Displaying items by tag: term 2

Wednesday, 15 February 2023 13:49

Literacy Schemes - Grade 3 Schemes of Work Term 2 2023

Week	Lesson	Strand/ Theme	Sub Strand/Sub theme	Specific Learning Outcomes	Learning Experience	Key Inquiry Questions	Learning Resources	Assessment
1	1	Listening And Speaking	Effective Communication (sharing experiences)	By the end of the sub- strand, the learner should be able to: Use compound and complex sentences to link thoughts. Listen and use talk to organize and clarify thoughts and ideas. Appreciate the importance of sharing one another’s feelings	Learners listen to stories and identify the main idea in pairs, groups and whole class Learners participate in play both in and out of class to enhance Communication.	How do we know that the person we are talking to has understood our message?	Audio recording machines, manila charts, MTP English Literacy Activities Grade 3 pg. 32-3	Listening Reading Asking questions
	2	Listening And Speaking	Effective Communication (sharing experiences)	By the end of the sub- strand, the learner should be able to: Use compound and complex sentences to link thoughts. Listen and use talk to organize and clarify thoughts and ideas. Appreciate the importance of sharing one another’s feelings	Learners listen to stories and identify the main idea in pairs, groups and whole class Learnersparticipate in play both in and out of class to enhance Communication.	How do we know that the person we are talking to has understood our message?	Audio recording machines, manila charts, MTP English Literacy Activities Grade 3 pg. 32-33	Listening Reading Asking questions
	3	Reading	Independent reading	By the end of the sub- strand, the learner should be able to: Identify the main idea in a passage Locate information from print sources Silently read a given passage.	Learners guess the meaning of unfamiliar words from context Learners find answers to questions through independent reading Learners are encouraged to utilize resources available in the library for independent Reading. Learners ask and answer questions from independent reading	What can you do to ensure that you understand what you read on your own?	Readers, newspapers, magazines, journals MTP English Literacy Activities Grade 3 pg. 32-33	Listening Reading Asking questions
	4	Writing	Spelling instruction	By the end of the sub strand, the learner should be able to: use a range of spelling strategies to correct misspelled words. Appreciate the importance of accurate spelling in texts.	Learners do word study on word patterns (for similarities and differences), in pairs and small groups Learners practice sorting words according to given patterns. Learners use reinforcement activities to relate patterns to themes i.e. (sing the song avocado, papaya, banana x2 fruits are life)	What can you do to spell words correctly?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 pg. 34	Listening Reading Asking questions
	5	Writing	Spelling instruction	By the end of the sub strand, the learner should be able to: use a range of spelling strategies to correct misspelled words. Appreciate the importance of accurate spelling in texts.	Learners do word study on word patterns (for similarities and differences), in pairs and small groups Learners practice sorting words according to given patterns. Learners use reinforcement activities to relate patterns to themes i.e. (sing the song avocado, papaya, banana x2 fruits are life)	What can you do to spell words correctly?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 pg.34-35	Listening Reading Asking questions
2	1	Listening And Speaking	Effective Communication (sharing experiences)	By the end of the sub- strand, the learner should be able to: Use compound and complex sentences to link thoughts. Listen and use talk to organize and clarify thoughts and ideas. Appreciate the importance of sharing one another’s feelings	Learners listen to stories and identify the main idea in pairs, groups and whole class Learners participate in play both in and out of class to enhance Communication.	How do we know that the person we are talking to has understood our message?	Audio recording machines, manila charts, MTP English Literacy Activities Grade 3 pg. 36-37	Listening Reading Asking questions
	2	Listening And Speaking	Effective Communication (sharing experiences)	By the end of the sub-strand, the learner should be able to: Use compound and complex sentences to link thoughts. Listen and use talk to organize and clarify thoughts and ideas. Appreciate the importance of sharing one another’s feelings	Learners listen to stories and identify the main idea in pairs, groups and whole class Learners participate in play both in and out of class to enhance Communication.	How do we know that the person we are talking to has understood our message?	Audio recording machines, manila charts, MTP English Literacy Activities Grade 3 pg. 36-37	Listening Reading Asking questions
	3	Reading	Independent reading	By the end of the sub- strand, the learner should be able to: Identify the main idea in a passage Locate information from print sources Silently read a given passage.	Learners guess the meaning of unfamiliar words from context Learners find answers to questions through independent reading Learners are encouraged to utilize resources available in the library for independent reading. Learners ask and answer questions from independent reading	What can you do to ensure that you understand what you read on your own?	Readers, newspapers, magazines, journals MTP English Literacy Activities Grade 3 pg. 36-37	Listening Reading Asking questions
	4	Writing	Spelling instruction	By the end of the sub strand, the learner should be able to: use a range of spelling strategies to correct misspelled words. Appreciate the importance of accurate spelling in texts.	Learners do word study on word patterns (for similarities and differences), in pairs and small groups Learners practice sorting words according to given patterns. Learners use reinforcement activities to relate patterns to themes i.e. (sing the song avocado, papaya, banana x2 fruits are life)	What can you do to spell words correctly?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3 pg. 38	Listening Reading Asking questions
	5	Writing	Spelling instruction	By the end of the sub strand, the learner should be able to: use a range of spelling strategies to correct misspelled words. Appreciate the importance of accurate spelling in texts.	Learners do word study on word patterns (for similarities and differences), in pairs and small groups Learners practice sorting words according to given patterns. Learners use reinforcement activities to relate patterns to themes i.e. (sing the song avocado, papaya, banana x2 fruits are life)	What can you do to spell words correctly?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
3	1	Listening And Speaking	Effective Communication (sharing Experiences)	By the end of the sub- strand, the learner should be able to: Listen to concerns and opinions of others and represent them in an appropriate forum Demonstrate willingness to interact with others Appreciate the importance of sharing one another’s feelings	Learners listen to stories and identify the main idea in pairs, groups and whole class Learners participate in play both in and out of class to enhance communication Learners listen to others as they share personal experiences on selected themes Learners share their opinions and represent the views of others to relevant authorities e.g. child abuse	How do we know that the person we are talking to has understood our message?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	2	Listening And Speaking	Effective Communication (sharing Experiences)	By the end of the sub- strand, the learner should be able to: Listen to concerns and opinions of others and represent them in an appropriate forum Demonstrate willingness to interact with others Appreciate the importance of sharing one another’s feelings	Learners listen to stories and identify the main idea in pairs, groups and whole class Learners participate in play both in and out of class to enhance communication Learners listen to others as they share personal experiences on selected themes Learners share their opinions and represent the views of others to relevant authorities e.g. child abuse	How do we know that the person we are talking to has understood our message?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	3	Reading	Reading comprehension	By the end of the sub- strand, the learner should be able to: Read with accuracy, fluency, and understanding Read through texts to make personal judgments or opinions on the subjects of the text.	Learners answer and generate questions from texts read. Learners are encouraged to make connections between materials read and real life. Learners use vocabulary acquired to construct grammatically correct sentences	Why is meaning important in reading?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	4	Writing	Spelling instruction	By the end of the sub strand, the learner should be able to: use a range of spelling strategies to correct misspelled words apply rules of spelling in writing appreciate the importance of accurate spelling in texts	Learners engage in spelling games e.g. forming words from letter cut outs, scrabble, spelling Relay. Learners brainstorm on new words learned and practice spelling them in writing (punctuation, accurate spelling, letter formation, and spacing) Learners identify and correct spelling errors in texts read.	What can you do to spell words correctly?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	5	Writing	Spelling Instruction	By the end of the sub strand, the learner should be able to: use a range of spelling strategies to correct misspelled words apply rules of spelling in writing appreciate the importance of accurate spelling in texts	Learners engage in spelling games e.g. forming words from letter cut outs, scrabble, spelling Relay. Learners brainstorm on new words learned and practice spelling them in writing (punctuation, accurate spelling, letter formation, and spacing) Learners identify and correct spelling errors in texts read.	What can you do to spell words correctly?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
4	1	Listening And Speaking	Effective Communication (sharing Experiences)	By the end of the sub- strand, the learner should be able to: Listen to concerns and opinions of others and represent them in an appropriate forum Demonstrate willingness to interact with others Appreciate the importance of sharing one another’s feelings	Learners listen to stories and identify the main idea in pairs, groups and whole class Learners participate in play both in and out of class to enhance communication Learners listen to others as they share personal experiences on selected themes Learners share their opinions and represent the views of others to relevant authorities e.g. child abuse	How do we know that the person we are talking to has understood our message?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	2	Listening And Speaking	Effective Communication (sharing Experiences)	By the end of the sub- strand, the learner should be able to: Listen to concerns and opinions of others and represent them in an appropriate forum Demonstrate willingness to interact with others Appreciate the importance of sharing one another’s feelings	Learners listen to stories and identify the main idea in pairs, groups and whole class Learners participate in play both in and out of class to enhance communication Learners listen to others as they share personal experiences on selected themes Learners share their opinions and represent the views of others to relevant authorities e.g. child abuse	How do we know that the person we are talking to has understood our message?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	3	Reading	Reading comprehension	By the end of the sub- strand, the learner should be able to: Read with accuracy, fluency, and understanding Read through texts to make personal judgments or opinions on the subjects of the text.	Learners answer and generate questions from texts read. Learners are encouraged to make connections between materials read and real life. Learners use vocabulary acquired to construct grammatically correct sentences	Why is meaning important in reading?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	4	Writing	Spelling instruction	By the end of the sub strand, the learner should be able to: use a range of spelling strategies to correct misspelled words apply rules of spelling in writing appreciate the importance of accurate spelling in texts	Learners engage in spelling games e.g. forming words from letter cut outs, scrabble, spelling Relay. Learners brainstorm on new words learned and practice spelling them in writing (punctuation, accurate spelling, letter formation, and spacing) Learners identify and correct spelling errors in texts read.	What can you do to spell words correctly?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	5	Writing	Spelling Instruction	By the end of the sub strand, the learner should be able to: use a range of spelling strategies to correct misspelled words apply rules of spelling in writing appreciate the importance of accurate spelling in texts	Learners engage in spelling games e.g. forming words from letter cut outs, scrabble, spelling Relay. Learners brainstorm on new words learned and practice spelling them in writing (punctuation, accurate spelling, letter formation, and spacing) Learners identify and correct spelling errors in texts read.	What can you do to spell words correctly?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
5	1	Listening And Speaking	Talk about	By the end of the sub- strand, the learner should be able to: identify messages conveyed in a thematic story and engage in oral discussions use appropriate expressions to describe people, situations, and events	Learners to talk about thematic pictures on charts displayed (my family, my community) Learners engage in conversations to talk about thematic texts from different media, in groups, pairs, and whole class Learners role play and discuss rules that govern social interactions when talking.	What do you like to talk about?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	2	Listening And Speaking	Talk about	By the end of the sub- strand, the learner should be able to: identify messages conveyed in a thematic story and engage in oral discussions use appropriate expressions to describe people, situations, and events	Learners to talk about thematic pictures on charts displayed (my family, my community) Learners engage in conversations to talk about thematic texts from different media, in groups, pairs, and whole class Learners role play and discuss rules that govern social interactions when talking.	What do you like to talk about?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	3	Reading	Reading comprehension	By the end of the sub- strand, the learner should be able to: Read with accuracy, fluency, and understanding. Use acquired words to form sentences and read them accurately at an appropriate speed. Develop an interest in reading widely on varied subjects.	Learners use vocabulary acquired to construct grammatically correct sentences Learners practice reading at an appropriate speed and with understanding Learners are guided to share their opinions based on texts read	Why is meaning important in reading?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	4	Writing	Creative writing	By the end of the sub strand, the learner should be able to: Develop strategies for writing creative texts Experiment with language choice in imaginative writing	Learners practice creative Writing (drafting, revising, editing, proofreading and publishing creative texts), in pairs and groups Learners create and publish writing using digital tools, in pairs and groups. Learners display their creative works in the classroom, notice boards, the school magazine. Portfolio)	Why is it important to use linking words when writing paragraphs?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	5	Writing	Creative writing	By the end of the sub strand, the learner should be able to: Develop strategies for writing creative texts Experiment with language choice in imaginative writing	Learners practice creative Writing (drafting, revising, editing, proofreading and publishing creative texts), in pairs and groups Learners create and publish writing using digital tools, in pairs and groups. Learners display their creative works in the classroom, notice boards, the school magazine. Portfolio)	Why is it important to use linking words when writing paragraphs?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
6	1	Listening And Speaking	Talk about	By the end of the sub strand, the learner should be able to: identify messages conveyed in a thematic story and engage in oral discussions use appropriate expressions to describe people, situations, and events	Learners to talk about thematic pictures on charts displayed (my family, my community) Learners engage in conversations to talk about thematic texts from different media, in groups, pairs, and whole class Learners role play and discuss rules that govern social interactions when talking.	What do you like to talk about?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	2	Listening And Speaking	Talk about	By the end of the sub- strand, the learner should be able to: identify messages conveyed in a thematic story and engage in oral discussions use appropriate expressions to describe people, situations, and events	Learners to talk about thematic pictures on charts displayed (my family, my community) Learners engage in conversations to talk about thematic texts from different media, in groups, pairs, and whole class Learners role play and discuss rules that govern social interactions when talking.	What do you like to talk about?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	3	Reading	Reading comprehension	By the end of the sub-strand, the learner should be able to: Read with accuracy, fluency, and understanding. Use acquired words to form sentences and read them accurately at an appropriate speed. Develop an interest in reading widely on varied subjects.	Learners use vocabulary acquired to construct grammatically correct sentences Learners practice reading at an appropriate speed and with understanding Learners are guided to share their opinions based on texts read	Why is meaning important in reading?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	4	Writing	Creative writing	By the end of the sub strand, the learner should be able to: Develop strategies for writing creative texts. Experiment with language choice in imaginative writing Compose simple texts in written and digital formats.	Learners practice creative Writing (drafting, revising, editing, proofreading and publishing creative texts), in pairs and groups Learners create and publish writing using digital tools, in pairs and groups. Learners display their creative works in the classroom, notice boards, the school magazine. Portfolio)	Why is it important to use linking words when writing paragraphs?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	5	Writing	Creative writing	By the end of the sub strand, the learner should be able to: Develop strategies for writing creative texts. Experiment with language choice in imaginative writing Compose simple texts in written and digital formats.	Learners practice creative Writing (drafting, revising, editing, proofreading and publishing creative texts), in pairs and groups Learners create and publish writing using digital tools, in pairs and groups. Learners display their creative works in the classroom, notice boards, the school magazine Portfolio)	Why is it important to use linking words when writing paragraphs?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
7	1	Listening And Speaking	Talk about	By the end of the sub- strand, the learner should be able to: Identify messages conveyed in a thematic story and engage in oral discussions Use appropriate expressions to describe people, situations, and events. Develop an interest to read stories and texts.	Learners to talk about thematic pictures on charts displayed (my family, my community) Learners engage in conversations to talk about thematic texts from different media, in groups, pairs, and whole class Learners role play and discuss rules that govern social interactions when talking.	What do you like to talk about?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	2	Listening And Speaking	Talk about	By the end of the sub- strand, the learner should be able to: Identify messages conveyed in a thematic story and engage in oral discussions Use appropriate expressions to describe people, situations, and events. Develop an interest to read stories and texts.	Learners to talk about thematic pictures on charts displayed (my family, my community) Learners engage in conversations to talk about thematic texts from different media,in groups, pairs, and whole class Learners role play and discuss rules that govern social interactions when talking.	What do you like to talk about?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	3	Reading	Reading comprehension	By the end of the sub- strand, the learner should be able to: Read with accuracy, fluency, and understanding Read through texts to make personal judgments or opinions on the subjects of the text.	Learners answer and generate questions from texts read Learners are encouraged to make connections between materials read and real life Learners use vocabulary acquired to construct grammatically correct sentences	Why is meaning important in reading?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	4	Writing	Creative writing	By the end of the sub- strand, the learner should be able to: Develop strategies for writing creative texts Experiment with language choice in imaginative writing Compose simple texts in written and digital formats	Learners practice creative writing (drafting, revising, editing, proofreading and publishing creative texts), in pairs and groups Learners display their creative works in the classroom, notice boards, the school magazine. Portfolio) Learners participate in creative writing competitions at school and through various media (newspaper, children magazines)	How do we organize ideas to make a story interesting?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	5	Writing	Creative writing	By the end of the sub- strand, the learner should be able to: Develop strategies for writing creative texts Compose simple texts in written and digital formats. Use connecting words appropriately and effectively in writing	Learners create and publish writing using digital tools, in pairs and groups Learners use connecting words to show creativity	How do we organize ideas to make a Story interesting?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
8	1	Listening And Speaking	Talk about	By the end of the sub- strand, the learner should be able to: Identify messages conveyed in a thematic story and engage in oral discussions Use appropriate expressions to describe people, situations, and events. Develop an interest to read stories and texts.	Learners to talk about thematic pictures on charts displayed (my family, my community) Learners engage in conversations to talk about thematic texts from different media, in groups, pairs, and whole class Learners role play and discuss rules that govern social interactions when talking.	What do you like to talk about?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	2	Listening And Speaking	Talk about	By the end of the sub- strand, the learner should be able to: Identify messages conveyed in a thematic story and engage in oral discussions Use appropriate expressions to describe people, situations, and events. Develop an interest to read stories and texts.	Learners to talk about thematic pictures on charts displayed (my family, my community) Learners engage in conversations to talk about thematic texts from different media, in groups, pairs, and whole class Learners role play and discuss rules that govern social interactions when talking.	What do you like to talk about?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	3	Reading	Reading comprehension	By the end of the sub- strand, the learner should be able to: Read with accuracy, fluency, and understanding Read through texts to make personal judgments or opinions on the subjects of the text.	Learners answer and generate questions from texts read Learners are encouraged to make connections between materials read and real life Learners use vocabulary acquired to construct grammatically correct sentences	Why is meaning important in reading?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	4	Writing	Creative writing	By the end of the sub- strand, the learner should be able to: Develop strategies for writing creative texts Demonstrate a sense of ownership in the written work Compose simple texts in written and digital formats	Learners practice creative writing (drafting, revising, editing, proofreading and publishing creative texts), in pairs and groups Learners display their creative works in the classroom, notice boards, the school magazine. Portfolio) Learners participate in creative writing competitions at school and through various media (newspaper, children magazines)	How do we organize ideas to make a Story interesting?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	5	Writing	Creative writing	By the end of the sub- strand, the learner should be able to: Develop strategies for writing creative texts Compose simple texts in written and digital formats. Use connecting words appropriately and effectively in writing Develop an interest in writing for pleasure	Learners create and publish writing using digital tools, in pairs and groups Learners use connecting words to show creativity	How do we organize ideas to make a Story interesting?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
9	1	Listening And Speaking	Talk about	By the end of the sub- strand, the learner should be able to: Identify messages conveyed in a thematic story and engage in oral discussions Build on one’s ideas in a conversation by linking them to those given by others. Develop an interest to read stories and texts	Learners to talk about thematic pictures on charts displayed (my family, my community) Learners engage in conversations to talk about thematic texts from different media, in groups, pairs, and whole class. Learners orally answer questions from a story read.	What do you like to talk about?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	2	Reading	Reading comprehension	By the end of the sub- strand, the learner should be able to: Read with accuracy, fluency, and understanding. Use acquired words to form sentences and read them accurately at an appropriate speed Develop an interest in reading widely on varied subjects.	Learners answer and generate questions from texts read. Learners practice reading at an appropriate speed and with understanding Learners are guided to share their opinions based on texts read	Why is meaning important in reading?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	3	Reading	Reading comprehension	By the end of the sub- strand, the learner should be able to: Read with accuracy, fluency, and understanding. Use acquired words to form sentences and read them accurately at an appropriate speed Develop an interest in reading widely on varied subjects.	Learners answer and generate questions from texts read. Learners practice reading at an appropriate speed and with understanding Learners are guided to share their opinions based on texts read	Why is meaning important in reading?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	4	Writing	Handwriting	By the end of the sub- strand, the learner should be able to: Use capital letters correctly Use appropriate spacing between words Use legible and neat handwriting to communicate effectively	Learners observe displayed model handwriting Learners are guided to write for sustained period individually and in pairs Learners practice effective Punctuation (capitalization, commas, and full stop).	What do we consider when writing a paragraph?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	5	Listening And Speaking	Talk about	By the end of the sub-strand, the learner should be able to: Identify messages conveyed in a thematic story and engage in oral discussions Build on one’s ideas in a conversation by linking them to those given by others. Develop an interest to read stories and texts	Learners to talk about thematic pictures on charts displayed (my family, my community) Learners engage in conversations to talk about thematic texts from different media, in groups, pairs, and whole class. Learners orally answer questions from a story read.	What do you like to talk about?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
10	1	Reading	Reading comprehension	By the end of the sub- strand, the learner should be able to: Read with accuracy, fluency, and understanding. Use acquired words to form sentences and read them accurately at an appropriate speed Develop an interest in reading widely on varied subjects.	Learners answer and generate questions from texts read. Learners practice reading at an appropriate speed and with understanding Learners are guided to share their opinions based on texts read	Why is meaning important in reading?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	2	Writing	Handwriting	By the end of the sub- strand, the learner should be able to: Use capital letters correctly Use appropriate spacing between words Use legible and neat handwriting to communicate effectively	Learners observe displayed model handwriting Learners are guided to write for sustained period individually and in pairs Learners practice effective Punctuation (capitalization, commas, and full stop).	What do we consider when writing a paragraph?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	3	Listening And Speaking	Talk about	By the end of the sub- strand, the learner should be able to: Identify messages conveyed in a thematic story and engage in oral discussions Use appropriate expressions to describe people, situations, and events. Develop an interest to read stories and texts.	Learners to talk about thematic pictures on charts displayed (my family, my community) Learners engage in conversations to talk about thematic texts from different media, in groups, pairs, and whole class. Learners orally answer questions from a story read. Learners share the message in a story with peers, parents, and others in the community	What do you like to talk about?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	4	Reading	Reading comprehension	By the end of the sub- strand, the learner should be able to: Read with accuracy, fluency, and understanding Read through texts to make personal judgments or opinions on the subjects of the text Locate information in a text. Develop an interest in reading widely on varied subjects.	Learners answer and generate questions from texts read. Learners use vocabulary acquired to construct grammatically correct sentences Learners practice reading at an appropriate speed and with understanding Learners are guided to share their opinions based on texts read.	Why is meaning important in reading?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
	5	Writing	Handwriting	By the end of the sub- strand, the learner should be able to: Use capital letters correctly. Use appropriate spacing between words Use legible and neat handwriting to communicate effectively. appreciate the importance of linking words in paragraph development	Learners practice effective punctuation (capitalization, commas, and full stop). Learners are provided with reading material as triggers to writing Learners are guided through think pair-share to discuss linking words	What do we consider when writing a paragraph?	Flashcards, books, pencils, word boards MTP English Literacy Activities Grade 3	Listening Reading Asking questions
11	ASSESSMENT

