Displaying items by tag: term 2

WEEK

LESSON

STRANDS

SUB -STRAND

SPECIFIC LEARNING OUTCOMES

KEY INQURY QUESTIONS

LEARNING EXPERIENCES

LEARNING RESOURCES

ASSESSMENT

REFLECTION

1

1

2

1

The early Life of Jesus Christ

Kindness of the Wise Men

By the end of the Sub strand, the learner should be able to: list the gifts given to baby Jesus and develop the value of sharing

What did the wise men bring to baby Jesus?

Learners to read Mathew 2:11

Learners to name gifts that were brought to baby Jesus by the three wise men

Regalia charts

Observation

Oral questions

2

Kindness of the Wise Men

By the end of the Sub strand, the learner should be able to: state the gifts given to baby Jesus and develop the value of sharing

What did the wise men bring to baby Jesus?

Learners to read Mathew 2:11

Learners to state gifts that were brought to baby Jesus by the three wise men

Regalia Charts

Observation

Oral questions

3

Kindness of the Wise Men

By the end of the Sub strand, the learner should be able to: acquire the skill of assertiveness by refusing gifts from strangers

What should you do when your family members bring gifts to you?

Learners to list in groups the negative results of receiving gifts from strangers

Learners to sing a gratitude song about Jesus love, ‘Jesus love is very very  wonderful…………’

Regalia Charts

Observation

Oral questions

3

1

Kindness of the Wise Men

By the end of the Sub strand, the learner should be able to:
appreciate Jesus as a
gift from God in their
lives

What should you do when your family members bring gifts to
you?

Learners to list in groups the negative results of receiving gifts from strangers
Learners to sing
a gratitude song
about Jesus love,
‘Jesus love is very
very wonderful……………’

Regalia charts

Observation

Oral questions

Oral questions

Learners to discuss the type of work Joseph, the father of Jesus did

Learners to list in groups how Jesus helped His father Learners to list
the activities they do at home

Observation

Oral questions

Learners to discuss the type of work Joseph, the father of
Jesus did

Learners to list in groups how Jesus helped His father

Learners to list the activities they do at home

Observation

Oral questions

Learners to write a
poem on “Jesus
worked’’

Learners to keep
their home, class and
compound clean

Observation

Oral questions

Observation

Oral questions

Learners to watch a video on the miracle of calming the storm

Learners to discuss in
pairs what they do
when they face
difficulties

Observation

Oral questions

Learners to watch a
video on the miracle
of calming the storm

Learners to discuss in
pairs what they do
when they face
difficulties

Observation

Oral questions

Learners to discuss
in pairs what they
do when they face
difficulties

Learners to role
play the miracle of
calming the storm

Observation

Oral questions

Learners to read Luke
5:3-9 

Learners to watch a
video on the miraculous catch of
fish

Observation

Oral questions

Learners to role play
the miraculous catch
of fish

Learners to sing the
song ‘I will make you
fishers of
men…………………'

Observation

Oral questions

Learners to discuss
the miraculous catch
of fish

Learners to sing the
song ‘I will make you
fishers of
men…………………'

Observation

Oral questions

Learners to discuss
the miraculous catch
of fish

Learners to sing the
song ‘I will make you
fishers of
men…………………'

Observation

Oral questions

Observation

Oral questions

Observation

Oral questions

Observation

Oral questions

Observation

Oral questions

Learners to write I
Cor 15:3-4 on flash
cards and recite the
verse in turns

Learners to mention what happened on Good Friday

Learners to view a
picture of Jesus
nailed on the cross

Observation

Oral questions

Learners to write I
Cor 15:3-4 on flash
cards and recite the
verse in turns

Learners to mention what happened on Good Friday

Learners to view a
picture of Jesus
nailed on the cross

Observation

Oral questions

Observation

Oral questions

Observation

Oral questions

Observation

Oral questions

Observation

Oral questions

Observation

Oral questions

Observation

Oral questions

Observation

Oral questions

Learners to discuss
how disobedience
affects them
negatively

Learners to sing a
song on obedience
“trust and obey for
there’s no other
way……………..’’

Observation

Oral questions

Observation

Oral questions

Observation

Oral questions

Observation

Oral questions

WEEK

LESSON

STRANDS

SUB-STRAND

SPECIFIC LEARNING OUTCOMES

KEY INQURY QUESTIONS

LEARNING EXPERIENCES

LEARNING RESOURCES

ASSESSMENT

REFLECTION

1

1

2

1

MOUN TING TECHNI QUES

Collage

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

Collect material from the environment that can be used to create collage.

How do we identify materials used to create collage?

In groups learners to be taken for environmental walks to collect materials that can be used to create collage e.g. natural materials stones / pebbles, dried fallen leaves, feathers, grass), colored papers, fabric, small plastics etc.

Regalia charts

Observation

Oral questions

2

Collage

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

Create simple pictures in collage using locally available materials

How do we create collage

A class discussion on collected items and sharing out some materials to those with fewer items

Regalia Charts

Observation

Oral questions

3

1

Collage

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

Have fun while creating simple pictures in collage

How do we create collage

Individually create simple collage pictures Learners to display and talk about their own and others work

Regalia Charts

Observation

Oral questions

2

DECOR ATING FORMS

Decorating egg shell

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

Observe teacher samples of decorated egg shells.

How do we decorate egg shells?

In groups learners could observe teacher samples of decorated egg shells. Individually learner to decorate egg shells by painting and pasting colored paper

Regalia charts

Observation

Oral questions

4

1

Decorating egg shell

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

Decorate egg shells by painting and pasting colored paper for self-expression

What materials are needed for decoration of egg shells

In groups learners could observe teacher samples of decorated egg shells. Individually learner to decorate egg shells by painting and pasting colored paper

Regalia Charts

Observation

Oral questions

2

Decorating egg shell

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

Have fun while decorating egg shells by painting and pasting colored paper

How do we decorate egg shell

Individually learner to decorate egg shells by painting and pasting colored paper

Regalia Charts

Observation

Oral questions

5

1

Decorating plastic containers

By the end of the sub strand, the learner should be able to Observe teacher samples plastic containers.

How do we decorate plastic containers?

In groups learners could observe teacher samples of decorated plastic containers

Regalia Charts

Observation

Oral questions

2

Decorating plastic containers

By the end of the sub strand, the learner should be able to Decorate plastic containers pasting colored paper for self-expression

What materials are needed for decoration of plastic containers

Individually learner to decorate plastic containers by pasting colored paper.

Learners to display and talk about their own and others work.

Regalia charts

Observation

Oral questions

6

1

Decorating plastic containers

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

Have fun while decorating plastic containers by painting and pasting colored paper.

What materials are needed for decoration of plastic containers

Individually learner to decorate plastic containers by pasting colored paper.

Learners to display and talk about their own and others work.

Regalia Charts

Observation

Oral questions

2

ORNA MENTS

Double strand Necklaces

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

Observe beaded ornaments from teachers samples to help in making necklaces using double strand beading.

What materials can be used from the environment in making beads?

Guide learners to observe beaded ornaments from teachers sample collections

Regalia Charts

Observation

Oral questions

7

1

Double strand Necklaces

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

Experiment with local materials to create necklaces using double strand beading.

What materials can be used from the environment in making beads?

In groups experiment with local materials and techniques to make double strand necklaces

Regalia Charts

Observation

Oral questions

Written questions

2

Double strand Necklaces

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

Enjoy making necklaces using double strand beading

How can learners borrow creative ideas from material culture in their locality on ornament making

Learners to display their work followed by a class discussion to appreciate own and each other’s necklaces

Regalia Charts

Observation

Oral questions

8

1

Double strand Bracelet s

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

Observe beaded ornaments from teacher’s samples to help in making bracelet using double strand beading.

.

What materials can be used from the environment in making beads?

The learner to observe beaded ornaments from teacher collection

Regalia charts

Observation

Oral questions

2

Double strand Bracelet s

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

Experiment with local materials to create bracelets using double strand beading

What are the suitable materials used in making bracelets at this level

Guide learners in groups to experiment with local materials and techniques to make two color bracelets

Regalia charts

Observation

Oral questions

9

1

Double strand Bracelet s

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

Enjoy making bracelets using double strand beading.

How can learners borrow creative ideas form material culture in their locality on ornament making

Learners to display their work followed by a class discussion to appreciate own and each other’s bracelets

Regalia charts

Observation

Oral questions

2

FABRI C DECOR ATION

Printing on fabric with cut - out stumps

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

Observe cut -out stump printed fabric from teacher samples to motivate them to print their own.

.

Which materials can be sourced from the environment to make cut out stumps for printing on fabric?

Guide learners to observe cut -out stump printed fabric from teacher collection

Regalia charts

Observation

Oral questions

10

1

Printing on fabric with cut - out stumps

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

Print fabric using cut-out stumps for decoration

How do we print on fabric using cut out stumps

Guide learners to individually print fabric using cut- out stumps

Regalia charts

Observation

Oral questions

2

Printing on fabric with cut - out stumps

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

Enjoy printing fabric with cut out stumps.

How do we print on fabric using cut out stumps

Display and talk about own and others works

Regalia charts

Observation

Oral questions

11

1

MODELLING

Slab technique

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

Observe items made using slab technique, materials and tools from the teachers collection and or digital media to motivate them make their own

How do we model clay items using slab technique

Learners to observe items made using slab technique, materials and tools from the teacher’s collection or digital media.

Regalia charts

Observation

Oral questions

2

Slab technique

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

Model simple objects using slab technique to acquire modelling skill

How do we model clay items using slab technique

Individually model simple shapes by exploring clay through slab technique

Regalia charts

Observation

Oral questions

12

1

Slab technique

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

Have fun as they model objects using slab technique

How do we model clay items using slab technique

Learners to display and talk about own and other’s work

Regalia charts

Observation

Oral questions

2

Pellet technique

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

Observe items made using pellet technique materials and tools from the teachers collection and or digital media to motivate them make their own

How do we model clay into forms using pellet technique

The learner to observe items made using pellet technique , materials and tools from the teachers collection and or digital media

Regalia charts

Observation

Oral questions

12

1

Pellet technique

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

Model simple objects using pellet technique and decorate them using incising and texturing

How do we model clay into forms using pellet technique

Individually model clay into forms of different sizes using simple technique of pellet and decorate them using incising and texturing

Regalia charts

Observation

Oral questions

2

Pellet technique

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

Have fun as they model objects using pellet technique

How do we model clay into forms using pellet technique

Learners to display and talk about own and others work

Regalia charts

Observation

Oral questions

14

CAT

Week

Lesson

Strand

Sub-strand

Specific learning outcomes

Key inquiry questions

Learning experiences

Learning resources

Assessment

Remarks

1

1

Numbers 

Addition 

By the end of the sub-strand, the learner should be able to add 2-single digit numbers up to a sum of 10

In how many ways can we add single digits that add to 10? 

Learners in pairs/groups of not more than 10 to gather themselves and find their total number according to their gender etc.

Learners to count and add objects within the class that are not more than ten. 

Boys and girls for counting

Objects within the class

JKF Primary Mathematics Learner’s Activity Book 1 page 53-55

Observe how learners gather themselves and find their total numbers

Oral presentation of objects counted

2

Numbers 

Addition 

By the end of the sub-strand, the learner should be able to add 2-single digit numbers up to a sum of 10

How many do we get?

Learners to add 2single digits by counting on 

Chalkboard 

Charts 

JKF Primary Mathematics Learner’s Activity Book 1 page 53-55

Oral exercise [individual]

3

Numbers 

Addition 

By the end of the sub-strand, the learner should be able to add 2-single digit numbers up to a sum of 10

How many single digits can be added up to get10?

Leaners in pairs /groups to come up with single digits that can be added up to get 10 only 

Chalk board

JKF Primary Mathematics Learner’s Activity Book 1 page 53-55

4

Numbers 

Addition 

By the end of the lesson the learner should be able to: add 3-single digit numbers up to a sum of 10 in different contexts

Which 3 digits do you think we can add to get 10or less than 10?

Learners to add 3- single digit numbers by counting on

Chalk board 

JKF Primary Mathematics Learner’s Activity Book 1 page 56-60

Writing exercises

5 

Numbers 

Addition 

By the end of the lesson the learner should be able to: add 3-single digit numbers up to a sum of 10 in different contexts

Which three digits can be added to sum up ten?

Learners in pairs /groups to identify 3 digits in each group that can be added to get 10 or a number less than 10

Exercise books

Charts

JKF Primary Mathematics Learner’s Activity Book 1 page 56-60

Writing in class exercises

2

1

Numbers 

Addition 

By the end of the lesson the learner should be able to: add 3-single digit numbers up to a sum of 100in different contexts

How can we add by using a number line?

Learners to add 3single digit numbers using a number line 

JKF Primary Mathematics Learner’s Activity Book 1 page 56-60

Chalkboard 

In class writing exercises

2

Numbers 

addition

By the end of the lesson the learner should be able to: add 3-single digit numbers up to a sum of 100in different contexts

In how many ways can we add 3, 4, or 5 to any other digit to get 10?

Learners in pairs/groups to find out how many ways 3,4 and 5 can be added to any other number to get ten 

Exercise books 

JKF Primary Mathematics Learner’s Activity Book 1 page 56-60

In class writing exercise 

3

Numbers 

Addition 

By the end of the lesson the learner should be able to add a 2- digit number to a 1-digit number without regrouping, horizontally and vertically with sum not exceeding 100

Can we add up to 100?

Learners to add numbers less than 100

JKF Primary Mathematics Learner’s

Activity Book 1 page 61-62

Oral presentation of numbers from 1-100

4

Numbers 

Addition 

By the end of the lesson the learner should be able to add a 2- digit number to a 1-digit number without regrouping, horizontally and vertically with sum not exceeding 100

How can we add a 2- digit number to a 1- digit number?

Learner to add a 2- digit number to 1- digit number without regrouping horizontally and vertically with sum not exceeding 100

JKF Primary Mathematics Learner’s Activity Book 1 page 61-62

In class exercises

5

Numbers 

Addition

By the end of the lesson the learner should be able to add a 2- digit number to a 1-digit number without regrouping, horizontally and vertically with sum not exceeding 100

How many do we get?

Learners grouping the number of objects having 2digit to those having 1-digit to find out their sum 

Class room objects

JKF Primary Mathematics Learner’s Activity Book 1 page 61-62

In class writing exercise

3

1

Numbers 

Addition

By the end of the lesson the learner should be able to :add a 2- digit number to a 1-digit number without regrouping , horizontally and vertically with sum not exceeding 100

How many are they?

Learners in pairs/groups of 5 to walk in school compound and collect concrete objects and ad them up to the number of the group members i.e. the collected objects should range from 10-95

School compound

Exercise books

JKF Primary Mathematics Learner’s Activity Book 1 page 61-62

Observe leaners collecting and adding up objects from the school compound 

2

Numbers 

Addition 

By the end of the lesson the learner should be able to add a 2- digit number to a 1-digit number vertically with sum not exceeding 100

Can we work out word problems?

Learners to read out word sentences that involves adding Learners to practice working out problems

JKF Primary Mathematics Learner’s Activity Book 1 page 63

Writing exercises in class 

3

Numbers 

Addition 

By the end of the lesson the learner should be able to add multiples of 10 up to 100 vertically 

How do we ad multiples of 10?

