Week

Lesson

Strand / Theme

Sub Strand/Sub Theme

Specific Learning  Outcomes

Key Inquiry Questions

Learning Experience

Learning Resources

Assessment 

Remarks 

1

1

Reading Accidents

Connected Text  Reading And  Fluency

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

Recognise the consonant blends /fl/ in different spoken words.

Answer simple direct and indirect questions based on a text they have read,

Read a text transitioning from word by word to phrasal reading.

How can we tell where events have taken place?

In pairs, learners comprehend information through looking at pictures and title of a text and say what will happen in the story.

Learners pronounce the sounds /fl/ by taking turns, and as a whole class as modeled by the teacher, or audio record.

Learners are guided to get meaning of words and respond orally (in pairs or groups) to questions based on a text they have read (poem, story)

Regalia, flash cards, pictures/ photographs and, computer devices for audio-visual recordings of words without letter sound Correspondence.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 56

Oral questions, Portfolio, Observation

2

Listening And Speaking 

Accidents

Language Structures And Functions 

Past Continuous Tense

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

Respond to questions using the past continuous tense about hygiene, simple injuries and first aid.

Appreciate the importance of communicating ideas using the past continuous tense.

What was your neighbor doing when you got home?

Learners respond to simple questions using the past continuous tense.

Learners Construct sentences based on pictures.

Charts, pictures/ photographs, regalia and audio-visual recordings of dialogues/ dramatization depicting the past continuous tense. 

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 54-55

Oral questions, Portfolio, Observation

3

Writing

Guided Writing

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

Copy the pattern fl in his/her exercise book correctly, neatly and legibly.

Recognise the correct form and meaning of the words to be used in filling in gaps.

When do we use small letters?

Learners engage in group practice exercises write using capital and small letters correctly.

Learners match pictures with words and simple sentences.

Learners respond to the prompts presented to them and write the words correctly.

Learners fill in the gaps correctly

Regalia, slate and stylus, charts, word slides 

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 57

Oral questions, Portfolio, Observation

2

1

Reading Classroom

Connected Text Reading And Fluency

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

Recognise the consonant blends /gl/ in different spoken words.

Answer simple direct and indirect questions based on a text they have read,

Make predictions and anticipate possible outcomes of a story.

How can we pronounce the letters gl/?

In pairs, learners comprehend information through looking at pictures and title of a text and say what will happen in the story.

Learners pronounce the sounds /gl/ by taking turns, and as a whole class as modeled by the teacher, or audio record.

Learners are guided to get meaning of words and respond orally (in pairs or groups) to questions based on a text they have read (poem, story)

Regalia, flash cards, pictures/ photographs and, computer devices for audio-visual recordings of words without letter sound Correspondence 

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 60

Oral questions, Portfolio, Observation

2

Listening And Speaking Classroom

Language Structures And Functions. 

Numbers (Cardinal And Ordinal Numbers)

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

use ordinal and cardinal numbers to construct correct sentences for effective communication

Appreciate the importance of cardinal and ordinal numbers in communication.

How many months are there in a year?

In pairs, learners use ordinal and cardinal numbers to construct correct sentences

Learners use objects that are in the classroom and the school compound to demonstrate the correct use of ordinal and cardinal numbers.

Learners group objects in terms of number.

Pictures/ photographs, regalia, charts, flash cards and computer devices with audio-visual recordings of dialogues/ dramatization depicting cardinal and ordinal numbers. 

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 58-59

Oral questions, portfolio, observation

3

Writing

Guided Writing

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

Copy the given words correctly, legibly and neatly.

Recognise the correct form and meaning of the words to be used in filling in gaps.

Why should we write legibly, and correctly?

Learners engage in group practice exercises write using capital and small letters correctly.

Learners to play the puzzle in pairs.

Learners respond to the prompts presented to them and write the words correctly.

Regalia, slate and stylus, charts, word slides. 

Oxford New Progressive Primary English

Learners Book/Grade 2 pg. 61

Oral questions, Portfolio, Observation.

3

1

Reading Classroom

Connected Text Reading And Fluency.

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

Recognise the consonant blends /dr/ in different spoken words.

Answer simple direct and indirect questions based on a text they have read.

Use common context clues to increase comprehension of a text.

How can we pronounce the letters /dr/?

In pairs, learners comprehend information through looking at pictures and title of a text and say what will happen in the story.

Learners pronounce the sounds /dr/ by taking turns, and as a whole class as modeled by the teacher, or audio record.

Learners are guided to get meaning of words and respond orally (in pairs or groups) to questions based on a text they have read (poem, story)

Learners can track text using their fingers.

Regalia, flash cards, pictures/ photographs and, computer devices for audio-visual recordings of words without letter sound Correspondence.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 64-65

Oral questions, Portfolio, Observation

2

Listening And Speaking Classroom

Language Structures And Functions Numbers (Cardinal And Ordinal Numbers)

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

Use ordinal and cardinal numbers to group objects that are in the classroom for effective communication.

Appreciate the importance of cardinal and ordinal numbers in communication.

Which is the tenth month of the year?

Learners talk about the number of objects in the classroom in groups, pairs and individually

Learners identify things in the environment and count them.

Learners listen to a poem, story or text containing cardinal and ordinal numbers.

Pictures/ photographs, regalia, charts, flash cards and computer devices with audio-visual recordings of dialogues/ dramatization depicting cardinal and ordinal numbers. 

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 62-63

Oral questions, Portfolio, Observation

3

Writing

Guided Writing

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

Write words from a prompt to demonstrate mastery of vocabulary,

Recognise the correct form and meaning of the words to be used in filling in gaps.

Appreciate the importance of writing correct meaningful words, phrases and sentences.

When do we use small letters?

Learners engage in group practice exercises write using capital and small letters correctly.

Learners match pictures with words and simple sentences.

Learners respond to the prompts presented to them and write the words correctly.

Learners fill in the gaps correctly.

Regalia, slate and stylus, charts, word slides.  

Oxford New Progressive Primary English Learners Book/Grade 2 pg.66

Oral questions, Portfolio, Observation

4

1

Reading The Farm

Connected Text Reading And Fluency.

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

Recognise the consonant blends /pr/ in different spoken words.

Answer simple direct and indirect questions based on a text they have read.

Use common context clues to increase comprehension of a text.

How can we pronounce the letters /pr/?

In pairs, learners comprehend information through looking at pictures and title of a text and say what will happen in the story.

Learners pronounce the sounds /pr/ by taking turns, and as a whole class as modeled by the teacher, or audio record.

Learners are guided to get meaning of words and respond orally (in pairs or groups) to questions based on a text they have read (poem, story)

Learners can track text using their fingers.

Regalia, flash cards, pictures/ photographs and, computer devices for audio-visual recordings of words without letter sound Correspondence.  

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 70-71

Oral questions, Portfolio, Observation

2

Listening And Speaking The Farm

Language Structure And Functions  

Word Sets: Gender Sets For Animals/People  Opposites.

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

Identify the gender sets of animals correctly in a conversation.

Enjoy a word game using gender sets and opposites in communicating ideas.

Can a bull/ox give us milk?

In groups, learners discuss the males and females of domestic animals.

Learners construct sentences using words for male and female animals that are familiar and are guided to use those that are unfamiliar.

Charts, pictures/ photographs, regalia and audio-visual recordings of dialogues/ dramatization showing the use of opposites.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 68-69

Oral questions, Portfolio, Observation.

3

Writing 

Guided Writing

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

Copy the pattern pr correctly, neatly and legibly.

Appreciate the importance of writing correct meaningful words, phrases and sentences.

Why should we write legibly, and correctly?

Learners write meaningful sentences and paragraphs with the guidance of the teacher.

Learners write the pattern /pr/ correctly.

Regalia, slate and stylus, charts, word slides.  

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 71

Oral questions, Portfolio, Observation.

5

1

Reading

Connected Text Reading And Fluency.

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

Recognise the consonant blends /cr/ in different spoken words.

Answer simple direct and indirect questions based on a text they have read.

Enjoy reading the poem with the word pattern /cr/

How can we pronounce the letters /cr/?

In pairs, learners comprehend information through looking at pictures and title of a text and say what will happen in the story.

Learners pronounce the sounds /cr/ by taking turns, and as a whole class as modeled by the teacher, or audio record.  

Learners are guided to get meaning of words and respond orally (in pairs or groups) to questions based on a text they have read (poem, story)

Learners can track text using their fingers.

Regalia, flash cards, pictures/ photographs and, computer devices for audio-visual recordings of words without letter sound Correspondence.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 74-76

Oral questions, Portfolio, Observation

2

Listening And Speaking

Language Structure And Functions

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

Use the opposites to discuss animals and people at the farm.

Enjoy a word game using gender sets and opposites in communicating ideas.

When do you go to sleep?

Learners work with pictures to show opposites.

Learners draw pictures to show gender.

Learners construct sentences using words for male and female animals that are familiar, and are guided to use those that are unfamiliar.

Charts, pictures/ photographs, regalia and audio-visual recordings of dialogues/ dramatization showing the use of opposites.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 72-73

Oral questions, Portfolio, Observation.

3

Writing

Guided Writing

By the end of the sub strand, the learner should be able to: write words in order correctly

Why is it important to write words in the correct order?

Learners match pictures with words and simple sentences.

Learners to draw simple pictures of farm animals.

Regalia, slate and stylus, charts, word slides.  

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 77

Oral questions, Portfolio, Observation.

6

1

Reading

Connected Text Reading And Fluency.

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

Recognise the consonant blends /fr/ in different spoken words.

Answer simple direct and indirect questions based on a text they have read.

Read a text transitioning from word by word to phrasal reading.

How can we pronounce the letters /fr/?

In pairs, learners comprehend information through looking at pictures and title of a text and say what will happen in the story.

Learners pronounce the sounds /fr/ by taking turns, and as a whole class as modeled by the teacher, or audio record.

Learners are guided to get meaning of words and respond orally (in pairs or groups) to questions based on a text they have read (poem, story)

Learners can track text using their fingers.

Regalia, flash cards, pictures/ photographs and, computer devices for audio-visual recordings of words without letter sound Correspondence.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 80-81

Oral questions, Portfolio, Observation

2

Listening And Speaking.  

Positions And Directions.

Language Structure And Functions.  

Prepositions (Beside, Above, Over, Through, Below, Across, To, At)

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

Use simple prepositions accurately to describe the position, location and direction of things.

Appreciate use of prepositions to describe the position and location of people, places and things.

Where do you keep your books/cups?

Learners listen to and answer oral questions from stories

Learners work in groups to demonstrate various positions involving the prepositions learnt.

Learners sing short songs/rhymes.

In pairs, learners construct sentences orally using prepositions.

Charts, pictures/ photographs, regalia, and audiovisual recordings of dialogues/ dramatization of scenarios with prepositions.  

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 78-79

Oral questions, Portfolio, Observation

3

Writing

Punctuation

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

Use full stops, capital and small letters, question marks and exclamation marks correctly.

Recognise appropriate punctuation marks in a text.

Appreciate use of capital letters, small letters, full stops, exclamation marks and question marks in writing.

When do we use capital letters?

When do we use small letters?

Learners engage in group practice exercises write using capital and small letters correctly.

Learners to write sentences given in their exercise books correctly while observing the punctuation marks.

Regalia, charts, posters on different punctuation marks.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 81  

Oral questions, Portfolio, Observation

7

1

Reading

Word Reading

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

Read more complex grade level vocabulary without letter sound correspondence in different formats.

Appreciate reading simple, short narratives and informational texts in a variety of genres.

Read words with the sound /sp/ accurately, correctly and fluently. 

How can you read many words in a given text?

Learners recognise and read more short words as modeled, in groups, pairs and individually through various word attack skills such as look and say, exposure, context clues etc.

