and sing songs on various themes. |
Audio visual aids, role models, pictures of various events KLB Visionary English Activities Grade 2 pg.131-132 |
Matching pictures with events, question/answer |
|
|
|
|
|
3 |
Reading |
Answering comprehension questions |
By the end of the sub strand, the learner should be able to: Locate specific details in response to questions from texts read. Summarize texts read by identifying main ideas. Determine the meaning of unknown words in context. |
Why is it important to understand the meaning of what you read? |
Learners respond to comprehension questions from texts on varied themes Learners relate personal experiences to a story read Learners use context clues to determine word meanings Learners are guided to summarize texts by retelling or identifying the main ideas. |
Question/answer, filling in blanks KLB Visionary English Activities Grade 2 pg.133 |
Readers, newspapers, magazines, journals |
|
|
|
|
|
4 |
Writing |
Creative writing |
By the end of the sub strand, the learner should be able to: Write clearly with a variety in sentence structure, length, and pattern. Use appropriate connecting words to sequence sentences Exhibit artistic expression through writing choice activities |
How do we organize ideas to make a story interesting? |
Learners practice sequencing sentences to form creative texts in pairs and groups Learners are provided with pictures as a trigger to creative writing Learners imagination could be stimulated through games e.g. story train as a basis for writing, picture spark |
Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips KLB Visionary English Activities Grade 2 pg.135-136 |
Learners write a story based on a given picture story |
|
|
|
|
|
5 |
Writing |
Creative writing |
By the end of the sub strand, the learner should be able to: Write clearly with a variety in sentence structure, length, and pattern. Use appropriate connecting words to sequence sentences Exhibit artistic expression through writing choice activities |
How do we organize ideas to make a story interesting? |
Learners practice sequencing sentences to form creative texts in pairs and groups Learners are provided with pictures as a trigger to creative writing Learners imagination could be stimulated through games e.g. story train as a basis for writing, picture spark |
Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips KLB Visionary English Activities Grade 2 pg.137 |
Learners write a story based on a given picture story |
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9 |
ASSESMENT |
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|||||||||
Music Schemes - Grade 2 Schemes of Work Term 3 2023
|
WEEK |
LESSON |
STRAND |
SUB-STRAND |
SPECIFIC LEARNING OUTCOMES |
KEY INQUARY QUESTIONS |
LEARNING EXPERIENCES |
LEARNING RESOURCES |
ASSESSMENT |
REFLECTION |
|
|
1 |
1 |
CREATING/ COMPOSING |
Melody |
By the end of the lesson the learner should be able to: identify melodic variations in familiar simple tunes in preparation for own compositions, |
How can one tell if a tune has changed? |
Familiar tunes are played/sang with minimal variations and learners are guided to identify the variations |
Regalia charts |
Observation Oral questions |
|
|
|
2 |
1 |
|
Melody |
By the end of the lesson the learner should be able to: improvise simple melodic variations on familiar tunes as a foundation for composition and for enjoyment |
How can one tell if a tune has changed? |
In groups and individually, learners use new words to familiar tunes |
Regalia charts |
Observation Oral questions |
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|
|
3 |
1 |
|
Melody |
By the end of the lesson the learner should be able to: improvise new words to known tunes for creativity |
How can a familiar tune be made more interesting? |
In groups and individually, learners use new words to familiar tunes |
Regalia charts |
Observation Oral questions |
|
|
|
4 |
1 |
|
Melody |
By the end of the lesson the learner should be able to: appreciate own and others compositions |
How can a familiar tune be made more interesting? |
Learners are guided in singing own melodic variations and those of others |
Regalia charts |
Observation Oral questions |
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|
|
5 |
1 |
LISTENING AND RESPONDING |
Elements of Music |
By the end of the lesson the learner should be able to: express initial personal reactions to musical performances for self- expression |
What is the source of the sound in the music? Is it from an instrument or voice? |
Learners listen to live/recorded music from ICT devices for appreciation |
Regalia charts |
Observation Oral questions |
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|
|
6 |
1 |
|
Elements of Music |
By the end of the lesson the learner should be able to: imitate short melodies with accuracy in pitch and rhythm for aural acuity development, |
What is the source of the sound in the music? Is it from an instrument or voice? |
Short melodies are played and learners asked to imitate observing accuracy in pitch and rhythm |
Regalia charts |
Observation Oral questions |
|
|
|
7 |
1 |
|
Elements of Music |
By the end of the lesson the learner should be able to: relate specific music to appropriate events in the community for effective communication |
How does the music make you feel |
Learners sing familiar topical songs with appropriate expression such as sad or happy in relation to the text |
Regalia charts |
Observation Oral questions |
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|
|
8 |
1 |
|
Elements of Music |
By the end of the lesson the learner should be able to: respond to live or recorded performances with appropriate audience behaviour to enhance etiquette |
How does the music make you feel |
Learners are guided to listen to and relate specific music to appropriate events. |
Regalia charts |
Observation Oral questions |
|
|
|
9&10 |
ASSESSMENT |
|||||||||
Movement Schemes - Grade 2 Schemes of Work Term 3 2023
|
WEEK |
LESSON |
STRAND |
SUB-TRAND |
SPECIFIC LEARNING OUTCOMES |
KEY INQUARY QUESTIONS |
LEARNING EXPERIENCES |
LEARNING RESOURCES |
ASSESSMENT |
REFLECTION |
|
1 |
1 |
Swimming |
Horizontal float |
By the end of the lesson the learner should be able to: name some objects that may float in water |
name different positions for floating in water |
Learners to name objects that can float in water |
Regalia charts |
Observation Oral questions |
|
|
|
2 |
|
Horizontal float |
By the end of the lesson the learner should be able to: perform the horizontal float technique in water for survival |
name different positions for floating in water |
Learners to watch video clips of the horizontal float. |
Regalia charts |
Observation Oral questions |
|
|
|
3 |
|
Horizontal float |
By the end of the lesson the learner should be able to: perform the horizontal float technique in water for survival |
name different positions for floating in water |
Learners to watch video clips of the horizontal float. |
Regalia charts |
Observation Oral questions |
|
|
|
4 |
|
Horizontal float |
By the end of the lesson the learner should be able to: practice floating in water using the horizontal float for excellence |
name different positions for floating in water |
Learners individually and in pairs to practice the horizontal float |
Regalia charts |
Observation Oral questions |
|
|
|
5 |
|
Horizontal float |
By the end of the lesson the learner should be able to: practice floating in water using the horizontal float for excellence |
name different positions for floating in water |
Learners individually and in pairs to practice the horizontal float |
Regalia charts |
Observation Oral questions |
|
|
2 |
1 |
|
Horizontal float |
By the end of the lesson the learner should be able to: appreciate floating on water in different directions using the horizontal float for survival |
why is it important to float in water |
Learners to cooperate while playing simple water games |
Regalia charts |
Observation Oral questions |
|
|
|
2 |
|
Horizontal float |
By the end of the lesson the learner should be able to: play simple water games for enjoyment, collaboration and peaceful co-existence, |
why is it important to float in water |
Learners to cooperate while playing simple water games |
Regalia charts |
Observation Oral questions |
|
|
|
3 |
|
Horizontal float |
By the end of the lesson the learner should be able to: play simple water games for enjoyment, collaboration and peaceful co-existence, |
why is it important to float in water |
Learners to cooperate while playing simple water games |
Regalia charts |
Observation Oral questions |
|
|
|
4 |
|
Horizontal float |
By the end of the lesson the learner should be able to play simple water games for enjoyment, collaboration and peaceful co-existence,
|
why is it important to float in water |
Learners to cooperate while playing simple water games |
Regalia charts |
Observation Oral questions |
|
|
|
5 |
|
Horizontal float |
By the end of the lesson the learner should be able to: obey swimming pool rules for own and others safety |
why is it important to float in water |
Learners to obey swimming pool rules for safety |
Regalia charts |
Observation Oral questions |
|
|
3 |
1-2 |
|
Gliding |
By the end of the lesson the learner should be able to name some animals that live in water |
Name some of the animals you know that live in water |
Learners to name some animals that live in water |
Regalia charts |
Observation Oral questions |
|
|
|
3-4 |
|
Gliding |
By the end of the lesson the learner should be able to perform gliding in water for confidence |
Name some of the animals you know that live in water |
Learners to individually and in groups to practice gliding in water. |
Regalia charts |
Observation Oral questions |
|
|
|
5 |
|
Gliding |
By the end of the lesson the learner should be able to practice gliding in water for self-esteem |
Name some of the animals you know that live in water |
Learners to individually and in groups to practice gliding in water. |
Regalia charts |
Observation Oral questions |
|
|
4 |
1-2 |
|
Gliding |
By the end of the lesson the learner should be able to establish relationships while gliding in water for creativity and imagination |
Name some of the animals you know that live in water |
Learners to individually and in groups to practice gliding in water. |
Regalia charts |
Observation Oral questions |
|
|
|
3-4 |
|
Gliding |
By the end of the lesson the learner should be able to play simple water games for enjoyment creativity and peaceful coexistence |
Name some of the animals you know that live in water |
Learners to play simple water games while gliding in water |
Regalia charts |
Observation Oral questions |
|
|
|
5 |
|
Gliding |
By the end of the lesson the learner should be able to obey rules while playing water games for own and others safety |
Name some of the animals you know that live in water |
Learners to obey swimming pool rules for own and others safety. |
Regalia charts |
Observation Oral questions |
|
|
5 |
1-2 |
Gymnastics |
Back to back balance |
By the end of the lesson the learner should be able to name the parts of the body that are involved in back to back balance |
Name parts of the body involved in back to back balance |
Learners to name the parts of the body that are involved in back to back balance |
Regalia charts |
Observation Oral questions |
|
|
|
3-4 |
|
Back to back balance |
By the end of the lesson the learner should be able to perform back to back balance for strength |
Name parts of the body involved in back to back balance |
Learners to perform back to back balance |
Regalia charts |
Observation Oral questions |
|
|
|
5 |
|
Back to back balance |
By the end of the lesson the learner should be able to practice back to back balance for strength and creativity, |
Name parts of the body involved in back to back balance |
Learners to perform back to back balance |
Regalia charts |
Observation Oral questions |
|
|
6 |
1 |
Gymnastics |
Wheel barrow balance |
By the end of the lesson the learner should be able to name the parts of the body that are in use when performing the wheel barrow balance for body awareness |
How many types of gymnastic balances do you know |
Learners to answer questions on the parts of the body that are used when performing the wheel barrow balance |
Regalia charts |
Observation Oral questions |
|
|
|
2 |
|
Wheel barrow balance |
By the end of the lesson the learner should be able to perform the wheel barrow balance for strength |
How many types of gymnastic balances do you know |
Learners to be guided in performing the wheel barrow balances |
Regalia charts |
Observation Oral questions |
|
|
|
3 |
|
Wheel barrow balance |