Learners to add multiples of 10 up to 100 vertically

JKF Primary Mathematics Learner’s Activity Book 1 page 64

Chalk board

Writing exercise 

4

Numbers 

Addition 

By the end of the lesson the learner should be able to add multiples of 10 up to 100 vertically

In how many ways can we add multiples of ten to get 100?

Learners in pairs/groups to find different ways in which the multiples of 10 can be added to get 100 and present them 

Exercise books  

Charts 

JKF Primary Mathematics Learner’s Activity Book 1 page 64

In class oral presentation  Writing exercises

5

Numbers 

Addition 

By the end of the lesson the learner should be able to add multiples of 10 up to 100 vertically

How many do we get?

Learners to group objects in groups of 10’s and add them up including their number in class 

Objects in classroom 

JKF Primary Mathematics Learner’s Activity Book 1 page 64

Observe learners grouping and counting objects 

4

1

Numbers 

Addition 

By the end of the lesson the learner should be able to: work out missing numbers in patterns involving addition of whole numbers up to 100

Which number is missing?

Learners to make patterns involving addition with numbers up to 100

JKF Primary Mathematics Learner’s Activity Book 1 page 65

In class writing exercise

2

Numbers 

Addition 

By the end of the lesson the learner should be able to: work out missing numbers in patterns involving addition of whole numbers up to 100

How can we find the missing number?

Learners in groups/pairs to play games involving addition

Playing games

JKF Primary Mathematics Learner’s Activity Book 1 page 65

Observe learners do the additions as they play

3

Numbers 

Subtraction 

By the end of the lesson the learner should be able to model subtraction as ‘taking away’ using concrete objects

How do you subtract a number from the other?

Learners in pairs/groups to model subtraction using concrete objects 

Objects within the class 

JKF Primary Mathematics Learner’s Activity Book 1 page 66-67

Observe learners collecting and model subtracting objects from others

4

Numbers

Subtraction 

By the end of the lesson the learner should be able to model subtraction as ‘taking away’ using concrete objects

How Many do we remain with?

Learners to collect objects of different colors and sort them out according to their colors

Colored objects within the class. 

JKF Primary Mathematics Learner’s Activity Book 1 page 66-67

Observe learners collecting and sorting objects

5

Numbers 

Subtraction  

By the end of the lesson the learner should be able to model subtraction as ‘taking away’ using concrete objects

How many were taken away?

Learners tin pairs/groups to collect objects and take away the collected objects at random and find the number taken away

Concrete objects.

JKF Primary Mathematics Learner’s Activity Book 1 page 66-67

Observe learners collect and take away objects

5

1

Numbers 

Subtraction 

By the end of the lesson the learner should be able to: use the ‘- ‘and ‘=’ signs in writing subtraction sentences 

How do we use the ‘-‘and = sigs I subtraction?

Learners to practice using – and = sign sin subtraction sentences 

Chalk board 

JKF Primary Mathematics Learner’s Activity Book 1 page 68-69

In class writing exercise 

2

Numbers 

Subtraction 

By the end of the lesson the learner should be able to: use the ‘-‘ and ‘=’ signs in writing subtraction sentences 

How do we use the subtracting signs?

Learners to practice using the subtracting signs ‘-‘ and ‘=’ in subtraction sentences while subtracting concrete objects within the class room 

Objects within the class  

JKF Primary Mathematics Learner’s Activity Book 1 page 68-69

Oral exercises on subtraction 

3

Numbers 

Subtraction 

By the end of the lesson the learner should be able to: subtract single digit numbers

How do we subtract single digits?

Learners in pairs/groups to subtract by counting backwards 

Chalk board 

JKF Primary Mathematics Learner’s Activity Book 1 page 

Oral exercises on counting backwards 

4

Numbers 

Subtraction 

By the end of the lesson the learner should be able to: subtract single digit numbers

How do we subtract single digits number from the other?

Learners to practice subtracting single number from the other

Learners to find out objects and take away some  

Chalk board

JKF Primary Mathematics Learner’s Activity Book 1 page 66-68 

In class writing exercise

5 

Numbers 

Subtraction 

By the end of the lesson the learner should be able to: subtract single digit numbers

How many are left?

Learners in pairs /groups to play game that involves subtracting and counting backwards e.g. songs

Counting games and songs. 

JKF Primary Mathematics Learner’s Activity Book 1 page 69-75

Observe learners play games by counting backwards

 6

1

Numbers 

Subtraction 

By the end of the lesson the learner should be able to: subtract single digit numbers

How can we subtract using a number line?

Learners in pair /groups to practice subtracting using a number line

JKF Primary Mathematics Learner’s Activity Book 1 page 69-75

2

Numbers 

Subtraction 

By the end of the lesson the learner should be able to: subtract single digit numbers

Can we add and subtract?

Learners to add digits and then subtract the least digit from the total

JKF Primary Mathematics Learner’s Activity Book 1 page 69-75

3

Numbers 

Subtraction 

By the end of the lesson the learner should be able to: subtract single digit numbers

Can we work out word problems involving subtraction?

Learners to read out loudly the subtraction sentences Learners to work out word problems involving subtraction of single digits

JKF Primary Mathematics Learner’s Activity Book 1 page 69-75

Writing exercises in class 

4

Numbers 

Subtraction

By the end of the lesson the learner should be able to:  subtract a 1-digit number from a 2digit number based on basic addition facts

How do you subtract a single digit number from a 2- digit number?

Learners to practice subtracting a 1-digit from a 2-digit number

Chalk board 

Charts. 

JKF Primary Mathematics Learner’s Activity Book 1 page 76-80

In class writing exercise 

5

Numbers 

Subtraction 

By the end of the lesson the learner should be able to:  subtract a 1-digit number from a 2digit number based on basic addition facts

How many?

Learners to solve routine and non-routine problems involving

subtraction of 1digit number from a 2-digit number based on basic addition facts 

Environmental activities. 

JKF Primary Mathematics

Learner’s Activity Book 1 page 76-80

Writing exercises

7

1

Numbers 

Subtraction 

By the end of the lesson the learner should be able to:  subtract a 1-digit number from a 2digit number based on basic addition facts

How many do we get?

Learners in pairs /groups to identify numbers with 1digit and subtracting them from a 2-digit number 

Exercise books charts 

JKF Primary Mathematics Learner’s Activity Book 1 page 76-80

Writing in class exercise 

2

Numbers 

Subtraction 

By the end of the lesson the learner should be able to:  subtract a 1-digit number from a 2digit number based on basic addition facts

How many?

Learners to practice subtracting a 1-digit number from a 2digit number in class 

Chalk board 

JKF Primary Mathematics Learner’s Activity Book 1 page 76-80

3

Numbers 

Subtraction 

By the end of the lesson the learner should be able to: subtract multiple of 10 up to 90

How do we subtract multiples of 10?

Learners to do several exercises involving subtracting items that are multiples of ten

JKF Primary Mathematics Learner’s Activity Book 1 page 81

Writing exercises

4

Numbers 

Subtraction 

By the end of the lesson the learner should be able to: work out missing numbers in patterns involving subtraction of whole numbers up to 100 

How do we get missing numbers using a number line?

Learners in groups/pairs to create patterns involving subtraction

JKF Primary Mathematics Learner’s Activity Book 1 page 82

Writing exercise 

5

Numbers 

Subtraction 

By the end of the lesson the learner should be able to: work out missing numbers in patterns involving subtraction of whole numbers up to 100 

How do we work patterns in subtraction?

Learners to work out exercise involving patterns in subtraction

Chalkboard 

JKF Primary Mathematics Learner’s Activity Book 1 page 82

Writing exercises Observe learners work out patterns involving subtraction 

8

1

Numbers

Subtraction

By the end of the lesson the learner should be able to: work out missing numbers in patterns involving subtraction of whole numbers up to 100 

How many remains?

Learners to carry out subtractions involving both single numbers and 2-digit numbers up to 90

JKF Primary Mathematics Learner’s Activity Book 1 page 82

Writing in class exercise 

2

measurement 

Length

By the end of the lesson the learner should be able to: compare lengths of objects directly

How do you compare the length of objects?

Learners in pairs /groups to collect objects having different lengths just from the appearance without measuring

Objects within the class 

JKF Primary Mathematics Learner’s Activity Book 1 page 83-85

Observe learners collect objects of different lengths

3

Measurement 

Length 

By the end of the lesson the learner should be able to: compare lengths of objects directly

Which one is longer?

Learners to identify the longer and shorter objects from the ones they collected and group them together

Pencils/ books

Bottles /pairs of shoes etc. 

JKF Primary Mathematics Learner’s Activity Book 1 page 83-85

Observe learners group objects of the same length together

4

Measurement 

Length 

By the end of the lesson the learner should be able to: compare lengths of objects directly

Can we draw objects of different lengths?

Learners to draw objects of different lengths of different objects and color the objects of the same length with their unique colors

JKF Primary Mathematics Learner’s Activity Book 1 page 83-85

Charts

Exercise books

Observe learners drawing objects  in class drawing exercises

5

Measurement

Length 

By the end of the lesson the learner should be able to: compare lengths of objects directly

Which one is shorter, longer, and/or same as?

Learners to check on their text books and color objects that are shorter, longer and of the same length

JKF Primary Mathematics Learner’s Activity Book 1 page 86-87

In class exercise on coloring of objects of the same lengths 

9

1

Measurement 

Length 

By the end of the lesson the learner should be able to: compare lengths of objects directly

How many of this?

Learner sin pairs/groups to measure:

The teachers desk

The length of the class room window

Their desk

Desks

Classroom window. 

JKF Primary Mathematics Learner’s Activity Book 1 page 88-89

Observe learners

carrying out measurement

2

Measurement 

Length 

By the end of the lesson the learner should be able to: compare lengths of objects directly

How many of this?

Learners in groups/pairs to measure: One side of the classroom Width of the classroom door Learners to get out of the class and measure the distance from classroom to:

The gate

The playground

Head teachers office

JKF Primary Mathematics Learner’s Activity Book 1 page 88-89

Exercise book

Observe learners determine the distances

Writing exercises 

3

Measurement 

Length 

By the end of the lesson the learner should be able to conserve length through manipulation,

How long?

Learners to place objects of equal length in different orientations and describe them using words such as longer than, shorter than and same as

Concrete objects

JKF Primary Mathematics Learner’s Activity Book 1 page 88-89

Observe  learners carrying out the measurements

4

Measurement 

Length 

By the end of the lesson the learner should be able to: measure lengths using arbitrary units

Which object can be used to measure the teachers table?

Learners in pairs/groups to measure lengths using different objects as arbitrary units and discuss the measurements from the various groups

Sticks 

JKF Primary Mathematics Learner’s Activity Book 1 page 88-89

Observing learners taking measuring

5

Measurement 

Mass 

By the end of the lesson the learner should be able to: compare mass of objects directly

How can you compare the mas of two or more objects?

Learners in pairs/groups use safe objects to identify those heavier than, lighter than or same

Real objects within the class 

JKF Primary Mathematics Learner’s Activity Book 1 page 90-92

Observe leaners

identifying the heaviness of objects within the class

10-11

END OF TERM ASSESSMENT AND CLOSING

Week

Lesson

Strand

Sub-Strand

Specific Learning Outcome

Key Inquiry Question

Learning Experiences

Learning Resources

Assessment

Remarks

1

1

Musical Instruments

By the end of the sub strand, the learner should be able to: a) Sign name different types of percussion instruments that can be used to accompany singing and dancing

Which musical instruments are used while singing or dancing?

Learners look at real Instruments, videos, pictures and are guided in identifying them.

Learners feel vibrations of different percussion instruments and sign name them.

Signed questions, portfolio, observation, check lists

Audiovisual excerpts of musical instruments

Musical instruments

Charts of musical instruments

Locally available recyclable materials

2

1

Musical Instruments

By the end of the sub strand, the learner should be able to: Sign name different types of percussion instruments that can be used to accompany singing and dancing

Which instruments are played by striking?

In groups and individually learners are guided in improvising body percussions by tapping, clapping, stamping etc. to accompany signed song

Signed questions, portfolio, observation, check lists

Audiovisual excerpts of musical instruments

Musical instruments

Charts of musical instruments

Locally available recyclable materials

3

1

Musical Instruments

By the end of the sub strand, the learner should be able to improvise body percussions to accompany signed songs

Which instruments are played by shaking?

Individually and in groups, learners are guided to improvise different percussions using locally available materials such as rhythm sticks, shakers, rattles and drums and encouraged to share them with others

Signed questions, portfolio, observation, check lists

Audiovisual excerpts of musical instruments

Musical instruments

Charts of musical instruments

Locally available recyclable materials

4

1

Musical Instruments

By the end of the sub strand, the learner should be able to improvise percussion instruments using locally available materials

What is the role of instruments in a song?

Learners take turns playing the beat or a rhythmic pattern on improvised percussion instruments as the rest sign familiar songs, or during story signing time.

Signed questions, portfolio, observation, check lists

Audiovisual excerpts of musical instruments

Musical instruments

Charts of musical instruments

Locally available recyclable materials

5

1

Musical Instruments

By the end of the sub strand, the learner should be able to improvise percussion accompaniment to signed songs and dances.

What is the role of instruments in a song?

Learners take turns playing the beat or a rhythmic pattern on improvised percussion instruments as the rest sign familiar songs, or during story signing time.

Signed questions, portfolio, observation, check lists

Audiovisual excerpts of musical instruments

Musical instruments

Charts of musical instruments

Locally available recyclable materials

6

1

Dance

By the end of the sub strand the learner should be able to: identify various occasions during which dance is performed in the society

During which occasions/event s do you dance?

Learners to identify occasions during which dance is performed in the society.

Learners watch relevant recordings of different dances for experience purposes and dance freely

Audio-visual excerpts of dance

Audio-visual equipment

Dance costumes and props.

Multi-cultural musical instruments

Signed questions, portfolio, observation, check lists

7

1

Dance

By the end of the sub strand the learner should be able to develop an awareness of body parts leading to their appropriate use in dance

During which occasions/event s do you dance?

Learners to identify occasions during which dance is performed in the society.

Learners watch relevant recordings of different dances for experience purposes and dance freely

Audio-visual excerpts of dance

Audio-visual equipment

Dance costumes and props.

Multi-cultural musical instruments

Signed questions, portfolio, observation, check lists

8

1

Dance

By the end of the sub strand the learner should be able to apply body movements that are

part of daily experience in a variety of ways in dance

Why do people dance?

Which are some of the body movements we make every day?

Learners to identify and use different body parts/zones and to freely execute dance movement.

Learners identify and use body movements that are part of daily experience (waving, matching, shoulder-shrugging, nodding, sweeping motion) in dance

Audio-visual excerpts of dance

Audio-visual equipment

Dance costumes and props.

Multi-cultural musical instruments

Signed questions, portfolio, observation, check lists

9

1

Dance

By the end of the sub strand the learner should be able to respond to movement and vibrations/music in a variety of ways for enjoyment

Why do people dance?

Which are some of the body movements we make every day?