Learners play word ladder game by placing words on top of one another as they pronouncewords or listen to audio/visual recording of words without letter sound correspondence

Word slides, word wheels, regalia, charts, pictures/ photographs and models of blends, audio-visual recordings of consonant blends.  

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 85-86

Oral questions, Portfolio, Observation.

2

Listening And Speaking.  \

Positions And Directions

Language Structure And Functions.  

Prepositions (Beside Above, Over, Through, Below, Across, To, At)

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

Use simple prepositions accurately to describe the position, location and direction of things.

Appreciate use of prepositions to describe the position and location of people, places and things.

Use the correct prepositions to fill in the gaps in the sentences given.

Where are the school toilets?

Where do you play?

Learners play language games containing prepositions

Learners listen to a story, poem or conversation containing prepositions.

Learners work in groups to demonstrate various positions involving the prepositions learnt.

Charts, pictures/ photographs, regalia, and audiovisual recordings of dialogues/ dramatization of scenarios with prepositions.  

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 82-84

Oral questions, Portfolio, Observation.

3

Writing

Spelling

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

Spell and write the words learnt in the vocabulary lesson correctly for effective communication.

Write the words dictated by the teacher accurately and correctly.

Write the word patterns sp correctly, legibly and neatly.

Why is it important to spell words correctly?

Learners listen and repeat words as modeled, name the letters that make a word and write the word legibly and correctly.

Learners to copy the word patterns sp in their exercise books.

Regalia, charts, posters on neatly written words, jigsaw puzzles, pictorial and digital children’s dictionary.  

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 86

Oral questions, portfolio, observation

8

1 

Reading Environment

Comprehension

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

Read the sound /sm/ correctly in preparation to reading.

Identify the people/animals, where action takes place or the information in a text for comprehension.

Answer simple direct and indirect questions based on a text they have read.

How can we tell where events have taken place?

In pairs, learners comprehend information through looking at pictures and title of a text and say what will happen in the story.

In pairs and groups, learners talk about where the action is taking place, who is involved, using clues from pictures and the text.

Learners are guided to get meaning of words and respond orally (in pairs or groups) to questions based on a text they have read (poem, story)

Regalia, charts, posters and audiovisual materials on direct and indirect questions.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 90-91

Oral questions, Portfolio, Observation

2

Listening And Speaking.  

Environment

Language Structure And Functions.  

A, An And The

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

use a, an correctly in conversations.

Appreciate the use of articles in effective communication.

Use a and an to complete sentences correctly.

What do you buy at the school/mark et?

Learners name objects in the school environment and attach appropriate articles to them

Learners observe objects in a picture or the immediate environment and use correct articles to talk about them.

Regalia, charts, pictures/ photographs and audio-visual recordings of dialogues/ dramatization depicting the use of articles.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 88-89

Oral questions, Portfolio, Observation.

3

Writing

Guided Writing

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

Appreciate the importance of writing correct meaningful words, phrases and sentences.

Write words from a prompt to demonstrate mastery of vocabulary.

How do you write words starting with sm?

Learners rearrange words to make short phrases and sentences.

Learners write meaningful sentences in pairs from simple substitution table.

Learners respond to a prompt and write paragraph of 2 meaningful simple sentences on a visit to a park.

Regalia, slate and stylus, charts, word slides.  

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 91

Oral questions, Portfolio, Observation.

9

1

Listening And Speaking

Pronunciation And Vocabulary

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

Recognise the consonant blends dr, bl, fl, gl, in different spoken words.

Recognise new words used in the theme to acquire a range of vocabulary and their meaning.

Pronounce the vocabulary related to the theme correctly for effective communication.

What new words have you learnt?

What are the meanings of the words you have learnt?

Learners pronounce the sounds by taking turns, and as a whole class as modeled by the teacher, or audio record.

In pairs, learners use meaningful phrases and simple sentences with words that have the learnt sounds.

Regalia, charts, pictures/ photographs and models of learnt sounds, audiovisual recordings of minimal pairs, dialogues, stories and poems with new words.  

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 92-93

2

Listening And Speaking

Environment

Language Structure And Functions  

A, An And The

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

Use a, an and the correctly in conversations,

Identify and talk about things in the environment using articles correctly in longer conversations.

Appreciate the use of articles in effective communication.

Learners engage in question and answer dialogues to talk about some objects/items in the neighborhood using the correct articles.

Learners name objects in the school environment and attach appropriate articles to them.

Learners fill the cloze word puzzle with the correct use of a, an or the in pairs.

Regalia, charts, pictures/ photographs and audio-visual recordings of dialogues/ dramatization depicting the use of articles.  

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 93-94

3

Reading  

Environment

Word Reading

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

Read more complex grade level vocabulary without letter sound correspondence in different formats,

Read a decodable text containing non-decodable words fluently.

Enjoy reading grade level vocabulary in a variety of genre.

How do we pronounce the sounds /bl/ /fl/ /dr/ /gl/ /fr/ /cl/ /sp/?

Learners recognise and read more short words as modeled, in groups, pairs and individually through various word attack skills such as look and say, exposure, context clues etc.

Learners play word ladder game by placing words on top of one another as they pronounce words or listen to audio/visual recording of words without letter sound correspondence

Learners to join scrambled words to make correct words in pairs.

Story books, poems, newspaper cutting on children’s stories.  

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 94-96

Oral questions, portfolio, observation

10

1

Writing

Guided Writing

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

Copy the pattern br dr fl and gl correctly, neatly and legibly in their exercise books.

Recognise the correct form and meaning of the words to be used in filling in gaps,

Appreciate the importance of writing correct meaningful words, phrases and sentences.

Why should we write legibly, correctly and correctly?

Learners to write the word patterns correctly. 

Learners fill in the gaps correctly.

Learners write meaningful sentences and paragraphs with the guidance of the teacher by looking at the given picture.

Regalia, slate and stylus, charts, word slides.  

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 96

Oral questions, Portfolio, Observation.

2

Listening And Speaking.  

Technology

Language Structure And Functions.  

Possessives Mine, Yours, Ours, Hers, His.

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

Use possessives correctly to show ownership.

Enjoy asking and answering questions about technology using possessives.

Whose pen is this?

Learners role play ownership of items and objects.

In pairs/ small groups, learners construct sentences using possessives based on the role play.

Pictures/ photographs, regalia, charts and computer devices with audio-visual recordings of dialogues/ dramatization depicting possessives.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 98-99

Oral questions, portfolio, observation

3

Reading

Connected Text Reading And Fluency.

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

Read the sounds /fr/ /sp/ and /tr/ audibly and correctly. 

Observe basic punctuation marks as they read.

Appreciate reading simple, short narratives and informational texts in a variety of genres.

How can you read many words in a given text?

Learners read while observing commas, full stops and question marks in pairs.

Learners practice reading unfamiliar sentences containing decodable and non-decodable words from printed text, charts, tablets, mobile phone, laptops, computers or overhead projector.

Regalia, flash cards, pictures/ photographs and, computer devices for audio-visual recordings of words without letter sound Correspondence.  

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 100-101

Oral questions, Portfolio, Observation.

11

END OF TERM ASSESSMENT AND CLOSING

Week 

Lesson

Strand

Sub strand

Specific learning outcome

Learning experiences

Key inquiry question

Learning resources

Assessment

Remarks

1

1

SIIRAH (Life Of The Prophet)

Guardians of the prophet

By the end of the lesson, the learner should be able to: Name the foster mother of the prophet (S.A.W).

Learners to name the foster mother, (Halima AsSaadiyya) and the guardians, (AbdulMutwalib and Abu Twalib) of the Prophet (S.A.W).

Who took care of the prophet after the death of his mother?

flash cards, Juzuu, Pocket Boards IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2

Oral questions, Portfolio and observation

2

SIIRAH (Life Of The Prophet)

Guardians of the prophet

By the end of the lesson, the learner should be able to: Name the foster mother of the prophet (S.A.W).

Learners to name

the foster mother, (Halima AsSaadiyya) and the guardians,

(AbdulMutwalib and Abu Twalib) of the

Prophet (S.A.W).

Who took care of the prophet after the death of his mother?

flash cards, Juzuu, Pocket Boards IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2

Oral questions, Portfolio and observation

3

SIIRAH (Life Of The Prophet)

Guardians of the prophet

By the end of the lesson, the learner should be able to: Identify the role played by the guardians of the prophet (S.A.W) after the death of his parents.

Learners to name the foster mother, (Halima AsSaadiyya) and the guardians, (AbdulMutwalib and Abu Twalib) of the Prophet (S.A.W).

What was the role played by the guardians of the prophet?

flash cards, Juzuu, Pocket Boards IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2

Oral questions, Portfolio and observation

2

1

SIIRAH (Life Of The Prophet)

Guardians of the prophet

By the end of the lesson, the learner should be able to: Identify the role played by the guardians of the prophet (S.A.W) after the death of his parents.

Learners to be engaged in the discussion on the childhood of the prophet Learners listen to the story of the prophet S.A.W) under the care of Halima As- Saadiyya.

What was the role played by the guardians of the prophet?

flash cards, Juzuu, Pocket Boards IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2

2

SIIRAH (Life Of The Prophet)

Guardians of the prophet

By the end of the lesson, the learner should be able to: Identify the role played by the guardians of the prophet (S.A.W) after the death of his parents.

Learners to be engaged in the discussion on the childhood of the prophet Learners listen to the story of the prophet S.A.W) under the care of Halima As- Saadiyya.

What was the role played by the guardians of the prophet?

flash cards, Juzuu, Pocket Boards IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2

Oral questions, Portfolio and observation

3

SIIRAH (Life Of The Prophet)

Guardians of the prophet

By the end of the lesson, the learner should be able to: Identify the role played by the guardians of the prophet (S.A.W) after the death of his parents.

Learners to be engaged in the discussion on the childhood of the prophet Learners listen to the story of the prophet S.A.W) under the care of Halima As- Saadiyya.

What was the role played by the guardians of the prophet?

flash cards, Juzuu, Pocket Boards IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2

Oral questions, Portfolio and observation

3

1

SIIRAH (Life Of The Prophet)

Guardians of the prophet

By the end of the lesson, the learner should be able to: the role played by the prophet’s guardians in the upbringing of the prophet (S.A.W).

Learners listen to a narration of the story of the Prophet (S.A.W) under the care of his grandfather and uncle from an audio Cd.

What was the role played by Abu Twalib in the upbringing of the Prophet S.A.W.

flash cards, Juzuu, Pocket Boards IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2

Oral questions, Portfolio and observation

2

SIIRAH (Life Of The Prophet)

Guardians of the prophet

By the end of the lesson, the learner should be able to: the role played by the prophet’s guardians in the upbringing of the prophet (S.A.W).

Learners listen to a narration of the story of the Prophet (S.A.W) under the care of his grandfather and uncle from an audio Cd.

What was the role played by Abu Twalib in the upbringing of the Prophet S.A.W.

flash cards, Juzuu, Pocket Boards  IRE curriculum design vol 4 KLB Visionary IRE Activities  Grade 2

Oral questions, Portfolio and observation

3

SIIRAH (Life Of The Prophet)

Guardians of the prophet

By the end of the lesson, the learner should be able to: the role played by the prophet’s guardians in the upbringing of the prophet (S.A.W).

Learners listen to a narration of the story of the Prophet (S.A.W) under the care of his grandfather and uncle from an audio Cd.

What was the role played by Abu Twalib in the upbringing of the Prophet S.A.W.

flash cards, Juzuu, Pocket  Boards  IRE curriculum design vol 4 KLB Visionary  IRE Activities  Grade 2

Oral questions, Portfolio and observation

4

1

Hadith

Hadith on swalah

By the end of the lesson, the learner should be able to: Mention times of the five obligatory prayers

Learners in groups, pairs, or individual recite the Hadith on swalah. ‘’The best deed is to perform swalah on time”

Where do you go for prayers?

