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English Schemes - Grade 2 Schemes of Work Term 2 2023
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 |
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 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. |
What do you buy at the market? |
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 |
Oral questions, Portfolio, Observation. | ||
|
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 |
IRE Schemes - Grade 2 Schemes of Work Term 2 2023
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 |
CRE Schemes - Grade 2 Schemes of Work Term 2 2023
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: |
What should you do when your family members bring gifts to |
Learners to list in groups the negative results of receiving gifts from strangers |
Regalia charts |
Observation Oral questions |
|
2 | Jesus Christ worked |
By the end of the Sub-strand, the learner should be able to: develop responsibility by doing simple chores at home , school and the church |
What type of work did Jesus’ father do? | 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 |
Regalia charts | Observation
Oral questions |
|||
3 | Jesus Christ worked |
By the end of the Sub-strand, the learner should be able to:list simple chores they do at home,school and church |
What type of work did Jesus’ father do? |
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 |
Regalia charts |
Observation Oral questions |
|||
4 | 1 | Jesus Christ worked |
By the end of the Sub-strand, the learner should be able to: list in groups how Jesus helped His father |
What type of work did Jesus’ father do? |
Learners to discuss the type of work Joseph, the father of Learners to list in groups how Jesus helped His father Learners to list the activities they do at home |
Regalia charts |
Observation Oral questions |
||
2 | Jesus Christ worked |
By the end of the Sub-strand, the learner should be able toappreciate work by emulating Jesus Christ and assisting their parents at home: |
What type of work did Jesus’ father do? |
Learners to write a Learners to keep |
Regalia charts |
Observation Oral questions |
|||
3 | Jesus calms the Storm |
By the end of the Sub-strand, the learner should be able to: narrate the miracle of calm storm and relate it to their lives by having faith in God |
How did Jesus calm the storm |
The learners to read Matthew 8:23-27 Learners to watch a video on the miracle of calming the storm |
Regalia charts |
Observation Oral questions |
|||
5 | 1 | Jesus calms the Storm |
By the end of the Sub-strand, the learner should be able to: narrate the miracle of calm storm and relate it to their lives by having faith in God |
How did Jesus calm the storm |
Learners to watch a video on the miracle of calming the storm Learners to discuss in |
Regalia charts |
Observation Oral questions |
||
2 | Jesus calms the Storm |
By the end of the Sub-strand, the learner should be able to: appreciate the miracle of calming the storm by trusting God when faced with challenges |
How did Jesus calm the storm |
Learners to watch a Learners to discuss in |
Regalia charts |
Observation Oral questions |
|||
3 | Jesus calms the Storm |
By the end of the Sub-strand, the learner should be able to discuss what they do when they face difficulties |
What should you do when you face difficulties |
Learners to discuss Learners to role |
Regalia charts |
Observation Oral questions |
|||
6 | 1 | Miraculous catch of Fish |
By the end of the Sub-strand, the learner should be able to: explain how Jesus solved the problem of the fishermen and relate it to their lives by trusting in God |
How did Jesus help the fishermen |
Learners to read Luke Learners to watch a |
Regalia charts |
Observation Oral questions |
||
2 | Miraculous catch of Fish |
By the end of the Sub-strand, the learner should be able to: role play how Jesus solved the problem of the fishermen and relate it to their lives by trusting in God |
How did Jesus help the fishermen |
Learners to role play Learners to sing the |
Regalia charts |
Observation Oral questions |
|||
3 | Miraculous catch of Fish |
By the end of the Sub-strand, the learner should be able to: discuss how Jesus solved the problem of the fishermen and relate it to their lives by trusting in God |
How did Jesus help the fishermen |
Learners to discuss Learners to sing the |
Regalia charts |
Observation Oral questions |
|||
7 | 1 | Miraculous catch of Fish |
By the end of the Sub-strand, the learner should be able to: appreciate the response of the fishermen by obeying God |
How did Jesus help the fishermen |
Learners to discuss Learners to sing the |
Regalia charts |
Observation Oral questions |
||
2 | Healing of the Man with a Withered Hand |
By the end of the Sub-strand, the learner should be able to: describe the healing of the man with a withered hand and relate it to their lives by trusting God for healing |