Learners to identify and use different body parts/zones and to freely execute dance movement.

Learners identify and use body movements that are part of daily experience (waving, matching, shoulder-shrugging, nodding, sweeping motion) in dance

Audio-visual excerpts of dance

Audio-visual equipment

Dance costumes and props.

Multi-cultural musical instruments

Signed questions, portfolio, observation, check lists

10

1

Dance

By the end of the sub strand the learner should be able to apply locomotors and non-locomotors movements in creating own dance;

Which parts of the body are commonly used when dancing?

Individually and in groups learners are guided in appropriate use of time, space, energy and relationships (elements of dance) in dance performance

Audio-visual excerpts of dance

Audio-visual equipment

Dance costumes and props.

Multi-cultural musical instruments

Signed questions, portfolio, observation, check lists

11

END OF TERM ASSESSMENT AND CLOSING

Week

Lesson

Strand

Sub Strand

Specific Learning Outcome

Key Inquiry Question

Learning Experiences

Learning Resources

Assessment

Remarks

1

1

Basic motor skills

Manipulative skill Over arm throw

By the end of the sub strand the learner should be able to: name the parts of the body that are in use during the over arm throw for body awareness

Name games that involve the over arm throw.

Learners to name objects around the school compound that they are able to throw

Field markers, bean bags, ropes,

Digital devices such as computers, mobile phones

Video clip of the over arm throw or games that use the skill such as Netball and Cricket

Signed questions and practical make appropriate play items and use them in their own games

2

Basic motor skills

Manipulative skill Over arm throw

By the end of the sub strand the learner should be able to: name the parts of the body that are in use during the over arm throw for body awareness

Name games that involve the over arm throw.

Learners to name objects around the school compound that they are able to throw

Field markers, bean bags, ropes,

Digital devices such as computers, mobile phones

Video clip of the over arm throw or games that use the skill such as Netball and Cricket

Signed questions and practical make appropriate play items and use them in their own games

3

Basic motor skills

Manipulative skill Over arm throw

By the end of the sub strand the learner should be able to: watch a video clip on over arm throw for digital literacy and problem solving

Name games that involve the over arm throw.

Learners to observe the over arm throw skill in the you tube using digital devices such as mobile phones

Field markers, bean bags, ropes,

Digital devices such as computers, mobile phones

Video clip of the over arm throw or games that use the skill such as Netball and Cricket

Signed questions and practical make appropriate play items and use them in their own games

4

Basic motor skills

Manipulative skill Over arm throw

By the end of the sub strand the learner should be able to: watch a video clip on over arm throw for digital literacy and problem solving

Name games that involve the over arm throw.

Learners to observe the over arm throw skill in the you tube using digital devices such as mobile phones

Field markers, bean bags, ropes,

Digital devices such as computers, mobile phones

Video clip of the over arm throw or games that use the skill such as Netball and Cricket

Signed questions and practical make

appropriate play items and use them in their own games

5

Basic motor skills

Manipulative skill Over arm throw

By the end of the sub strand the learner should be able to: perform the over arm throw in different ways for strength, coordination, endurance and balance

Name games that involve the over arm throw.

Learners to improvise balls using the locally available materials for use during the over arm throw

Field markers, bean bags, ropes,

Digital devices such as computers, mobile phones

Video clip of the over arm throw or games that use the skill such as Netball and Cricket

Signed questions and practical make appropriate play items and use them in their own games

2

1

Basic motor skills

Manipulative skill Over arm throw

By the end of the sub strand the learner should be able to: perform the over arm throw in different ways for strength, coordination, endurance and balance

Name situations where you can use the over arm throw

Learners to improvise balls using the locally available materials for use during the over arm throw

Field markers, bean bags, ropes,

Digital devices such as computers, mobile phones

Video clip of the over arm throw or games that use the skill such as Netball and Cricket

Signed questions and practical make appropriate play items and use them in their own games

2

Basic motor skills

Manipulative skill Over arm throw

perform the over arm throw in different ways for strength, coordination, endurance and balance

Name situations where you can use the over arm throw

Learners to improvise balls using the locally available materials for use during the over arm throw

Field markers, bean bags, ropes,

Digital devices such as computers, mobile phones

Video clip of the over arm throw or games that use the skill such as Netball and Cricket

Signed questions and practical make appropriate play items and use them in their own games

3

Basic motor skills

Manipulative skill Over arm throw

By the end of the sub strand the learner should be able to: practice the over arm throw in different ways for strength coordination, endurance, balance and for excellence

Name situations where you can use the over arm throw

Practices the over arm throw by throwing objects in different directions such as throwing in front, sideways and at the back

Field markers, bean bags, ropes,

Digital devices such as computers, mobile phones

Video clip of the over arm throw or games that use the skill such as Netball and Cricket

Signed questions and practical make appropriate play items and use them in their own games

4

Basic motor skills

Manipulative skill Over arm throw

By the end of the sub strand the learner should be able to: practice the over arm throw in different ways for strength coordination, endurance, balance and for excellence

Name situations where you can use the over arm throw

Practices the over arm throw by throwing objects in different directions such as throwing in front, sideways and at the back

Field markers, bean bags, ropes,

Digital devices such as computers, mobile phones

Video clip of the over arm throw or games that use the skill such as Netball and Cricket

Signed questions and practical make

appropriate play items and use them in their own games

5

Basic motor skills

Manipulative skill Over arm throw

By the end of the sub strand the learner should be able to: practice the over arm throw in different ways for strength coordination, endurance, balance and for excellence

Name situations where you can use the over arm throw

Practices the over arm throw by throwing objects in different directions such as throwing in front, sideways and at the back

Field markers, bean bags, ropes,

Digital devices such as computers, mobile phones

Video clip of the over arm throw or games that use the skill such as Netball and Cricket

Signed questions and practical make appropriate play items and use them in their own games

3

1

Basic motor skills

Manipulative skill Over arm throw

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

establish relationships through using the over arm throw for critical thinking and problem solving

Name games that involve the over arm throw.

Name situations where you can use the over arm throw.  

Practices the over arm throw by throwing objects in different directions such as throwing in front, sideways and at the back. § Throw objects of different sizes using the over arm throw

Field markers, bean bags, ropes,

Digital devices such as computers, mobile phones

Video clip of the over arm throw or games that use the skill such as Netball and Cricket

Signed questions and practical make appropriate play items and use them in their own games

2

Basic motor skills

Manipulative skill Over arm throw

By the end of the sub strand the learner should be able to: make appropriate play items for creativity and imagination

Name games that involve the over arm throw.  Name situations where you can use the over arm throw.

Practices the over arm throw by throwing objects in different directions such as throwing in front, sideways and at the back. § Throw objects of different sizes using the over arm throw

Field markers, bean bags, ropes,

Digital devices such as computers, mobile phones

Video clip of the over arm throw or games that use the skill such as Netball and Cricket

Signed questions and practical make appropriate play items and use them in their own games

3

Basic motor skills

Manipulative skill Over arm throw

By the end of the sub strand the learner should be able to: make appropriate play items for creativity and imagination

Name games that involve the over arm throw.

Name situations where you can use the over arm throw.

Practices the over arm throw by throwing objects in different directions such as throwing in front, sideways and at the back. § Throw objects of different sizes using the over arm throw

Field markers, bean bags, ropes,

Digital devices such as computers, mobile phones

Video clip of the over arm throw or games that use the skill such as Netball and Cricket

Signed questions and practical make appropriate play items and use them in their own games

4

Basic motor skills

Manipulative skill Over arm throw

By the end of the sub strand the learner should be able to: appreciate throwing using the over arm throw for strength, coordination, balance and self-esteem

Name games that involve the over arm throw.

Name situations where you can use the over arm throw.

Throw objects of different sizes using the over arm throw

Field markers, bean bags, ropes,

Digital devices such as computers, mobile phones

Video clip of the over arm throw or games that use the skill such as Netball and Cricket

Signed questions and practical make appropriate play items and use them in their own games

5

Basic motor skills

Manipulative skill Over arm throw

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

Name games that involve the over arm throw.  Name situations where you can use the over arm throw.

Throw objects of different sizes using the over arm throw Learners to play games that involve the over arm throw

Field markers, bean bags, ropes,

Digital devices such as computers, mobile phones

Video clip of the over arm throw or games that use the skill such as Netball and Cricket

Signed questions and practical make appropriate play items and use them in their own games

4

1

Basic motor skills

Manipulative skill Over arm throw

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

Name games that involve the over arm throw.

Name situations where you can use the over arm throw.

Throw objects of different sizes using the over arm throw Learners to play games that involve the over arm throw

Field markers, bean bags, ropes,

Digital devices such as computers, mobile phones

Video clip of the over arm throw or games that use the skill such as Netball and Cricket

Signed questions and practical make appropriate play items and use them in their own games

2

Basic motor skills

Manipulative skill Over arm throw

By the end of the sub strand the learner should be able to: observe rules when playing games for own and others safety.

Name games that involve the over arm throw. 

Name situations where you can use the over arm throw.

Observe the rules when playing games using the over arm throw.

Field markers, bean bags, ropes,

Digital devices such as computers, mobile phones

Video clip of the over arm throw or games that use the skill such as Netball and Cricket

Signed questions and practical make appropriate play items and use them in their own games

3

Manipulative skills: Catching

By the end of the sub strand, the learner should be able to: name the parts of the body that are in use during catching for body awareness

What are the body parts that are used for catching?

Learners to answer questions on the parts of the body in use when catching.

Field markers, bean bags, ropes,

Digital devices such as computers and mobile phones

Video clips of the catching skill and games such as netball where the catching skill is used

Signed questions and practical

4

Manipulative skills: Catching

By the end of the sub strand, the learner should be able to: name the parts of the body that are in use during catching for body awareness

What are the body parts that are used for catching?

Learners to answer questions on the parts of the body in use when catching.

Field markers, bean bags, ropes, 

Digital devices such as computers and mobile phones

Video clips of the catching skill and games such as netball where the catching skill is used

Signed questions and practical

5

Manipulative skills: Catching

By the end of the sub strand, the learner should be able to: watch a video clip on catching for digital literacy and problem solving;

Name games where catching is used

learners in groups to watch video clips of people playing netball and other games where the catching skill is used

Field markers, bean bags, ropes,

Digital devices such as computers and mobile phones

Video clips of the catching skill and games such as netball where the catching skill is used

Signed questions and practical

5

1

Manipulative skills: Catching

By the end of the sub strand, the learner should be able to: watch a video clip on catching for digital literacy and problem solving;

Name games where catching is used

learners in groups to watch video clips of people playing netball and other games where the catching skill is used

Field markers, bean bags, ropes,

Digital devices such as computers and mobile phones

Video clips of the catching skill and games such as netball where the catching skill is used

Signed questions and practical

2

Manipulative skills: Catching

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

Name games where catching is used

Learners to practice catching items of different sizes such as bean bags, tenniquoits and balls

Field markers, bean bags, ropes,

Digital devices such as computers and mobile phones

Video clips of the catching skill and games such as netball where the catching skill is used

Signed questions and practical

3

Manipulative skills: Catching

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

Name games where catching is used

Learners to practice catching items of different sizes such as bean bags, tenniquoits and balls

Field markers, bean bags, ropes,

Digital devices such as computers and mobile phones

Video clips of the catching skill and games such as netball  where the catching skill is used

Signed questions and practical

4

Manipulative skills: Catching

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

Name games where catching is used

Learners to practice catching in groups, in twos

Field markers, bean bags, ropes,

Digital devices such as computers and mobile phones

Video clips of the catching skill and games such as netball where the catching skill is used

Signed questions and practical

5

Manipulative skills: Catching

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

Name games where catching is used

Learners to practice catching in groups, in twos

Learners to play games using the catching skill

Field markers, bean bags, ropes,

Digital devices such as computers and mobile phones

Video clips of the catching skill and games such as netball where the catching skill is used

Signed questions and practical

6

1

Manipulative skills: Catching

By the end of the sub strand, the learner should be able to: establish relationships through catching for critical thinking and problem solving;

Name games where catching is used

Learners to practice catching in groups, in twos

Learners to play games using the catching skill

Field markers, bean bags, ropes,

Digital devices such as computers and mobile phones

Video clips of the catching skill and games such as netball where the catching skill is used

Signed questions and practical

2

Manipulative skills: Catching

By the end of the sub strand, the learner should be able to: make appropriate balls for use, and for creativity and imagination;

Name games where catching is used

Learners to play games using the catching skill

Field markers, bean bags, ropes,

Digital devices such as computers and mobile phones

Video clips of the catching skill and games such as netball where the catching skill is used

Signed questions and practical

3

Manipulative skills: Catching

By the end of the sub strand, the learner should be able to: make appropriate balls for use, and for creativity and imagination.

Name games where catching is used

Learners to play games using the catching skill

Field markers, bean bags, ropes,

Digital devices such as computers and mobile phones

Video clips of the catching skill and games such as netball where the catching skill is used

Signed questions and practical

4

Manipulative skills: Catching

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

Name games where catching is used

Learners to play games using the catching skill

Field markers, bean bags, ropes,

Digital devices such as computers and mobile phones

Video clips of the catching skill and games such as netball where the catching skill is used

Signed questions and practical

5

Manipulative skills: Catching

By the end of the sub strand, the learner should be able to: play games for enjoyment.

Name games where catching is used

Learners to play games using the catching skill

Field markers, bean bags, ropes,

Digital devices such as computers and mobile phones

Video clips of the catching skill and games such as netball where the catching skill is used

Signed questions and practical

7

1

Manipulative skills: Catching

By the end of the sub strand, the learner should be able to: play games for enjoyment.

Name games where catching is used

Learners to play games using the catching skill

Field markers, bean bags, ropes,

Digital devices such as computers and mobile phones

Video clips of the catching skill and games such as netball where the catching skill is used

Signed questions and practical

2

Manipulative skills:

Catching

By the end of the sub strand, the learner should be able to: Observe rules when playing games for own and others safety.

Name games where catching is used

Learners to observe rules when playing games using the catching skill

Field markers, bean bags, ropes,

Digital devices such as computers and mobile phones

Video clips of the catching skill and games such as netball where the catching skill is used

Signed questions and practical

3

Water safety:

Pool Rules

By the end of the sub strand, the learners should be able to: Name water bodies found in the locality.

Name some water bodies around where you come from.  Mention some of your classroom rules

Learners in groups could be shown video clips of different water bodies such as dams, lakes, rivers, oceans and swimming pools

Swimming pool

Manila paper

Colouring pencils/crayons

Pencils

Rubbers

Digital devices such as computers ,mobile phones

Signed questions, observations Practicals make

posters

4

Water safety

Pool Rules

By the end of the sub strand, the learners should be able to: Name water bodies found in the locality.

Name some water bodies around where you come from.  Mention some of your classroom rules

Learners in groups could be shown video clips of different water bodies such as dams, lakes, rivers, oceans and swimming pools

Swimming pool

Manila paper

Colouring pencils/crayons

Pencils

Rubbers

Digital devices such as computers ,mobile phones

Signed questions, observations Practicals make

posters

5

Water safety:

Pool Rules

By the end of the sub strand, the learners should be able to: create a poster of pool rules for display in the changing room.