By the end of the lesson the learner should be able to practice the wheel barrow balance for strength and creativity |
How many types of gymnastic balances do you know |
Learners to be guided in performing the wheel barrow balances |
Regalia charts |
Observation Oral questions |
|
|
|
4 |
|
Wheel barrow balance |
By the end of the lesson the learner should be able to play simple games for enjoyment, collaboration, and peaceful co-existence |
How many types of gymnastic balances do you know |
Learners to pair up and practice the wheelbarrow balance |
Regalia charts |
Observation Oral questions |
|
|
|
5 |
|
Wheel barrow balance |
By the end of the lesson the learner should be able to obey rules for own and others safety. |
How many types of gymnastic balances do you know |
Learners to obey rules when performing the wheel barrow balance for own and others safety |
Regalia charts |
Observation Oral questions |
|
|
7 |
1 |
Gymnastics |
Forward roll |
By the end of the lesson the learner should be able to name the parts of the body that are in use when performing forward roll for body awareness, |
Name any roll you know |
Learners mention gymnastic rolls they know |
Regalia charts |
Observation Oral questions |
|
|
|
2 |
Gymnastics |
Forward roll |
By the end of the lesson the learner should be able to perform forward roll in different ways for agility flexibility and balance |
Name any roll you know |
Learners perform the forward roll |
Regalia charts |
Observation Oral questions |
|
|
|
3 |
Gymnastics |
Forward roll |
By the end of the lesson the learner should be able to practice performing the forward roll in different ways for agility, flexibility , balance and for excellence |
Name any roll you know |
Learners to practice the forward roll |
Regalia charts |
Observation Oral questions |
|
|
|
4 |
Gymnastics |
Forward roll |
By the end of the lesson the learner should be able to appreciate performing the forward roll in different ways for agility, flexibility, balance and self-esteem |
Name any roll you know |
Learners play simple games using various rolls |
Regalia charts |
Observation Oral questions |
|
|
|
5 |
Gymnastics |
Forward roll |
By the end of the lesson the learner should be able to establish relationships through performing the forward roll in different ways for agility, flexibility , balance and for critical thinking and problem solving, |
Name any roll you know |
Learners play simple games using various rolls |
Regalia charts |
Observation Oral questions |
|
|
8 |
1 |
|
Wheelbarrow walk |
By the end of the lesson the learner should be able to explore the different ways of moving from one point to the next for self-esteem |
Mention ways in which the body can move on the ground |
Learners identify ways the body can move from one point to another |
Regalia charts |
Observation Oral questions |
|
|
|
2 |
|
Wheelbarrow walk |
By the end of the lesson the learner should be able to perform the wheelbarrow walk for strength and balance |
Mention ways in which the body can move on the ground |
Learners to perform the wheelbarrow walk |
Regalia charts |
Observation Oral questions |
|
|
|
3 |
|
Wheelbarrow walk |
By the end of the lesson the learner should be able to practice the wheelbarrow walk for strength and balance |
Mention ways in which the body can move on the ground |
Learners to practice the wheelbarrow walk in groups |
Regalia charts |
Observation Oral questions |
|
|
|
4 |
|
Wheelbarrow walk |
By the end of the lesson the learner should be able to play simple games for enjoyment creativity, collaboration, and peaceful coexistence, |
Mention ways in which the body can move on the ground |
learners to play games for enjoyment |
Regalia charts |
Observation Oral questions |
|
|
|
5 |
|
Wheelbarrow walk |
By the end of the lesson the learner should be able to obey rules for own and others safety |
Mention ways in which the body can move on the ground |
Observe the rules when performing the wheelbarrow walk. |
Regalia charts |
Observation Oral questions |
|
|
9&10 |
ASSESSEMENT |
||||||||
Mathematics Schemes - Grade 2 Schemes of Work Term 3 2023
|
Week |
Lesson |
Strand |
Sub-strand |
Specific learning outcomes |
Key Inquiry questions |
Learning Experiences |
Learning Resources |
Assessment |
Remarks |
|
1 |
1 |
Measurement |
Capacity |
By the end of the lesson the learner should be able to measure capacity using fixed units |
What can you use to measure capacity of different containers? |
Learners in pairs/groups to use small containers of equal capacity to fill bigger containers of same capacity but different shapes with water and count the number of small containers used to fill them |
Containers Water Jkf primary mathematics learner’s activities book 2 page 83 |
Observation Oral exercise |
|
|
|
2 |
Measurement |
Capacity |
By the end of the lesson the learner should be able to measure capacity using fixed units |
What can you use to measure capacity of different containers |
Learners in pairs/groups to use small containers of equal capacity to fill bigger containers of same capacity but different shapes with water and count the number of small containers used to fill them |
Jkf primary mathematics learner’s activities book 2 page 83 Water Containers |
Observation writing exercise |
|
|
|
3 |
Measurement |
Capacity |
By the end of the lesson the learner should be able to measure capacity using fixed units |
How many small containers were used? |
Learners to identify the number of small containers that they used to fill the big containers with water |
Container Water Jkf primary mathematics learner’s activities book 2 page 84 |
Observation writing exercise |
|
|
|
4 |
Measurement |
Capacity |
By the end of the lesson the learner should be able to identify the liter as a unit of measuring capacity |
Which unit can we use to measure capacity? |
Learners in pairs/groups to use 1-liter containers to fill big containers with water and count the number of liters used to fill the big containers |
1-liter bottles/glasses Water drums Water Jkf primary mathematics learner’s activities book 2 page 84 |
Observation |
|
|
|
5 |
Measurement |
Capacity |
By the end of the lesson the learner should be able to identify the liter as a unit of measuring capacity |
Which unit can we use to measure capacity? |
Learners in pairs/groups to use 1-litre containers to fill big containers with water and count the number of liters used to fill the big containers |
Jkf primary mathematics learner’s activities book2 page 85 Water containers |
Observation Writing exercise |
|
|
2 |
1 |
Measurement |
Capacity |
By the end of the lesson the learner should be able to measure capacity in liters |
How many liters? |
Learners in pairs/groups to measure the capacity of different containers |
1-liter containers |
Observation |
|
|
|
2 |
Measurement |
Capacity |
By the end of the lesson the learner should be able to measure capacity in liters |
How many liters? |
Learners in pairs/groups to use large containers to fill 1-litre containers |
Containers Cups /glasses Water |
Observation Writing exercise |
|
|
|
3 |
Measurement |
Capacity |
By the end of the lesson the learner should be able to measure capacity in liters |
How many containers were used? |
Learners in pairs/groups to use large containers to fill 1-litre containers |
Containers Cups /glasses Water Jkf primary mathematics learner’s activities book2 page 88-90 |
Observation Writing exercise |
|
|
|
4 |
Measurement |
Capacity |
By the end of the lesson the learner should be able to measure capacity in liters |
How many liters are there? |
Learners to play games involving capacity |
Tablet/laptops Jkf primary mathematics learner’s activities book2 page 91 |
Observation Oral exercises |
|
|
|
5 |
Measurement |
Time |
By the end of the lesson the learner should be able to relate the months of the year with various activities |
In which month do you celebrate your birthday? |
Learners in pairs/groups to discuss activities that take place in the months of the year |
Charts Calendar Jkf primary mathematics learner’s activities book2 page 92 |
Writing exercise Oral exercise |
|
|
3 |
1 |
Measurement |
Time |
By the end of the lesson the learner should be able to relate the months of the year with various activities |
In which month do we celebrate the new year? |
Learners in pairs/groups to discuss activities that take place in the months of the year |
Charts Calendar Jkf primary mathematics learner’s activities book2 page 92-93 |
Writing exercise Oral exercise |
|
|
|
2 |
Measurement |
Time |
By the end of the lesson the learner should be able to recite the number of days in each month of the year |
Which month has the least number of days? |
Learners in pairs/groups to sing songs, rhymes related to number of days in the months of the year |
Calendar Charts Chalkboard Songs Jkf primary mathematics learner’s activities book2 page 94 |
Oral exercise Recitation Singing |
|
|
|
3 |
Measurement |
Time |
By the end of the lesson the learner should be able to recite the number of days in each month of the year |
Which months have the same number of days? |
Learners in pairs/groups to sing songs, rhymes related to number of days in the months of the year |
Calendar Charts Chalkboard Songs Jkf primary mathematics learner’s activities book2 page 94 |
Oral exercise Recitation Singing |
|
|
|
4 |
Measurement |
Time |
By the end of the lesson the learner should be able to measure time using arbitrary units |
At what time of the day is your shadow longest? |
Learners in pairs/groups to measure time taken to perform an activity using arbitrary units |
Jkf primary mathematics learner’s activities book2 page 95 Charts |
Observation Writing exercise |
|
|
|
5 |
Measurement |
Time |
By the end of the lesson the learner should be able to measure time using arbitrary units |
At what time of the day is your shadow shortest? |
Learners in pairs/groups to measure time taken to perform an activity using arbitrary units |
Jkf primary mathematics learner’s activities book2 page 95-96 Charts |
Observation Writing exercise |
|
|
4 |
1 |
Measurement |
Time |
By the end of the lesson the learner should be able to identify the clock face |
Do you know a clock? |
Learners to observe a clock face and discuss the minute hand and the hour hand |
Clock Jkf primary mathematics learner’s activities book2 page 97-98 |
Observation |
|
|
|
2 |
Measurement |
Time |
By the end of the lesson the learner should be able to identify the clock face |
Where can you find a clock? |
Learners to observe a clock face and discuss the minute hand and the hour hand |
Clock Charts Jkf primary mathematics learner’s activities book2 page 97-98 |
Observation Oral exercise |
|
|
|
3 |
Measurement |
Time |
By the end of the lesson the learner should be able to read, tell and write time by hour |
What is the time? |
Learner to discus how to read tell and write time by the hour using both analog and digital clock |
Digital watch/clock Analog clock |
Observation Writing exercise Oral questions |
|
|
|
4 |
Measurement |
Time |
By the end of the lesson the learner should be able to read, tell and write time by hour |
What is the time? |
Learner to discuss how to read tell and write time by the hour using both analog and digital clock |
Digital watch/clock Analog clock |
Observation Writing exercise Oral questions |
|
|
|
5 |
Measurement |
Money |
By the end of the lesson the learner should be able to identify the Kenyan currency coins and notes up to ksh100 |
How can you Identify different Kenya currencies? |
Learners in pairs/groups to sort out Kenyan currency coins and notes according to their features up to 100 |
Coins note s Jkf primary mathematics learner’s activities book2 page 101 |
Observation |
|
|
5 |
1 |
Measurement |
Money |
By the end of the lesson the learner should be able to identify the Kenyan currency coins and notes up to ksh100 |
Ho we sort and group different currencies? |
Learners in groups/pairs to put different coins and notes together and separate them according to their values and features |
Coins Notes Jkf primary mathematics learner’s activities book2 page 102 |
Observation Oral exercise |
|
|
|
2 |
Measurement |
Money |
By the end of the lesson the learner should be able to count money in sh.1, sh.5, sh.10, sh.20, sh.40, sh.50 up to sh100 |
How do we count different currencies? |
Learners in pairs/groups to count money in sh.5.sh.10, sh.20, sh.40, sh.50 up to sh.100 |
Coins Notes Jkf primary mathematics learner’s activities book2 page 103 |
Writing exercise oral exercise observation |
|
|
|
3 |
Measurement |
Money |
By the end of the lesson the learner should be able to count money in sh.1, sh.5, sh.10, sh.20, sh.40, sh.50 up to sh100 |
Can we find the value of currencies? |
Learners in pairs/groups to count money in sh.5.sh.10, sh.20, sh.40, sh.50 up to sh.100 |
