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Grade 6 JKF New Primary English - Grade 6 Schemes of Work Term 1 2023
GRADE 6 JKF NEW PRIMARY ENGLISH
SCHEME OF WORK TERM 1 2023
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SCHOOL |
GRADE |
LEARNING AREA |
TERM |
YEAR |
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GRADE 6 |
ENGLISH |
1 |
2023 |
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Week |
Lesso n |
Strand /Theme |
Sub-strand |
Specific-Learning outcomes |
Key Inquiry Question(S) |
Learning/ Teaching Experience |
Learning Resources |
Assessment Methods |
Reflection |
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1 |
1 |
Child Labour |
Listening and Speaking; Pronunciation and vocabulary: Listening Comprehension |
By the end of the sub-strand, the learner should be able to:
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What is the narrative about? How can we improve our pronunciation? Why should we listen attentively? |
In pairs, learners are guided to make predictions based on the picture and anticipate possible outcomes. Learners are guided to listen and pronounce sounds and words correctly related to the theme. |
JKF; New Primary English Learner’s Book Grade 6 pg. 1 |
Oral questions Oral Report Observation |
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2 |
Child Labour |
Listening and Speaking; Pronunciation and vocabulary: Listening Comprehension |
By the end of the sub-strand, the learner should be able to:
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Which words in the narrative have the same sound as the one in the word ear? |
Learners to identify words and phrases containing the word ‘ear’ Learners are guided to construct sentences orally using words related to the theme. Learners are guided to construct sentences orally using words related to the theme. |
JKF; New Primary English Learner’s Book Grade 6 pg. 1-2 |
Oral questions Oral Report Observation |
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3 |
Child Labour |
Listening and Speaking; Pronunciation and vocabulary: Listening Comprehension |
By the end of the sub-strand, the learner should be able to:
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What is child labour? Who is a teenager?
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Learners are guided to identify types of child labour. Learners are guided to demonstrate the understanding of new words by applying them in relevant context. Learners are guided to use digital devices such as smart phone to record a member of the group retelling the story. |
JKF; New Primary English Learner’s Book Grade 6 pg. 2 |
Oral questions Oral Report Observation |
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4 |
Child Labour |
Reading; Extensive Reading |
By the end of the sub-strand, the learner should be able to:
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Which books do you find in the library?
How do you decide which materials is good for you to read? |
Learners are guided to select appropriate reading materials from a library or online sources (encyclopedias, biographies, dictionaries, journals and magazine) Learners are guided to use reference materials systematically to find necessary information Learners are guided to demonstrate in interest using references materials for life-long learning |
JKF; New Primary English Learner’s Book Grade 6 pg. 3 |
Oral questions Oral Report Observation |
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2 |
1 |
Child Labour |
Reading; Extensive Reading |
By the end of the sub-strand, the learner should be able to:
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How to create a crossword puzzle? How to spell words correctly? |
Learners are guided to spell words correctly for effective communication. In groups, learners are guided to create a crossword puzzle using some of the new words he/she has learnt. |
JKF; New Primary English Learner’s Book Grade 6 pg. 4-5 |
Oral questions Oral Report Observation |
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2 |
Child Labour |
Grammar in use; Word classes: Determiners |
By the end of the sub-strand, the learner should be able to:
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What are determiners? |
Learners are guided to define the meaning of determiners. In groups, learners are guided to read sentences containing determiners in print or electronic materials. Learners are guided to demonstrate the correct use of determiners during communication. |
JKF; New Primary English Learner’s Book Grade 6 pg. 6
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Oral questions Oral Report Observation |
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3 |
Child Labour |
Grammar in use; Word classes: Determiners |
By the end of the sub-strand, the learner should be able to:
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How do you construct sentences using determiners? |
Learners are guided to identify determiners used in sentences and texts. Learners are guided to construct sentences using some, enough, each and a lot of. |
JKF; New Primary English Learner’s Book Grade 6 pg. 6-7
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Oral questions Oral Report Observation
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4 |
Child Labour |
Writing; Guided Writing |
By the end of the sub-strand, the learner should be able to:
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What is a form used for? Why do we fill forms? What details do we fill in forms? |
Learners are guided to select the information to be filled in the forms. In groups, learners are guided to discuss the importance of forms. In groups, learners are guided to record specific details in specific in variety of forms. In pairs, learners are guided to download forms and fill them. |
JKF; New Primary English Learner’s Book Grade 6 pg. 8-10 |
Oral questions Oral Report Observation |
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3 |
1 |
Child Labour |
Writing; Guided Writing |
By the end of the sub-strand, the learner should be able to:
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How do you design a form? Why is it important to fill forms correctly?
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In groups, learners are guided to design forms for use in collecting information on child labour. In groups, learners are guided to fill in the information in the form related to the theme. |
JKF; New Primary English Learner’s Book Grade 6 pg. 10
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Oral questions Oral Report Observation |
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2 |
Cultural and Religious Celebrations |
Listening and Speaking; Pronunciation and vocabulary: Listening Comprehension |
By the end of the sub-strand, the learner should be able to:
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What have you learnt from the passage? Why should we listen carefully? |
Learners are guided to listen to a passage about cultural and religious celebration. In pairs, learners are guided to identify words containing sounds /l/ and /r/ related to the theme Cultural and Religious Celebrations. Learners are guided to construct sentences using simile, metaphor and proverbs. |
JKF; New Primary English Learner’s Book Grade 6 pg. 11 |
Oral questions Oral Report Observation |
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3 |
Cultural and Religious Celebrations |
Listening and Speaking; Pronunciation and vocabulary: Listening Comprehension |
By the end of the sub-strand, the learner should be able to:
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What are cultural and religious celebrations? |
Learners are guided to pronounce words and sounds related to the theme for effective communication. In groups, learners are guided to share experiences of a celebration he/she attended. |
JKF; New Primary English Learner’s Book Grade 6 pg. 11-12 |
Oral questions Oral Report Observation |
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4 |
Cultural and Religious Celebrations |
Listening and Speaking; Pronunciation and vocabulary: Listening Comprehension |
By the end of the sub-strand, the learner should be able to:
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Which words have similar sounds? |
Learners are guided to articulate sounds accurately for effective communication. Learners are guided to practice saying tongue twisters with sounds /l/ and /r/ |
JKF; New Primary English Learner’s Book Grade 6 pg. 12 |
Oral questions Oral Report Observation |
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4 |
1 |
Cultural and Religious Celebrations |
Reading; Intensive Reading |
By the end of the sub-strand, the learner should be able to:
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What do we learn from the title of a story? How do we predict events in a story? |
Learners are guided to identify characters, places and events in a story. Learners are guided to make prediction of what a story is about: what happens in the story using the title and picture in the story. |
JKF; New Primary English Learner’s Book Grade 6 pg. 12-15 |
Oral questions Oral Report Observation |
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2 |
Cultural and Religious Celebrations |
Reading; Intensive Reading |
By the end of the sub-strand, the learner should be able to:
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What do we learn from the story? How do we tell the meaning of unknown words in a story? |
Learners are guided to read and discuss the comprehension story ‘Wedding ceremonies’ Learners are guided to identify events in the story, ‘Wedding ceremonies’ for logical and fluent flow. Learners are guided to respond correctly to factual and inferential questions for comprehension. |
JKF; New Primary English Learner’s Book Grade 6 pg. 15 |
Oral questions Oral Report Observation |
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3 |
Cultural and Religious Celebrations |
Reading; Reading a poem |
By the end of the sub-strand, the learner should be able to:
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What do we learn from the title of the poem? What do we learn from the poem? |
Learners are guided to Recite the poem, ‘Celebration the harvest’ In pairs, learners are guided to describe the people in the poem and mention the activities in the poem. |
JKF; New Primary English Learner’s Book Grade 6 pg. 15-16 |
Oral questions Oral Report Observation |
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4 |
Cultural and Religious Celebrations |
Grammar in use; Word Classes: Nouns |
By the end of the sub-strand, the learner should be able to:
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What are nouns? |
Learners are guided to read the conversation between Rebecca and Robert. Learners are guided to compare the nouns in columns A and B as used in the conversation. |
JKF; New Primary English Learner’s Book Grade 6 pg. 17-19 |
Oral questions Oral Report Observation |
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5 |
1 |
Cultural and Religious Celebrations |
Writing; Creative Writing |
By the end of the sub-strand, the learner should be able to:
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What is the difference between concrete nouns and abstract nouns? |
Learners are guided to state the differences between concrete nouns and abstract nouns. Learners are guided to construct sentences using concrete nouns and abstract nouns. Learners are guided to create and complete crossword puzzle using concrete and abstract noun. |
JKF; New Primary English Learner’s Book Grade 6 pg. 19-20 |
Oral questions Oral Report Observation |
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2 |
Cultural and Religious Celebrations |
Writing; Creative Writing |
By the end of the sub-strand, the learner should be able to:
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How do we express ideas on different topics? What will be in the first paragraph? What will be in the other paragraphs? How will the story end? |
Learners are guided to write composition about cultural and religious celebration of about 150-200 words. Learners are guided to use suitable expressions, abstract and concreate nouns to the composition interesting. In pairs, learners are guided to proof read their composition |
JKF; New Primary English Learner’s Book Grade 6 pg. 20 |
Oral questions Oral Report Observation |
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3 |
Etiquette-Telephone |
Listening and Speaking; Pronunciation and vocabulary |
By the end of the sub-strand, the learner should be able to:
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Why should we listen to others? What kind of language should we use during a phone call? |
Learners are guided to listen to the polite words and phrases use from a recording. Learners are guided to construct sentences using vocabulary related to the theme ‘Telephone’ In pairs, learners are guided to practice use of polite word and phrases. In pairs, learners are guided to access correct pronunciation of sounds, words, phrases and expressions from digital text. |
JKF; New Primary English Learner’s Book Grade 6 pg. 21-22 |
Oral questions Oral Report Observation |
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4 |
Etiquette-Telephone |
Listening and Speaking; Pronunciation and vocabulary |
By the end of the sub-strand, the learner should be able to:
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Why is it important to be polite? Which words, phrases or expressions do we use to show politeness? |
Learners are guided to state why it is important to be polite. Learners are guided to role play the telephone conversation between Jose and Rose. Learners are guided to answer factual and inferential questions from the conversation. |
JKF; New Primary English Learner’s Book Grade 6 pg. 22-23 |
Oral questions Oral Report Observation |
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6 |
1 |
Etiquette-Telephone |
Listening and Speaking; Pronunciation and vocabulary |
By the end of the sub-strand, the learner should be able to:
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How do we give clear directions? |
Learners are guided to give clear directions on how to go to the nearest market form school. Learners are guided to play a game of giving directions on how to get to a particular place in the school compound. |
JKF; New Primary English Learner’s Book Grade 6 pg. 23-24 |
Oral questions Oral Report Observation |
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2 |
Etiquette-Telephone |
Reading; Intensive Reading |
By the end of the sub-strand, the learner should be able to:
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What values do you think everyone should have? |
Learners are guided to define the meaning of values. In pairs, learners are guided to read the conversation, ‘Kindness for kindness’ and answer simple direct and indirect questions based on the conversation. |
JKF; New Primary English Learner’s Book Grade 6 pg. 24-27 |
Oral questions Oral Report Observation |
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3 |
Etiquette-Telephone |
Reading; Intensive Reading |
By the end of the sub-strand, the learner should be able to:
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How do you get information from a text? |
Learners are guided to relate events in the story with their life experiences. Learners are guided to create a crossword puzzle using this words, signal, mindful, rude, tone, etiquette, inquire, privacy and guidelines. Learners are guided to use digital devices to read online stories for comprehension. |
JKF; New Primary English Learner’s Book Grade 6 pg. 27 |
Oral questions Oral Report Observation |
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4 |
Etiquette-Telephone |
Grammar in Use; Use of Correlative Conjunctions |
By the end of the sub-strand, the learner should be able to:
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How do you identify correct sentences?
