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WEEK

LESSON

STRANDS

SUB STANDS

SPECIFIC LEARING OUT COMES

KEY INQURY QUESTIONS

LEARNING EXPERIENCES

LEARNING RESOURCES

ASSESSMENT

REF

1

 

 

 

 

 

 

 

 

 

2

1-5

1.0 Environment and its resources

Weather

 

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

state different weather conditions

state ways of responding to different weather conditions

Respond appropriately to different weather conditions to limit risks to self, others and the environment

Appreciate differences in weather conditions

 

What are the different weather conditions?

How could we respond to different weather conditions

Learners to observe and discuss prevailing weather conditions, as an outdoor activity

Learners to think, pair and share experiences on how they could respond to different weather conditions (hot, cold, rainy)

Using pictures, video clips, learners identify ways of responding to

Video clips

Weather charts

Observation

Oral questions Written questions

 

3

1-5

Environment and its resources

Recording weather conditions

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

describe weather conditions at different times of the day

draw weather symbols to represent different weather conditions create a weather record using symbols for a period of one week

How is the weather today?

What symbols are used to record different weather conditions?

How could we record weather conditions?

Learners to observe the weather at different times of the day as an outdoor activity

Learners to describe different weather                conditions (sunny, windy, cloudy, calm, rainy)

Learners identify weather symbols from charts and other learning resources

Video clips

Weather charts

Observation

Oral questions Written question

 

4

1-5

 

Interpreting weather messages

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

interpret weather charts correctly communicate weather messages accurately

develop interest in interpreting and communicating

How could we use symbols to communicate weather messages

How could we communicate weather messages to others?

Learners to use weather charts to interpret different weather symbols In pairs, learners practice using weather symbols to interpret weather messages

In a class contest, learners to compete                narrating weather occurrences for a past week weather chart recording

Learners to gather more information on weather from parents or guardians

Video clips

Weather charts

Observation

Oral questions Written questions

 

5

1-5

Environment and its resources

Storing water

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

state the importance of storing water at home and school

identify ways of storing water in the home and school

store water appropriately in the home and school appreciate safe water storage to prevent health risks to self and others.

 

Why do we store water at home and school?

How could we store water at home and school?

Learners to explore and observe various ways of storing water at home and in the school

In groups, learners to share their experiences on why water is stored at homes and school.

In groups, learners to share their experiences on how water is stored at homes and school.

Learners to use video clips,

Pictures and photographs to identify appropriate ways of storing water at home and school

Learners to gather more information on ways of storing water in the at

home and report back

Regalia charts

Observation

Oral questions Written questions

 

6

1-5

Environment and its resources

Transporting Water

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

identify different ways of transporting water at home and school

demonstrate suitable ways of carrying small quantities of water at home and school

Appreciate different means of transporting water at home and school.

How is water transported at home and school

In groups, learners share experiences on various ways in which water is transported at home and school

Using pictures and video clips, learners to identify ways of transporting water

Learners read, tell, or listen to stories about transporting water Using age-appropriate containers, learners to carry and store water for personal use

Learners to find out how water is transported and stored.

Regalia Charts

Observation

Oral questions Written questions

 

7

1-5

Environment and its resources

 

Soil

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

a) model objects with different types of soil

What objects could we make with soil?

Which type of soil make good ribbons

model objects (balls, ribbons, pots) with different types of soils (clay, loam, sand)

Regalia Charts

Observation

Oral questions Written questions

 

8

1-5

Environment and its resources

Exploring the soil

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

determine the soil that makes long smooth ribbons

What objects could we make with soil?

Which type of soil make good ribbons

In groups, learners to model soil ribbons using the soil samples provided (clay, loam, sand). Learners to observe to find out which soil samples make smooth long ribbons

Regalia charts

Observation

Oral questions Written questions

 

9

1-5

Environment and its resources

 

By the end of the sub-strand, the learner should be able to: ) appreciate different types of soil in the immediate environment

What objects could we make with soil?

Which type of soil make good ribbons

Learners to visit the school neighborhood to observe or take pictures of different types of soils and their uses (sand for construction, clay for modeling, loam for farming

Regalia Charts

Observation

Oral questions Written questions

 

10

1-5

Environment and its resources

Exploring parts Of plant

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

Identify parts of a plant draw different parts of a plant from the immediate environment show interest in parts of a plant for learning and enjoyment.

What are the different parts of a plant?

In a nature walk, learners to explore different plants in the immediate environment.

Learners to observe parts of the plants (roots, stem, leaves, flowers, fruits) from different types of plants

What are the different parts of a plant?

Learners draw or take photographs of parts of a plant.

Learners are guided to display their work for further learning and peer

Regalia Charts

Observation

Oral questions Written questions

 

11

1-5

Environment and its resources

Exploring parts of plant

By the end of the sub-strand, the learner should be able to: ) draw different parts of a plant from the immediate environment

What are the different parts of a plant?

In a nature walk, learners to explore different plants in the immediate environment.

Learners to observe parts of the plants (roots, stem, leaves, flowers, fruits) from

different types of plants

What are the different parts of a plant?

Learners draw or take photographs of parts of a plant.

Learners are guided to display their work for further learning and peer

Regalia charts

Observation

Oral questions Written questions

 

12

1-

5

Environment and its resources

Exploring parts Of plant

By the end of the sub-strand, the learner should be able to: show interest in parts of a plant for learning and enjoyment.

What are the different parts of a plant

In a nature walk, learners to explore different plants in the immediate environment. Learners to observe parts of the plants (roots, stem, leaves, flowers, fruits) from different types of plants

What are the different parts of a plant?

Regalia Charts

Observation

Oral questions Written questions

 

13 & 14

 

 

 

 

 

 

 

 

 

WEEK

LESSON

STRAND THEME

SUB STRAND

SPECIFIC LEARNING OUTCOMES

KEY INQUIRY QUESTIONS

LEARNER EXPERIENCE

LEARNING RESOURCES

ASSESSMENT METHODS

REFLECTION

1

1-2

SCHOOL

Language structure and function The verb “to be”

By the end of the sub strand the learner should be able to use past forms of The verb “to be” correctly to construct simple sentences about things in the past.

As you were coming to school how many did you see?

Learners to be describe their own and other constructed action using was and were

Flash cards Regalia

Written exercises

 

 

3

SCHOOL

Language structure and function

By the end of the sub strand the learner should be able to use past forms of The verb “to be” in the sentences.

What are they doing?

In small groups learners describe how people using the past form of the verb “to be”

Models of verb using “was “and “were”

Written exercises

Oral questions

 

2

1-3

SCHOOL

Language structure The verb “to be”

By the end of the sub strand the learner should be able to use past forms of The verb “to be” in their day to day conversations.

What are other things did you see?

Learners take part in role play and language games that allow them to take part in various actions

Dialogue

Written exercises

Oral questions

 

3

1-3

Activities at home subject verb agreement “was” and “were”

Language structure

The verb “to be”

By the end of the sub strand the learner should be able to correct use of subject in agreement sentences

What is Sarah holding? What are the girls holding

Learners to construct correct sentences based on pictures showing singular and plural subjects

Pictures

Oral questions

 

4

1-2

Activities at home subject verb agreement “was” and “were”

Language structure and function

The learner should be able to construct simple sentences about activities at home

What was she doing?

In small groups/ pairs learners to construct on demonstrated actions by one r more learners. Construct sentences using displayed regalia representing singular and plural

Regalia

Written exercises

 

4

 

3

 

Activities at home subject verb agreement “was” and “were”

Language structure and function

The learner should be able to construct correct sentences in conversation for effective communication

What were they holding?

The learner should be able to construct correct sentences with subject verb agreement in conversation for effective communication

Pictures

Dialogue on subject verb agreement

Oral questions

 

5

1-2

Transport

Objective him, her, them and you, us, me

The learner should be able to use objective pronoun correctly to construct simple sentences about transport

What do you use to come to school?

Learners to work in pairs to construct sentences using objective pronouns

Pictures Dialogue

Oral questions

 

 

3

Transport

Objective him, her, them and you, us, me

The learner should be able to pick out objective pronoun to improve oral communication

What does your mother use to go to the market?

Learners to construct sentences on the means of transport using locally available and the objective pronounce. This car belongs to Amina. This car belongs to her.

Regalia Pictures

Oral questions Written exercise

 

6

1-3

Transport

Objective him, her, them and you, us, me

The learner should be able to use objective pronoun for effective communication in a story, poem or conversation

What use to visit your aunt and uncle?

Learners to listen to a story, poem or conversation on communication

Story books Pictures

Oral questions

 

7

1-3

Time and months of the year

The verb to have

  • Have
  • Has
  • Had

The learner should be able to use various forms of the verb to have A main verb to talk about months of the year, o’clock, am and pm for effective objective pronoun for effective communication

How many months does a year have?

Learners to work in pairs to construct sentences using singular and plural subjects on different forms of the verb to have

chart

Oral questions

 

8

1-3

Time and months of the year

The verb to have

  • Have
  • Has
  • Had

The learner should be able to recognize correct use of the verb in different contexts

How many fingers do you have?

Learners construct sentences on their body parts

Body parts

Oral questions

 

9

1-3

Time and months of the year

The verb to have

  • Have
  • Has
  • Had

The learner should be use the verb to have for effective communication

Can you name some of the things you see at home?

Learners to construct sentences on the things they have at home and at school

Regalia

Oral questions Written exercises

 

 

1-2

Shopping Things w buy

Plurals of irregular nouns (-ies, -ves)

The learner should be able to distinguish between singular and plural nouns including irregular nouns for clear communications

How do we change irregular nouns to plural?

Learners in groups to construct sentences about the market, shop, supermarket and shopping list using plural of irregular nouns

Regalia

Oral questions Written exercises

 

10

3

Shopping Things w buy

Plurals of irregular nouns (-ies, -ves)

The learner should be able to construct sentences based on pictures of nouns that take plural of irregular nouns ies, -ves)

What can you see in the picture?

Learners in groups to construct sentences about based on pictures of nouns that take the taught form

Pictures

Oral questions Written exercises

 

11

1-2

The garden

Present continuous tense

The learner should be able to use Present continuous tense to talk about food we eat/ health and nutrition for effective communications

What are you doing?

Learners construct sentences from ongoing demonstrations

Construct sentences based on pictures

Pictures

Oral questions Written exercises

 

 

3-

The garden

Present continuous tense

The learner should be able to use Present continuous tense a given context

What is the teacher doing?

Learners compete in groups in changing verbs from Present continuous tense

Pictures

Oral questions Written exercises

 

12

1-3

The garden

Present continuous tense

The learner should be able to demonstrate by asking and answering questions using Present continuous tense

What are you doing?

Learners to take part in

demonstrations , ask and answer questions using Present continuous tense

Pictures

Oral questions

 

13

1-2

Accidents

Past continuous tense

The learner should be able to describe actions using past continuous tense for effective communications

What was your parent doing when you got home?

Learners to construct sentences using past continuous tense

Pictures

Oral questions

 

 

3

Accidents

Past continuous tense

The learner should be able to change verbs from present simple continuous to enhance communication past continuous tense about hygiene, simple injuries and first aid

What were you doing yesterday when it rained?

In groups Learners to take part in changing verbs from simple present to questions using past continuous tense  past continuous tense

Flash cards

Oral questions Written exercises

 

14

1-3

Accidents

Past continuous tense

The learner should be able to respond to questions using

What was she doing?

Learners to respond to simple

Workbook

Oral questions Written

 

WEEK

LESSON

STRAND THEME

SUB-STRAND

SPECIFIC LEARNING OUTCOMES

KEY INQUIRY QUESTIONS

LEARNING EXPERIENCE

LEARNING RESOURCES

ASSESSMENT METHODS

REFLECTION

1

1

Creation

Self awareness (Myself)

By the end of the sub strand the learner should be able to state what they like about themselves as God’s creation

What is your name? Are you a boy or a girl?

Learners to mention what they like about themselves

Learners

Oral questions

 

 

2

Creation

Learners similarities and differences

By the end of the sub strand the learner should be able to state the similarities and differences among themselves

How many are short?

How many are tall?

Learners to state their similarities and differences

Learners

Observation Oral questions

 

 

3

Creation

Chores done at home as service to God

By the end of the sub strand the learner should be able to state different chores done at home as service to God

Which chores do you perform home at?