Published in Grade 3 Schemes of Work Term 2 2023

Tagged under

Wednesday, 15 February 2023 13:49

Music Schemes - Grade 3 Schemes of Work Term 2 2023

Week	Lesson	Strand	Sub-Strand	Specific Learning Outcome	Key Inquiry Question	Learning Experiences	Learning Resources	Assessment	Remarks
1	1	Performing	Songs	By the end of the of the sub strand the learner should be able to: observe safety during performance of signed singing games	Name some of the materials or objects used during play	Learners practice signed singing games with coordinated body movements. Practice and performance could be done in pairs and in groups to encourage team work and responsibility.	Costumes and props Audio-visual excerpts of relevant music	Signed questions, portfolio, observation, check lists, adjudication using performance rubric
2	1	Performing	Songs	By the end of the of the sub strand the learner should be able to: practice game etiquette and share available resources equitably during the performance of signed singing games	Name some of the materials or objects used during play	Learners are guided to observe safety while performing signed singing games. Individually and in groups, learners observe game etiquette and share available resources equitably while performing signed singing games	Costumes and props Audio-visual excerpts of relevant music	Signed questions, portfolio, observation, check lists, adjudication using performance rubric
3	1	Musical Instruments	Musical Instruments	By the end of the of the sub-strand the learner should be able to: name different types of improvised string instruments	Which part of the body do you use when playing string instruments? Would you prefer to play the instrument alone or with friends?	Individually and in groups’ learners imitate playing of different string instruments. Learners are guided to apply the skills of playing different string instruments that is: holding, plucking/striking, bowing and strumming Individually and in groups’ learners imitate playing of different string instruments. Learners are guided to apply the skills of playing different string instruments that is: holding, plucking/striking, bowing and strumming	Audio-visual excerpts of Music featuring instruments Audio-visual equipment Musical instruments Charts/pictures Locally available materials for improvising instruments	Signed questions, portfolio, observation, check lists, adjudication using performance rubric.
4	1	Musical Instruments	Musical Instruments	By the end of the of the sub strand the learner should be able to: visually identify string instruments the skills of playing string instruments	Which part of the body do you use when playing string instruments? Would you prefer to play the instrument alone or with friends?	In groups and individually learners are guided to improvise different string instruments (mouth bows, ground bows and fiddles) while observing safety	Audio-visual excerpts of Music featuring instruments Audio-visual equipment Musical instruments Charts/pictures Locally available materials for improvising instruments	Signed questions, portfolio, observation, check lists, adjudication using performance rubric.
5	1	Musical Instruments	Musical Instruments	By the end of the of the sub strand the learner should be able to: use locally available materials to make string instruments	Which part of the body do you use when playing string instruments? Would you prefer to play the instrument alone or with friends?	Learners accompany familiar songs using improvised string instruments such as mouth bows, ground bows and fiddles matching their strokes to the tempo of the song.	Audio-visual excerpts of Music featuring instruments Audio-visual equipment Musical instruments Charts/pictures Locally available materials for improvising instruments	Signed questions, portfolio, observation, check lists, adjudication using performance rubric.
6	1	Musical Instruments	Musical Instruments	By the end of the of the sub strand the learner should be able to: use improvised string instruments to accompany songs	Which part of the body do you use when playing string instruments? Would you prefer to play the instrument alone or with friends?	Learners have fun playing improvised percussion, wind and string instruments in an ensemble (Green band) each trying out different string instruments	Audio-visual excerpts of Music featuring instruments Audio-visual equipment Musical instruments Charts/pictures Locally available materials for improvising instruments	Signed questions, portfolio, observation, check lists, adjudication using performance rubric.
7	1	Musical Instruments		By the end of the of the sub strand the learner should be able to: use improvised percussion, wind and string instruments in an ensemble	Which part of the body do you use when playing string instruments? Would you prefer to play the instrument alone or with friends?	Learners have fun playing improvised percussion, wind and string instruments in an ensemble (Green band) each trying out different string instruments	Audio-visual excerpts of Music featuring instruments Audio-visual equipment Musical instruments Charts/pictures Locally available materials for improvising instruments	Signed questions, portfolio, observation, check lists, adjudication using performance rubric.
8	1		Dance	By the end of the of the sub-strand the learner should be able to: use body movements that are part of daily experience in a variety of ways in dance use dance to express ideas feelings, and emotions	What everyday body movements do you do throughout the day	Learners are exposed to various relevant live performances and recordings of dances for experience and appreciation	Audio-visual excerpts of dance Musical instruments Costumes and decor Resource persons Locally available materials for improvising instruments	Signed questions, portfolio, observation, check lists, adjudication using performance rubric
9	1		Dance	By the end of the of the sub strand the learner should be able to: move body zones and body parts appropriately in response to music apply locomotor and non-locomotor movements to create own dance	Which parts of the body are commonly used when dancing	Learners are guided on the use of different body zones and body parts to express ideas feelings, and emotions in dance	Audio-visual excerpts of dance Musical instruments Costumes and decor Resource persons Locally available materials for improvising instruments	Signed questions, portfolio, observation, check lists, adjudication using performance rubric
10-11	END OF TERM ASSESSMENT AND CLOSING

Published in Grade 3 Schemes of Work Term 2 2023

Tagged under

Wednesday, 15 February 2023 13:49

Movement Schemes - Grade 3 Schemes of Work Term 2 2023

Week	Lesson	Strand	Sub Strand	Specific Learning Outcome	Key Inquiry Question	Learning Experiences	Learning Resources	Assessment	Remarks
1	1	Manipulative skills	Manipulative skills: Punting	By the end of the sub strand the learner should be able to: name the parts of the body that are involved in punting for body awareness	Mention the part of the body used for punting. Name a game where punting is used	Learners answer questions on the parts of the body that are used for punting	Field makers, field, bean bags, ropes, Digital devices such as smart mobile phones Video clip of a soccer game when punting is in use
	2	Manipulative skills	Manipulative skills: Punting	By the end of the sub strand the learner should be able to: name the parts of the body that are involved in punting for body awareness	Mention the part of the body used for punting. Name a game where punting is used	learners to watch a video clip on of a game where punting is used such as football	Field makers, field, bean bags, ropes, Digital devices such as smart mobile phones Video clip of a soccer game when punting is in use
	3	Manipulative skills	Manipulative skills: Punting	By the end of the sub strand the learner should be able to: perform punting in different directions for space awareness	Mention the part of the body used for punting. Name a game where punting is used	learners to watch a video clip on of a game where punting is used such as football	Field makers, field, bean bags, ropes, Digital devices such as smart mobile phones Video clip of a soccer game when punting is in use
	4	Manipulative skills	Manipulative skills: Punting	By the end of the sub strand the learner should be able to: perform punting in different directions for space awareness	Mention the part of the body used for punting. Name a game where punting is used	practice punting in different directions such as forward, left and right Learners to play games that involve punting such as a minor game of soccer	Field makers, field, bean bags, ropes, Digital devices such as smart mobile phones Video clip of a soccer game when punting is in use
	5	Manipulative skills	Manipulative skills: Punting	By the end of the sub strand the learner should be able to: practice punting in different directions for excellence	Mention the part of the body used for punting. Name a game where punting is used	practice punting in different directions such as forward, left and right Learners to play games that involve punting such as a minor game of soccer	Field makers, field, bean bags, ropes, Digital devices such as smart mobile phones Video clip of a soccer game when punting is in use
2	1	Manipulative skills	Manipulative skills: Punting	By the end of the sub strand the learner should be able to: practice punting in different directions for excellence	Mention the part of the body used for punting. Name a game where punting is used	practice punting in different directions such as forward, left and right Learners to play games that involve punting such as a minor game of soccer	Field makers, field, bean bags, ropes, Digital devices such as smart mobile phones Video clip of a soccer game when punting is in use
	2	Manipulative skills	Manipulative skills: Punting	By the end of the sub strand the learner should be able to: appreciate punting for coordination and balance	Mention the part of the body used for punting. Name a game where punting is used	Learners to play games that involve punting such as a minor game of soccer Learners to observe rules as they punt and play games	Field makers, field, bean bags, ropes, Digital devices such as smart mobile phones Video clip of a soccer game when punting is in use
	3	Manipulative skills	Manipulative skills: Punting	By the end of the sub strand the learner should be able to: appreciate punting for coordination and balance	Mention the part of the body used for punting. Name a game where punting is used	Learners to play games that involve punting such as a minor game of soccer Learners to observe rules as they punt and play games	Field makers, field, bean bags, ropes, Digital devices such as smart mobile phones Video clip of a soccer game when punting is in use
	4	Manipulative skills	Manipulative skills: Punting	By the end of the sub strand the learner should be able to: establish relationships through punting for self-esteem	Mention the part of the body used for punting. Name a game where punting is used	Learners to play games that involve punting such as a minor game of soccer Learners to observe rules as they punt and play games	Field makers, field, bean bags, ropes, Digital devices such as smart mobile phones Video clip of a soccer game when punting is in use
	5	Manipulative skills	Manipulative skills: Punting	By the end of the sub strand the learner should be able to: establish relationships through punting for self-esteem	Mention the part of the body used for punting. Name a game where punting is used	Learners to play games that involve punting such as a minor game of soccer Learners to observe rules as they punt and play games	Field makers, field, bean bags, ropes, Digital devices such as smart mobile phones Video clip of a soccer game when punting is in use
3	1	Manipulative skills	Manipulative skills: Punting	By the end of the sub strand the learner should be able to: play games that involve punting for enjoyment Obey rules when punting for own and others safety	Mention the part of the body used for punting. Name a game where punting is used	Learners to play games that involve punting such as a minor game of soccer Learners to observe rules as they punt and play games	Field makers, field, bean bags, ropes, Digital devices such as smart mobile phones Video clip of a soccer game when punting is in use
	2	Manipulative skills	Manipulative skills: Punting	By the end of the sub strand the learner should be able to: play games that involve punting for enjoyment Obey rules when punting for own and others safety	Mention the part of the body used for punting. Name a game where punting is used	Learners to play games that involve punting such as a minor game of soccer Learners to observe rules as they punt and play games	Field makers, field, bean bags, ropes, Digital devices such as smart mobile phones Video clip of a soccer game when punting is in use
	3	Manipulative skills	Manipulative skills: Dribbling	By the end of the sub strand, the learner should be able to: name the parts of the body that are used for dribbling	Which directions can you dribble easily?	Learners answer questions on the parts of the body that are used for dribbling	Field makers, field, bean bags, ropes, Digital devices such as computers and smart phones Video clip of a soccer games where the dribbling is being used
	4	Manipulative skills	Manipulative skills: Dribbling	By the end of the sub strand, the learner should be able to: name the parts of the body that are used for dribbling	Which directions can you dribble easily?	Learners answer questions on the parts of the body that are used for dribbling	Field makers, field, bean bags, ropes, Digital devices such as computers and smart phones Video clip of a soccer games where the dribbling is being used
	5	Manipulative skills	Manipulative skills: Dribbling	By the end of the sub strand the learner should be able to: dribble in different ways for coordination, strength and balance	Which part of the body is used for dribbling?	Learners to watch a video clip on a soccer game where the ball is being dribbled Learners to practice dribbling in different ways by: − dribbling in different directions such as forward, to the right and left	Field makers, field, bean bags, ropes, Digital devices such as computers and smart phones Video clip of a soccer games where the dribbling is being used
4	1	Manipulative skills	Manipulative skills: Dribbling	By the end of the sub strand the learner should be able to: dribble in different ways for coordination, strength and balance	Which part of the body is used for dribbling?	Learners to watch a video clip on a soccer game where the ball is being dribbled Learners to practice dribbling in different ways by: − dribbling in different pathways such as circular, straight, zigzag and circles − dribble objects to varying distances such as near, far	Field makers, field, bean bags, ropes, Digital devices such as computers and smart phones Video clip of a soccer games where the dribbling is being used
	2	Manipulative skills		By the end of the sub strand the learner should be able to: dribble in different ways for coordination, strength and balance	Which part of the body is used for dribbling? Name a game where dribbling used.	Learners to watch a video clip on a soccer game where the ball is being dribbled Learners to practice dribbling in different ways by: -dribbling in different pathways such as circular, straight, zigzag and circles − dribble objects to varying distances such as near, far	Field makers, field, bean bags, ropes, Digital devices such as computers and smart phones Video clip of a soccer games where the dribbling is being used
	3	Manipulative skills	Manipulative skills: Dribbling	By the end of the sub strand the learner should be able to: establish relationships through dribbling for creativity and imagination	Which part of the body is used for dribbling? Name a game where dribbling is used.	Learners to dribble individually and in groups Learners to play games that involve dribbling	Field makers, field, bean bags, ropes, Digital devices such as computers and smart phones Video clip of a soccer games where the dribbling is being used
	4	Manipulative skills	Manipulative skills: Dribbling	By the end of the sub strand the learner should be able to: establish relationships through dribbling for creativity and imagination	Which part of the body is used for dribbling? Name a game where dribbling is used.	Learners to dribble individually and in groups Learners to play games that involve dribbling	Field makers, field, bean bags, ropes, Digital devices such as computers and smart phones Video clip of a soccer games where the dribbling is being used
	5	Manipulative skills	Manipulative skills: Dribbling	By the end of the sub strand the learner should be able to: appreciate dribbling for coordination, strength, balance and self-esteem.	Which part of the body is used for dribbling? Name a game where dribbling is used.	Learners to dribble individually and in groups Learners to play games that involve dribbling	Field makers, field, bean bags, ropes, Digital devices such as computers and smart phones Video clip of a soccer games where the dribbling is being used
5	1	Manipulative skills	Manipulative skills: Dribbling	By the end of the sub strand the learner should be able to: appreciate dribbling for coordination, strength, balance and self-esteem.	Which part of the body is used for dribbling? Name a game where dribbling is used.	Learners to dribble individually and in groups Learners to play games that involve dribbling	Field makers, field, bean bags, ropes, Digital devices such as computers and smart phones Video clip of a soccer games where the dribbling is being used
	2	Manipulative skills	Manipulative skills: Dribbling	By the end of the sub strand the learner should be able to: play games that involve dribbling for enjoyment; Obey rules when dribbling for own and others safety.	Which part of the body is used for dribbling? Name a game where dribbling is used.	Learners to play games that involve dribbling Observe the rules when dribbling for own and others safety	Field makers, field, bean bags, ropes, Digital devices such as computers and smartphones Video clip of a soccer games where dribbling is being used
	3	Manipulative skills	Manipulative skills: Dribbling	By the end of the sub- strand, the learners should be able to: play games that involve dribbling for enjoyment; obey rules when dribbling for own and others safety	Which part of the body is used for dribbling? Name a game where dribbling is used.	Learners to play games that involve dribbling Observe the rules when dribbling for own and others safety	Field makers, field, bean bags, ropes, Digital devices such as computers and smart phones Video clip of a soccer games where the dribbling is being used	Signed questions and practical
	4	Swimming	Water safety: H.E.L.P	By the end of the sub- strand, the learners should be able to: name a floating technique that you know for self- esteem;	State pool rules that you know	Learners to name floating techniques that they know Learners to be guided on the meaning of Heat Escape Lessening Postures (H.E.L.P)	Field makers Digital devices such as computer and smart phones Video clip of a swimming games where the H.E.L.P is being used	Signed questions and practical
	5	Swimming	Water safety: H.E.L.P	By the end of the sub- strand, the learners should be able to: give the meaning of the acronym H.E.L.P as used in swimming for self-awareness	State pool rules that you know	Learners to name floating techniques that they know Learners to be guided on the meaning of Heat Escape Lessening Postures (H.E.L.P)	Field makers Digital devices such as computer and smart phones Video clip of a swimming games where the H.E.L.P is being used	Signed questions and practical
6	1	Swimming	Water safety: H.E.L.P	By the end of the sub- strand, the learners should be able to: perform H.E.L.P for self-confidence and courage	State pool rules that you know
	2	Swimming	Water safety: H.E.L.P	By the end of the sub- strand, the learners should be able to: practice H.E.L.P for survival;	State a floating technique that you know.	Learners to watch a video clip of the H.E.L.P in water Learners to practice H.E.L.P	Field makers Digital devices such as computer and smart phones Video clip of a swimming games where the H.E.L.P is being used	Signed questions and practical
	3	Swimming	Water safety: H.E.L.P	By the end of the sub- strand, the learners should be able to: practice H.E.L.P for survival;	State a floating technique that you know.	Learners to watch a video clip of the H.E.L.P in water Learners to practice H.E.L.P	Field makers Digital devices such as computer and smart phones Video clip of a swimming games where the H.E.L.P is being used	Signed questions and practical
	4	Swimming	Water safety: H.E.L.P	By the end of the sub- strand, the learners should be able to: appreciate H.E.L.P for rescue	State a floating technique that you know.	Learners to state the importance of H.E.L.P in water such as Huddling with other people in the water lessens the loss of body heat	Field makers Digital devices such as computer and smart phones Video clip of a swimming games where the H.E.L.P is being used	Signed questions and practical
	5	Swimming	Water safety: H.E.L.P	By the end of the sub- strand, the learners should be able to: make relationships while in water for creativity and imagination;	State a floating technique that you know.	Learners to state the importance of H.E.L.P in water such as Huddle Position in water is good for morale and rescuers can spot a group more easily than an individual	Field makers Digital devices such as computer and smart phones Video clip of a swimming games where the H.E.L.P is being used	Signed questions and practical
7	1	Swimming	Water safety: H.E.L.P	By the end of the sub- strand, the learners should be able to: observe swimming pool rules for own and others safety	State a floating technique that you know.	Learners to observe swimming pool rules for own and others safety	Field makers Digital devices such as computer and smart phones Video clip of a swimming games where the H.E.L.P is being used	Signed questions and practical
	2		Basic swimming skills: Arm action in water- front crawl	By the end of the sub- strand, the learners should be able to: name the different actions that the arm can make in water for body awareness	Mention ways in which you can move in water. Give the various directions the body can move to in water	Learners to name the different arm action they can make in water Learners to watch a video clip of the arm action in front crawl in swimming	Digital devices such as computer and smart phones Video clip of a swimming games where the arm front crawl is used	Signed questions and practical
	3		Basic swimming skills: Arm action in water- front crawl	By the end of the sub- strand, the learners should be able to: name the different actions that the arm can make in water for body awareness	Mention ways in which you can move in water Give the various directions the body can move to in water	Learners to name the different arm action they can make in water Learners to watch a video clip of the arm action in front crawl in swimming	Digital devices such as computer and smart phones Video clip of a swimming games where the arm front crawl is used	Signed questions and practical
	4		Basic swimming skills: Arm action in water- front crawl	By the end of the sub- strand, the learners should be able to: perform the arm action in front crawl in swimming for strength and coordination	Mention ways in which you can move in water. Give the various directions the body can move to in water	Learners to name the different arm action they can make in water Learners to watch a video clip of the arm action in front crawl in swimming	Digital devices such as computer and smart phones Video clip of a swimming games where the arm front crawl is used	Signed questions and practical
	5		Basic swimming skills: Arm action in water- front crawl	By the end of the sub- strand, the learners should be able to: perform the arm action in front crawl in swimming for strength and coordination	Mention ways in which you can move in water. Give the various directions the body can move to in water	Learners to be guided on performing the arm action in front crawl in swimming Learners to practicing the arm action in front crawl in swimming	Digital devices such as computer and smart phones Video clip of a swimming games where the arm front crawl is used	Signed questions and practical
8	1		Basic swimming skills: Arm action in water- front crawl	By the end of the sub- strand, the learners should be able to: practice the arm action in front crawl in swimming for excellence	Mention ways in which you can move in water. Give the various directions the body can move to in water	Learners to be guided on performing the arm action in front crawl in swimming Learners to practicing the arm action in front crawl in swimming	Digital devices such as computer and smart phones Video clip of a swimming games where the arm front crawl is used	Signed questions and practical
	2		Basic swimming skills: Arm action in water- front crawl	By the end of the sub- strand, the learners should be able to: practice the arm action in front crawl in swimming for excellence	Mention ways in which you can move in water. Give the various directions the body can move to in water	Learners to be guided on performing the arm action in front crawl in swimming Learners to practicing the arm action in front crawl in swimming	Digital devices such as computer and smart phones Video clip of a swimming games where the arm front crawl is used	Signed questions and practical
	3		Basic swimming skills: Arm action in water- front crawl	By the end of the sub- strand, the learners should be able to: appreciate the arm action in front crawl in swimming for self-esteem	Mention ways in which you can move in water. Give the various directions the body can move to in water	Learners to be guided on performing the arm action in front crawl in swimming Learners to practicing the arm action in front crawl in swimming	Digital devices such as computer and smart phones Video clip of a swimming games where the arm front crawl is used	Signed questions and practical
	4		Basic swimming skills: Arm action in water- front crawl	By the end of the sub- strand, the learners should be able to: make relationships in water for courage	Mention ways in which you can move in water. Give the various directions the body can move to in water	Learners to enjoy playing simple water games Learners to observe safety rules while performing the arm action in front crawl in swimming and when playing water games for safety	Digital devices such as computer and smart phones Video clip of a swimming games where the arm front crawl is used	Signed questions and practical
	5		Basic swimming skills: Arm action in water- front crawl	By the end of the sub- strand, the learners should be able to: make relationships in water for courage	Mention ways in which you can move in water. Give the various directions the body can move to in water	Learners to enjoy playing simple water games Learners to observe safety rules while performing the arm action in front crawl in swimming and when playing water games for safety	Digital devices such as computer and smart phones Video clip of a swimming games where the arm front crawl is used	Signed questions and practical
9	1		Basic swimming skills: Arm action in water- front crawl	By the end of the sub- strand, the learners should be able to: play simple water games for enjoyment	Mention ways in which you can move in water. Give the various directions the body can move to in water	Learners to enjoy playing simple water games Learners to observe safety rules while performing the arm action in front crawl in swimming and when playing water games for safety	Digital devices such as computer and smart phones Video clip of a swimming games where the arm front crawl is used	Signed questions and practical
	2		Basic swimming skills: Arm action in water- front crawl	By the end of the sub- strand, the learners should be able to: play simple water games for enjoyment	Mention ways in which you can move in water. Give the various directions the body can move to in water	Learners to enjoy playing simple water games Learners to observe safety rules while performing the arm action in front crawl in swimming and when playing water games for safety	Digital devices such as computer and smart phones Video clip of a swimming games where the arm front crawl is used	Signed questions and practical
	3		Basic swimming skills: Arm action in water- front crawl	By the end of the sub- strand, the learners should be able to: observe safety when performing the arm action in front crawl in swimming for own and others safety	Mention ways in which you can move in water. Give the various directions the body can move to in water	Learners to enjoy playing simple water games Learners to observe safety rules while performing the arm action in front crawl in swimming and when playing water games for safety	Digital devices such as computer and smart phones Video clip of a swimming games where the arm front crawl is used	Signed questions and practical
	4	Swimming	Basic swimming skills: Kicking (Leg action in water) in front crawl	By the end of the sub strand the learner should be able to: name the different actions that the leg can make in water for body awareness	Name body part used for kicking in water. Mention any floating technique they know	Learners to name the different leg actions they can make in water Learners to watch a video clip of kicking –leg action in front crawl in swimming		Signed questions and practical
	5	Swimming	Basic swimming skills: Kicking (Leg action in water) in front crawl	By the end of the sub strand the learner should be able to: name the different actions that the leg can make in water for body awareness	Name body part used for kicking in water. Mention any floating technique they know	Learners to name the different leg actions they can make in water Learners to watch a video clip of kicking –leg action in front crawl in swimming	Digital devices such as computers and smartphones Video clip of a swimming games the leg kicking in water is being used.	Signed questions and practical
10	1	Swimming	Basic swimming skills: Kicking (Leg action in water) in front crawl	By the end of the sub- strand, the learner should be able to: perform kicking- leg action in front crawl in swimming for strength and coordination	Name body part used for kicking in water. Mention any floating technique they know	Learners to watch a video clip of kicking – leg action in front crawl in swimming Learners to be guided on performing kicking –leg action in front crawl in swimming	Digital devices such as computers and smartphones Video clip of a swimming games the leg kicking in water is being used.	Signed questions and practical
	2	Swimming	Basic swimming skills: Kicking (Leg action in water) in front crawl	By the end of the sub- strand, the learner should be able to: perform kicking- leg action in front crawl in swimming for strength and coordination	Name body part used for kicking in water. Mention any floating technique they know	Learners to watch a video clip of kicking – leg action in front crawl in swimming Learners to be guided on performing kicking –leg action in front crawl in swimming	Digital devices such as computers and smartphones Video clip of a swimming games the leg kicking in water is being used.	Signed questions and practical
	3	Swimming	Basic swimming skills: Kicking (Leg action in water) in front crawl	By the end of the sub strand the learner should be able to: practice kicking –leg action in front crawl in swimming for excellence	Name body part used for kicking in water. Mention any floating technique they know	Learners to practice kicking leg action in front crawl in swimming Learners to enjoy playing simple water games	Digital devices such as computers and smart phones Video clip of a swimming games the leg kicking in water is being used.
	4	Swimming	Basic swimming skills: Kicking (Leg action in water) in front crawl	By the end of the sub- strand, the learner should be able to: practice kicking –leg action in front crawl in swimming for excellence	Name body part used for kicking in water. Mention any floating technique they know	Learners to practice kicking-leg action in front crawl in swimming Learners to enjoy playing simple water games	Digital devices such as computers and smart phones Video clip of a swimming games the leg kicking in water is being used.
	5	Swimming	Basic swimming skills: Kicking (Leg action in water) in front crawl	By the end of the sub strand the learner should be able to: appreciate kicking-leg action in front crawl in swimming for self-esteem	Name body part used for kicking in water. Mention any floating technique they know	Learners to observe safety rules while performing kicking- leg action in front crawl in swimming and when playing water games for safety	Digital devices such as computers and smart phones Video clip of a swimming games the leg kicking in water is being used.
11	1	Swimming	Basic swimming skills: Kicking (Leg action in water) in front crawl	By the end of the sub- strand, the learner should be able to: appreciate kicking-leg action in front crawl in swimming for self-esteem	Name body part used for kicking in water. Mention any floating technique they know	Learners to observe safety rules while performing kicking- leg action in front crawl in swimming and when playing water games for safety	Digital devices such as computers and smartphones Video clip of a swimming games the leg kicking in water is being used.
	2	Swimming	Basic swimming skills: Kicking (Leg action in water) in front crawl	By the end of the sub- strand, the learner should be able to: make relationships in water for courage	Name body part used for kicking in water. Mention any floating technique they know	Learners to observe safety rules while performing kicking- leg action in front crawl in swimming and when playing water games for safety	Digital devices such as computers and smart phones Video clip of a swimming games the leg kicking in water is being used.
	3	Swimming	Basic swimming skills: Kicking (Leg action in water) in front crawl	By the end of the sub- strand, the learner should be able to: make relationships in water for courage	Name body part used for kicking in water. Mention any floating technique they know	Learners to observe safety rules while performing kicking- leg action in front crawl in swimming and when playing water games for safety	Digital devices such as computers and smart phones Video clip of a swimming games the leg kicking in water is being used.
	4	Swimming	Basic swimming skills: Kicking (Leg action in water) in front crawl	By the end of the sub- strand, the learner should be able to: play simple water game for enjoyment; Observe safety when performing kicking – leg action in front crawl in swimming for own and others safety	Name body part used for kicking in water. Mention any floating technique they know	Learners to observe safety rules while performing kicking- leg action in front crawl in swimming and when playing water games for safety	Digital devices such as computers and smart phones Video clip of a swimming games the leg kicking in water is being used.
	5	Swimming	Basic swimming skills: Kicking (Leg action in water) in front crawl Starfish float	By the end of the sub- strand, the learner should be able to: play simple water game for enjoyment; Observe safety when performing kicking – leg action in front crawl in swimming for own and others safety	Name body part used for kicking in water. Mention any floating technique they know Mention some objects that may float in water. Name animals that live in water	Learners to observe safety rules while performing kicking- leg action in front crawl in swimming and when playing water games for safety	Digital devices such as computers and smart phones Video clip of a swimming games the leg kicking in water is being used.