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In pairs, learners are guided to identify sentences in which the language pattern is used (either…or and neither…nor) In pairs, learners are guided to construct sentences using either...or and neither…nor Learners are guided to fill in the blank spaces in sentences using the sentences pattern for clarity in communication. |
JKF; New Primary English Learner’s Book Grade 6 pg. 28 |
Oral questions Oral Report Observation |
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7 |
1 |
Etiquette-Telephone |
Grammar in Use; Use of Correlative Conjunctions |
By the end of the sub-strand, the learner should be able to:
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Why is it important to construct correct sentences? |
In pairs, learners are guided to identify sentences in which the language pattern is used (show…how, where, who) In pairs, learners are guided to construct sentences using show… how, where and who. Learners are guided to fill in the blank spaces in sentences using the sentences pattern for clarity in communication. |
JKF; New Primary English Learner’s Book Grade 6 pg. 28-30 |
Oral questions Oral Report Observation |
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2 |
Etiquette-Telephone |
Writing; Writing: Numbers, Abbreviations and Acronyms |
By the end of the sub-strand, the learner should be able to:
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What are abbreviations? What are acronyms? |
Learners are guided to define abbreviations and acronyms. Learners are guided to read the story and highlight the abbreviations and acronyms. |
JKF; New Primary English Learner’s Book Grade 6 pg. 30-32 |
Oral questions Oral Report Observation |
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3 |
Etiquette-Telephone |
Writing; Writing: Numbers, Abbreviations and Acronyms |
By the end of the sub-strand, the learner should be able to:
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How are numerals written in a passage? |
In pairs, learners are guided to identify numbers, abbreviations and acronyms in texts and passages. In pairs, learners are guided to apply accurate and consistent spelling in print script for writing fluency. |
JKF; New Primary English Learner’s Book Grade 6 pg. 32-33 |
Oral questions Oral Report Observation |
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4 |
Etiquette-Telephone |
Writing; Writing: Numbers, Abbreviations and Acronyms |
By the end of the sub-strand, the learner should be able to:
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Why should we write legibly and neatly? |
Learners are guided to write a poem using polite words and phrases. Learners are guided to recite the poem he/she has written and make corrections |
JKF; New Primary English Learner’s Book Grade 6 pg. 33 |
Oral questions Oral Report Observation |
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8 |
1 |
Emergency Rescue Services |
Listening and Speaking; Pronunciation and vocabulary |
By the end of the sub-strand, the learner should be able to:
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Why should we pronounce words correctly? |
Learners are guided to construct sentences orally using words related to the theme. Learners are guided to use vocabulary related to the theme in variety of context. |
JKF; New Primary English Learner’s Book Grade 6 pg. 34 |
Oral questions Oral Report Observation |
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2 |
Emergency Rescue Services |
Listening and Speaking; Pronunciation and vocabulary |
By the end of the sub-strand, the learner should be able to:
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Which words change meaning depending with pronunciation? |
Learners are guided to list words whose meaning differ according to pronunciation. Learners are guided to practice saying words using correct stress for examples extract (noun) extract (verb), record (noun) record (verb), progress (noun) progress (verb) In groups, learners are guided to take part language games involving word stress. |
JKF; New Primary English Learner’s Book Grade 6 pg. 35 |
Oral questions Oral Report Observation |
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3 |
Emergency Rescue Services |
Listening and Speaking; Pronunciation and vocabulary |
By the end of the sub-strand, the learner should be able to:
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What is an ambulance? What is the work of an ambulance? |
Learners are guided to recite the poem. Learners are guided to demonstrate the understanding of new words by applying them in relevant context. |
JKF; New Primary English Learner’s Book Grade 6 pg. 36 |
Oral questions Oral Report Observation |
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4 |
Emergency Rescue Services |
Reading; Intensive Reading: Visuals |
By the end of the sub-strand, the learner should be able to:
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Why do you like pictures? How can we use pictures to communicate?
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Learners are guided to make predictions based on the pictures and anticipate possible outcomes in a story. Learners are guided to identify causes of a fire. |
JKF; New Primary English Learner’s Book Grade 6 pg. 37-38 |
Oral questions Oral Report Observation |
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9 |
1 |
Emergency Rescue Services |
Reading; Intensive Reading |
By the end of the sub-strand, the learner should be able to:
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What are some of the messages that pictures communicate |
Learners are guided to describe and interpret visual correctly. Learners are guided to draw a picture to show what can happen during a fire accident In groups, learners are guided to share experiences about a fire accident they witnessed. |
JKF; New Primary English Learner’s Book Grade 6 pg. 38 |
Oral questions Oral Report Observation |
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2 |
Emergency Rescue Services |
Grammar in Use; Word classes: Pronouns |
By the end of the sub-strand, the learner should be able to:
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What is indefinite pronoun? Why should we use indefinite pronouns? |
Learners are guided to define indefinite pronouns. In groups, learners are guided to simulate, dramatize or role play a conversation featuring indefinite pronouns. Learners are guided to create a list of sentences with indefinite pronouns. Learners are guided to fill in the gaps correctly using indefinite pronouns. |
JKF; New Primary English Learner’s Book Grade 6 pg. 38-39 |
Oral questions Oral Report Observation |
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3 |
Emergency Rescue Services |
Grammar in Use; Word classes: Pronouns |
By the end of the sub-strand, the learner should be able to:
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What is a relative pronouns? Why should we use relative pronouns? |
Learners are guided to define relative pronouns. Learners are guided to use relative pronouns correctly in sentences. Learners are guided to fill in the gaps correctly using indefinite pronouns.
In pairs, learners are guided to engage in online/offline games involving pronouns such as dice and word search. |
JKF; New Primary English Learner’s Book Grade 6 pg. 39-40 |
Oral questions Oral Report Observation |
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4 |
Emergency Rescue Services |
Writing; Functional Writing |
By the end of the sub-strand, the learner should be able to:
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How to write an official letter? |
In pairs, learners are guided to identify the key parts of an official letter in preparation for writing. Learners are guided to write an official letter using the correct format. |
JKF; New Primary English Learner’s Book Grade 6 pg. 40-43 |
Oral questions Oral Report Observation |
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10 |
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ASSESSMENT |
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Grade 6 Oxford Let's Do Mathematics - Grade 6 Schemes of Work Term 1 2023
GRADE 6 OXFORD LET’S DO MATHEMATICS
SCHEME OF WORK TERM 1 2023
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SCHOOL |
GRADE |
LEARNING AREA |
TERM |
YEAR |
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GRADE 6 |
MATHEMATICS |
1 |
2023 |
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Week |
Lesson |
Strand /Theme |
Sub-strand |
Specific-Learning outcomes |
Key Inquiry Question(S) |
Learning/ Teaching Experience |
Learning Resources |
Assessment Methods |
Reflection |
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1 |
1 |
Numbers |
Whole numbers; |
By the end of the sub-strand, the learner should be able to:
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Where is the ordering of numbers used in real life? |
Learners are guided to identify place value of digits up to hundreds of thousands.
In groups, learners are guided to use digital devices for learning more on place values.
In groups, learners are guided to use a place value chart to find the place value of each digit. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 1-3 |
Oral questions Oral Report Observation Written exercise |
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2 |
Numbers |
Whole numbers; Place value of digits in a number |
By the end of the sub-strand, the learner should be able to:
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How do you use place value of digits up to a million? |
Learners are guided to identify place value of digits up to millions. In groups, learners are guided to play digital games involving numbers. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 3-5 |
Oral questions Oral Report Observation Written exercise |
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3 |
Numbers |
Whole numbers; Total value of digits in a number |
By the end of the sub-strand, the learner should be able to:
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How do you calculate the total value of digits? |
Learners are guided to identify total value of digits up to hundreds of thousands.
In groups, learners are guided to use digital devices for learning more on total value. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 6-7 |
Oral questions Oral Report Observation Written exercise |
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4 |
Numbers |
Whole numbers; Total value of digits in a number |
By the end of the sub-strand, the learner should be able to:
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How do you calculate the total value of digits? |
Learners are guided to identify total value of digits up to millions. In groups, learners are guided to play digital games involving numbers. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 7-8 |
Oral questions Oral Report Observation Written exercise |
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5 |
Numbers |
Whole numbers; Using numbers in symbols |
By the end of the sub-strand, the learner should be able to:
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When do we use number in symbols in real life? |
Learners are guided to identify numbers in symbols.
In pairs, learners are guided to make a number chart and read the numbers he/she has formed. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 8-9 |
Oral questions Oral Report Observation Written exercise |
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2 |
1 |
Numbers |
Whole numbers; Using numbers in symbols |
By the end of the sub-strand, the learner should be able to:
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Where can we find such big numbers in real life? |
Learners are guided to identify numbers in symbols.
In pairs, learners are guided to make number cards and use them to form 7-digit numbers. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 9-10 |
Oral questions Oral Report Observation Written exercise |
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2 |
Numbers |
Whole numbers; Reading, writing and relating numbers in words |
By the end of the sub-strand, the learner should be able to:
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How do you write numbers in words? |
Learners are guided to read numbers up to hundreds of thousands in symbols from charts or cards. In groups, pairs or as individual’s learners are guided to read, write and relate numbers up to hundreds of thousands in words. Learners are guided to use numbers up to hundreds of thousands in real life. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 10-11 |
Oral questions Oral Report Observation Written exercise |
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3 |
Numbers |
Whole numbers; Reading, writing and relating numbers in words |
By the end of the sub-strand, the learner should be able to:
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Where is ordering of numbers used in real life? |
Learners are guided to read numbers up to millions in symbols from charts or cards. In groups, pairs or as individual’s learners are guided to read, write and relate numbers up to millions in words. Learners are guided to use numbers up to millions in real life. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 12-13 |
Oral questions Oral Report Observation Written exercise |
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4 |
Numbers |
Whole numbers; Writing numbers in an ascending order |
By the end of the sub-strand, the learner should be able to:
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What is the meaning of ascending order or numbers? |
Learners are guided to define ascending order of number. Learners are guided to arrange numbers in an ascending order. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 13-15 |
Oral questions Oral Report Observation Written exercise |
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5 |
Numbers |
Whole numbers; Writing numbers in an ascending order |
By the end of the sub-strand, the learner should be able to:
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How do you write numbers in an ascending order? |
Learners are guided to identify numbers in an ascending order. In pairs, learners are guided to make number cards and arrange numbers in an ascending order. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 15-17 |
Oral questions Oral Report Observation Written exercise |
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3 |
1 |
Numbers |
Whole numbers; Writing numbers in a descending order |
By the end of the sub-strand, the learner should be able to:
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What is the meaning of descending order or numbers? |
Learners are guided to define descending order of number. Learners are guided to arrange numbers in a descending order. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 17-19 |
Oral questions Oral Report Observation Written exercise |
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2 |
Numbers |
Whole numbers; Writing numbers in a descending order |
By the end of the sub-strand, the learner should be able to:
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How do you write numbers in a descending order? |
Learners are guided to identify numbers in a descending order. In pairs, learners are guided to make number cards and arrange numbers in a descending order. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 17-21 |
Oral questions Oral Report Observation Written exercise |
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3 |
Numbers |
Whole numbers; Rounding off numbers to the nearest thousand |
By the end of the sub-strand, the learner should be able to:
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How do you round off numbers to the nearest thousand? |
In groups, learners are guided to make a number card, draw a number line and pick a number card and match it to its positions on the number line. Learners are guided to round off each number to the nearest thousand. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 21-22 |
Oral questions Oral Report Observation Written exercise |
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4 |
Numbers |
Whole numbers; Rounding off numbers to the nearest thousand |
By the end of the sub-strand, the learner should be able to:
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How do you round off numbers to the nearest thousand? |
In groups, learners are guided to make number cards and rearrange the digits to form 5-digit numbers. Learners are guided to round off numbers to the nearest thousand. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 23-24 |
Oral questions Oral Report Observation Written exercise |
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5 |
Numbers |
Whole numbers; Squares of whole numbers |
By the end of the sub-strand, the learner should be able to:
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How else can you know the total number of the small squares without counting each square? |
Learners are guided to define the meaning of square number. In groups, learners are guided to draw a square grid and work out the total number of the small square. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 24-25 |
Oral questions Oral Report Observation Written exercise |
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4 |
1 |
Numbers |
Whole numbers; Squares of whole numbers |
By the end of the sub-strand, the learner should be able to:
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What do we call the product of a number by itself? |
Learners are guided to identify squares of whole numbers. In groups, learners are guided to make number cards, pick a number card and work out the square of the number on the card. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 26 |
Oral questions Oral Report Observation Written exercise |
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2 |
Numbers |
Whole numbers; Square roots of whole numbers |
By the end of the sub-strand, the learner should be able to:
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What is the meaning of square root? How do you use a factor tree? |
Learners are guided to define the meaning of square root. Learners are guided to calculate the square root of whole numbers by using a factor tree. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 27-28 |
Oral questions Oral Report Observation Written exercise |
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3 |
Numbers |
Whole numbers; Square roots of whole numbers |
By the end of the sub-strand, the learner should be able to:
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What is the meaning of perfect square? How to work out questions about square root? |
Learners are guided to define the meaning of perfect square.
In pairs, learners are guided to use a computer, a tablet or a mobile phone connected to the internet and work out questions about square root. In groups, learners are guided to draw a square grid and work out the square root of the number of small square. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 29-30 |
Oral questions Oral Report Observation Written exercise |
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4 |
Numbers |
Whole numbers; Square roots of whole numbers |
By the end of the sub-strand, the learner should be able to:
|
How is square root applied in daily life? |
Learners are guided to identify square roots of whole numbers.