Coins Notes Jkf primary mathematics learner’s activities book2 page 103 |
Writing exercise oral exercise observation |
|
|
|
4 |
Measurement |
Money |
By the end of the lesson the learner should be able to represent same amount of money in different denominations |
How do we represent money of different denominations? |
Learners in pairs/groups to make same amount of money using different denominations |
Coins Jkf primary mathematics learner’s activities book2 page 104 |
Oral exercise observation |
|
|
|
5 |
Measurement |
Money |
By the end of the lesson the learner should be able to represent same amount of money in different denominations |
How do we represent money of different denominations? |
Learners in pairs/groups to make same amount of money using different denominations |
Coins Jkf primary mathematics learner’s activities book2 page 105 |
Observation Writing exercise |
|
|
6 |
1 |
Measurement |
Money |
By the end of the lesson the learner should be able to relate money to goods and services up to sh,100 |
How can you identify goods? |
Learners in groups to discuss items they cannot do without and those that are necessary but they can do without up to a value of sh.100 |
Chalkboard Charts Jkf primary mathematics learner’s activities book2 page 106 |
Observation Writing exercise |
|
|
|
2 |
Measurement |
Money |
By the end of the lesson the learner should be able to differentiate between needs and wants in real life context |
How do you differentiate needs and wants? |
Learners in groups /pairs to classify needs and wants |
Work books Jkf primary mathematics learner’s activities book2 page 108 |
Observation Writing exercise |
|
|
|
3 |
Measurement |
Money |
By the end of the lesson the learner should be able to appreciate spending and saving of money in real life situations |
How can you save money? |
Learners to discuss the importance of saving Learners to play digital games involving money |
Jkf primary mathematics learner’s activities book2 page 109 |
Writing exercise observation |
|
|
|
4 |
Geometry |
Lines |
By the end of the lesson the learner should be able to draw and model straight lines |
What types of lines do you know? |
Learners in pairs/groups to model straight and curved lines using sticks plasticine /clay/paper Mache |
sticks plasticine /clay/paper Mache Jkf primary mathematics learner’s activities book2 page 111 |
Observation Writing exercise |
|
|
|
5 |
Geometry |
Lines |
By the end of the lesson the learner should be able to draw and model straight lines |
What types of lines do you know? |
Learners in pairs /groups to model straight and curved lines using strings |
Strings |
Observation Writing exercises |
|
|
7 |
1 |
Geometry |
Lines |
By the end of the lesson the learner should be able to draw and model curved lines |
What types of lines do you know? |
Learners in groups/pairs to model straight and curved lines by holding their hands Learners to model straight and curved lines using learner digital devices |
Jkf primary mathematics learner’s activities book 2 page 113 |
Observation Oral exercise |
|
|
|
2 |
Geometry |
Shapes |
By the end of the lesson the learner should be able to identify rectangles, circles, triangles, ovals and squares |
What shapes can you identify in your environment? |
Learners in pairs/groups to sort and group to discuss types of lines making different shapes |
Objects within the environment Jkf primary mathematics learner’s activities book 2 page 115 |
0bservation Oral exercises |
|
|
|
3 |
Geometry |
Shapes |
By the end of the lesson the learner should be able to identify rectangles, circles, triangles, ovals and squares |
What shapes can you identify in your environment? |
Learners in pairs/groups to discuss types of lines making different shapes |
Cartons Balls Jkf primary mathematics learner’s activities book 2 page 117 |
Observation Writing exercise |
|
|
|
4 |
Geometry |
Shapes |
By the end of the lesson the learner should be able to appreciate making patterns involving rectangles, circles, ovals and squares |
What shapes can you identify in your environment? |
Learners to make patterns of their choice using the five shapes Learners in groups to make patterns, color them and share with other groups |
Jkf primary mathematics learner’s activities book 2 page 118 |
Writing exercise |
|
|
|
5 |
Geometry |
Shapes |
By the end of the lesson the learner should be able to appreciate making patterns involving rectangles, circles, ovals and squares |
What shapes can you identify in your environment? |
Learners to make patterns of their choice using the five shapes Learners in groups to make patterns, color them and share with other groups |
Jkf primary mathematics learner’s activities book 2 page 119 |
Observation Writing exercise |
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8 |
ASSESSMENT |
||||||||
Kiswahili Schemes - Grade 2 Schemes of Work Term 3 2023
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WIKI |
KIPINDI |
MADA |
MADA NDOGO |
MATOKEO MAALUM YANAYOTOKEA |
MASWALI DADISI |
MAPENDEKEZO YA SHUGLI ZA UFUNZAJI |
KAZI YA ZIADA |
NYEZO |
MAONI |
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1 |
1 |
Kuandika |
Sauti na majina ya Kiswahili sh, th |
kutambua sauti za herufi mbili katika kuimarisha matamshi bora kutamka sauti za Kiswahili za herufi mbili katika kuimarisha matamshi bora kusoma silabi za sauti zinazoundwa kutokana na sauti mbili ili kuimarisha usomaji |
Je, ni maneno kama gani ambayo yana sauti /sh /na /th /? |
Mwanafunzi atambue sauti /sh/na /th/ katika maneno Mwanafunzi asikilize sauti lengwa ikitamkwa na mwalimu kisha atamke pamoja na mwalimu na mwishowe atamke akiwa peke yake, wawili na kama darasa nzima. Mwanafunzi aweza kutumia vifaa vya kiteknolojia kama vile papaya, tarakilishi na projekta kusikiliza sauti lengwa ikitamkwa. |
Mwalimu asikilize wanafunzi wakitaja maneno ambayo yana sauti sh. |
Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk147 |
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2 |
Sarufi |
Nafsi ya pili wakati uliopita |
Kufikia mwisho wa mada, mwanafunzi aweze: kutambua maneno na viambishi vinavyowakilisha nafsi ya pili wakati uliopita ili kuimarisha mawasiliano kusoma vifungu vya maneno yanayoashiria nafsi ya pili wakati uliopita ili kuimarisha usomaji |
Je, unatumia neno gani kumzungumzia mwenzako aliye karibu? |
Mwanafunzi atumie nafsi ya pili wakati uliopita hali ya umoja na wingi katika mazungumzo. Mwanafunzi atumie nafsi ya pili wakati uliopita hali ya umoja na wingi katika sentensi. Mwanafunzi aweza kujaza mapengo kwa kutumia maneno na viambishi vinavyowakilisha nafsi ya pili wakati uliopita kama vile, wewe, u, li, nyinyi na m hali ya umoja na wingi |
Mwalimu asikilize wanafunzi wakitaja maneno yaliyo katika nafsi ya pili wakati uliopita. |
Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk148 |
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3 |
kusoma |
Alfabeti ya kiswahili |
Kufikia mwisho wa mada, mwanafunzi aweze: kutambua alfabeti ya Kiswahili ili kuimarisha usomaji kusoma alfabeti ya Kiswahili kwa mfuatano ufaao katika kuimarisha matumizi ya kamusi baadaye |
Je, lugha ya Kiswahili ina herufi ngapi? Je, ni herufi gani unazoweza kusoma? |
Mwanafunzi asome alfabeti ya Kiswahili kwa mfuatano: a, b, ch, d, dh, e, f, g, gh, h, i, j, k, l, m, n, ng’, ny, o, p, r, s, sh, t, th, u, v, w, y, z. Mwanafunzi aweza kusoma alfabeti kwenye chati. Mwanafunzi aweza kuimba wimbo wa alfabeti. |
Mwalimu asikilize wanafunzi wakitaja alfabeti za Kiswahili. |
Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk151 |
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|
2 |
1 |
msamiati |
Kusikiliza na kuzungumza |
Kufikia mwisho wa mada, mwanafunzi aweze: kutambua msamiati ambao hutumiwa katikahali ya anga ili kuelezea hali ya anga ifaavyo kutambua hali ya anga ya siku husika ili kuimarisha mawasiliano |
Je, ni vipi unavyoweza kuelezea upepo? |
Mwanafunzi atoe maana ya msamiati unaohusu hali ya anga. Mwanafunzi atunge sentensi sahihi akitumia msamiati unaohusu hali ya anga kama vile upepo, jua, mvua na mawingu. Mwanafunzi aweza kutazama video inayoonyesha hali mbalimbali za anga. |
Mwalimu asikilize msamiati wa hali ya anga kutoka kwa wanafunzi. |
Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk152-153 |
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|
|
2 |
sarufi |
Matumizi ya nafsi ya pili wakati uliopita. |
Kufikia mwisho wa mada, mwanafunzi aweze: kutambua maneno na viambishi vinavyowakilisha nafsi ya pili wakati uliopita ili kuimarisha mawasiliano kusoma vifungu vya maneno yanayoashiria nafsi ya pili wakati uliopita ili kuimarisha usomaji |
Je, unatumia neno gani kumzungumzia mwenzako aliye karibu? |
Mwanafunzi atumie nafsi ya pili wakati uliopita hali ya umoja na wingi katika mazungumzo. Mwanafunzi atumie nafsi ya pili wakati uliopita hali ya umoja na wingi katika sentensi. Mwanafunzi aweza kujaza mapengo kwa kutumia maneno na viambishi vinavyowakilisha nafsi ya pili wakati uliopita kama vile, wewe, u, li, nyinyi na m hali ya umoja na wingi. |
Mwalimu awape wanafunzi zoezi. |
Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk155-156 |
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|
|
3 |
kusoma |
Safari ya jangwani |
Kufikia mwisho wa mada, mwanafunzi aweze: kutambua picha za kuonyesha hali ya anga ili kuimarisha ufahamu kutambua maneno yanayohusiana na hali ya anga ili kuimarisha usomaji |
Je, ni hadithi zipi ambazo umewahi kusoma? |
Mwanafunzi ajadili picha zilizojumuishwa kwenye hadithi. Mwanafunzi atabiri kitakachotokea kwenye hadithi. Mwanafunzi afahamu matumizi ya msamiati uliotumika kwenye hadithi. |
Mwalimu awasikilize wanafunzi wakisoma. |
Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk157-158. |
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|
3 |
1 |
Msamiati |
Hali ya anga |
Kufikia mwisho wa mada, mwanafunzi aweze: kutambua msamiati ambao hutumiwa katika hali ya anga ili kuelezea hali ya anga ifaavyo kutambua hali ya anga ya siku husika ili kuimarisha mawasiliano |
Je, ni vipi unavyoweza kuelezea upepo? |
Mwanafunzi atoe maana ya msamiati unaohusu hali ya anga. Mwanafunzi atunge sentensi sahihi akitumia msamiati unaohusu hali ya anga kama vile upepo, jua, mvua na mawingu. Mwanafunzi aweza kutazama video inayoonyesha hali mbalimbali za anga. |
Mwalimu asikilize misamiati kuhusu hali ya anga kutoka kwa wanafiunzi. |
Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk159-160 |
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|
|
2 |
sarufi |
Matumizi ya hili na haya |
kuandika sentensi zinazojumuisha hili na haya katika kuimarisha uandishi Kuchangamkia matumizi ya huyo na hayakatika maawasiliano. |
Unatumia neno gani kuuliza swali kuhusu mwenzako? |
Mwanafunzi aandike sentensi zinadhihirisha matumizi ya hili na haya Mwanafunzi aweza kujaza mapengo kwa kutumia huyo na hili Mwanafunzi aigize vitendo vya kuwaashiria watu mbalimbali kwa kutumia hili na haya |
Mwalimu awape wanafunzi zoezi . |
Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk161 |
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|
|
3 |
shairi |
Giza mchana |
Kufikia mwisho wa mada, mwanafunzi aweze: kutambua picha za kuonyesha hali ya anga ili kuimarisha ufahamu kutambua maneno yanayohusiana na hali ya anga ili kuimarisha usomaji |
Unakumbuka nani katika hadithi hiyo? |
Mwanafunzi ajadili picha zilizojumuishwa kwenye shairi. Mwanafunzi atabiri kitakachotokea kwenye hadithi. Mwanafunzi afahamu matumizi ya msamiati uliotumika kwenye hadithi. |
Mwalimu asikilize mwanafunzi akisoma shairi. |
Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk162-163 |
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|
4 |
1 |
Kuandika |
Alphabeti ya kiswahili |
Kufikia mwisho wa mada, mwanafunzi aweze: kubainisha irabu za Kiswahili ili kuelewa jinsi silabi huundwa kubainisha konsonanti za Kiswahili ili kuelewa jinsi silabi huundwa |
Alfabeti ni nini? Lugha ya Kiswahili ina konsonanti ngapi? |
Mwanafunzi aweza kusoma alfabeti kwenye chati. Mwanafunzi aweza kuimba wimbo wa alfabeti. Mwanafunzi aweza kusikiliza alfabeti ya Kiswahili ikikaririwa kwenye vifaa vya kiteknolojia kama vile kinasasauti. |
Mwalimu atazame wanafunzi akiandika alfabeti. |
Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk164-165 |
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|
|
2 |
masimulizi |
Kusikiliza na kuzungumza |
kusimulia kuhusu hali mbalimbali za anga ili kuimarisha stadi ya kuzungumza kusikiliza masimulizi kuhusu hali ya anga ili kujenga umakinifu |
Unaona nini katika chati ya hali ya anga? |
Mwanafunzi aweza kutazama video inayohusu hali ya anga. Wanafunzi waweza kupewa nafasi kwenda nje ya darasa na kujadiliana kuhusu hali ya anga wakati huo. Mwanafunzi ashiriki katika majadiliano kuhusu hali za anga. |