Name some water bodies around where you come from. Mention some of your classroom rules

Learners to create a poster showing the swimming pool

rules for display in the changing room

Swimming pool

Manila paper

Colouring pencils/crayons

Pencils

Rubbers

Digital devices such as computers ,mobile phones

Signed questions, observations Practicals make

posters

8

1

Water safety

Pool Rules

By the end of the sub strand, the learners should be able to: create a poster of pool rules for display in the changing room.

Name some water bodies around where you come from. Mention some of your classroom rules

Learners to create a poster showing the swimming pool

rules for display in the changing room

Swimming pool

Manila paper

Colouring pencils/crayons

Pencils

Rubbers

Digital devices such as computers ,mobile phones

Signed questions, observations Practicals make posters

2

Water safety

Pool Rules

By the end of the sub strand, the learners should be able to: identify sections of the pool and its environs.

Name some water bodies around where you come from. Mention some of your classroom rules

Learners to observe pool sanitation and hygiene showering before

entering the pool

Swimming pool

Manila paper

Colouring pencils/crayons

Pencils

Rubbers

Digital devices such as computers ,mobile phones

Signed questions, observations Practicals make posters

3

Water safety

Pool Rules

By the end of the sub strand, the learners should be able to: familiarize with the pool rules for safety.

Name some water bodies around where you come from. Mention some of your classroom rules

Learners to observe pool sanitation and hygiene showering before entering the pool

Swimming pool

Manila paper

Colouring pencils/crayons

Pencils

Rubbers

Digital devices such as computers ,mobile phones

Signed questions, observations Practicals make posters

4

Water safety

Pool Rules

By the end of the sub strand, the learners should be able to: familiarize with the pool rules for safety.

Name some water bodies around where you come from. Mention some of your classroom rules

Learners to observe pool sanitation and hygiene showering before entering the pool appropriate dress code

Swimming pool

Manila paper

Colouring pencils/crayons

Pencils

Rubbers

Digital devices such as computers ,mobile phones

Signed questions, observations Practicals make posters

5

Water safety

Pool Rules

By the end of the sub strand, the learners should be able to: observe sanitation around the pool environs for personal hygiene.

Name some water bodies around where you come from.  Mention some of your classroom rules

Learners to be taken round the swimming pool for familiarization appropriate dress code

Swimming pool

Manila paper

Colouring pencils/crayons

Pencils

Rubbers

Digital devices such as computers ,mobile phones

Signed questions, observations Practicals make

posters

9

1

Water safety

Pool Rules

By the end of the sub strand, the learners should be able to: enjoy playing simple water games.

Name some water bodies around where you come from. Mention some of your classroom rules

Learners to be taken round the swimming pool for familiarization appropriate dress code Learners to play water games

Swimming pool

Manila paper

Colouring pencils/crayons

Pencils

Rubbers

Digital devices such as computers ,mobile phones

Signed questions, observations Practicals make

posters

2

Water safety

Pool Rules

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

Name some water bodies around where you come from. Mention some of your classroom rules

Learners to observe safety rules around the swimming pool

Swimming pool

Manila paper

Colouring pencils/crayons

Pencils

Rubbers

Digital devices such as computers ,mobile phones

Signed questions, observations Practicals make posters 

3

Swimming

Water Safety: Personal floatation device

By the end of the sub strand, the learner should be able to: State swimming pool rules.

Which objects can float in water?

Name any two pool rules that you know.

Learners in groups to watch video clips of different types of floatation devices.

Field markers, bean bags, ropes,

Digital devices such as computer, mobile phones

Video clips of different types of floatation devices

Signed questions, observation, practical  make posters to sensitize the community on water hazards and display them on the community water bodies

4

Swimming

Water Safety: Personal floatation device

By the end of the sub strand, the learner should be able to watch a video clip of people wearing flotation devices for digital literacy and problem solving;

Which objects can float in water?

Name any two pool rules that you know.

Learners in groups to watch video clips of different types of floatation devices.

Field markers, bean bags, ropes,

Digital devices such as computer, mobile phones

Video clips of different types of floatation devices

Signed questions, observation, practical  make posters to sensitize the community on water hazards and display them on the community water bodies

5

Swimming

Water Safety: Personal floatation device

By the end of the sub strand, the learner should be able to watch a video clip of people wearing flotation devices for digital literacy and problem solving;

Which objects can float in water?

Name any two pool rules that you know.

Learners in groups to watch video clips of different types of floatation devices.

Field markers, bean bags, ropes,

Digital devices such as computer, mobile phones

Video clips of different types of floatation devices

Signed questions, observation, practical  make posters to sensitize the community on water hazards and display them on the community water bodies

10

1

Swimming

Water Safety: Personal floatation device

By the end of the sub strand, the learner should be able to identify different personal flotation device for wearing during swimming.

Which objects can float in water?

Name any two pool rules that you know.

Learners to name different items that float on water

Field markers, bean bags, ropes,

Digital devices such as computer, mobile phones

Video clips of different types of floatation devices

Signed questions, observation, practical make posters to sensitize the community on water hazards and display them on the community water bodies

2

Swimming

Water Safety: Personal floatation device

By the end of the sub strand, the learner should be able to demonstrate the wearing of a personal floatation device for safety.

Which objects can float in water?

Name any two pool rules that you know.

Learners to name different items that float on water

Field markers, bean bags, ropes,

Digital devices such as computer, mobile phones

Video clips of different types of floatation devices

Signed questions, observation,

practical  make

posters to sensitize the community on water hazards and display them on the community water bodies

3

Swimming

Water Safety: Personal floatation device

By the end of the sub strand, the learner should be able to demonstrate the wearing of a personal floatation device for safety.

Which objects can float in water?

Name any two pool rules that you know.

Learners to name different items that float on water

Field markers, bean bags, ropes,

Digital devices such as computer, mobile phones

Video clips of different types of floatation devices

Signed questions, observation,

practical  make

posters to sensitize the community on water hazards and display them on the community water bodies

4

Swimming

Water Safety: Personal floatation device

By the end of the sub strand, the learner should be able to appreciate the flotation devices for safety.

Which objects can float in water?

Name any two pool rules that you know.

Learners to name different items that float on water.

Learners to watch video clips of people wearing flotation devices.

Learners practice wearing floatation devices

Field markers, bean bags, ropes

Digital devices such as computer, mobile phones

Video clips of different types of floatation devices

Signed questions, observation, practical  make posters to sensitize the community on water hazards and display them on the community water bodies

5

Swimming

Water Safety: Personal floatation device

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

Which objects can float in water?

Name any two pool rules that you know.

Learners to name different items that float on water.

Learners to watch video clips of people wearing flotation devices.

Learners practice wearing floatation devices

Field markers, bean bags, ropes,

Digital devices such as computer, mobile phones

Video clips of different types of floatation devices

Signed questions, observation,

practical  make

posters to sensitize the community on water hazards and display them on the community water bodies

11

END TERM ASSESSMENT AND CLOSING

WIKI

KIPINDI

MADA

MADA NDOGO

MATOKEO MAALUM YANAYOTOKEA

MASWALI DADISI

MAPENDEKEZO YA SHUGLI ZA UFUNZAJI

KAZI YA ZIADA

NYEZO

MAONI

1

1

FAMILIA

Kusikiliza na kuzungumza

Kuchangamkia kutumia maneno yanayojumuisha sauti zilizofunzwa katika mawasiliano ya kila siku.

Unaweza kusoma maneno yote katika hadithi?

Mwanafunzi afinyange na aandike maumbo ya herufi za sauti alizosoma hewani na vitabuni.   

Mwanafunzi aandike maneno yaliyo na herufi za sauti alizofunzwa kwa kunakili aliyoandika mwalimu. 

Mwalimu asikize mwanafunzi akisoma maneno yote katika sentensi.

Kiswahili dadisi mazoezi ya lugha gredi 1 Uk 53

2

KUSIKILIZ A NA KUZUNGUMZA

Maneno ya heshima

Kufikia mwisho wa mada, mwanafunzi aweze:      

kutambua maneno ya heshima   katika familia 

kutumia maneno ya heshima  katika mawasiliano

Unapopewa zawadi unatakiwa kusema nini? 

Mwenzako anapojikwaa utamwambiaje?

Wanafunzi waweza kuonyeshwa mchoro wa mtoto akipokea zawadi halafu wajadili neno linalofaa kutumiwa na anayepokea zawadi.   

 Mwanafunzi aweza kuonyeshwa video inayoashiria matumizi ya maneno ya heshima k.m. Mtu akipokea zawadi au wageni wakimtembelea mgonjwa hospitalini.

Mwalimu asikize mwanafunzi akitambua baadhi ya maneno ya heshima unayoyajua.

Mwanafunzi 

Uk53-54 

Kiswahili dadisi mazoezi ya lugha gredi 1

3

KUSIKILIZA NA KUZUNGUMZA

Maneno ya heshma

kuambatanisha maneno ya heshima na hisia zifaazo katika mawasiliano kuthamini matumizi ya maneno ya heshima katika mawasiliano ya kila siku

Unapoomba ruhusu kutoka kwa mwalimu unatumia neno gani?

Mwanafunzi aweza kupewa ufafanuzi kuhusu maneno ya heshima kama vile asante. 

Wanafunzi waweza kushirikishwa katika kuigiza vitendo vya heshima.  

Mwanafunzi ahusishwe katika mjadala kuhusu umuhimu wa kutumia maneno ya heshima.

Mwalimu asikize maneno ya heshima kutoka kwa mwanafunzi.

Mwalimu 

Wanafunzi 

Uk 55

Kiswahili dadisi mazoezi ya lugha gredi 1

2

1

KUSOMA

Hadithi

Kufikia mwisho wa mada, mwanafunzi aweze: 

kutambua msamiati uliotumika katika hadithi     

kusikiliza hadithi zikisomwa na mwalimu zinazohusu familia

Unatakiwa kufanya nini unaposomewa hadithi?   

 Unakumbuka nini katika hadithi uliyosomewa

Mwanafunzi aweza kujadili picha zilizojumuishwa kwenye hadithi. 

Mwanafunzi aweza kutabiri kitakachotokea kwenye hadithi.    

 Mwanafunzi aweza kufuatilia hadithi ikisomwa na mwalimu, kisha asome pamoja na mwalimu na baadaye asome akiwa peke yake au wiwili wawili.

Mwalimu asikilioze wanafunzi wakisoma hadithi.

Wanafunzi

Chati 

Uk 56

Kiswahili dadisi mazoezi ya lugha gredi 1

2

KUSOMA

Hadithi

Kufikia mwisho wa mada mwanafunzi aweze

kusoma hadithi kuhusu familia darasani

 Unaweza kutabiri kitakachotokea katika hadithi?

Mwanafunzi aweza  kueleza  maana na matumizi ya msamiati uliotumika kwenye hadithi ukiwemo msamiati wa familia kama vile baba, mama, kaka na dada

Mwalimu asikize maoni ya wanafunzi kuhusu hadithi.

Chati

Uk56 

Kiswahili dadisi mazoezi ya lugha gredi 1

3

KUSOMA

hadithi

Kufikia mwisho wa mada mwanafunzi aweze

kuchangamkia kusikiliza hadithi kila siku.

Kwa nini unapenda hadithi?

Mwanafunzi asikilize hadithi ya mwalimu au iliyorekodiwa inayojumuisha matumizi ya maneno ya heshima.

Mwalimu asikize maoni ya mwanafunzi akieleza kwa nini anapenda hadithi.

Wanafunzi

Uk 58 

Kiswahili dadisi mazoezi ya lugha gredi 1

3

1

SARUFI

Nafsi ya kwanza wakati uliopo

Kufikia mwisho wa mada, mwanafunzi aweze:   

kutambua maneno na viambishi vinavyotumika kuonyesha nafsi ya kwanza wakati uliopo hali ya umoja na wingi katika sentensi.

Je, unatumia maneno gani kujirejelea na mkiwa wengi?

Mwanafunzi aweza kutumia nafsi ya kwanza wakati uliopo hali ya umoja na wingi katika mawasiliano.  

Mwanafunzi aweza kutumia nafsi ya kwanza wakati uliopo hali ya umoja na wingi katika sentensi

Mwalimu asikize mwanafunzi akitambua maneno ya viambishi anayojua.

Mwanafunzi

ChATI 

Uk59-60 

Kiswahili dadisi mazoezi ya lugha gredi 1

2

SARUFI

Nafsi ya kwanza wakati uliopo

Kufikia mwisho wa mada mwanafunzi aweze  kusoma vifungu vya maneno vinavyoashiria nafsi ya kwanza wakati uliopo hali ya umoja na wingi

Je unaweza kusoma kifungu chochote?

Manafunzi aweza kusoma sentensi zinazojumuisha matumizi ya nafsi ya kwanza wakati uliopo hali ya umoja na wingi.

 Mwalimu Soma

kifungu kisha uandike kifungu upya kwa hati nadhifu.

Mwanafunzi

Uk 60-61 

Kiswahili dadisi mazoezi ya lugha gredi 1

3

SARUFI

Nafsi ya kwanza wakati uliopo

Kufikia mwisho wa mada mwanafunzi aweze

kutumia nafsi ya kwanza wakati uliopo hali ya umoja na wingi katika sentensi  

kuandika vifungu vya maneno vinavyoashiria nafsi ya kwanza wakati uliopo hali ya umoja na wingi

Je unaeza andika vifungu vya maneno vinavyoashiria nafsi?

Mwanafunzi aweza kujaza mapengo kwa kutumia maneno na viambishi

vinavyowakilisha nafsi ya kwanza na wakati uliopo kama vile mimi

Mwalimu asikilize mwanafunzi akitumia nafsi ya kwanza katika wakati uliopo kutunga sentensi.

Mwanafunzi 

Tarakilishi 

Uk 59 

Kiswahili dadisi mazoezi ya lugha gredi 1

4

1

SARUFI

Nafsi ya kwanza wakati uliopo

Kufikia mwisho wa mada mwanafunzi aweze kufurahia kutumia nafsi ya kwanza wakati uliopo hali ya umoja na wingi  katika mawasiliano.

Je unaeza kutumia nafsi ya kwanza wakati uliopita kwa umoja na wingi?

Wanafunzi waweze kuigiza nafsi ya kwanza wakati uliopo hali ya umoja na wingi katika vikundi kwa kutumia vifungu

Mwalimu atazame wanafunzi wakiandika wingi na umoja wa maneno uliyopewa.

Chati 

Tarakilishi

Uk 60-61 

Kiswahili dadisi mazoezi ya lugha gredi 1

2

MWILI WANGU

Sauti  na majina ya herufi za Kiswahili

Kufikia mwisho wa mada, mwanafunzi aweze:

kutamka sauti nne za herufi moja katika kuimarisha mazungumzo

Je unaeza kutamka sauti nne za herufi moja?

. Mwanafunzi asikilize mwalimu anapotamka sauti lengwa, kisha

atamke pamoja na mwalimu na mwishowe atamke akiwa peke yake, wawili wawili au kama darasa

Mwalimu aanaglie wanafunzi wakitaja na uandike sauti nne za herufi moja.