Who healed the man with a withered hand? | Learners to read Matthew 12:9-13 Learners to draw in pairs a withered hand |
Regalia charts |
Observation Oral questions |
|||
3 | Healing of the Man with a Withered Hand |
By the end of the Sub-strand, the learner should be able to: discuss the healing of the man with a withered hand and relate it to their lives by trusting God for healing |
Who healed the man with a withered hand? | learners to watch a video of healing the man with a withered hand Learners to discuss the healing of the man with a withered hand |
Regalia charts |
Observation Oral questions |
|||
8 | 1 | Healing of the Man with a Withered Hand |
By the end of the Sub-strand, the learner should be able to: role play the healing of the man with a withered hand and relate it to their lives by trusting God for healing |
Who healed the man with a withered hand? | learners to watch a video of healing the man with a withered hand Learners to role play the healing of the man with a withered hand |
Regalia charts |
Observation Oral questions |
||
2 | Healing of the Man with a Withered Hand |
By the end of the Sub-strand, the learner should be able to: appreciate Jesus’ compassion by expressing kindness to others |
Who healed the man with a withered hand? | learners to watch a video of healing the man with a withered hand Learners to role play the healing of the man with a withered hand |
Regalia charts |
Observation Oral questions |
|||
3 | Easter | By the end of the Sub-strand, the learner should be able to discuss the death of Jesus as a sign of total love for humankind and desire to love others |
Who died for your sins |
Learners to write I Learners to mention what happened on Good Friday Learners to view a |
Regalia charts |
Observation Oral questions |
|||
9 | 1 | Easter | By the end of the Sub-strand, the learner should be able to explain the death of Jesus as a sign of total love for humankind and desire to love others |
Who died for your sins |
Learners to write I Learners to mention what happened on Good Friday Learners to view a |
Regalia charts |
Observation Oral questions |
||
2 | Easter | By the end of the Sub-strand, the learner should be able to mention what took place on Easter |
Who died for your sins | Learners to mention what took place on Easter Monday, as they read Mark 16:5- 6 |
Regalia charts |
Observation Oral questions |
|||
3 | Easter | By the end of the Sub-strand, the learner should be able to appreciate Jesus Christ death and resurrection as the way to salvation |
Who died for your sins | Learners to view a picture of three women who visited an empty grave Learners to be guided to draw an empty cross |
Regalia charts |
Observation Oral questions |
|||
10 | 1 | Christian Value |
Sharing | By the end of the Sub-strand, the learner should be able to identify items shared at school to promote harmonious living |
Which items can be shared at school | Learners to identify various items that can be shared at school In pairs, learners to list the importance of sharing with others |
Regalia charts |
Observation Oral questions |
|
2 | Sharing | By the end of the Sub-strand, the learner should be able to list items shared at school to promote harmonious living |
Which items can be shared at school | Learners to identify various items that can be shared at school In pairs, learners to list the importance of sharing with others |
Regalia charts |
Observation Oral questions |
|||
3 | Sharing | By the end of the Sub-strand, the learner should be able to identify occasions when they share to show kindness |
Which items can be shared at school | In groups, learners to role play sharing in class Learners to sing a song on sharing Learners to recite Hebrews 13:16 |
Regalia charts |
Observation Oral questions |
|||
11 | 1 | Obedience | By the end of the Sub-strand, the learner should be able toobey teachers and children’s government to promote harmony in the school |
Why should you obey teachers and leaders at school |
Learners to read Hebrews 13:17 Learners to discuss why they should obey teachers and children’s government |
Regalia charts |
Observation Oral questions |
||
2 | Obedience | By the end of the Sub-strand, the learner should be able todiscuss why they should obey teachers and children’s government |
Why should you obey teachers and leaders at school |
Learners to read Hebrews 13:17 Learners to discuss why they should obey teachers and children’s government |
Regalia charts |
Observation Oral questions |
|||
3 | Obedience | By the end of the Sub-strand, the learner should be able to explain reasons for obeying teachers and children’s government |
Why should you obey teachers and leaders at school |
Learners to discuss Learners to sing a |
Regalia charts |
Observation Oral questions |
|||