In pairs, learners are guided to use a computer, a tablet or a mobile phone connected to the internet and inquire where the knowledge of square root is applied in daily life. In groups, learners are guided to make number cards, pick a number card and work out the square root of the number on the card. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 30-31 |
Oral questions Oral Report Observation Written exercise |
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|
5 |
Numbers |
Multiplications of whole numbers |
By the end of the sub-strand, the learner should be able to:
|
Where is multiplication used in real life? |
Learners are guided to multiply up to 4-digit number by up to 2-digit number in real life. In groups, learners are guided to play digital games involving multiplication of whole numbers. In groups, learners are guided to use IT devices for learning more on multiplication. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 34-35 |
Oral questions Oral Report Observation Written exercise |
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5 |
1 |
Numbers |
Multiplications of whole numbers |
By the end of the sub-strand, the learner should be able to:
|
How do you work out multiplication of whole numbers using the method learnt? |
In groups, pairs or as individual’s learners are guided to make number cards, pick a card and work out the multiplication. Learners are guided to work out multiplications using his/her own method. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 35-38 |
Oral questions Oral Report Observation Written exercise |
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2 |
Numbers |
Estimating product by rounding off factors |
By the end of the sub-strand, the learner should be able to:
|
How can you estimate products of numbers? |
In groups, pairs or as individual’s learners are guided to estimate product by rounding off factors to the nearest ten in different situations. In groups or pairs, learners are guided to make number cards, pick a card, round of each number on the card to the nearest ten and multiply the round off numbers to estimate the product. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 38-39 |
Oral questions Oral Report Observation Written exercise |
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3 |
Numbers |
Multiplication patterns |
By the end of the sub-strand, the learner should be able to:
|
How can you form patterns involving multiplication? |
In pairs, learners are guided to identify multiplication patterns. In pairs, learners are guided to make patterns involving multiplication of numbers with product not exceeding 10000 in different situations. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 40-41 |
Oral questions Oral Report Observation Written exercise |
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|
|
4 |
Numbers |
Division of whole numbers |
By the end of the sub-strand, the learner should be able to:
|
Where is division used in real life? |
Learners are guided to divide up to a 4-digit number by up to a 3-digit number where the dividend is greater than the divisor in real life. In groups, learners are guided to use digital devices for learning more on division of whole numbers. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 41-44 |
Oral questions Oral Report Observation Written exercise |
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5 |
Numbers |
Division of whole numbers |
By the end of the sub-strand, the learner should be able to:
|
How do you work out division of whole numbers? |
In groups, learners are guided to make number cards, pick a number card and work out the division. In groups, learners are guided to play digital games involving division of whole numbers. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 44-47 |
Oral questions Oral Report Observation Written exercise |
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6 |
1 |
Numbers |
Estimating quotient by rounding off numbers |
By the end of the sub-strand, the learner should be able to:
|
How can we estimate quotients? |
Learners are guided to estimate quotients by rounding off the dividend and divisor to the nearest ten in real life.
Learners are guided to demonstrate multiplication is the opposite of division. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 47-48
|
Oral questions Oral Report Observation Written exercise
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2 |
Numbers |
Combined operations |
By the end of the sub-strand, the learner should be able to:
|
How do you work out combined operations? |
Learners are guided to discuss how to work out combined operations. In groups, pairs or individual’s learners are guided to perform combined operations involving addition, subtraction, multiplication and division of whole numbers in different situations.
|
Oxford; Mathematics Learner’s Book Grade 6 pg. 49-50 |
Oral questions Oral Report Observation Written exercise
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3 |
Numbers |
Fractions; Least Common Multiple (LCM) |
By the end of the sub-strand, the learner should be able to:
|
What is LCM? How can you use the LCM to add fractions? |
In pairs, learners are guided to identify Least Common Multiple (LCM) of given numbers. In pairs, learners are guided to demonstrate addition of fractions using the LCM. In groups, learners are guided to use digital devices for learning more on addition of fractions using LCM. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 51-53 |
Oral questions Oral Report Observation Written exercise |
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4 |
Numbers |
Subtraction of fractions using the LCM |
By the end of the sub-strand, the learner should be able to:
|
How can you use the LCM to subtract fractions? |
In pairs, learners are guided to identify subtractions of fractions using LCM. In pairs, learners are guided to demonstrate subtraction of fractions using LCM. In groups, learners are guided to use digital devices for learning more on subtractions of fractions using LCM. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 54-55 |
Oral questions Oral Report Observation Written exercise |
|
|
|
5 |
Numbers |
Addition of mixed numbers |
By the end of the sub-strand, the learner should be able to:
|
Where do we use addition of mixed numbers in real life? |
In pairs, learners are guided to convert mixed numbers into improper fractions. In pairs, learners are guided to Practice addition of mixed numbers. In groups, learners are guided to use digital devices for learning more on addition of mixed numbers. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 55-58 |
Oral questions Oral Report Observation Written exercise |
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7 |
1 |
Numbers |
Subtraction of mixed numbers |
By the end of the sub-strand, the learner should be able to:
|
Where do we use subtraction of mixed numbers in real life? |
Learners are guided to identify subtraction of mixed numbers. Learners are guided to practice subtraction of mixed numbers. In groups, learners are guided to use digital devices for learning more on subtraction of mixed numbers. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 58-60 |
Oral questions Oral Report Observation Written exercise |
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2 |
Numbers |
Reciprocal of fractions |
By the end of the sub-strand, the learner should be able to:
|
What is reciprocal of fractions? |
Learners are guided to define the meaning of reciprocal of fractions. In groups or in pairs, learners are guided to demonstrate reciprocal of fractions. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 60-62 |
Oral questions Oral Report Observation Written exercise |
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3 |
Numbers |
Square of a fraction |
By the end of the sub-strand, the learner should be able to:
|
What do we call the product of a fraction multiplied by itself? |
Learners are guided to define the meaning of square of a fraction. In groups or in pairs, learners are guided to demonstrate square of a fraction. In groups, learners are guided to make number cards, pick a number card and work out the square of the fraction. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 62-64 |
Oral questions Oral Report Observation Written exercise |
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4 |
Numbers |
Conversation of fractions to equivalent fractions |
By the end of the sub-strand, the learner should be able to:
|
Where are fractions used in real life? |
Learners are guided to identify equivalent fractions using fraction board or chart. In pairs, learners are guided to convert fractions to equivalent fractions. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 64-65 |
Oral questions Oral Report Observation Written exercise |
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5 |
Numbers |
Percentage as a fraction |
By the end of the sub-strand, the learner should be able to:
|
How to work out percentage as a fraction. |
In groups, learners are guided to identify percentage as a fraction. In groups, learners are guided to draw a square, shade some squares and calculate the percentage of shaded square. In groups, learners are guided to use digital devices for learning more on percentage as a fraction. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 65 |
Oral questions Oral Report Observation Written exercise |
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8 |
1 |
Numbers |
Conversion of fractions to percentages |
By the end of the sub-strand, the learner should be able to:
|
How do you convert fractions to percentage? |
Learners are guided to convert fractions to percentage. In pairs, learners are guided to use digital devices for learning more on conversion of fractions to percentage. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 66-67 |
Oral questions Oral Report Observation Written exercise |
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2 |
Numbers |
Conversion of percentages to fractions |
By the end of the sub-strand, the learner should be able to:
|
How do you convert percentage to fractions? |
Learners are guided to convert percentages to fractions. In pairs, learners are guided to use digital devices for learning more on conversion of percentage to fraction. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 67-68 |
Oral questions Oral Report Observation Written exercise |
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3 |
Numbers |
Decimals; Place value of decimals up to ten thousandths |
By the end of the sub-strand, the learner should be able to:
|
Where do you use decimals in real life? |
Learners are guided to identify place value of decimals up to ten thousandths. Learners are guided to draw a place value chart identify place value of decimals. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 69-70 |
Oral questions Oral Report Observation Written exercise |
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4 |
Numbers |
Rounding of decimals |
By the end of the sub-strand, the learner should be able to:
|
How do you round off decimals? |
Learners are guided to define the meaning of decimal places. In pairs, learners are guided to round of decimals up to ten thousandths. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 70-75 |
Oral questions Oral Report Observation Written exercise |
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5 |
Numbers |
Conversion of decimals to fractions |
By the end of the sub-strand, the learner should be able to:
|
How do you convert decimals to fractions? |
In pairs, groups or individual’s learners are guided to convert decimals to fractions. In groups, learners are guided to use digital devices for learning more on conversion of decimals to fractions. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 75-76 |
Oral questions Oral Report Observation Written exercise |
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9 |
1 |
Numbers |
Conversion of fractions to decimals |
By the end of the sub-strand, the learner should be able to:
|
How do you convert fractions to decimals? |
In pairs, groups or individual’s learners are guided to convert fractions to decimals. In groups, learners are guided to use digital devices for learning more on conversion of fractions to decimals. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 76-77 |
Oral questions Oral Report Observation Written exercise |
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2 |
Numbers |
Conversion of decimals to percentages |
By the end of the sub-strand, the learner should be able to:
|
How do you convert decimals to percentages |
In pairs, groups or individual’s learners are guided to convert decimals to percentages. In groups, learners are guided to use digital devices for learning more on conversion of decimals to percentages. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 77-78 |
Oral questions Oral Report Observation Written exercise |
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3 |
Numbers |
Conversion of percentages to decimals |
By the end of the sub-strand, the learner should be able to:
|
How do you convert percentages to decimals? |
In pairs, groups or individual’s learners are guided to convert percentages to decimals. In groups, learners are guided to use digital devices for learning more on conversion of percentages to decimals. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 78-79 |
Oral questions Oral Report Observation Written exercise |
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4 |
Numbers |
Addition of decimals |
By the end of the sub-strand, the learner should be able to:
|
What is the importance of addition of decimals? |
Learners are guided to add decimals up to ten thousandths. In pairs, learners are guided to use place value apparatus to add decimals up to ten thousandths. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 79-81 |