Wanafunzi

Tarakilishi 

Uk 62

Kiswahili dadisi mazoezi ya lugha gredi 1

3

MWILI WANGU

Sauti  na majina ya herufi za Kiswahili

Kufikia mwisho wa mada mwanafunzi aweze

kutambua sauti za herufi moja zilizofunzwa katika maneno

Je unaeza tambua sauti zozozte za herufi moja?

Mwanafunzi atumie teknolojia (papaya) kutamkia sauti.  

Mwanafunzi atambue herufi inayowakilisha sauti lengwa kwa kutumia kadi za herufi.

Mwalimu aangalie mwanafunzi akiandika sauti zozote za hetrufi moja.

Wanafunzi

Tarakilishi

Uk 63 

Kiswahili dadisi mazoezi ya lugha gredi 1

5

1

MWILI WANGU

Sauti  na majina ya herufi za Kiswahili

Kufikia mwisho wa mada mwanafunzi aweze kutambua majina ya herufi zinazowakilish a sauti lengwa katika kuimarisha stadi ya kusoma

Je unaeza tambua majina ya sauti lengwa?

Mwanafunzi aambatanishe silabi kusoma maneno yanayotokana na sauti lengwa

Mwalimu asikize majina ya sauti lengwa.

Wanafunzi

Tarakilishi 

Uk 63-64

Kiswahili dadisi mazoezi ya lugha gredi 1

2

MWILI WANGU

Sauti  na majina ya herufi za Kiswahili

Kufikia mwisho wa mada mwanafunzi aweze kusoma maneno kwa kutumia silabi zinazotokana na sauti lengwa katika kujenga stadi ya kusoma

Je unaeza soma maneno kwa kutumia silabi?

Wanafunzi waweza kushirikishwa kusikiliza mgeni mwalikwa mwenye umahiri wa kutamka sauti lengwa

Mwalimu asikize mwanafunzi akisoma.

Wanafunzi

Tarakilishi

Uk65-66 

Kiswahili dadisi mazoezi ya lugha gredi 1

3

MWILI WANGU

Sauti  na majina ya herufi za Kiswahili

Kufikia mwisho wa mada mwanafunzi aweze kusoma vifungu vilivyo na maneno yaliyo na sauti lengwa ili kujenga stadi ya kusoma

Je unaeza soma vifungu vya maneno?

Mwanafunzi asome maneno kwa kutumia silabi na kuchanganua yaliyo marefu zaidi.

Mwalimu asikize mwanafunzi akisoma vifungu vya maneno.

Wanafunzi

Tarakilishi

Uk 67 

Kiswahili dadisi mazoezi ya lugha gredi 1

6

1

MWILI WANGU

Sauti  na majina ya herufi za Kiswahili

Kufikia mwisho wa mada mwanafunzi aweze kuandika maumbo ya herufi zinazowakilish a sauti lengwa katika kuimarisha stadi ya Kuandika

Je unaeza Kuandika maumbo kwa sauti zinazowakilisha sarifi?

Wanafunzi wasome hadithi zilizo na maneno yaliyobeba sauti lengwa kama darasa au wawili wawili.

 Mwanafunzi asikilize Wanafunzi tarakilishi na kusoma hadithi kupitia vifaa

Mwalimu aangalie mwanafunzi akichora umbo.

Wanafunzi

Tarakilishi

Uk 68 

Kiswahili dadisi mazoezi ya lugha gredi 1

2

MWILI WANGU

Sauti  na majina ya herufi za Kiswahili

Kufikia mwisho wa mada mwanafunzi aweze kuchangamkia kutumia maneno yanayojumuisha sauti zilizofunzwa katika mawasiliano ya kila siku.

Unaeza sema maneno yanayojumuisha sarufi?

Mwanafunzi aandike maneno yaliyo na herufi za sauti alizofunzwa kwa kunakili aliyoandika mwalimu

Mwalimu aangalie mwanafunzi akiandika maneno yaliyo katika uk 68.

Wanafunzi

Tarakilishi 

Uki 69 

Kiswahili dadisi mazoezi ya lugha gredi 1

3

KUSIKILIZA NA KUZUNGUMZA

Kufikia mwisho wa mada, mwanafunzi aweze:

kutambua sehemu za mwili katika mawasiliano kutumia

majina ya sehemu za mwili katika kutunga sentensi

Mwanafunzi aambanitishe kadi za maneno na sehemu za mwili za nje.  

Mwanafunzi aweza kuonyeshwa video kuhusu sehemu za mwili za nje

Wanafunzi

Tarakilishi  

Uk 69  

Kiswahili dadisi mazoezi ya lugha gredi 1

7

1

KUSIKILIZA NA KUZUNGUMZA

Msamiati

Kufikia mwisho wa mada mwanafunzi aweze kuandika majina ya sehemu za mwili katika kuimarisha stadi ya kuandika   

kuchangamkia utunzaji wa sehemu za mwili katika kuimarisha afya

Je unaeza Kuandika majina ya sehemu za mwili?

Mwanafunzi aweza kushirikishwa katika kuimba  nyimbo na Wanafunzi

tarakilishi kukariri mashairi yanayohusu sehemu za mwili za nje

Andika majina ya sehemu za mwili.

Wanafunzi

Tarakilishi  

Uk 71-72  

Kiswahili dadisi mazoezi ya lugha gredi 1

2

KUSIKILIZ A NA KUZUNGUMZA

masimulizi

Kufikia mwisho wa mada, mwanafunzi aweze:  

kutambua sehemu za mwili katika mawasiliano  kueleza matumizi ya sehemu za mwili ili kuthamini mwili wake

 Je, ni sehemu gani za mwili unazoweza kutaja katika umoja na wingi?

Mwanafunzi ataje sehemu za mwili za nje.   

Mwanafunzi achore picha za sehemu mbalimbali za mwili za nje.   

 Wanafunzi wajadili sehemu za mwili za nje na umuhimu wake katika vikundi.

Mwalimu asikize mwanafunzi akitaja sehemu za mwili za nje.

Wanafunzi  

Uk71  

Kiswahili dadisi mazoezi ya lugha gredi 1

3

KUSIKILIZ A NA KUZUNGUMZA

masimulizi

Kufikia mwisho wa mada mwanafunzi aweze

kusimulia visa kuhusu sehemu za mwili katika kujenga stadi ya kuzungumza 

kuthamini sehemu za mwili wake maishani.

Ni sehemu ipi ya mwili ya nje iliyo muhimu zaidi?

Mwanafunzi atoe maelezo kuhusu sehemu za mwili za nje.   

Mwanafunzi azungumzie sehemu zake za mwili za nje.   

Mwanafunzi aweza  kuimba nyimbo na kukariri mashairi mepesi kuhusu sehemu za mwili za nje

Mwalimu asikize umuhimu wa sehemu za mwili kutoka kwa mwanafunzi.

Wanafunzi  

Uk 72-73  

Kiswahili dadisi mazoezi ya lugha gredi 1

8

1

SARUFI

Umoja na wingi wa majina

Kufikia mwisho wa mada, mwanafunzi aweze: 

kutambua majina ya sehemu za mwili katika umoja na wingi ili kuimarisha mawasiliano kutumia

majina ya sehemu za mwili kwenye sentensi katika umoja na wingi ili kuimarisha mawasiliano

Je, ni sehemu gani za mwili unazoweza kutaja katika umoja na wingi?

Mwanafunzi atunge sentensi kwa kurejelea sehemu za mwili katika umoja na wingi.   

Mwanafunzi asome sentensi zinazorejelea sehemu za mwili katika umoja na wingi.

Mwalimu asahihishe kazi ya mwanafunzi.

Wanafunzi

Uk 74-75  

Kiswahili dadisi mazoezi ya lugha gredi 1

2

SARUFI

Umoja na wingi wa majina

Kufikia mwisho wa mada mwanafunzi aweze

kusoma sentensi zinazojumuish a sehemu za mwili katika umoja na wingi ili kuimarisha stadi ya kusoma

Unaeza tunga sentensi kuhusu sehemu za mwili?

Mwanafunzi aweza kujaza mapengo kwa kutumia majina ya sehemu za mwili katika umoja na wingi.   

Mwanafunzi aweza kunakili sentensi katika umoja na wingi.

Mwalimu aweze kusahihisha kazi ya mwanafunzi.

Wanafunzi  

Uk 76-77  

Kiswahili dadisi mazoezi ya lugha gredi 1

3

USAFI WA MWILI

Sauti  na majina ya herufi za Kiswahili

Kufikia mwisho wa mada, mwanafunzi aweze: 

kutamka sauti nne za herufi moja katika kuimarisha mazungumzo  

Unaeza tamka sauti nne za herufi moja?

Mwanafunzi atambue sauti /w/, /e/, /i/ na /h/ katika maneno.   

 Mwanafunzi amsikilize mwalimu akitamka sauti lengwa, kisha atamke pamoja na mwalimu na mwishowe atamke akiwa peke yake, wawili wawili wawili na kama darasa.

Mwalimu aweze kusikiza mwanafunzi akitamka sauti nne pamoja.

Wanafunzi

Uk 77  

Kiswahili dadisi mazoezi ya lugha gredi 1

9

1

USAFI WA MWILI

Sauti  na majina ya herufi za Kiswahili

Kufikia mwisho wa mada mwanafunzi aweze

kutambua sauti za herufi moja zilizofunzwa katika maneno ili kuimarisha mazungumzo

Unaeza tambua herufi moja zilizofunzwa katika maneno mapya?

Mwanafunzi atumie teknolojia (papaya) kusikiliza matamshi ya sauti lengwa.

Mwalimu asikilize mwanafunzi akitambua herufi moja zinazounda maneno.

Wanafunzi

Uk 78-79  

Kiswahili dadisi mazoezi ya lugha gredi 1

2

USAFI WA MWILI

Sauti  na majina ya herufi za Kiswahili

Kufikia mwisho wa mada mwanafunzi aweze

kutambua majina ya herufi zinazowakilish a sauti lengwa katika kuimarisha stadi ya kusoma  

Je unaeza tambua majina ya herufi zinazowakilisha sauti lengwa?

Mwanafunzi atambue herufi zinazowakilisha sauti lengwa kwa kutumia kadi za herufi.   

Mwanafunzi aambatanishe silabi kusoma maneno yanayotokana na sauti lengwa.

Mwalimu asikilize mwanafunzi akisoma.

Tarakilishi  

Uk 79  

Kiswahili dadisi mazoezi ya lugha gredi 1

3

USAFI WA MWILI

kusoma

Kufikia mwisho wa mada mwanafunzi aweze kusoma herufi za sauti moja katika kujenga stadi ya kusoma

Unaeza taja sauti moja katika stadi ya kusoma?

Mwanafunzi atenganishe silabi katika kutambua sehemu mbalimbali za maneno.

Soma sentensi katika uk 80 huku ukiziandika katika daftari yako.

Wanafunzi

Uk 80  

Kiswahili dadisi mazoezi ya lugha gredi 1

10

1 

USAFI WA MWILI

Kuandika

Kufikia mwisho wa mada mwanafunzi aweze kusoma maneno kwa kutumia silabi zinazotokana na sauti lengwa katika kujenga stadi ya kusoma

Unaeza soma maneno kwa kutumia silabi?

Wanafunzi waweza kusikiliza mgeni mwalikwa mwenye umahiri wa kutamka sauti lengwa.

Mwalimu atazame mwanafunzi akiFanya zoezi nambari tatu uk  81

Tarakilishi

Uk 81-82-83  

Kiswahili dadisi mazoezi ya lugha gredi 1

2

USAFI WA MWILI

Sauti  na majina ya herufi za Kiswahili

Kufikia mwisho wa mada mwanafunzi aweze kuandika maumbo ya herufi zinazowakilisha sauti lengwa katika kuimarisha stadi ya kuandika  

Unaeza Kuandika maumbo ya herufi zinazowakilisha sarufi?

Wanafunzi waweza  kusoma hadithi zilizo na maneno yaliyobeba sauti lengwa kama darasa au wawili wawili

Mwalimu atazame mwanafunzi akifanya zoezi nambari 1 na 2 katika uk 83

Wanafunzi

Uk 83  

Kiswahili dadisi mazoezi ya lugha gredi 1

3

USAFI WA MWILI

Msamiati

Kufikia mwisho wa mada, mwanafunzi aweze: 

kutambua msamiati wa usafi wa mwili katika kujenga msamiati kwa mawasiliano  

kutambua sehemu za mwili zinazopaswa kuangaziwa zaidi katika usafi katika kuimarisha mazungumzo

Je unaeza kusema maneno ya usafi?

Je, ni sehemu zipi za mwili zinazopaswa kuangaziwa zaidi katika usafi?

Mwanafunzi atumie msamiati uliyofunzwa katika sentensi sahihi.   

 Mwanafunzi aandike maneno yaliyofunzwa   

 Mwanafunzi aweza kupewa kadi za maneno asome Mwanafunzi asimuliwe hadithi kuhusu usafi kisha ashiriki katika mjadala kuhusu usafi wa mwili. 

Mwalimu atazame mwanafunzi akitaja na uandika baadhi ya maneno ya usafi unayoyajua.

Wanafunzi  

Uk 85 -86  

Kiswahili dadisi mazoezi ya lugha gredi 1

11

TATHMINI NA KUFUNGA SHULE

Week

Lesson

Strand/ Theme

Sub Strand/Sub Theme

Specific Learning Outcomes

Key Inquiry Questions

Learning Experience

Learning resources

Assessment

Remarks

1

1

WRITING

Syllable, Word, and Sentence Formation

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

Write commonly used syllables, words, and sentences

Develop an interest in forming words and simple sentences.

How are words formed?

Learners should form words by blending syllables individually, in pairs and groups (blend, segment, fill in blanks)

Learners practice word formation by participating in word games

Learners be guided to make sentences using basic sight words

Pencil, book, flash cards, word puzzle 

KLB Visionary English Literacy Activities Grade 1 pg. 90

Build word family

2

LISTENING

Phonological Awareness

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

Segment syllables in spoken words and onset rimes of single-syllable words

Discriminate the initial, middle and final sounds in three letter words for correct pronunciation.

What are some of the sounds we hear?

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding)

Learners listen to letter sounds and the syllables formed from Them (depends on each language)

Sound recordings, a collection of riddles and tongue twisters, resource persons 

KLB Visionary English Literacy Activities Grade 1 pg.9192

Oral questions

3

LISTENING

Phonological Awareness

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

Add or substitute individual sounds in simple, one syllable words to make new words.

Discriminate the initial, middle and final sounds in three letter words for correct pronunciation.

What are some of the sounds we hear?

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding)

Learners listen to letter sounds and the syllables formed from Them (depends on each language)

Sound recordings, a collection of riddles and tongue twisters, resource persons

KLB Visionary English Literacy Activities Grade 1 pg.9394

Oral questions

4

SPEAKING

Phonological Awareness

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

Name and say letters representing sounds

Blend given letter sounds to make syllables and syllables to form words

What are some of the sounds we hear?

Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups

KLB Visionary English Literacy Activities Grade 1 pg.95

Matching oral sounds with pictures

5

SPEAKING

Phonological Awareness

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

Blend given letter sounds to make syllables and syllables to form words

Appreciate word formation by actively engaging in blending and segmenting letter sounds and syllables.