Learner to state different chores they do at home as service to God

Pictures

Oral questions

 

2

1

Creation

Role play (chores done at home)

By the end of the sub strand the learner should be able to role play different chores they do at home as service to God

Which chores do you perform at home?

Learners to role play chores they do at home as service to God

Realia

(broom utensils mop)

Observation Oral questions

 

 

2

Creation

My family Members of a nuclear family

By the end of the sub strand the learner should be able to name members of the nuclear family

Whom do you live with?

Learners to name members of a nuclear family

Pictures

Drawing Oral questions

 

 

3

Creation

My relatives (extended family)

By the end of the sub strand the learner should be able to identify members of an extended family to enhance a sense of belonging

Who are your relatives?

Learners to name members of an extended family

Draw members of an extended family

Pictures

Drawing Oral questions

 

3

1

Creation

Items shared at home

By the end of the sub strand the learner should be able to state items shared at home for family unity

What do we share at home?

Why do we share at home?

Learners to state items shared at home for family unity

Realias

Fruits

Drawing

Oral questions

 

 

2

Creation

Items that are not shared at home

The learner to state items that are not shared at home for healthy living

Which are some of the things we cannot share at home

Learners to state items that are not shared at home

Realia

Handkerchief

Socks

Comb

Drawing Oral questions

 

 

3

Creation

Creation of the sky, moon and the stars Observing the sky

The learner should be able to state heavenly bodies created by God

Who created the sky, moon and stars?

Learners to observe the sky and the heavenly bodies Learners to state who created the heavenly bodies

The sky
Chart showing the sky and heavenly bodies

Observation Oral questions

 

4

1

Creation

Drawing and colouring heavenly bodies

The learner should be able to draw the heavenly bodies created by God in their work books

What are the heavenly bodies that God created?

Learners to draw and colour heavenly bodies created by God

Pictures on the chart

Observation Drawing

 

 

2

Creation

Making cut outs and mount heavenly bodies in their work book

The learner to make cut outs of heavenly bodies and mount them in their books

What is the shape of the sun?

Learners to make cutouts of heavenly bodies and mount them in their books

Manila papers Pair of scissors

Glue

Observation Oral questions

 

 

3

Creation

Order of creation

State the order of creation from day one to day six

Who created everything?

Learners to state the order of creation State the creator of everything

Surrounding environment

Oral questions

 

5

1

The Holy Bible

The Bible as a guide in daily lives (reasons for reading the Bible)

By the end of the sub strand the learner should be able to identify reasons for reading the Bible to

Strengthen their faith in God

Why do you read the bible?

Learners to identify reasons for reading the Bible

Bible

Oral questions

 

 

2

The Holy Bible

Listening to a video clip

Appreciate the Bible as a guide to Christian living

Why do you read the Bible

Learners to watch a clip of children reading the Bible

Laptops

Observation Oral questions

 

 

3

The Holy Bible

Memory verse

Recite a memory verse from 119:105 about the Bible

Why do we read the Bible?

Learners to sing a song about the Bible Recite a memory verse about the Bible

Bible

Oral questions

 

6

1-2

The Holy Bible

Divisions of the Bible

By the end of the sub strand the learner should be able to state the number of books in the old testament

Why do we read the Bible?

Learners to state the number of books in the old testament

Bible

Oral questions

 

 

3

The Holy Bible

First books of the old testament (law books)

Identify the first two books of the old testament to be familiar with the Bible

Which is the first book of the Bible?

Learners to identify the first two books of the Bible Make flash cards on the first two books of the Bible

Flash cards Bible

Observation Oral questions

 

7

1

The Holy Bible

Role play (number of book in the old testament)

By the end of the sub strand the learner should be able to state the names of the books of the old testament to be familiar with the Bible

Which are the first books of the old testament?

Learners to state the names of the books of the old testament

Flash cards

Observation Oral questions

 

 

2

The Holy Bible

Bible story the call of Samuel

Describe the call of Samuel and relate it to their daily lives

Who called Samuel?

Learn to describe the call the call of Samuel and relate it to their daily lives by obeying God

Bible

Oral questions

 

 

3

The Holy Bible

The call of Samuel

Describe the call of Samuel according to what they watched

How many times was Samuel called?

Learners to watch a video clip on the call of Samuel

Bible

Oral questions

 

8

1

The Holy Bible

The call of Samuel

By the end of the sub strand the learner should be able to describe the call of Samuel after role playing

How many times was Samuel called?

Learners to role play a skit on the call of Samuel

Bible

Observation Oral questions

 

 

2

The Holy Bible

Reasons why God chose Noah

The learner should be able to state reasons why God chose Noah to build the ark.

Why did God choose Noah to build the ark.

Learners to state reasons why God chose Noah to build the ark.

Bible

Oral questions

Written quizzes

 

 

3

The Holy Bible

The story of Noah and the ark

Narrate the story of Noah and the ark and relate it to their lives by obeying God and their parents.

Who built the ark?

Learners to narrate the story of Noah and the ark

Bible

Written quizzes Listening

 

9

1

The Holy Bible

Importance of obeying parents

By the end of the sub strand the learner should be able to state the importance of obeying parents at home.

Why do you obey parents?

Learners to state the importance of obeying parents

Bible

Oral questions

 

 

2

The Holy

Bible

Noah and the ark (Role play)

Narrate the story od Noah and relate it to their lives by obeying God and parents

How did Noah respond to God?

Learners to role play the story of Noah and the ark.

Picture cut out of the ark

Observation check list

 

 

3

The Holy Bible

Daniel prays to God

Mention number of times Daniel prayed to God and relate it to their lives

How many times did Daniel pray in a day?

Learners to mention number of times Daniel prayed to God

Bible

Oral questions

 

10

1

The Holy Bible

Daniel in the den of lions

By the end of the sub strand the learner should be able to narrate the story of Daniel in the den od lions

Why was Daniel thrown in the den of lions?

Learners to listen and answer questions from the story

Pictures

Oral questions

 

 

2

The Holy Bible

Watch a video clip

Watching a video clip about Daniel in the den and how he was rescued

How did God save Daniel from the den of lions?

Learners to watch a video on story of Daniel in the den of

lions

Video clips

Oral questions

 

 

3

The Holy Bible

Daniel is rescued from the den of lions

Role play the story of Daniel

Who rescued Daniel from the den of lions

Learners to role play Daniel in the den of lions and how he is rescued

Bible

Observation

 

11

1-2

The Holy

Bible

The widow of Zarephath

By the end of the sub strand the learner should be able to narrate the story of the widow of Zarephath

Why did Elijah go to Zarephath

Learners to narrate the story of the widow of Zarephath

Pictures

Oral questions

 

 

3

The Holy Bible

Drawing and colouring

To draw and colour a loaf of bread in the workbook

Who fed Elijah while at Zarephath

Learners to draw and colour a loaf of bread

Bread

Observation

 

12

1

The Holy Bible

Role play

By the end of the sub strand the learner should be able to role play the story of Elijah and widow of Zarephath

How did the widow get enough flour?

Learners to role play the story of Elijah and the widow of Zarephath

Flour jars

Observation

Oral questions

 

 

2

The early life of Jesus Christ

Kidness of the wisement

Narrate how they celebrate their birthday

How do we celebrate birthdays?

Learners to narrate how they celebrate birthday

Pictures

Oral questions

 

 

3

The early life of Jesus Christ

The birth of Jesus Christ

Narrate the birth of Jesus Christ

Who announced the birth of Jesus Christ

Learners to narrate the birth of Christ

Pictures showing baby Jesus Christ

Oral questions

 

13

1

The early life of Jesus

Christ

Visitors who visited baby Jesus

By the end of the sub strand the learner should be able to name people who visited baby Jesus and where they came from

Who visited baby Jesus?

Learners to name the people who visited baby Jesus

Pictures

Oral questions

 

 

2

The early life of Jesus Christ

The gifts brought to baby Jesus

To name the gifts brought to baby Jesus

Which gifts were brought to baby Jesus?

Learners to list gifts given to baby Jesus and develop the value of sharing

Pictures

Oral questions

 

 

3

The early life of Jesus Christ

Jesus Christ worked

Name some of the simple chores done at school home, church and school

What do you do during school holidays?

Learners to name some of the simple chores done at school, home and church

Pictures

Oral questions

 

14

1

The early life of Jesus Christ

Joseph the father of Jesus

By the end of the sub strand the learner should be able to discuss the type of work Joseph the father of Jesus did

What type of work did Jesus’ father do?

Learners to discuss the type of work Joseph the father of

Jesus did

Pictures showing Joseph doing some work

Oral questions

 

 

2

The early life of Jesus Christ

Jesus helps his father Joseph

To list how Jesus helped his father Joseph

How did Jesus help his father?

Learners in a group to list how Jesus helped his father.

Pictures

Oral questions Observation

 

 

3

The early life of Jesus

Poem about Jesus

To write and say a poem about “Jesus worked”

How did Jesus work?

Learners to write a poem on how Jesus worked

Pictures

Observation

 

Week

Lesson

Strand

Sub strand

Specific learning outcome

Learning experiences

Key inquiry question

Learning resources

Assessment

Remarks

1

1

DRAWING

Forms

By the end of the sub strand, the learner should be able to: Identify forms in the environment to use in drawing

In groups learners be taken for environmental walks and or digital tours to identify forms

Individually, draw and caption variety of forms observed using colored pencils to express themselves

What types of forms are found in the environment?

Digital tools, pencils , paper Longhorn Art and Craft Activities teachers guide Bk 2 Pg17-18

Signed

questions,

portfolio,

observations

 

 

2

DRAWING

Forms

By the end of the sub strand, the learner should be able to: draw simple forms using colored pencils or digital tools for self-expression

Individually draw and caption a variety of forms observed 4using ICT tools for therapeutic purposes

What type simple forms can be drawn?

Digital tools, pencils , paper Longhorn Art and Craft Activities teachers guide Bk 2 Pg20-21

Signed

questions,

portfolio,

observations

 

2

1

DRAWING

Forms

By the end of the sub strand, the learner should be able to: have fun as they draw simple forms.

Learners to display and talk about own and others work

How do learners react when using the media used in drawing?

Digital tools, pencils , paper Longhorn Art and Craft Activities teachers guide Bk 2 Pg20-21

Signed

questions,

portfolio,

observations

 

 

2

DRAWING

Texture

By the end of the sub strand, the learner should be able to: Identify forms in the environment and or digital media to motivate them in creating texture drawing

In groups learners to be taken for environmental walks and or digital tours to identify types of texture

Individually create a variety of textural effects through rubbings by colored pencils

What types of textures are found in the environment?

Digital tools, pencils , paper, textured surfaces Longhorn Art and Craft Activities teachers guide Bk 2 Pg23-24

Signed

questions,

portfolio,

observations

 

3

1

DRAWING

Texture

By the end of the sub strand, the learner should be able to create simple textural effects in drawings for self-expression

In groups learners to be taken for environmental walks and or digital tours to identify types of texture

Individually create a variety of textural effects through rubbings by colored pencils

What types of textures are found in the environment?

Digital tools, pencils , paper, textured surfaces Longhorn Art and Craft Activities teachers guide Bk 2 Pg. 24-25

Signed questions, portfolio, observations

 

 

2

DRAWING

Texture

By the end of the sub strand, the learner should be able to create simple textural effects in drawings for self-expression

Individually create a variety of textural effects using ICT tools

Learners to display and talk about own and others work

How do learners react to and appreciate textures used in drawing?

Digital tools, pencils , paper, textured surfaces Longhorn Art and Craft Activities teachers guide Bk 2 Pg25-26

Signed questions, portfolio, observations

 

4

1

DRAWING

Texture

By the end of the sub strand, the learner should be able to enjoy creating texture on drawn forms.

Individually create a variety of textural effects using ICT tools

Learners to display and talk about own and others work

How do learners react to and appreciate textures used in drawing?

Digital tools, pencils , paper, textured surfaces Longhorn Art and Craft Activities teachers guide Bk 2 Pg26-27

Signed questions, portfolio, observations

 

 

2

PAINT AND COLOUR

Paint shapes from observation

By the end of the sub strand, the learner should be able to; identify and name materials used for painting;

mix and paint correctly and paint simple shapes for self-expression

Class discussion on tools and materials used for painting

Learners could be guided to paint organic and geometric shapes using painting tools and materials

What tools and materials do we use for painting?