Mwalimu asikilize masimulizi ya wanafunzi kuhusu hali ya anga. |
Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk166 |
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|
|
3 |
Kusoma |
Siku ya mvua |
Kufikia mwisho wa mada, mwanafunzi aweze: kusikiliza hadithi za mwalimu kuhusu hali ya anga ili kujenga stadi ya kusoma na kusikiliza kufahamu hadithi aliyoisoma kuhusu hali ya anga ili kupata ujumbe |
Unakumbuka nani katika hadithi hiyo? |
Mwanafunzi aweza kusikiliza hadithi ikisomwa kwa kutumia tarakilishi na projekta. Mwanafunzi asome hadithi kutoka kwa jitabu mbele ya darasa. Mwanafunzi aweza kusoma hadithi kutoka kwa kitabu cha hadithi. |
Mwalimu awasikilize wanafunzi wakisoma hadithi. |
Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk167 |
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|
5 |
1 |
Lishe bora |
Kusoma |
Kufikia mwisho wa mada, mwanafunzi aweze: kutambua vyakula vinavyofaa mwili ili kuimarisha stadi ya kuzungumza kuzungumzia juu ya chakula anachokipenda ili kuimarisha mazungumzo |
Unapenda kula chakula gani? Chakula unachokila husaidiaje mwili |
Mwanafunzi ataje baadhi ya vyakula kwa kuonyeshwa michoro na vyakula halisi. Wanafunzi wajadiliane kuhusu umuhimu wa vyakula mbalimbali k.m. vinavyompa mtu nguvu, |
Mwalimu asikilize umuhimu wa lishe bora kutoka kwa wanafunzi. |
Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk169-170 |
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|
|
2 |
Sarufi |
Matumizi ya hiki na hivi |
Kufikia mwisho wa mada, mwanafunzi aweze: kutambua matumizi ya hiki na hivi katika kuimarisha mawasiliano kutumia hiki na hivi katika sentensi ili kuimarisha mawasiliano kusoma vifungu vinavyojumuisha hiki na hivi katika kuimarisha stadi ya kusoma |
Ni nini wingi wa hiki? |
Mwanafunzi aweza kujaza mapengo kwenye vifungu au sentensi zinazojumuisha hiki na hivi Mwanafunzi aonyeshe vitu mbalimbali kama vile vyakula ili kuvitungia sentensi katika vikundi k.m. Chakula hiki – vyakula hivi. |
Mwalimu asikilize matumizi ya hiki |
Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk170-171 |
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|
|
3 |
Msamiati |
Vitamin na proteni |
Kufikia mwisho wa mada, mwanafunzi aweze: kutambua vyakula vinavyofaa mwili ili kuimarisha stadi ya kuzungumza kuzungumzia juu ya chakula anachokipenda ili kuimarisha mazungumzo |
Chakula unachokila husaidiaje mwili? |
Mwanafunzi ashiriki katika mjadala kuhusu chakula kinachodhuru afya k.m. vibanzi, biskuti Mwanafunzi aweza kumsikiliza mgeni mwalikwa akisimulia kuhusu lishe bora na madhara ya vyakula vinavyodhuru afya |
Mwalimu awape wanafunzi kazi ya ziada. |
Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk183 |
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|
6 |
1 |
kusoma |
Mashidano ya riadha |
Kufikia mwisho wa mada, mwanafunzi aweze: kusoma hadithi kwa mtiririko ufao ili kuimarisha stadi ya kusoma kufahamu hadithi aliyosoma na kusomewa ili kuelewa ujumbe katika hadithi kuchangamkia kusoma hadithi ili kuendelea kujenga stadi ya kusoma. |
Ni hadithi ipi iliyokufurahisha zaidi? |
Mwanafunzi atabiri kitakachotokea kwenye hadithi. Mwanafunzi afahamu matumizi ya msamiati uliotumika kwenye hadithi. Mwanafunzi asikilize mwalimu anaposoma hadithi, asome pamoja na mwalimu kisha asome peke yake, wakiwa wawili wawili au katika vikundi. |
Mwalimu awasikilize wanafunzi wkisoma. |
Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk188-18 |
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2 |
Msamiati |
Matumizi ya hiki na hivi |
Kufikia mwisho wa mada, mwanafunzi aweze: kutambua matumizi ya hiki na kuimarisha mawasiliano kutumia hiki na hivi katika sentensi ili kuimarisha mawasiliano kusoma vifungu vinavyojumuisha hiki na hivi katika kuimarisha stadi ya kusoma hivi katika |
Ni nini wingi wa hiki? |
Mwanafunzi aonyeshe vitu mbalimbali kama vile vyakula ili kuvitungia sentensi katika vikundi k.m. chakula hiki – vyakula hivi. Mwanafunzi aweza kupewa vifungu vyenye mapengo wakamilishe kwa kutumia hiki na hivi wakiwa wawili wawili k.m. chakula (hiki), vyakula (hivi). |
Mwalimu awape wanafunzi zoezi |
Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk185 |
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3 |
Kusoma |
Faida ya chakula bora |
Kufikia mwisho wa mada, mwanafunzi aweze: kuzungumzia juu ya chakula kinachodhuru afya ili kuelewa madhara ya vyakula hivyo kusikiliza masimulizi kuhusu lishe bora ili kujenga stadi ya kusikiliza |
Chakula unachokila husaidiaje mwili? |
Mwanafunzi ashiriki katika mjadala kuhusu chakula kinachodhuru afya k.m. vibanzi, biskuti Mwanafunzi aweza kumsikiliza mgeni mwalikwa akisimulia kuhusu lishe bora na madhara ya vyakula vinavyodhuru afya |
Mwalimu awape wanafunzi faida ya chakula bora. |
Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk186 |
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7 |
1 |
Sarufi |
Matumizi ya hiki na hivi |
Kufikia mwisho wa mada, mwanafunzi aweze: kutambua matumizi ya hiki na hivi katika kuimarisha mawasiliano kutumia hiki na hivi katika sentensi ili kuimarisha mawasiliano kusoma vifungu vinavyojumuisha hiki na hivi katika kuimarisha stadi ya kusoma |
Unatumia neon gano kuomnyesheaukaribu wa kitabu, kifutio, kiatu na kijiti? |
Mwanafunzi aweza kujaza mapengo kwenye vifungu au sentensi zinazojumuisha hiki na hivi Mwanafunzi aonyeshe vitu mbalimbali kama vile vyakula ili kuvitungia sentensi katika vikundi k.m. Chakula hiki – vyakula hivi. |
Mwalimu awape wanafunzi zoezi katika vikundi. |
Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk190 |
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2 |
msamiati |
Vyakula vinavyodhuru afya |
Kufikia mwisho wa mada, mwanafunzi aweze: kutumia msamiati ulisomwa katika kutunga sentensi ili kuimarisha mawasiliano kuthamini kula chakula kinachofaidi mwili ili kujikinga kutokana na madhara ya ukosefu wa lishe bora |
Ni chakula kipi kinachofaidi mwili zaidi? Ni chakula kipi kinachodhuru afya? |
Mwanafunzi atazame kwenye vyombo vya kiteknolojia na kuvijadili picha za vyakula vinavyoashiria msamiati unaorejelewa. Mwanafunzi asome majina mbalimbali ya vyakula kwenye kadi za maneno. Mwanafunzi anakili kwenye daftari msamiati unaofunzwa. |
Mwalimu awaelezee wanafunzi kuhusu chakula kinachodhuru afya. |
Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk190-191 |
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3 |
kusoma |
Paka wangu |
Kufikia mwisho wa mada, mwanafunzi aweze: kufahamu hadithi aliyosoma na kusomewa ili kuelewa ujumbe Kupenda kusoma hadithi kuhusu wanyama wa nyumbani ili kuendeleza usomaji. |
Unakumbuka nini katika hadithi hiyo? |
Mwanafunzi asikilize mwalimu anaposoma hadithi, asome pamoja na mwalimu kisha asome peke yake, wakiwa wawili wawili au katika vikundi. Mwanafunzi aweza kusikiliza hadithi ikisomwa kupitia kinasa sauti. Mwanafunzi athibitishe utabiri wake baada ya kusoma na kusomewa hadithi. |
Mwalimu awaulize wanafunzi kuhusu mnyama wanaopenda. |
Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk193-194 |
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8 |
1 |
msamiati |
Wanyama wa nyumbani |
Kufikia mwisho wa mada, mwanafunzi aweze: kutumia majina ya wanyama katika sentensi ili kuimarisha mawasiliano kutumia msamiati unaohusu utunzaji wanyama katika sentensi ili kujenga mapenzi ya kuwatunza wanyama wa nyumbani |
Kwa nini unampenda mnyama huyo? |
Mwanafunzi achore baadhi ya wanyama na kuandika majina yao. Mwanafunzi aweza kuonyeshwa video ya utunzaji wa wanyama. Mwanafunzi aweza kutazama michoro na picha za wanyama wa nyumbani na wanyama wakitunzwa. |
Mwalimu awapatie wanafunzi kazi ya vikundi. |
Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk197-198 |
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2 |
Kusoma |
Punda mweupe |
Kufikia mwisho wa mada, mwanafunzi aweze: Kusoma hadithi kwa mtiririko ufao ili kuimarisha usomaji kufahamu hadithi aliyosoma na kusomewa ili kuelewa ujumbe Kupenda kusoma hadithi kuhusu wanyama wa nyumbani ili kuendeleza usomaji. |
Unakumbuka nini katika hadithi hiyo? |
Mwanafunzi aweza kutazama video ya mtu au mtoto akisoma hadithi husika kwa ufasaha kisha aige usomi ule. Mwanafunzi ajibu na kuuliza maswali kuhusu hadithi aliyosoma na kusomewa. Mwanafunzi aweza kusimulia hadithi kutokana na picha alizopewa kuhusu wanyama wa nyumbani |
Mwalimu awasikilize wanafunzi wakisoma ufahamu. |
Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk206-210 |
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3 |
sarufi |
Matumizi ya hili na haya |
Kufikia mwisho wa mada, mwanafunzi aweze: kutambua matumizi ya hili na haya ili kuimarisha mawasiliano kutumia hili na haya katika sentensi sahihi ili kuimarisha mawasiliano kusoma vifungu vinavyojumuisha matumizi ya hili na haya ili kujenga usomaji kuandika vifungu |
Unatumia neno gani kuonyeshea tunda lililo karibu nawe? Unatumia neno gani kuonyeshea dawati lako? |
Mwanafunzi asome vifungu vyenye matumizi ya hili na haya kama vile embe hili – maembe haya; dawati hili – madawati haya; jani hili – majani haya. Wanafunzi waweza kujaza mapengo kwa kutumia hili na haya. Mwanafunzi aonyeshwe vitu mbalimbali kama vile tunda kwa kurejelea hili na haya kwa mfano: tunda hili – matunda haya; embe hili – |
Mwalimu awape wanafunzi zoezi la kufanya. |
Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk219-222 |
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Msamiati na masimulizi |
Kusikiliza na kuzungumza |
Kufikia mwisho wa mada, mwanafunzi aweze: kutumia majina ya wanyama katika sentensi ili kuimarisha mawasiliano kutumia msamiati unaohusu utunzaji wanyama katika sentensi ili kujenga mapenzi ya kuwatunza wanyama wa nyumbani Kuthamini umuhimu wa kuwatunza wanyama wa nyumbani. |
Umuhimu wa wanyama n upi? |
Mwanafunzi achore baadhi ya wanyama na kuandika majina yao. Mwanafunzi aweza kuonyeshwa video ya utunzaji wa wanyama. Mwanafunzi aweza kutazama michoro na picha za wanyama wa nyumbani na wanyama wakitunzwa. |
Mwanafunzi asimulie kuhusu mnyama anayapenda. |
Tarakilishi Mwalimu Mwanafunzi Nyota ya Kiswahili uk215-221 |
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9 |
TATHMINI |
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Hygiene and Nutrition Schemes - Grade 2 Schemes of Work Term 3 2023
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Week |
Lesson |
Strand |
Sub-strand |
Specific learning outcomes |
Key inquiry questions |
Learning Experiences |
Learning resources |
Assessment |
Reflection |
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1 |
1 |
Foods |
Meals and Snacks |
By the end of the sub strand, the learner should be able to: tell the number of meals taken in a day, |
How many meals do we take in a day? |
Learners are guided to tell the number of meals taken in a day. Learners are guided to differentiate between meals and snacks using regalia and pictures. |
Hygiene and nutrition Grade 2 page 79-80 pictures of meals and snacks available in the locality, videos of people taking meals and snacks, regalia of snacks and meals |
oral questions |
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2 |
Foods |
Meals and Snacks |
By the end of the sub strand, the learner should be able to: differentiate between a meal and a snack from food items in the locality, embrace the importance of taking meals and snacks at the right time. |
What is the difference between a meal and a snack? Why should we take meals and snacks at the right time? |
Learners are guided to tell when they should take meals and when they should take snacks, learners can choose meals and snacks eaten through pictures, computer game |
Hygiene and nutrition Grade 2 page 81-83 pictures of meals and snacks available in the locality, videos of people taking meals and snacks, regalia of snacks and meals |
oral questions |
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2 |
1 |
Foods |
Grouping of food |
By the end of the sub strand, the learner should be able to: mention foods from plant sources within their locality group foods according to the different parts of the plants that they come from, |
What foods do we get from plants? Which are the different parts of the plant that we get food from? |
Learners are guided to identify foods they get from plants within their locality learners are guided to group foods from plant sources according to the parts of the plant they come from (leaves, roots, fruits, seeds and stem) using pictures or regalia |
Hygiene and nutrition Grade 2 page 84-86 |
observation, written exam, oral questions |
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2 |
Foods |
Grouping of food |
Mention different foods from animal sources within the locality, appreciate the importance of animal and plants as sources of food. |
What foods do we get from animals What foods do we get from animals |