Pocket board, ICT, charts and Clock.  IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2

Oral questions, Portfolio and observation

2

Hadith

Hadith on swalah

By the end of the lesson, the learner should be able to: Perform the five daily prayers on their prescribed Time.

Learners in groups, pairs, or individual recite the Hadith on swalah. ‘’The best deed is to perform swalah on time”

What are the five daily prayers?

Pocket board, ICT, charts and Clock.

IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2

Oral questions, Portfolio and observation

3

Hadith

Hadith on swalah

By the end of the lesson, the learner should be able to: Perform the five daily prayers on their prescribed time.

Learners to read the Hadith on swalah displayed on a chart/screen

Which prayer is performed before breakfast?

Pocket board, ICT, charts and Clock.

IRE curriculum design vol 4

Oral questions, Portfolio and observation

5

1

Hadith

Hadith on swalah

By the end of the lesson, the learner should be able to: State the importance of performing the five daily prayers on time to earn rewards from Allah.

Learners to complete the Hadith by picking and arranging words from a pocket board or drag and drop using ICT.

Learners are guided on the importance of praying on time

Which prayer is performed during lunch time?

Pocket board, ICT, charts and Clock.

IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2

Oral questions, Portfolio and observation

2

Hadith

Hadith on Iman (Faith)

By the end of the lesson, the learner should be able to: Memorize the selected Hadith for spiritual nourishment.

Learners as a class, groups, pairs, or individuals, recite the selected Hadith; ‘’Let him who believes in Allah and the Last Day be generous to his neighbour

Who can read the hadith on generosity?

Flash cards, photographs, video/clips IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2

Oral questions, Portfolio and observation

3

Hadith

Hadith on Iman (Faith)

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

Hadith for spiritual nourishment.

Learners in groups or pairs, to sort and arrange flashcards with words from the pocket board / drag and drop words using ICT to complete the Hadith 

Who can read the hadith on generosity?

Flash cards, photographs, video/clips IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2

Oral questions, Portfolio and observation

6

1

Hadith

Hadith on Iman (Faith)

By the end of the lesson, the learner should be able to: Outline ways through which a muslim can show generosity to his neighbor.

Learners to read repeatedly the Hadith on neighbours displayed on a chart to help in memorization. Learners in groups or pairs mention things Muslim should do to show generousity to neighbours

What can you do to show generosity to your neighbor in class?

Flash cards, photographs, video/clips IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2

Oral questions, Portfolio and observation

2

Hadith

Hadith on Iman (Faith)

By the end of the lesson, the learner should be able to: the virtue of generosity as a means of social cohesion.

Learners in groups or pairs mention things Muslim should do to show generousity to neighbours. Learners share learning items to enhance generousity amongst them.

What can you do to show generosity to your neighbor in class?

Flash cards, photographs, video/clips IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2

Oral questions, Portfolio and observation

3

Hadith

Hadith on Love

By the end of the lesson, the learner should be able to: memorize the selected Hadith to enhance the virtue of love

Learners as a class, groups, pairs, or individuals, recite the Hadith on love ‘’None of you can be a true believer unless he loves for his brother what he loves for himself’ Learners in groups or pairs, fill gaps to complete the Hadith from a pool of flashcards

How do you show love to your friends?

Charts, food, water, pencil, rubber Flash cards, photographs, video/clips

IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2

Oral questions, Portfolio and observation

7

1

Hadith

Hadith on Love

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

outline ways through which a muslim can show love to others.

Learners in groups

or pairs, fill gaps to complete the Hadith from a pool of flashcards. Learners to read repeatedly the Hadith on love displayed on a chart to help in memorization.

Whom do you

share with your food?

Charts, food, water, pencil, rubber Flash cards, photographs, video/clips IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2

Oral questions, Portfolio and observation

2

Hadith

Hadith on Love

By the end of the lesson, the learner should be able to: outline ways through which a muslim can show love to others.

Learners in groups or pairs, fill gaps to complete the Hadith from a pool of flashcards. Learners to read repeatedly the Hadith on love displayed on a chart to help in memorization.

Whom do you share with your food?

Charts, food, water, pencil, rubber IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2

Oral questions, Portfolio and observation

3

Hadith

Hadith on Love

By the end of the lesson, the learner should be able to: appreciate the virtue of love as a way of promoting brotherhood.

Learners in groups or pairs mention things Muslim should do to promote the spirit of love Learners guided to share learning materials to enhance love for each other

What do you share in class?

Charts, food, water, pencil, rubber IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2

Oral questions, Portfolio and observation

8

1

Devotional Acts

Pillars of Islam Swalah

By the end of the sub strand the learner should be able to: Perform Wudhu systematically as a prerequisite for performance of prayers.

Learners are guided on the Fardh acts of Wudhu. (washing the face, washing the two arms, wiping the head, washing the two feet)

What do you do before you pray.

Flash cards, photographs, video/clips IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2

Oral questions, Portfolio and observation

2

Devotional Acts

Pillars of Islam Swalah

By the end of the substrand the learner should be able to: Perform Wudhu systematically as a prerequisite for performance of prayers.

Learners are guided on the Fardh acts of Wudhu. (washing the face, washing the two arms, wiping the head, washing the two feet)

What do you do before you pray.

Flash cards, photographs, video/clips IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2

Oral questions, Portfolio and observation

3

Devotional Acts

Pillars of Islam Swalah

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

daily prayers.

Organize learners to watch a video/clip showing the correct

steps in the performance of Wudhu.

Learners to perform Wudhu practically and in order

Which body parts

are washed during wudhu

Flash cards, photographs, video/clips

KLB Visionary

IRE Activities

Grade 2

Oral questions, Portfolio and observation

9

1

Devotional Acts

Pillars of Islam Swalah

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

as a purification requirement before performing swalah.

Organize to take learners to a nearby mosque to observe the performance of Wudhu by muslims Learners mention the five daily prayers

Learners through ICT drag and drop the fardh prayers in sequence

Which body parts

are washed during wudhu

Flash cards, photographs, video/clips KLB Visionary IRE Activities Grade 2

Oral questions, Portfolio and observation

2

Devotional Acts

Pillars of Islam Wudhu Five daily prayers

By the end of the lesson, the learner should be able to: Perform Wudhu systematically as a prerequisite for performance of prayers.

Learners are guided on the Fardh acts of Wudhu. (washing the face, washing the two arms, wiping the head, washing the two feet) Organize learners to watch a video/clip showing the correct steps in the performance of Wudhu.

Which are the five daily prayers?

Flash cards, photographs, video/clips KLB Visionary IRE Activities Grade 2

Oral questions, Portfolio and observation

3

Devotional Acts

Pillars of Islam Wudhu Five daily prayers

By the end of the lesson, the learner should be able to: Perform Wudhu systematically as a prerequisite for performance of prayers.

Learners to perform Wudhu practically and in order. Organize to take learners to a nearby mosque to observe the performance of Wudhu by muslims

What do you do before you pray.

Flash cards, photographs, video/clips KLB  Visionary IRE Activities Grade 2

Oral questions, Portfolio and observation

10

1

Devotional Acts

Pillars of Islam Wudhu Five daily prayers

By the end of the lesson, the learner should be able to: Name the five daily prayers.

Learners to perform Wudhu practically and in order. Organize to take learners to a nearby mosque to observe the performance of Wudhu by muslims

Which body parts are washed during wudhu

Flash cards, photographs, video/clips KLB Visionary IRE Activities Grade 2

2

Devotional Acts

Pillars of Islam Wudhu Five daily prayers

By the end of the lesson, the learner should be able to: Appreciate Wudhu as a purification requirement before performing swa

Learners mention the five daily prayers 

Learners through ICT drag and drop the fardh prayers in sequence

Which are the five daily prayers?

Flash cards, photographs, video/clips KLB Visionary IRE Activities Grade 2

Oral questions , Portfolio and observation

3

Moral Teachings

Manners of toileting

By the end of the sub-strand the learner should be able to: Outline the manners of entering and leaving the toilet as per the Islamic teachings

Learners are guided on the manners of entering the toilet; Reading the Dua before entering (Bismillah Audhu Billah minal khubuth wal khabaith), entering with the left foot first.

How do you enter and leave the toilet?

What do you say when entering the toilet?

Water, pebbles for istinja,toilet paper.

KLB Visionary IRE Activities Grade 2

Oral questions, Portfolio and observation

11

END TERM ASSESSMENT AND CLOSING

WEEK

LESSON

STRANDS

SUB -STRAND

SPECIFIC LEARNING OUTCOMES

KEY INQURY QUESTIONS

LEARNING EXPERIENCES

LEARNING RESOURCES

ASSESSMENT

REFLECTION

1

1

2

1

The early Life of Jesus Christ

Kindness of the Wise Men

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

What did the wise men bring to baby Jesus?

Learners to read Mathew 2:11

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

Regalia charts

Observation

Oral questions

2

Kindness of the Wise Men

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

What did the wise men bring to baby Jesus?

Learners to read Mathew 2:11

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

Regalia Charts

Observation

Oral questions

3

Kindness of the Wise Men

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

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

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

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

Regalia Charts

Observation

Oral questions

3

1

Kindness of the Wise Men

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

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

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

Regalia charts

Observation

Oral questions

Oral questions

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

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

Observation

Oral questions

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

Learners to list in groups how Jesus helped His father

Learners to list the activities they do at home

Observation

Oral questions

Learners to write a
poem on “Jesus
worked’’

Learners to keep
their home, class and
compound clean

Observation

Oral questions

Observation

Oral questions

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

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

Observation

Oral questions

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

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

Observation

Oral questions

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

Learners to role
play the miracle of
calming the storm

Observation

Oral questions

Learners to read Luke
5:3-9 

Learners to watch a
video on the miraculous catch of
fish

Observation

Oral questions

Learners to role play
the miraculous catch
of fish

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

Observation

Oral questions

Learners to discuss
the miraculous catch
of fish

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

Observation

Oral questions

Learners to discuss
the miraculous catch
of fish

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

Observation

Oral questions

Observation

Oral questions

Observation

Oral questions

Observation

Oral questions

Observation

Oral questions

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

Learners to mention what happened on Good Friday

Learners to view a
picture of Jesus
nailed on the cross

Observation

Oral questions

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

Learners to mention what happened on Good Friday

Learners to view a
picture of Jesus
nailed on the cross

Observation

Oral questions

Observation

Oral questions

Observation

Oral questions

Observation

Oral questions

Observation

Oral questions

Observation

Oral questions

Observation

Oral questions

Observation

Oral questions

Learners to discuss
how disobedience
affects them
negatively

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

Observation

Oral questions

Observation

Oral questions

Observation

Oral questions

Observation

Oral questions

WEEK

LESSON

STRANDS

SUB-STRAND

SPECIFIC LEARNING OUTCOMES

KEY INQURY QUESTIONS

LEARNING EXPERIENCES

LEARNING RESOURCES

ASSESSMENT

REFLECTION

1

1

2

1

MOUN TING TECHNI QUES

Collage

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

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

How do we identify materials used to create collage?

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

Regalia charts

Observation

Oral questions

2

Collage

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

Create simple pictures in collage using locally available materials

How do we create collage

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

Regalia Charts

Observation

Oral questions

3

1

Collage

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

Have fun while creating simple pictures in collage

How do we create collage

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

Regalia Charts

Observation

Oral questions

2

DECOR ATING FORMS

Decorating egg shell

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

Observe teacher samples of decorated egg shells.

How do we decorate egg shells?