Published in Grade 3 Schemes of Work Term 2 2023

Tagged under

Wednesday, 15 February 2023 13:48

Kiswahili Schemes - Grade 3 Schemes of Work Term 2 2023

Wiki	Kipindi	Mada	Mada Ndogo	Matokeo Maalum Yanayotokea	Maswali Dadisi	Mapendekezo Ya Shughuli Za Ufunzaji	Kazi Ya Ziada	Nyenzo	Maoni
1	1	Kusoma:	Hadithi.	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua picha za watu na kazi mbalimbali ili kuimarisha ufahamu wa hadithi kusikiliza hadithi ikisomwa na mwalimu kuhusu kazi mbalimbali ili kuimarisha usomaji na usikivu	Unaona nini kwenye picha?	Mwanafunzi ajadili picha zilizojumuishwa kwenye hadithi. Mwanafunzi atabiri kitakachotokea kwenye hadithi. Mwanafunzi afahamu matumizi ya msamiati uliotumika kwenye hadithi. Wanafunzi waweza kusoma katika darasa, wakiwa wawili na baadaye mwanafunzi asome peke yake.	Mwalimu awasikilize wanafunzi wakielezea wanachoona kwa picha.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 62-63
	2	Kusoma:	Hadithi.	Kufikia mwisho wa mada, mwanafunzi aweze: kusoma hadithi kuhusu kazi mbalimbali ili kuimarisha stadi ya kusomakufahamu hadithi aliyoisoma na aliyosomewa kuhusu kazi mbalimbali ili kupata ujumbe kuchangamkia kusoma hadithi.	Ni aina gani ya kazi ambayo imewasilishwa kwenye picha?	Wanafunzi waweza kusoma katika darasa, wakiwa wawili na baadaye mwanafunzi asome peke yake. Mwanafunzi anaweza kusikiliza hadithi ikisomwa kupitia vifaa vya kiteknolojia kama vile tarakilishi na projekta. Mwanafunzi aweza kusoma hadithi kwa kutumia jitabu mbele ya darasa.	Mwalimu awasikilize wanafunzi wakiimarisha stadi ya kusoma huku wakisoma hadithi.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 63-64
	3	Kuandika.	Kusikiliza na kuzungumza.	Kufikia mwisho wa mada, mwanafunzi aweze: kuandika kisa kifupi kwa hati nadhifu kulingana na mada ili kujenga stadi ya uandishi.	Je, ni mambo yapi yanayofaa kuzingatiwa unapoandika kisa?	Mwanafunzi apewe hadithi yenye mapengo ajaze kwa maneno mwafaka. Mwanafunzi aeleze yaliyo muhimu katika uandishi k.v. mwandiko nadhifu, maudhui, mtiririko n.k. Mwanafunzi asome kielelezo cha kisa kilichoandikwa.	Mwalimu awasikilize wanafunzi wakijadili mambo ya kuzingatia wanapoandi ka kisa.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 64
2	1	Kuandika	Kusikiliza na kuzungumza.	Kufikia mwisho wa mada, mwanafunzi aweze: kufurahia uandishi wa visa tofauti ili kuimarisha mawasiliano andishi.	Je, unaweza kuandika kisa gani kifupi kinachohusiana na kazi yoyote?	Wanafunzi waweza wakaandika kisa kifupi wakiwa wawili wawili. Mwanafunzi aandike kisa kifupi kinachohusiana na mada. Kisa hiki kifuate hatua tano za uandishi: maandalizi, nakala ya kwanza, marejeleo, uhariri na uchapishaji.	Mwalimu awaangalie wanafunzi wakiandika kisa chochote wanachokifa hamu.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 65
	2	Sarufi.	Ukanusho wa nyakati.	Kufikia mwisho wa mada, mwanafunzi aweze; kutambua ukanusho wa -li-; -na-; -ta- katika sentensi ili kuimarisha mawasiliano kusoma ukanusho wa nyakati katika sentensi ili kuimarisha usomaji	Unafanya nini sasa? Ulifanya nini jana?	Wanafunzi watumie -li; -na-; -ta- kuelezea vitendo walivyofanya katika wakati uliopita (LI), ulipo (NA) na ujao (TA) wakiwa katika vikundi au wawili wawili. Mwanafunzi akamilishe vifungu kwa kutumia -li-; -na-; ta- na ukanusho wake. Mwanafunzi asome vifungu vyenye matumizi -li-; -na-; ta- na ukanusho wake.	Mwalimu awasikilize wanafunzi wakijieleza.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 66
	3	Sarufi.	Ukanusho wa nyakati.	Kufikia mwisho wa mada, mwanafunzi aweze: kuandika ukanusho wa nyakati katika sentensi ili kujenga ubunifu kuchangamkia matumizi ya nyakati katika mawasiliano.	Utafanya nini kesho? Je, ni nyakati zipi ambazo unajua kukanusha?	Mwanafunzi aweza kupewa zoezi la ukanusho wa nyakati akiwa peke yake, wawili wawili au katika kikundi. Mwanafunzi aweza kutazama jinsi nyakati zinavyokanushwa katika vifaa vya kiteknolojia na kufanyia zoezi kwenye mtandao.	Mwalimu awaangalie wanafunzi wakiandika ukanusho wa nyakakati katika mawasiliano .	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 67
3	1	Usalama.	Msamiati.	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua msamiati ambao hutumiwa katika usalama ili kuimarisha mawasiliano kusoma msamiati unaohusiana na usalama ili kujenga usomaji bora wa usalama ili kuimarisha ufahamu	Je, ni nini maana usalama?	Mwanafunzi asome maneno yanayohusiana na usalama kwa kutumia kadi za maneno. Mwanafunzi aeleze maana ya msamiati wa usalama akiwa peke yake au katika vikundi. Mwanafunzi atunge sentensi sahihi kwa kutumia msamiati wa usalama.	Mwalimu asikize maoni ya wanafunzi kuhusu usalama.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 69-70
	2	Usalama.	Msamiati.	Kufikia mwisho wa mada, mwanafunzi aweze: kutumia msamiati wa usalama katika sentensi ili kuimarisha ufahamu kuandika maneno yanayohusiana na usalama ili kujenga uandishi bora Kuthamini usalama katika mazingira yake.	Usalama huhusisha mambo yapi?	Mwanafunzi aweza kutazama video kuhusu usalama k.m. utekaji nyara na moto na kisha kujadili jinsi ya kujilinda kutokana na hatari. Mwanafunzi atazame michoro na picha inayolenga maana ya maneno kuhusu usalama. Wanafunzi wajadiliane kuhusu umuhimu wa usalama.	Mwalimu asikilize sentensi za wanafunzi kuhusu usalama.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 71-73
	3	Kusikiliza na Kuzungu mza:	Maagano.	Kufikia mwisho wa mada, mwanafunzi aweza: kutambua maneno yanayotumiwa katika maagano ili kuwezesha mazungumzo kutumia maneno yanayotumiwa katika maagano kwenye mawasiliano	Je, ulipoagana na mzazi asubuhi alikwambiaje?	Mwanafunzi anaweza kueleza matumizi ya maagano kama vile: kwaheri; siku njema, mchana mwema, safiri salama na usiku mwema. Mwanafunzi atazame michoro inayoashiria vitendo vya kuagana. Mwanafunzi ashiriki katika maigizo ya kuagana.	Mwalimu awasikilize wanafunzi wakiagana huku wakitumia maneno wanayojua.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 73
4	1	Kusikiliza na Kuzungu mza:	Maagano.	Kufikia mwisho wa mada, mwanafunzi aweze: kujibu maagano kwa njia ifaayo ili kudhihirisha ufahamu Kuthamini matumizi ya maagano katika mawasiliano ya kila siku.	Je, mzazi hukwambiaje unapoenda kulala? Mtu anaposafiri anaambiwaje?	Mwanafunzi aweza kutazama vibonzo katika tarakilishi vikiigiza vitendo na maneno mbalimbali ya kuagana. Mwanafunzi aweza kutaja neno la kuagana linalofaa kutokana na maelezo mbalimbali akiwa peke yake, wawili wawili au katika vikundi.	Mwalimu awasikilize wanafunzi wakijibu maagano.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 74
	2	Kusikiliza na Kuzungu mza.	Masimulizi.	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua mambo yanayoathiri usalama ili kujihakikishia usalama kutambua njia za kudumisha usalama katika mazingira yake ili kujihakikishia usalama kusimulia kuhusu mambo yanayoweza kuhatarisha usalama katika mazingira yake ili kuimarisha stadi ya kuzungumza	Usalama ni nini? Usalama unatusaidia na nini?	Mwanafunzi asimulie baadhi ya mambo yanayoweza kuhatarisha usalama katika mazingira yake kupitia k.m. mgeni mwalikwa. Mwanafunzi aweza kutazama video inayoonyesha mambo yanayoathiri usalama katika mazingira yake. Wanafunzi wajadiliane namna ya kuepuka dhuluma k.m. kutozungumza na watu wasiowajua, kupiga ukelele anapokumbwa na hatari.	Mwalimu awasikilize wanafunzi wakielezea maana ya usalama.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 74
	3	Kusikiliza na Kuzungu mza.	Masimulizi.	Kufikia mwisho wa mada, mwanafunzi aweze: kusikiliza masimulizi kuhusu usalama ili kujenga stadi ya kusikiliza Kuthamini umuhimu wa usalama katika maisha ya kila siku.	Unaweza ukafanya nini unapovamiwa?	Mwanafunzi aandike baadhi ya mambo yanayoathiri usalama katika mazingira yake. Mwanafunzi asimulie kisa alichokishuhudia kuhusu usalama.	Mwalimu asikize maoni ya wanafunzi kuhusu vile wanaeza fanya wanapovami wa.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 75
5	1	Kusoma:	Hadithi.	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua picha zinazoonyesha usalama katika mazingira mbalimbali ili kurahisisha ufahamu kutambua maneno yanayohusiana na usalama ili kuyatumia katika mawasiliano kusikiliza hadithi za mwalimu kuhusu usalama ili kuimarisha ufahamu	Je, usalama unahusu nini? Ukosefu wa salama husababishwa na nini?	Mwanafunzi ajadili picha zilizojumuishwa kwenye hadithi. Mwanafunzi atabiri kitakachotokea kwenye hadithi Mwanafunzi afahamu matumizi ya msamiati uliotumika kwenye hadithi. Mwanafunzi asome darasani, wakiwa wawili na baadaye asome peke yake. Wanafunzi wasomeana hadithi wakiwa wawili wawili au katika vikundi	Mwalimu awasikilize wanafunzi wakitambua picha katika kitabu.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 76
	2	Kusoma:	Hadithi.	Kufikia mwisho wa mada, mwanafunzi aweze: kusoma hadithi kuhusu usalama ili kujenga usikivu kufahamu hadithi aliyoisoma na aliyosomewa kuhusu usalama ili kupata ujumbe Kuthamini umuhimu wa usalama katika maisha ya kila siku.	Unapojipata kwenye hatari unafaa kufanya nini?	Mwanafunzi athibitishe utabiri wake baada ya kusoma hadithi. Mwanafunzi aweza kusimulia hadithi kutokana na picha alizopewa kuhusu usalama. Mwanafunzi atoe muhtasari wa hadithi aliyosoma au kusomewa. Mwanafunzi ajibu na kuuliza maswali kutokana na hadithi.	Mwalimu asikilize maoni ya wanafunzi kuusu vile wanavyofan ya wanapojipat a kwa hatari.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 77
	3	Kuandika.	Kusikiliza na kuzungumza.	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua kisa chenye mtiririko kuandika kisa kifupi kwa hati nadhifu kulingana na mada	Je, ni mambo yapi yanayofaa kuzingatiwa unapoandika kisa?	Mwanafunzi aweza kupewa hadithi yenye mapengo ajaze kwa maneno mwafaka. Mwanafunzi aongozwe kujadili yaliyo muhimu katika uandishi k.v. mwandiko nadhifu, maudhui, mtiririko n.k.	Mwalimu asikilize maoni ya mwanafunzi kuhusu mambo anayofaa kuzingatia kuhusu kisa.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 79
6	1	Kuandika.	Kusikiliza na kuzungumza.	Kufurahia uandishi wa visa tofauti maishani.	Je, unaweza kuandika kisa gani kifupi kinachohusiana na usalama?	Wanafunzi waweza kuandika kisa kifupi wakiwa wawili wawili. Mwanafunzi apewe fursa ya kuandika kisa kifupi kinachohusiana na mada. Kisa hiki kifuate hatua tano za uandishi: maandalizi, nakala ya kwanza, marejeleo, uhariri na uchapishaji.	Mwalimu kuangalia visa mbalimbali wanafaunzi wanavyiandi ka darasani.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 80
	2	Sarufi:	Vinyume vya vitendo.	Kufikia mwisho wa mada, mwanafunzi aweze; kutaja vinyume vya vitendo kusoma sentensi zilizo na vinyume vya vitendo	Je, unajua vinyume vya vitendo unavyofanya kila siku?	Mwanafunzi aweza kufafanuliwa juu ya vinyume vya vitendo kama vile lala-amka; keti- simama; chekalia; tabasamu – nuna; enda-rudi; panda – shuka nk. Wanafunzi waweza kuigiza vinyume vya vitendo wakiwa wawili wawili.	Mwalimu apewe maana ya kinyume na wanafunzi.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 80
	3	Sarufi:	Vinyume vya vitendo.	Kufikia mwisho wa mada, mwanafunzi aweze: kuandika vinyume vya vitendo Kuchangamkia kutumia vitendo na vinyume vyake katika mawasiliano ya kila siku.	Je, unajua vinyume vya vitendo unavyofanya kila siku?	Mwanafunzi aweza kushirikishwa kutunga na kusoma sentensi zilizo na vinyume vya vitendo. Mwanafunzi aweza kuelekezwa kuandika vinyume vya vitendo.	Mwalimu awasikilize wanafunzi wakisema vinyume vya vitendo wanavyofan ya kila siku.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 82-83
7	1	Usafi wa Mazingira.	Msamiati	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua msamiati wa usafi wa mazingira kutumia msamiati wa usafi wa mazingira katika sentensi	Je, unajua msamiati gani unaohusiana na usafi wa mazingira?	Mwanafunzi aweza kuelekezwa kusoma maneno yanayohusiana na usalama kwa kutumia kadi za maneno. Mwanafunzi aweza kuelekezwa kutoa maana ya msamiati unaohusiana na usafi wa mazingira. Wanafunzi waweza kujadiliana kuhusu maana za maneno yanayohusiana na usafi wa mazingira. Mwanafunzi aweza kutunga sentensi sahihi kwa kutumia msamiati unaohusiana na usafi wa mazingira.	Mwalimu asikilize baadhi ya msamiati wa usafi kutoka kwa mwanafunzi .	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 84-85
	2	Usafi wa Mazingira.	Msamiati	Kufikia mwisho wa mada, mwanafunzi aweze: kubainisha mazingira safi na yale machafu kuthamini mazingira safi.	Unaweza kutumia msamiati gani unaohusiana na usafi wa mazingira sentensi? Mazingira safi ni yapi?	Mwanafunzi aweza kutazama video kuhusu usafi wa mazingira k.m. kuokota na kuchoma taka, kufyeka nyasi n.k. Mwanafunzi aweza kutazama michoro na picha zinazolenga maana ya maneno kuhusu usafi wa mazingira. Wanafunzi waweza kujadiliana kuhusu umuhimu wa usafi wa mazingira wakiwa kwenye vikundi.	Mwalimu asikilize maoni ya wanafunzi kuhusu mazingira machafu.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 86-87
	3	Kusikiliza na Kuzungu mza:	Masimulizi.	Kufikia mwisho wa mada, mwanafunzi aweze: kutofautisha mazingira safi na yasiyo safi kutambua umuhimu wa mazingira safi	Ni nini maana ya mazingira? Mazingira safi ni yapi?	Mwanafunzi aweza kufahamu maana ya usafi wa mazingira. Wanafunzi waongozwe katika vikundi kusimulia visa vinavyohusiana na usafi wa mazingira k.v. umuhimu na jinsi ya kutunza mazingira	Mwalimu asikilize tofauti kati ya mazingira chafu na safi kutoka kwa wanafunzi.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 88
8	1	Kusikiliza na Kuzungu mza:	Masimulizi.	Kufikia mwisho wa mada, mwanafunzi aweze: kusikiliza masimulizi kuhusu usafi wa mazingira kuelezea kuhusu usafi wa mazingira	Je, tunawezaje kuborasha mazingira?	Mwanafunzi aweza kuigiza jinsi ya kudumisha usafi katika mazingira yake Wanafunzi waweza kutazama video inayohusu mazingira safi na chafu kisha wabainishe mazingira	Mwalimu asikilize jinsi ya kuboresha mazingira kutojka kwa wanafunzi.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 89-90
	2	Kusoma:	Hadithi.	Kufikia mwisho wa mada, mwanafunzi aweze; kutambua msamiati uliotumiwa katika hadithi kusikiliza mwalimu kwa makini anaposoma hadithi kuhusu usafi wa mazingira kusoma hadithi kuhusu mazingira safi	Je, unaweza kukumbuka hadithi gani uliyosoma?	Mwanafunzi aweza kujadili kuhusu picha zilizojumuishwa kwenye hadithi. Mwanafunzi aweza kutabiri kitakachotokea kwenye hadithi. Mwanafunzi aweza kuthibitisha utabiri wake baada ya kusoma hadithi. Mwanafunzi aweza kufahamu matumizi ya msamiati uliotumika kwenye hadithi.	Mwalimu asikilize maoni ya mwanafunzi .	Mwanafunzi Tarakilishi Kusoma: Kiswahili Dadisi Gredi ya tatu uk, 91-92
	3	Kusoma:	Hadithi.	Kufikia mwisho wa mada, mwanafunzi aweze: Kufahamu hadithi aliyosoma na aliyosomewa kuhusu usafi wa mazingira kuthamini mazingira safi.	Je, hadithi unayoweza kukumbuka inahusu nini? Je, umeweza kusoma hadithi ngapi?	Wanafunzi waweza kusoma kama darasa, wakiwa wawili na baadaye asome peke yake. Mwanafunzi aweza kutoa muhtasari wa hadithi aliyosoma au kusomewa. Mwanafunzi aweza kutabiri kitakachotokea katika hadithi katika kundi la wawili wawili au darasa zima. Wanafunzi waweza kusomeana hadithi wakiwa wawili wawili.	Mwalimu asikilize wanafunzi wakihadithi hadithi waliyposomewa.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 93-94
9	1	Kuandika.	Kusikiliza na kuzungumza.	Kufikia mwisho wa mada, mwanafunzi aweze: Kuandika kisa kifupi kwa hati nadhifu kulingana na mada ili kujenga stadi ya uandishi.	Je, ni mambo yapi yanayofaa kuzingatiwa unapoandika kisa?	Mwanafunzi apewe hadithi yenye mapengo ajaze kwa maneno mwafaka. Mwanafunzi aeleze yaliyo muhimu katika uandishi kama vile mwandiko nadhifu, maudhui, mtiririko n.k. Mwanafunzi asome kielelezo cha kisa kilichoandikwa na mwanafunzi	Mwalimu asikilize mambo ya kuzingatia unapoandika kisa kutoka kwa wanafunzi.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 94
	2	Kuandika.	Kusikiliza na kuzungumza.	Kufikia mwisho wa mada, mwanafunzi aweze: kufurahia uandishi wa visa tofauti ili kuimarisha mawasiliano andishi.	Je, unaweza kuandika kisa kifupi kinachohusiana na usafi wa mazingira?	Wanafunzi waweza kuandika kisa kifupi wakiwa wawili wawili. Mwanafunzi aandike kisa kifupi kinachohusiana na mada. Kisa hiki kifuate hatua tano za uandishi: maandalizi, nakala ya kwanza, marejeleo, uhariri na uchapishaji.	Mwalimu asikilize maoni ya wanafunzi kuhusu visa.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 95
	3	Sarufi:	Matumizi ya haraka na polepole.	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua matumizi ya haraka na polepole ili kuimarisha mawasiliano mwafaka kutumia haraka na polepole katika kutunga sentensi ili kuimarisha mawasiliano mwafaka	Unatumia maneno gani kuelezea namna mtu alivyofanya jambo?	Mwanafunzi aweza kujaza mapengo kwa kutumia haraka na polepole. Mwanafunzi aweza kubainisha matumizi ya vielezi vya jinsi vinavyofunzwa kwa kutumia vifaa vya kiteknolojia. Mwanafunzi atazame vitu mbalimbali na avirejelee kwa kutumia haraka na polepole k.m Mtoto anatembea polepole.	Mwalimu awatazame wanafunzi wakifanya vitu kwa haraka na polepole.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 95
10	1	Sarufi:	Matumizi ya haraka na polepole.	Kufikia mwisho wa mada, mwanafunzi aweze: kusoma sentensi zilizo na matumizi ya haraka na polepole ili kujenga usomaji bora.	Unatumia maneno gani kuelezea namna mtu anavyotembea?	Wanafunzi washiriki katika maigizo wakitumia haraka na polepole wakiwa darasani. Mwanafunzi aandike maneno na sentensi kwa kutumia haraka na polepole	Mwalimu asikilize wanafunzi wakieleza jinsi wenzao wanavyotem bea kwa haraka au polepole.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 96-97
	2	Dukani.	Msamiati.	Kufikia mwisho wa mada, mwanafunzi aweze kutambua msamiati wa dukani ili kuutumia katika mawasiliano kusoma maneno yanayohusiana na shughuli za dukani ili kujenga usomaji bora kueleza maana ya msamiati wa dukani ili kuimarisha stadi ya kuzungumza	Mtu anayenunua kitu dukani huitwaje? Mtu anayeuza dukani huitwaje?	Mwanafunzi asome maneno yanayohusiana na shughuli za dukani kwa kutumia kadi za maneno kama vile nunua, uza, bei, kilo, mnunuzi, mwuzaji, hasara, faida, pesa, baki, sarafu na noti. Mwanafunzi ashiriki katika majadiliano kuhusu maana ya maneno yanayohusiana na shughuli za dukani kwa kutumia picha au michoro.	Mwalimu asikilize msamiati wa dukani kutoka kwa wanafunzi.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 98-99
	3	Dukani.	Msamiati	kutumia msamiati wa dukani katika sentensi sahihi ili kuimarisha stadi ya kuzungumza kuandika maneno yanayohusiana na uuzaji na ununuzi ili kuimarisha stadi ya kusoma	Pesa unazorudishiwa unaponunua kitu dukani huitwaje?	Mwanafunzi atunge sentensi sahihi kwa kutumia msamiati wa dukani. Mwanafunzi aweza kutazama video kuhusu uuzaji na ununuzi. Wanafunzi washiriki katika majadiliano kuhusu umuhimu wa kufanya biashara wakiwa kwenye vikundi.	Mwalimu asikilize wanafunzi wakitumia msamiati wa dakuni.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 100
11	TATHMINI NA KUFUNGA SHULE

Published in Grade 3 Schemes of Work Term 2 2023

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Wednesday, 15 February 2023 13:48

Hygiene and Nutrition Schemes - Grade 3 Schemes of Work Term 2 2023

Week	Lesson	Strand Theme	Sub-Strand	Specific Learning Outcomes	Key Inquiry Questions	Learning Experience	Learning Resources	Assessment Methods	Reflection
1	1	Health practices	Care of toilets/ latrines and urinals	By the end of the sub-strand, the learner should be able to: explains the procedure of cleaning a toilet, latrine or urinal in their environment	How should we clean the toilet/latrine and urinal	Learners are guided on how clean a toilet, latrine or urinal using demonstration and video clips	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 44 Toilet cleaning equipment Materials video clips computing devices	Observations oral questions written questions
	2	Health practices	Care of toilets/ latrines and urinals	By the end of the sub-strand, the learner should be able to: appreciate the need for a clean toilet, latrine or urinal in their environment	How should we clean the toilet/latrine and urinal	In pairs, learner’s role play on how to clean a toilet, latrine or urinal. Learners are guided to visit the school ablution block and assess the level of cleanliness and report in class.	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 45 Toilet cleaning equipment Materials video clips computing devices	Observations oral questions written questions
2	1	Personal hygiene	Bed making	By the end of the sub-strand, the learner should be able to: identify materialsused as beddings at home	What materials do we use as bedding?	In groups, learners are guided to identify the different bedding materials available at home using regalia, pictures and experience sharing.	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 47	Observations oral questions written questions
	2	Personal hygiene	Bed making	By the end of the sub-strand, the learner should be able to: state the uses of different bedding materials at home	What materials do we use as bedding?	Learners are guided to state the use of different bedding materials available at home using pictures and regalia	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 48 Bed Beddings Pictures of beddings Computing devices	Observations oral questions written questions
3	1	Personal hygiene	Bed making	By the end of the sub-strand, the learner should be able to: make a bed using available beddings at home	What are the uses of the different bedding materials?	Learners are guided to make a bed using available material through a demonstration and video clips. Learners practice how to make a bed	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 49 Bed Beddings Pictures of beddings Computing devices	Observations oral questions written questions
	2	Personal hygiene	Bed making	By the end of the sub-strand, the learner should be able to: state the importance of making a bed	Why is it important to make a bed?	Learners state the importance of making a bed (neatness, comfort, beauty, keep off dust, cleanliness) Learners are guided to develop a checklist that they will use to help them make their bed on daily basis with the assistance of their parents/guardians/older siblings	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 49 Bed Beddings Pictures of beddings Computing devices	Observations oral questions written questions
4	1	Personal hygiene	Bed making	By the end of the sub-strand, the learner should be able to: appreciate the need for a well-made bed	Why is it important to make a bed?	Play games on bed making using computing devices Learners to sing songs and recite poems on making the bed	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 49 Bed Beddings Pictures of beddings Computing devices	Observations oral questions written questions
	2	Personal hygiene	Prevention of parasites in and out of the body	By the end of the sub-strand, the learner should be able to: name common external parasites found on the body	How do external and Internal parasites look like?	Learners name common body parasites	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 53 Pictures Charts video clips computing devices	Observations oral questions written questions
5	1	Personal hygiene	Prevention of parasites in and out of the body	By the end of the sub-strand, the learner should be able to: identify common external parasite found on the body	Which parts of the body do they infest?	Learners identify common external body parasites (lice and jiggers) and where they are found in the body using pictures, video clips, charts	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 54 Pictures Charts video clips computing devices	Observations oral questions written questions
	2	Personal hygiene	Prevention of parasites in and out of the body	By the end of the sub-strand, the learner should be able to: name common internal parasites found in the body	What leads to infestation of parasites on or in the body?	Learners name common internal body parasites	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 54 Pictures Charts video clips computing devices	Observations oral questions written questions
		Personal hygiene	Prevention of parasites in and out of the body	By the end of the sub-strand, the learner should be able to: identify common internal parasites found in the body	What are the effects of parasite infestation on and in the body?	Learners identify common internal body parasites (intestinal worms) using pictures, video clips and charts	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 54 Pictures Charts video clips computing devices	Observations oral questions written questions
6	1	Personal hygiene	Prevention of parasites in and out of the body	By the end of the sub-strand, the learner should be able to: mention the causes of external and internal parasites in the body mention the effects of parasite infestation to the body	What are the effects of parasite infestation on and in the body?	Learners identify common internal body parasites (intestinal worms) using pictures, video clips and charts on and in the body	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 56 Pictures Charts video clips computing devices	Observations oral questions written questions
	2	Personal hygiene	Prevention of parasites in and out of the body	By the end of the sub-strand, the learner should be able to: state the importance of personal cleanliness in preventing internal and external parasites. Practice personal cleanliness to prevent parasite infestation.	What can I do to prevent parasite infestation in the body?	Learners can watch a demonstration, video clips on good practices of personal cleanliness to prevent parasite infestation. Learners can search other body parasites using computing devices	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 57 Pictures Charts video clips computing devices	Observations oral questions written questions
7	1	Personal hygiene	Personal hygiene during bed wetting	By the end of the sub-strand, the learner should be able to: mention causes of bed wetting. State the effects of bed wetting	What are the reasons for bed wetting? What are the effects of bed wetting?	Learners will be guided to mention causes of bed wetting (drinking too much liquids before sleeping, dreaming, not able to control the bladder, feeling unwell).	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 62 Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 63 Bed bedding materials charts pictures video clips computing devices	Observations oral questions written questions
	2	Personal hygiene	Personal hygiene during bed wetting	By the end of the sub-strand, the learner should be able to: state hygienic practices to observe during bed wetting. Appreciate the importance of personal hygiene during bed wetting	How do we relate with those who bed wet?	The learners will listen to stories and share experiences on bed wetting.	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 64 Bed bedding materials charts pictures video clips computing devices	Observations oral questions written questions
8	1	Foods	Eating Habits and Values	By the end of the sub-strand, the learner should be able to: name foods available in our community	Which foods are available in our community?	learners are guided to identify foods available in their community through brainstorming, pictures, buzz groups, video clips	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg 69- Pictures charts video clips
	2	Foods	Eating Habits and Values	By the end of the sub-strand, the learner should be able to: Give reasons for not eating certain foods available in the community. Appreciate reasons for not eating certain types of foods	Why do some members of the community avoid eating certain foods? How should we handle members of the community who do not eat certain foods?	Learners are guided to mention reasons why some members of the community do not eat certain foods (health, religion, personal preferences, culture, availability) through experience sharing, discussion, buzz groups Learners role play on how to handle a person who does not eat certain food available in their community	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 70-71 Pictures charts video clips	oral questions observation
9	1	Food	Food Etiquette	By the end of the sub-strand, the learner should be able to: Identify good table manners to observe when taking meals. Practice good table manners when taking meals.	Which are the good table manners?	learners are guided to identify good table manners (eating with mouth closed, not talking while eating, not placing elbow on the table, washing hands before eating, not picking nose or teeth while at the table, not stretching your hand to pick table condiments or food, correct use of cutlery and crockery, eating with the pace of the others, keeping low tone when conversing with others at the table) through discussion, pictures, video clips and storytelling. Learners role play good table manners	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 72-73 Pictures charts video clips regalia of food relevant pictures videos clips computing devices	oral questions oral reports observation
	2	Food	Food Etiquette	By the end of the sub-strand, the learner should be able to: Appreciate the importance of practicing good table manners when taking meals.	How should we behave when taking meals	In pairs, learners are guided to assess each other’s table manners during snack and meal times in school. Learners can take pictures or record on table manners using computing devices and share in class.	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg 72-73 Pictures charts video clips regalia of food, relevant pictures videos clips computing devices	oral questions oral reports observation
10-11	END OF TERM ASSESSMENT AND CLOSING

Published in Grade 3 Schemes of Work Term 2 2023

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Wednesday, 15 February 2023 13:47