Learners are guided to identify animals in their locality and the food we get from those animals using pictures or a video Learners can play games on grouping of food using computing devices Learners draw and color food from plant and animal sources |
Hygiene and nutrition Grade 2 page 87-89 |
observation, written exam, oral questions |
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3 |
1 |
Foods |
Food for school going children |
By the end of the sub strand, the learner should be able to: mention foods eaten by school going children in the locality, identify the amount of food eaten by school going children in the locality |
What type of food do you eat? How much food do you eat? |
Learners name different types of food they eat. Learners are guided to identify the amount of food they eat using pictures. |
Hygiene and nutrition Grade 2 page 90-91 pictures, charts, video clips |
oral report, oral questions |
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2 |
Foods |
Food for school going children |
By the end of the sub strand, the learner should be able to: mention dangers of eating too much or too little food for wellbeing, State the importance of eating enough food for good health. |
What happens if you eat too much or too little food? Why is it important to eat food that is enough |
Learners share experiences on what happened to them when they eat too much food (vomiting, stomach pains, diarrhea, stomach upset, constipation). Learners listen to stories and experiences on dangers of eating too much and too little (overweight and underweight) using pictures or a video. Learners are guided to tell the importance of eating enough food. |
Hygiene and nutrition Grade 2 page 92-95 pictures, charts, video clips |
oral report, oral questions |
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4 |
1 |
Foods |
Good eating habits |
By the end of the sub strand, the learner should be able to: state how food is apportioned on a plate |
How do I apportion food on a plate |
Learners are guided to brainstorm on how food should be apportioned on a plate (proteins, vegetables, starch and a fruit on the side) Learners can observe pictures or videos on correct apportioning of food on a plate (show variety to include plates |
Hygiene and nutrition Grade 2 page 96-97 pictures, charts, video clips |
oral report, oral questions |
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2 |
Foods |
Good eating habits |
By the end of the sub strand, the learner should be able to give the importance of using a variety of foods in a plate appreciate variety of foods on a plate. |
Why should I use the right amount of food when apportioning? Why should we minimize food wastage? |
In groups learners are guided to tell the importance of using the right amount of food while apportioning on a plate (to ensure that you do not eat only one group of foods, to ensure variety, to minimize food wastage). Learners are guided to identify suitable foods that promote health when apportioning using regalia or pictures or simulations. Learners draw and color a well apportioned amount of food on a plate. |
Hygiene and nutrition Grade 2 page 96-98 pictures, charts, video clips |
oral report, oral questions |
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5 |
1 |
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Food Advertisement |
By the end of the sub- strand, the learner should be able to: tell the meaning of the word advertisement identify an advertisement on food |
What is food advertisement How do food advertisements make you feel? |
Learners can be guided to tell what is food advertisement using charts, posters, pictures, video clips, radio commercials. Learners are guided to identify an advertisement on food from media (print and audio visual). |
Hygiene and nutrition Grade 2 page 99-100 pictures, charts, video clips |
oral report, oral questions |
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2 |
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Food Advertisement |
By the end of the sub-strand, the learner should be able to: tell the effects of food advertisements on their feelings. tell how advertisement can influence their choice of food |
How do advertisements influence your choice of food? |
Learners share experiences on how advertisements makes them feel. Learners are guided to tell how advertisements can influence our choice of foods. Learners open and play several video clips on food advertisements and report their observations in class |
Hygiene and nutrition Grade 2 page 101-103 pictures, charts, video clips |
oral report, oral questions |
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6 |
1 |
Safety Education |
Food Safety Handling of cooked food |
By the end of the sub- strand, the learner should be able to: mention hygiene practices while handling cooked food. |
How should we handle cooked food? |
the hygiene practices to observe when handling cooked food (putting on a clean container that is covered, storing in a cool and clean place, washing hands before handling food, using clean serving equipment, using protective gear) using demonstration, pictures, video clips and illustrations |
Hygiene and nutrition Grade 2 page 104-105 pictures, charts, video clips |
oral report, oral questions |
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2 |
Safety Education |
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By the end of the sub-strand, the learner should be able to: mention factors to observe when buying food from a food vendor, appreciate the importance of observing hygiene when handling cooked food. |
What should we look for when buying food from food vendors? Why should we observe hygiene practices when handling cooked food |
learners are guided to mention factors to observe when buying food from food vendors (clean premises/food containers; vendor wears protective gear; fresh food; food covered/not fly flown/dusty; vendor practices hygiene/ not mixing money and food) learners role play practicing hygiene as food vendors |
Hygiene and nutrition Grade 2 page 106-107 pictures, charts, video clips |
oral report, oral questions |
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7 |
1 |
Safety Education |
Waste disposal in the classroom |
By the end of the sub-strand, the learner should be able to: identify types of waste found in the classroom, identify containers used for putting waste in the classroom, |
What waste is found in the classroom? Where do we put waste in the classroom? |
Learners are guided to identify the various types of waste in the classrooms using regalia or pictures (papers, pencil sharpening, dust, bottles/bottle tops, sticks, and small unused containers). Learners are guided to identify containers used to put waste in the classroom using pictures, illustration or video clips |
Hygiene and nutrition Grade 2 page 10-110 regalia (dustbin, waste materials) charts, videos clips, pictures/illustrations |
oral report, oral questions |
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2 |
Safety Education |
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By the end of the sub- strand, the learner should be able to practice waste collection and proper disposal of the waste found in the classroom, mention the importance of waste disposal in the classroom, appreciate the importance of proper disposal of waste in the classroom |
How do we dispose waste collected in the classroom? Why should we dispose waste collected in the classroom? |
learners are guided to collect and dispose waste from the classroom using demonstration Learners practice waste disposal in their classroom. Learners are guided to tell the importance of proper waste disposal in the classroom. Learners sing songs and recite poems on the importance of disposal of waste |
Hygiene and nutrition Grade 2 page 111-114 regalia (dustbin, waste materials) charts, videos clips, pictures/illustrations |
oral report, oral questions |
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8 |
1 |
Safety Education |
Common accidents and Basic First aid |
By the end of the sub strand, the learner should be able to: identify common accidents in the classroom, name the causes of common accidents in classroom, |
What are the common accidents in the classroom? |
Learners brainstorm on common accidents in the classroom (bumps, grazes, and pricks). Learners are guided to identify causes of common accidents in the classroom (head knocks, rough surfaces, and sharp objects) using pictures or video. |
Hygiene and nutrition Grade 2 page 111-114 regalia (dustbin, waste materials) charts, videos clips, pictures/illustrations |
oral report, oral questions |
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2 |
Safety Education |
Common accidents and Basic First aid |
By the end of the sub-strand, the learner should be able to: demonstrate First Aid for common accidents in the classroom, develop responsibility in preventing accidents in the classroom |
What are the causes of common accidents in the classroom? What is the simple first aid for common accidents in the classroom? how can these dangers in the classroom be prevented |
In groups, learners listen to stories and share experiences of common accidents they have encountered or witnessed in the classroom. Learners are guided to tell how they can prevent common accidents in the classroom using demonstration, pictures and illustrations. Learners are guided to role play in carrying out First Aid for bumps, grazes and pricks. Learners are guided to develop a duty roster to arrange the class and report any dangers in the classroom. |
Hygiene and nutrition Grade 2 page 111-114 regalia (dustbin, waste materials) charts, videos clips, pictures/illustrations |
oral report, oral questions |
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9 |
ASSESSMENT |
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Environmental Schemes - Grade 2 Schemes of Work Term 3 2023
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Week |
Lesson |
Strand / Theme |
Sub-Strand |
Specific Learning Outcomes |
Key Inquiry Question(S) |
Learning Experience |
Learning Resources |
Assessment Methods |
Reflection |
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1 |
1 |
Care for the environment |
Caring for plants |
By the end of the sub-strand, the learner should be able to: recognize appropriate messages on plant protection in school |
What messages could be used to communicate plant protection? |
Learners observe pictures, photographs, and video clips of areas where plants have been destroyed. In groups, learners to outline messages on plant protection |
Our lives today Grade 2 page 110- Poster Video clip Pictures |
Observing the messages made by the pupils |
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2 |
Care for the environment |
Caring for plants |
By the end of the sub-strand, the learner should be able to: create appropriate plant protection messages to promote conservation |
What messages could be used to communicate plant protection |
Learners display and peers assess the plant protection messages developed |
Our lives today Grade 2 page 12 Poster Video clip Pictures |
Observing the messages made by the pupils |
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3 |
Care for the environment |
Caring for plants |
By the end of the sub-strand, the learner should be able to: In group of two create appropriate plant protection messages to promote conservation |
What messages could be used to communicate plant protection |
Learners display and peers assess the plant protection messages developed |
Our lives today Grade 2 page 112 |
Observing the messages made by the pupils |
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4 |
Care for the environment |
Caring for plants |
By the end of the sub-strand, the learner should be able to: appreciate plant protection for environmental sustainability |
What messages could be used to communicate plant protection |
In groups, learners create plant protection messages using hand scripts, electronic and print resources Learners share selected plant protection messages with the school community |
Our lives today Grade 2 page 112 Poster Video clip Pictures |
Observing the messages made by the pupils |
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5 |
Care for the environment |
Caring for plants |
By the end of the sub-strand, the learner should be able to: appreciate plant protection for environmental sustainability |
What messages could be used to communicate plant protection |
In groups, learners create plant protection messages using hand scripts, electronic and print resources Learners share selected plant protection messages with the school community |
Our lives today Grade 2 page 114 Poster Video clip Pictures |