Brushes, color, papers, cards, sample shapes Longhorn Art and Craft Activities teachers guide Bk 2 Pg. 29-30

Signed questions, portfolio, observations

 

5

1

PAINT AND COLOUR

Paint shapes from observation

By the end of the sub strand, the learner should be able to; identify and name materials used for painting;

mix and paint correctly and paint simple shapes for self- expression

Class discussion on tools and materials used for painting

Learners could be guided to paint organic and geometric shapes using painting tools and materials

How can one mix water based paint?

Brushes, color, papers, cards, sample shapes Longhorn Art and Craft Activities teachers guide Bk 2 Pg29-30

Signed questions, portfolio, observations

 

 

2

PAINT AND COLOUR

Paint shapes from observation

By the end of the sub strand, the learner should be able to draw and paint the national flag to appreciate the symbolism of the colors

Paint shapes and explore color using digital tools

Individually learner to be guided in drawing and painting the national flag to appreciate the symbolism of the colors

How do learners react when mixing paint?

Brushes, color, papers, cards, sample shapes Longhorn Art and Craft Activities teachers guide Bk 2 Pg30-31

Signed questions, portfolio, observations

 

6

1

PAINT AND COLOUR

Paint shapes from observation

By the end of the sub strand, the learner should be able to paint simple shapes using digital tools for self-expression; have fun as they paint and explore shapes and color

Paint shapes and explore color using digital tools

Individually learner to be guided in drawing and painting the national flag to appreciate the symbolism of the colors

Learners to display and sign on own and others work

What organic and geometric shapes can learners paint?

Brushes, color, papers, cards, sample shapes Longhorn Art and Craft Activities teachers guide Bk 2 Pg. 32-33

Signed questions, portfolio, observations

 

 

2

PATTERN MAKING

Texture pattern

By the end of the sub strand, the learner should be able to; Observe texture in the environment and or digital media to motivate them in creating texture patterns

Class discussion on types of texture and patterns seen in their immediate environment and those available on digital media.

Individually, learners to create texture patterns in color using texture rubbings over different surfaces

How do we create patterns with texture?

Digital tools, pencils , paper, textured surfaces Longhorn Art and Craft Activities teachers guide Bk 2 Pg35-36

Signed questions, portfolio, observations

 

7

1

PATTERN MAKING

Texture pattern

By the end of the sub strand, the learner should be able to Create simple texture patterns for self-expression simple forms for self-expression

Individually, learners to freely explore patterns in color using ICT tools to express their ideas

Learners to display and talk about own and others part

How do learners react and appreciate use of color in pattern making?

Digital tools, pencils , paper, textured surfaces Longhorn Art and Craft Activities teachers guide Bk 2 Pg. 36-37

Signed questions, portfolio, observations

 

 

2

PATTERN MAKING

Texture pattern

By the end of the sub strand, the learner should be able to Enjoy creating texture patterns

Individually, learners to freely explore patterns in color using ICT tools to express their ideas

Learners to display and talk about own and others’ part

How do learners react and appreciate use of color in pattern making?

Digital tools, pencils , paper, textured surfaces Longhorn Art and Craft Activities teachers guide Bk 2 Pg38-39

Signed questions, portfolio, observations

 

8

1

PATTERN MAKING

 

By the end of the sub strand, the learner should be able to: Observe letters in the environment and or digital media to motivate them in creating letter patterns

Class discussion on types of letter seen in their immediate environment and those available on digital media.

Individually, learners to create letter patterns in color.

How do we create patterns with letters?

Digital tools, pencils, paper, sample varied shapes.

Longhorn Art and Craft Activities teachers guide Bk 2 Pg40-41

Signed questions, portfolio, observations

 

 

2

Pattern Making

Letter pattern

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

Create simple letter patterns freehand or using ICT tools for self-expression

Enjoy creating letter patterns

Individually, learners to freely explore letter patterns in color or ICT tools to express their ideas.

Learners to display and talk about own and others patterns

Which types of letters can be used in creating patterns?

Digital tools, pencils, paper, sample varied shapes.

Longhorn Art and Craft Activities teachers guide Bk 2 pg. 41-43

Signed questions, portfolio, observations

 

9

1

Mounting Techniques

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

Create simple pictures in collage using locally available materials.

In groups learners could 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.

How do we identify materials used to create collage?

Adhesives, paper, fibers, print media Adhesives, paper, fibers, print media Longhorn Art and Craft Activities teachers guide Bk 2 pg. 43-44

Signed questions, portfolio, observations

 

 

2

Mounting Techniques

Collage

By the end of the sub strand, the learner should be able to: Have fun while creating simple pictures in collage

Individually create simple pictures using collage

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

How do we create collage?

Adhesives, paper, fibers, print media Longhorn Art and Craft Activities teachers guide Bk 2 pg. 48-50

Signed questions, portfolio, observations

 

10

1

Mounting

Decorating egg shells

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

Observe teacher samples of decorated egg shells;

In groups learners could observe teacher samples of decorated egg shells

How do we decorate egg shells?

Adhesives, paper, paint, brushes, egg shells, masking tape, cello tape Longhorn Art and Craft Activities teachers guide Bk 2 pg. 51-53

Signed questions, portfolio, observations

 

 

2

Mounting

Decorating egg shells

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

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

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

What materials are needed for decoration of egg shells?

Adhesives, paper, paint, brushes, egg shells, masking tape, cello tape Longhorn Art and Craft Activities teachers guide Bk 2 pg. 54-55

Signed questions, portfolio, observations

 

Week

Lesson

Strand

Sub-strand

Suggested outcomes

Key inquiry question(s)

Learning experiences

Learning resources

Assessment

Reflection

1

1

Measurement

Capacity (how much a container can hold)

By the end of the sub-strand the learners should be able to: measure how many count the number of small containers to fill big containers

How many of the small containers can fill the big container?

Learners demonstrate and talk about filling containers

Containers of different sizes

Grade one book page 58

Number chart

The teacher to check the work of the learners

 

 

2

Measurement

Capacity(how much a container can hold)

By the end of the sub-strand the learners should be able to: collect cans from the environment and measure their capacity

Which cans hold more or less?

Learners demonstrate filling and emptying small and large

Containers using water, sand

Grade one book page 58

Containers of different sizes

The teacher to observe the containers

 

 

3

Measurement

Time(daily routines)

By the end of the sub-strand the learners should be able to: observe the pictures

What can you see in picture 1 and 2?

Guide learners to observe and talk about the pictures

Grade one book page 59 Clock face pictures

The teacher to listen to the answers of the learners

 

 

4

Measurement

Time(daily routines)

By the end of the sub-strand the learners should be able to: tell time in according to the pictures

What is the time in picture 1 and 2?

Guide the learners to talk about time

Grade one book page 59

Clock face

The teacher to observe the work of learners

 

 

5

Measurement

Time(daily routines)

By the end of the topic the learners should be able to: identify at least 3 daily routine activities they do before going to school

What do we do when we wake up in the morning before you come to school?

A few learners identify and talk about morning routines activities in an appropriate manner

Clock face

Grade one book page 59 pictures

The teacher to listen to learners

 

2

1

Measurement

Time(daily routines)

By the end of the sub-strand the learners should be able to: identify vocabulary related to time(today, yesterday, tomorrow)

How the things you do are different from what your mother and father does in the morning?

Guide learners to talk about activities related to time(today, tomorrow, yesterday)

Grade one book page 59

Clock face

Picture cut outs

The teacher to observe the work of the learners

 

 

2

Measurement

Time(daily routines)

By the end of the sub- strand the learners should be able to: demonstrate ability to manage time well when doing activities

What do you do when you arrive in school?

Learners sing songs on daily routines

Grade one book page 59

Clock face

pictures

The teacher to observe the learners activities

 

 

3

Measurement

Time(daily routines)

By the end of the sub-strand the learners should be

able to: appreciate what everybody does on a daily activity

What does your mother do when you wake up?

In groups or pairs, learners arrange pictures

with various daily routine activities in a logical order

Grade one book page 59

Picture

charts

The teacher to observe the learners

 

 

4

Measurement

Time(daily routines)

By the end of the lesson the learners should be able to: arrange pictures with various daily routine activities

What activities do you do when you wake up?

Individually the learners to arrange pictures of daily routine logically

Grade one book page 60

Picture cut out

Clock face

The teacher to observe the learners

 

 

5

Measurement

Time(daily routines)

By the end of the topic the learners should be able to: observe the pictures and   color

What do you do when you wake up in the morning?

What do you see in the pictures

Learners to sing songs about routines

Grade one book page 60

Picture cut outs

Picture chart

The teacher to observe the work of the learners

 

3

1

Measurement

Time(daily routines)

By the end of the sub-strand the learners should be able to: observe the pictures and tell time

What activity do you see in the pictures?

Learners to identify and talk about the activities

Grade one book page 60

Picture cut outs

Clock face

The teacher to observe the learners work

 

 

2

Measurement

Time(daily routines)

By the end of the sub-strand the learners should be able to: observe and tell when certain activities take place

What do we do when we wake up?

What activities do you do when you arrive in school?

Learners to watch a video on activities of the daily routine

Grade one book 60

Clock face

Digital devices like DVDS

Picture cut outs

The teacher to observe the work of learners

 

 

3

 

 

 

Measurement

 

 

 

Money(Kenyan currency)

Coins and notes

By the end of the sub-topic the learners should be able to: observe and talk about the pictures

What can you see from the pictures?

 

Guide learners to look and talk about the activities in the pictures

Grade one book page 61 

Shop corner

The teacher to observe the work of the learners

 

 

4

Measurement

Money (Kenyan Currency) Coins and notes

By the end of the sub-strand the learners should be able to: talk about different currencies  that we use

What do we use money for?

Guide the learners to look and talk about different sample currencies

Grade one book page 61

Coins and notes

The teacher to observe the learners

 

 

5

Measurement

Money (Kenyan currency)

Coins and notes

By the end of the sub-strand the learners should be able to: identify different sample coins

What can you see on the coin?

What do we use money for?

Guide the learners to look and talk about different sample coins

Grade one book page 62

Coins

The teacher to observe the learners

 

4

1

Measurement

Money(Kenyan Currency)

Coins and notes

By the end of the sub-strand the learners should be able to: identify Kenyan currency from samples given

What can you see on the coins?

What do we use money for?

A few learners identify Kenyan coins and notes

Grade one book page 62

Coins

Shop

Corner

Tins

The teacher to observe the coins

 

 

2

Measurement

Money(Kenya Currency)

Coins and notes

By the end of the sub-strand the learners should be able to: buy items using Kenyan coins

What can you see on the coin?

In groups, pairs ,learners role play buying and selling from a shop corner

Grade one book page 62 Coins

Shop

Corner

Tins

The teacher to observe the learners activities

 

 

3

Measurement

Money(Kenyan  Currency) Coins and notes

By the end of the sub- strand the learners should be able to: trace and shade the coins

What can you see on the coin?

What do we use money for?

A few learners to identify the traced coins

Grade one book page 63

Tins

Coins

The teacher to observe the coins

 

 

4

Measurement

Money(Kenyan  Currency) Coins and notes

By the end of the sub- strand the learners should be able to: match the coins that are the same

Which coins can you see? Which coins look the same?

Learners to match and pair Kenyan currency

Grade one book page 62

Coins

Shop corner

Tins

The teacher to observe the coins

 

 

5

Measurement

Money(Kenyan Currency)

Coins and notes

By the end of the sub-strand the learners should be able to: make a simple budget basing on(coins and notes)

Which coins can you see?

What can you buy with the coin from the pictures?

Learners to role play buying and selling from the shop corner

Grade one book page 64

Coins

Shop

Corner

Tins

Boxes

The teacher to observe the learners

 

5

1

Measurement

Money (Kenyan  Currency)

Coins and notes

By the end of the sub-strand the learners should be able to: appreciate the use of Kenyan currency(coins and notes) in their daily life

What can you see on the note?