What are some of the sounds we hear?

Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups

KLB Visionary English Literacy Activities Grade 1 pg.96

Matching oral sounds with pictures

2

1

READING

Phonemic Awareness

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

Segment words that start with similar sounds.

Recognize all the letters of the alphabet in the language of the catchment area.

What sounds do we hear?

Learners sound and read words to practice left-eye movement(left –right orientation)

Learners identify words that begin with similar sounds (letter –sound recognition)

Word charts, sounds from the environment

KLB Visionary English Literacy Activities Grade 1 pg.97

Learners read sounds, syllables and words paying attention to pronunciation.

2

READING

Phonemic Awareness

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

 Segment words that start with similar sounds.

Recognize all the letters of the alphabet in the language of the catchment area.

What sounds do we hear?

Learners sound and read words to practice left-eye movement (left –right orientation)

Learners identify words that begin with similar sounds (letter –sound recognition)

Word charts, sounds from the environment

KLB Visionary English Literacy Activities Grade 1 pg.98

Learners read sounds, syllables and words paying attention to pronunciation.

3

WRITING

Handwriting

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

Use basic punctuation to convey the intended meaning

Use legible and writing to communicate effectively.

How can I write well?

Learners further practice their pre - writing skills ( how to grasp a pencil, use lined paper and how to sit when writing)

Learners are guided to participate in activities that develop their fine motor skills (beadwork, modelling, zipping using scissors, finger puppets, etc.

Ruled exercise books 

KLB Visionary English Literacy Activities Grade 1 pg.99-100

Copy standard letters, words, and sentences in their best Handwriting

4

LISTENING

Phonological Awareness

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

Segment syllables in spoken words and onset rimes of single-syllable words.

Discriminate the initial, middle and final sounds in three letter words for correct pronunciation.

What are some of the sounds we hear?

Learners listen to and participate in rhymes, songs, poems, tongue twisters and riddles on the themes: myself, my school and my home, individually, in pairs and groups

Learners listen to letter sounds and the syllables formed from them (depends on each language)

Sound recordings, a collection of riddles and tongue twisters, resource persons

KLB Visionary English Literacy Activities Grade 1 pg.101-102

5

LISTENING

Phonological Awareness

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

Segment syllables in spoken words and onset rimes of single-syllable words.

Discriminate the initial, middle and final sounds in three letter words for correct pronunciation.

What are some of the sounds we hear?

Learners listen to and participate in rhymes, songs, poems, tongue twisters and riddles on the themes: myself, my school and my home, individually, in pairs and groups

Learners listen to letter sounds and the syllables formed from them (depends on each language)

Sound recordings, a collection of riddles and tongue twisters, resource persons 

KLB Visionary English Literacy Activities Grade 1 pg.103-104

3

1

SPEAKING

Phonological Awareness

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

Name and say letters representing sounds

Blend given letter sounds to make syllables and syllables to form words

How do we say to the sounds?

Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups.

KLB Visionary English Literacy Activities Grade 1 pg.105

Matching oral sounds with pictures

2

READING

Phonemic Awareness

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

Practice left-right eye movement with accuracy.

Isolate sounds in a word.

How do we make these sounds?

Learners sound and read words to practice left-eye movement (left –right orientation)

Learners are guided to isolate sounds in a word

Learners segment words that begin with similar sounds.

Word charts, sounds from the environment

 KLB Visionary English Literacy Activities Grade 1 pg.106-107

Learners read sounds, syllables and words paying attention to pronunciation.

3

READING

Phonemic Awareness

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

Isolate sounds in a word

Segment words that start with similar sounds

How do we make these sounds?

Learners identify words that begin with similar sounds (letter –sound recognition.

Learners segment words that begin with similar sounds

Learners read sounds, syllables and words paying attention to pronunciation. 

KLB Visionary English Literacy Activities Grade 1 pg.108-109

Word charts, sounds from the environment

4

WRITING

Handwriting

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

Use basic punctuation to convey the intended meaning

Use legible handwriting to communicate effectively.

How can I write well?

Learners further practice their pre - writing skills ( how to grasp a pencil, use lined paper and how to sit when writing)

Learners are guided to participate in activities that develop their fine motor skills (beadwork, modelling, zipping using scissors, finger puppets, etc.

Ruled exercise books

KLB Visionary English Literacy Activities Grade 1 pg.110

Copy standard letters, words, and sentences in their best Handwriting

5

WRITING

Handwriting

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

Acquire the skill of shaping different letters to write syllables, words, and sentences neatly.

Use legible handwriting to communicate effectively.

How can I write well?

Learners further practice their pre - writing skills (how to grasp a pencil, use lined paper and how to sit when writing)

Learners are guided to participate in activities that develop their fine motor skills (beadwork, modelling, zipping using scissors, finger puppets, etc.

Ruled exercise books

 KLB Visionary English Literacy Activities Grade 1 pg.111

Copy standard letters, words, and sentences in their best Handwriting

4

1

LISTENING

Phonological Awareness

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

Add or substitute individual sounds in simple, one syllable words to make new words.

Recognise and sound the commonly used letter sounds and syllables.

How do we say these sounds?

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding)

Learners listen to letter sounds and the syllables formed from them (depends on each language)

Sound recordings, a collection of riddles and tongue twisters, resource persons

KLB Visionary English Literacy Activities Grade 1 pg.112-113

Oral questions

2

SPEAKING

Phonological Awareness

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

Name and say letters representing sounds

Blend given letter sounds to make syllables and syllables to form words

What are some of the sounds we hear?

Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups

KLB Visionary English Literacy Activities Grade 1 pg.114-115

Matching oral sounds with pictures

3

SPEAKING

Phonological Awareness

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

Blend given letter sounds to make syllables and syllables to form words

Appreciate word formation by actively engaging in blending and segmenting letter sounds and syllables.

What are some of the sounds we hear?

Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups

KLB Visionary English Literacy Activities Grade 1 pg.116

Matching oral sounds with pictures

4

READING

Phonemic Awareness

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

Practice left-right eye movement with accuracy.

Isolate sounds in a word.

How do we make these sounds?

Learners sound and read words to practice left-eye movement (left –right orientation)

Learners are guided to isolate sounds in a word

Learners segment words that begin with similar sounds.

Word charts, sounds from the environment

KLB Visionary English Literacy Activities Grade 1 pg.117-118

Learners read sounds, syllables and words paying attention to Pronunciation.

5

READING

Phonemic Awareness

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

Isolate sounds in a word.

Segment words that start with similar sounds.

How do we make these sounds?

Learners identify words that begin with similar sounds (letter –sound recognition.

Learners segment words that begin with similar sounds

Learners read sounds, syllables and words paying attention to pronunciation.  

KLB Visionary English Literacy Activities Grade 1 pg.119-120

Word charts,

sounds from the environment

5

1

WRITING

Handwriting

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

Acquire the skill of shaping different letters to write syllables, words, and sentences neatly

Handwrite letters, numbers, and symbols.

How can I write well?

Learners are guided to participate in activities that develop their fine motor skills (beadwork, modelling, zipping using scissors, finger puppets, etc.

Learners practice sorting and grouping of letters based on specific features (ticks, tails, and hoops)

Ruled exercise books

KLB Visionary English Literacy Activities Grade 1 pg.121

Copy standard letters, words, and sentences in their best Handwriting

2

LISTENING

Phonological Awareness

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

Segment syllables in spoken words

and onset rimes of single-syllable words

Discriminate the initial, middle and final sounds in three letter words for correct pronunciation.

What are some of the sounds we hear?

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding)

Learners listen to letter sounds and the syllables formed from Them (depends on each language)

Sound recordings, a collection of riddles and tongue twisters, resource

persons  

KLB Visionary English Literacy Activities Grade 1 pg.122-123

3

LISTENING

Phonological Awareness

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

Add or substitute individual sounds in simple, one syllable words to make new words.

Discriminate the initial, middle and final sounds in three letter words for correct pronunciation.

What are some of the sounds we hear?

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding)

Learners listen to letter sounds and the syllables formed from Them (depends on each language)

Sound recordings, a collection of riddles and tongue twisters, resource persons  

KLB Visionary English Literacy Activities Grade 1 pg.124

4

SPEAKING

Phonological Awareness

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

Name and say letters representing sounds.

Blend given letter sounds to make syllables and syllables to form words.

What are some of the sounds we hear?

Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups.

KLB Visionary English Literacy Activities Grade 1 pg.125-126

Matching oral sounds with pictures

5

SPEAKING

Phonological Awareness

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

Blend given letter sounds to make syllables and syllables to form words.

Appreciate word formation by actively engaging in blending and segmenting letter sounds and syllables.

What are some of the sounds we hear?

Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups

KLB Visionary English Literacy Activities Grade 1 pg.127

Matching oral sounds with pictures

6

1

READING

Phonic Development

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

Develop knowledge of letter sound recognition

How do we make words?

Learners match letter cards to sounds

Learners practice letter-sound matching (letter sound recognition)

Check pronunciation and speed as learners read sounds, syllables, and words

KLB Visionary English Literacy Activities Grade 1 pg.128

Charts, letter cards, syllable box

2

READING

Phonic Development

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

Build phonemes into syllables.

Read and sound syllables.

How do we make words?

Learners build letters into syllables

Learners match diagraphs to words that contain them (ng, ny, ng, dh, th)

Check pronunciation and speed as learners read sounds, syllables, and words  

KLB Visionary English Literacy Activities Grade 1 pg.129

Charts, letter cards, syllable box

3

WRITING

Handwriting

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

Develop speed and ease of handwriting

Acquire the skill of shaping different letters to write syllables, words, and sentences neatly.

How can I write well?

Learners are guided to participate in activities that develop their fine motor skills (beadwork, modelling, zipping using scissors, finger puppets, etc.

Learners practice sorting and grouping of letters based on specific features (ticks, tails, and hoops)

Ruled exercise books  

KLB Visionary English Literacy Activities Grade 1 pg.130-131

Copy standard letters, words, and sentences in their best Handwriting

4

LISTENING

Phonological Awareness

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

Recognize and sound the commonly used letter sounds and syllables

Appreciate the sounds and syllables in rhymes, songs, poems, tongue twisters and riddles.

What produces the sounds we hear?

 Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding)

Learners listen to letter sounds and the syllables formed from them (depends on each language)

Sound recordings, a collection of riddles and tongue twisters, resource persons.

KLB Visionary English Literacy Activities Grade 1 pg.132

Oral questions

5

LISTENING

Phonological Awareness

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

Add or substitute individual sounds in simple, one syllable words to make new words.

Recognise and sound the commonly used letter sounds and syllables.

How do we say these sounds?

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding)

Learners listen to letter sounds and the syllables formed from them (depends on each language)

Sound recordings, a collection of riddles and tongue twisters, resource persons  

KLB Visionary English Literacy Activities Grade 1 pg.133

Oral questions

7

1

SPEAKING

Phonological Awareness

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

Name and say letters representing sounds

Blend given letter sounds to make syllables and syllables to form words

Segment syllables to letter sounds and words to syllables.

What are some of the sounds we hear?

Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups

KLB Visionary English Literacy Activities Grade 1 pg.134-135

Matching oral sounds with pictures

2

READING

Phonic Development

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

Build phonemes into syllables.

Read and sound syllables.

How do we make words?

Learners build letters into syllables

Learners match diagraphs to words that contain them (ng, ny, ng, dh, th)

Learners blend and segment sounds to build syllables into words.

charts, letter cards, syllable box  

KLB Visionary English Literacy Activities Grade 1 pg.136

Check pronunciation and speed as learners read sounds, Syllables, and words

3

READING

Phonic Development

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

Relate syllables to their sounds

Appreciate the use of syllables to form words.

How do we make words?

Learners build letters into syllables

Learners match diagraphs to words that contain them (ng, ny, ng, dh, th)

Learners blend and segment sounds to build syllables into words.

charts, letter cards, syllable box  

KLB Visionary English Literacy Activities Grade 1 pg.137

Check pronunciation and speed as learners read sounds, Syllables, and words

4

WRITING

Handwriting

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

Use basic punctuation to convey the intended meaning

Use legible handwriting to communicate effectively.

How can I write well?

Learners are guided to participate in activities that develop their fine motor skills (beadwork, modelling, zipping using scissors, finger puppets, etc.

Learners are guided to participate in activities that develop their fine motor skills (beadwork, modelling, zipping using scissors, finger puppets, etc.

Ruled exercise books  

KLB Visionary English Literacy Activities Grade 1 pg.138

Copy standard letters, words, and sentences in their best Handwriting

5

WRITING

Handwriting

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

Acquire the skill of shaping different letters to write syllables, words, and sentences neatly.

Use legible handwriting to communicate effectively.

How can I write well?

Learners further practice their pre - writing skills (how to grasp a pencil, use lined paper and how to sit when writing)

Learners are guided to participate in activities that develop their fine motor skills (beadwork, modelling, zipping using scissors, finger puppets, etc.

Ruled exercise books

 KLB Visionary English Literacy Activities Grade 1 pg.139

Copy standard letters, words, and sentences in their best Handwriting

8

1

LISTENING

Phonological Awareness

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

Segment syllables in spoken words and onset rimes of single-syllable words

Discriminate the initial, middle and final sounds in three letter words for correct pronunciation.

What are some of the sounds we hear?

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding)

Learners listen to letter sounds and the syllables formed from them (depends on each language)

Learners observe the displayed letters as they listen to the sounds.

Sound recordings, a collection of riddles and tongue twisters, resource persons  

KLB Visionary English Literacy Activities Grade 1 pg.140

Oral questions

2

SPEAKING

Phonological Awareness

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

Name and say letters representing sounds

Blend given letter sounds to make syllables and syllables to form words

What are some of the sounds we hear?

Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups

KLB Visionary English Literacy Activities Grade 1 pg.141

Matching oral sounds with pictures

3

SPEAKING

Phonological Awareness

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

 Blend given letter sounds to make syllables and syllables to form words

Appreciate word formation by actively engaging in blending and segmenting letter sounds and syllables.

What are some of the sounds we hear?

Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups

KLB Visionary English Literacy Activities Grade 1 pg.142

Matching oral sounds with pictures

4

READING

Phonic

Development

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

Develop knowledge of letter-sound recognition

Build phonemes into syllables

Read and sound syllables

How do we make words?

Learners match letter cards to sounds

Learners practice letter-sound matching (letter sound recognition)

Learners build letters into syllables

Charts, letter cards, syllable box  

KLB Visionary English Literacy Activities Grade 1 pg.143-144

Check pronunciation and speed as learners read sounds, Syllables, and words

5

READING

Phonic Development

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

Read and sound syllables.

Relate syllables to their sounds.

Appreciate the use of syllables to form words

How do we make words?

Learners participate in reading games (bingo games, syllabic map), in pairs and groups

Learners practice reading words containing consonant clusters 3. Learners mimic word and sentences to produce the right intonation

charts, letter cards, syllable box  

KLB Visionary English Literacy Activities Grade 1 pg.145

Check pronunciation and speed as learners read sounds, Syllables, and words

9

1

WRITING

Handwriting

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

Use basic punctuation to convey the intended meaning

Use legible handwriting to communicate effectively.