Mathematics Schemes - Grade 3 Schemes of Work Term 2 2023

Week	Lesson	Strand	Sub Strand	Specific Learning Outcomes	Learning Experiences	Key Inquiry Questions	Learning Resources	Assessment	Remarks
1	1	Numbers	Addition	By the end of the lesson the learner should be able to add two 3-digit numbers with regrouping with sum not exceeding 1000	Learners to add two 3-digit numbers with regrouping	How do we add 3-digit numbers with regrouping?	Chalk board Charts	Written exercise
	2	Numbers	Addition	By the end of the lesson the learner should be able to add two 3-digit numbers with regrouping with sum not exceeding 1000	Learners to add two 3-digit numbers with regrouping	How do we add 3-digit numbers with regrouping?	Chalk board charts Oxford mathematics activities learner’s grade 3 page 60	Written exercise
	3	Numbers	Addition	By the end of the lesson the learner should be able to add two 3-digit numbers with regrouping with sum not exceeding 1000	Learners to add two 3-digit numbers with regrouping	How do we add 3-digit numbers with regrouping	Chalk board charts Oxford mathematics activities learner’s grade 3 page 61	Written exercise
	4	Numbers	Addition	By the end of the lesson the learner should be able to work out missing numbers in patterns involving addition up to 1000	Learners to find the next number in the patterns	What is the next number?	Chalk board charts Oxford mathematics activities learner’s grade 3 page 64	Observation Written exercise
	5	Numbers	Addition	By the end of the lesson the learner should be able to work out missing numbers in patterns involving addition up to 1000	Learners to find the next number in the pattern	What is the next number in the pattern?	Chalk board charts Oxford mathematics activities learner’s grade 3 page 65	Written exercise
2	1	Number	Addition	By the end of the lesson the learner should be able to work out all problems on addition	Learners to work out all problems on addition	Can you work problems on addition?	Chalk board charts Oxford mathematics activities learner’s grade 3 page 66-67	Written exercise
	2	Numbers	Subtraction	By the end of the lesson the learner should be able to subtract up to3-digit numbers without regrouping	Learners to work out subtraction of 3-digit numbers using a number line	Can we work out subtraction using a number line?	Oxford mathematics activities learner’s grade 3 page 68	Observation Written exercise
	3	Numbers	Subtraction	By the end of the lesson the learner should be able to subtract up to3-digit numbers without regrouping	Learners to work out subtraction using a place value chart	How can we subtract using a place value?	Charts Oxford mathematics activities learner’s grade 3 page 68	Oral questions Written exercise
	4	Numbers	Subtraction	By the end of the lesson the learner should be able to carry out subtraction of 2-digit number from a 3-digit number without regrouping	Learners to subtract 2-digit numbers from 3-digit numbers without regrouping	How do we subtract without regrouping?	Chalkboard Charts Oxford mathematics activities learner’s grade 3 page 73	Observation Written exercise
	5	Number	Subtraction	By the end of the lesson the leaner should be able to subtract 2-digit numbers from 3-digit numbers	Learners to subtract 2-digit numbers from 3-digit numbers horizontally	How do we subtract horizontally?	Chalkboard Charts Oxford mathematics activities learner’s grade 3 page 74	Written exercise
3	1	Numbers	Subtraction	By the end of the lesson the learner should be able to subtract up to 3- digit numbers involving missing numbers with single regrouping	Learners to subtract 1-digti numbers from 3-digit numbers with regrouping	Can we subtract 1-digit numbers from 3-digti numbers with regrouping?	Chalkboard Charts Oxford mathematics activities learner’s grade 3 page 70	Observation Written exercise
	2	Numbers	subtraction	By the end of the lesson the learner should be able to subtract up to3- digit numbers involving missing numbers with single regrouping	Learners to subtract 1-digti numbers from 3-digit numbers with regrouping	Can we subtract 1-digit numbers from 3-digti numbers with regrouping?	Chalkboard Charts Oxford mathematics activities learner’s grade 3 page 71	Written exercise
	3	Numbers	Subtraction	By the end of the lesson the learner should be able to subtract up to3- digit numbers involving missing numbers with single regrouping	Learners to read out loudly and then solve problems on subtraction	Can you solve word problems on subtraction?	Chalkboard Charts Oxford mathematics activities learner’s grade 3 page 71	Oral questions Written exercises
	4	Numbers	Subtraction	By the end of the lesson the learner should be able to subtract up to 3- digit numbers involving missing numbers with single regrouping	Learners to work out subtraction of 2-digit from 3digit numbers	Can we subtract 2-digit numbers from 3-digit numbers?	Chalkboard Charts Oxford mathematics activities learner’s grade 3 page 75	Observation Written exercise
	5	Numbers	Subtraction	By the end of the lesson the learner should be able to subtract up to3- digit numbers involving missing numbers with single regrouping	Learners to work out subtraction of 2-digit from 3digit numbers	Can we subtract 2-digit numbers from 3-digit numbers?	Chalkboard Charts Oxford mathematics activities learner’s grade 3 page 76	Written exercise
4	1	Numbers	Subtraction	By the end of the lesson the learner should be able to subtract up to 3-digit numbers by breaking apart	Learners to work out subtraction of 2-digit from 3digit numbers by breaking apart	How do we subtract by breaking apart?	Chalk board Oxford mathematics activities learner’s grade 3 page 77	Observation Written exercise
	2	Numbers	Subtraction	By the end of the lesson the learner should be able to subtract a 3-digit number from a 3-digti number	Learners to work out subtraction of 3-digit numbers from 3-digit numbers	Can we subtract 3-digti number from a 3-digit number?	Charts Work books Oxford mathematics activities learner’s grade 3 page 79	Observation Written exercise
	3	Numbers	Subtraction	By the end of the lesson the learner should be able to subtract horizontally	Learners to subtract 3-digit numbers from 3-digti numbers horizontally	How do we subtract 3-digit from a 3-digti number horizontally?	Charts Work books Oxford mathematics activities learner’s grade 3 page 80-81	Observation Written exercise
	4	Numbers	Subtraction	By the end of the lesson the learner should be able to subtract 3-digit numbers from 3-digit numbers with regrouping	Learners to subtract 3-digit numbers from 3-digti numbers with regrouping	Can we subtract up to 3-digti numbers with regrouping?	Charts Work books Oxford mathematics activities learner’s grade 3 page 81-82	Written exercises
	5	Numbers	Subtraction	By the end of the lesson the learner should be able to subtract up to3-digit numbers by breaking apart	Learners to subtract 3-digit numbers from 3-digti numbers by breaking apart	Can we subtract up to 3-digit numbers by breaking apart?	Charts Work books Oxford mathematics activities learner’s grade 3 page 84	Observation Written exercises
5	1	Numbers	Subtraction	By the end of the lesson the learner should be able to work out word problems that involves subtraction up to 3-digit numbers	Learners to work out word problems on subtraction up to 3-digit number	Can you work out word problems on subtraction?	Charts Work books Oxford mathematics activities learner’s grade 3 page 85	Oral exercise Written exercises
	2	Numbers	Subtraction	By the end of the lesson the learner should be able to work out missing numbers in number patterns involving subtraction up to 1000	Learner in pairs to discuss how to work out missing numbers in patterns involving subtraction up to 1000	How do you identify the missing number in a pattern?	Number cards Oxford mathematics activities learner’s grade 3 page 87	Observation written exercise Oral questions
	3	Numbers	Multiplication	By the end of the lesson the learner should be able to multiply single digit numbers by numbers 1-10 in different contexts	Learners in pairs/groups to multiply single digit numbers by numbers 110using repeated addition	How can we demonstrate multiplication as repeated addition?	Number cards Oxford mathematics activities learner’s grade 3 page 90-91	Observation Written exercise Oral questions
	4	Numbers	Multiplication	By the end of the lesson the learner should be able to multiply single digit numbers by numbers 1-10 in different contexts	Learners to multiply using a number line	How can we multiply be using a number line?	Number cards Oxford mathematics activities learner’s grade 3 page 92	Written exercise
	5	Numbers	Multiplication	By the end of the lesson the learner should be able to multiply single digit numbers by numbers 1-10 in different contexts	Learners to practice cards with arrays in carrying out multiplication	How ca we multiply using arrays?	Cards with arrays Oxford mathematics activities learner’s grade 3 page 93	Oral exercise Written exercise
6	1	Numbers	Multiplication	By the end of the lesson the learner should be able to work out multiplication using the multiplication table	Learners to practice using the multiplication table	How do we use the multiplication table?	Multiplication table Oxford mathematics activities learner’s grade 3 page 94-95	Oral exercises Written exercises
	2	Numbers	Multiplication	By the end of the lesson the learner should be able to work out word problems on multiplication	Learners to solve word problems on multiplication	How can we solve word problems on multiplication?	Multiplication table Oxford mathematics activities learner’s grade 3 page 95-96	Written exercise Oral exercises
	3	Numbers	Multiplication	By the end of the lesson the learner should be able to multiply single digit numbers by numbers 1-10 in different contexts	Learners to multiply different single numbers with 6 and 7	Can we carry out the multiplication of 6 and 7?	Multiplication table Oxford mathematics activities learner’s grade 3 page 96	Written exercises
	4	Numbers	Multiplication	By the end of the lesson the learner should be able to work out word problems on multiplication	Learners to multiply different single numbers up to 10	Can we carry out the multiplication of 10?	Multiplication table Oxford mathematics activities learner’s grade 3 page 98	Oral exercises Written exercises
	5	Numbers	Multiplication	By the end of the lesson the learner should be able to fill the multiplication table	Learners to fil the multiplication tables	How can we fill the multiplication table?	Multiplication table Oxford mathematics activities learner’s grade 3 page 99	Written exercise
7	1	Numbers	Division	By the end of the lesson the learner should be able to represent division as repeated subtraction up to 5 times divide by sharing equally	Learners in pairs/groups to share objects equally as a way of dividing	How can we divide by sharing equally?	Chalkboard Oxford mathematics activities learner’s grade 3 page 103	Written exercise
	2	Numbers	Division	By the end of the lesson the learner should be able to show relationship between multiplication and division using mathematical sentences up to 9*10=90	Learners to discuss the relationship between division and multiplication using the multiplication table	How do we show the relationship between division and multiplication?	Multiplication table Oxford mathematics activities learner’s grade 3 page 104	Observation Written exercises
	3	Numbers	Division	By the end of the lesson the learner should be able to show relationship between multiplication and division using mathematical sentences up to 9*10=90	Learners to discuss the relationship between division and multiplication using the multiplication table	How do we show the relationship between division and multiplication?	Multiplication table Oxford mathematics activities learner’s grade 3 page 105	Observation Written exercises
	4	Numbers	Division	By the end of the lesson the learner should be able to show relationship between multiplication and division using mathematical sentences up to 9*10=90	Learners to practice using division wheel in division	How do we use a division wheel for division?	Oxford mathematics activities learner’s grade 3 page 105	Observation Written exercise
	5	Numbers	Division	By the end of the lesson the learner should be able to show relationship between multiplication and division using mathematical sentences up to 9*10=90	Learners to practice using division wheel in division	How do we use a division wheel for division?	Oxford mathematics activities learner’s grade 3 page 105 Workbooks	Observation Written exercise
8	1	Measurement	Length	By the end of the lesson the learner should be able to measure length in meters	Learners in pairs/groups to use Metre sticks to measure various distances and record their results	How do you measure the chalkboard using a Metre stick?	Metre stick Oxford mathematics activities learner’s grade 3 page 109 Work books	Observation Written exercise
	2	Measurement	Length	By the end of the lesson the learner should be able to add and subtract length in meters	Learners in groups to measure the lengths of the 4 walls in their classroom and add the lengths	How many meters do you get?	Metre stick Oxford mathematics activities learner’s grade 3 page 111 Work grades	Oral exercise Observation
	3	measurement	Length	By the end of the lesson the learner should be able to add and subtract length in meters	Learners to measure the length of the chalkboard and the wall if it is fixed and work out the difference in length	How do we add and subtract lengths	Metre stick Oxford mathematics activities learner’s grade 3 page 113 Work grades	Observation Written exercise
	4	Measurement	Mass	By the end of the lesson the learner should be able to measure mass in kilograms	Learners to measure mass in kg using a beam balance	How can you make a 1-kg mass using a beam balance?	Beam balance Mass Oxford mathematics activities learner’s grade 3 page 114 Work grades	Observation Written exercise
	5	Measurement	mass	By the end of the lesson the learner should be able to estimate mass up to 5 kilograms	Learners to estimate mass up to 5 kg and measure to confirm	How do you estimate length?	Beam balance Mass Oxford mathematics activities learner’s grade 3 page 117 Work grades	Observation Written exercise
9	1	Measurement	Mass	By the end of the lesson the learner should be able to add and subtract mass in kilograms	Learners to add and subtract mass in kilograms in real life situations	How do you add mass?	Chalkboard Charts Oxford mathematics activities learner’s grade 3 page 118	Observation Written exercise
	2	Measurement	Mass	By the end of the lesson the learner should be able to add and subtract mass in kilograms	Learners to add and subtract mass in kilograms in real life situations	How do you subtract mass?	Chalkboard Charts Oxford mathematics activities learner’s grade 3 page 120	Observation Written exercise
	3	Measurement	Capacity	By the end of the lesson the learner should be able to measure capacity in liters	Learners in pairs/groups measure capacity of different containers in liters	What can we use to measure capacity?	Buckets/liter bottles Water Buckets/liter bottles Water Oxford mathematics activities learner’s grade 3 page 121122	Observation Written exercise
	4	Measurement	Capacity	By the end of the lesson the learner should be able to measure capacity in liters	Learners in pairs/groups measure capacity of different containers in liters	What can we use to measure capacity?	Buckets/liter bottles Water Oxford mathematics activities learner’s grade 3 page 123	Observation Oral exercise
	5	Measurement	capacity	By the end of the lesson the learner should be able to estimate capacity up to 5 liters	Learners to estimate capacity up to 5 liters and measure to confirm	How can we estimate capacity?	Buckets/liter bottles Water Oxford mathematics activities learner’s grade 3 page 124	Observation Written exercise
10	1	Measurement	Capacity	By the end of the lesson the learner should be able to add and subtract capacity in liters	Learners to add and subtract capacity in liters in real life situations	What can we use to measure capacity?	Containers Water Oxford mathematics activities learners grade 3 page 124125	Observation Written exercise Oral questions
	2	Measurement	Capacity	By the end of the lesson the learner should be able to add and subtract capacity in liters	Learners to work out word problems that involves capacity in real life situations	How can we solve word problems on capacity?	Chalkboard Oxford mathematics activities learners grade 3 page 126	Written questions Oral exercises
	3	Measurement	Capacity	By the end of the lesson the learner should be able to add and subtract capacity in liters	Learners to add and subtract capacity in liters in real life situations	How can you subtract capacity?	Chalkboard Oxford mathematics activities learners grade 3 page 127	Written exercise Oral question
	4	Measurement	Capacity	By the end of the lesson the learner should be able to add and subtract capacity in liters	Learners to work out word problems that involves capacity in real life situations	Can you work out the word problems on capacity?	Chalkboard Oxford mathematics activities learners grade 3 page 128	Written exercise Oral question
	5	Measurement	Capacity	By the end of the lesson the learner should be able to work out mixed exercises on capacity	Learners to add and subtract capacity in liters in real life situations	How can we work out problems on capacity?	Chalkboard charts Oxford mathematics activities learners grade 3 page 128	Observation Written exercise
11	END OF TERM ASSESSMENT AND CLOSING

Published in Grade 3 Schemes of Work Term 2 2023

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Wednesday, 15 February 2023 13:47