Learners to watch a video on role playing buying and selling

Grade one book page 65

Coins

Shop corner

Tins

Boxes

Digital devices

Teacher to observe the learners

 

 

2

Measurement

Money (Kenyan  Currency)

Coins and notes

By the end of the sub-strand the learners should be able to: match notes that are the same

What can we do with extra money(balance)

Learners to match and pair Kenyan currency- coins and notes using ICT devices

Grade one book page 65

Coins

Shop corner

Digital devices like computers

Teacher to  observe the learners

 

 

3

Measurement

Area (surface of objects)

By the end of the sub-strand the learners should be able to: count and write the number of books that cover the surface

How many items can cover this surface?

learners in pairs count the items on the surface

Tables Books Hands Grade one book page 66

Teacher to observe the learners

 

 

4

Measurement

Area (surface of objects)

By the end of the sub-strand the learners should be able to: identify surfaces of different objects in the environment

How many items can cover this surface?

learners are guided to observe and identify different surfaces of objects in the environment

Tables

Books

Hands Grade one book page 66

The teacher to observe the learners

 

 

5

Measurement

Area(surface of objects)

By the end of the sub-strand the learners should be able to: cover the area of different surfaces of objects using smaller objects?

What else can we use to cover these surfaces?

How many small items can cover these surface?

Demonstrate covering surfaces using small objects from the environment

Tables Books Hands Grade one book page 67

Feet

The teacher to observe the learners

 

6

1

Measurement

Area(surface of objects)

By the end of the sub-strand the learners should be able to: appreciate different surfaces in the environment

Which surface is smaller or bigger?

What else can we use to cover these surfaces?

In groups learners compare different surfaces in the environment

Tables

Books

Hands

Grade one book page 66 and 67

Feet

The teacher to observe the learners

 

 

2

Measurement

Area(surface of objects)

By the end of the sub-strand the

learners should be able to: cover the area of different surfaces of objects using bigger objects

What else can we use to cover these surfaces?

demonstrate covering surfaces

using big objects in the environment

Tables Books

Hands

Grade one book page 66 and 67 Feet

The teacher to observe

the learners

 

 

3

Measurement

Area(surface of objects)

By the end of the sub-strand the learners should be able to: identify surfaces of 3 objects in the environment

How many objects can be used to cover the surface?

Which surface is smaller or bigger?

Learners cover surfaces of different sizes

Tables

Books

Hands

Grade one book page 66 and 67

Feet

The teacher to observe the learners

 

 

4

Measurement

Area(surface of objects)

By the end of the sub-strand the learners should be able to: differentiate Big and small surface by coloring

Which is the small/big surface?

Learners to shade or color surfaces of different objects

Tables

Books

Hands

Grade one

book page 66 and 67

The teacher to observe the learners

 

 

5

Measurement

Area(surface of objects)

By the end of the sub-strand the learners should be able to: learn  different surfaces using ICT devices

Which is the small/big surface?

How many objects can be used to cover the surface?

Guide learners on using the devices

Tables

Books

Hands Grade one book page 66 and 67 Digital devices like DVDs

The teacher to observe the learners

 

7

1

Measurement

Area(surface of objects)

By the end of the sub- strand the learners should be able to: group 3 different surfaces according to size

How many objects can be used to cover the surface?

Learners demonstrate surfaces according to sizes(big ,small)

Tables Books Hands Grade one book page 66 and 67

the teacher to observe the learners

 

 

2

Measurement

Area(surface of objects)

By the end of the sub- strand the learners should be able to: identify and shade big surfaces

How many objects can be used to cover the surface?

Learners to shade or color surface using the ICT devices

Tables Books Hands Grade one book page 66 and 67

the teacher to observe the learners

 

 

3

Measurement

Area(surface of objects)

By the end of the sub-strand the learners should be able to: work out different questions on measurement

 

Which objects are heavy or light?

 

Learners discuss in groups compare different mass of objects

Grade one book page 54 and 55

Pictures

stones

Sand

water

chairs

 

The teacher to observe the learners

 

 

 

 

4

Measurement

Time(daily routine)

By the end of the sub- strand the learners should be able to: answer different questions on time

What do you do when you wake up before you come to school?

Learners role play activities depending on time

Grade one book page 59 and 60 Past papers

The teacher to observe the learners

 

 

5.

Numbers

Sorting and grouping objects according to shape

By the end of the sub- strand the learners should be able to: sort different objects by shape

Which shapes can you see?

How many shapes can you see?

Learners to name the shapes in the pictures

Grade one book page 7

The teacher to observe the learners

 

8

ASSESSMENT

 

WEEK

LESSON

STRAND

SUB-STRAND

SPECIFIC LEARNING OUTCOMES

KEY INQUARY QUESTIONS

LEARNING EXPERIENCES

LEARNING RESOURCES

ASSESSMENT

REFLECTION

1

 

CREATING/ COMPOSIN G MUSIC

Melody

By the end of the lesson the learner should be able to: identify melodic sounds from the environment for aural discrimination

Which animals in the environment make melodic sounds

Learners listen to sounds in the environment (live or recoded) and are guided to identify rhythmic and melodic sounds

Regalia charts

Observation

Oral questions

 

2

 

CREATING/ COMPOSIN G MUSIC

Melody

By the end of the lesson the learner should be able to identify melodic variations in simple familiar tunes to enhance listening skills and as a basis for composition

Which animals in the environment make melodic sounds

Learners imitate sounds made by animals and birds such as the cuckoo and the crested crane

Regalia charts

Observation

Oral questions

 

3

 

CREATING/ COMPOSIN G MUSIC

Melody

By the end of the lesson the learner should be able to: identify melodic variations in simple familiar tunes to enhance listening skills and as a basis for composition

What is the difference between these sounds

Learners imitate sounds made by animals and birds such as the cuckoo and the crested crane

Regalia charts

Observation

Oral questions

 

4

 

CREATING/ COMPOSIN G MUSIC

Melody

By the end of the lesson the learner should be able to: create simple melodic variations in familiar tunes as a basis for composition and for enjoyment

 

What is the difference between these sounds

Learners are guided in groups and individually to sing familiar tunes, introducing melodic variations

Regalia charts

Observation

Oral questions

 

5

 

LISTENING AND RESPONDIN G

Elements of Music

By the end of the lesson the learner should be able to: listen and identify sounds in the local environment for aural discrimination

When you listen to the music, how does it make you feel?

Learners take a nature walk and are guided in listening and identifying sounds in the environment

Regalia charts

Observation

Oral questions

 

6

 

LISTENING AND RESPONDIN G

Elements of Music

By the end of the lesson the learner should be able to: respond imaginatively to sounds in the environment through movement or imitation for enjoyment

When you listen to the music, how does it make you feel?

Learners listen and respond to sounds in the environment through; movement, vocalization, imitation and discussions

Regalia charts

Observation

Oral questions

 

7

 

LISTENING AND RESPONDING

Elements of Music

By the end of the lesson the learner should be able to: identify the character of musical pieces for emotional expression

When you listen to the music, how does it make you feel?

Learners are guided in identifying and describing the character of selected pieces of music as either sad or happy

Regalia charts

Observation

Oral questions

 

8

 

LISTENING AND RESPONDING

Elements of Music

By the end of the lesson the learner should be able to: imitate rhythmic and melodic patterns of music to enhance listening skills,

When you listen to the music, how does it make you feel?

describe the elements of music used using music terminology: loud/ soft (dynamics), fast/ slow (Tempo), high/ low (Pitch), long /short

Regalia charts

Observation

Oral questions

 

9&10

 

ASSESSMENT

 

ASSESSMENT

ASSESSMENT

ASSESSMENT

ASSESSMENT

ASSESSMENT

 

WEEK

LESSON

STRAND

SUB STRAND

SPECIFIC LEARNING OUTCOMES

KEY INQUARY QUESTIONS

LEARNING EXPERIENCES

LEARNING RESOURCES

ASSESSMENT

REFLECTION

1

1

Swimming

Basic swimming skills

By the end of the lessons, the learner should be able to: name the organ used to see in water while swimming for body awareness

Discuss why it important to open the eyes hen swimming

Learners could be shown video clips of other learners swimming

Regalia charts

Observation

Oral questions

 

 

2

 

Basic swimming skills

By the end of the lessons, the learner should be able to: watch a video clip of people playing games in water for digital literacy

Discuss why it important to open the eyes hen swimming

Learners could be shown video clips of other learners swimming

Regalia charts

Observation

Oral questions

 

 

3

 

Basic swimming skills

By the end of the lessons, the learner should be able to: acquire the ability to see in water for safety, personal and general space awareness

Discuss why it important to open the eyes hen swimming

Take a deep breath through the mouth, and submerge the whole face in water with the eyes open, hold for 10 seconds and blow out in the water

Regalia charts

Observation

Oral questions

 

 

4

 

Basic swimming skills

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

establish relationships while seeing in water for critical thinking and problem solving

Discuss why it important to open the eyes

hen swimming

Take a deep breath through the mouth, and submerge the whole

face in water with the eyes open, hold for 10 seconds and blow out in the water

Regalia charts

Observation

Oral questions

 

 

5

 

Basic swimming skills

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

Discuss why it important to open the eyes hen swimming

Take a deep breath through the mouth, and submerge the whole face in water with the eyes open, hold for 10 seconds and blow out in the water

Regalia charts

Observation

Oral questions

 

2

1

 

Mushroom float

By the end of the lessons, the learner should be able to: watch a video clip of people floating in water for digital literacy

Name things that may float in water?

Learner to watch video clips of people floating on water using the mushroom float

Regalia charts

Observation

Oral questions

 

 

2

 

Mushroom float

By the end of the lessons, the learner should be able to: acquire the ability to float in water using the mushroom float technique for survival and water safety

Name things that may float in water?

Practiced floating on water using the mushroom float.

Regalia charts

Observation

Oral questions

 

 

3

 

Mushroom float

By the end of the lessons, the learner should be able to: demonstrate the ability

to float in water using the mushroom float technique for survival

Name things that may float in water?

hold onto side of the pool hands shoulder width apart at the shallow end

ii. Step back and straightening the arms and lock the elbows

Regalia charts

Observation

Oral questions

 

 

4

 

Mushroom float

By the end of the lessons, the learner should be able to: establish relationships while floating in water for critical thinking and problem solving

Name things that may float in water?

float with the face fully immersed in water with eyes open,

Slowly Lift the head and bring the body to a standing position

Regalia charts

Observation

Oral questions

 

3

5

 

Mushroom float

By the end of the lessons, the learner should be able to: appreciate floating in water for self-esteem and survival

Name things that may float in water?

Learner to cooperate with others and play simple water games while using the mushroom float technique

Regalia charts

Observation

Oral questions

 

 

1-2

 

Mushroom float

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

Why it is important to know how to float in water

Learner to cooperate with others and play simple water games while using the mushroom float technique

Regalia charts

Observation

Oral questions

 

5

3-4

 

Mushroom float

By the end of the lessons, the learner should be able to: play simple water games for creativity,

enjoyment and peaceful coexistence

Why it is important to know how to float in water

Learner to cooperate with others and play simple water games while using the mushroom float technique

Regalia charts

Observation

Oral questions

 

 

5

 

 

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

Why it is important to know how to float in water

Learners to observe pool safety

Regalia charts

Observation

Oral questions

 

4

1-2

 

Sculling water

By the end of the lessons, the learner should be able to: explore the different ways of sculling water

name any floating technique you know

Learners to watch a video clip of other learners sculling water (standing position)

Regalia charts

Observation

Oral questions

 

 

3-4

 

Sculling water

By the end of the lessons, the learner should be able to: watch video clips of people sculling in water for digital literacy

name any floating technique you know

Learners to watch a video clip of other learners sculling water (standing position)

Regalia charts

Observation

Oral questions

 

 

5

 

Sculling water

By the end of the lessons, the learner should be able to: acquire the ability to scull in water for survival and water safety,

name any floating technique you know

Learners practice sculling in water by: at the shallow end of the pool the learner to extend the arms directly out in front,

Regalia charts

Observation

Oral questions

 

5

1-2

 

Sculling water

By the end of the lessons, the learner should be able to: demonstrate the ability to scull water for self- confidence

Why is it important to scull water?

the learner’s feet stand on the pool floor and the body in a sitting arm

Regalia charts

Observation

Oral questions

 

 

3-4

 

Sculling water

By the end of the lessons, the learner should be able to: establish relationships while sculling water for critical thinking and problem solving

Why is it important to scull water?