Oral questions Oral Report Observation Written exercise |
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5 |
Numbers |
Subtraction of decimals |
By the end of the sub-strand, the learner should be able to:
|
What is the importance of subtraction of decimals? |
Learners are guided to subtract decimals up to ten thousandths. In pairs, learners are guided to use place value apparatus to subtract decimals up to ten thousandths. |
Oxford; Mathematics Learner’s Book Grade 6 pg. 82-84 |
Oral questions Oral Report Observation Written exercise |
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10 |
ASSESSMENT |
||||||||
Certificate Geography Form 3 Geography Schemes of Work Term 3 2020/2021
| Certificate Geography Form 3 Geography Schemes of Work Term 3 2020/2021 | |||||||
| WK/NO. | L/NO. | TOPIC/SUB-TOPIC | LESSON OBJECTIVES | TEACHING/LEARNING ACTIVITIES | RESOURCES | REFERENCES | REMARKS |
| 1 | 1 |
ACTION OF WATER IN LIMESTONE AREAS Surface and underground water. |
By the end of the lesson, the learner should be able to: Describe processes leading to surface and underground water |
Probing questions on sources of water, infiltration of water, etc. Brief discussion. |
Certificate Geography Book III Pg. 154 | ||
| 2 | Occurrence of underground water. | Explain factors which affect the occurrence of underground water. Identify features resulting from underground water. Explain the importance of underground water. |
Exposition & explanations Probing questions |
Certificate Geography Book III Pg.155-8 | |||
| 3 | Significance of underground water. | Outline the significance of underground water | Brief discussion Probing questions |
Certificate Geography Book III Pg.158 | |||
| 4 | Karst landscape. | Describe development of Karst landscape | Explanation and illustrative diagrams | Certificate Geography Book III Pg.159 | |||
| 2 | 1 | Karst features. | Identify Karst features on the surface and underground. Explain the significance of Karst features |
Explanations and illustrative diagrams Q/A & brief discussion |
Certificate Geography Book III Pg.160-163 | ||
| 2 |
GLACIATION Types of glaciers |
Define the terms glaciation and glacier. Identify types of glaciers |
Brief discussion | Certificate Geography Book III Pg.164-5 | |||
| 3, 4 | Process of glaciation and resultant features | Describe the process of glacial erosion, transportation and deposition | Probing questions & drawing illustrative diagrams | Illustrative diagrams | Certificate Geography Book III Pg.166 | ||
| 3 | 1, 2 | Glaciation in highland areas | Identify features formed by glaciation in highland areas. Describe formation of features by glaciation in highlands. |
Expositions and explanations Drawing diagrams |
Illustrative diagrams | Certificate Geography Book III Pg.166-8 | |
| 3, 4 | Glaciation in lowland areas | Identify features formed by glaciation in lowland areas. Describe formation of features by glaciation in lowland. |
Expositions and explanations Drawing diagrams |
Illustrative diagrams | Certificate Geography Book III Pg.172-3 | ||
| 4 | 1 | Significance of glaciation | Highlight significance of glaciation | Q/A & brief discussion | Certificate Geography Book III Pg.175-6 | ||
| 2 |
SOIL Soil constituents |
Define the term soil. Describe composition of soil |
Q/A: review soil profile, soil structure etc. Brief discussion |
Certificate Geography Book III Pg.193-195 | |||
| 3, 4 | Soil formation | Explain processes through which soil is formed | Q/A: review weathering Detailed discussion & illustrative diagrams |
Certificate Geography Book III Pg.195-6 | |||
| 5 | 1 | Factors of soil formation | Explain factors influencing soil formation | Q/A & discussion | Certificate Geography Book III Pg.196-8 | ||
| 2 | Properties of soil | Identify characteristics of soil | Q/A & discussion & practical activities e.g. determining soil pH; water retention capacity, porosity, etc. | Certificate Geography Book III Pg.198-202 | |||
| 3, 4 | Soil degeneration within a locality | Identify types & causes of soil degeneration | Q/A : loss of soil fertility Detailed discussion Fieldwork |
||||
| 6 | 1 | Soil degeneration | Identify types & causes of soil degeneration in a specific area | Fieldwork | Certificate Geography Book III Pg.208-210 | ||
| 2 | Agents of soil degeneration | Identify agents of soil degeneration | Brainstorming Brief discussion |
Certificate Geography Book III Pg.210-11 | |||
| 3 | Effects of soil erosion | Outline effects of soil erosion | Brainstorming Brief discussion |
Certificate Geography Book III Pg.211-12 | |||
| 4 |
TYPES OF SOILS: Zonal order |
Identify types of soils in the zonal order State characteristics of various types of soils of the zonal order |
Exposition and explanations | Certificate Geography Book III Pg.212 | |||
| 7 | 1, 2 | A-zonal order | Identify A-zonal order soils State characteristics of various types of soils. |
Exposition and explanations | Certificate Geography Book III Pg.213 | ||
| 3, 4 | TEST & MID-TERM BREAK | ||||||
| 8 | 1 | Intra-zonal order | Identify types of soils of the intra-zonal order. State the characteristics of various intra-zonal order soils |
Exposition and explanations | Certificate Geography Book III Pg.214 | ||
| 2 | Soil conservation and management | Identify soil conservation & management measures | Brief discussion and assignment | Certificate Geography Book III Pg.215-8 | |||
| 3 |
AGRICULTURE: Factors influencing Agriculture |
Explain the factors influencing agriculture | Q/A : review various aspects of Agriculture, its importance etc. Probing questions on factors affecting Agriculture; biotic, edaphic, economic, climate, etc. |
Certificate Geography Book III Pg.223-8 | |||
| 4 | Types of Agriculture | Identify various types of farming methods and systems State the characteristics of each type of farming system and method. |
Q/A & detailed discussion Cite examples where each type of farming is successful |
Certificate Geography Book III Pg.229-238 | |||
| 9 | 1 | Tea farming in Kenya | Identify major tea-growing areas in Kenya State the conditions necessary for tea growing Describe cultivation, processing and marketing of tea in Kenya . Outline some achievements of KTDA Highlight some problems facing tea farming in Kenya |
Brainstorming Probing questions Brief discussion |
Certificate Geography Book III Pg.241-8 | ||
| 2 | Sugar cane growing in Kenya | Identify major Sugar cane-growing areas in Kenya State the conditions necessary for Sugar cane growing Describe cultivation, processing and marketing of Sugar cane in Kenya . Highlight some problems facing Sugar cane farming in Kenya |
Brainstorming Probing questions Brief discussion Assignments |
Certificate Geography Book III Pg.248-254 | |||
| 3 | Maize growing in Kenya | Identify major Maize-growing areas in Kenya State the conditions necessary for Maize growing Describe cultivation, processing and marketing of Maize in Kenya. Highlight some problems facing Maize farming in Kenya |
Brainstorming Probing questions Brief discussion |
Certificate Geography Book III Pg.254-260 | |||
| 4 | Cocoa in Ghana | Identify major Cocoa-growing areas in Ghana State the conditions necessary for Cocoa growing Describe cultivation, processing and marketing of Cocoa in Ghana. Highlight some problems facing Cocoa farming in Ghana |
Oral question, brief discussion & explanations | Certificate Geography Book III Pg.260-265 | |||
| 10 | 1 | Palm oil in Nigeria | Identify major Palm oil-growing areas in Nigeria State the conditions necessary for Palm oil growing in Nigeria Describe cultivation, processing and marketing of Palm oil in Nigeria. Highlight some problems facing Palm oil farming in Nigeria |
Brainstorming Probing questions Brief discussion |
Certificate Geography Book III Pg.265-269 | ||
| 2 | Coffee in Kenya | Identify major Coffee-growing areas in Kenya State the conditions necessary for Coffee growing Describe cultivation, processing and marketing of Coffee in Kenya. Highlight some problems facing Coffee farming in Kenya |
Q/A & detailed discussion & assignment | Certificate Geography Book III Pg.271-4 | |||
| 3 | Coffee in Brazil | Identify conditions favorable for coffee farming in Brazil Outline problems facing coffee farming in Brazil |
Q/A & explanation & assignment | Certificate Geography Book III Pg.274-5 | |||
| 4 | Wheat growing in Kenya and Canada | Identify conditions favoring wheat growing in Kenya & Canada | Q/A & explanation | Certificate Geography Book III Pg.277-282 | |||
| 11 | 1 | Horticulture in Kenya | Identify conditions favoring growing horticulture in Kenya Give examples of horticultural crops and their importance Describe marketing of horticultural crops in Kenya Highlight problems facing horticulture in Kenya |
Brainstorming Probing questions Brief discussion |
Certificate Geography Book III Pg.283 | ||
| 2 | Horticulture in the Netherlands | Identify conditions favoring growing horticulture in Netherlands Describe marketing of horticultural crops in Netherlands Highlight problems facing horticulture in Netherlands |
Probing questions Brief discussion |
Certificate Geography Book III Pg.288 | |||
| 3 | Commercial dairy & beef farming in Kenya & in Denmark. | Outline conditions favoring commercial dairy & beef farming in Kenya Identify dairy/beef cattle breeds reared in Kenya Identify problems facing commercial dairy & beef farming in Kenya and the response of the government to these problems. |
Probing questions Brief discussion Assignment |
Certificate Geography Book III Pg.290 | |||
| 4 | Beef farming In Argentina | Identify conditions favoring beef farming in Argentina Describe the organization of beef farms in Argentina |
Explanation Probing questions Discussion |
Certificate Geography Book III Pg.306 | |||
| 12-13 | END OF YEAR TEST | ||||||
KLB Form 3 CRE Schemes of Work Term 3 2020/2021
| KLB Form 3 CRE Schemes of Work Term 3 2020/2021 | |||||||
| WK/NO. | L/NO. | TOPIC / SUB-TOPIC | LESSON/SPECIFIC OBJECTIVES | TEACHING/LEARNING ACTIVITIES | MATERIALS / RESOURCES | REFERENCES | REMARKS |
| 1 | 1 |
JEREMIAH'S TEACHINGS ON SUFFERING AND HOPE Jeremiah's suffering and lamentations. |
Describe Jeremiah's suffering and lamentations | Jer. 17:14-18 Brief discussion |
The Bible | KLB BK III Pg.130-1 | |
| 2 | Jeremiah's suffering and lamentations. -People's mockery. -Torture. |
Describe Jeremiah's suffering and lamentations | Jer. 17:14-18 Oral questions Discussion |
KLB BK III Pg.132 | |||
| 3, 4 | Jeremiah's arrest, trial and imprisonment. | Describe Jeremiah's arrest, trail, his defense and consequential imprisonment. | Jer. 26: 237-38 Inference form the readings Narrations Q/A & discussion |
KLB BK III Pg.133 | |||
| 2 | 1 | Relevance of Jeremiah's sufferings and lamentations. | Apply Jeremiah's teachings on suffering and lamentations in Christian's lives today | Probing questions Brief discussion |
KLB BK III Pg.133-5 | ||
| 2-4 | Jeremiah's symbolic acts related to hope and restoration. | Identify Jeremiah's symbolic acts related to hope and restoration of Israelites. Relate symbolic acts of judgement and punishment to acts of hope and restoration |
Jer. 24:11 Q/A: review symbolic acts related to judgements and punishment |
KLB BK III Pg.135-7 | |||
| 3 | 1, 2 | The New Covenant. | Outline the characteristics of the New Covenant as foreseen by Jeremiah | Jer. 23: 5-6, 30-33 Q/A: Review the theme of the covenant between God and Abraham & Sinai covenant. Exposition of the New Covenant |
KLB BK III Pg.137-9 | ||
| 3 | Fulfillment and relevance of Jeremiah's teachings and prophecies to Christians. -Jeremiah's call and suffering -Hypocrisy in worship |
Explain the relevance of Jeremiah's call and suffering and his teachings to Christians today. | Probing questions Brief discussion Assignment |
KLB BK III Pg.140 | |||
| 4 | Fulfillment and relevance of Jeremiah's teachings and prophecies to Christians -Message of repentance -The new covenant |
Explain the relevance of Jeremiah's teaching on repentance and new covenant to Christian's today | Probing questions Brief discussion Assignment |
KLB BK III Pg.142 | |||
| 4 | 1 | Fulfillment and relevance of Jeremiah's teachings and prophecies to Christians -Judgement -Hope and restoration |
Explain the relevance of Jeremiah's teaching on hope and restoration to Christian's today | Probing questions Brief discussion Assignment |
KLB BK III Pg.143 | ||
| 2 | Fulfillment and relevance of Jeremiah's teachings and prophecies to Christians -The righteous king. -The temple of Jerusalem. |
Explain the relevance of Jeremiah's teaching on hope, Temple and restoration to Christian's today | Probing questions Brief discussion Assignment |
KLB BK III Pg.144-5 | |||
| 3 |
NEHEMIAH Background to Nehemiah |
Outline his social and political backgrounds | Brief discussion Exposition |
KLB BK III Pg.146-150 | |||
| 4 | Nehemiah's religious background. | Identify religious practices observed by exiles in Babylon | Brief discussion Exposition |
KLB BK III Pg.150-3 | |||
| 5 | 1 | Religious practices during exile | Describe the religious practices observed before the exile | Exposition Narration |
KLB BK III Pg.153 | ||
| 2 | Religious practices after exile | Describe the religious practices observed after the exile | Q/A: To review practices before exile Exposition Narration |
KLB BK III Pg.154 | |||
| 3, 4 | The Call and Mission of Nehemiah | Describe the call and mission of Nehemiah | Brief discussion: the task ahead of Nehemiah | KLB BK III Pg. | |||
| 6 | 1, 2 | Prayer life of Nehemiah | Describe the prayer life of Nehemiah Highlight characteristics of his prayers |
Neh. 1: 5-11 Oral questions about prayer and fasting. Deductions from the Bible reading. |
KLB BK III Pg.157-161 | ||
| 3 | Importance of prayer in a Christians' life. | State the importance of prayer in Christians' life | Q/A & Brief discussion | KLB BK III Pg.160-2 | |||