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

Regalia charts

Observation

Oral questions

4

1

Decorating egg shell

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

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

What materials are needed for decoration of egg shells

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

Regalia Charts

Observation

Oral questions

2

Decorating egg shell

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

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

How do we decorate egg shell

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

Regalia Charts

Observation

Oral questions

5

1

Decorating plastic containers

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

How do we decorate plastic containers?

In groups learners could observe teacher samples of decorated plastic containers

Regalia Charts

Observation

Oral questions

2

Decorating plastic containers

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

What materials are needed for decoration of plastic containers

Individually learner to decorate plastic containers by pasting colored paper.

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

Regalia charts

Observation

Oral questions

6

1

Decorating plastic containers

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

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

What materials are needed for decoration of plastic containers

Individually learner to decorate plastic containers by pasting colored paper.

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

Regalia Charts

Observation

Oral questions

2

ORNA MENTS

Double strand Necklaces

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

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

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

Guide learners to observe beaded ornaments from teachers sample collections

Regalia Charts

Observation

Oral questions

7

1

Double strand Necklaces

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

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

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

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

Regalia Charts

Observation

Oral questions

Written questions

2

Double strand Necklaces

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

Enjoy making necklaces using double strand beading

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

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

Regalia Charts

Observation

Oral questions

8

1

Double strand Bracelet s

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

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

.

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

The learner to observe beaded ornaments from teacher collection

Regalia charts

Observation

Oral questions

2

Double strand Bracelet s

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

Experiment with local materials to create bracelets using double strand beading

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

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

Regalia charts

Observation

Oral questions

9

1

Double strand Bracelet s

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

Enjoy making bracelets using double strand beading.

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

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

Regalia charts

Observation

Oral questions

2

FABRI C DECOR ATION

Printing on fabric with cut - out stumps

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

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

.

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

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

Regalia charts

Observation

Oral questions

10

1

Printing on fabric with cut - out stumps

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

Print fabric using cut-out stumps for decoration

How do we print on fabric using cut out stumps

Guide learners to individually print fabric using cut- out stumps

Regalia charts

Observation

Oral questions

2

Printing on fabric with cut - out stumps

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

Enjoy printing fabric with cut out stumps.

How do we print on fabric using cut out stumps

Display and talk about own and others works

Regalia charts

Observation

Oral questions

11

1

MODELLING

Slab technique

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

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

How do we model clay items using slab technique

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

Regalia charts

Observation

Oral questions

2

Slab technique

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

Model simple objects using slab technique to acquire modelling skill

How do we model clay items using slab technique

Individually model simple shapes by exploring clay through slab technique

Regalia charts

Observation

Oral questions

12

1

Slab technique

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

Have fun as they model objects using slab technique

How do we model clay items using slab technique

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

Regalia charts

Observation

Oral questions

2

Pellet technique

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

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

How do we model clay into forms using pellet technique

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

Regalia charts

Observation

Oral questions

12

1

Pellet technique

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

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

How do we model clay into forms using pellet technique

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

Regalia charts

Observation

Oral questions

2

Pellet technique

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

Have fun as they model objects using pellet technique

How do we model clay into forms using pellet technique

Learners to display and talk about own and others work

Regalia charts

Observation

Oral questions

14

CAT

WEEK

LESSON

STRAND THEME

SUB-SRAND

SPECIFIC LEARNING OUTCOME

KEY INQUIRY QUESTION

LEARNING EXPERIENCE

LEARNING RESOURCES

ASSEMENT METHOD

1

LISTENING

Listen to instructions and questions

By the end of the sub strand the learner should be able to listen attentively to simple sequenced instruction and use appropriate nonverbal communication

Who gives instruction?

Learners attentively series of instruction and interpret effectively

Store

Songs

Oral questions

2

SPEAKING

Responding to questions and instructions

Learner should be able to question and instruction on varied themes and use verbal and non-verbal cues to respond

How do you respond to questions when asked to do something?

Learners to role play giving and responding to instruction

Skits

Singing games

Oral questions

Observation

3-4

READING

Pair reading

Learner should be able assess self on reading speed and fluency

What is a good speed reading?

Learners to read aloud to teach each other in pairs

Pictures

Oral questions

5

WRITING

Word and sentence formation

Learner should be able to use familiar words and phrase to write simple sentences

How do we form a sentence?

Learners to be guided on how to build simple sentences structure through

identification of key words

Book 

Pencils

Oral questions 

Written exercise

1

LISTEN

Listening to instructions and questions

By the end of the lesson the learner should be able to demonstrate an understanding of set of instructions through appropriate responses

Who asks us questions?

Learners role play talking and listening to different audiences

Audio

Oral questions

2-3

SPEAKING

Responding to questions and instructions

Learners to ask questions to seek clarity on instruction

Why do we give instructions/

Learners play involving responding to instruction and answering questions

Songs

Oral questions

4

READING

Paired reading

Learners to make prediction before and during reading and ask questions to confirm extended of understanding of materials

What do you think will happen in the story

Learners to ask each other about what they have read

Newspaper 

Readers 

Magazines

Oral questions

5

WRITING

Words and sentence formation

Learners to identify and write upper and lower case letters in words and sentences correctly

What are upper and lower case letters?

Learners to be guided on how to write upper and lower letter

Sentences

strips

Written exercise

1

LISTENING

Word and sentence formation

By the end of the lesson the learner should be able to identify number of syllable in words

How do we form words?

Learners to practice individual sounds as they rhyme and recite poems

Rhyme poem

Oral questions

2

SPEAKING

Phonological awareness

Learner to be able to recognize an say multiple letter sounds to make syllable and words

What are some of the sounds we hear?

Learners to sound sight words representing multiple sounds in pairs of group

Storybooks pictures

Oral questions

3

READING

Group reading

Learner should be able to read text collectively with accuracy ,fluency and comprehension

What is the importance of reading in a group?

Learners reading are supported through guiding question e.g. who, what.

Readers

Newspapers

journal

Oral question

`

4-5

WRITING

Word an sentences formation

Learners should be able to use correct noun and verb form in making sentences

How do we form sentences?

Learners re- organize jumbled words to form logical sentences(paragraph)

Flash cards 

Books 

Pencils

Written exercise

1

LISTENNG

Word and sentence formation

By the end of the lesson the learner should be able to recognize words with similar sounds

How do we form words?

Learners to play rhyming and blending games to recognize words with similar sounds

Manila chart 

Sentence strip

Oral questions

2-3

SPEAKING

Phonological awareness

Lerner should be able to blend and segment syllables to form words e.g. the cat ran home

Which syllable can blend and segment

Learners to blend syllable to form words and sentences

Blending cards Sentence strips

Oral questions

4

READING

Group reading

Learner should be able to develop peer learning skills of self-assessment

What is the importance of group reading

Learners to be guided on peer learning and support

Newspaper 

Journals

Retelling stories

5

WRITING

Word sentence formation

Learner should be able to  use correct noun and verb in making sentences

How do we form words?

Learners are guided to identify nouns and verb in sentences

Sentence strips 

Flash card

Writing sentences

1-2

LISTENING

Word and sentence formation

By the end of the lesson be able to combine syllable to form words

How do we form words

Learners imitate teacher in pronouncing various words(diagraph, consonant cluster)

Manila chart Sentence strip

Segmenting drills

3

SPEAKING

Phonological awareness

Learner should be able to use appropriate words to make meaningful sentences

How do we make meaningful words?

Learners to be guided short meaningful sentences by using syllable

Chart 

Pictures

Oral questions

4

READING

Group reading

Learner should be able to improve confidence through peer support in group reading

How can we build up confidence through peer support group reading?

Lerner’s  are divided into reading teams to facilitate peer learning and support

Readers 

Journals

Oral questions

5

WRITING

Spelling instructions

Learners should be able to write an increasing number of words and spelling them correctly

Why is it important to spell words correctly

Learners to write newly learned on a word tree

Flash card 

Word tree

Written exercise

1

LISTEN

Word and sentence formation

By the end of the lesson the learner should be able to combine words to make simple sentences

How do we form sentences?

Learners to be guided on how to combine words to make simple sentences

Sentence strip

Oral questions

2-3

SPEAKING

Phonological awareness

The learner should be able to give words that rhyme

Which words rhyme

Learner give words that rhyme

Sentence strip

Oral questions

4

READING

Silent reading

The learner should be able to read text passage silently and answer questions correctly

When do we read silently

Learners are assisted in developing silent reading skills for efficient reading

Sentence strip

Oral questions

5

WRITING

Spelling instruction

Lerner should be able to spell words with short and long vowels and consonants cluster

Why do we spell words correctly?

learners to be guided on the use of spelling strategies including knowledge of letters

Word tree  

Flashcard

Written exercises

1

LISTENING

Word an sentence formation

By the end of the lesson the learner should be able to combine words to make simple sentences

How do we combine words to form sentences?

Learners to combine words to make simple sentences

Oral questions

2

SPEAKING

Talk about

The learner should be able to confidently talk about character’s and events in the story

How can we talk to others in a proper ay?

Learners discuss character and events in a thematic story

Resource person

Oral questions

3-4

READING

Silent reading

Learner should be able to predict the meaning of the unfamiliar words from the passage

How do we get meaning of the new passage?

Learners to identify new words from the passage and try to discuss their meaning in groups

Journal 

Magazines

Oral questions

5

WRITING

Spelling instruction

Learners should be able to use an write familiar and unfamiliar words

What is phonic knowledge?

Learners  to identify spelling errors in own writing to provide correct spelling

Flash cards 

Word trees

Oral questions  

Written exercise

1

LISTENIG

Story telling

By the end of the lesson the learner should be able to develop vocabulary through listening to stories

Why do tell stories?

Learners to develop vocabulary from the stories

Newspaper 

Magazines

Oral questions

2

SPEAKING

Talk about

The learner should be able to relate characters and event in a story to real life

How can we talk to others in a proper way?

Learners role play greeting people of different status

Magazines 

Journals

Oral questions

2

SPEAKING

Presentation skills

The learner should be able to relate various on order in which they occur

What does a good presenter do?

Learners practice making connections using transition words (relating on cultural events)

Pictures of various events

Oral questions

3

READEING

Presentation skills

The learner should be able to join text read by identifying main ideas

What was the main idea in the story?

Learners are guided to summarize text by retelling the main ideas

Journal

Filling in blacks

4-5

WRITING

Handwriting

The learner should be able to join to form meaningful words

Why should we write well

`the learner to be guided on how to join letters to form meaning words

Storybooks

Written exercise

1

LISTENING

Effective communication

By the end of the lesson the learner should be able to listen audio or audio visual stories and answer questions

Why do we need to communicate well

Learners to listen to audio or audio visual stories on varied theme

Visual and audio materials

Oral questions

2

SPEAKING

Group reading

Learner should be able to use appropriate tonal variation articulation and stress to express self confidently

What does a good presenter do?

Learners should be able to identify good and poor presentation skills

Pictures

Question/ answer

3

READING

Group reading

Learners should be able to read text collectively with accuracy fluency and comprehension

What is the importance of reading in groups

learners to be guided on how to read as a group and answer questions from the text

Readers journals

Written exercise

4-5

WRITING

Handwriting

Learners be able to use capitalization appropriately

When do we use capital letters

Learners to be guided when to use capital letters

Readers   Journals

Written exercise

1

Listening

Effective communication

By the end of the lesson the learner should be able to listen and pick out vocabulary from materials listened to

How do we communicate well?

Learners listen and pick out vocabulary listened to

Pictures

Assessment

2

SPEAKING

Responding to questions and instructions

Learners should be able to use display word chart and pictures with instruction to trigger for discussion

Why do we give instructions

Word chart

Oral questions

3-4

READING

Paired reading

The learner should be able to assess self on reading speed and fluency

What is good speed for reading?