Learners cooperates with others to play simple games while sculling water

Regalia charts

Observation

Oral questions

 

 

5

 

Sculling water

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

Why is it important to scull water?

Learners to observe safety while playing water games

Regalia charts

Observation

Oral questions

 

6

1

Gymnastics

Static balances: Single leg balance

By the end of the lessons, the learner should be able to: name the parts of the body that are used in Single leg balance for body awareness

Name some body balances you know

Learners to name the parts of the body in use when performing the Single leg balance

Regalia charts

Observation

Oral questions

 

 

2

 

Static balances: Single leg

balance

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

watch video clips on ballet dance for digital literacy

Name some body balances you know

Learners to watch video clips of gymnastic displays

Regalia charts

Observation

Oral questions

 

 

3

 

Static balances: Single leg balance

By the end of the lessons, the learner should be able to: perform the single leg balance for coordination, balance, strength and space awareness

Name some body balances you know

Learners to be guided on how to perform Single leg balance

Regalia charts

Observation

Oral questions

 

 

4

 

Static balances: Single leg balance

By the end of the lessons, the learner should be able to: practice performing the single leg balance for coordination, balance, and strength

Name some body balances you know

Learners to practice the Single leg balance

Regalia charts

Observation

Oral questions

 

 

5

 

Static balances: Single leg balance

By the end of the lessons, the learner should be able to: observe rules for own and others safety.

Name some body balances you know

Observe rules while performing the Single leg balance for own and others safety

Regalia charts

Observation

Oral questions

 

7

1

Gymnastics

T-balance

By the end of the lessons, the learner should be able to name the parts of the body in use during T-

balance performance for body awareness

Name the body parts used in T- balance

Learners to name the parts of the body in use when performing the in T-balance

Regalia charts

Observation

Oral questions

 

 

2

Gymnastics

T-balance

By the end of the lessons, the learner should be able to watch video clips of T- balance for digital literacy

Name the body parts used in T- balance

Learners to watch video clips of other learners performing the T-balance

Regalia charts

Observation

Oral questions

 

 

3

Gymnastics

T-balance

By the end of the lessons, the learner should be able to perform the T-balance for strength, coordination, balance, and space awareness,

Name the body parts used in T- balance

Learners to practice the T-balance individually and with others.

Regalia charts

Observation

Oral questions

 

 

4

Gymnastics

T-balance

By the end of the lessons, the learner should be able to practice performing the T-balance for coordination, balance and strength

Name the body parts used in T- balance

Learners to play games

Regalia charts

Observation

Oral questions

 

 

5

Gymnastics

T-balance

By the end of the lessons, the learner should be able to appreciate performing the T-balance for self- esteem,

Name the body parts used in T- balance

Learners to practice the T-balance individually and with others

Regalia charts

Observation

Oral questions

 

8

1

Gymnastics

Star balance

By the end of the

lessons, the learner should be able to name the parts of the body that are in use during the performance

of star balance for body awareness

Name the body parts used in Star balance?

Learners to answer

questions on the parts of the body in use when performing the Star balance

Regalia

charts

Observation

Oral questions

 

 

2

Gymnastics

Star balance

By the end of the lessons, the learner should be able to watch video clips of star balance for digital literacy

Name the body parts used in Star balance?

Learners to watch the video clips of other learners performing the Star balance

Regalia charts

Observation

Oral questions

 

 

3

Gymnastics

Star balance

By the end of the lessons, the learner should be able to perform the star balance for coordination, balance, strength and space awareness

Name the body parts used in Star balance?

Learners to practice the Star balance individually and with others

Regalia charts

Observation

Oral questions

 

 

4

Gymnastics

Star balance

By the end of the lessons, the learner should be able to practice performing the star balance for coordination, balance, and strength

Name the body parts used in Star balance?

Learners to collaborate with others and participate in activities using the star balance

Regalia charts

Observation

Oral questions

 

 

5

Gymnastics

Star balance

By the end of the lessons, the learner should be able to observe rules while performing balances for own and others safety.

Name the body parts used in Star balance?

Observe rules when performing the star balance activities for own and others safety.

Regalia

charts

Observation

Oral questions

 

9&10

 

ASSESSEMENT

ASSESSEMENT

ASSESSEMENT

ASSESSEMENT

ASSESSEMENT

ASSESSEMENT

ASSESSEMENT

 

WIKI

KIPINDI

MADA

MADA NDOGO

MATOKEO MAALUM YANAYOTOKEA

MASWALI DADISI

MAPENDEKEZO YA SHUGLI ZA UFUNZAJI

KAZI YA ZIADA

NYEZO

MAONI

1

Kwanza

Kusoma:

Hadithi

Kufikia mwisho wa mada, mwanafunzi aweze:

kutambua msamiati uliotumiwa katika hadithi ili kuimarisha mawasilian

Je, ni nini maana ya usafi gani?

Mwanafunzi ajadili picha zilizojumuishwa kwenye hadithi.

Mwanafunzi atabiri kitakachotokea kwenye hadithi.

Mwanafunzi athibitishe utabiri wake baada ya kusoma na kusomewa hadithi.

Mwalimu asikize sentensi za wanafunzi wanapotunga.

Wanafunzi 

Uk 91 

Oxford Kiswahili Dadisi mazoezi  ya lugha gredi 1

 

 

Pili

Kusoma:

hadithi

Kufikia mwisho wa mada mwanafunzi aweze kusikiliza hadithi zikisomwa na mwalimu zinazohusu usafi wa mwili katika kujenga stadi ya kusoma

Je, ni matayarisho yapi unayofanya kabla ya kuja shuleni?

Mwanafunzi asome hadithi baada ya mwalimu, kisha pamoja na mwalimu na baadaye akiwa peke yake au wawili wawili

Fanya zoezi la kwanza ukurasa 93

Tarakilishi 

Uk 92-93 

Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1

 

 

Tatu

Kusoma:

hadithi

Kufikia mwisho wa mada mwanafunzi aweze kusoma hadithi zinazohusu usafi wa mwili katika kujenga stadi ya kusoma

 

Unafikiri ni nini kitakachotokea katika hadithi hii?

Mwanafunzi aeleze maana na matumizi ya msamiati uliotumika kwenye hadithi

Mwalimu asahihishe zoezi la mwanafunzi.

Wanafunzi

Uk 93

Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1

 

2

Kwanza

Sarufi:

Matumizi ya huyu na hawa

Kufikia mwisho wa mada, mwanafunzi aweze:

kutambua matumizi ya huyu na hawa katika mawasiliano kusoma sentensi zinazojumuisha huyu na hawa ili kuimarisha mawasiliano

Je, unajua ni kwa nini tunatumia huyu na hawa

Mwanafunzi atunge sentensi zenye matumizi ya huyu na hawa k.m. Huyu anakata kucha - Hawa wanakata kucha; Huyu anachana nywele - Hawa wanachana nywele.  

Mwanafunzi aandike sentensi zinazojumuisha matumizi ya huyu na hawa

Mwalimu asikize wanafunzi wakisoma.

Tarakilishi 

Uk94 

Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1

 

 

Pili

Sarufi:

Matumizi ya huyu na hawa

Kufikia mwisho wa mada mwanafunzi aweze 

kuandika sentensi kwa kutumia huyu na hawa katika kuimarisha stadi ya kuandika kuthamini utunzi wa sentensi sanifu katika mawasiliano.

Je, utatumia neno lipi kuonyesha kwamba mtu ni mmoja? 

Watu wakiwa wengi unaonyesha vipi?

Mwanafunzi aweza kujaza mapengo kwenye tarakilishi kupitia mchezo wa kuburura na kutia kapuni.

Mwalimu asikize majibu wa mwanafunzi kuhusu maswali aliyowapa.

Uk 95-96 

Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 

Wanafuzi

 

 

Tatu

Vyakula vya kiasilia

Sauti na majina ya herufi za Kiswahili

Kufikia mwisho wa mada, mwanafunzi aweze: 

kutamka sauti nne za herufi moja katika kuimarisha stadi ya kuzungumza

Ni sauti zipi unazoweza kutamka?

Mwanafunzi atambue sauti lengwa /s/, /b/, /y/ na /z/ katika maneno. 

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

Mwalimu asikize sauti ambazo mwanafunzi anaweza tamka.

Wanafunzi 

Uk97-98 

Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 

Wanafunzi

 

3

Kwanza

Vyakula vya kiasilia

Sauti na majina ya herufi za Kiswahili

Kufikia mwisho wa mada mwanafunzi aweze 

kutambua sauti za herufi moja zilizofunzwa katika maneno katika kuimarisha stadi ya kuzungumza

Unajua kusoma herufi na maneno yapi?

Mwanafunzi atumie teknolojia (papaya) kutamkia sauti. 

Mwanafunzi atambue  herufi zinazowakilisha sauti lengwa kwa kutumia kadi za herufi

Mwalimu asikilize mwanafunzi akisoma.

Wanafunzi Uk 98

Oxford Kiswahili

Dadisi mazoezi ya lugha gredi 1

 

 

Pili

Vyakula vya kiasilia

Sauti na majina ya herufi za Kiswahili

Kufikia mwisho wa mada mwanafunzi aweze 

kutambua majina ya herufi zinazowakilisha sauti lengwa katika kuimarisha stadi ya kusoma

Unajua kusoma herufi na maneno yapi?

Mwanafunzi aambatanishe silabi kusoma maneno yanayotokana na sauti lengwa. 

Mwanafunzi atenganishe silabi katika kutambua sehemu mbalimbali za maneno.

Mwalimu atazame mwanafunzi akisoma silabi katika uk 99 kisha utunge maneno.

Wanafunzi 

Uk 98-99 

Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1

 

 

Tatu

Vyakula vya kiasilia

Sauti na majina ya herufi za Kiswahili

Kufikia mwisho wa mada mwanafunzi aweze 

kusoma herufi za sauti moja katika kuimarisha stadi ya kusoma

Unajua kusoma herufi na maneno yapi?

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

Mwanafunzi aweza kufinyanga maumbo ya herufi inayowakilisha sauti iliyofunzwa.

Mwalimu aanaglie mwanafunzi akifanya zoezi.

Wanafunzi 

Uk99-100 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1

 

4

Kwanza

Vyakula vya kiasilia

Sauti na majina ya herufi za Kiswahili

Kufikia mwisho wa mada mwanafunzi aweze

kusoma maneno kwa kutumia silabi zinazotokana na sauti lengwa katika kuimarisha stadi ya kusoma

Unajua kuandika herufi na maneno yapi?

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

Mwalimu atazame mwanafunzi akiandika maneno.

Wanafunzi 

Uk 101 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1

 

 

Pili

Vyakula vya kiasilia

Sauti na majina ya herufi za Kiswahili

Kufikia mwisho wa mada mwanafunzi aweze

kusoma vifungu vilivyo na maneno yaliyo na sauti lengwa katika kuimarisha stadi ya kusoma

Unajua kuandika herufi na maneno yapi?

Mwanafunzi asome maneno kwa kutumia silabi au kwa kugawa maneno marefu katika sehemu ndogo ndogo ili kuyasoma kwa urahisi.

Mwalimu aangalie mwanafunzi anapoandika herufi anazojua.

Tarakilishi

Uk 102

Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1

 

 

Tatu

Vyakula vya kiasilia

Sauti na majina ya herufi za Kiswahili

Kufikia mwisho wa mada mwanafunzi aweze

kuandika maumbo ya herufi yanayowakilisha sauti lengwa

Unajua kuandika herufi na maneno yapi?

Mwanafunzi aandike maumbo ya herufi za sauti alizosoma hewani na vitabuni

Mwalimu atazame maumbo ambayo mwanafunzi anachora.

Wanafunzi 

Uk103 

Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1

 

5

Kwanza

Vyakula vya kiasilia

Sauti na majina ya herufi za Kiswahili

Kufikia mwisho wa mada mwanafunzi aweze

kuchangamkia kutumia maneno yanayojumuisha sauti lengwa katika mawasiliano ya kila siku.

Unajua kuandika herufi na maneno yapi?