| 4 | C.A.T & MID-TERM BREAK | ||||||
| 7 | 1 | ||||||
| 2, 3 | Nehemiah's character in leadership | Describe the character of Nehemiah as a good leader | Selected verses Oral questions Characters of a good leader Discussion Nehemiah's character as a leader |
KLB BK III Pg.162-4 | |||
| 4 | Nehemiah in Jerusalem | Describe the character of Nehemiah as a leader in Jerusalem | Brief discussion Narration |
KLB BK III Pg.165-6 | |||
| 8 | 1-2 | Problems experienced by Nehemiah. | Identify problems experienced by Nehemiah | Neh. 2: 19-20, 3-5, 5:1-13 Discuss inferences from the readings |
KLB BK III Pg.168-172 | ||
| 3-4 | Measures to redress the problems. | Explain Nehemiah's measures to redress the problem | KLB BK III Pg.173-4 | ||||
| 9 | 1 | Christian's lesson learnt from Nehemiah's experiences. | Outline lessons learnt from Nehemiah's experiences | Probing questions Give summary of qualities of good leadership |
KLB BK III Pg.174-7 | ||
| 2 | Christian's lesson learnt from Nehemiah's leadership. | Identify good qualities for good leadership as emulated from Nehemiah's life | Probing questions Brainstorming Give a summary of qualities of good leadership |
KLB BK III Pg.174-7 | |||
| 3-4 |
THE RESTORATION OF THE JEWISH COMMUNITY Renewal through the Mosaic Law |
Explain the significance of the Mosaic Law to the renewal of the Jews | Brief discussion Narration |
KLB BK III Pg.178-180 | |||
| 10 | 1-2 | The renewal of the Covenant | Describe the Renewal of the covenant between Israel's faith and the Yahweh | Neh. 9:1-37 Neh. 12:27-43 Narrations Oral questions Discussion |
KLB BK III Pg.181-2 | ||
| 3 | The Agreement | Identify the provisions of the agreement | Discussion Narration |
KLB BK III Pg.183 | |||
| 4 | Dedication of the wall of Jerusalem | Describe the dedication of the wall of Jerusalem | Discussion Narration |
KLB BK III Pg.184-5 | |||
| 11 | 1 | Nehemiah's reforms: -Temple reforms -About the Sabbath |
Give an outline of Nehemiah's reforms relating to the temple and Sabbath day | Neh. 13 Oral questions Probing questions Discussion |
KLB BK III Pg.185-8 | ||
| 2 | Nehemiah's reforms: -About foreigners -On inter-marriages |
Give an outline of Nehemiah's reforms about foreigners and inter-marriages | Neh. 13 Oral questions Discussion |
KLB BK III Pg.188-9 | |||
| 3-4 | Comparison of Nehemiah's experiences with the life of Jesus as depicted in Luke's Gospel | Compare Nehemiah's exemplary life as a reformer and leader with the life and teachings of Jesus as postulated in St. Luke's Gospel | Discussions & Q/A Points to consider: -Prayerfulness -Compassion -Reforms -Opposition Study questions and activities |
KLB BK III Pg.190-3 | |||
| SUMMATIVE ASSESSMENT TEST | |||||||
Integrated English Form 3 English Schemes of Work Term 3 2020/2021
| Integrated English Form 3 English Schemes of Work Term 3 2020/2021 | ||||||||
| WK/NO. | L/NO. | TOPIC | SUB-TOPIC | LESSON / SPECIFIC OBJECTIVES | TEACHING / LEARNING ACTIVITIES | MATERIALS / RESOURCE | REFERENCES | REMARKS |
| 1 | 1 | Listening and speaking | Relationships | By the end of the lesson, the learner should be able to: List and explain some factors that affect a relationship. |
Brainstorming Listening Probing questions Guided discussion |
Integrated English Book III Pg.227-8 | ||
| 2 | Writing | Writing an essay | Write a quality essay on a given topic. | opening guidelines Writing |
Supplementary references | Integrated English Book III Pg.228 | ||
| 3 | Reading | Comprehension | Answer questions based on a comprehension passage correctly. | Silent reading Answering questions Reading aloud Guided discussion |
Readers. Dictionary. |
Integrated English Book III Pg.229-231 | ||
| 4 | Intensive reading | Intensive reading of set book | Critically analyze themes, characters and style. | Reading Guided discussion Probing questions Listening Note making |
Set book guide | Prescribed set book | ||
| 5 | Writing | The parenthesis | Answer questions from a passage that has been read out loud. |
Q/A to review punctuation marks |
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| 6 | Grammar | Present participle | Use present participles correctly | Brainstorming Answer questions Oral exercise Written exercise |
Integrated English Book III Pg.235-5 | |||
| 7, 8 | Intensive reading | Intensive reading of set book | Critically analyze themes, characters and style. | Reading Guided discussion Probing questions Listening Note making |
Set book guide | Prescribed set book | ||
| 2 | 1 | Listening and speaking | Listening comprehension | Answer questions from a passage that has been read out | First and second reading and listening Answering questions Guided discussion |
Integrated English Book III Pg.237 | ||
| 2 | Reading and writing | Reading comprehension | Answer questions from a passage that has been read out Construct sentences using vocabulary learnt in the passage |
First and second reading and listening Answering questions Note taking Guided discussion |
Integrated English Book III Pg.237-40 | |||
| 3, 4 | Intensive reading | Intensive reading of set book | Critically analyze themes, characters and style. | Reading Guided discussion Probing questions Listening Note making |
Set book guide | Prescribed set book | ||
| 5 | Grammar | The past participle | Use past participles correctly |
Review present participles |
Supplementary references | Integrated English Book III Pg.240-3 | ||
| 6 | Creative writing | Writing a play | Discuss components of a play. Write a play of reasonable length and depth |
Probing questions Guided discussion Writing |
Supplementary references | Integrated English Book III Pg.243-4 | ||
| 7, 8 | Intensive reading | Intensive reading of set book | Critically analyze themes, characters and style. | Reading Guided discussion Probing questions Listening Note making |
Set book guide | Prescribed set book | ||
| 3 | 1 | Listening and speaking | Poetry | Read and answer questions drawn from a poem | First and second reading Answer questions Discussions |
Supplementary references | Integrated English Book III Pg.243-4 | |
| 2 | Listening and speaking | Literary analysis of a poem | Discuss literary devices used in a poem | Guided discussion Look up words in a dictionary |
Integrated English Book III Pg.247 | |||
| 3 | Reading and writing | Reading comprehension | Answer questions from a passage that has been read out Construct sentences using vocabulary learnt in the passage |
First and second reading and listening Answering questions Note taking Guided discussion |
Integrated English Book III Pg.248-50 | |||
| 4 | Intensive reading | Intensive reading of set book | Critically analyze themes, characters and style. | Reading Guided discussion Probing questions Listening Note making |
Set book guide | Prescribed set book | ||
| 5 | Grammar | Phrasal verbs | Identify and use phrasal verbs correctly | Brainstorming Answering questions Writing Review exercise |
Integrated English Book III Pg.250-5 | |||
| 6, 7 | Creative writing | Writing a play | Discuss characterization, structure, production and style of a play | Exposition Guided discussion Note taking |
Supplementary references | Integrated English Book III Pg.255-7 | ||
| 8 | Intensive reading | Intensive reading of set book | Critically analyze themes, characters and style. | Reading Guided discussion Probing questions Listening Note making |
Set book guide | Prescribed set book | ||
| 4 | 1 | Listening and writing | Listening comprehension | Answer questions from a passage that has been read out | First and second reading and listening Answering questions Guided discussion |
Integrated English Book III Pg.258 | ||
| 2, 3 | Reading skills | Critical reading | Outline guidelines for critical reading. Read a passage critically then answer accruing questions |
Probing questions Guided discussions Reading and listening Answer questions |
Supplementary references | Integrated English Book III Pg.258-260 | ||
| 4 | Intensive reading | Intensive reading of set book | Critically analyze themes, characters and style. | Reading Guided discussion Probing questions Listening Note making |
Set book guide | Prescribed set book | ||
| 5 | Grammar | Gender sensitive language | Classify nouns on basis of gender | Probing questions Group competitions Writing Review of exercises |
Integrated English Book III Pg.261-4 | |||
| 6 | Institutional writing | Agenda and notification of meetings | Prepare a notification for a meeting. Identify agenda items for a given meeting |
Reading a dialogue | Sample notifications, agenda items. | Integrated English Book III Pg.265-7 | ||
| 7, 8 | Intensive reading | Intensive reading of set book | Critically analyze themes, characters and style. | Reading Guided discussion Probing questions Listening Note making |
Set book guide | Prescribed set book | ||
| 5 | 1 | Listening and speaking | Choral recitation | Present choral recitation. Answer questions drawn from the poem. |
Recitations Presentations Reading and listening Answering questions |
Supplementary references | Integrated English Book III Pg.268-70 | |
| 2 | Writing skills | Creative writing | Write own version of a poem | Read a poem Write own version of similar poem Read composed poem loudly |
Supplementary references | Integrated English Book III Pg.270 | ||
| 3, 4 | Intensive reading | Intensive reading of set book | Critically analyze themes, characters and style. | Reading Guided discussion Probing questions Listening Note making |
Set book guide | Prescribed set book | ||
| 5 | Reading skills | Note making and summary | Make summarized notes from a passage | Silent reading of a passage Making summarized notes to answer questions |
Integrated English Book III Pg.271 | |||
| 6 | Grammar | Formation of adverbs | Form adverbs from adjectives, past participles, prepositions, etc. | Questionings to review formation of adjectives Guided discussion Writing Review exercises |
Integrated English Book III Pg.272-6 | |||
| 7, 8 | Institutional writing | Minutes | Outline components of minutes | Exposition Read sample minutes Guided discussion Write minutes |
Sample of minutes | Integrated English Book III Pg.276-284 | ||
| 6 | 1, 2 | Grammar | Functions of adverbs | List down types of adverbs. Discuss functions of adverbs. |
Answer questions Exposition Guided discussion Writing |
Supplementary references | Integrated English Book III Pg.289-92 | |
| 3 | Listening and speaking | Giving and receiving instructions | Outline points to consider when giving instructions. Write out directions from a place to another. |
Probing questions Exposition Discussion Writing |
Integrated English Book III Pg.285-6 | |||
| 4 | Study reading | Correction of mistakes | Identify and correct mistakes in a text | Reading Answering questions to correct mistakes |
Integrated English Book III Pg.287-8 | |||
| 5, 6 | Intensive reading | Intensive reading of set book | Critically analyze themes, characters and style. | Reading Guided discussion Probing questions Listening Note making |
Set book guide | Prescribed set book | ||
| 7 | Study writing | Instructions | Write instructions | Read instructions Write instructions in point form |
Integrated English Book III Pg.294 | |||
| 8 | TEST | |||||||
| 7 | 1 | Reading | Reading comprehension | Answer questions from a passage that has been read out Construct sentences using vocabulary learnt in the passage |
First and second reading and listening Answering questions Note taking Guided discussion |
Integrated English Book III Pg.298-300 | ||
| 2, 3 | Listening and speaking | Dilemma narratives | Identify features of dilemma narratives Outline functions of dilemma narratives |
Reading a narrative Probing questions Guided discussion Answer questions |
Supplementary references | Integrated English Book III Pg.295-8 | ||
| 4, 5 | Intensive reading | Intensive reading of set book | Critically analyze themes, characters and style. | Reading Guided discussion Probing questions Listening Note making |
Set book guide | Prescribed set book | ||
| 6 | Personal writing | Journals | Identify feelings expressed in a journal | Silent reading Answer questions Record events in a journal |
Integrated English Book III Pg.305-6 | |||
| 7, 8 | Grammar | Prepositions, adverbs and connectors | Distinguish prepositions from adverbs and connectors |
Review questions |
Integrated English Book III Pg.300-4 | |||
| 8 | 1, 2 | Listening and speaking | Poetry | Discuss alliteration, assonance and onomatopoeia. | Reading through a poem and listening Probing questions Guided discussions |
Collection of poems. | Integrated English Book III Pg.307-310 | |
| 3 | Reading | Reading comprehension | Answer questions from a passage that has been read out Construct sentences using vocabulary learnt in the passage |
First and second reading and listening Answering questions Note taking Guided discussion |
Integrated English Book III Pg.298-300 | |||
| 4 | Grammar | Adjectival phrases | Identify adjectival phrases in given sentences. Use suitable adjectival phrases in sentences |
Exposition Guided discussion Answer questions |
Integrated English Book III Pg.314-16 | |||
| 5, 6 | Intensive reading | Intensive reading of set book | Critically analyze themes, characters and style. | Reading Guided discussion Probing questions Listening Note making |
Set book guide | Prescribed set book | ||
| 7, 8 | Public writing | Letter application | Discuss layout used in writing letters of application. Write an application letter in correct format. |
Examine application letters Guided discussion Writing |
Samples of formats of application letters. | Integrated English Book III Pg.316-322 | ||
| 9 | 1 | Listening and speaking | Rhythm in poetry | Explain the function of rhythm in poetry | Silent reading Reading aloud Guided discussion |
Integrated English Book III Pg.324-7 | ||