Observing the messages made by the pupils |
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2 |
1 |
Care for the environment |
Keeping an animal shelter clean and secure |
By the end of the sub-strand, the learner should be able to: identify ways of keeping an animal shelter clean at home and school |
How could we keep an animal shelter clean? |
Using video clips, photographs and pictures, learners to observe various clean animal shelters being cleaned (dog’s kennel, rabbit hutch and cow shed). Learners to shoot photographs at home of clean animal shelter and share with others. |
Our lives today Grade 2 page 117 Poster Phones Video clip Pictures |
Oral question on keeping animals the house |
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2 |
Care for the environment |
Keeping an animal shelter clean and secure |
By the end of the sub-strand, the learner should be able to: In group of two identify ways of keeping an animal shelter clean at home and school |
How could we keep an animal shelter clean? |
Using video clips, photographs and pictures, learners to observe various clean animal shelters being cleaned (dog’s kennel, rabbit hutch and cow shed). Learners to shoot photographs at home of clean animal shelter and share with others. |
Our lives today Grade 2 page 117 Poster Phones Video clip Pictures |
Oral question on keeping animals the house |
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3 |
Care for the environment |
Keeping an animal shelter clean and secure |
By the end of the sub-strand, the learner should be able to: participate in keeping an animal shelter clean at home and school |
How could we keep an animal shelter clean? |
In groups, learners to discuss ways of keeping an animal shelter clean |
Our lives today Grade 2 page 117 Rabbits Poster Phones Video clip Pictures |
Observing how the pupils are keeping animals in the house and school |
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4 |
Care for the environment |
Keeping an animal shelter clean and secure |
By the end of the sub-strand, the learner should be able to: suggest ways of making an animal shelter secure at home and school |
How could we make an animal shelter secure? |
In groups, learners discuss how to make animals shelter secure |
Our lives today Grade 2 page 117 Rabbits Poster Phones Video clip Pictures |
Observing how the pupils are keeping animals in the house and school |
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5 |
Care for the environment |
Keeping an animal shelter clean and secure |
By the end of the sub-strand, the learner should be able to: appreciate clean and secure animal shelter to reduce risk to the animals |
How could we make an animal shelter secure? |
In groups, learners discuss how to make animals shelter secure Learners sing or tell stories about clean and secure animal shelters |
Our lives today Grade 2 page 118-119 Poster Phones Video clip Pictures |
Observing how the pupils are keeping animals in the house and school |
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3 |
1 |
Care for the environment |
Managing waste Types of waste in school |
By the end of the sub-strand, the learner should be able to: identify types of waste in the school environment |
What types of waste are found in our school environment? |
In groups, learners to identify different types of waste in the school environment In groups or pairs, learners to share their experiences on different types of waste in school |
Our lives today Grade 2 page 125 Poster Phones Video clip Pictures |
Observing the waste found in the school |
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2 |
Care for the environment |
Managing waste Types of waste in school |
By the end of the sub-strand, the learner should be able to: identify types of waste in the school environment |
What types of waste are found in our school environment? |
In groups, learners to identify different types of waste in the school environment In groups or pairs, learners to share their experiences on different types of waste in school |
Our lives today Grade 2 page 126127 Poster Phones Video clip Pictures |
Observing the waste found in the school |
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3 |
Care for the environment |
Managing waste Types of waste in school |
By the end of the sub-strand, the learner should be able to: sort out different types of waste in the school environment for safe disposal |
What types of waste are found in our school environment? |
Using videos, pictures and photographs, learners to identify different types of waste. Using appropriate educative multimedia games, learners to sort out different types of wastes |
Our lives today Grade 2 page 126127 Poster Phones Video clip Pictures |
Observing the waste found in the school |
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4 |
Care for the environment |
Managing waste Types of waste in school |
By the end of the sub-strand, the learner should be able to: appreciate a clean school environment for health and safety. |
What types of waste are found in our school environment? |
In groups, learners sort out waste of different nature such as separating decomposable wastes from plastic, metallic and glass waste and placing them in different containers for appropriate disposal. |
Our lives today Grade 2 page 126127 Poster Phones Video clip Pictures |
Observing the waste found in the school |
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5 |
Care for the environment |
Managing waste Types of waste in school |
By the end of the sub-strand, the learner should be able to: appreciate a clean school environment for health and safety. |
What types of waste are found in our school environment? |
In groups, learners sort out waste of different nature such as separating decomposable wastes from plastic, metallic and glass waste and placing them in different containers for appropriate disposal. |
Our lives today Grade 2 page 126127 Poster Phones Video clip Pictures |
Observing the waste found in the school |
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4 |
1 |
Care for the environment |
Safety in handling wastes |
By the end of the sub-strand, the learner should be able to identify dangers when handling waste in school |
What dangers are we likely to face when handling different types of waste in school? |
Through probing questions, learners to identify dangers when handling wastes in school. Using multimedia resources, learners to outline safety measures in handling wastes in school |
Our lives today Grade 2 page 128 Poster Phones Video clip Pictures |
Observing how the pupils are handling the waste in school |
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2 |
Care for the environment |
Safety in handling wastes |
By the end of the sub-strand, the learner should be able to Discussing how to handle waste safely in school |
What dangers are we likely to face when handling different types of waste in school? |
Through probing questions, learners to identify dangers when handling wastes in school. Using multimedia resources, learners to outline safety measures in handling wastes in school |
Our lives today Grade 2 page 129 Poster Phones Video clip Pictures |
Observing how the pupils are handling the waste in school |
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3 |
Care for the environment |
Safety in handling wastes |
By the end of the sub-strand, the learner should be able to practice safety measures when handling wastes in school |
How should we safely handle different types of waste in school? |
Using multimedia resources, learners to outline safety measures in handling wastes in school. Learners listen to a resource person talking on dangers and safety measures when handling wastes in school |
Our lives today Grade 2 page 129 Poster Phones Video clip Pictures |
Observing how the pupils are handling the waste in school |
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4 |
Care for the environment |
Safety in handling wastes |
By the end of the sub-strand, the learner should be able to communicate safety measures when handling waste in school |
How should we safely handle different types of waste in school? |
Learners simulate safety measures when handling waste in school |
Our lives today Grade 2 page 129 Poster Phones Video clip Pictures |
Observing how the pupils are handling the waste in school |
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5 |
Care for the environment |
Safety in handling wastes |
By the end of the sub-strand, the learner should be able to appreciate the need of safety in handling waste in school to limit risks to self, others and the environment |
How should we safely handle different types of waste in school? |
Learners to participate in activities that promote safe disposal of waste in school. Activities to include promoting knowledge and passing messages to the school community |
Our lives today Grade 2 page 129 Poster Phones Video clip Pictures |
Observing how the pupils are handling the waste in school |
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5 |
1 |
Care for the environment |
Caring for water Keeping stored water safe |
By the end of the sub-strand, the learner should be able to: state the importance of keeping water safe for human and animal use at home and school |
How could we keep stored water safe for use? |
Learners to take an excursion around the neighborhood to identify safely stored or unsafely stored water. Then in groups, learners to discuss the importance of keeping stored water safe. |
Our lives today Grade 2 page 133 Poster Phones Video clip Pictures |
Oral question on how to keep stored water safe |
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2 |
Care for the environment |
Keeping stored water safe |
By the end of the sub-strand, the learner should be able to: participate in keeping stored water safe at home and school |
How could we keep stored water safe for use? |
In groups, learners share experiences on what makes water unsafe in the home and school |
Our lives today Grade 2 page 133 Poster Phones Video clip Pictures |
Oral question on how to keep stored water safe |
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3 |
Care for the environment |
Keeping stored water safe |
By the end of the sub-strand, the learner should be able to: in group of two participate in keeping stored water safe at home and school |
How could we keep stored water safe for use? |
In groups, learners share experiences on what makes water unsafe in the home and school |
Our lives today Grade 2 page 133 Poster Phones Video clip Pictures |
Oral question on how to keep stored water safe |
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4 |
Care for the environment |
Keeping stored water safe |
By the end of the sub-strand, the learner should be able to: appreciate the importance of keeping stored water safe for human and animal use |
How could we keep stored water safe for use? |
Using multimedia resources, learners identify ways of keeping stored water safe. Learners observe demonstrations on methods of keeping stored water safe at home and in school. |
Our lives today Grade 2 page 133 Poster Phones Video clip Pictures |
Oral question on how to keep stored water safe |
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5 |
Care for the environment |
Keeping stored water safe |
By the end of the sub-strand, the learner should be able to: appreciate the importance of keeping stored water safe for human and animal use |
How could we keep stored water safe for use? |
Using multimedia resources, learners identify ways of keeping stored water safe. Learners observe demonstrations on methods of keeping stored water safe at home and in school. |
Our lives today Grade 2 page 134135 Poster Phones Video clip Pictures |
Oral question on how to keep stored water safe |
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6 |
1 |
Care for the environment |
Re-using water |
By the end of the sub-strand, the learner should be able to: suggest how water could be reused at home and school |
How could we re-use water in the home and school? |
In groups, learners discuss how water could be re-used in the home and school. Using video clips, videos, pictures and photographs, learners to observe various ways of re-using water |
Our lives today Grade 2 page 139- 140 Poster Phones Video clip Pictures |
Oral question on how the pupil reuse water |
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2 |
Care for the environment |
Re-using water |
By the end of the sub-strand, the learner should be able to participate in reusing water to reduce wastage at home and school |
How could we re-use water in the home and school? |