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

Mwalimu atazame kazi ambayo mwanafunzi anachora.

Wanafunzi Uk103 

Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1

 

 

Pili

Msamiati

Msamiati

Kufikia mwisho wa mada, mwanafunzi aweze:

kutambua vyakula vya kiasili ili kuimarisha lishe bora

kusoma majina ya vyakula mbalimbali ili kuimarisha stadi ya kusoma

Unapenda waweza kutaja chakula kipi?

Mwanafunzi atambue vyakula mbalimbali vya kiasili kwa kutumia vyakula halisi, picha na michoro kama vile mihogo, viazi, mahindi, maharagwe, mboga na matunda. 

Mwanafunzi atumie msamiati aliyofunzwa kutunga sentensi.

Mwalimu asahihishe sentensi ambazo mwanafunzi anaandika.

Wanafunzi 

Uk 104 

Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1

 

 

tatu

Msamiati

Msamiati

Kufikia mwisho wa mada mwanafunzi aweze

kuandika majina ya vyakula katika kuimarisha stadi ya Kuandika

kutumia majina ya vyakula katika sentensi sahihi

Vyakula vipi hukuzwa shambani?

Mwanafunzi aweza kupewa kadi za majina ya vyakula vya kiasili asome kwa sauti. 

Wanafunzi waweza kuambatanisha majina ya vyakula halisi au michoro na majina yavyo.

Mwalimu asikize baadhi ya chakula vinazokuzwa shambani.

Wanafunzi 

Uk 105-106 

Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1

 

6

kwanza

Kusikiliza na Kuzungu mza

Masimulizi

Kufikia mwisho wa mada, mwanafunzi aweze:

kusikiliza masimulizi kuhusu vyakula vya kiasili katika kuimarisha stadi ya kusikiliza

Kwa nini tunakula chakula?

Mwanafunzi asimulie hadithi kuhusu vyakula vya kiasili. 

Wanafunzi wajadiliane kuhusu umuhimu wa vyakula vya kiasili. 

Wanafunzi wasimuliane visa kuhusu vyakula vya kiasili.wanafunzi

Mwalimu asikilize mwanafunzi akieleza umuhimu wa chakula.

Tarakilishi 

Uk 107 

Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1

 

 

Pili

Kusikiliza na Kuzungu mza

Masimulizi

Kufikia mwisho wa mada mwanafunzi aweze

kufahamu masimulizi aliyosikiliza katika kuimarisha stadi ya kusikiliza kufurahia vyakula vya kiasili katika maisha ya kila siku.

Je, umuhimu wa vyakula vya kiasili ni upi?

Mwanafunzi aweza kuhusishwa katika kuimba nyimbo na kukariri mashairi kuhusu vyakula vya kiasili. 

Mwanafunzi aweza kusikiliza nyimbo na mashairi yaliyorekodiwa kwenye vifaa vya kiteknolojia kuhusu vyakula vya kiasili.

Mwalimu atazame mwanafunzi akifanya zoezi.

Tarakilishi 

Uk107-108 

Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1

 

 

tatu

Kusoma:

Hadithi

Kufikia mwisho wa mada, mwanafunzi aweze: 

kutambua msamiati uliotumiwa katika hadithi aliyosoma au kusomewa ili kuimarisha mawasiliano

Je, unaona nini katika picha?

Mwanafunzi ajadili picha zilizojumuishwa kwenye hadithi. 

Mwanafunzi atabiri kitakachotokea kwenye hadithi. 

Mwanafunzi afahamu matumizi ya msamiati uliotumika kwenywae hadithi.wanafunzi

Mwalimu asikize mwanafunzi akisimulia kis a chochote.

Wanafunzi 

Uk 110 

Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1

 

7

Kwanza

Kusoma:

Hadithi

Kufikia mwisho wa mada mwanafunzi aweze

kusikiliza hadithi zikisomwa na mwalimu kuhusu vyakula vya kiasili ili kuimarisha stadi ya kusoma

Unadhani ni nini kitakachotokea katika hadithi

Mwanafunzi asikilize mwalimu anaposoma hadithi, asome pamoja na mwalimu kisha asome peke yake, wawili wawili au katika vikundi.

Mwalimu asikize mwanafunzi akisoma hadithi.

Wanafunzi Uk 110-111

Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1

 

 

Pili

kusoma

Hadithi

Kufikia mwisho wa mada mwanafunzi aweze

kufurahia vyakula vya kiasili maishani.

Unakumbuka hadithi gani uliyoisoma?

Mwanafunzi asikilize hadithi ya mwalimu au hadithi iliyorekodiwa kuhusu vyakula vya kiasili.

Mwalimu asahihishe kazi ya mwanafunzi.

Tarakilishi 

Uk112 

Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1

 

 

tatu

Sarufi

Matumizi na –angu na –etu

Kufikia mwisho wa mada, mwanafunzi aweze:

kutambua matumizi ya –angu na – etu katika mawasiliano kutumia –angu na

– etu katika sentensi ili kuimarisha mawasiliano

Je, ni maneno gani tunayotumia kuonyesha kuwa kitu ni chako au ni chenu?

Mwanafunzi atunge sentensi zenye matumizi ya -angu na –etu. 

Mwanafunzi aandike sentensi zenye kuhusisha-angu na –etu.

Mwalimu asikilize mwanafunzi akitunga sentensi.

Wanafunzi

Uk 113

Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1

 

8

Kwanza

Sarufi

Matumizi na –

angu na –etu

Kufikia mwisho wa mada mwanafunzi aweze kufurahia kutumia

–angu na –etu katika mawasiliano.

Je, ni maneno gani tunayotumia kuonyesha kuwa kitu ni chako au ni chenu?

Mwanafunzi atunge sentensi zenye matumizi ya -angu na –etu. 

Mwanafunzi aandike sentensi zenye kuhusisha

-angu na –etu.

Mwalimu asikilize mwanafunzi akitumia angu na etu katika kutunga sentensi.

Tarakilishi 114-15

Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1

 

9

marudio

Week

Lesson

Strand/Theme

Sub-Strand/Sub theme

Specific Learning Outcomes

Key Inquiry Question(S)

Learning Experience

Learning Resources

Assessment

Remarks

1

1

READING

Reading phrases and sentences

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

Read aloud short phrases and sentences accurately

Read unfamiliar words based on phonic knowledge

Develop an interest in reading new words, phrases and sentences.

Why is it important to read?

Learners are assisted in reading and predicting the meaning of new words

Learners re-arrange jumbled words to make meaningful sentences Learners should be exposed to a variety of reading materials to practice reading for fluency.

Charts

KLB Visionary English Literacy Activities Grade 1 pg. 177-179

Read short words and phrases

 

 

2

READING

Reading phrases and sentences

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

Read aloud short phrases and sentences accurately

Read unfamiliar words based on phonic knowledge

Develop an interest in reading new words, phrases and sentences.

Why is it important to read?

Learners are assisted in reading and predicting the meaning of new words

Learners re-arrange jumbled words to make meaningful sentences Learners should be exposed to a variety of reading materials to practice reading for fluency.

Charts

KLB Visionary

English Literacy

Activities Grade

1 pg. 180-182

Read short words and phrases

 

 

3

WRITING

Spelling instruction

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

Apply the knowledge of blending and segmenting to write words.

Use proper letter formation with correct spacing to write words correctly

Develop an interest in spelling and writing new words.

Why is it

Important to spell words correctly?

Learners make new words by

playing spelling games (spelling bee,

flash cards) in pairs and groups

Learners practice formation and spelling of new words by using various strategies (onset and rime, letter-sound correspondence)

Learners are guided to use various forms of media to spell and write words.

Learners write dictated words correctly.

Picture cards, computer, flash

cards, containing words, pencils,

stencils, reading charts

KLB Visionary

English Literacy

Activities Grade

1 pg.183

Dictation, spelling competition

 

 

4

WRITING

 

 

Spelling instruction

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

Apply the knowledge of blending and segmenting to write words.

Use proper letter formation with correct spacing to write words correctly

Develop an interest in spelling and writing new words.

Why is it

Important to spell words correctly?

Learners make new words by

playing spelling games (spelling bee,

flash cards) in pairs and groups

Learners practice formation and spelling of new words by using various strategies (onset and rime, letter-sound correspondence)

Learners are guided to use various forms of media to spell and write words.

Learners write dictated words correctly.

Picture cards, computer, flash

cards, containing words, pencils,

stencils, reading charts

KLB Visionary English Literacy Activities Grade 1 pg.184

Dictation, spelling competition

 

 

5

LISTENING

Story Telling

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

Listen attentively and confidently respond to stories

Use a variety of thematic vocabulary

Develop an interest in listening to oral stories.

What do stories teach us?

Learners listen to a variety of stories about self, family, health, hygiene, and home from different sources (self, peers, teacher, a resource person (if available),

audio recorded stories

Learners respond to oral questions related to the story learned or orally recreate a story

Props for storytelling, picture cards, story books, audio and video-recorded stories, resource person

KLB Visionary English Literacy Activities Grade 1 pg.185

Retelling stories, question and answer

 

2

1

SPEAKING

Talk About

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

Use acquired vocabulary to talk about self appropriately

Identify themselves with people, objects and places in their environment.

Who/what do you like?

Learners practice rules on social interactions  (turn taking, respecting others opinions)

Learners engage in conversations to talk about self (name, class, age and gender), home, and community, in pairs and groups.

Audio-visual aids (recorders), Charts bearing names of people, places, and objects

KLB Visionary English Literacy Activities Grade 1 pg.186

Oral presentations, question/answer

 

 

2

READING

Reading phrases and sentences

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

Read aloud short phrases and sentences accurately

Read unfamiliar words based on phonic knowledge

Develop an interest in reading new words, phrases and sentences.

Why is it important to read?

Learners should be exposed to a variety of reading materials to practice reading for fluency.

Learners participate in reading games (lucky dip, fishing game), in pairs and groups.

Learners mimic words and phrases to produce right intonation.

Charts

KLB Visionary English Literacy Activities Grade 1 pg.187-189

read short words and phrases

 

 

3

READING

Reading phrases and sentences

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

Read aloud short phrases and sentences accurately

Read unfamiliar words based on phonic knowledge

Develop an interest in reading new words, phrases and sentences.

Why is it important to read?

Learners should be exposed to a variety of reading materials to practice reading for fluency.

Learners participate in reading games (lucky dip, fishing game), in pairs and groups.

Learners mimic words and phrases to produce right intonation.

Charts

KLB Visionary English Literacy Activities Grade 1 pg.190-192

read short words and phrases

 

 

4

WRITING

Creative Writing

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

Plan and organize ideas.

Learn from oral and reading activities to enrich their written words.

Why do we write?

Learners create stories from pictures provided (picture spark)

Learners are guided to write key

words in the story

Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons.

KLB Visionary English Literacy Activities Grade 1 pg.193

Learners organize pictures in sequence to tell a story and write words to caption the

pictures

 

 

5

WRITING

Creative Writing

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

Apply knowledge of writing organizer to write a coherent story.

Apply knowledge of writing conventions to aid meaning and presentation.

What do we write?

Learners are

guided to develop a

storyline by filling in blanks or sequencing jumbled sentences (on the themes myself, my family or my home) in pairs and groups

Learners are guided to construct simple sentences for fluency and Meaning.

Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons.

KLB Visionary English Literacy Activities Grade 1 pg.193

Learners organize pictures in sequence to tell a story and write words to caption the pictures

 

3

1

LISTENING

Story Telling

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

Listen attentively and confidently respond to stories.

Use a variety of thematic vocabulary.

Empathize with familiar people in stories.

Who tells us Stories?

Learners listen to a variety of stories about self, family, health, hygiene, and home from different sources (self, peers, teacher, a resource person (if available), audio recorded stories.

Learners respond to oral questions related to the story learned or orally recreate a story.

Props for storytelling, picture cards, story books, audio and video-recorded stories, resource person

KLB Visionary English Literacy Activities Grade 1 pg.194

Retelling stories, question and answer

 

 

2

SPEAKING

Talk About

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

Demonstrate interest to use names of people, places, and objects within the environment

Express personal emotions, feelings, and opinions about people, places, and

objects

Who/what do you like?