How can I write well?

Learners are guided to participate in activities that develop their fine motor skills (beadwork, modelling, zipping using scissors, finger puppets, etc.

Learners are guided to participate in activities that develop their fine motor skills (beadwork, modelling, zipping using scissors, finger puppets, etc.

Ruled exercise books

 KLB Visionary English Literacy Activities Grade 1 pg.146

Copy standard letters, words, and sentences in their best Handwriting

2

WRITING

Handwriting

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

Acquire the skill of shaping different letters to write syllables, words, and sentences neatly.

Handwrite letters, numbers, and symbols

How can I write well?

Learners further practice their pre - writing skills (how to grasp a pencil, use lined paper and how to sit when writing)

Learners are guided to participate in activities that develop their fine motor skills (beadwork, modelling, zipping using scissors, finger puppets, etc.

Ruled exercise books  

KLB Visionary English Literacy Activities Grade 1 pg.147

Copy standard letters, words, and sentences in their best Handwriting

3

LISTENING

Phonological Awareness

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

Segment syllables in spoken words and onset rimes of single-syllable words

Discriminate the initial, middle and final sounds in three letter words for correct pronunciation.

What are some of the sounds we hear?

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding)

Learners listen to letter sounds and the syllables formed from them (depends on each language)

Learners observe the displayed letters as they listen to the sounds.

Sound recordings, a collection of riddles and tongue twisters, resource persons

 KLB Visionary English Literacy Activities Grade 1 pg.148-149

Oral questions

4

SPEAKING

Phonological Awareness

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

Name and say letters representing sounds

Blend given letter sounds to make syllables and syllables to form words

What are some of the sounds we hear?

Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups

KLB Visionary English Literacy Activities Grade 1 pg.150

Matching oral sounds with pictures

5

SPEAKING

Phonological Awareness

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

 Segment syllables to letter sounds and words to syllables

Appreciate word formation by actively engaging in blending and segmenting letter sounds and syllables.

What are some of the sounds we hear?

Learners practice reading aloud letters representing sounds (auditory awareness), individually, in pairs and groups

Learners participate in language games involving blending and segmenting given syllables (oral blending and segmenting), individually, in pairs, and in groups

KLB Visionary English Literacy Activities Grade 1 pg.151

Matching oral sounds with pictures

10

1

READING

Phonic Development

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

Build phonemes into syllables.

Read and sound syllables.

Appreciate the use of syllables to form words.

How do we make words?

Learners build letters into syllables

Learners match diagraphs to words that contain them (ng, ny, ng, dh, th)

Learners blend and segment sounds to build syllables into words.

charts, letter cards, syllable box

 KLB Visionary English Literacy Activities Grade 1 pg.152

Check pronunciation and speed as learners read sounds, Syllables, and words

2

READING

Phonic Development

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

Relate syllables to their sounds.

Develop knowledge of letter-sound recognition

Read and sound syllables.

How do we make words?

Learners build letters into syllables

Learners match diagraphs to words that contain them (ng, ny, ng, dh, th)

Learners blend and segment sounds to build syllables into words.

charts, letter cards, syllable box  

KLB Visionary English Literacy Activities Grade 1 pg.153

Check pronunciation and speed as learners read sounds, Syllables, and words

3

WRITING

Handwriting

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

Acquire the skill of shaping different letters to write syllables, words, and sentences neatly.

Handwrite letters, numbers, and symbols

How can I write well?

Learners further practice their pre - writing skills (how to grasp a pencil, use lined paper and how to sit when writing)

Learners are guided to participate in activities that develop their fine motor skills

(beadwork, modelling, zipping using scissors, finger puppets, etc.

Ruled exercise books

KLB Visionary English Literacy Activities Grade 1 pg.154-155

Copy standard letters, words, and sentences in their best Handwriting

4

LISTENING

Phonological Awareness

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

Recognize and sound the commonly used letter sounds and syllables

Appreciate the sounds and syllables in rhymes, songs, poems, tongue twisters and riddles.

What produces the sounds we hear?

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding)

Learners listen to letter sounds and the syllables formed from them (depends on each language)

Sound recordings, a collection of riddles and tongue twisters, resource persons.  

KLB Visionary English Literacy Activities Grade 1 pg.156

Oral questions

5

LISTENING

Phonological Awareness

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

Add or substitute individual sounds in simple, one syllable words to make new words.

Recognize and sound the commonly used letter sounds and syllables.

How do we say these sounds?

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding) Learners listen to letter sounds and the syllables formed from them (depends on each language)

Sound recordings, a collection of riddles and tongue twisters, resource persons  

KLB Visionary English Literacy Activities Grade 1 pg.157

Oral questions

11

END TERM ASSESSMENT AND CLOSING

Week

Lesson

Strand

Sub-strand

Specific learning outcome

Key inquiry question

Learning experiences

Learning resources

Assessment

Reflection

1

1

Personal Hygiene

Use of toilets and latrines 

By the end of the of the lesson, the learner should be able to: Identify a toilet/latrine and urinal in the school.

What do we use to relieve our urges? What is the difference between a toilet, latrine and a urinal?

Guide learners to locate the ablution block and identify a toilet/latrine and urinal. 

Learners to identify a toilet/ latrine using charts, pictures, video clips. 

• Video clips
• Charts
• Pictures Real toilets, latrines and urinal buildings
• Oxford
• Everyday
• Hygiene and Nutrition, 
• Learner’s Book Grade 1 pg. 30-31

Ask learners oral questions on toilets, latrines and urinals.

2

Use of toilets and latrines

By the end of the of the lesson, the learner should be able to:

State why we need to use a toilet in our environment for the wellbeing of self and others.

Why should we usethe toilet/latrine and urinal appropriately? 

Guide learners to mention why they need to use the toilet appropriately. 

• Charts
• Pictures Real toilets, latrines and urinal buildings
• Oxford
• Everyday
• Hygiene and Nutrition, 
• Learner’s BookGrade 1 pg. 32

Listen to answers from the learners on the need of toilets, latrines and urinal in our environment

2

1

Good use of toilets and urinals

By the end of the of the lesson, the learner should be able to:

Use appropriately a toilet and urinal in their locality. Dispose of soiled materials used in the toilet.

Why should we use the toilet and urinal appropriately?

What materials do we use for toilet purposes? 

What is toilet, latrine etiquette? 

Learners are guided on how to use the toilet and urinal and dispose of soiled materials

Learners observe simple toileting etiquette (knocking the door before accessing, flushing the toilet, disposing off used materials appropriately, unnecessary touching of surfaces in the toilet; not eating in the toilet). 

Learners’ role play on how to use the toilet.

• Video clips on good use of a urinal and a toilet
• Pictures on the procedure of a urinal and toilet Urinal and toilet
• Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 33

Observing the procedure of toileting

2

Good use of latrine

By the end of the of the lesson, the learner should be able to:

Use appropriately a latrine in their locality.

Dispose of soiled materials used in the latrine.

Why should we use latrine appropriately? 

What materials do we use for toileting purposes? 

What is latrine etiquette?

Learners are guided on how to use the latrine and dispose of soiled materials.

Learners observe simple toileting etiquette (knocking the door before accessing, positioning themselves in the latrine, disposing off used materials appropriately, unnecessary touching of surfaces in the latrine; not eating in the latrine). 

Learner’s role play on how to use the latrine.

• Video clips on good use of a latrine
• Pictures on the procedure of using a latrine
• A latrine
• Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 33

Observing the procedure of toileting

3

1

Foods

Sources of food

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

Name the different sources of food in their locality (school and home).

Which foods do you know?

Which are the sources of those foods?

Which ones are your favorite foods?

Guide learners to identify different sources of food in the locality using regalia.

Learners to draw and color pictures on sources of food they have mentioned using computing devices, paper, pencils, and crayons.

• Regalia foods
• Food chart
• Crayons
• Drawing books
• Pencils
• Video clips of foods
• Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 35

Listening to the learners name the sources of food.

2

Food sources

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

Classify food into plant and animal sources.

Embrace the different sources of food in their locality.

Which foods do we get from animals?

Which foods do we get from plants?

Guide learners to classify the foods into plant and animal source. 

Learners to play games on food sources using computing devices 

Learners to take pictures of food sources and display in class

• Regalia foods
• Food sources charts
• Computers/table
• Camera/phones
• Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 36

Observing learners as they classify sources of food (plants and animals).

4

1

Foods

Eating habits

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

Name foods and drinks they consume on a daily basis.

Mention their likes and dislikes of food and drinks they eat at home.

Which foods do I like and dislike? 

Guide learners name the foods and drinks they consume on daily basis. 

In pairs, learners share experiences on the foods and drinks they like and dislike.  Learners can take pictures of foods and drinks they like or dislike using computing devices and display in class

• Regalia foods
• Video clips of foods
• Pictures of foods
• Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 41

Listen to the learners as they discuss on the foods they like and dislike.

2

Eating habits

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

Choose healthy food for strong teeth.

Appreciate healthy food for teeth. 

Which foods are good for my teeth? 

Guide learners to mention foods that are good for their teeth. 

Learners to draw and color using computing devices, paper, pencil or crayons; model foods that are good for their teeth. 

Learners to keep a daily log on the foods and drinks they choose to eat that are healthy for their teeth. 

Learners to take pictures of foods that are healthy for their teeth using computing devices and display in class.

• Regalia foods
• good for the teeth like fruits
• Video clips of children eating healthy foods. Pictures of healthy foods.
• Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 42

Observing learners as they sort out good foods for the teeth.

5

1

Foods

Eating habits

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

Choose foods that are bad for the teeth.

Appreciate healthy food for teeth. 

Which foods are bad for my teeth? 

Guide learners to mention foods that are bad for their teeth. 

Learners to take pictures of foods that are bad for their teeth using computing devices and display them in class.

• Regalia foods bad for the teeth like fruits
• Video clips of unhealthy foods for the teeth. Pictures of unhealthy foods.
• Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 42

Observing Learners as they sort out bad foods for the teeth.

2

Common foods at our locality

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

Mention different foods eaten at home or at school.

Identify common foods in the locality.

Which foods are available in the locality? 

Guide learners to mention foods that they eat at home and at school 

Learners to draw and color food

items found in the locality using computer applications, paper, pencil, crayons 

Learners to take pictures of different foods available in the locality using different computing devices and display in class.

• Camera/mobile phones/tablets
• Charts of foods in the learners’ locality
• Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 44-45

Listen to the learners as they mention foods in their locality.

6

1

Foods

Senses and food

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

Look at and taste some selected foods for fun.

Appreciate different foods in the locality irrespective of color and taste. 

How do these food items, look and taste like?

In groups, provide learners with an assortment of food items from the locality to look at and taste. 

Learners to identify food items according to color and taste.

• Regalia foods Pictures of foods.
• Video clips of learners identifying food through looking and tasting.
• Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 46-47

Observe learners as they look at and taste food.

2

Senses and food

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

Touch and smell some selected foods for fun.

Appreciate different foods in the locality irrespective of touch and smell. 

How do these food items smell and feel like?

In groups, provide learners with an assortment of food items from the locality to feel and smell.

Learners to identify food items according to touch and smell  

• Regalia foods Pictures of foods.
• Video clips of learners identifying food through smelling and touching.
• Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 46-47

Observe learners as they feel and smell food.

7

1

Foods

Fruits at our place

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

Mention fruits eaten within their locality.

Which fruits do we eat in our locality?  Which fruits do you like eating?

Learners to be provided with an assortment of fruits from the locality to identify.  

Learners to take a walk within their locality and choose pick the fruits they usually eat.

Learners can use computing devices to search for other fruits eaten

• Regalia fruits from the locality Fruits chart
• Computers/Tablets
• Fruits flash cards
• Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 49

Observe learners as they collect and identify edible fruits from their locality.

2

Choosing fruits to eat

By the end of the

sub-strand, the learner should be able to: 

a) Tell how to choose fruits eaten within their locality.

How do we choose the fruits we eat? 

Learners are

guided to tell factors to consider when choosing

fruits (not rotten, withered, infested by pests, discolored, dirty coated, bruised, moldy or unripe)   Learners can play games on choosing fruits to eat 

• Fresh fruits 
• Pictures of fruits that are fresh, rotten, withered, infested by pests, discolored, dirty coated, bruised, moldy or unripe)
• Flash cards of fruits that are good and bad for eating
• Computers/tablets 
• Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 50-51

Observe learners as they choose fruits to eat.

8

1

Washing fruits

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

Wash fruits before eating to prevent illnesses.

Appreciate the importance of washing fruits before eating to prevent illnesses.

Why do we clean the fruits we eat? 

In groups, learners are guided on how to wash fruits before eating (wash hands before washing fruit, wash using running water)  

• Regalia fruits
• Running water
• Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 52-53

Observing the procedure of washing fruits.

2

Foods

How many times do you eat in a day?

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

State the number of times they eat in a day.

How many times do you eat in a day? 

Learners mention how many times they eat in a day; what they eat and drink during times.

Learners can sing songs and recite poems on how many times to eat in a day.

• Video clips on times to eat in a day Songs
• Poems
• Oxford Everyday Hygiene and Nutrition, Learner’s Book  Grade 1 pg. 55

Ask learners questions on how many times they need to eat in a day.

9

1

Foods we eat at different eat

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

Mention the foods they eat at different times of the day.

Why do you need to eat at different times of the day? 

Guide learners to name the foods eaten at different times of the day.  Learners can draw and color foods eaten at different times of the day using digital devices, paper, pencil, colors, and crayons. 

• Different types of regalia foods
• A chart of different foods eaten at different times of the day
• Pictures of different foods
• Video clip of a child eating different foods at different times of the day
• Pencils
• Crayons
• Drawing books
• Computers/
• Tablets
• Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 56

Observe learners as they choose the foods they eat at different times of the day

2

Why do we eat every day?

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

State the reasons why we eat food every day.

Appreciate the importance of eating food daily.

Why is it important to eat food daily? 

Guide learners to state the reasons for eating food every day (for growth, to provide energy for daily activities, to stay healthy and prevent illness)

In groups, learners to share experiences on activities that they do during the day that require energy. 

Guide learners to sing songs and recite poems on importance of eating daily. 

• Pictures of healthy and unhealthy children 
• Pictures of children engaging in physical activities
• Songs and poems on eating
• Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 56-58

Listen to learners as they give reasons as to why they eat.

10

1

Foods

Good behaviour during mealtimes

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

Name appropriate behaviour when eating foods that should be observed during mealtimes.

What is good behaviour during mealtime 

Guide learners to name good eating behaviour to be observed during mealtimes (good posture at the table, serving what you can finish, eating food with the mouth closed, washing hands before and after eating, excuse oneself when leaving the table, clearing one’s place on the table)

• Pictures of children observing good behaviour during mealtimes
• Video clips of children observing good behaviour during mealtimes
• Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 59-61 

Observe learners as they role play on good behaviour during mealtimes

2

Why we show behaviour during mealtimes

By the end of the sub-strand, the learner should be able to:  State why it is important to have good behaviour during mealtimes. Practice good behaviour during mealtimes.

Why is it important to observe good behaviour during mealtimes?