Environmental Schemes - Grade 3 Schemes of Work Term 2 2023

Week	Lesson	Strand/Theme	Sub Strand	Specific Learning Outcomes	Key Inquiry Questions	Learning Experience	Learning Resources	Assessment Methods	Reflection
1	1	Social Environment	Harmonious Living in the Community	By the end of the sub strand, the learner should be able to: state what a community is and describe a community state what is a community i.e. schools, markets and hospitals.	What is a community?	Learners to visit a market place, explore the sanitation	Our lives today Grade 3 page 64 schools, markets and hospitals	Oral questions for the pupils Observing
	2	Social Environment	Harmonious Living in the Community	By the end of the sub strand, the learner should be able to: describe ways of keeping the market place clean	What can make the market place dirty?	Learners to visit a market place, explore the Sanitation Learners to observe cleaning activities at a market place from a video clip or photograph	Our lives today Grade 3 page 64 schools, markets and hospitals	Observing what the student researched in the community.
	3	Social Environment	Harmonious Living in the Community	By the end of the sub strand, the learner should be able to: in group of two visit a nearby market place	What can make the market place dirty?	Learners to visit a market place, explore the Sanitation Learners to observe cleaning activities at a market place from a video clip or photograph	Our lives today Grade 3 page 65 schools, markets and hospitals	Observing what the student researched in the community.
	4	Social Environment	Harmonious Living in the Community	By the end of the sub strand, the learner should be able to: Reflect, think and share their experiences on the sanitation situation in the market place	What can make the market place dirty	Learners to visit a market place, explore the Sanitation Learners to observe cleaning activities at a market place from a video clip or photograph	Our lives today Grade 3 page 65 schools, markets and hospitals	Observing what the student researched in the community.
	5	Social Environment	Harmonious Living in the Community	By the end of the sub strand, the learner should be able to: Describe how to clean the market place State things used to clean the market place State ways of cleaning the market place	How do we keep the market place clean	Learners to discuss ways of keeping the market place clean. Learners to discuss the importance of keeping the market clean	Our lives today Grade 3 page 66-67 schools, markets and hospitals	Observing how the pupils are cleaning the class, school and community.
2	1	Social Environment	Harmonious Living in the Community	By the end of the sub strand, the learner should be able to: State things used to: clean the market place State ways of cleaning the market place	How do we keep the market place clean	Learners to discuss ways of keeping the market place clean. Learners to discuss the importance of keeping the market clean	Our lives today Grade 3 page 66-67 schools, markets and hospitals	Observing how the pupils are cleaning the class, school and community.
	2	Social Environment	Sanitation in The community	By the end of the sub strand, the learner should be able to: participate in keeping the market place clean to promote social cohesion	How do we keep the market place clean	Learners to reflect think and share their experiences on the sanitation situation in the market place. Learners to discuss ways of keeping the market place clean	Our lives today Grade 3 page 66-67 schools, markets and hospitals	Observing how the pupils are cleaning the class, school and community.
	3	Social Environment	Sanitation in The community	By the end of the sub strand, the learner should be able to: appreciate a clean market place for good health.	How do we keep the market place clean	Learners to discuss the importance of keeping the market clean Learners to discuss the role their parents or guardians play during a market cleaning days Learners to display posters with persuasive messages during market cleaning days.	Our lives today Grade 3 page 68 schools, markets and hospitals	Observing how the pupils are cleaning the class, school and community.
	4	Social Environment	Keeping safe in the community	By the end of the sub strand, the learner should be able to: Explain who is stranger Identify appropriate ways of responding to strangers in the community	Who is a stranger	Learners to listen actively to a relevant age appropriate case story on responding to strangers	Our lives today Grade 3 page 69 Video clips Pictures	Oral questions on people in the community Observing how the pupils are relating to stranger.
	5	Social Environment	Keeping safe in the community	By the end of the sub strand, the learner should be able to: identify appropriate ways of responding to strangers in the community	What should we do when we meet strangers?	Learners to listen actively to a relevant age appropriate case story on responding to strangers Learners to watch a video clip on how they could respond appropriately to strangers	Our lives today Grade 3 page 70-71 Video clips Pictures	Oral questions on people in the community Observing how the pupils are relating to stranger.
3	1	Social Environment	Keeping safe in the community	By the end of the sub strand, the learner should be able to: respond appropriately to strangers in the community;	What should we do when we meet strangers?	In groups, learners could share and report back their experiences about responding to strangers	Our lives today Grade 3 page 70-71 Video clips Pictures	Oral questions on people in the community Observing how the pupils are relating to stranger.
	2	Social Environment	Responding to strangers	By the end of the sub strand, the learner should be able to: identify appropriate ways of responding to strangers in the community	What should we do when we meet strangers	Learners to listen actively to a relevant age appropriate case story on responding to strangers	Our lives today Grade 3 page 72 Video clips Pictures	Oral questions on people in the community Observing how the pupils are relating to stranger.
	3	Social Environment	Responding to strangers	By the end of the sub strand, the learner should be able to: respond appropriately to strangers in the community	What should we do when we meet strangers	Learners to watch a video clip on how they could respond appropriately to strangers In groups, learners to reflect, share and report back their experiences about responding to strangers	Our lives today Grade 3 page 72 Video clips Pictures	Observing what the pupil do when they meet stranger
	4	Social Environment	Responding to strangers	By the end of the sub strand, the learner should be able to: take personal responsibility in keeping safe to limit risks.	What should we do when we meet strangers	Learners are guided on how to use phone when in danger Learners to simulate ways of responding appropriately to strangers Learners to find out from parents or guardians appropriate ways of responding to strangers	Our lives today Grade 3 page 72 Video clips Pictures	Observing what the pupil do when they meet stranger
	5	Social Environment	Responding to strangers	By the end of the sub strand, the learner should be able to: how to use a phone when in danger	How to use a phone when in danger	Learners to demonstrate how to use a phone when in danger	Our lives today Grade 3 page 72-73 Video clips Pictures	Observing how the pupils using a phone when in danger
4	1	Social Environment	Safe and dangerous places in the community	By the end of the sub strand, the learner should be able to: identify safe places in the community	What are the safe places in the community?	Learners to discuss and identify safe places in the community Learners to discuss and identify dangerous places in the community	Our lives today Grade 3 page 74-75	Checking the answer given by the pupils
	2	Social Environment	Safe and dangerous places in the community	By the end of the sub strand, the learner should be able to: identify dangerous places in the community	What are the safe places in the community?	Learners to discuss and identify dangerous places in the community Learners to do age appropriate community mapping to identify and mark the safe places and dangerous places	Our lives today Grade 3 page 76-77 Video clips Pictures	Oral question on dangerous places in the community
	3	Social Environment	Safe and dangerous places in the community	By the end of the sub strand, the learner should be able to: In group of two identify dangerous places in the community	What are the safe places in the community?	Learners to discuss and identify dangerous places in the community Learners to do age appropriate community mapping to identify and mark the safe places and dangerous places	Our lives today Grade 3 page 76-77 Video clips Pictures	Oral question on dangerous places in the community
	4	Social Environment	Safe and dangerous places in the community	By the end of the sub strand, the learner should be able to: identify dangerous places in the community	What are the safe places in the community?	Learners to discuss and identify dangerous places in the community Learners to do age appropriate community mapping to identify and mark the safe places and dangerous places	Our lives today Grade 3 page 76-77 Video clips Pictures	Oral question on dangerous places in the community
	5	Social Environment	Safe and dangerous places in the community	By the end of the sub strand, the learner should be able to: keep personal safety in the community	How do we keep safe?	Learners to do age appropriate community mapping to identify and mark the safe places and dangerous places	Our lives today Grade 3 page 78-79 Video clips Pictures	Oral question on keep personal safety in the community giving class assessment
5	1	Social Environment	Safe and dangerous places in the community	By the end of the sub strand, the learner should be able to: respond appropriately to security threats in the community	What are the dangerous places in the community?	Learners to recognize indications of dangerous places and situations using the map Learners to respond appropriately to threats against safety	Our lives today Grade 3 page 78-79 Video clips Pictures	Oral question on keep personal safety in the community giving class assessment
	2	Social Environment	Safe and dangerous places in the community	By the end of the sub strand, the learner should be able to: respond appropriately to security threats in the community	What are the dangerous places in the community?	Learners to discuss with their parents or guardians about dangerous places in the community and report back.	Our lives today Grade 3 page 78-79 Video clips Pictures	Observing the list of places that are dangerous
	3	Social Environment	Safe Travel Basic road safety signs	By the end of the sub strand, the learner should be able to: recognize basic road safety signs	How do basic road safety signs enable safe travel?	Learners to observe stimulus materials to recognize basic road safety signs (pedestrian crossing, stop sign, traffic lights)	Our lives today Grade 3 page 82-83 Video clips Pictures Road signs	Checking the list of road sighs the pupils have listed
	4	Social Environment	Basic road safety signs	By the end of the sub strand, the learner should be able to: in group of two take a nature walk and identity the basic road safety signs	How do basic road safety signs enable safe travel?	Learners to observe stimulus materials to recognize basic road safety signs (pedestrian crossing, stop sign, traffic lights)	Our lives today Grade 3 page 82-83 Video clips Pictures Road signs	Observing how the pupil identifying road sign and using the signs
	5	Social Environment	Basic road safety signs	By the end of the sub strand, the learner should be able to: use basic road safety signs appropriately to enable safe travel	How do basic road safety signs enable safe travel?	Learners to visit a nearby road or children’s park for a demonstration on appropriate use of the basic road signs	Our lives today Grade 3 page 82-83 Video clips Pictures Road signs	Observing how the pupil identifying road sign and using the signs
6	1	Social Environment	Basic road safety signs	By the end of the sub strand, the learner should be able to: appreciate the use of basic road safety signs in enabling safe travel	How do basic road safety signs enable safe travel?	Learners to play an educative multimedia game on basic road signs. Learners to ask their parents or guardian to take them on a safety walk around their neighborhood and report back.	Our lives today Grade 3 page 84-85 Video clips Pictures Road signs	Observing how the pupil identifying road sign and using the signs
	2	Social Environment	Environmental and cultural events in the community	By the end of the sub strand, the learner should be able to: state how cultural events promote environmental and social wellbeing in the community	What is the importance of environmental and cultural events?	Learners to use stimulus materials on cultural and environmental events in the community	Our lives today Grade 3 page 89 Video clips Pictures Maasai shukas Shakers	Observing the items made to show cultural events from pupil.
	3	Social Environment	Environmental and cultural events in the community	By the end of the sub strand, the learner should be able to: state how cultural events promote environmental and social wellbeing in the community	What is the importance of environmental and cultural events?	Learners to discuss on environmental and cultural events that promote social wellbeing ( tree planting, cultural festivals )	Our lives today Grade 3 page 89 Maasai shukas Shakers	Observing the items made to show cultural events from pupil.
	4	Social Environment	Environmental and cultural events in the community	By the end of the sub strand, the learner should be able to participate in cultural events that promote	How could we participate in environmental	Learners to discuss on environmental and cultural events that promote social wellbeing (tree planting, cultural festivals) Learners are guided on how they could participate in events that promote environmental and social well being	Our lives today Grade 3 page 90-91 Maasai shukas Shakers	Observing the items made to show cultural events from pupil.
	5	Social Environment	Environmental and cultural events in the community	By the end of the sub strand, the learner should be able to: participate in cultural events that promote environmental and social wellbeing in the community	How could we participate in environmental	Learners to discuss on environmental and cultural events that promote social wellbeing (tree planting, cultural festivals) Learners are guided on how they could participate in events that promote environmental and social well being	Our lives today Grade 3 page 90-91 Maasai shukas Shakers	Observing the items made to show cultural events from pupil.
7	1	Social Environment	Environmental and cultural events in the community	By the end of the sub strand, the learner should be able to develop interest in environmental and cultural events that promote social wellbeing in the community	How could we participate in environmental	Learners to find out from elders, parents or guardians about environmental and cultural events that promote social wellbeing and report back.	Our lives today Grade 3 page 90-91 Maasai shukas Shakers	Observing the items made to show cultural events from pupil.
	2	Social Environment	Environmental and cultural events in the community	By the end of the sub strand, the learner should be able to: develop interest in environmental and cultural events that promote social wellbeing in the community	How could we participate in environmental	Learners to find out from elders, parents or guardians about environmental and cultural events that promote social wellbeing and report back.	Our lives today Grade 3 page 90-91 Maasai shukas Shakers	Observing the items made to show cultural events from pupil.
	3	Social Environment	Enterprise projects	By the end of the sub strand, the learner should be able to: define waste materials Identify ways of using waste responsibly to generate income	How can we make money from waste	Learners to identify ways of using waste to generate income (Collection, sorting, Reducing Reusing, recycling)	Our lives today Grade 3 page 90-91 plastics paper bags	Observing waste materials
	4	Social Environment	Waste management for income generation project at school.	By the end of the sub strand, the learner should be able to: in groups of two Identify ways of using waste responsibly to generate income	How can we make money from waste	Learners to identify ways of using waste to generate income (Collection, sorting, Reducing Reusing, recycling)	Our lives today Grade 3 page 93 Plastics paper bags bottles	Observing waste materials
	5	Social Environment	Waste management for income generation project at school.	By the end of the sub strand, the learner should be able to: determine suitable waste management activity to generate income at school	How to reuse and reducing waste materials?	Learners to observe varied stimulus materials in waste management activities to derive suitable activities for income generation	Our lives today Grade 3 page 94 Plastics paper bags bottles	Observing waste materials pupils get from the school compound
8	1	Social Environment	Waste management for income generation project at school.	By the end of the sub strand, the learner should be able to: determine suitable waste management activity to generate income at school	How to recycle and reducing waste materials	Learners to observe varied stimulus materials in waste management activities to derive suitable activities for income generation	Our lives today Grade 3 page 95 Plastics paper bags bottles	Observing waste materials pupils get from the school compound
	2	Social Environment	Waste management for income generation project at school.	By the end of the sub strand, the learner should be able to: In group of two determine suitable waste management activity to generate income at school	How to recycle and reducing waste materials	Learners to observe varied stimulus materials in waste management activities to derive suitable activities for income generation	Our lives today Grade 3 page 95 Plastics paper bags bottles	Observing how to pupil recycle materials
	3	Social Environment	Waste management for income generation project at school.	By the end of the sub strand, the learner should be able to: participate in waste management activity to generate income at school	What activities could learners undertake to generate income from waste management?	Learners to discuss and identify suitable waste management activity that could be undertaken by the class to generate income (age appropriate activity)	Our lives today Grade 3 page 95 Plastics paper bags bottles	Observing how to pupil recycle materials
	4	Social Environment	Waste management for income generation project at school.	By the end of the sub strand, the learner should be able to: in group of 5 utilize the waste in the community to make money	What activities could learners undertake to generate income from waste management?	Learners to discuss and identify suitable waste management activity that could be undertaken by the class to generate income (age appropriate activity)	Our lives today Grade 3 page 97 Plastics paper bags bottles	Observing how to pupil recycle materials
	5	Social Environment	Waste management for income generation project at school.	By the end of the sub strand, the learner should be able to: in group of 5 utilize the waste in the community to make money	What activities could learners undertake to generate income from waste management?	Learners to discuss and identify suitable waste management activity that could be undertaken by the class to generate income (age appropriate activity)	Our lives today Grade 3 page 97 Plastics	Observing how to pupil recycle materials
9	1	Social Environment	Waste management for income generation project at school.	By the end of the sub strand, the learner should be able to: in group of 5 utilize the waste in the community to make money	What activities could learners undertake to generate income from waste management?	Learners to discuss and identify suitable waste management activity that could be undertaken by the class to generate income (age appropriate activity)	Our lives today Grade 3 page 97 Plastics paper bags bottles	Observing how to pupil recycle materials
	2	Social Environment	Waste management for income generation project at school.	By the end of the sub strand, the learner should be able to: in group of 5 utilize the waste in the community to make money	What activities could learners undertake to generate income from waste management?	Learners to discuss and identify suitable waste management activity that could be undertaken by the class to generate income (age appropriate activity)	Our lives today Grade 3 page 97 Plastics paper bags bottles	Observing how to pupil recycle materials
	3	Social Environment	Caring for Plants	By the end of the sub strand, the learner should be able to: give ways of protecting plants in the community	How could we communicate plant protection messages in the community?	Learners to explore and identify areas where plants have been destroyed in community	Our lives today Grade 3 page 104-105 Sample of plants Video Cut outs	Observing how the pupils care for the plants in the school compound
	4	Social Environment	Caring for Plants	By the end of the sub strand, the learner should be able to: in group of two show ways of protecting plants in the community	How could we communicate plant protection messages in the community?	Learners to explore and identify areas where plants have been destroyed in community	Our lives today Grade 3 page 105-106 Sample of plants Video Cut outs	Observing how the pupils care for the plants in the school compound
	5	Social Environment	Caring for Plants	By the end of the sub strand, the learner should be able to: in group of two show ways of protecting plants in the community	How could we communicate plant protection messages in the community?	Learners to explore and identify areas where plants have been destroyed in community	Our lives today Grade 3 page 105-106 Sample of plants Video Cut outs	Observing how the pupils care for the plants in the school compound
10	1	Social Environment	Ways of protecting plants	By the end of the sub strand, the learner should be able to: Learners to discuss and create plant protection messages.	Ways of protecting plants	Learners to discuss and create plant protection messages. Learners to design plant protection messages using print and electronic media	Our lives today Grade 3 page 107-108 Sample of plants Video Cut outs	Observing the messages created by the pupils.
	2	Social Environment	Ways of protecting plants	By the end of the sub strand, the learner should be able to: in group of two Learners to discuss and create plant protection messages.	Ways of protecting plants	Learners to discuss and create plant protection messages. Learners to design plant protection messages using print and electronic media	Our lives today Grade 3 page 107-108 Sample of plants Video Cut outs	Observing the messages created by the pupils
	3	Social Environment	Messages on plant protection	By the end of the sub strand, the learner should be able to: create persuasive messages on plants protection in the community	Messages on plant protection	Learners to design plant Protection messages using print and electronic media. Learners to display and peer asses the plant protection messages.	Our lives today Grade 3 page 109 Sample of plants Video Cut outs	Observing the messages created by the pupils
	4	Social Environment	Messages on plant protection	By the end of the sub strand, the learner should be able to: In group of two use the phone and create persuasive messages on plants protection in the community	Messages on plant protection	Learners to design plant protection messages using print and electronic media. Learners to display and peer asses the plant protection messages.	Our lives today Grade 3 page 109 Sample of plants Video Cut outs	Observing hoe the pupil on sending message on plant protection
	5	Social Environment	Communicating plant protection messages in the community.	By the end of the sub strand, the learner should be able to: communicate messages that protect plants in the community Appreciate plant protection in the community.	Messages on plant protection	Learners to recite or sing songs on plant protection messages during school assembly. Learners to convey the plant protection messages to the community through print and electronic media.	Our lives today Grade 3 page 110 Sample of plants Video Cut outs	Observing how the pupil on sending message on plant protection
11	END OF TERM ASSESSMEN AND CLOSING

Published in Grade 3 Schemes of Work Term 2 2023

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Wednesday, 15 February 2023 13:46