Learners read aloud to each other to assess self on reading speed an fluency

Readers

Oral questions

5

Writing

Handwriting

The learner should be able to write dictated sentences well paying attention to the spacing

Why is it important to write well?

Learners write dictated sentences well paying attention to the spacing

Sentence strips

Oral questions

WEEK

LESSON

STRAND

SUB STRAND

SPECIFIC LEARNING OUTCOMES

KEY INQUARY QUESTIONS

LEARNING EXPERIENCES

LEARNING RESOURC ES

ASSESSMENT

REFLECTION

1

1

PERFORMIN G

Songs

By the end of the of the lesson the learner should be able to identify different types of songs performed for different purposes to enhance comprehension

During which activities do you sing

Learners name types of songs performed in the community

Regalia charts

Observation

Oral questions

2

1

Songs

By the end of the of the lesson the learner should be able to sing a variety of age appropriate songs in unison paying attention to accuracy in pitch and rhythm for enjoyment,

During which activities do you sing

Learners are guided to listen to and watch a variety of live or recorded songs and be probed to identify occasions when the songs are performed

Regalia charts

Observation

Oral questions

3

1

Songs

By the end of the of the lesson the learner should be able to sing 2-part rounds for enjoyment

Which songs do you like singing?

Learners are guided in identifying the beat in familiar songs by tapping, clapping and stamping and vary the tempi and

dynamics to express feelings, ideas and emotions while singing

Regalia charts

Observation

Oral questions

4

1

Songs

By the end of the of the lesson the learner should be able to sing verse 1and 2 of the Kenya national anthem in English and/or Kiswahili with proper etiquette to enhance patriotism, cohesion and peaceful coexistence

When is the national anthem sung?

Learners are guided to sing verse 1 and 2 of the Kenya national anthem in English and /or Kiswahili in unison, paying attention to accuracy in pitch, rhythm, words and the etiquette during

Regalia charts

Observation

Oral questions

5

1

Songs

By the end of the of the lesson the learner should be able to execute the elements of music while singing as a basis of musicianship

What do the songs talk about

Learners are guided in identifying and discussing salient issues in topical and patriotic songs such as social cohesion, health, safety and values

Regalia charts

Observation

Oral questions

6

1

Songs

By the end of the of the lesson the learner should be able to use vocal techniques in singing for effective communication

What do the songs talk about

In groups, learners are guided in singing and dramatizing story and action songs

Regalia charts

Observation

Oral questions

7

1

Songs

By the end of the of the lesson the learner should be able to express ideas, feelings and emotions through singing for self- expression and effective communication

What do the songs talk about

In groups, learners are guided in singing and dramatizing story and action songs

Regalia charts

Observation

Oral questions

8

1

Singing games

By the end of the of the lesson the learner should be able to perform various singing games drawn from local and other cultures for enjoyment

What songs do you sing during play?

Learners are guided to watch a variety of live or recorded singing games from the locality and from other cultures

Regalia charts

Observation

Oral questions

9

1

Singing games

By the end of the of the lesson the learner should be able to apply the aspects of singing, movement, props and costumes in performing singing games to enhance the skills of performance

What songs do you sing during play?

In groups and individually, learners collect materials for use as costumes and props in performance of singing games

Regalia charts

Observation

Oral questions

10

1

Singing games

By the end of the of the lesson the learner should be able to take precautions during performance of singing games for own and others safety,

What roles do you like taking when performing singing games

Learners practice singing games with coordinated body movements

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

Regalia charts

Observation

Oral questions

11

1

Singing games

By the end of the of the lesson the learner should be able to observe game etiquette for own and others respect,

What roles do you like taking when performing singing games

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

Regalia charts

Common accidents and Basic First aid

12

1

Singing games

By the end of the of the lesson the learner should be able to share available resources during performance of singing games for equity and integrity

What are some of the materials or objects used while playing and singing?

In groups learners practice game etiquette and share available resources equitably during performance of singing games

Regalia charts

Observation Oral questions

13 & 14

CAT

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

1. name the parts of the body that are in use when hopping for body
   awareness,
2. watch a video clip on grasshoppers
   hopping for digital literacy,
3. perform hopping in different ways for strength, coordination, endurance,balance and space awareness,
4. practice hopping in different ways for strength, coordination, endurance,
   balance and excellence,
5. establish relationships through
   hopping for critical thinking and
   problem,
6. appreciate hopping for strength,
   coordination, balance and self-esteem
7. make appropriate play items for
   creativity and imagination,
8. play simple games for enjoyment, collaboration, and peaceful
   coexistence,
9. observe rules when playing games for own and others safety.

1. Mention animals that hop?
2. Name the parts of the body that are in use when hopping

Learners to answer questions on the
animals and insects that move by
hopping (kangaroo, playing mantis).

• Learners could watch video clips
  of other learners performing the hop
  skill
  • Hop in different
    directions
    - forward,
    - backward,
    - to the right
    - to the left
  • Hop in different pathways
    - circular
    - straight
    - curved
    - zigzag
  • Hop in different levels
    - low
    - medium
    - high
• Learners hop in varying levels and
  make shapes such as:
  - square
  - circle
  - rectangle

Observation

Oral questions

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

1. name the parts of the body that are in use when hopping for body awareness,
2. watch a video clip on grasshoppers hopping for digital literacy,
3. perform hopping in different ways for strength, coordination, endurance,
   balance and space awareness,
4. practice hopping in different ways for strength, coordination, endurance,
   balance and excellence,
5. establish relationships through hopping for critical thinking and problem,
6. appreciate hopping for strength, coordination, balance and self-esteem
7. make appropriate play items for creativity and imagination,
8. play simple games for enjoyment, collaboration, and peaceful coexistence,
9. observe rules when playing games for own and others safety.

1. Mention animals that hop?
2. Name the parts of the body that are in use when hopping

Learners to answer questions on the
animals and insects that move by
hopping (kangaroo, playing mantis).

• Learners could watch video clips
  of other learners performing the hop
  skills
  • Hop in different
    directions
    - forward,
    - backward,
    - to the right
    - to the left
  • Hop in different pathways
    - circular
    - straight
    - curved
    - zigzag
  • Hop in different levels
    - low
    - medium
    - high
• Learners hop in varying levels and
  make shapes such as:
  - square
  - circle
  - rectangle
  - wavy lines
  - triangles

Observation

Oral questions

1. Name the animals that move around by leaping?
2. Name the parts of the body used for leaping

• Learners to answer questions on parts of the body that are used for leaping.
• Learners could watch videos clips of other learners performing the skill
  leaping.
  • leaping different directions
    - forward,
    - backward,
    - to the right
    - to the left
  • leaping in different pathways
    - circular
    - straight
    - curved
    - zigzag
  • leaping in different levels
    - low
    - medium
    - high
  • Learners establish relationships such mirroring, under, on, over, though, round and beside.
• Learners in groups and individually to leap and make letters of the alphabet such as , I, L, H T, O.
• Learners to leap making a combination of levels, pathways.
• Learners to obey rules as they leap and play games

Observation

Oral questions

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

1. name the parts of the body that are in use when leaping for body awareness,
2. watch a video clip of the leaping skill for digital literacy,
3. perform leaping in different ways for strength, coordination, endurance
   and balance,
4. practice leaping in different ways for strength, coordination, endurance,
   balance and for excellence,
5. establish relationships through
   leaping for critical thinking and
   problem,
6. make appropriate play items for creativity and imagination,
7. appreciate leaping for strength, coordination, balance and self-esteem,
8. play simple games for creativity, enjoyment and peaceful coexistence,
9. observe the rules when playing
   games for own and others safety.

1. Name the animals that move around by leaping?
2. Name the parts of the body used for leaping

• Learners to answer questions on parts of the body that are used for leaping.
• Learners could watch videos clips of other learners performing the skill leaping.
  • leaping different directions
    - forward,
    - backward,
    - to the right
    - to the left
  • leaping in different pathways
    - circular
    - straight
    - curved
    - zigzag
  • leaping in different levels
    - low
    - medium
    - high
• Learners establish relationships such mirroring, under, on, over, though, round and beside.
• Learners in groups and individually to leap and make letters of the alphabet such as , I, L, H T, O.
• Learners to leap making a combination of levels, pathways.
• Learners to obey rules as they leap and play games

Observation

Oral questions

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

1. watch a video clip on triple jump for digital literacy,
2. perform jumping for distance in different ways for strength, coordination, endurance, balance and
   space awareness,
3. practice jumping for distance in different ways for strength, coordination, endurance, balance and
   for excellence,
4. establish relationships through jumping for distance for critical
   thinking and problem solving,
5. appreciate jumping for distance for strength, coordination, balance and
   self-esteem,
6. make appropriate play items for creativity and imagination,
7. play games for enjoyment,
   collaboration, and peaceful
   coexistence,
8. observe the rules when playing games for own and others safety

1. name the parts of the body that are used for jumping
2. Which direction is easier to jump towards
3. name insects that move by jumping

• Learners to answer questions on the parts of the body that are use when jumping for distance.
• Learners to watch video clips of other learners jumping for distance or the athletes performing the long jump.
• learners to be guided on jumping in different ways by:
  • jumping in different directions such as forward, backward, to the right and left
  • jumping in different pathways such as circular, straight, curved and zigzag
  • jumping in different levels such low, medium and high
  • jumping using varying speed such as slowly fast and faster
• Learners to practice jumping for distance using the following suggested physical activities:
  • jump and form the letters of the alphabet such as L, I, T, S among others
  • jump with legs together or apart
  • jump with arms in various positions, beside the body, held forward or backward
  • jump over objects on the ground
• the learners to establish relationships such mirroring ,under, on ,over, through
• Learners cooperate with others and play game that involve jumping for distance
• Observe rules when playing games
  involving jumping for distance for
  own and others safety

Oral questions

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

1. watch a video clip on triple jump for digital literacy,
2. perform jumping for distance in different ways for strength, coordination, endurance, balance and
   space awareness,
3. practice jumping for distance in different ways for strength, coordination, endurance, balance and
   for excellence,
4. establish relationships through jumping for distance for critical
   thinking and problem solving,
5. appreciate jumping for distance for strength, coordination, balance and self-esteem,
6. make appropriate play items for creativity and imagination,
7. play games for enjoyment, collaboration, and peaceful coexistence,
8. observe the rules when playing games for own and others safety

1. name the parts of the body that are used for jumping
2. Which direction is easier to jump towards
3. name insects that move by jumping

• Learners to answer questions on the parts of the body that are use when jumping for distance.
• Learners to watch video clips of other learners jumping for distance or the athletes performing the long jump.
• learners to be guided on jumping in different ways by:
  • jumping in different directions such as forward, backward, to the right and left
  • jumping in different pathways such as circular, straight, curved and zigzag
  • jumping in different levels such low, medium and high
  • jumping using varying speed such as slowly fast and faster
• Learners to practice jumping for distance using the following suggested physical activities:
  • jump and form the letters of the alphabet such as L, I, T, S among others
  • jump with legs together or apart
  • jump with arms in various positions, beside the body, held forward or backward
  • jump over objects on the ground
• the learners to establish relationships such mirroring ,under, on ,over, through
• Learners cooperate with others and play game that involve jumping for distance
• Observe rules when playing games involving jumping for distance for
  own and others safety

Oral questions

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

1. watch a video clip on pulling and pushing activities for digital literacy,
2. perform pulling and pushing in different ways for coordination,
   strength, and endurance,
3. practice pulling and pushing for strength, coordination, balance and self-esteem,
4. establish relationships through pulling and pushing for creativity,
5. appreciate pulling and pushing for strength, endurance and selfawareness,
6. play games for enjoyment, collaboration , and peaceful
   coexistence,
7. observe rules when pulling and pushing for own and others safety.