Interactions (turn taking, respecting others opinions)

Learners engage in conversations to talk about self (name, class, age and gender), home, and community, in pairs and groups.

Audio-visual aids (recorders), Charts bearing names of people, places, and objects

KLB Visionary English Literacy Activities Grade 1 pg.195

Oral presentations, question/answer

 

 

3

SPEAKING

Talk About

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

Demonstrate interest to use names of people, places, and objects within the environment.

Express personal emotions, feelings, and opinions about people, places, and objects.

Why do you like him/her/it?

Learners observe the teacher modelling

effective speaking skills

Learners record their speech and listen as teacher observes

Audio-visual aids (recorders), Charts bearing names of people, places, and objects

KLB Visionary English Literacy Activities Grade 1 pg.196

Oral presentations, question/answer

 

 

4

READING

Reading phrases and sentences

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

Read aloud short phrases and sentences accurately

Read unfamiliar words based on phonic knowledge

Develop an interest in reading new words, phrases and sentences

Why is it important to read?

Learners should be exposed to a variety of reading materials to practice reading for fluency

Learners participate in reading games (lucky dip, fishing game), in pairs and groups

Learners mimic words and phrases to produce right intonation.

Charts

KLB Visionary English Literacy Activities Grade 1 pg.197-198

read short words and phrases

 

 

5

READING

Reading phrases and sentences

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

Read aloud short phrases and sentences accurately

Read unfamiliar words based on phonic knowledge

Develop an

interest in reading new words, phrases and sentences

Why is it important to read?

Learners should be exposed to a variety of reading materials to practice reading for fluency

Learners participate in reading games (lucky dip, fishing game), in pairs and groups

Learners mimic words and phrases to produce right intonation.

Charts

KLB Visionary English Literacy Activities Grade 1 pg.199-200

read short words and phrases

 

4

1

WRITING

Creative Writing

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

Plan and organize ideas.

Apply knowledge of writing organizer to write a coherent story.

What do we write?

Learners are guided to write key words in the story.

Learners are

guided to develop a

storyline by filling in blanks or sequencing jumbled sentences (on the themes myself, my family or my home) in pairs and groups

Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons

KLB Visionary English Literacy Activities Grade 1 pg.201

Learners organize pictures in sequence to tell a story and write words to caption the pictures

 

 

2

WRITING

Creative Writing

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

Learn from oral and reading activities to enrich their written words.

Apply knowledge of writing conventions to aid meaning and presentation.

 

Why do we write?

 

Learners create

stories from pictures provided (picture spark)

Learners are guided to write key words in the story.

Learners are guided to construct simple sentences for fluency and meaning

Learners organize pictures in sequence to tell a story and write words to caption the pictures

KLB Visionary English Literacy Activities Grade 1 pg.202

Pencils,

organizers, reading cards,

pictures, newspaper cuttings, story books, stencil, crayons

 

 

3

LISTENING

Effective Communication

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

Acquire a variety of vocabulary to talk about own and others’ experiences.

Show appreciation of others’ feelings as they share their experiences

What makes us happy?

Learners share their experiences and feelings (texts on health and hygiene), in pairs, groups and whole class

Learners are guided to ask and respond to questions to clarify information on experiences.

Question and answer, Observation of non-verbal cues as the learners share experiences, Role play (drills)

KLB Visionary English Literacy Activities Grade 1 pg.203

audio-recording devices, learners

 

 

4

SPEAKING

Talk About

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

Use acquired vocabulary to talk about self appropriately

Identify themselves with people, objects and places in their environment.

Why do you like him/her/it?

Learners practice rules on social interactions (turn taking, respecting others opinions)

Learners engage in conversations to talk about self (name, class, age and gender), home, and community, in pairs and groups,

Audio-visual aids (recorders), Charts bearing names of people, places, and objects

KLB Visionary English Literacy Activities Grade 1 pg.204

Oral presentations, question/answer

 

 

5

SPEAKING

Talk About

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

Demonstrate interest to use names of people, places, and objects within the environment

Express personal emotions, feelings, and opinions about people, places, and objects

Who/what do you like?

Learners practice rules on social interactions (turn taking, respecting others opinions)

Learners engage in conversations to talk about self (name, class, age and gender), home, and community, in pairs and groups,

Audio-visual aids (recorders), Charts bearing names of people, places, and objects

KLB Visionary English Literacy Activities Grade 1 pg.205

Oral presentations, question/answer

 

5

1

READING

Reading phrases and sentences

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

Read aloud short phrases and sentences accurately.

Develop an interest in reading new words, phrases and sentences.

Why is it important to read?

Learners are assisted in reading and predicting the meaning of new words

Learners rearrange jumbled words to make meaningful sentences

Learners should be exposed to a variety of reading materials to practice reading for fluency

Charts

KLB Visionary English Literacy Activities Grade 1 pg.206

Read short words and phrases

 

 

2

READING

Reading phrases and sentences

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

Read aloud short phrases and sentences accurately.

Develop an interest in reading new words, phrases and sentences.

Why is it important to read?

Learners are assisted in reading

and predicting the meaning of new

words

Learners rearrange jumbled words to make meaningful sentences

Learners should be exposed to a variety of reading materials to practice reading for fluency

Charts

KLB Visionary English Literacy Activities Grade 1 pg.207

Read short words and phrases

 

 

3

WRITING

Creative Writing

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

Plan and organize ideas.

Apply knowledge of writing organizer to write a coherent story.

Apply knowledge of writing conventions to aid meaning and presentation.

What do we write?

Learners are guided to write key words in the story

Learners are guided to develop a storyline by filling in blanks or sequencing jumbled sentences (on the themes myself, my family or my home) in pairs and groups

Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons

KLB Visionary English Literacy Activities Grade 1 pg.208

Learners organize pictures in sequence to tell a story and write words to caption the pictures

 

 

4

LISTENING

Effective Communication

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

Use non-verbal cues in oral communication to express feelings and experiences

Show appreciation of others’ feelings as they share their experiences.

How do we respond when someone is sad?

Learners share their experiences and feelings (texts on health and hygiene), in pairs, groups and whole class

Learners listen to songs and poems related to feelings

audio-recording devices, learners

KLB Visionary English Literacy Activities Grade 1 pg.209

Question and answer, Observation of non-verbal cues as the learners share experiences, Role play (drills

 

 

5

LISTENING

Effective Communication

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

Use non-verbal cues in oral communication to express feelings and experiences

Use non-verbal cues in oral communication to express feelings and experiences.

How do we respond when someone is sad?

Learners share their experiences and feelings (texts on health and hygiene), in pairs, groups and whole class

Learners listen to songs and poems related to feelings

audio-recording devices, learners

KLB Visionary English Literacy Activities Grade 1 pg.209

Question and answer, Observation of non-verbal cues as the learners share experiences, Role play (drills

 

6

1

SPEAKING

Talk About

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

Demonstrate interest to use names of people, places, and objects within the environment

Express personal emotions, feelings, and opinions about people, places, and

objects

Who/what do you like?

Learners practice rules on social interactions (turn taking, respecting others opinions)

Learners engage in conversations to talk about self (name, class, age and gender), home, and community, in pairs and groups,

Audio-visual aids (recorders), Charts bearing names of people, places, and objects

KLB Visionary English Literacy Activities Grade 1 pg.210

Oral presentations, question/answer

 

 

2

SPEAKING

Talk About

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

Use acquired vocabulary to talk about self appropriately

Identify themselves with people, objects and places in their environment.

Why do you like him/her/it?

Learners practice rules on social interactions (turn taking, respecting others opinions)

Learners engage in conversations to talk about self (name, class, age and gender), home, and community, in pairs and groups,

Audio-visual aids (recorders), Charts bearing names of people, places, and objects

KLB Visionary English Literacy Activities Grade 1 pg.211

Oral presentations, question/answer

 

 

3

READING

Reading phrases and sentences

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

Read aloud short phrases and sentences accurately.

Read unfamiliar words based on phonic knowledge

Develop an interest in reading new words, phrases and sentences.

Why is it important to read?

Learners should be exposed to a variety of reading materials to practice reading for fluency

Learners participate in reading games (lucky dip, fishing game), in pairs and groups

Learners mimic words and phrases to produce right intonation.

Charts

KLB Visionary English Literacy Activities Grade 1 pg.212

Read short words and phrases

 

 

4

WRITING

Creative Writing

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

Plan and organize ideas

Learn from oral and reading activities to enrich their written words.

Why do we write?

Learners are guided to write key words in the story

Learners are

guided to develop a storyline by filling in blanks or sequencing jumbled sentences (on the themes myself, my family or my home) in pairs and groups

Learners are guided to construct simple sentences for fluency and meaning.

Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons

KLB Visionary English Literacy Activities Grade 1 pg.213

Learners organize pictures in sequence to tell a story and write words to caption the pictures

 

 

5

WRITING

Creative Writing

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

Apply knowledge of writing organizer to write a coherent story

Apply knowledge of writing conventions to aid meaning and presentation

Why do we write?

Learners are guided to write key words in the story

Learners are guided to develop a storyline by filling in blanks or sequencing jumbled sentences (on the themes myself, my family or my home) in pairs and groups

Learners are guided to construct simple sentences for fluency and meaning.

Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons

KLB Visionary English Literacy Activities Grade 1 pg.214

Learners organize pictures in sequence to tell a story and write words to caption the pictures

 

7

1

LISTENING

Conversation

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

Listen attentively and actively participate in conversations in different contexts.

Appreciate taking turns while engaged in collaborative conversations.

What do we talk about?

Learners associate the keywords displayed with those in the conversation listened to?

Learners record audios of conversations and listen to them.

Learners watch videos of different conversations.

Audio tapes, videos on conversations related to theme, Phones

KLB Visionary English Literacy Activities Grade 1 pg.215-216

Question and answer, role play, dramatization

 

 

2

LISTENING

Conversation

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

Recognize and use vocabulary related to the themes myself, my family, my school, and my home

Appreciate taking turns while engaged in collaborative conversations.

What do we talk about?

Learners associate the keywords displayed with those in the conversation listened to?

Learners record audios of conversations and listen to them.

Learners watch videos of different conversations.

Audio tapes, videos on conversations related to theme, Phones

KLB Visionary English Literacy Activities Grade 1 pg.217

Question and answer, role play, dramatization

 

 

3

SPEAKING

Presentation skills

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

Use a variety of vocabulary to express self appropriately.

Use appropriate tonal variation, articulation and stress to express self confidently

Appreciate the use of transition words to sequence events.

What does a good presenter do?

Learners are guided to brainstorm on activities for each day of the week, individually, in pairs and groups.

Learners attempt to respond to questions related to sequencing of

activities for each day of the week

(before, after, then)

Learners sing songs, rhymes and recite poems related to routine

activities

Story maps (graphic organizers), list of transition (signal words), Fairy tales and fables, charts, calendar about events

KLB Visionary English Literacy Activities Grade 1 pg.218

Narration (check use of signal words), question/answer

 

 

4

SPEAKING

Presentation skills

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

Use a variety of vocabulary to express self appropriately.

Use appropriate tonal variation, articulation and stress to express self confidently

Appreciate the use of transition words to sequence events.

What does a good presenter do?

Learners are guided to brainstorm on activities for each day of the week, individually, in pairs and groups.

Learners attempt to respond to questions related to sequencing of activities for each day of the week (before, after, then)

Learners sing songs, rhymes and recite poems related to routine activities

Story maps (graphic organizers), list of transition (signal words), Fairy tales and fables, charts, calendar about events

KLB Visionary English Literacy Activities Grade 1 pg.219-220

Narration (check use of signal words), question/answer

 

 

5

READING

Reading comprehension

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

Read simple texts fluently and with understanding

Read aloud short texts and stories accurately

Why is it important to understand what you read?

Learners are exposed to a variety of texts for reading

Learners are guided to read sentences aloud for meaning

Learners ask and answer simple questions related to materials read

Reading materials, flashcards, library, readers

KLB Visionary English Literacy Activities Grade 1 pg.221

Listening, Question/Answer

 

8

1

READING

Reading comprehension

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

Read at an appropriate speed for enjoyment.

Develop an interest in reading short stories with comprehension.

Why is it important to understand what you read?