English Schemes - Grade 3 Schemes of Work Term 2 2023

Week	Lesson	Strand/Theme	Sub Strand/Sub theme	Specific Learning Outcomes	Learning Experience	Key Inquiry Questions	Learning Resources	Assessment	Remarks
1	1	Listening and Speaking	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Pronounce the consonant sounds /gr/ /dr/ correctly. Pronounce the vocabulary related to the theme correctly for effective communication. E.g. Fire fighter Demonstrate the understanding of new words by applying them in contexts, use the vocabulary learnt to communicate confidently in various contexts.	Learners are guided to use the vocabulary correctly through dramatization and role play in the classroom, use of regalia, pictures, verbal or situational contexts and synonyms. Learners listen to the vocabulary used in oral and written sentences and use it in their own sentences and dialogues.	How are these words spelt? (Dress, Green)	Picture and word cards with the consonant blends, word wheels and computing devices that are available. New Progressive Primary English Learners Book/Grade 3 pg. 56-57	Oral questions, Portfolio, Observation
	2	Listening and Speaking Occupation (people and their work)	Language structures and functions Future time (will/shall)	By the end of the sub strand, the learner should be able to: Identify words that express future time/actions for effective oral communication. Enjoy using ‘will’ and ‘shall’ to communicate future time/intentions.	Learners sing a song/rhyme using ‘will’ and ‘shall’, to express future time. Learners listen to story read by the teacher or from computing devices, and respond to questions based on future time.	What will you do when you grow up?	Photos, pictures, charts, audio and video clips. New Progressive Primary English Learners Book/Grade 3 pg. 57	Oral questions, Portfolio, Observation
	3	Reading	Comprehension	By the end of the sub strand, the learner should be able to: Read words with the consonant blends /dr/ /gr/ correctly in preparation to reading the story. Read and retell the story ‘Fire in the estate’ to enhance oral communication. Answer simple oral and written questions relating to the story read. ‘Fire in the estate’	Learners talk about the picture/title before they read a short print or digital text and make predictions. Learners talk about the characters and events in the story in pairs and small groups. Learner answer questions after reading a text by getting clues from the story read.	What do you think will happen in this story?	Newspaper cuttings of simple stories, audio-visual narrations, picture books New Progressive Primary English Learners Book/Grade 3 pg. 59	Oral questions, Portfolio, Observation
2	1	Writing	Guided Writing	By the end of the sub strand, the learner should be able to: Write words from a prompt to demonstrate mastery of vocabulary/complete sentences. Re-arrange sentences to tell a story.	Learners are guided on the five steps of the writing process: planning, drafting, revising editing and writing the final piece. Learners draw the given images. Learners write 4-5 simple short and correct meaningful sentences in response to a prompt.	How do you put off a fire?	Charts, pictures and photographs New Progressive Primary English Learners Book/Grade 3 pg. 60-61	Oral questions, Portfolio, Observation
	2	Listening and Speaking	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Pronounce the sounds /gr/ and /shr/ correctly for effective communication. Pronounce the vocabulary related to the theme correctly for effective communication.	Learners are guided to use the vocabulary correctly through dramatization and role play in the classroom, use of regalia, pictures, verbal or situational contexts and synonyms.	How are these sounds pronounced? /gr/ /shr/	Picture and word cards with the consonant blends, word wheels and computing devices that are available. New Progressive Primary English Learners Book/Grade 3 pg. 62-63	Oral questions, Portfolio, Observation
	3	Listening and Speaking Technology (Using a Computer)	Language structures and functions Future time (will/shall)	By the end of the sub strand, the learner should be able to: Use ’shall’ to talk about what they would want to become in future. Identify words that express future time/actions for effective oral communication, Enjoy using ‘will’ and ‘shall’ to communicate future time/intentions.	Learners ask and answer questions using the future Time.	What will you do when you grow up?	Photos, pictures, charts, audio and video clips. New Progressive Primary English Learners Book/Grade 3 pg. 63	Oral questions, Portfolio, Observation.
3	1	Reading	Connected text and fluency	By the end of the sub strand, the learner should be able to: Read words with the consonant sounds /gr/ and /shr/ correctly in preparation to reading. Read a text of about 200 words ‘Careless Mutema’ transitioning from phrasal to fluent reading. Read at 90 words per minute accurately and fluently with expression.	Learners are guided to read in small groups and pairs Learners interact with different materials such as poems and narratives in both print and digital formats for comprehension. Learners read narratives, stories, poems and dialogues as they pay attention to punctuation marks and vary their voices in terms of pace, pitch and volume.	When should we lower or raise our voice when reading?	Slides and flash cards with phrases, charts with poems, story books, audio recordings of stories to help learners with expression. New Progressive Primary English Learners Book/Grade 3 pg. 64-65	Oral questions, Portfolio, Observation.
	2	Writing	Handwriting	By the end of the sub strand, the learner should be able to: Demonstrate neat and legible handwriting for effective communication. Draw a tablet.	Learners draw and label objects. Learners copy sentences. Learners write simple words as teacher or peer dictates.	How do you take care of your tablet?	Flash cards, letter cards, charts and digital flash cards. New Progressive Primary English Learners Book/Grade 3 pg. 65	Oral questions, Portfolio, Observation
	3	Listening and Speaking	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Recognise new words used in the theme to acquire a range of vocabulary. E.g. Keyboard, Laptop Screen. Pronounce the consonant blends /dw/ and /tw/ and words with the blends correctly and accurately. Demonstrate the understanding of new words by applying them in relevant contexts, use the vocabulary learnt to communicate confidently in various contexts.	Learners practice pronunciation of the vocabulary and talk about activities related to the theme using the new words. Learners interact with audio material to listen to the correct pronunciation of the vocabulary.	How are these words pronounced? Twenty.	Picture and word cards with the consonant blends, word wheels and computing devices that are available. New Progressive Primary English Learners Book/Grade 3 pg. 66-67	Oral questions, Portfolio, Observation.
4	1	Listening and Speaking Technology (Using a computer)	Language Structures and functions. Future time (will/shall)	By the end of the sub strand, the learner should be able to: Use ‘will’/’shall’ to talk about what they would want to become in future, Identify words that express future time/actions for effective oral communication, Enjoy using ‘will’ and ‘shall’ to communicate future time/intentions.	Learners listen to story read by the teacher or from computing devices, and respond to questions based on future time. Learners ask and answer questions using the future Time. Learners talk about what they plan to do after school that day or the following day to express the future Tense.	What will you do when you get at home?	Photos, pictures, charts, audio and video clips. New Progressive Primary English Learners Book/Grade 3 pg. 67-68	Oral questions, Portfolio, Observation.
	2	Reading	Comprehension	By the end of the sub strand, the learner should be able to: Make predictions based on the pictures and titles and anticipate possible outcomes. b) Read words and sentences with the consonant blends /dw/ /tw/ correctly in preparation to reading ‘Mose and the laptop’ narrative. Answer simple direct and indirect questions based on the text ‘Mose and the laptop.’	Learners talk about the picture/title before they read a short print or digital text and make predictions. Learners practice reading a short text and retell a story, poem or conversation according to their understanding. Learner answer questions after reading a text by getting clues from the story read.	What have you learnt from the story?	Newspaper cuttings of simple stories, audio-visual narrations, picture books New Progressive Primary English Learners Book/Grade 3 pg. 68-70	Oral questions, Portfolio, Observation.
	3	Writing	Guided Writing	By the end of the sub strand, the learner should be able to: Recognize the correct form and meaning of the words to be used in filling in gaps. Use full stops, capital and small letters, question marks and exclamation marks correctly. Write correct meaningful words, phrases and sentences from the given pictures.	Learners fill in gaps correctly and sensibly. Learners write phrases in response to a picture prompt appropriately. Learners write 3-4 simple short and correct meaningful sentences in response to a Prompt.	What do you use a computer/table t to do?	Charts, pictures and photographs New Progressive Primary English Learners Book/Grade 3 pg. 71	Oral questions, portfolio, observation.
5	1	Listening and Speaking	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Pronounce and read words with the consonant blends /nk/ and /sq/ correctly. Pronounce the vocabulary related to the theme correctly for effective communication. Demonstrate the understanding of new words by applying them in relevant contexts, use the vocabulary learnt to communicate confidently in various contexts.	Learners are guided to use the vocabulary correctly through dramatization and role play in the classroom, use of regalia, pictures, verbal or situational contexts and synonyms. Learners access meaning of vocabulary from pictorial dictionaries and practice them in sentences individually, in pairs and/ or groups.	How is this word pronounced? Squirrel.	Picture and word cards with the consonant blends, word wheels and computing devices that are available. New Progressive Primary English Learners Book/Grade 3 pg. 72-73	Oral questions, portfolio, observation.
	2	Listening and Speaking Safety	Language structure and functions Opposites	By the end of the sub strand, the learner should be able to: Use opposites of higher level difficulty to construct simple sentences about safety at home, school and the environment. Enjoy conversations using opposites in communicating ideas.	Learners use the opposites of a broad range of words (e.g. present/absent, left /right, top/ bottom, back/front, outside /inside)	What is the opposite of this word? Top	Regalia, pictures, flash cards, photos New Progressive Primary English Learners Book/Grade 3 pg. 73	Oral questions, portfolio, observation
	3	Reading	Comprehension	By the end of the sub strand, the learner should be able to: Read words with the consonant blends /nk/ sq/ in preparation to reading. Read and retell the story ‘Muna and the toy car’ to enhance oral communication. Answer simple direct and indirect questions based on the text.	Learners talk about the picture/title before they read a short print or digital text and make predictions. Learners practice reading a short text and retell a story, poem or conversation according to their understanding. Learner answer questions after reading a text by getting clues from the story read.	What are the children in the picture doing?	Newspaper cuttings of simple stories, audio-visual narrations, picture books New Progressive Primary English Learners Book/Grade 3 pg. 74-75	Oral questions, portfolio, observation.
6	1	Writing	Guided Writing	By the end of the sub strand, the learner should be able to: Write down sentences about the doctor who treated them. Appreciate the importance of writing correct meaningful words, phrases and sentences.	Learners are guided on the five steps of the writing process: planning, drafting, revising editing and writing the final piece. Learners write a short paragraph on the topic a visit to the dentist following the five steps of writing.	Have you ever gone to a doctor for treatment?	Charts, pictures and photographs New Progressive Primary English Learners Book/Grade 3 pg. 75	Oral questions, portfolio, observation.
	2	Listening and Speaking	Attentive Listening	By the end of the sub strand, the learner should be able to: Listen attentively during a conversation. Talk about the picture given. Appreciate the importance of listening attentively for effective communication.	Learners practice in small groups and pairs to allow others to speak without interrupting. Learners demonstrate and interpret facial expressions and gestures as seen from posters, pictures, demonstration, and role play. Learners take turns during group and pair work.	What can we tell from people’s faces and hand movements as they talk?	Pictures, photos, audio visual illustrations of attentive listening. New Progressive Primary English Learners Book/Grade 3 pg. 76-77	Oral questions, portfolio, observation
	3	Listening and Speaking Safety	Language structure and functions Opposites	By the end of the sub strand, the learner should be able to: identify the opposite of a group of words for effective oral communication. Enjoy conversations using opposites in communicating ideas.	In pairs and groups learners construct oral and written sentences using the opposites of familiar and unfamiliar words. Learner listens to story read by the teacher or from computing devices and respond to questions based on the theme and opposites.	Where does the sun rise/ set?	Regalia, pictures, flash cards, photos New Progressive Primary English Learners Book/Grade 3 pg. 77-78	Oral questions, portfolio, observation
7	1	Reading	Word Reading	By the end of the sub strand, the learner should be able to: Read more and longer words without letter- sound correspondence for effective communication. Read more and longer grade level vocabulary without letter sound correspondence in an appropriate text. Enjoy reading grade level vocabulary for effective reading.	Learners recognise and read longer words as modeled by the teacher in group, pairs and individually through look and say, exposure and other word- attack skills. Learners play word ladder game by putting words on top of one another as they pronounce them.	How do you read words you have not seen before?	Newspapers, word wheels, word slides, flash cards, New Progressive Primary English Learners Book/Grade 3 pg. 78-81	Oral questions, portfolio, observation.
	2	Writing	Guided Writing	By the end of the sub strand, the learner should be able to: Recognise the correct form and meaning of the words to be used in filling in gaps. Study pictures and write correct sentences describing the pictures.	Learners filling in gaps correctly and sensibly. Learners write phrases in response to a picture prompt appropriately.	How do you get water from the river?	Charts, pictures and photographs New Progressive Primary English Learners Book/Grade 3 pg. 81	Oral questions, portfolio, observation
	3	Listening and Speaking	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Pronounce the consonant blend /lt/ /rd/ correctly and accurately Recognise new words used in the theme to acquire a range of vocabulary. Pronounce the vocabulary related to the theme correctly for effective communication.	Learners interact with audio material to listen to the correct pronunciation of the vocabulary. Learners access meaning of vocabulary from pictorial dictionaries and practice them in sentences individually, in pairs and/ or groups. Learners practice pronunciation of the vocabulary and talk about activities related to the theme using the new words.	How are these words pronounced? Leather.	Picture and word cards with the consonant blends, word wheels and computing devices that are available New Progressive Primary English Learners Book/Grade 3 pg. 82-83	Oral questions, portfolio, observation
8	1	Listening and Speaking Wild animals (A visit to the park)	Language structure and functions Prepositions Next to, around, near, by, beside.	By the end of the sub strand, the learner should be able to: Use prepositions to talk about the position and location of objects, people, animals and places around the park. Appreciate use of prepositions to describe the different positions and locations of people, animals, places and things for effective oral communication.	Learners work in groups to identify various positions of objects involving the prepositions learnt. Learners listen to a song and talk about the position and location of objects, animals, people and places. In pairs, learners construct sentences orally using prepositions.	Where is Mary seated?	Regalia, flash cards, pictures and photos showing positions. New Progressive Primary English Learners Book/Grade 3 pg. 83	Oral questions, portfolio, observation
	2	Reading	Comprehension	By the end of the sub strand, the learner should be able to: Make predictions based on the pictures and titles and anticipate possible outcomes. Read and retell the story ‘A visit from an Elephant’ to enhance oral communication. Appreciate the importance of connecting personal experiences with what happens in the story.	Learners talk about the picture/title before they read a short print or digital text and make predictions. Learners practice reading a short text and retell a story, poem or conversation according to their understanding. Learner answer questions after reading a text by getting clues from the story read.	Have you ever seen an elephant?	Newspaper cuttings of simple stories, audio-visual narrations, picture books New Progressive Primary English Learners Book/Grade 3 pg. 84-85	Oral questions, portfolio, observation