| 2, 3 | Reading | Reading comprehension | Answer questions from a passage that has been read out Construct sentences using vocabulary learnt in the passage |
First and second reading and listening Answering questions Note taking Guided discussion |
Integrated English Book III Pg.327-330 | |||
| 4 | Grammar | Consolidation of adjectival clauses | Combine sentences using relative pronouns | Review relative pronouns Answer questions Writing Exercises review |
Integrated English Book III Pg.316-322 | |||
| 5, 6 | Intensive reading | Intensive reading of set book | Critically analyze themes, characters and style. | Reading Guided discussion Probing questions Listening Note making |
Set book guide | Prescribed set book | ||
| 7 | Creative writing | Telegrams | Write a telegram in the correct format | Examine telegrams Guided discussion Writing |
Samples of telegrams | |||
| 8 | Intensive reading | Intensive reading of set book | Critically analyze themes, characters and style. | Reading Guided discussion Probing questions Listening Note making |
Set book guide | Prescribed set book | ||
| 11 | 1 | Listening and speaking | Rhythm in poetry | Explain the function of rhythm in poetry | Silent reading Reading aloud Guided discussion |
Integrated English Book III Pg.324-7 | ||
| 2 | Reading | Reading comprehension | Answer questions from a passage that has been read out. Construct sentences using vocabulary learnt in the passage. |
First and second reading and listening Answering questions Note taking Guided discussion |
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| 3 | Grammar | Consolidation of adjectival clauses | Combine sentences using relative pronouns. | Review relative pronouns Answer questions Writing Exercise review |
Integrated English Book III Pg.316-322 | |||
| 4, 5 | Intensive reading | Intensive reading of set book | Critically analyze themes, characters and style. | Reading Guided discussion Probing questions Listening Note making |
Set book guide | Prescribed set book | ||
| 6 | Grammar | Consolidation of adjectival clauses | Combine sentences using relative pronouns. | Review of exercises | Integrated English Book III Pg.316-322 | |||
| 7, 8 | Intensive reading | Intensive reading of set book | Critically analyze themes, characters and style. | Reading Guided discussion Probing questions Listening Note making |
Set book guide | Prescribed set book | ||
| 12, 13 | END OF YEAR EXAMINATIONS | |||||||
Secondary English Book Form 3 English Schemes of Work Term 3 2020/2021
| Secondary English Book Form 3 English Schemes of Work Term 3 2020/2021 | ||||||||
| WEEK | LESSON | TOPIC | SUB-TOPIC | OBJECTIVES | LEARNING/TEACHING ACTIVITIES | LEARNING/TEACHING RESOURCES | REFERENCES | REMARKS |
| 1 | 1 | INTENISIVE READING | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 2 | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 3 | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 4 | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 5 | LISTENING AND SPEAKING | Using your voice effectively |
By the end of the lesson, the learner should be able to:
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| 6 | STUDY SKILLS | How to write a book review |
By the end of the lesson, the learner should be able to:
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| 7/8 | READING | Comprehension medical innovations |
By the end of the lesson, the learner should be able to:
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| 2 | 1/2 | GRAMMAR | Noun clause |
By the end of the lesson, the learner should be able to:
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| 3/4 | WRITING | Minutes |
By the end of the lesson, the learner should be able to:
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| 3 | INTENSIVE READING | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 4 | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 5 | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 6 | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 7 | LISTENING AND SPEAKING | Delivering a speech and listening actively |
By the end of the lesson, the learner should be able to:
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| 8 | STUDY SKILLS | Understanding exam language |
By the end of the lesson, the learner should be able to:
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| 3 | 1/2 | READING | Comprehension Governance |
By the end of the lesson, the learner should be able to:
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| 3/4 | GRAMMAR | Compound-complex sentences |
By the end of the lesson, the learner should be able to:
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Dictionary |
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| 5/6 | WRITING | The argumentative essay |
By the end of the lesson, the learner should be able to:
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| 7 | INTENSIVE READING | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 8 | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 4 | 1 | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 2 | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 3 | LISTENING AND SPEAKING | Non-verbal cues in listening |
By the end of the lesson, the learner should be able to:
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| 4 | STUDY SKILLS | Time management in exams |
By the end of the lesson, the learner should be able to:
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| 5/6 | READING | Comprehension Yes Sir, I'm Fine |
By the end of the lesson, the learner should be able to:
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| 7/8 | GRAMMAR | Direct and Indirect speech |
By the end of the lesson, the learner should be able to:
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| 5 |
MID-TERM EXAMS
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| 6 | 1/2 | WRITING |
Writing a play |
By the end of the lesson, the learner should be able to:
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| 3/4 | INTENSIVE READING | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 5/6 | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 7/8 | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 7 | 1/2 | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 3/4 | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 5/6 | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 7/8 | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 8 | 1/2 | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 3/4 | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 5/6 | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 7/8 | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 9 |
END OF YEAR EXAMS & CLOSING |
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KCM & MWM Form 3 Kiswahili Schemes of Work Term 3 2020/2021
| KCM & MWM Form 3 Kiswahili Schemes of Work Term 3 2020/2021 | |||||||
| JUMA | KIPINDI | MADA KUU | MADA NDOGO | SHABAHA | NJIA ZA KUFUNDISHA | NYENZO | MAONI |
| 1 | 1 | Kusikiliza na kuzungumza. | Misimu na lakabu | Kufika mwisho wa somo, mwanafunzi aweze: Kueleza maana ya misimu na lakabu. Kujadili umuhimu wao. Kutoa mifano ya lakabu na misimu. |
Maelezo |
KCM Uk.161-2 MWM Uk.119-20 |
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| 2 | Kusikiliza na kuzungumza. Fasihi yetu. |
Lugha ya anthari na ufupisho katika ushairi | Kufika mwisho wa somo, mwanafunzi aweze: Kueleza maana ya ufupisho na lugha ya nathari. Kufafanua umuhimu wa lugha ya ufupisho katika shairi. |
Maelezo Ufafanuzi Maswali na majibu Makundi Uhakiki Tajriba |
Kitabu teule | ||
| 3 | Ufahamu. | Kujali wenye ukimwi | Kufika mwisho wa somo, mwanafunzi aweze: Kusoma taarifa kwa ufasaha. Kujadili yaliyomo. Kueleza maana ya istilahi ngeni na msamiati. |
Maelezo Kuandika Maswali na majibu |
KCM Uk.166-67 MWM Uk.123 |
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| 4-5 | Sarufi | Aina za virai | Kufika mwisho wa somo, mwanafunzi aweze: Kueleza virai. Kueleza aina za virai. Kubaininisha virai mbalimbali katika sentensi |
Maelezo Ufafanuzi Maswali na majibu Makundi |
KCM Uk.166-67 MWM Uk.123 |
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| 6 | Utunzi | Insha ya maelezo | Kufika mwisho wa somo, mwanafunzi aweze: Kueleza ya kuzingatiwa wakati wa kuandika insha ya maelezo, Kuandika insha ya maelezo |
Maelezo Tajriba Maswali na majibu Maigizo Kuandika |
KCM Uk.170 MWM Uk.125 |
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| 2 | 1-2 | Kusikiliza na kuzungumza. (Ufasaha wa lugha) |
Muhtasari: Usanifishaji wa lugha ya Kiswahili | Kufika mwisho wa somo, mwanafunzi aweze: Kueleza maana ya Usanifishaji. Kufafanua sababu za kusanifisha lugha. Kujadili udhaifu katika usanifishaji. Kufupisha makala ilivyoagizwa. |
Maelezo Ufafanuzi Maswali na majibu Makundi Kufupisha Utafiti |
KCM Uk.167-169 MWM Uk.123-4 |
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| 3-4 | Kusikiliza na kuzungumza. (Fasihi teule) |
Maudhui katika tamthilia | Kufika mwisho wa somo, mwanafunzi aweze: Kueleza maudhui na dhamira Kueleza namna ya kuhakiki maudhui. Kufafanua mambo ya kuzingatia katika uchambuzi wa maudhui. |
Maelezo Ufafanuzi Mifano Majadiliano Makundi Uhakiki |
KCM Uk.169-70 MWM Uk.124-5 |
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| 5-6 | Hadithi fupi | Wahusika katika hadithi fupi | Kufika mwisho wa somo, mwanafunzi aweze: Kuchambua hadithi teule. Kueleza wahusika wanavyojipambanua kwa hadithi. |
Maelezo Majadiliano Tajriba Makundi Uhakiki |
Kitabu cha hadithi fupi | ||
| 3 | 1 | Kusikiliza na kuzungumza. | Maagizo na maelekezo | Kufika mwisho wa somo, mwanafunzi aweze: Kueleza maana ya maagizo na maelekezo. Kufafanua umuhimu wa maagiza na maelekezo. Kuandika ripoti. |
Ufaraguzi Mifano Ufaraguzi Kazi mradi Kuandika |
KCM Uk.171 MWM Uk.125-7 |
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| 2 | Ufahamu | Povu la sabuni | Kufika mwisho wa somo, mwanafunzi aweze: Kusoma kwa ufasaha na kujibu maswali. Kuzingatia mafunzo yaliyomo. |
Tajriba Mjadala Mufani Maigizo Usomaji |
KCM Uk.172-4 MWM Uk.128-9 Kamusi |
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| 3-4 | Sarufi | Aina za vishazi | Kufika mwisho wa somo, mwanafunzi aweze: kuanisha vishazi. Kutunga sentensi kubainisha mabadiliko ya maneno. |
Uchunguzi Mifano Maelezo Ufafanuzi |
KCM Uk.179-81 MWM Uk.131-2 |
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| 5-6 | Ufasaha wa lugha | Mwingiliano wa maneno | Kufika mwisho wa somo, mwanafunzi aweze: Kuainisha na kubainisha aina za maneno kutegemea matumizi. Kutunga sentensi kubainisha mabadiliko ya aina ya maneno. |
Uchunguzi Mifano Maelezo |
KCM Uk.177-9 MWM Uk.130 |
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| 4 | 1-2 | Fasihi teule | Wahusika katika tamthilia | Kufika mwisho wa somo, mwanafunzi aweze: Kufafanua nafasi ya mhusika. Kueleza uumbaji na uchoraji wa wahusika. Kupambanua aina za wahusika. Kueleza jinsi ya kuchambua wahusika. |
Maigizo Uchunguzi Mjadala Utazamaji Ufahamu Ufafanuzi Uhakiki |
Kitabu teule | |
| 3 | Utunzi | Haithi fupi | Kufika mwisho wa somo, mwanafunzi aweze: Kufafanua hatua za kuandika hadithi fupi. Kuandika hadithi fupi. |
Mifano Majaribio Uchunguzi Majadiliano Vidokezo Maelezo Ufafanuzi |
Kitabu cha hadithi fupi kilichoteuliwa | ||
| 4 | Kusikiliza na kuzungumza. | Habari na ripoti za runinga na redio | Kufika mwisho wa somo, mwanafunzi aweze: Kueleza maana, umuhimu na jinsi ya kutoa ripoti za redio na runinga. Kuainisha ripoti. |
Mifano Masimulizi Maelezo Ufahamu Mjadala |
KCM Uk.183 MWM Uk.133-5 |
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| 5-6 | Fasihi yetu | Hadithi fupi | Kufika mwisho wa somo, mwanafunzi aweze: Kueleza fani ya lugha. Kufafanua umuhimu wa fani hizo. |
Kusoma Uchunguzi Ufafanuzi Mjadala Masimulizi Uchambuzi |
Kitabu cha hadithi fupi kilichoteuliwa | ||
| 5 | 1 | Ufahamu | Ripoti za michezo | Kufika mwisho wa somo, mwanafunzi aweze: Kusoma taarifa kwa ufasaha. Kueleza aina ya michezo. Kutoa mifano ya taarifa. |
Makundi Maelezo Utafiti Tajriba Usomaji |
KCM Uk.184-6 MWM Uk.135-6 Kamusi |
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| 2-3 | Sarufi | Sentensi | Kufika mwisho wa somo, mwanafunzi aweze: Kuainisha sentensi. Kueleza sifa za sentensi. Kutoa mifano ya kila aina. |
Majadiliano Makundi Mifano Ufafanuzi Mazoezi |
KCM Uk.186-8 MWM Uk.137 |
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| 4 | Kusikiliza na kuzungumza. Ufasaha wa lugha |
Lugha za ripoti na uandishi wake | Kufika mwisho wa somo, mwanafunzi aweze: Kueleza jinsi ya kuwasilisha ripoti. Kueneza lugha ya ripoti. Kuandika ripoti maalumu. |
Utafiti Mifano Maelezo |
KCM Uk.188-9 MWM Uk.137-8 |
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| 5-6 | Fasihi teule | Hadithi fupi | Kufika mwisho wa somo, mwanafunzi aweze: Kubainisha na kueleza muundo na mtindo wa tamthilia. Kuhakiki muundo wa tamthilia. |
Maelezo Ufafanuzi Uhakiki Majadiliano Kuigiza |
Kitabu cha hadithi fupi kilichoteuliwa. | ||
| 6 | 1-2 | Utunzi | Insha ya ripoti | Kufika mwisho wa somo, mwanafunzi aweze: Kueleza hatua za kuandika ripoti. Kuandika ripoti. |
Ufaraguzi Utafiti Kazi mradi kuandika |
KCM Uk.190 MWM Uk.138-9 |
|
| 3 | Kusikiliza na kuzungumza. | Mahakama | Kufika mwisho wa somo, mwanafunzi aweze: Kufafanua aina za mahakama na shughuli zao. Kutumia msamiati unaofaa wa mahakama kutunga sentensi. Kuendesha mazungumzo ya mahakama. |
Ziara Masimulizi Utafiti Maelezo Ufahamu Ufaraguzi |
KCM Uk.191 MWM Uk.139-42 |
||
| 4-5 | Fasihi yetu | Hadithi fupi | Kufika mwisho wa somo, mwanafunzi aweze: Kueleza maana ya maigizo. Kubainisha sura za sanaa za maonysho ya kawaida. |
Kuigiza Ziara Maelezo Masimulizi |
Kitabu cha hadithi fupi kilichoteuliwa | ||
| 6 | Ufahamu | Haki za binadamu | Kufika mwisho wa somo, mwanafunzi aweze: Kujibu maswali kwa usahihi. Kueleza ujumbe wa shairi. |
Kusoma Kukariri Maswali na majibu Maelezo |
KCM Uk.194-5 MWM Uk.143-4 Kamusi |
||