1. How can you move a heavy object from one place to another?
2. Name the body parts used for pulling and pushing

• Learners to watch videos clips or picture cut outs of people pulling and pushing.
• Learners to practice pulling and pushing using the following suggested physical activities:
  • Four learners to hold a rope two on either side and pull each other
  • learners push and pull each other into different directions (forward, backwards, left, right)
• learners push and pull in different levels (high, medium, low)
• learners push and pull at different speed (slow, fast, faster)
• Learners obey rues when playing games for safety

Observation

Oral questions

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

1. watch a video clip on pulling and pushing activities for digital literacy,
2. perform pulling and pushing in different ways for coordination,
   strength, and endurance,
3. practice pulling and pushing for strength, coordination, balance and self-esteem,
4. establish relationships through pulling and pushing for creativity,
5. appreciate pulling and pushing for strength, endurance and selfawareness,
6. play games for enjoyment,collaboration , and peaceful coexistence,
7. observe rules when pulling and pushing for own and others safety.

1. How can you move a heavy object from one place to another?
2. Name the body parts used for pulling and pushing

• Learners to watch videos clips or picture cut outs of people pulling and pushing.
• Learners to practice pulling and pushing using the following suggested physical activities:
  • Four learners to hold a rope two on either side and pull each other
  • learners push and pull each other into different directions (forward, backwards, left, right)
• learners push and pull in different levels (high, medium, low)
• learners push and pull at different speed (slow, fast, faster)
• Learners obey rules when playing games for safety

Observation

Oral questions

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

1. watch a video clip of animals playing and turning for digital
   literacy,
2. perform turning in different ways for agility and self-awareness,
3. practice turning in different ways for agility and space awareness,
4. establish relationships through turning for creativity,
5. appreciate turning for agility and self-awareness,
6. play games for enjoyment , collaboration, and peaceful coexistence,
7. observe rules when playing games for own and others safety

1. Which parts of the body is touching the ground when you lie on the ground and face up?
2. Name parts of the body that you can turn

• learners to watch video clips of animals turning such as donkey’s dog’s cat’s lions.
• Learners to turn to different directions such as right, left
• Learners to make, quarter turns, half turns and complete turns (360%)
• Learners lie on the ground on their back and then turn onto their stomach
• learners turn using varying levels (low, medium and high) to a given direction
• learners to pair up and turn to each other as they give a high five
• Learners to play games for enjoyment
• Learners to obey rules for safety.

Observation

Oral questions

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

1. name the parts of the body that are in use when kicking for body
   awareness,
2. watch a video clip on a game of soccer and observe kicking for digital literacy,
3. perform kicking in different ways for strength, coordination, endurance, balance and space awareness,
4. practice kicking in different ways for strength, coordination, endurance, balance and for excellence ,
5. establish relationships through kicking for critical thinking and
   problem solving,
6. appreciate kicking for strength, coordination, balance and self-esteem,
7. make appropriate play items for creativity and imagination,
8. play games for enjoyment,
   collaboration, and peaceful coexistence,
9. observe rules when playing games
   for own and others safety.

1. Name some of the items that are safe to kick
2. Which parts of the body are used in kicking

• Learners to name the body parts that are in use when kicking.
• Learners could be shown video clips of people kicking balls
• Learners to be guided on kicking in different ways by:
  • kicking in different directions such as forward, backward, to right and left
  • kicking in different pathways such as circular, straight, curved and zigzag
  • kicking in different levels such low, medium and high
  • kicking using varying speed such as slowly fast and faster
  • kick the ball and form the letters of the alphabet such as I, L, N, M, K
• Learners to make different balls and use them for playing games using the kicking skill

Oral questions

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

1. name the parts of the body that are in use when kicking for body
   awareness,
2. watch a video clip on a game of soccer and observe kicking for digital literacy,
3. perform kicking in different ways
   for strength, coordination, endurance,
   balance and space awareness,
4. practice kicking in different ways
   for strength, coordination, endurance,
   balance and for excellence ,
5. establish relationships through kicking for critical thinking and
   problem solving,
6. appreciate kicking for strength, coordination, balance and self-esteem,
7. make appropriate play items for creativity and imagination,
8. play games for enjoyment, collaboration, and peaceful coexistence,
9. observe rules when playing games
   for own and others safety.

1. Name some of the items that are safe to kick
2. Which parts of the body are used in kicking

• Learners to name the body parts that are in use when kicking.
• Learners could be shown video clips of people kicking balls
• Learners to be guided on kicking in different ways by:
  • kicking in different directions such as forward, backward, to right and left
  • kicking in different pathways such as circular, straight, curved and zigzag
  • kicking in different levels such low, medium and high
  • kicking using varying speed such as slowly fast and faster
  • kick the ball and form the letters of the alphabet such as I, L, N, M, K
• Learners to make different balls and use them for playing games using the kicking skill.

Observation

Oral questions

WEEK

LESSON

STRAND THEME

SUB STRAND

SPECIFIC LEARNING OUTCOMES

KEY INQUIRY QUESTIONS

LEARNER EXPERIENCE

LEARNING RESOURCES

ASSESSMENT METHODS

REFLECTION

1

1

NUMBERS

Numbers concept Reading 1-50

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

Read   1-50   in symbols

Can count numbers from 1-50 in symbols

Learners to read number names from 1-50 from the chart

Chart

Number

cards

Oral questions

Observation

2

NUMBERS

Representing number 1-50

Represent number 1-50 using concrete objects in the environment

What can we use to represent number 1- 50?

Learners in groups to represent number 1-50 using safe concrete objects

Concrete objects Counters

Oral questions

Observation

3

NUMBERS

Filling in missing numbers

Filling in number 1-50 in their work books

How can we find missing numbers

Learners to fill in missing numbers from 1-50

Chart

Oral questions

Written exercise

4

NUMBERS

Reading numbers 50- 100

Read numbers 50-100 using symbols in the chart

Can you find number of objects from number 50- 100?

Learners read number names from 50-100 from the chart

Chart

Oral questions

observations

5

NUMBERS

Representing numbers 50-100

Represent number 50- 100 using concrete objects in the environment

What can we use to represent number 50-100?

Learners to represent numbers from 50-100 using safe concrete objects

Counters

Oral questions

observations

2

1

NUMBERS

Filling in missing numbers

Fill in missing numbers from number 50- 100 using in their books

How can we find missing numbers

Learners to fill in missing numbers from 50-100

Chart

Oral

2

NUMBERS

Playing games

Playing games with numbers

How many times in groups can they count numbers 1- 100

Learners to play games of have you counted?

Concrete objects representing groups with numbers

Observations

3

NUMBERS

Filling in missing numbers

Fill in missing numbers from  1- 100 in their workbooks

Which is the missing number?

Learners to fill in missing numbers 1-100

Chart

Oral questions

Written exercise

4

NUMBERS

Whole numbers

By the end of the sub strand the learner should be able to count numbers 1-50 forward and backwards in a sequence

What is the next number?

Learners to count numbers 1-50 forward and backwards

Number

line chart

Observation

Oral questions

5

NUMBERS

Whole numbers

By the end of the sub strand the learner should be able to count numbers 50 forward and backwards in a sequence

What is the next number?

Learners to count numbers 50-100 forward and backwards

Number

line chart

Observation

Oral questions

3

1

NUMBERS

Counting in 2s forward

Count numbers in 2s forward in pairs or groups

What is the next number going forward?

Learners in 2s should be able to count in 2s forward

Number

line

Oral questions

2

NUMBERS

Counting in 2s backward

Count numbers in 2s backward in pairs or groups

What is the next number going backward?

Learners in 2s should be able to count in 2s backward

Number line

Oral questions

3

NUMBERS

Whole numbers

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

How do you get the next number in a pattern?

Learners to count in 5s forward in groups or pairs

Number line

Oral questions

Observation

4

1

NUMBERS

Fractions- Circular cut outs in quarter

Fold circular paper cut outs in to 4 equal parts and make a quarter

How many parts are shaded?

Learners in pairs to fold paper cuts to get 4 equal parts and identify it as a quarter

Paper cut outs

Observation

Oral questions

2-3

NUMBERS

Rectangular cut outs in 4 equal parts

Fold rectangular paper cut outs in to 4 equal parts and make a quarter

How many parts are they?

Learners in pairs to fold paper cuts to get 4 equal parts and identify it as a quarter

Paper cut outs

Observation

Oral questions

4-5

NUMBERS

Comparing fractions in size

Compare fractions in size to find out which is bigger or smaller

Which one is big?

Learners should be able to compare sizes of fractions

Paper cut outs

Observation

Oral questions

5

1

NUMBERS

Digital games with fractions

Play digital games with fractions

Which fractions can you see?

Learners should be able to play digital games involving fractions

Laptops

Observation

Oral questions

2-3

NUMBERS

Fractions

Practice cutting out halves and quarters

How many parts do you get when you share a fruit among 2?

Learners in pairs/groups making halves and quarters of a whole

Paper cut outs A fruit

Observation

Oral questions

4

NUMBERS

Addition

By the end of the sub strand, the learner should be able to add single digits horizontally

How do you arrange digits when adding horizontally?

Learners to add single digits horizontally

Number

line

Written exercise

5

NUMBERS

Addition

Add single digits vertically

How do you add single digits vertically?

Learners to add single digits vertically

Number line

counters

Written exercise

6

1

NUMBERS

Addition

Work out word problems involving single digits

How do we add single digits?

Learners to come up with additional word problems

Counters

Written exercise

2-3

NUMBERS

Addition

The learner should be able to add a 2 digit number to a 1 digit number with sum not exceeding 100 without regrouping

How we align a 2 digit number and a 1 digit number vertically in order to add?

Learners to a 2 digit number to a 1 digit number without regrouping

Counters

Written exercise

Observations

Oral questions

4-5

NUMBERS

Addition

Add a 2 digit number to a 1 digit number with sum not exceeding 100 with regrouping

When do we regroup?

Learners to a 2 digit number to a 1 digit number with regrouping

Counters

Written exercise

7

1

NUMBERS

Addition

The learner should work out word problems involving 2 digit and 1 digit

Which word means same as addition?

Learners to understand other words that mean same as addition

Counters

Written exercise

Observation

2

NUMBERS

Addition

The learner should be able to add single digit number up to a sum of 20 horizontally

How do we get the sum of 3 single digits?

Learners in pairs/ groups to practice addition of 3 single digits

Counters

Written exercise

Observation

3

NUMBERS

Addition

The learner should be able to add single digit number up to a sum of 20 vertically

How do you align numbers when working with 3 digit numbers?

Learners to work out sum of 3 digit

numbers vertically according to place value

Bottle tops Counters

Written exercise

4-5

NUMBERS

Addition

The learner should be able to work out word problems involving 3 single digits

How we arrange numbers when working with 3 digit numbers?

Learners should be able to collect different safe objects and use hem in addition of 3 single digit numbers

Counters

Written exercise

8

1

NUMBERS

Addition

The learner should be able to practice addition by skipping on the number line

How do we use a number line when counting?

Learners to practice addition by skipping on the number line

Number line drawn on the floor

Written exercise

2-4

NUMBERS

Addition

The learner should be able to practice breaking numbers apart to make 10

When do you break apart numbers to make 10?

Learners to break numbers apart to make 10

workbooks

Written exercise

5

NUMBERS

Addition

The learner should be able to come up with different ways of adding 2- digit numbers without regrouping

How can you align a 2 digit number vertically in order to add?

Learners to add a 2- digit numbers without regrouping

Counters

Written exercise

9

1-2

NUMBERS

Addition

The learner should be able to come up with different ways of adding 2- digit numbers with regrouping

How can you align a 2 digit number vertically in order to add?