	3	Writing	Spelling	By the end of the sub strand, the learner should be able to: Spell and write words correctly for effective communication, Appreciate the importance of writing words clearly, legibly and correctly for different purposes	In groups, learners form correct words from long words. Learners write short sentences in exercise book or computer as the teacher dictates.	How do you spell the words? Elephant Giraffe.	Charts, posters, multimedia word lists, flash cards New Progressive Primary English Learners Book/Grade 3 pg. 85	Oral questions, portfolio, observation
9	1	Listening and Speaking	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Pronounce the consonant blend /lk/ /lf/ correctly and accurately Recognise new words used in the theme to acquire a range of vocabulary. Pronounce the vocabulary related to the theme correctly for effective communication.	Learners practice pronunciation of the vocabulary and talk about activities related to the theme using the new words. Learners listen to the vocabulary used in oral and written sentences and use it in their own sentences and dialogues.	How do you pronounce the word shrub?	Picture and word cards with the consonant blends, word wheels and computing devices that are available. New Progressive Primary English Learners Book/Grade 3 pg. 86-87	Oral questions, portfolio, observation
	2	Listening and Speaking	Language structure and functions Prepositions Over, though, across, to and at.	By the end of the sub strand, the learner should be able to: Use prepositions to talk about the position and location of objects, people, animals and places around the park, Identify the correct use of prepositions in oral conversations. Appreciate use of prepositions to describe the different positions and locations of people, animals, places and things for effective oral communication.	Learners work in groups to identify various positions of objects involving the prepositions learnt. Learners describe the locations of things in their homes using the prepositions they have learnt. Learners look at some pictures that have been displayed and construct sentences using prepositions	Where is the moon?	Regalia, flash cards, pictures and photos showing positions. New Progressive Primary English Learners Book/Grade 3 pg. 87-88	Oral questions, portfolio, observation
	3	Reading	Word Reading	By the end of the sub strand, the learner should be able to: Read more and longer words without letter- sound correspondence for effective communication. Read more and longer grade level vocabulary without letter sound correspondence in an appropriate text. c) Read the comprehension passage ‘A flamingo is not a hen’ for accurately for enjoyment.	Learners recognise and read longer words as modeled by the teacher in group, pairs and individually through look and say, exposure and other word- attack skills. Learners play word ladder game by putting words on top of one another as they pronounce them. Learners read words on print or digital format to get correct pronunciation as the teacher models.	How many words can you make from a longer word? e.g. Elephant	Newspapers, word wheels, word slides, flash cards, videos, tablets, multimedia word lists, tablets, charts. New Progressive Primary English Learners Book/Grade 3 pg. 89-90	Oral questions, portfolio, observation
10	1	Writing	Guided Writing	By the end of the sub strand, the learner should be able to: Study the picture given and write correct sentences to describe it. Appreciate the importance of writing correct meaningful words, phrases and sentences.	Learners write phrases in response to a picture prompt appropriately. Learners write meaningful sentences in pairs from simple substitution table. Learners write 3-4 simple short and correct meaningful sentences in response to a prompt. Learners write a paragraph of up to three simple sentences on a familiar topic.	How do you get water from the river?	Charts, pictures and photographs New Progressive Primary English Learners Book/Grade 3 pg. 91	Oral questions, portfolio, observation
	2	Listening and Speaking	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to: Pronounce the consonant blend /mp/ /lm/ correctly and accurately. Recognise new words used in the theme to acquire a range of vocabulary. Pronounce the vocabulary related to the theme correctly for effective communication.	Learners listen to the vocabulary used in oral and written sentences and use it in their own sentences and dialogues. Learners pronounce words with the consonant blends /mp/ and /lm/	How do you pronounce the word Lamp?	Picture and word cards with the consonant blends, word wheels and computing devices that are available. New Progressive Primary English Learners Book/Grade 3 pg. 92-93	Oral questions, portfolio, observation
	3	Reading	Comprehension	By the end of the sub strand, the learner should be able to: Read words with the consonant blends /mp/ /lm/ in preparation to reading. Read and retell the story ‘Left in the library’ poem or conversation to enhance oral communication. Answer simple direct and indirect questions based on a text of about 200 words.	Learners talk about the picture/title before they read a short print or digital text and make predictions. Learners practice reading the text ‘Left in the Library’ and retell the story, conversation according to their understanding.	What do you think will happen in this story?	Newspaper cuttings of simple stories, audio-visual narrations, picture books New Progressive Primary English Learners Book/Grade 3 pg. 94-95	Oral questions, portfolio, observation
11	END OF TERM ASSESSMENT AND CLOSING

Published in Grade 3 Schemes of Work Term 2 2023

Tagged under

Wednesday, 15 February 2023 13:46

IRE Schemes - Grade 3 Schemes of Work Term 2 2023

Week	Lesson	Strand	Sub Strand	Specific Learning Outcome	Learning Experiences	Key Inquiry Questions	Learning Resources	Assessment	Remarks
1	1	Hadith	Hadith on: Honesty	By the end of the sub strand the learner should be able to: Read the selected Hadith correctly	Learners are guided to read the selected Hadith, ‘Speak the truth even if it is bitter’ Learners listen to a story on the virtue of honesty	What is honesty?	KLB Visionary IRE Activities Grade 3 pg. 43-47 charts	oral question and observation, portfolio
	2	Hadith	Hadith on: Honesty	By the end of the sub strand the learner should be able to: Apply the teachings of the Hadith in nurturing piety	Learners are guided through problems on issues related to honesty and provide solutions to the problems. Organize learners in class, groups, or pairs, to discuss the importance of honesty	When do you Practice honesty?	KLB Visionary IRE Activities Grade 43-47 charts	oral question and observation, portfolio
	3	Hadith	Hadith on: Honesty	By the end of the sub strand the learner should be able to: Appreciate the teachings of the Hadith to inculcate the virtue.	Learners read hadith on honesty displayed /written on the board for practice Learners to sing qaswida (songs) on honesty Learners to tell a story on honesty.	What would you do when you collect your friend’s pen in class?	KLB Visionary IRE Activities Grade 3 43-47 charts	oral question and observation, portfolio
2	1	Hadith	Hadith on: Respect	By the end of the sub strand the learner should be able to: Recite the selected hadith correctly	Learners in class, groups, pairs, or individuals, recite Hadith on respect ‘He is not among us he who does not show mercy to our young ones and does not respect the elders	What is respect? How do you show respect to parents	KLB Visionary IRE Activities Grade pg 48-55 charts	oral question and observation, portfolio
	2	Hadith	Hadith on: Respect	By the end of the sub strand the learner should be able to: Outline ways of showing respect to the elders as per the teachings of the Hadith	Organize learners in class, groups, or pairs, to give situations when they accord respect to elders. Learners read repeatedly the hadith on respect displayed /written on the board for memorization	What is respect? How do you show respect to parents	KLB Visionary IRE Activities Grade 3 pg 48-55 charts	oral question and observation, portfolio
	3	Hadith	Hadith on: Respect	By the end of the sub strand the learner should be able to: Appreciate the importance of the virtue of respect as a way of abiding by the teachings of Hadith of the Prophet (S.A.W)	Learners listen to stories about the consequences of disobeying elders	What will happen if you fail to obey your elders?	KLB Visionary IRE Activities Grade 3 pg. 48-55 charts	oral question and observation, portfolio
3	1	Hadith	Hadith on: responsibility	By the end of the sub strand the learner should be able to: Recite the selected Hadith correctly	Learners in groups, pairs, or individuals, recite the Hadith on responsibility “Every one of you is a shepherded and is responsible for his flock” Learners listen to a story about the virtue of responsibility.	What is responsibility? How can you be responsible in school?	KLB Visionary IRE Activities Grade 3 pg. 56-64 charts	oral question and observation, portfolio
	2	Hadith	Hadith on: responsibility	By the end of the sub strand the learner should be able to: Identify responsible ways of taking care of the facilities in school.	Organize learners in class, groups, or pairs, to discuss the importance of being responsible Learners read the hadith on responsibility displayed /written on the board for practice	What is responsibility? How can you be responsible in school?	KLB Visionary IRE Activities Grade 3 pg. 56-64 charts	oral question and observation, portfolio
	3	Hadith	Hadith on: responsibility	By the end of the sub strand the learner should be able to: Appreciate the teachings of the selected Hadith in nurturing a responsible person	Learners read the hadith on responsibility displayed /written on the board for practice. Learners listen to a talk on responsibility given by a resource person such as an Imam	Why should you be responsible?	KLB Visionary IRE Activities Grade 3 pg. 56-64 Charts, mart, video, photographs.	oral question and observation, portfolio
4	1	Devotional Acts	Pillars of Islam	By the end of the sub strand the learner should be able to: Name the five daily prayers performed by Muslims as a pillar of Islam.	Learners name the five pillars of Islam. Learners are guided in naming the five daily prayers. Learners watch a video of a congregational prayer	Why do we pray? How many times do you pray in a day?	KLB Visionary IRE Activities Grade 3 pg. 66-76 Charts, mart, video, photographs.	oral question and observation, portfolio
	2	Devotional Acts	Pillars of Islam	By the end of the sub strand the learner should be able to: Demonstrate the correct postures for validity of Swalah	Learners are shown photographs of the postures of Swala, (qiyam,rukuu, itdal,sujud and jalsa) Learners match, draw or color different types of clothes worn by male and female during the prayers	Which are the postures of Swalah?	KLB Visionary IRE Activities Grade 3 pg. 66-76 Charts, mart, video, photographs.	oral question and observation, portfolio
	3	Devotional Acts	Pillars of Islam	By the end of the sub strand the learner should be able to: Demonstrate the correct postures for validity of Swalah	Learners are shown photographs of the postures of Swala, (qiyam,rukuu, itdal,sujud and jalsa) Learners match, draw or color different types of clothes worn by male and female during the prayers	Which are the postures of Swalah?	KLB Visionary IRE Activities Grade 3 pg. 66-76 charts, mart, video, photographs.	oral question and observation, portfolio
5	1	Devotional Acts	Pillars of Islam	By the end of the sub strand the learner should be able to: Demonstrate the correct postures for validity of Swalah	Learners are shown photographs of the postures of Swala, (qiyam,rukuu, itdal,sujud and jalsa) Learners match, draw or color different types of clothes worn by male and female during the prayers	Which are the postures of Swalah?	KLB Visionary IRE Activities Grade 3 pg. 66-76 Charts, mart, video, photographs.	oral question and observation, portfolio
	2	Devotional Acts	Pillars of Islam	By the end of the sub strand the learner should be able to: Appreciate swalah as a form of thanking Allah	Learners role play the different postures of Swalah. Visit a Masjid to observe people praying.	How do you dress when you go for prayers?	KLB Visionary IRE Activities Grade 3 pg. 66-76 Charts, mart, video, photographs.	oral question and observation, portfolio
	3	Devotional Acts	Pillars of Islam	By the end of the sub strand the learner should be able to: Appreciate swalah as a form of thanking Allah	Learners role play the different postures of Swalah. Visit a Masjid to observe people praying.	How do you dress when you go for prayers?	KLB Visionary IRE Activities Grade 3 pg. 66-76 charts, mart, video, photographs.	oral question and observation, portfolio
6	1	Moral Teachings	Islamic Etiquettes Masjid	By the end of the sub strand the learner should be able to: State the manners of entering and leaving the mosque as a sign of respect for the Masjid	Learners are guided on the importance of a mosque in the life of a Muslim. Learners watch a video of the different parts of the mosque; mihrab mimbar, praying hall, dome	What is a Masjid? How do you enter and leave the Masjid?	KLB Visionary IRE Activities Grade 3 pg 77-82 Masjid, pictures, Audio visual materials	oral question and observation, portfolio
	2	Moral Teachings	Islamic Etiquettes Masjid	By the end of the sub strand the learner should be able to: Use appropriate manners and dua (supplication)when entering and leaving the Masjid to receive blessings from Alla	Learners are guided on manners of entering and leaving the Masjid, (reciting the dua for entering the mosque (Allahumma ftah ly abwaba rahmatik), entering on your right foot first,	Which dua do you recite when entering and leaving the Masjid?	KLB Visionary IRE Activities Grade 3 pg. 77-82 Masjid, pictures, Audio visual materials	oral question and observation, portfolio
	3	Moral Teachings	Islamic Etiquettes Masjid	By the end of the sub strand the learner should be able to: Use appropriate manners and dua (supplication)when entering and leaving the Masjid to receive blessings from Alla	Observe silence while in the mosque, leave the mosque on your left foot first, recite the dua for leaving the mosque, ( Allahumma inna nas aluka min fadhlik).	Which dua do you recite when entering and leaving the Masjid?	KLB Visionary IRE Activities Grade 3 pg. 77-82 Masjid, pictures, Audio visual materials	oral question and observation, portfolio
7	1	Moral Teachings	Islamic Etiquette Masjid s	By the end of the sub strand the learner should be able to: Appreciate the use of appropriate Islamic manners and dua when entering and leaving the masjid as an act of ibadah	Organise the learners pairs, small groups or as individuals to practise Islamic manners of entering and leaving the Masjid through role play Learners recite dua for entering and leaving the Masjid in pairs or groups Learners to visit a Masjid for practice	What do you do while in the Masjid?	KLB Visionary IRE Activities Grade 3 pg. 77-82 Masjid, pictures, Audio visual materials	oral question and observation, portfolio
	2	Moral Teachings	Islamic Etiquette Masjid s	By the end of the sub strand the learner should be able to: Appreciate the use of appropriate Islamic manners and dua when entering and leaving the masjid as an act of ibadah	Organize the learners pairs, small groups or as individuals to practice Islamic manners of entering and leaving the Masjid through role play Learners recite dua for entering and leaving the Masjid in pairs or groups Learners to visit a Masjid for practice	What do you do while in the Masjid?	KLB Visionary IRE Activities Grade 3 pg. 77-82 Masjid, pictures, Audio visual materials	oral question and observation, portfolio
	3	Moral Teachings	Sneezing	By the end of the sub strand the learner should be able to: Name the manners to be observed by Muslims in the event one sneezes	Learners are guided to recite the Dua said when someone sneezes, “Alhamdulillah”	What do you do when sneezing	KLB Visionary IRE Activities Grade 3 pg. 87-89	oral question and observation, portfolio
8	1	Moral Teachings	Sneezing	By the end of the sub strand the learner should be able to: Apply the manners of sneezing in day to day life to promote good personal hygiene.	Learners in groups or as a class are guided on how to respond to the Dua for sneezing, (Yarhamukallah)”	What do you do when sneezing	KLB Visionary IRE Activities Grade 3 pg. 87-89
	2	Moral	Sneezing	By the end of the sub strand the learner should be able to: Recite the appropriate dua related to sneezing as per the teachings of the prophet (SAW).	Learners are guided on what to say after the second Dua for sneezing, “ yahdikumullah wa Yuslih balakum	What do you say after sneezing	KLB Visionary IRE Activities Grade 3 pg. 87-89 ICT, charts, Flashcards.	oral question and observation, portfolio
	3	Moral teachings	Sneezing	By the end of the sub strand the learner should be able to: Appreciate the virtue of praying for one another to seek Allah’s mercy	Learners role play the manners of sneezing	What do you say when someone sneezes?	KLB Visionary IRE Activities Grade 3 pg. 87-89 ICT, charts, Flashcards.	oral question and observation, portfolio
9	1	Moral Teachings	Islamic phrases	By the end of the sub strand the learner should be able to: Read the selected Islamic phrases correctly to build reliance on Allah	Learners are organized in pairs, small groups and as a class, to recite the selected Islamic phrases, (Hasbunallah wa ni’imal wakil) (La haula wa La Quwwata	When do you say Hasbunallah wa ni’imal wakil quwwata illa Billah?	KLB Visionary IRE Activities Grade 3 ICT, charts, Flashcards.	oral question and observation, portfolio
	2	Moral Teachings	Islamic phrases	By the end of the sub strand the learner should be able to: Given the circumstances under which the selected Islamic phrases are said. Appreciate the use of the selected Islamic phrases in their day to day experiences	Learners are guided to give the situations when it’s appropriate to use the selected Islamic phrases	When do you say Hasbunallah wa ni’imal wakil quwwata illa Billah?	KLB Visionary IRE Activities Grade 3 pg 87-89 ICT, charts, Flashcards.	oral question and observation, portfolio
10-11	END OF TERM ASSESSMENT AND CLOSING