| 7 | 1 | Sarufi | Uchanganuzi wa sentensi kwa njia ya mishale | Kufika mwisho wa somo, mwanafunzi aweze: Kuchanganua sentensi kwa njia ya mishale au mistari. Kueleza muundo wa kikundi nomino (KN) na kikundi tenzi (KT). |
Maelezo Mifano Mazoezi |
KCM Uk.195-6 MWM Uk.143-4 |
|
| 2 | Kusikiliza na kuzungumza. Ufasaha wa lugha |
Muhtasari- haki za watoto | Kufika mwisho wa somo, mwanafunzi aweze: Kudondoa hoja muhimu. Kuandika muhtasari was kifungu. Kubainisha haki za watoto. |
Makundi Masimulizi Utatuzi wa mambo |
KCM Uk.196-8 MWM Uk.144 |
||
| 3-4 | Fasihi teule | Matumizi ya lugha katika tamthilia | Kufika mwisho wa somo, mwanafunzi aweze: Kueleza sifa za lugha katika tamthilia. Kutoa mifano ya matumizi ya lugha katika tamthilia. |
Kuigiza Uchunguzi Mifano Ufafanuzi Uhakiki |
Kitabu teule. | ||
| 5-6 | Kusikiliza na kuzungumza | Mialiko | Kufika mwisho wa somo, mwanafunzi aweze: Kueleza umuhimu wa mialiko. Kupambanua sifa za mialiko. Kuainisha mialiko. |
Mifano Utafiti Vikundi Ufahamu Maelezo |
KCM Uk.201-2 MWM Uk.145-9 |
||
| 8 | 1-2 | Fasihi yetu | Hadithi fupi | Kufika mwisho wa somo, mwanafunzi aweze: Kutoa mifano ya maigizo. Kupambanua umuhimu wa maigizo. Kueleza jinsi ya kuchanganua maigizo. |
Ziara Utafiti Uchunguzi Uhakiki Maigizo |
Kitabu cha hadithi fupi kilichoteuliwa | |
| 3 | Ufahamu | Kumbukumbu za mkutano | Kufika mwisho wa somo, mwanafunzi aweze: Kusoma kumbukumbu. Kueleza maana za manen na vifungu. Kujibu maswali ya taarifa. |
Maswali na majibu Majadiliano Maelezo Kuigiza |
KCM Uk.204-6 MWM Uk.149-50 Kamusi |
||
| 4-5 | Sarufi | Uchanganuzi wa sentensi | Kufika mwisho wa somo, mwanafunzi aweze: Kubainisha dhana ya uchanganuzi. Kuchanganua sentensi kwa njia ya jedwali. |
Mazoezi Maelezo Ufafanuzi |
KCM Uk.206-8 MWM Uk.150-1 |
||
| 6 | Ufasaha wa lugha | Kumbukumbu | Kufika mwisho wa somo, mwanafunzi aweze: Kueleza umuhimu wa kumbukumbu. Kupambanua sifa za kumbukumbu. Kujibu maswali. |
Dayolojia Mahojiano Ufafanuzi |
KCM Uk.208-9 MWM Uk.151-2 |
||
| 9 | 1-2 | Fasihi teule | Mafunzo katika tamthilia | Kufika mwisho wa somo, mwanafunzi aweze: Kueleza maana ya mafunzo. Kufafanua mbinu za wasanii kutoa mafunzo katika tamthilia. Kueleza mafunzo. |
Tajriba Mifano Mjadala Maelezo Ufafanuzi |
KCM Uk.209-10 MWM Uk.153-5 |
|
| 3-4 | Utunzi | Insha ya kumbukumbu | Kufika mwisho wa somo, mwanafunzi aweze: Kuandika kumbukumbu. Kufafanua ya kuzingatia unapoandika kumbukumbu. |
Maelezo Ugunduzi Majaribio Ufaraguzi Uhakiki |
KCM Uk.210 MWM Uk.153-8 |
||
| 5-6 | Kusikiliza na kuzungumza | Matangazo | Kufika mwisho wa somo, mwanafunzi aweze: Kueleza sifa za matangazo katika redio na runinga. Kufafanua jinsi ya kuandaa matangazo. Kuhakiki na kuandaa matangazo. |
Maelezo Tajriba Majadiliano Ufaraguzi Uhakiki Ufahamu |
KCM Uk.211 MWM Uk.155-8 |
||
| 10 | 1 | Hadithi fupi | Mikusanyiko ya kazi za fasihi simulizi | Kufika mwisho wa somo, mwanafunzi aweze: Kufafanua umuhimu wa kukusanya na kuhifadhi kazi za fasihi simulizi. Kueleza njia za kuhifadhi kazi za fasihi simulizi. |
Maelezo Ufafanuzi Makundi Uhakiki |
Kitabu cha hadithi fupi kilichoteuliwa | |
| 2 | Ufahamu | Maji na uhai | Kufika mwisho wa somo, mwanafunzi aweze: Kusma taarifa kwa ufasaha. Kufafanua hali ya maji na umuhimu wake. Kujibu maswali ya taarifa kwa usahihi. |
Usomaji Tajriba Maswali na majibu Uvumbuzi Uchunguzi |
KCM Uk.213-5 MWM Uk.159-7 Kamusi |
||
| 3-4 | Sarufi | Uchanganuzi wa sentensi | Kufika mwisho wa somo, mwanafunzi aweze: Kueleza maana ya uchanganuzi. Kuchanganua sentensi sahili, ambatano na changamano kwa njia ya michoro ya matawi. |
Maelezo Ufafanuzi Mifano Maswali na majibu Mazoezi |
KCM Uk.216-7 MWM Uk.161-6 |
||
| 5-6 | Ufasaha wa lugha | Matangazo | Kufika mwisho wa somo, mwanafunzi aweze: Kuandika tangazo la kuvutia kulingana na kichwa walichopewa. Kueleza sifa za matangazo ya maandishi. |
Maelezo Maswali na majibu Mkundi Tajriba |
KCM Uk.218 MWM Uk.166-7 |
||
| 11 | 1-2 | Fasihi teule | Tathmini katika tamthilia | Kufika mwisho wa somo, mwanafunzi aweze: Kueleza sifa za tamthini katika tamthilia. Kueleza namna ya kujibu maswali katika tamthilia. |
Maelezo Maswali na majibu Mkundi Tajriba |
Kitabu kilichoteuliwa | |
| 3-4 | Utunzi | Insha ya makala | Kufika mwisho wa somo, mwanafunzi aweze: Kufafanua maana ya makala ya kitaaluma. Kuandika insha ya kitaaluma kuhusu mada walitopewa kwa usahihi. |
Ufaraguzi Makundi Mahojiano Maelezo |
KCM Uk.220 MWM Uk.168 |
||
| 12-13 | MTIHANI WA MWISHO WA MWAKA | ||||||
KLB Form 3 Mathematics Schemes of Work Term 3 2020/2021
| KLB Form 3 Mathematics Schemes of Work Term 3 2020/2021 | |||||||
| WK NO. | L/NO. | TOPIC/SUB-TOPIC | LESSON OBJECTIVES | TEACHING/LEARNING ACTIVITIES | MATERIALS/RESOURCES | REFERENCES | REMARKS |
| 1 | 1 | Direct variation. | By the end of the lesson, the learner should be able to: Evaluate expressions involving direct variation |
Probing questions Worked examples Oral exercises Written exercises |
KLB BK III Pg. 194-7 | ||
| 2 | Inverse variation. | By the end of the lesson, the learner should be able to: Evaluate expressions involving inverse variations. |
Probing questions Drawing a graph showing inverse variation Worked examples Oral exercises Written exercises |
KLB BK III Pg.197-201 | |||
| 3, 4 | Partial variation. |
By the end of the lesson, the learner should be able to: |
Exposition Worked examples Oral exercises Written exercises |
KLB BK III Pg.201-4 | |||
| 5 | Formulating expressions on partial variation. | By the end of the lesson, the learner should be able to: Formulate expressions involving partial variations. Evaluate formulated expressions involving partial variations. |
Exposition Worked examples Oral exercises Written exercises |
KLB BK III Pg.201-4 | |||
| 6, 7 | Joint variation | By the end of the lesson, the learner should be able to: Evaluate given expressions involving joint variations. |
Review direct and inverse variation. Worked examples Written exercises |
KLB BK III Pg.204-5 | |||
| 2 | 1 | Further joint variation. | By the end of the lesson, the learner should be able to: Evaluate expressions involving joint variations and changing variables. |
Worked examples Written exercises Exercise review |
KLB BK III Pg.205-6 | ||
| 2 | SEQUENCES AND SERIES Sequences. |
By the end of the lesson, the learner should be able to: Determine the nth term in a sequence Deduce the rule used in the sequence. |
Guided discovery Oral exercises Written exercises |
KLB BK III Pg.207-8 | |||
| 3, 4 | Arithmetic sequence. | By the end of the lesson, the learner should be able to: Identify an arithmetic sequence Find unknown terms in an arithmetic sequence. |
Guided discovery Oral exercises Written exercises |
KLB BK III Pg.209-11 | |||
| 5 | Geometric sequence. | By the end of the lesson, the learner should be able to: Identify a geometric sequence Find unknown terms in a geometric sequence. |
Guided discovery Oral exercises Written exercises |
KLB BK III Pg.211-4 | |||
| 6, 7 | Arithmetic progression. | By the end of the lesson, the learner should be able to: Find numbers of term in an A.P. Find the sum of given terms of an A.P. |
Exposition Supervised practice Written exercise |
KLB BK III Pg.214-16 | |||
| 3 | 1 | Geometric progression. | By the end of the lesson, the learner should be able to: Find numbers of term in a G.P. Find the sum of given terms of a G.P. |
Guided discovery Oral exercises Written exercises |
KLB BK III Pg.216-220 | ||
| 2, 3 | Arithmetic and geometric progressions. | By the end of the lesson, the learner should be able to: Work out expressions involving both arithmetic and geometric progressions. |
Worked examples Supervised practice Mixed exercise |
Past exam papers | KLB BK III Pg.216-220 | ||
| 4 | VECTORS (II) Co-ordinates of a point in three dimensions. |
By the end of the lesson, the learner should be able to: State co-ordinates of a point in three dimensions. |
Q/A to review co-ordinates in two dimensions Exposition of Z-axis Oral exercise |
Wire mesh in three dimensions | KLB BK III Pg.221-2 | ||
| 5, 6 | Column vectors. | By the end of the lesson, the learner should be able to: Find a column vectors given two points. |
Q/A to review column vector and position vectors in two dimensions. Worked examples Written exercise |
KLB BK III Pg.223-6 | |||
| 7 | Column vectors in terms of unit vectors. | By the end of the lesson, the learner should be able to: Find a column vectors in terms of unit vectors. |
Q/A to review unit vectors in two dimensions. |
KLB BK III Pg.226-8 | |||
| 4 | 1, 2 | Magnitude of a vector. | By the end of the lesson, the learner should be able to: Find the magnitude of a vector in three dimensions. |
Q/A to review magnitude of a vector in two dimensions Worked examples Oral exercise Written exercise |
KLB BK III Pg.229-230 | ||
| 3, 4 | Parallel vectors. | By the end of the lesson, the learner should be able to: Identify parallel vectors. |
Worked examples Oral exercise Written exercise |
Geoboard | KLB BK III Pg.231-2 | ||
| 5, 6 | Collinear points. | By the end of the lesson, the learner should be able to: Show that three points are collinear. |
Worked examples Oral exercise Written exercise |
Geoboard | KLB BK III Pg.231-2 | ||
| 7 | Parallel vectors and collinear points. | By the end of the lesson, the learner should be able to: Evaluate parallel vectors and collinear points. |
Worked examples Oral exercise Written exercise |
Past exam papers | KLB BK III Pg.233-7 | ||
| 5 | 1, 2 | Internal division of a line. | By the end of the lesson, the learner should be able to: Determine the ratio a point divides a segmented line. |
Oral exercise Written exercise |
KLB BK III Pg.237-8 | ||
| 3, 4 | External division of a line. | By the end of the lesson, the learner should be able to: Determine the ratio an external point divides a segmented line. |
Oral exercise Written exercise |
KLB BK III Pg.238-9 | |||
| 5, 6 | The ratio theorem. | By the end of the lesson, the learner should be able to: Apply the ratio theorem. |
Guided discovery Worked examples |
KLB BK III Pg.240-8 | |||
| 7 | Using the ratio theorem. | By the end of the lesson, the learner should be able to: Apply the ratio theorem. |
Guided discovery Worked examples |
KLB BK III Pg.240-8 | |||
| 6 | 1 | Vectors and geometry. | By the end of the lesson, the learner should be able to: Apply vectors in geometry. |
Worked examples Oral exercise Written exercise Exercise review |
KLB BK III Pg.249-250 | ||
| 2 | BIONOMIAL EXPANSIONS. Pascal's triangle. |
By the end of the lesson, the learner should be able to: Use Pascal's triangle to determine coefficients of terms of a binomial expression. |
Q/A to review expansion of quadratic expressions Exposition of new concepts |
Mathematical tables | KLB BK III Pg.256-8 | ||
| 3 | Binomial expressions. | By the end of the lesson, the learner should be able to: Expand binomial expressions. |
Worked examples Supervised practice Written exercise |
Mathematical tables | KLB BK III Pg.256-8 | ||
| 4 | Further binomial expressions. | By the end of the lesson, the learner should be able to: Expand further binomial expressions. |
Worked examples Supervised practice Written exercise |
Mathematical tables | KLB BK III Pg.258-9 | ||
| 5 | Application of binomial expressions | By the end of the lesson, the learner should be able to: Evaluate binomial expressions. |
Worked examples Supervised practice Compare results with a calculator Written exercise |
Mathematical tables Calculator |
KLB BK III Pg.260-1 | ||
| 6, 7 | Further application of binomial expressions. | By the end of the lesson, the learner should be able to: Evaluate further binomial expressions. |
Worked examples Supervised practice Compare results with a calculator Written exercise Exercise review |
Mathematical tables Calculator |
KLB BK III Pg.260-1 | ||
| 7 | 1 | PROBABILITY Experimental probability. |
By the end of the lesson, the learner should be able to: Define probability. Find experimental probability. |
Practical activities Guided discovery Simple problem solving |
KLB BK III Pg.262-6 | ||
| 2 | Probability sample space. | By the end of the lesson, the learner should be able to: Define a probability sample space. Determine probability sample space. |
Exposition leading to discovery of sample space Simple problem solving |
KLB BK III Pg.266-270 | |||
| 3 | Theoretical probability. | By the end of the lesson, the learner should be able to: Find theoretical probability form given situations. |
Worked examples Written exercise |
KLB BK III Pg.270-2 | |||
| 4, 5 | Mutually excusive events. | By the end of the lesson, the learner should be able to: Identify mutually exclusive events. Determine the probability of mutually exclusive events. |
Exposition Worked examples Written exercise |
KLB BK III Pg.272-4 | |||
| 6, 7 | C.A.T & MID-TERM BREAK | KLB BK III Pg.274-6 | |||||
| 8 | 1 | Independent events. | By the end of the lesson, the learner should be able to: Identify independent events. Determine probability of independent events. |
Exposition Worked examples Written exercise |
|||
| 2 | Mutually excusive and independent events. | By the end of the lesson, the learner should be able to: Determine the probability of both independent and mutually exclusive events. |
Worked examples Supervised practice Written exercise |
KLB BK III Pg.277-282 | |||
| 3 | Further mutually excusive and independent events. | By the end of the lesson, the learner should be able to: Determine the probability of both independent and mutually exclusive events. |
Problem solving Exercises review |
KLB BK III Pg.277-282 | |||
| 4 | Tree diagrams. | By the end of the lesson, the learner should be able to: Illustrate probability spaces with tree diagrams. |
Guided discovery Completing tree diagrams Worked examples Supervised practice Written exercise |
KLB BK III Pg.282-7 | |||
| 5, 6 | Probability using tree diagrams. | By the end of the lesson, the learner should be able to: Use tree diagrams to work out probability. |