12 | 1 | Honesty | By the end of the Sub-strand, the learner should be able toexplain reasons for telling the truth in their interaction with other |
Why should you tell the truth | Learners to read in groups Proverbs 12:17,19 Learners to say why they should tell the truth always In groups, learners to discuss why they should complete their homework on time |
Regalia charts |
Observation Oral questions |
||
2 | Honesty | By the end of the Sub-strand, the learner should be able to demonstrate responsibility by completing their homework |
Why should you tell the truth | Learners to read in groups Proverbs 12:17,19 Learners to say why they should tell the truth always In groups, learners to discuss why they should complete their homework on time |
Regalia charts |
Observation Oral questions |
|||
3 | Honesty | By the end of the Sub-strand, the learner should be able to demonstrate honesty by taking lost and found items to the teacher or parent |
Why should you tell the truth | Learners to read in groups Proverbs 12:17,19 Learners to say why they should tell the truth always In groups, learners to discuss why they should complete their homework on time |
Regalia charts |
Observation Oral questions |
|||
13 & 14 | CAT |
Art and Craft Schemes - Grade 2 Schemes of Work Term 2 2023
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 |
|
Literacy Schemes - Grade 2 Schemes of Work Term 1 2023
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 |
|
Music Schemes - Grade 2 Schemes of Work Term 1 2023
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
|
Movement Schemes - Grade 2 Schemes of Work Term 1 2023
WEEK | LESSON | STRANDS | SUB-STRANDS | SPECIFIC LEARNING OUTCOMES | KEY INQUIRY QUESTIONS | LEARNING EXPERIENCE | LEARNING RESOURCES | ASSESSMENT | REFLECTION |
1 | 1-5 | OPENING AND PREPARATION | |||||||
2 | 1-5 | 1.0 Basic motor skills |
Locomotor skills: |
By the end of the sub-strand, the
|
|
Learners to answer questions on the
|
Regalia |
Observation Oral questions |
|
3 | 1-5 | 1.0 Basic motor skills |
Locomotor skills: |
By the end of the sub-strand, the
|
|
Learners to answer questions on the
|
Regalia |
Observation Oral questions |
|
4 | 1-5 | 1.2 Locomotor skills: Leaping | By the end of the sub-strand, the learner should be able to: a) name the parts of the body that are in use when leaping for body awareness, b) watch a video clip of the leaping skill for digital literacy, c) perform leaping in different ways for strength, coordination, endurance and balance, d) practice leaping in different ways for strength, coordination, endurance, balance and for excellence, e) establish relationships through leaping for critical thinking and problem, f) make appropriate play items for creativity and imagination, g) appreciate leaping for strength, coordination, balance and self-esteem, h) play simple games for creativity, enjoyment and peaceful coexistence, i) observe the rules when playing games for own and others safety. |
|
|
Regalia |
Observation Oral questions |
||
5 | 1-5 | 1.2 Locomotor skills: Leaping |
By the end of the sub-strand, the
|
|
|
Regalia |
Observation Oral questions |
||
6 | 1-5 | 1.3 Locomotor Skill: Jumping for distance |
By the end of the sub-strand, the learner should be able to:
|
|
|
Regalia | Observation
Oral questions |
||
7 | 1-5 | Locomotor Skill: Jumping for distance |
By the end of the sub-strand, the learner should be able to:
|
|
|
Regalia | Observation
Oral questions |
||
8 | 1-5 | Non-Locomotor skills: Pulling and pushing |
By the end of the sub strand, the learner should be able to:
|
|
|
Regalia |
Observation Oral questions |
||
9 | 1-5 | Non-Locomotor skills: Pulling and pushing |
By the end of the sub strand, the learner should be able to:
|
|
|
Regalia |
Observation Oral questions |
||
10 | 1-5 | 2.2 Non-Locomotor skills: Turning |
By the end of the sub-strand the learner should be able to:
|
|
|
Regalia |
Observation Oral questions |
||
11 | 1-5 | 3.1 Manipulative skills: Kicking |
By the end of the strand the learner should be able to:
|
|
|
Regalia | Observation
Oral questions |
||
12 | 1-5 | 3.1 Manipulative skills: Kicking |
By the end of the strand the learner should be able to:
|
|
|
Regalia |
Observation Oral questions |
||
13 | END OF TERM ASSESSMENT AND CLOSING |
Mathematics Schemes - Grade 2 Schemes of Work Term 1 2023
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 |
|
Kiswahili Schemes - Grade 2 Schemes of Work Term 1 2023
|
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
|
Hygiene and Nutrition Schemes - Grade 2 Schemes of Work Term 1 2023
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 |
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7 |
1 |
Practices |
Cleaning utensils at home |
Cleaning utensils at home |
Utensils? |
Reasons for cleaning utensils at home |
Healthy and unhealthy person |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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