Learners to visit the community to find out how water is re-used to reduce wastage. |
Our lives today Grade 2 page 139140 Poster Phones Video clip Pictures |
Oral question on how the pupil reuse water |
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3 |
Care for the environment |
Re-using water |
By the end of the sub-strand, the learner should be able to participate in re-using water to reduce wastage at home and school |
How could we re-use water in the home and school? |
Learners to visit the community to find out how water is reused to reduce wastage. |
Our lives today Grade 2 page 139140 Poster Phones Video clip Pictures |
Oral question on how the pupil reuse water |
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4 |
Care for the environment |
Re-using water |
By the end of the sub-strand, the learner should be able to appreciate re-using water as a way of conserving it. |
How could we re-use water in the home and school? |
Learners to visit the community to find out how water is reused to reduce wastage. Learners to suggest how they could participate in re-using water to reduce wastage at home and school. |
Our lives today Grade 2 page 141 Poster Phones Video clip Pictures |
Oral question on how the pupil reuse water |
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5 |
Care for the environment |
Conservation of Energy Communicating energy conservation messages. |
By the end of the sub-strand, the learner should be able to: recognize appropriate messages on energy conservation |
What messages could be used to communicate conservation of energy? |
Through probing questions, learners discuss reasons for conserving energy |
Our lives today Grade 2 page 143 Poster Phones Video clip Pictures |
Oral question on how pupils conserve energy |
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7 |
1 |
Care for the environment |
Communicating energy conservation messages. |
By the end of the sub-strand, the learner should be able to: create energy conservation messages to promote awareness at and home and school |
What messages could be used to communicate conservation of energy |
Using video clips, internet sources, newspaper cuttings and brochures, learners identify simple messages on conserving energy |
Our lives today Grade 2 page 144145 Poster Phones Video clip Pictures |
Oral question on how pupils conserve energy |
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2 |
Care for the environment |
Communicating energy conservation messages. |
By the end of the sub-strand, the learner should be able to: display energy conservation messages to create awareness in school |
What messages could be used to communicate conservation of energy |
In pairs, learners to create simple persuasive energy conservation messages |
Our lives today Grade 2 page 146 Poster Phones Video clip Pictures |
Oral question on how pupils conserve energy |
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3 |
Care for the environment |
Communicating energy conservation messages. |
By the end of the sub-strand, the learner should be able to: making posters |
What messages could be used to communicate conservation of energy |
In pairs, learners to create simple persuasive energy conservation messages |
Our lives today Grade 2 page 146 Poster Phones Video clip Pictures |
Oral question on how pupils conserve energy |
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4 |
Care for the environment |
Communicating energy conservation messages. |
By the end of the sub-strand, the learner should be able to demonstrate interest in energy conservation for conservation for improvement and protection of the environment |
What messages could be used to communicate conservation of energy |
Learners display and peer assesses the energy conservation messages. In groups, learners are guided to read aloud the energy conservation messages they develop. |
Our lives today Grade 2 page 147 Poster Phones Video clip Pictures |
Oral question on how pupils conserve energy |
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5 |
Care for the environment |
Communicating energy conservation messages. |
By the end of the sub-strand, the learner should be able to demonstrate interest in energy conservation for conservation for improvement and protection of the environment |
What messages could be used to communicate conservation of energy |
Learners display and peer assesses the energy conservation messages. In groups, learners are guided to read aloud the energy conservation messages they develop. |
Our lives today Grade 2 page 147 Poster Phones Video clip Pictures |
Oral question on how pupils conserve energy |
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8 |
REVISION ON THE WORK COVERED IN THIRD TERM |
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9 |
ASSESSMENT |
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English Schemes - Grade 2 Schemes of Work Term 3 2023
| Week | Lesson | Strand/Theme | Sub-Strand/Sub theme | Specific Learning Outcomes | Key Inquiry Question(S) | Learning Experience | Learning Resources | Assessment | Remarks | |||||
| 1 | 1 | Listening and Speaking Cultural Activities | Pronunciation and Vocabulary |
By the end of the sub strand, the learner should be able to: Look at the picture and describe the event taking place. Recognise the consonant blends sn in different spoken words. |
How do you pronounce the following sound sn? Which words have /sn/ sound in them. |
Learners pronounce the sounds by taking turns, and as a whole class as modeled by the teacher, or audio record. Learners are guided to practice new words with the learnt sounds in pairs in response to picture cues, sound prompts and lists of words with the sounds. |
Regalia, charts, pictures/ photographs and models of learnt sounds, audiovisual recordings of minimal pairs, dialogues, stories and poems with new words. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 108, |
Oral questions, Portfolio, Observation |
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2 |
Reading Cultural Activities |
Comprehension |
By the end of the sub strand, the learner should be able to: Identify the people/animals, where action takes place or the information in a text for comprehension. Use common context clues to increase comprehension of a text. Answer simple direct and indirect questions based on a text they have read. |
How can we tell where events have taken place? How we tell the characters in a story? |
In pairs, learners comprehend information through looking at pictures and title of a text and say what will happen in the story. Learners are guided to get meaning of words and respond orally (in pairs or groups) to questions based on a text they have read. |
Regalia, charts, posters and audio-visual materials on direct and indirect questions. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 110 |
Oral questions, Portfolio, Observation. |
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3 |
Listening and Speaking Cultural Activities |
Language Structure and Functions. Wh questions -- what, where, when, whose |
By the end of the sub strand, the learner should be able to: Ask questions using ‘what’, ‘when’ ‘whose’ and ‘where’ correctly to get information about simple ceremonies like a wedding. Appreciate the use of what, where, when and whose to seek information. |
When do you wake up? |
Learners role play activities that lead to the use of what, where, when, whose. Answer questions on What, where, when, whose appropriately. Learners engage in meaningful question and answer dialogues using what, where, when, and whose in pairs/small groups |
Charts, pictures/ photographs, flash cards with prompts for Wh questions and computer devices with relevant audio/visual recordings of dialogues/ dramatization depicting the use of Wh questions. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 108-109 |
Oral questions, Portfolio, Observation. |
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2 |
1 |
Writing |
Guided Writing |
By the end of the sub-strand, the learner should be able to: write words from a prompt to demonstrate mastery of vocabulary. Write the pattern sn correctly, legibly and neatly. |
Why is it important to write words in the correct order? |
Learners respond to the prompts presented to them and write the words correctly. Learners write meaningful sentences and paragraphs about themselves with the guidance of the teacher. |
Regalia, slate and stylus, charts, word slides. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 111 |
Oral questions, Portfolio, Observation |
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2 |
Reading Cultural Activities |
Connected text reading and fluency |
By the end of the sub strand, the learner should be able to: Read the sound /sw/correctly in preparation to reading. Read 65 words accurately per minute from a text. Read a text transitioning from word by word to phrasal reading, |
Do you sometimes start to read and stop in the middle because you cannot continue? |
Learners read the sound /sw/ audibly and correctly and words with the sound /sw/ Learners read while observing commas, full stops and question marks in pairs. Learners practice reading unfamiliar sentences containing decodable and non-decodable words from printed text, charts, tablets, mobile phone, laptops, computers or overhead projector. |
Regalia, flash cards, pictures/ photographs and, computer devices for audio-visual recordings of words without letter sound Correspondence. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 115-117 |
Oral questions, Portfolio, Observation |
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3 |
Listening and Speaking Cultural Activities |
Language Structure and Functions. Wh questions -what, where, when, whose |
By the end of the sub strand, the learner should be able to: Use what, when, where and whose to denote, object, time, place and ownership, Appreciate the use of what, where, when and whose to seek information. |
Where is your Home? When do you wake up? |
Take part in games that allow them to ask questions using the wh- words Sing / recite short poems to practice the use of the use of what, where, when and whose. In groups, learners re-order jumbled up sentences to logical order . |
Charts, pictures/ photographs, flash cards with prompts for Wh questions and computer devices with relevant audio/visual recordings of dialogues/ dramatization depicting the use of Wh questions. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 113-114 |
Oral questions, Portfolio, Observation. |
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3 |
1 |
Writing |
Punctuation |
By the end of the sub strand, the learner should be able to: Write the pattern sw correctly, legibly and neatly. Recognise appropriate punctuation marks in a text. Use full stops, capital and small letters, question marks and exclamation marks correctly. |
Why is it important to write words in the correct order? |
Learners respond to the prompts presented to them and write the words correctly. Learners write meaningful sentences and paragraphs about themselves with the guidance of the teacher. |
Regalia, slate and stylus, charts, word slides. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 116 |
Oral questions, Portfolio, Observation |
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2 |
Reading Child Labor. |
Comprehension |
By the end of the sub strand, the learner should be able to: Read the sound /tw/ accurately and correctly. Answer simple direct and indirect questions based on a text they have read. Enjoy talking about a text they have read. |
How we tell the characters in a story? |
Learners interact with a printed or digital text, listen and follow a story, poem or conversation and locate sentences (in pairs or groups) containing answers to direct questions, for information and enjoyment. Learners read out words that have the sounds /tw/ aloud as a class and alone. |
Regalia, charts, posters and audio-visual materials on direct and indirect questions. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 120-121 |
Oral questions, Portfolio, Observation |
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3 |
Listening and Speaking Child Labor. |
Language Structure and Functions. Describing words (size, color, shape) |
By the end of the sub strand, the learner should be able to: Use describing words in relation to size, color and shape. Appreciate the use of color, size, shape and number to talk about child labor. |
What things can you see outside? What color are they? |
Learners group objects in terms Size-(big/small), colors - ( red, orange, yellow, green, blue, black, white, pink, purple, grey), and number In groups, learners describe objects in the classroom using size, color and number Learners color pictures of various objects. |