Learners are prompted to predict meaning from pictures

Learners use learned vocabulary to construct simple sentences

Learners identify and name characters from pictures

Reading materials, flashcards, library, readers

KLB Visionary English Literacy Activities Grade 1 pg.221

Listening, Question/Answer

 

 

2

WRITING

Creative Writing

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

Apply knowledge of writing organizer to write a coherent story

Apply knowledge of writing conventions to aid meaning and presentation.

What do we write?

Learners are guided to write key words in the story

Learners are guided to develop a

storyline by filling in blanks or sequencing jumbled sentences (on the themes myself, my family or my home) in pairs and groups

Learners are guided to construct simple sentences for fluency and meaning

Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons

KLB Visionary English Literacy Activities Grade 1 pg.222

Learners organize pictures in sequence to tell a story and write words to caption the pictures

 

 

3

WRITING

Creative Writing

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

Plan and organize ideas.

Learn from oral and reading activities to enrich their written words.

Apply knowledge of writing organizer to write a coherent story.

Why do we write?

Learners are guided to write key words in the story

Learners are guided to develop a storyline by filling in blanks or sequencing jumbled sentences (on the themes myself, my family or my home) in pairs and groups

Learners are guided to construct simple sentences for fluency and meaning.

Learners organize pictures in sequence to tell a story and write words to caption the pictures

KLB Visionary English Literacy Activities Grade 1 pg.222

Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons

 

 

4

WRITING

Creative Writing

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

Plan and organize ideas.

Learn from oral and reading activities to enrich their written words.

Apply knowledge of writing organizer to write a coherent story.

Why do we write?

Learners are guided to write key words in the story

Learners are guided to develop a storyline by filling in blanks or sequencing jumbled sentences

(on the themes myself, my family or my home) in pairs and groups

Learners are guided to construct simple sentences for fluency and meaning.

Learners organize pictures in sequence to tell a story and write words to caption the pictures

KLB Visionary English Literacy Activities Grade 1 pg.222

Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons

 

 

5

READING

Reading phrases and sentences

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

Read aloud short phrases and sentences accurately.

Read unfamiliar words based on phonic knowledge

Develop an interest in reading new words, phrases and sentences.

Why is it important to read?

Learners should be exposed to a variety of reading materials to practice reading for fluency

Learners participate in reading games (lucky dip, fishing game), in pairs and groups

Learners mimic words and phrases to produce right intonation.

Charts

KLB Visionary English Literacy Activities Grade 1 pg.212

Read short words and phrases

 

 

ASSESMENT

 

Week

Lesson

Strand

Sub-strand

Specific Learning Outcome

Key Inquiry Question

Learning Experiences

Learning Resources

Assessment

Reflection

1

1

Safety education

Common accidents at home - Drowning

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

Describe drowning.

Mention causes of drowning at home.

Identify ways of preventing drowning at home.

What causes drowning at home? 

How can we prevent drowning at home?

Learners are guided to identify drowning at home.

Learners are guided to state the causes of drowning at home such as swimming alone.

Learners to tell stories of their experiences of drowning at home

Learners to identify ways of preventing drowning at home such as swimming under supervision.

Learner to view pictures and video clips on causes of drowning at the home and share them in class.

Pictures of children drowning and their causes such as swimming alone.

Pictures and video clips on drowning and how to prevent them.

Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. and 77

Ask learners oral questions on drowning.

 

 

2

 

Common  accidents at home - Electric shock

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

Describe an electric shock.

Mention causes of electric shock at home.

Identify ways of preventing electric shocks at home.

What causes electric shock at home?

How can we prevent electric shock at home?

Learners are guided to describe an electric shock.

Learners are guided to state the causes of electric shock at home such as naked electricity sockets, touching naked wires and inserting metal objects into the sockets.

Learners to tell stories of their experiences of electricity sockets at home

Learners identify ways of preventing electricity sockets at home keeping naked flame and water out of reach

Learners to view pictures and video clips on causes of electric shocks at the home and share them in class.

Naked wires

Naked sockets

Pictures of

Children inserting metals into the sockets

Pictures and video clips on electric shocks and how to prevent them.

Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 71&74

Ask learners oral questions on electric shocks.

 

2

1

 

Common accidents at home - Choking

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

Describe choking.

Mention causes of choking at home.

Identify ways of preventing choking at home.

What causes choking at home?

How can we prevent choking at home?

Learners are guided to identify choking at home from a variety of pictures on common accidents that occur at home.

Learners are guided to state the causes of choking at home such as speaking or laughing while eating, swallowing food that is chewed properly and swallowing large pieces of food.

Learners to tell stories of their experiences of choking at home

Learners to identify ways of preventing choking at home like chewing food completely before swallowing, swallowing small pieces of food and not to speak or laugh while swallowing food.

Learners to view pictures and video clips on causes of choking at the home and share them in class.

Pictures of children who have been choked and their causes such as speaking or laughing while eating, swallowing food that is chewed properly and swallowing large pieces of food.

Pictures and video clips on choking and how to prevent them.

Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 68&71

Ask learners oral questions on choking.

 

 

2

 

Common accidents at home - Suffocation

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

Describe suffocation.

Mention causes of suffocation at home.

Identify ways of preventing suffocation at home.

What causes suffocation at home?

How can we prevent suffocation at home?

Learners are guided to identify suffocation from a variety of pictures on common accidents that occur at home.

Learners are guided to state the causes of suffocation at home such as placing paper bags over their heads.

Learners to tell stories of their experiences of suffocation at home

Learners identify ways of preventing suffocation at home such as proper disposal of paper bags.

Learners to view pictures and video clips on causes of suffocation at the home and share them in class.

Pictures of children with paper bags over their heads.

Pictures and video clips on suffocation and how to prevent them.

Ask learners oral questions on suffocation.

 

3

1

 

Importance of preventing accidents at home

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

State common accidents that occur at home

Mention causes of accidents at home,

Appreciate the importance of preventing accidents at home.

What are some of the accidents at home?

What causes accidents at home?

How can we prevent accidents at home?

Learners are guided to identify accidents at home like falls, cuts, drowning, suffocation, choking electrocution, burns.

Learners are guided to state the causes of accidents at home such as sharp edges, slippery floors, vegetable/fruit peelings, broken glass, uncovered pits, rough floors, poorly arranged furniture, electricity sockets and the naked flame

Learners identify ways of preventing accidents at home (wiping spills, arranging furniture properly, disposing off waste appropriately, covering open pits, proper handling of tools like knives and forks)

Pictures of common accidents at home.

Video clips on how to prevent common accidents that occur at home. Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 67-79

Ask learners oral questions on common accidents that occur at home

 

 

2

Safety education

Dangerous chemicals at home

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

Name some dangerous chemicals found at home and where they are used.

Which are some of the dangerous chemicals used at home?

Guide learners to identify dangerous chemicals used at home (detergents and cleaning agents, kerosene, pesticides, insecticides)

In groups, learners to mention dangerous

chemicals found in their homes

Detergents Cleaning agents Kerosene Empty containers of dangerous chemicals at home 

(Insecticides and pesticides) Pictures of dangerous chemicals at home

Video clips of dangerous chemicals at home

Oxford

Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 80

Ask learners oral questions on dangerous chemicals found in their homes

 

4

1

 

Dangers chemicals cause at home

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

Mention the dangers caused by chemicals used at home,

What are some of dangers caused by these household chemical s?

Guide learners to mention the dangers caused by chemicals used at home.

Detergents Cleaning agents Kerosene Empty containers of dangerous chemicals at home

(Insecticides and pesticides) Pictures of dangerous chemicals at home

Video clips of dangerous chemicals at home

Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 80

Ask learners oral questions on dangers of chemicals found in their homes

 

 

2

 

Dangers chemicals cause at home

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

Embrace the need to avoid handling dangerous chemicals used at home to ensure safety.

Which are some of the dangerous chemicals used at home?

What are some of dangers caused by these household chemical s?

Let learners listen to stories or watch a video on dangers caused by dangerous chemicals used at home.

Detergents Cleaning agents Kerosene Empty containers of dangerous chemicals at home

(Insecticides and pesticides) Pictures of dangerous chemicals at home

Video clips of dangerous chemicals at home

Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 83

Ask learners oral questions on dangers chemicals of found in their homes

 

5

1

 

Dangers chemicals cause at home

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

Mention the dangers caused by chemicals used at home,

Embrace the need to avoid handling dangerous chemicals used at home to ensure safety.

Which are some of the dangerous chemicals used at home?

What are some of dangers caused by these household chemicals?

Which dangerous chemicals found at home can you draw?

Learners can draw and color some of the dangerous chemicals at home using pencils, colors, crayons and computing devices

Empty containers of dangerous chemicals at home (Insecticides and pesticides)

Pictures of dangerous chemicals at home

Video clips of dangerous chemicals at home

Pencils Crayons/Colors Drawing books Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 80-83

Ask learners oral questions on dangers of chemicals found in their homes

 

 

2

Simple first aid

What is first aid?

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

Know what first aid is

Define first aid

Which accident has ever happened to you?

What was done to you after the accident?

Why did they do first aid to you?

Guide learners in telling stories on when an accident happened to them and what was done to them after the accident.

Guide learners to read pictures on first aid.

First aid kit Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 85

Ask learners oral questions to what first aid is.

 

6

1

 

Why do we do first aid?

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

State reasons for carrying out First Aid to an injured person.

Why do we do First Aid on an injured person?

Let learners listen to a story on First Aid and answer questions asked.

Guide learners to mention reasons for carrying out First Aid on an injured person.

First aid kit Charts on First Aid Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 86

Ask learners oral questions on why we do first aid.

 

 

2

 

The first aid kit

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

Identify a First

Aid kit.

Draw and color a First Aid kit.

What is a First Aid kit?

Let learners observe a first aid kit.

Guide learners in telling where they saw the item (First Aid kit)

Learners to mention where they do see the First Aid kit

Guide learners to draw a First Aid kit and color it.

First aid kit

A chart/picture with a First Aid kit

Pencils Drawing books Colors/crayons Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 87

 

 

7

1

 

Things found in the First Aid kit

(Bandage, Scissors and Gloves)

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

Identify contents of a First

Aid kit

Know the use of the First Aid kit contents.

Which contents are found in the First Aid kit?

How are the contents used?

Guide learners to identify contents of a First Aid kit (Bandage,

Scissors and Gloves) and how they are used.

Learners to draw and color First Aid kit contents (Bandage, Scissors and Gloves.

First Aid kit Bandage Scissors Gloves Pencils Drawing books Crayons/Colors Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 88

Ask learners oral questions on First Aid kit contents and how they ae used.

 

 

2

 

Things found in the First Aid kit (Bandage, Scissors, Gloves, Cotton wool, Tweezer and Safety pins)

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

Identify contents of a First

Aid kit

Know the use of the First Aid kit

Which contents are found in the First Aid kit?

How are the contents used?

Guide learners to identify contents of a First Aid kit (Bandage, Scissors, Gloves, Cotton wool, Tweezer and Safety pins)) and how they are used.

Learners to draw and color First Aid kit contents (Cotton wool, Tweezer and Safety pins)

First Aid kit Bandage Scissors Gloves Cotton wool Tweezer Safety pins Pencils Drawing books Crayons/Colors First aid kit Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 88-89

Ask learners oral questions on First Aid kit contents and how they ae used.

 

8

1

 

First aid for cuts

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

Practice simple First Aid for minor cuts

What First Aid is done for cuts?

In groups, guide learners to share experiences on what was done to them when they had a cut.

Show learners video clips, pictures, charts on First Aid for cuts.

Guide learners to role play on simple First Aid for cuts.

First aid kit contents (Clean piece of cloth, water, a pair of scissors, pair of gloves and cotton wool) Video clip/picture/ charts showing first aid for cuts Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 89-90

Observe learners as they role play on dressing a cut

 

 

2

 

First aid for wounds

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

Practice simple First Aid for wounds

What First Aid is done for wounds?

In groups, guide learners to share experiences on what was done to them when they had wounds.

Show learners video clips, pictures, charts on First Aid for wounds.

Guide learners to role play on simple First Aid for wounds.

First aid kit contents (Clean piece of cloth, water, a pair of scissors, pair of gloves and cotton wool) Video clip/picture/ charts showing first aid for wounds Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 89-90

Observe learners as they role play on dressing a wound