Learners to add a 2- digit numbers with regrouping

Counters

Written exercise

3

NUMBERS

Addition

The learner should be able to play digital games involving addition

Which digital games can you play involving addition?

Learners to play digital games involving addition

Laptop

Observation

4

NUMBERS

Addition

The learner should be able to make patterns in groups using numbers up to 100

How can you make patterns in groups using numbers up to 100

Learners in groups to make patterns using numbers up to

Number chart

Written exercise

5

NUMBERS

Addition

The learner should be able to work out missing numbers involving addition of whole numbers up to 100

How do work out missing numbers in patterns involving addition?

Learners work out missing numbers involving addition in patterns

Counters

Written exercise

1

NUMBERS

Addition

The learner should be able to work out missing numbers involving addition of whole numbers up to 100

How do work out missing numbers in patterns involving addition?

Learners work out missing numbers involving addition in patterns

Counters

Written exercise

2

NUMBERS

Subtraction

The learner should be able to work out subtraction of single digits

How do work out subtraction of 2 single digits numbers

Learners work out subtraction of 2 single digits numbers

Counters

Written exercise

3

NUMBERS

Subtraction

The learner should be able to work out subtraction of 1 digit number from 2 digit number

How do work out subtraction 1 digit number from 2 digit number

Learners work out subtraction 1 digit number from 2 digit number

Counters

Written exercise

4-5

NUMBERS

Subtraction

The learner should be able to work out subtraction up to 2 digit number without regrouping

What is the place value

Learners work out subtraction up to 2 digit number without regrouping

Counters

Written exercise

1-2

NUMBERS

Subtraction

The learner should be able to work out subtraction up to 2 digit number with regrouping

How do we regroup?

Learners work out subtraction up to 2 digit number with regrouping

Counters

Written exercise

3-4

NUMBERS

Subtraction

The learner should be able to work out subtraction up to 2 digit number with regrouping

How do we regroup?

Learners work out subtraction up to 2 digit number with regrouping

Counters

Written exercise

5

NUMBERS

Subtraction

The learner should be able to work out  a mixed exercise subtraction with and without regrouping

How do we regroup?

Learners work out subtraction with and without regrouping

Counters

Written exercise

JUMA

KIPINDI

MADA

MADA NDOGO

MATOKEO MAALUMU YANAYOTARAJIWA

MASWALI DADISI

MAPENDEKEZO YA SHUGHULI ZA UFUNZAJI

NYENZO

TATHMINI

1

1-2

Shuleni

Sauti ya majina ya herufi ya Kiswahili 

Kusikilizana na kuogea

Kufika mwisho wa kipndi mwanzafunzi aweze kutamka sauti nne za herufi moja ili kuimarisha mazungumzo

Je? sauti zipi unazojua kutamka?

Mwanafunzi aweze kutambua kutamka sauti g/d/d/na/ r katika maneno

Kazi ya vikundi Charti iliyo na michoro ya vitu vinavyo patikana shuleni

Maswali mepesi ya kauli

3

Shuleni

Sauti ya majina ya herufi ya Kiswahili 

Msamiati

Kufika mwisho wa kipndi mwanzafunzi aweze kutambua majina ya herufi moja iliyofunzwa katika kujenga stadi ya kusilizana

Je? sauti ni sauti gani tuliyosoma jana?

Mwanafunzi aweze kutambua sauti za herufi ambazo tulijifunza katika somo lililopita

Charti

Daftari na Kalamu

Maswali mepesi ya kauli Zoezi

2

1

Shuleni

Sauti ya majina ya herufi ya Kiswahili 

Kuandika

Kufika mwisho wa kipndi mwanzafunzi aweze kutambua maina ya herufi sauti lengwa katika kujenga stadi ya kusikiliza

Je? Unaweza kutambua herufi gani katika sentensi?

Mwanafunzi aweze kutumia teknolojia kuskiliza matamshi ya sauti lengwa

Tarakilishi Charti

Maswali mepesi ya kauli Zoezi madaftarini

2

Shuleni

Sauti ya majina ya herufi ya Kiswahili 

Kusoma

Kufika mwisho wa kipndi mwanzafunzi aweze;

Kusoma herufi za sauti moja katika

kujenga stadi ya kusoma

Je,unajua kusoma herufi na maneno gani?

Mwanafunzi asome herufi kwa sauti moja kadi za herufi

Tarakilishi Charti za herufi Kadi za herufi

Maswali mepesi ya kauli

3

Shuleni

Sauti ya majina ya herufi ya Kiswahili

Kufika mwisho wa kipndi mwanzafunzi aweze;

Kusoma maneno kutumia silabi zinazotokana na herufi ili kujenga stadi ya kusoma

Je,unajua kusoma herufi na maneno gani?

Mwanafunzi aambatanishe silabi ya kusoma maneno yanayotokana na herufi lengwa

Charti za herufi Kadi za herufi

Maswali mepesi ya kauli

3

1

Shuleni

Sauti ya majina ya herufi ya Kiswahili  

Kusoma

Kufika mwisho wa kipndi mwanzafunzi aweze;

Kusoma maneno kutumia silabi zinazotokana na herufi ili kujenga stadi ya kusoma

Je,waweza kusoma kusoma sautina maneno za Kiswahili?

Mwanafunzi asome maneno kwa kutumia silabi au kwa kugawa maneno marefu

Vitabu vya kusoma

Maswali mepesi ya kauli Kuwatazama Wanafunzi wanaposoma

2

Shuleni

Sauti ya majina ya herufi ya Kiswahili  

Kuandika

Kufika mwisho wa kipndi mwanzafunzi aweze;

Kuandika herufi zinazowakilishwa na sauti lengwa katika kujenga stadi ya kusoma

Je,waweza kusoma kuandika sauti na maneno za Kiswahili?

Mwanafunzi aweze kuandika maneno alizosoma

Kadi za herufi 

Kalamu na daftari

Maswali mepesi ya kauli Zoezi vitabuni

3

Shuleni

Sauti ya majina ya herufi ya Kiswahili

Kufika mwisho wa kipndi mwanzafunzi aweze;

Kutumia maneno yanayojumulisha sauti zilizofunzwa ilikujenga

Je,unajua herufi zipi?

Mwanafunzi kutumia maneno ya kujumulisha sauti zilizofunzwa

Charti za herufi Kadi za herufi

Maswali mepesi ya kauli

4

1

Shuleni

Kusikilizana kuzungumuza maamkuzi ya nyakati za siku

Kufika mwisho wa kipndi mwanzafunzi aweze;

Kutambua maneno yanayotumiwa katika nyakati za siku ili kuimarisha stadi ya kusikilizana kuzungumza

Tunaakuana vipi wakati wa asubuhi, mchana na jioni

Mwanafunzi aigize maamziki ya nyakati za asubuhi, mchana na jioni

Charti za kuonyesha maamziki ya nyakati Kadi za herufi mbalimbali

Maswali mepesi ya kauli

2

Shuleni

Kusikilizana kuzungumuza maamkuzi ya nyakati

mwanzafunzi aweze; Kutambua maneno yanayotumika katika maamkuzi ili kuuimarisha stadi ya kusoma

Kwanini tunasalimiana

Wanafunzi wasalimiane na kasha washirikishwe katika mjadala kuhusu maamkizi

Kazi ya vikundi

Vitabu vya kusoma

Mjadala Maswali mepesi ya kauli

3

Shuleni

Msamiati

mwanzafunzi aweze; Kutambua kwa kutaja msamiati wa shule katika kuimarisha lugha

Je, unavifaa gani vya shuleni?

Mwanafunzi aonyeshe vifaa halisi vinavyopatikana shuleni ili aweze kuchora

Vifaa halisi kama bendera, dawati, darasa, ofisi, vyoo

Maswali mepesi ya kauli

5

1

Shuleni

Msamiati

mwanzafunzi aweze; kusoma maneno na sentensi zinazio jumlisha msamiati shuleni ili kuuimarisha stadi ya kusoma

Taja vifaa mbalimbali vinavyo patikana shuleni na umuhimu wake

Mwanafunzi msamiati wa shuleni katika kadi au charti  na aandike majina ya vitu vinavyo patikana shuleni

Vifaa halisi kama bendera, dawati, darasa, ofisi, Michoro vitabuni

Maswali mepesi ya kauli

2

Shuleni

Msamiati

mwanzafunzi aweze; kutaja msamiati wa shuleni katika kuimarisha umilisi wa lugha

Je, unajua vifaa gani vya shuleni?

Mwanafunzi aonyeshe vifaa halisi vinavyopatikana shuleni

Kadi za michoro ya vitu vya shuleni

Maswali mepesi ya kauli

Kutizama kazi ya wnafunzi

3

Shuleni

Kusikilizana na kuzungumza masimulizi

mwanzafunzi aweze; kutaja majina ya vitu vinavyo patikana shuleni ilikuimarisha stadi ya kuzungumuza na kusikiza

Ni Vifaa vipi vinavyopatikana shuleni?

Mwanafunzi

asimulie kisa kuhusu shule zna kufafanua umuhimu wa vitu vinavyopatikana shuleni

Vifaa halisi vinavyopatikana shuleni

Michoro ya vitu shuleni

Majadiliano

Maswali

Mepesi ya kauli

6

1

Shuleni

Kusikilizana na kuzungumza masimulizi

Mwanzafunzi aweze; kusikiliza kwa makini ili kuimarisha stadi za kuzungumza na pia aweze kusimulia kuhusu vitu mbali mbali vinavyopatikana shuleni ili kuimarisha stadi za kusikilizana

Ni nani anayetumia vifaa vinavyopatikana shuleni?

Mwanafunzi awze kushiriki katika wimbo na mashairi kuhusu vifaa vinavyopatikana shulenina pia atazame picha na michoro inavyoonyesha vifaa vinavyopatikana shuleni na wajadiliane katika vikundi

Vifaa halisi vinavyopatikana shuleni

Majadiliano kati ya wanafunzi na mwalimu

Hadithi fupi

Maswali Mepesi ya kauli

2

Shuleni

Kusoma hadithi

Mwanzafunzi aweze;kutambua picha za vitu vinavyopatikana shuleni

Katika kujenga stadi ya kusoma pia aweze kueleza picha katika hadithi ili kuimarisha stadi za kuszungumuza

Unaona ninikatika picha?

Mwanafunzi ajadili picha zinazojumulishwa kwenye hadithi Mwanafunzi

atabiri kitakacho tokea

Vitabu vya hadithi vifaa halisi  vya shuleni

Maswali mepesi ya kauli

Majadiliano

3

Shuleni

Kusoma hadithi

Kusikiliza hadithi ikisomwa na mwalimu kuhusu vitu vinavyopatikana shuleni ilikuimarisha umakinifu

Nini knacho tendeka katika hadithi?

Mwanafunzi Kumsikiliza mwalimu anaposoma kasha pamoja na mwalimu na baadaye asome pekee yake kwa sauti .

Wanafunzi wasome wawili wawili au kwa vikundi

Vitabu vya hadithi

Maswali kauli Kutoka kwa hadithi

7

1

Shuleni

Kusoma hadithi

Mwanafunzi aweze kusoma hadithi kuhusu shuli ilikuimarisha stadi ya kusoma na pia aweze kufahamu hadithi alisoma nakusomewa ilikupata mafunzo ya hadithi

Ni nani wahusika katika hadithi?

Mwanafunzi aweze kusoma vitabu vya hadithi mbele ya darasa na pia aweze kuuliza na kujibu maswali yanayopatikana na ufahamu

Vitabu vya hadithi

Maswali mepesi ya kauli

2

Shuleni

Msamiati nambari 11-50

Mwanafunzi aweze kutambua nambari 11-50 kwa maneno ilikuimarisha mawasiliano

Ni nambari gani ambazo zipo jati ya 11-50?