Guided discovery Worked examples Supervised practice Written exercise Exercise review |
KLB BK III Pg.282-7 | |||
| 7 | Further tree diagrams. | By the end of the lesson, the learner should be able to: Use tree diagrams to work out probability. |
Guided discovery Worked examples Supervised practice Written exercise Exercise review |
KLB BK III Pg.282-7 | |||
| 9 | 1 | COMPOUND PROPORTION AND RATE OF WORK Proportion. |
By the end of the lesson, the learner should be able to: Identify values that make continued proportional expressions. |
Probing questions Simple problem solving Oral exercise Written exercise |
KLB BK III Pg.288-291 | ||
| 2 | Proportion parts. | By the end of the lesson, the learner should be able to: Divide a figure in given proportional parts. |
Worked examples Supervised practice Written exercise |
KLB BK III Pg.291-3 | |||
| 3 | Rates of work. | By the end of the lesson, the learner should be able to: Evaluate sums on rates of work. |
Worked examples Supervised practice Written exercise Problem solving |
KLB BK III Pg.294-8 | |||
| 4 | Mixtures. | By the end of the lesson, the learner should be able to: Work out numerical questions involving mixtures. |
Worked examples Supervised practice Written exercise Problem solving |
KLB BK III Pg.295-8 | |||
| 5 | Rates of work and mixtures. | By the end of the lesson, the learner should be able to: Work out numerical questions involving rates of work and mixtures. |
Problem solving Exercise review |
KLB BK III Pg.294-8 | |||
| 6 | GRAPHICAL METHODS. Tables of functions. |
By the end of the lesson, the learner should be able to: Complete tables of given functions. |
Completing tables | Calculator | KLB BK III Pg.299-300 | ||
| 7 | Graphs of functions. | By the end of the lesson, the learner should be able to: Draw graphs of given functions. |
Completing tables Drawing graphs Reading off values from the graphs |
Calculator Graph books |
KLB BK III Pg.300-1 | ||
| 10 | 1 | Cubic expressions. | By the end of the lesson, the learner should be able to: Identify cubic expressions. Draw graphs for cubic expressions. |
Completing tables Drawing graphs Reading off values from the graphs |
Calculator Graph books |
KLB BK III Pg.300-1 | |
| 2 | Solutions of cubic equations. | By the end of the lesson, the learner should be able to: Use graphs to find solutions of cubic equations. |
Completing tables Drawing graphs Reading off values from the graphs Solving equations |
Calculator Graph books |
KLB BK III Pg.301-4 | ||
| 3 | Average rate of change. | By the end of the lesson, the learner should be able to: Determine average rate of change of a variable with another. |
Interpreting graphs Drawing graphs Worked examples Written exercise |
Graph books | KLB BK III Pg.304-9 | ||
| 4 | Instantaneous rate of change. | By the end of the lesson, the learner should be able to: Determine rate of change of a variable at an instant. |
Interpreting graphs Worked examples Written exercise |
Graph books | KLB BK III Pg.309-15 | ||
| 5 | Empirical graphs. | By the end of the lesson, the learner should be able to: Draw graphs from empirical situations. |
Drawing graphs Reading off values from the graphs |
Graph books | KLB BK III Pg.315-8 | ||
| 6, 7 | Changing non-linear laws to linear form. | By the end of the lesson, the learner should be able to: Change non-linear laws to linear form. Complete tables for linear forms. |
Reduction of laws Completing tables Supervised practice |
Graph books | KLB BK III Pg.318-25 | ||
| 11 | 1 | Non-linear laws to linear form. | By the end of the lesson, the learner should be able to: Change non-linear laws to linear form. Draw suitable graphs from the laws. |
Completing tables Drawing graphs Supervised practice Written exercise |
Graph books Calculator |
KLB BK III Pg.318-25 | |
| 2 | Equation of a circle, center origin. | By the end of the lesson, the learner should be able to: Find equation of a circle with the center as the origin. |
Guided discovery Worked examples Written exercise |
KLB BK III Pg.325-6 | |||
| 3 | Equation of a circle, center (a, b) | By the end of the lesson, the learner should be able to: Find equation f a circle given center (a, b) |
Guided discovery Worked examples Supervised practice Written exercise |
KLB BK III Pg.326-7 | |||
| 4, 5 | Equation of a circle, given its diameter. | By the end of the lesson, the learner should be able to: Find the equation of a circle given its diameter. |
Review mid-point of a vector Worked examples Supervised practice Written exercise |
KLB BK III Pg.326-7 | |||
| 6, 7 | Center and radius of a circle. | By the end of the lesson, the learner should be able to: Determine center and radius of a circle from an equation. |
Review completing the square Worked examples Supervised practice Written exercise |
KLB BK III Pg.328-9 | |||
| END OF YEAR EXAMS | |||||||
Longhorn Form 1 Computer Studies Schemes of Work Term 3 2020/2021
| Longhorn Secondary and Foundations of Computer Studies Form 1 Computer Studies Schemes of work Term 3 2020/2021 | ||||||||
| OPERATING SYSTEM (OS) | ||||||||
| WEEK | LESSON | TOPIC | SUB-TOPIC | OBJECTIVES | LEARNING/TEACHING ACTIVITIES | LEARNING/ TEACHING RESOURCES | REFERENCES | REMARKS |
| 1 | 1 | DEFINITION OF AN OPERATING SYSTEM | By the end of the lesson, the learner should be able: Illustrate an operating system as a supervisor of hardware and application software |
Learner to: Identify operating system used by the computer |
Charts Computer |
Longhorn Secondary by S. Mburu and G. Chemwa Pg. 82 Foundations of Computer Studies by Pepela Pg.155 |
||
| 2-3 | Identify parts of OS | Through brainstorming describe parts of the OS | Charts Computer |
Longhorn Secondary by S. Mburu and G. Chemwa Pg.82 Foundations of Computer Studies by Pepela Pg.155 |
||||
| 2 | 1 | FUNCTIONS OF AN OPERATING SYSTEM | List devices under the OS | Through questions and answers, list devices under control of the OS | Flash cards | Longhorn Secondary by S. Mburu and G.Chemwa Pg.83-85 |
||
| 2-3 | DEVICES UNDER THE OPERATING SYSTEM | State functions of an OS in resource management | Through brainstorming, state functions of the OS | Computer Operating system Software |
Gateway Secondary revision by S. Mburu and G. Chemwa Pg.87 | |||
| 3 | 1 | TYPES OF OPERATING SYSTEM | List the types of OS | List and describe types of operating system | PC's loaded with different operating systems, pupils book part 3, 4 | Longhorn Secondary by S. Mburu and G. Chemwa Pg.83-85 | ||
| 2-3 | Describe: Single program and multitasking OS |
Draw a summary diagram of various operating system types | PC's loaded with different operating systems, pupils book part 3, 4 | Foundations of Computer Studies by Pepela Pg. 170 | ||||
| 4 | 1 | Describe: Multi-user and single user operating system. |
Draw a summary diagram of various operating system types | Chart | Foundations of Computer Studies by Pepela Pg.170 | |||
| 2-3 | Command line, menu driven and graphical user interface operating system | Draw a summary diagram of various operating system types | Chart | Gateway Secondary revision by S. Mburu and G. Chemwa Pg.90-91 | ||||
| 5 | 1 | HOW OPERATING SYSTEMS ORGANIZE INFORMATION | State and explain factors that dictate file organization | Identify features on windows desktop | PC's loaded with any version of windows | Longhorn Secondary by S. Mburu and G. Chemwa Pg. 89-94 | ||
| 2-3 | Describe files, folder and drivers State Microsoft Windows |
Identify features on windows desktop | PC's loaded with any version of windows | Longhorn Secondary by S. Mburu and G. Chemwa 89-94 | ||||
| 6 | 1 | MANAGING FILES AND FOLDERS | Distinguish between folders and directory Draw directory (folder) tree |
Create folder in both graphical user interface and MS-DOS | Flash cards | Longhorn Secondary by S. Mburu and G. Chemwa Pg.95-97 | ||
| 2-3 | MANAGING FILES AND FOLDERS | Create new files and folders Identify parts of an application window |
Flash cards | Longhorn Secondary by S. Mburu and G. Chemwa Pg.95-97 | ||||
| 7 | 1 | Save changes to a file Rename files or folders Copy, move, sort files and folders |
Save changes to a file, rename files and folders | Personal computer loaded with any version of windows | Longhorn Secondary by S. Mburu and G. Chemwa Pg.95-97 | |||
| 2-3 | Manipulate files and folders using shortcut menu, drag and drop, selecting multiple files and folders Searching for files and folders |
In groups of two, manipulate files and folders using shortcut menu, drag and drop. Selecting multiple files and folders Searching for files and folders |
Personal computer loaded with any version of windows | Longhorn Secondary by S. Mburu and G. Chemwa Pg.90 | ||||
| 8 | 1 | DISK MANAGEMENT USING WINDOWS | Format disk Back-up data |
Format disk Back-up data |
Personal computer loaded with any version of windows | Longhorn Secondary by S. Mburu and G. Chemwa Pg. 106-113 | ||
| 2-3 | Scan problems related to a disk Defragment a disk |
Use scan disk to detect disk errors Defragment a disk |
Floppy diskette Flash disk |
Longhorn Secondary by S. Mburu and G. Chemwa Pg. 106-113 | ||||
| 9 | 1 | Compress files within a disk Scan a disk for virus |
Compress a disk | Floppy diskette Flash disk |
Longhorn Secondary by S. Mburu and G. Chemwa 106-113 | |||
| 2-3 | Create/Restore back-up data Create start-up disk Partition disk |
Partition a disk | Un partition Hard disk |
Longhorn Secondary by S. Mburu and G. Chemwa Pg. 106-113 | ||||
| 10 | 1 | INSTALLATION AND CONFIGURING AN OERATING SYSTEM | Know installation requirements | List installation requirements Describe the listed installation requirements |
Personal computer without an operating system | Longhorn Secondary by S. Mburu and G. Chemwa Pg.114-117 | ||
| 2-3 | Install OS | With the help of the teacher install the operating system | Installation and start-up disk Manufactures documentations |
Foundations of Computer Studies by Pepela Pg. 170 | ||||
KIE Form 1 Music Schemes of Work Term 3 2020/2021
| KIE, Foundation Music, Folk Music of Kenya, Music of Africa, Teacher's Repertoire and KNEC Music syllabus Form 1 Music Schemes of work Term 3 2020/2021 | ||||||||
| WEEK | LESSON | TOPIC | SUB-TOPI | OBJECTIVES | ACTIVITIES | RESOURCES | REFERENCES | REMARKS |
| 1 | 1-5 | REPORTING TO SCHOOL AND CAT 1 EXAMS | ||||||
| 2 | 1-2 | THEORY | Triads | By the end of the lesson, the learner should be able to: Name triads of a major scale |
Discussion Taking notes |
Text books Board |
Foundation Music book 1 KIE Book 1 |
|
| 3 | HISTORY: African |
Role of rhythmic instruments | State the role of rhythmic instruments in an ensemble | Discussion Taking notes |
Text books |
Folk music of Kenya Music of Africa |
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| 4-5 | PRACTICALS | African vocal | Sing solo-response folk songs | Singing | Teacher's collection | Teacher's repertoire | ||
| 3 | 1-2 | THEORY | Triads | Construct primary triads without key signatures | Construction if triads Discussions |
Text books Board |
Foundation Music book 1 KIE Book 1 |
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| 3 | AURALS | Melodies in simple time | Write melodies played in simple time on the staff | Writing melodies | Cassette | Teacher's repertoire | ||
| 4-5 | HISTORY: Western | Analysis | Analyze music pieces | Analyzing music | Music scores | Teacher's repertoire | ||
| 4 | 1-2 | THEORY | Rhythm: Time signature and bar lines | Group notes accordingly to the time signature Insert bar lines to given rhythms |
Discussion | Text books Board |
Foundation Music book 1 KIE Book 1 |
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| 3 | HISTORY: African |
Inter-relationships of members of the ensemble | State the relationship of the instruments in an ensemble | Discussion Note making |
Text books | Folk music of Kenya Music of Africa |
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| 4-5 | AURALS | Melodic intervals | Describe intervals heard by ear | Identify and describe intervals | Piano Cassette |
Teacher's repertoire | ||
| 5 | 1-2 | THEORY | Construction of scales | Construct scales with and without key signature | Construction of scales | Text books Board |
Foundation Music book 1 KIE Book 1 |
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| 3 | AURALS | Melodic intervals | Describe intervals heard by ear | Describe intervals | Cassette | Teacher's repertoire | ||
| 4-5 | HISTORY: Western |
Melodic and renaissance | Compare and contrast medieval music and renaissance music | Discussion Taking notes |
Text books Board |
Foundation Music book 1 Music an Appreciation |
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| 6 | 1-2 | THEORY: Rhythm | Note values rests | Identify note values and their correspondent rests | Clapping Discussion |
Text books Board |
Foundation Music book 1 |
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| 3 | HISTORY: African | Dances | Perform dances form different communities in Kenya | Singing Dancing |
Teacher's collection | Teacher's repertoire | ||
| 4-5 | THEORY | Major scales | Construct the scales of C and G | Construct scales Discussion Note making |
Text books Board |
Foundation Music book 1 KIE Book 1 |
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| 7 | 1-2 | THEORY | Scales of D and A major | Construct the scales of D and A major. | Construct scales Discussion Note making |
Text books Board |
Foundation Music book 1 KIE Book 1 |
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| 3 | HISTORY: African | Dances | Perform dances from different communities in Kenya | Singing Dancing |
Teacher's collection | Teacher's repertoire | ||
| 4-5 | THEORY | Scales | Construct the scales F, Bb and Eb with key signatures | Construct scales Note taking |
Text books Board |
Foundation Music book 1 KIE Book 1 |
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| 8 | REVISION AND END OF TERM 3 EXAMINATIONS | |||||||