Flash cards, regalia, charts, pictures/ photographs and audio-visual recordings of dialogues/ dramatization depicting the use of words describing size, shape and color. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 118-119 |
Oral questions, Portfolio, Observation |
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4 |
1 |
Writing |
Guided Writing |
By the end of the sub strand, the learner should be able to: Write words from a prompt to demonstrate mastery of vocabulary. Write the pattern tw legibly and neatly. |
Why is it important to write words in the correct order? |
Learners respond to the prompts presented to them and write the words correctly. Learners match pictures with words and simple sentences. |
Regalia, slate and stylus, charts, word slides. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 121 |
Oral questions, Portfolio, Observation. |
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2 |
Listening and Speaking Child Labor |
Pronunciation and Vocabulary Child Labor |
By the end of the sub strand, the learner should be able to: Pronounce the sounds /q/ /x/ Recognize new words used in the theme to acquire a range of vocabulary and their meaning. Pronounce the vocabulary related to the theme correctly for effective communication. |
Which words start or end with the sound /x/ /q/? 2. What new words have you learnt? |
Learners pronounce the sounds by taking turns, and as a whole class as modeled by the teacher, or audio record. Learners are guided to practice new words with the learnt sounds in pairs in response to picture cues, sound prompts and lists of words with the sounds |
Regalia, charts, pictures/ photographs and models of learnt sounds. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 122-123 |
Oral questions, Portfolio, Observation. |
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3 |
Listening and Speaking Child Labor |
Language structure and functions Describing words (size, color, shape) |
By the end of the sub strand, the learner should be able to: Identify different colors of objects found in the environment, Appreciate the use of color, size, shape and number to talk about child labor. |
What things can you see outside? How many are they? What do they look like? |
Learners identify things in the environment that have different colors. Learners construct sentences in pairs using the different objects Color different shapes of objects and describe. them appropriately Listen to a text containing describing words. |
Flash cards, regalia, charts, pictures/ photographs and audio-visual recordings of dialogues/ dramatization depicting the use of words describing size, shape and color. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 123-124 |
Oral questions, Portfolio, Observation |
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5 |
1 |
Reading |
Connected text reading and fluency |
By the end of the sub strand, the learner should be able to: Observe basic punctuation marks as they read, Read a text transitioning from word by word to phrasal reading. Answer questions directly or indirectly related to the story read. |
How can you read many words in a given text? |
Learners read while observing commas, full stops and question marks in pairs. Learners read aloud the story a windy day in groups, pairs and individually as modeled, and pick out decodable (phonic) and non-decodable words (sight words) |
Regalia, flash cards, pictures/ photographs. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 124 - 126 |
Oral questions, Portfolio, Observation |
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2 |
Writing |
Guided Writing |
By the end of the sub strand, the learner should be able to: Write words from a prompt to demonstrate mastery of vocabulary. Recognise the correct form and meaning of the words to be used in filling in gaps. |
Why is it important to guess the meaning of something? |
In groups, learners re-order jumbled up sentences to logical order and write two coherent paragraphs of about 5-10 sentences. Learners match pictures with words and simple sentences. |
Regalia, slate and stylus, charts, word slides. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 126-127 |
Oral questions, Portfolio, Observation |
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3 |
Listening and Speaking |
Attentive listening |
By the end of the sub strand, the learner should be able to: Listen attentively during a conversation about a visit to the hospital. Respond to specific simple two directional instructions in oral communication, Appreciate the importance of listening attentively for effective communication. |
Why should we obey instructions from our elders? |
Learners practice interpreting facial expressions and gestures in small groups and pairs as illustrated in posters, pictures and actual demonstration through role play. Sit upright (without sliding/slouching or fidgeting) and maintain focus on the speaker for effective communication. Learners respond to instructions, listen without interrupting as modeled. |
Regalia, charts, pictures/ photographs and models of attentive listening, audiovisual recordings of pictures on attentive Listening. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 128-129 |
Oral questions, Portfolio, Observation |
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6 |
1 |
Listening and Speaking Caring for others |
Language structures and functions Conjunctions ‘and’, ‘but’, ‘because’ |
By the end of the sub strand, the learner should be able to: Use conjunctions to join words and short sentences during in a conversation. Appreciate the differences in people and things in their environment. |
Why was the baby crying? |
Group items and talk about them using the conjunction “and” Contrast objects or people in the classroom room using ‘but’ in pairs/small groups. |
Regalia, charts, pictures/ photographs and audio-visual recordings of dialogues/ dramatization depicting the use of and, but, because. Oxford New Progressive Primary English Learners Book/Grade 2 pg.129-130 |
Oral questions, Portfolio, Observation |
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2 |
Reading |
Word reading |
By the end of the sub strand, the learner should be able to: Read more complex grade level vocabulary with the letter sound /br/st/ /fl/ /dr/ correspondence in different formats. Enjoy reading grade level vocabulary in a variety of genres. |
How do you try to read new words? |
Learners recognise and read more short words as modeled, in groups, pairs and individually through various word attack skills such as look and say, exposure, context clues etc. Learners read words without letter sound correspondence from either print. |
Story books, poems, newspaper cutting on children’s stories. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 130 |
Oral questions, Portfolio, Observation |
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3 |
Reading |
Comprehension |
By the end of the sub strand, the learner should be able to: Identify the people/ animals, where action takes place or the information in a text for comprehension. Use common context clues to increase comprehension of a text, Answer simple direct and indirect questions based on a text they have read. |
How can we predict how a story, poem or conversation will end? How we tell the characters in a story? |
In pairs, learners comprehend information through looking at pictures and title of a text and say what will happen in the story. Learners read while observing commas, full stops and question marks in pairs. Learners answer questions related to the comprehension. |
Regalia, flash cards, pictures/ photographs and, computer devices for audio-visual recordings of words without letter sound Correspondence. Oxford New Progressive Primary English Learners Book/Grade 2 pg.131-132 |
Oral questions, Portfolio, Observation. |
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7 |
1 |
Writing |
Guided Writing |
By the end of the sub strand, the learner should be able to: Write words from a prompt to demonstrate mastery of vocabulary. |
When do we use capital letters? When do we use small letters? |
Learners respond to the prompts presented to them and write the words correctly. Learners write meaningful sentences and paragraphs with the guidance of the teacher. Learners match pictures with words and simple sentences. |
Regalia, slate and stylus, charts, word slides. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 132 |
Oral questions, Portfolio, Observation |
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2 |
Listening and Speaking Caring for others |
Language structures and functions Conjunctions ‘and’, ‘but’, ‘because’ |
By the end of the sub strand, the learner should be able to: Use conjunctions to talk about caring for the sick, hungry, the elderly and people with special needs, Appreciate the differences in people and things in their environment. |
Who was playing hide and find? |
Sing and recite poems. Listen to a story, poem or conversation and answer oral questions. |
Regalia, charts, pictures/ photographs and audio-visual recordings of dialogues/ dramatization depicting the use of and, but, Because. Oxford New Progressive Primary English Learners Book/Grade 2 pg.129-130 |
Oral questions, Portfolio, Observation. |
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3 |
Listening and Speaking |
Pronunciation and Vocabulary |
By the end of the sub strand, the learner should be able to: Recognize the consonant blends tr, sp, tw in different spoken words. Pronounce the vocabulary related to the theme correctly for effective communication. Appreciate reading words with the consonant blends tr, sp, tw in a variety of genres. |
How are these words pronounced? Train, Spoon, Twenty. |
Learners observe the picture and discuss what is happening. Learners pronounce the sounds by taking turns, and as a whole class as modeled by the teacher, or audio record. |
Regalia, charts, pictures/ photographs and models of learnt sounds, audiovisual recordings of minimal pairs, dialogues, stories and poems with new words. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 136 |
Oral questions, Portfolio, Observation. |
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8 |
1 |
Reading |
Comprehension |
By the end of the sub strand, the learner should be able to: Identify the people/ animals, where action takes place or the information in a text for comprehension. Answer simple direct and indirect questions based on a text they have read. Enjoy talking about a text they have read. |
How can we tell where events have taken place? How we tell the characters in a story? |
In pairs, learners comprehend information through looking at pictures and title of a text and say what will happen in the story. In pairs and groups, learners talk about where the action is taking place, who is involved, using clues from pictures and the text. Learners are guided to get meaning of words and respond orally (in pairs or groups) to questions based on a text they have read (story) |
Regalia, charts, posters and audio-visual materials on direct and indirect questions. Oxford New Progressive Primary English Learners Book/Grade 2 pg.137-138 |
Oral questions, Portfolio, Observation. |
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2 |
Listening and Speaking |
Language structures and functions Caring for others Conjunctions ‘because’ |
By the end of the sub strand, the learner should be able to: Use the conjunction because to join words and short sentences during in a conversation. Appreciate the differences in people and things in their environment. |
Why was the dog barking? |
Group items and talk about them using the conjunction “because” Sing and recite poems. |
Regalia, charts, pictures/ photographs and audio-visual recordings of dialogues/ dramatization depicting the use of and, but, because. Oxford New Progressive Primary English Learners Book/Grade 2 pg.135-136 |
Oral questions, Portfolio, Observation. |
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3 |
Writing |
Guided Writing |
By the end of the sub strand, the learner should be able to: Copy the pattern q and x neatly and legibly in their exercise books. Appreciate the importance of writing correct meaningful words, phrases and sentences. |
How do we write q and x? |
Learners match pictures with words and simple sentences Learners write meaningful sentences and paragraphs with the guidance of the teacher. |
Regalia, slate and stylus, charts, word slides. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 138 |
Oral questions, portfolio, observation |
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9 |
ASSESMENT |
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