Mwanafunzi aweze kutambua nambari 11-50 kwa maneno

Kadi za nambari na majina ya nambari hizo

Maswali mepesi ya kauli Zoezi

3

Shuleni

Kusoma nambari 11-50

Mwanafunzi aweze kutambua nambari 11-50 kwa maneno ilikuimarisha stadi ya kusoma

Je waweza kusoma nambari 11-50?

Wanafunzi wasome kadi za nambari 11-50 na aweze kutunga sentensi ya nambari 11-50

Kadi za nambari Majina yake

Maswali mepesi ya kauli Zoezi

8

1-3

Msami ati

Kuandika nambari

Mwanafunzi aweze kuandika nambari 11-50 kwa maneno ilikujenga stadi ya kuandika pia awezekutumia nambari 11-50 kwa maneno ilikuimarisha mazungumuzo yake

Je waweza kutumia nambari 11-50 katika sentensi?

Mwanafunzi aweze kuandika nambari 11-50 kwa maneno pia atunge sentensi akitumia majina ya nambari 11-50

Kadi za nambari

Daftari na kalamu

Maswali mepesi ya kauli Zoezi

9

1-3

Sarufi

Matumizi ya ako na enu

Mwanafunzi aweze kutambua Matumizi ya ako na enu katika mawasiliano na pia aweze kusoma sentensi zinazojumulisha - ako na -enu katika kujenga stadi ya kusoma

Je ni maneno gani unawaweza kutumia kuonyesha kitu nicha nani

Mwanafunzi atunge sentensi zenye matumizi ako na –enu na pia kutumia sentensi zinazojumulisha ako na -enu

Kazi ya vikundi

Kuchumguza jinsi

wanafunzi wanavyotumi

a ako na – enu katika sentensi

10

1-3

Haki Zangu

Msamiati “kusoma”

Mwanafunzi aweze kusoma msamiati kuhusu haki za watoto ili kuimarisha stadi za kusoma

Ni msamiati gani za haki za watoto unazoweza kutumia katika sentensi

Mwanafunzi ajadiline na wenzake kuhusu maana ya msamiati kuhusu haki za watoto

Kazi ya vikundi

Kuuliza maswali kuhusu haki za watoto

Kuwachungu za wanafunzi wanavyojadili ana

11

1-3

Haki Zangu

Msamiati  “kuandika”

Mwanafunzi kutunga sentensi akitumia msamiati wa haki za watoto kuandika sentensi akitumia msamiati wa haki za watoto kuimarisha stadi za kuandika

Ni haki gani za watooto unazozijua?

Mwanafunzi aandike msamiati Mwanafunzi atunge senensi kwa kutumia haki za watoto

Nyimbo na Mashairi kuhusu usafi wa mwili

Kazi ya vikundi

Maswali mepesi kuhusu haki za watoto

12

1

Haki Zangu

Kusikilizana na Kuzungumuz a “Masimulizi”

Mwanafunzi kutaja haki zake ilikuimarisha ujuzi na masuala yanayomwatjiri pia aweza kelelza umuhimu wa haki za watoto ili kuteteta haki zake zinapokaukiwa

Je unazijua haki zako?

Mwanafunzi ataje haki za watoto Wanafunzi wjadili michoro kwnye chato au pcha zinazozingatia haki za watoto

Vitabu vya hadithi kuhusu haki za watoto

Kuwachungu za wanafunzi wanavyojadili maswali

3

Haki Zangu

Kusoma hadithi

Mwanafunzi aweze kutambua picha kuhusu haki za watoto ilikufahamu hadithi vizuri na pia kufahamu hadithi za mwalimu kuhusu haki za watoto katika kuimarisha stadi za kusikiza na kusoma

Ni maswali yapi uliyojifunza katika hadithi uliyosoma?

Mwanafunzi ataje haki za watoto

Mwanafunzi ajadili picha zinazojumulishw a kwwenye hadithi pia atabiri kile ambacho kitakacho tokea katika hadithi

Vitabu vya hadithi kuhusu haki za watoto

Kuwachungu za wanafunzi wanavyojadili maswali  

Maswali mepesi ya kauli

13

1-2

Haki Zangu

Kusoma hadithi

Mwanafunzi aweze kusoma hadithi kuhusu haki za watoti ya kuimarisha stadi za kusoma na pia aweze kufahamu hadithi aliyosomewa kupata mafunzo yanayolengwa ya hadithi

Ni haki gani zimezingatiwa katika hadithi?

Mwanafunzi atabiri kile ambacho kitakacho tokea katika hadithi adhihirishe ufahamu wa matumizi ya haki za watoto

Daftari na kalamu

Maswali mepesi ya kauli Zoezi

3

Haki Zangu

Sarufi matumizi ya vizuri na vibaya

Mwanafunzi aweze kutambua matumizi yafaayo matumizi ya vizuri na vibaya katika mawasilianopia aweze kutumia vizuri na vibaya katika sentensi sahihi ili kuimarisha mawasiliano

Utatumia maneno yapi kueleza jinsi mtu alivyofanya jambo?

Mwanafunzi arejele vitendo mbalimbali kwa kutumia vizuri na vibaya kwa mfano: Mwanafunzi amesoma vizuri; Mtoto anacheza vibaya

Kazi ya Vikundi

Kuwachungu za wanafunzi wanavyotumia

Kuwachungu za wanafunzi wanavyojadili maswali katika sentensi

14

1-3

Haki Zangu

Sarufi matumizi ya vizuri na vibaya “Kuandika”

Mwanafunzi aweze kusoma na kuandika sentensi zinzajumulisha vizuri na vibaya ilikuiarisha uandishi mwafaka

Utatumia maneno yapi kueleza vile unavyofanya jambo?

Mwanafunzi

Arejele vitendo mbalimbali kwa kutumia vizuri na vibaya kwa mfano: Mwanafunzi afanye zoezi zinazojumulisha vizuri na vibaya Madaftarini mwao

Daftari na kalamu

Maswali mepesi ya kauli Zoezi

WEEK

LESSON

STRAND

SUB-STRAND

SPECIFIC LEARNING OUTCOME

KEY INQUIRY QUESTIONS

LEARNING EXPERIENCE

LEARNING RESOURCES

ASSESSMENT METHOD

REFLECTION

1

1-2

Health practices

Importance of breakfast

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

State the meaning of the word breakfast

Identify when breakfast is taken during the day

What is breakfast?

When do we take breakfast?

Guide learners to brainstorm on meaning of the word breakfast

Pictures

oral questions

2

1-2

Health practices

Items taken during breakfast

Name food items taken during breakfast

Which food items are taken during breakfast?

Learners name food items they eat and drink in the morning

Slices of bread

Arrowroots

Sausages

Sweet potatoes

Eggs

Oral questions

3

1-2

Health practices

Drawing food item

Draw and color food eaten for breakfast

Which food items are eaten during breakfast?

Learners draw and color foods eaten for breakfast

Pencils Crayons

Observation

4

1-2

Health practices

Importance of eating breakfast

Tell the importance of eating breakfast as healthy habits

What is the importance of eating breakfast?

Learners are guide to tell the importance of eating breakfast as a habit

Pictures

Observation

5

1-2

Health practices

Good oral habits

Identify good oral habits that promote development of healthy teeth

What things do I do that are good for my teeth?

Learners are guided to identify good oral habits

Milk

Sweets

Biscuits

Oral questions

6

1

Health practices

Oral hygiene

Identify harmful oral habits that damage teeth

What is harmful to our teeth?

Learners are guided to identify harmful oral habits that damage teeth

Pencils

Tooth picks

Oral questions

2

Health Practices

Oral hygiene

Brush their teeth

What do we use to brush our teeth?

Learners are guided on how to brush their teeth

Tooth brush

Observation

7

1

Practices

Cleaning utensils at home

Cleaning utensils at home

Utensils?

Reasons for cleaning utensils at home

Healthy and unhealthy person

2

Health practices

Materials used for cleaning utensils

Identify materials used for cleaning utensils at home

What do we use to clean the utensils?

Learners identify materials for cleaning utensils

Soap

Soap dish

Sponge/sisal fiber

Piece of cloth

Oral questions

8

1

Health practices

Cleaning, drying and storing utensils

Clean, dry and store the utensils used at home

How do we dry and store the utensils?

Learners peer teach on how to clean, dry and store utensils and they do it practically

Utensils

Soap

Sponge

Oral questions

Experiment

2

Health practices

Danger of second hand smoking

By the end of the sub strand, the learner should be able to mention substances that people smoke that are harmful to our health Mention places where people smoke these substances

Which are the harmful substances that people smoke?

Which places/areas do people smoke from?

Learners brainstorm on substances that people smoke and are harmful to our health

Learners to mention areas and places where people smoke these substances

Pictures

Posters

Video clip

Oral questions

9

1

Health practices

Dangers of second hand smoking

State the meaning of the word

second hand smoke and its effects on health

What is second hand smoking?

Learners are guided to explain the meaning of the second hand smoke

Pictures Posters

Observation

Oral questions

2

Health practices

Keeping water safe from contamination

By the end of the sub strand, the learner should be able to: Tell what is water contamination

Carry out experiment to demonstrate water contamination

What is water contamination?

Learners are guided to brainstorm on the meaning of contaminated water

Learners are guided to carry out a simple experiment to illustrate how water is contaminated

Pictures

Real objects

Observation

Experiment

10

1

Health practices

Keeping water safe from contamination

The learner should be able to mention changes in water that is contaminated

State ways in which we can prevent water from contamination

What happens when water is contaminated?

Learners to experiment and observe physical changes that occur in contaminated water

Learners to be guided to tell how they can prevent contamination of water

Pictures

Real objects

Oral questions

Observations

Oral reports

2

Health practices

Re-using water and soap at home

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

explain the meaning of word re-using

What do we use water and soap for?

Learners to brainstorm on the meaning of reusing

Water and soap

Oral questions

11

1

Health practices

Ways of reusing water and soap at home

The learner should be able to mention ways of re-using water and soap at home

How can we use water and soap?

Learners to be guided to tell activities

Water and soap

Oral questions

2

Health practices

Makin soap gel

The learner should be able to make a soap gel from left over soap

How do we make a soap gel?

Learners to observe a demonstration on how to make a soap gel using left over soap from home

Regalia (left over soap, water, bottles)

Observation

Experiments

12

1

Health practices

Re-using water and soap to minimize wastage in the home

The learners should be able to re-use water and soap to minimize wastage in the home

How can we re-use water and soap?

Learners practice how to make the soap gel and use it for hand washing

Soap Water

Observation

Experiment

2

Personal hygiene

Use and care of personal items

By the end of the sub strand the learner should be able to identify the items used for personal cleanliness

What items do we use for personal cleanliness?

Learners to be guided on mentioning items for personal cleanliness

Nail cutter

Toothpaste

Cotton buds

Shoes

Body lotion

Oral questions

observation

13

1

Personal hygiene

Personal items

Identify personal items and give reasons why we should not share them

Which are the personal items?

Learners are guided to identify personal items and give reasons why they should be shared

Towel

Handkerchief

Combs

Sock

Oral questions

Observation

2

Personal hygiene

Cleaning a handkerchief

State the procedure used for cleaning a handkerchief

How do we clean a handkerchief?

Learners are guided on how to clean a handkerchief?

Handkerchief

Oral questions

14

1

Personal hygiene

Cleaning a handkerchief

State the procedure used for cleaning a handkerchief

What do we need to clean a handkerchief?

Learners to clean their handkerchief

Handkerchief

Salt

Warm water

Soap

Observation

2

Personal hygiene

Cleaning a comb

Clean a comb correctly

How do we clean a comb?

Learners to be guided on how to clean a comb.

Comb

Soft brush

Water

Soap

Oral questions

Observation