Guide learners to explain why it is important to observe good eating behaviour during meal times (not to be offensive to others, to show respect, to avoid accidents). 

Learners to role play on good behaviour during mealtimes 

• Pictures of children observing good behaviour during mealtimes
• Video clips of children observing good behaviour during mealtimes
• Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 61-62

Observe learners as they role play on good behaviour during mealtimes

11

END TERM ASSESSMENT AND CLOSING

Week

Lesson

Strand Theme

Sub Strand

Special Learning Outcomes

Key Inquiry Questions

Learning Experience

Learning Resources

Assessment Methods

Reflection 

1

1

Environment and Its Resources

Animals (exploring animals in the immediate environment

By the end of the sub strand, the learner should be able Learners to appreciate diversity of animals in the immediate environment

How many animals have observed?

The learner should be able to draw various types of animals and name the body part

MTP grade 1 page 39-40

observe and identify animals found near the school 

2

Environment and Its Resources

Animals (exploring animals in the immediate environment

By the end of the sub strand, the learner should be able Learners to appreciate diversity of animals in the immediate environment

How many animals have observed?

The learner should be able to draw various types of animals and name the body part

MTP grade 1 page 39-40

observe and identify animals found near the school 

3

Environment and Its Resources

Animals (exploring animals in the immediate environment

By the end of the sub strand, the learner should be able identifying items got from animals in the community

What do we get from different animals

The learner should be able to draw various types of animals and name the body part

MTP grade 1 page 41-45

observe and identify animals found near the school 

4

Energy 

Producing sounds

By the end of the sub strand, the learner should be able to: recognize sounds in the immediate environment

What makes sounds

Learners take a sound walk in the immediate environment

MTP grade 1 page 46-47

Observe pupils listening the different sounds in the immediate  environment

5

Energy

Producing sounds

By the end of the sub strand, the learner should be able to: identifying what makes sound near the school compound

What makes sounds

Learners take a mention things that make sound in the immediate environment

MTP grade 1 page 48 Chicken Cows Dogs

Observe what that the pupil has identified from the school compound.

2

1

Energy

Producing sounds

By the end of the sub strand, the learner should be able to: drawing animals that make sounds  from the  school compound

What makes sounds

Learners take a mention things that make sound in the immediate environment

MTP grade 1 page 48 Chicken Cows Dogs

Observe what that the pupil has drawn from the school compound.

2

Energy

Producing sounds

By the end of the sub strand, the learner should be able to: identifying how we make sound using our body parts

How We make sounds?

Learners take a mention how to make  sound using body part

Learners to make  sounds using body part

MTP grade 1 page 49 Handclapping Mouth-shout whistles Foot Laugh.

Observe pupil making sounds using body parts

3

Energy

Producing sounds

By the end of the sub strand, the learner should be able to: identifying animals that make sounds

Animals  makes sounds

Learners take a mention how to make  sound using body part

Learners to make  sounds using body part

MTP grade 1 page 50-51

Observe pupil making sounds using body parts

4

Energy 

Producing sounds

By the end of the sub strand, the learner should be able to: recognize sounds  made by machines in the immediate environment

How machines make sound

Learners take a sound walk in the immediate environment

MTP grade 1 page 52-53

Observe pupils listening the different sounds made by machines in the immediate  environment

5

Energy 

Producing sounds

By the end of the sub strand, the learner should be able to identify ways of producing sounds and vibrations from different objects;

How could we produce sounds

Learners could identify ways of creating sound using the body, objects and voice

MTP grade 1 page 54 Bottles Spoons drum

Observe how the pupils are making sound using object found in the school environment Check the items collected by pupils to be sued in making different sounds

3

1

Energy 

Producing sounds

By the end of the sub strand, the learner should be able to create sounds and vibrations from a variety of sources for enjoyment;

How could we produce sounds by shaking things 

Learners could identify ways of creating sound using the body, objects and voice

MTP grade 1 page 55 Bottles Spoons Drum Bottle with stones Hand shakers Kayamba 

Observe how the pupils are making sound using object found in the school environment

2

Energy 

Producing sounds

create sounds and vibrations from a variety of sources for enjoyment

How could we produce sounds by plucking  strings 

Learners could identify ways of creating sound using the body, objects and voice

MTP grade 1 page 51 rubber bands and a tin Guitar Nyatiti 

Observe how the pupils are making sound using object found in the school environment

3

Energy 

Producing sounds

By the end of the sub strand, the learner should be able to create sounds and vibrations from a variety of sources for enjoyment

How to make sounds by blowing air into things to make sounds

Learners could identify ways of creating sound using the body, objects and voice

MTP grade 1 page 52-53 Horn, flute, whistle, vuvuzela Empty bottle

Observe how the pupils are making sound using object found in the school environment

4

Energy 

Producing sounds

By the end of the sub strand, the learner should be able to develop curiosity in producing sounds and vibrations from different objects

How to make sounds by blowing air into things to make sounds

Learners could identify ways of creating sound using the body, objects and voice

MTP grade 1 page 52-53 Horn, flute, whistle, vuvuzela Empty bottle

Observe how the pupils are making sound using object found in the school environment

5

Energy

Sounds and vibrations that alert us on dangers

By the end of the sub strand, the learner should be able to: identify sounds and vibrations that alert us on dangers in the immediate environment

What sounds alert on danger

Learners could come up with different sounds and vibrations that alert us on dangers.

MTP grade 1 page 54  A dog barks Car hoots An ambulance 

Checking the name of sounds that warns us.

4

1

Energy

Sounds and vibrations that alert us on dangers

By the end of the sub strand, the learner should be able to: explaining the dangers of loud sound

What are the dangers of loud sounds

Learners identify the sound that are dangerous and where they come from

MTP grade 1 page 56 Speaker Screaming Posh mill Factory

Observing the name of the items that make loud sound

2

Energy

Sounds and vibrations that alert us on dangers

By the end of the sub strand, the learner should be able to: discriminate sounds and vibrations and vibrations that alert us on dangers for appropriate response;

What are the dangers of loud sounds

Learners could identify sounds and vibrations that alert us on dangerous situations

MTP grade 1 page 56

Observing the name of the items that make loud sound

3

Energy

Sounds and vibrations that alert us on dangers

By the end of the sub strand, the learner should be able to: appreciate different sounds and vibrations that alerts on dangers

How could we respond appropriately to various sounds?

Learners could practice appropriate response to sounds and vibrations that alert us on dangers.

MTP grade 1 page 56

Observing the name of the items that make loud sound

4

Energy

Sounds and vibrations that alert us on dangers

By the end of the sub strand, the learner should be able to: appreciate different sounds and vibrations that alerts on dangers

How could we respond appropriately to various sounds?

Learners to ask parents or guardians how to appropriately respond to sounds and vibrations that alert people on dangers in the community

MTP grade 1 page 56

Observing the name of the items that make loud sound

5

Energy

Dangers of loud sounds

By the end of the sub strand, the learner should be able to:  identify sources of loud sounds in the immediate environment

What are the sources loud sounds?

Learners could explore sources of loud sound in the immediate environment

MTP grade 1 page 57 Car Human being Animals 

Observing the name of the items that make loud sound

5

1

Energy

Dangers of loud sounds

By the end of the sub strand, the learner should be able to: explain the effects of loud sounds on health and safety

What are the sources loud sounds?

Learners could discuss effects of loud sounds on their wellbeing

MTP grade 1 page 58 Musical instruments, flash cards, pictures, video clips Immediate environment.

written questions on effects of loud sounds

2

Energy

Dangers of loud sounds

By the end of the sub strand, the learner should be able to: observe practices that protect us from effects of loud sounds;

How could loud sound affect us?

Learners could identify ways of avoiding loud sound

MTP grade 1 page 58 Musical instruments, flash cards, pictures,  video clips Immediate environment

Oral questions on how to protect ourselves from effects of loud sounds;

3

Energy

Dangers of loud sounds

By the end of the sub strand, the learner should be able to: demonstrate willingness to limit dangers from loud sounds to self and others

How could we avoid loud sound?

Learners could pantomime on dangers of loud sounds.

MTP grade 1 page 58 Musical instruments, flash cards, pictures,  video clips Immediate environment

Oral questions on how to protect ourselves from effects of loud sounds

4

Social environment

Home Environment: Caring for things found in the home

By the end of the sub strand, the learner should be able to sign the various things found in the home;

What things are found in the home?

Learners could identify and sign things found in the home (utensils and furniture).

MTP grade 1 page 59 Cups sufuria Spoons Kettle Plates\jug Cooking sticks

Observe the items given by the pupils Observe diagrams make by the pupils.

5

Social environment

Home Environment: Caring for things found in the home

By the end of the sub strand, the learner should be able to Explain how to care for things found in the home;

How could we care for things found in the home?

Learners could identify ways of caring for things found in the home (washing and dusting

MTP grade 1 page 60 Picture cut outs, Natural Environment Charts Video Clips Photographs Utensils, Furniture  Electronic Gadgets, 

Oral question on how to take care of things found at home.

6

1

Social environment

Keeping home environment clean

By the end of the sub strand, the learner should be able to sign things that make the home environment dirty

What makes our home environment dirty?

Learners could sign things that make the home environment dirty

MTP grade 1 page 60 Picture cut outs, Natural Environment Charts Video Clips Photographs Brooms  Mops Dusters Dust Bins Rakes, Spade

Oral question on how to clean  things found at home

2

Social environment

Keeping home environment clean

By the end of the sub strand, the learner should be able to participate actively in making the home environment clean

How to clean home environment dirty?

Learners could demonstrate cleaning of home

MTP grade 1 page 61-62 Picture cut outs, Natural Environment Charts Video Clips Photographs Utensils, Brooms  Mops Dusters Dust Bins Rakes, Spade

Oral question on how to clean  things found at home

Observing how the pupils are cleaning the school environment. 

3

Social environment

Keeping home environment clean

By the end of the sub strand, the learner should be able to demonstrate willingness to keep the home environment clean.

How could we keep our home environment clean?

Learners could demonstrate cleaning of home environment using relevant cleaning activities.

Learners could visit a nearby home, if possible of an elderly person, and clean the home environment.

MTP grade 1 page 63 Picture cut outs, Natural Environment Charts Video Clips Photographs Brooms  Mops Dusters Dust Bins Rakes, Spade

Observing how the pupils are cleaning the school environment

4

Social environment

Keeping safe and secure in the home

By the end of the sub strand, the learner should be able to identify common risks at home;

What are some of the possible risks in the home?

Learners could listen or observe signed stories on possible risks in the home

MTP grade 1 page 64-65

Oral question on how to keep the school compound safe.

5

Social environment

Keeping safe and secure in the home

By the end of the sub strand, the learner should be able to observe safety and security in the home environment to avoid risk to self and others

How could we keep safe and secure in the home?

Learners could identify common risks in the home

MTP grade 1 page 64-65

Oral question on how to keep the

school compound safe

7

1

Social environment

Keeping safe and secure in the home

By the end of the sub strand, the learner should be able to demonstrate responsibility towards own safety and security in the home environment.

Learners How could we keep safe and secure in the home?

Learners could demonstrate ways of keeping safe and secure in the home

MTP grade 1 page 66-67

Oral question on how to keep the school compound safe

2

Social environment

Child Rights and responsibilities in the family

By the end of the sub strand, the learner should be able to identify rights of a child in a family

What are the rights of a child in the family?

Learners could identify child rights in a family (right to a name, nutrition, shelter, schooling and play).

MTP grade 1 page 66-69

Oral questions on child rights and responsibilities.

3

Social environment

Child Rights and responsibilities in the family

By the end of the sub strand, the learner should be able to perform the responsibilities of a child in a family;

What are the responsibilities of a child in the family?

Learners could identify responsibilities of a child in a family

MTP grade 1 page 70

Oral questions on child rights and responsibilities

4

Social environment

Child Rights and responsibilities in the family

By the end of the sub strand, the learner should be able to perform the responsibilities of a child in a family;

What are the responsibilities of a child in the family?

Learners could identify responsibilities of a child in a family

MTP grade 1 page 71

Oral questions on child rights and responsibilities

5

Social environment

Child Rights and responsibilities in the family

By the end of the sub strand, the learner should be able to develop a sense of responsibility for family social cohesion.

What are the responsibilities of a child in the family?

In groups, learners could complete a postcard on responsibilities of a child in a family

MTP grade 1 page 71-74

Oral questions on child rights and responsibilities

8

1

Social environment

Meeting family needs.

By the end of the sub strand, the learner should be able to state basic needs in a family

What are basic family needs?

Learners could state some of the basic family needs (food, water and shelter

MTP grade 1 page 75

Oral questions on basic family needs

2

Social environment

Meeting family needs.

By the end of the sub strand, the learner should be able to explain ways in which parents or guardians Meeting basic family needs;

How can parents or guardians Meeting basic family needs?

Learners could fill printable age appropriate forms on basic family needs

MTP grade 1 page 75-77

Oral questions on ways in which parents or guardians Meeting basic family needs

3

Social environment

Meeting family needs.

By the end of the sub strand, the learner should be able to explain ways in which parents or guardians Meeting basic family needs;

How can parents or guardians Meeting basic family needs?

Learners could identify how parents or guardians

Meeting basic family needs (farming, employment and business).

MTP grade 1 page 78-79

Oral questions on ways in which parents or guardians Meeting basic family needs

4

Social environment

Meeting family needs.

By the end of the sub strand, the learner should be able to appreciate the efforts of parents or guardians in Meeting family needs.

How can parents or guardians Meeting basic family needs?

Learners could sign or sing songs and recite poems or rhymes on how parents or guardians Meeting basic family needs.

MTP grade 1 page 78-79

Oral questions on ways in which parents or guardians Meeting basic family needs

5

Social environment

Enterprise Projects: Ways of generating money in the family.

By the end of the sub strand, the learner should be able to Identifying forms of money

How could we make money rightfully?

Learners to state forms of money

MTP grade 1 page 80-81 Money( notes and coins)

Oral  question on forms of money

9

1

Social environment

Ways of generating money in the family.

By the end of the sub strand, the learner should be able to identify ways of generating money rightfully in the family;

How could we make money rightfully?

Learners could be guided to identify how families generate money.

MTP grade 1 page 82 Money( notes and coins)

Oral  question on identify ways of generating money rightfully in the family;

2

Social environment

Ways of generating money in the family.

By the end of the sub strand, the learner should be able to Identifying thing that are at home that can be used to generate income.

Making money from things found in the home

Learners could be guided to identify how families generate money.

MTP grade 1 page 83 Money( notes and coins)

Oral  question on identify ways of generating money rightfully in the family;

3

Social environment

Ways of generating money in the family.

By the end of the sub strand, the learner should be able to demonstrate awareness of rightful ways of generating money to promote good citizenship

Making money from things found in the home

In groups, learners could discuss rightful ways of generating money.

Using case stories, learners could identify various ways of generate money rightfully.

MTP grade 1 page 84 Money( notes and coins)

Oral  question on identify ways of generating money rightfully in the family;

4

Social environment

Ways of generating money in the family.

By the end of the sub strand, the learner should be able to Appreciate genuine ways of generating money as good citizens.

Making money from things found in the home

Learners could be guided to find out more from parents or guardians on rightful ways of earning money.