Published in Grade 3 Schemes of Work Term 2 2023

Tagged under

Wednesday, 15 February 2023 13:46

CRE Schemes - Grade 3 Schemes of Work Term 2 2023

Week	Lesson	Strand	Sub-Strand	Specific Learning Outcomes	Key Inquiry Questions	Learning Experience	Learning Resources	Assessment Methods	Reflection
1	1	The Early Life of Jesus Christ	Wise men guided by the Star	By the end of the Sub strand, the learner should be able to: identify the star that guided the wise men	Who were the wise men?	Learners to read Matt 2:1-2 Learners to role play, “wise men guided by the star’’ Learners to draw stars and color them Learners to watch a video clip on the wise men from the East Learners to sing a song about the stars	Oxford Growing in Christ page 46-48 Bible Pictures	Oral questions, portfolios, observation, written quizzes, question and answer, reciting, checklists, drawing, filling in blank spaces ,puzzles
	2	The Early Life of Jesus Christ	Wise men guided by the Star	By the end of the Sub strand, the learner should be able to: identify the star that guided the wise men	Who were the wise men	Learners to read Matt 2:1-2 Learners to role play, “wise men guided by the star’ Learners to draw stars and color them Learners to watch a video clip on the wise men from the East Learners to sing a song about the stars	Oxford Growing in Christ page 46-48 Bible Pictures	Oral questions, portfolios, observation, written quizzes, question and answer, reciting, checklists, drawing, filling in blank spaces ,puzzles
	3	The Early Life of Jesus Christ	Wise men guided by the Star	By the end of the Sub strand, the learner should be able to: Explain desire to be led by God in their daily lives	What guided the wise men?	Learners to read Matt 2:1-2 Learners to role play, “wise men guided by the star’ Learners to draw stars and color them Learners to watch a video clip on the wise men from the East Learners to sing a song about the stars	Oxford Growing in Christ page 46-48 Bible Pictures	Oral questions, portfolios, observation, written quizzes, question and answer, reciting, checklists, drawing, filling in blank spaces ,puzzles
2	1	The early life of Jesus Christ	Home town of Jesus Christ	By the end of the Sub strand, the learner should be able to: name the home town of Jesus Christ and their own home towns to promote a sense of belonging	Where do you come from?	Learners to mention where they come from Learners to say what they like about their home town Learners to name the town where Jesus grew up Luke 2: 39-40 Learners to compose a poem about the home town of Jesus	Oxford Growing in Christ page 49-50 Bible Pictures Sing songs, compose poems about their family, story telling	Oral questions, portfolios, observation, written quizzes, question and answer, listening, reciting, checklists, drawing, filling in blank spaces ,puzzles
	2	The early life of Jesus Christ	Home town of Jesus Christ	By the end of the Sub strand, the learner should be able to: name the home town of Jesus Christ and their own home towns to promote a sense of belonging	Where did Jesus grow up?	Learners to mention where they come from Learners to say what they like about their home town Learners to name the town where Jesus grew up Luke 2: 39-40 Learners to compose a poem about the home town of Jesus	Oxford Growing in Christ page 49-50 Bible Pictures Sing songs, compose poems about their family, story telling	Oral questions, portfolios, observation, written quizzes, question and answer, listening, reciting, checklists, drawing, filling in blank spaces ,puzzles
	3	The life of Jesus Christ	The good Samaritan	By the end of the Sub strand, the learner should be able to: narrate the story of the good Samaritan	Who was the Good Samaritan? What did he do?	Learners to read Luke 10:30-37 Learners to watch a video on the story of the good Samaritan Learners to list qualities of the good Samaritan	Oxford Growing in Christ page 51-53 Bible Pictures	Oral questions, portfolios, observation, written quizzes, questions and answers, reciting, checklists, drawing, filling in blank spaces ,puzzles
3	1	The life of Jesus Christ	The good Samaritan	By the end of the Sub strand, the learner should be able to: narrate the story of the good Samaritan and relate it to their daily lives	Who was the Good Samaritan? What did he do?	Learners to read Luke 10:30-37 Learners to watch a video on the story of the good Samaritan Learners to list qualities of the good Samaritan	Oxford Growing in Christ page 51-53 Bible Pictures	Oral questions, portfolios, observation, written quizzes, questions and answers, reciting checklists, drawing, filling in blank spaces ,puzzles
	2	The life of Jesus Christ	The good Samaritan	By the end of the Sub strand, the learner should be able to: Explain how to help people in need	What did he do? In which ways can you be a good Neighbor?	Learners to read Luke 10:30-37 Learners to watch a video on the story of the good Samaritan Learners to list qualities of the good Samaritan	Oxford Growing in Christ page 51-53 Bible Pictures	Oral questions, portfolios, written quizzes, questions and answers, reciting, checklists, filling in blank spaces ,puzzles
	3	The life of Jesus Christ	The good Samaritan	By the end of the Sub strand, the learner should be able to: Explain how to help people in need	What did he do?	Learners to read Luke 10:30-37 Learners to watch a video on the story of the good Samaritan Learners to list qualities of the good Samaritan	Oxford Growing in Christ page 51-53 Bible Pictures	Oral questions, portfolios, written quizzes, questions and answers, reciting, checklists, filling in blank spaces ,puzzles
4	1	The life of Jesus Christ	The good Samaritan	By the end of the Sub strand, the learner should be able to: appreciate the acts of the good Samaritan by being kind to people in need	In which ways can you be a good neighbor?	Learners to read Luke 10:30-37 Learners to watch a video on the story of the good Samaritan Learners to list qualities of the good Samaritan	Oxford Growing in Christ page 51-53 Bible Pictures	Oral questions, portfolios, written quizzes, questions and answers, reciting, checklists, filling in blank spaces ,puzzles
	2	The life of Jesus Christ	The good Samaritan	By the end of the Sub strand, the learner should be able to: appreciate the acts of the good Samaritan by being kind to people in need	In which ways can you be a good neighbor?	Learners to read Luke 10:30-37 Learners to watch a video on the story of the good Samaritan Learners to list qualities of the good Samaritan	Oxford Growing in Christ page 51-53 Bible Pictures	Oral questions, portfolios, written quizzes, questions and answers, reciting, checklists, filling in blank spaces ,puzzles
	3	The life of Jesus Christ	The little boy with five loaves and two fish	By the end of the Sub strand, the learner should be able to: explain the miracle of the five loaves and two fish	Where did Jesus Christ get food to feed the people?	Learners to read John 6:1-14 Learners to watch a video of the little boy with five loaves and two fish Learners to narrate the story of the little boy with five loaves and two fish In groups learners to draw the two fish and five loaves of bread	Oxford Growing in Christ page 54-55 Bible Pictures	Oral questions, portfolios, written quizzes, questions and answers, reciting, checklists, filling in blank spaces ,puzzles
5	1	The life of Jesus Christ	The little boy with five loaves and two fish	By the end of the Sub strand, the learner should be able to: explain the miracle of the five loaves and two fish	Where did Jesus Christ get food to feed the people?	Learners to read John 6:1-14 Learners to watch a video of the little boy with five loaves and two fish Learners to narrate the story of the little boy with five loaves and two fish In groups learners to draw the two fish and five loaves of bread	Oxford Growing in Christ page 54-55 Bible Pictures	Oral questions, portfolios, written quizzes, questions and answers, reciting, checklists, filling in blank spaces ,puzzles
5	2	The life of Jesus Christ	The little boy with five loaves and two fish	By the end of the Sub strand, the learner should be able to Explain how to practice kindness to others	Where did Jesus Christ get food to feed the people?	Learners to read John 6:1-14 Learners to watch a video of the little boy with five loaves and two fish Learners to narrate the story of the little boy with five loaves and two fish In groups learners to draw the two fish and five loaves of bread	Oxford Growing in Christ page 54-55 Bible Pictures	Oral questions, portfolios, written quizzes, questions and answers, reciting, checklists, filling in blank spaces ,puzzles
	3	The life of Jesus Christ	The little boy with five loaves and two fish	By the end of the Sub strand, the learner should be able to state the number of baskets that remained after feeding the people	How many Baskets remained after feeding the people?	In groups learners to draw the two fish and five loaves of bread Learners to role play the miracle Learners to sing a song about the five loaves and two fish	Oxford Growing in Christ page 54-55 Bible Pictures	Oral questions, portfolios, written quizzes, questions and answers, reciting, checklists, filling in blank spaces ,puzzles
6	1	The life of Jesus Christ	The little boy with five loaves and two fish	By the end of the Sub strand, the learner should be able to state the number of baskets that remained after feeding the people and relate it to keeping the environment clean	How many baskets remained after feeding the people?	In groups learners to draw the two fish and five loaves of bread Learners to role play the miracle Learners to sing a song about the five loaves and two fish	Oxford Growing in Christ page 54-55 Bible Pictures	Oral questions, portfolios, written quizzes, questions and answers, reciting, checklists, filling in blank spaces ,puzzles
	2	The life of Jesus Christ	The little boy with five loaves and two fish	By the end of the Sub strand, the learner should be able to state the number of baskets that remained after feeding the people and relate it to keeping the environment clean	How many baskets remained after feeding the people?	In groups learners to draw the two fish and five loaves of bread Learners to role play the miracle Learners to sing a song about the five loaves and two fish	Oxford Growing in Christ page 54-55 Bible Pictures	Oral questions, portfolios, written quizzes, questions and answers, reciting, checklists, filling in blank spaces ,puzzles
	3	The life of Jesus Christ	The little boy with five loaves and two fish	By the end of the Sub strand, the learner should be able to appreciate the miracle of the five loaves and two fish by sharing with others	How many baskets remained after feeding the people?	In groups learners to draw the two fish and five loaves of bread Learners to role play the miracle Learners to sing a song about the five loaves and two fish	Oxford Growing in Christ page 56 Bible Pictures	Oral questions, portfolios, written quizzes, questions and answers, reciting, checklists, filling in blank spaces ,puzzles
7	1		Jesus Christ walks on water	By the end of the Sub strand, the learner should be able to: describe the miracle of Jesus Christ walking on water and have faith in God	Who walked on water? Why were the disciples frightened at the sea?	Learners to read Mathew 14:22-33 Learners to mention who walked on water Learners to discuss in pairs why the disciples were frightened, Mathew 14:26 learners to watch a video of Jesus walking on water Learners to sing a song on Jesus walking on water	Oxford Growing in Christ page 56 Bible Pictures	Oral questions, portfolios, written quizzes, questions and answers, reciting, checklists, filling in blank spaces ,puzzles
	2		Jesus Christ walks on water	By the end of the Sub strand, the learner should be able to: describe the miracle of Jesus Christ walking on water and have faith in God	Who walked on water? Why were the disciples frightened at the sea?	Learners to discuss in pairs why the disciples were frightened, Mathew 14:26 learners to watch a video of Jesus walking on water Learners to sing a song on Jesus walking on water	Oxford Growing in Christ page 57-58 Bible Pictures	Oral questions, portfolios, written quizzes, questions and answers, reciting, checklists, filling in blank spaces ,puzzles
	3		Jesus Christ walks on water	appreciate Jesus’ power in their lives to overcome daily challenges	Who walked on water? Why were the disciples frightened at the sea?	Learners to discuss in pairs why the disciples were frightened, Mathew 14:26 Learners to watch a video of Jesus walking on water Learners to sing a song on Jesus walking on water	Oxford Growing in Christ page 57-58 Bible Pictures	Oral questions, portfolios, written quizzes, questions and answers, reciting, checklists, filling in blank spaces ,puzzles
8	1	The life of Jesus Christ	Raising of Jairus’ Daughter	By the end of the Sub strand, the learner should be able to: analyze the miracle of raising Jairus’ daughter and have faith in God	What happened at Jairus house? Whose daughter did Jesus Christ raise from death?	Learners to read Mark 5:35-43 Learners to narrate the story of raising Jairus’ daughter Learners to watch a video on raising Jairus’ daughter Learners to recite Mark 5:41	Oxford Growing in Christ page 59-60 Bible Pictures Language Activities through reading, Movement and Creative Activities through singing, Environmental Activities as they visit neighbors	Oral questions, portfolios, written quizzes, questions and answers, reciting, checklists, filling in blank spaces ,puzzles
	2	The life of Jesus Christ	Raising of Jairus’ Daughter	By the end of the Sub strand, the learner should be able to: analyze the miracle of raising Jairus’ daughter and have faith in God	What happened at Jairus house? Whose daughter did Jesus Christ raise from death?	Learners to watch a video on raising Jairus’ daughter Learners to recite Mark 5:41 Learners to sing a song on raising Jairus’ daughter	Oxford Growing in Christ page 59-60 Bible Pictures Language Activities through reading, Movement and Creative Activities through singing, Environmental Activities as they visit neighbors	Oral questions, portfolios, written quizzes, questions and answers, reciting, checklists, filling in blank spaces ,puzzles
	3	The life of Jesus Christ	Raising of Jairus’ Daughter	By the end of the Sub strand, the learner should be able to: appreciate the power of Jesus Christ over death	What happened at Jairus house? Whose daughter did Jesus Christ raise from death?	Learners to watch a video on raising Jairus’ daughter learners to recite Mark 5:41 Learners to sing a song on raising Jairus’ daughter	Oxford Growing in Christ page 61 Bible Pictures language Activities through reading, Movement and Creative Activities through singing, Environmental Activities as they visit neighbors	Oral questions, portfolios, written quizzes, questions and answers, reciting, checklists, filling in blank spaces ,puzzles
9	1	The life of Jesus Christ	Raising of Jairus’ Daughter	appreciate the power of Jesus Christ over death	What happened at Jairus house? Whose daughter did Jesus Christ raise from death?	Learners to watch a video on raising Jairus’ daughter Learners to recite Mark 5:41 Learners to sing a song on raising Jairus’ daughter	Oxford Growing in Christ page 59-60 Bible Pictures Language Activities through reading, Movement and Creative Activities through singing, Environmental Activities as they visit neighbors	Oral questions, portfolios, written quizzes, questions and answers, reciting, checklists, filling in blank spaces ,puzzles
	2	The life of Jesus Christ	Easter	By the end of the Sub strand, the learner should be able to: mention the importance of Easter in the life of a Christian	Why do we celebrate Easter? Which activities take place during Easter?	Learners to read Mathew 28:1-6 Learners to list the activities that take place during Easter celebrations Learners to list in groups the importance of celebrating Easter	Oxford Growing in Christ page 62-63 Bible Pictures Sing songs about Easter, memorize Bible verses	Oral questions, portfolios, observation, written quizzes, question and answer, listening, reciting, checklist, filling in blank spaces, puzzles
	3	The life of Jesus Christ	Easter	By the end of the Sub strand, the learner should be able to: mention the importance of Easter in the life of a Christian	Why do we celebrate Easter? Which activities take place during Easter?	Learners to read Mathew 28:1-6 Learners to list the activities that take place during Easter celebrations Learners to list in groups the importance of celebrating Easter	Oxford Growing in Christ page 62-63 Bible Sing songs about Easter, memorize Bible verses	Oral questions, portfolios, observation, written quizzes, question and answer, listening, reciting, checklist, filling in blank spaces, puzzles
10	1	The life of Jesus Christ	Easter	By the end of the Sub strand, the learner should be able to: identify the events that take place during Easter celebrations	Why is Easter important to us?	Learners to role play the resurrection of Jesus in Mathew 28:1-6 Learners to recite Mathew 28:6 Learners to sing songs about Jesus resurrection	Oxford Growing in Christ page 62-63 Bible Sing songs about Easter, memorize Bible verses	Oral questions, written quizzes, question and answer, listening, reciting, checklist, filling in blank spaces, puzzles
	2		Easter	appreciate the resurrection of Jesus Christ by taking part in Easter celebrations	Why is Easter important to us?	Learners to role play the resurrection of Jesus in Mathew 28:1-6 Learners to recite Mathew 28:6 Learners to sing songs about Jesus resurrection	Oxford Growing in Christ page 64-65 Bible Sing songs about Easter, memorize Bible verses	Oral questions, written quizzes, question and answer, listening, reciting, checklist, filling in blank spaces, puzzles
	3	Christian Values	Honesty	By the end of the Sub strand, the learner should be able to: narrate the story of Ananias	What did Ananias and Sapphira do against God?	Learners to read the story of Ananias and Sapphira in Acts 5:1-11 Learners to discuss in groups the lessons learnt from the story of Ananias and Sapphira. Learners to role play the story of Ananias and Sapphira	Oxford Growing in Christ page 66-67 Singing and dancing, dramatization, storytelling	Oral questions, written quizzes, question and answer, listening, reciting, checklist, filling in blank spaces, puzzles
11	END OF TERM ASSESSMENT AND CLOSING

Published in Grade 3 Schemes of Work Term 2 2023

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