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| WK | LSN | STRAND | S-STRAND | LESSON LEARNING OUTCOMES | CORE COMPETENCE | VALUES | L EXPERIENCES | KEY INQUIRY QUESTIONS | L RESOURCES | ASSESSMENT METHODS | REMARKS |
|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Writing
|
Writing Posture
|
By the end of the
lesson, the learner
should be able to:
Sit appropriately when scribbling, drawing or writing in class |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Encourage learners to practise after demonstrating the appropriate writing posture.
In pairs, learners practise the correct writing posture |
How do we position a book when writing
|
Realia charts
|
Observation Oral questions
|
|
| 1 | 2 |
Writing
|
Writing Posture
|
By the end of the
lesson, the learner
should be able to:
Sit appropriately when scribbling, drawing or writing in class |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Encourage learners to practise after demonstrating the appropriate writing posture.
In pairs, learners practise the correct writing posture |
How do we position a book when writing
|
Realia charts
|
Observation Oral questions
|
|
| 1 | 3 |
Writing
|
Writing Posture
|
By the end of the
lesson, the learner
should be able to:
Sit appropriately when scribbling, drawing or writing in class |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Encourage learners to practise after demonstrating the appropriate writing posture.
In pairs, learners practise the correct writing posture |
How do we position a book when writing
|
Realia charts
|
Observation Oral questions
|
|
| 1 | 4 |
Writing
|
Writing Posture
|
By the end of the
lesson, the learner
should be able to:
Sit appropriately when scribbling, drawing or writing in class |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Encourage learners to practise after demonstrating the appropriate writing posture.
In pairs, learners practise the correct writing posture |
How do we position a book when writing
|
Realia charts
|
Observation Oral questions
|
|
| 1 | 5 |
Writing
|
Writing Posture
|
By the end of the
lesson, the learner
should be able to:
Sit appropriately when scribbling, drawing or writing in class |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Encourage learners to practise after demonstrating the appropriate writing posture.
In pairs, learners practise the correct writing posture |
How do we position a book when writing
|
Realia charts
|
Observation Oral questions
|
|
| 2 | 1 |
Writing
|
Writing Posture
|
By the end of the
lesson, the learner
should be able to:
Enjoy participating in activities for writing posture in and out of class. |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
In pairs and groups learners could practise the appropriate writing posture. One of the learners could recite a writing posture rhyme as
others practise it. |
How do we position a book when writing
|
Realia charts
|
Observation Oral questions
|
|
| 2 | 2 |
Writing
|
Eye-hand coordinati on skills
|
By the end of the
lesson, the learner
should be able to:
Demonstrate eye- hand coordination when writing |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
The learners could observe the teacher demonstrate folding and tearing or cutting paper along a marked line and practise folding and tearing along a line
|
What are the necessary skills for preparing a learner to write
|
Realia charts
|
Observation Oral questions
|
|
| 2 | 3 |
Writing
|
Eye-hand coordinati on skills
|
By the end of the
lesson, the learner
should be able to:
Demonstrate eye- hand coordination when writing |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
The learners could observe the teacher demonstrate folding and tearing or cutting paper along a marked line and practise folding and tearing along a line
|
What are the necessary skills for preparing a learner to write
|
Realia charts
|
Observation Oral questions
|
|
| 2 | 4 |
Writing
|
Eye-hand coordinati on skills
|
By the end of the
lesson, the learner
should be able to:
Demonstrate eye- hand coordination when writing |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
The learners could observe the teacher demonstrate folding and tearing or cutting paper along a marked line and practise folding and tearing along a line
|
What are the necessary skills for preparing a learner to write
|
Realia charts
|
Observation Oral questions
|
|
| 2 | 5 |
Writing
|
Eye-hand coordinati on skills
|
By the end of the
lesson, the learner
should be able to:
Demonstrate eye- hand coordination when writing |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
The learners could observe the teacher demonstrate folding and tearing or cutting paper along a marked line and practise folding and tearing along a line
|
What are the necessary skills for preparing a learner to write
|
Realia charts
|
Observation Oral questions
|
|
| 3 | 1 |
Writing
|
Eye-hand coordinati on skills
|
By the end of the
lesson, the learner
should be able to:
Demonstrate eye- hand coordination when writing |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
The learners could observe the teacher demonstrate folding and tearing or cutting paper along a marked line and practise folding and tearing along a line
|
What are the necessary skills for preparing a learner to write
|
Realia charts
|
Observation Oral questions
|
|
| 3 | 2 |
Writing
|
Eye-hand coordinati on skills
|
By the end of the
lesson, the learner
should be able to:
Demonstrate eye- hand coordination when writing |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
The learners could observe the teacher demonstrate folding and tearing or cutting paper along a marked line and practise folding and tearing along a line
|
What are the necessary skills for preparing a learner to write
|
Realia charts
|
Observation Oral questions
|
|
| 3 | 3 |
Writing
|
Eye-hand coordinati on skills
|
By the end of the
lesson, the learner
should be able to:
Demonstrate eye- hand coordination when writing |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
The learners could observe the teacher demonstrate folding and tearing or cutting paper along a marked line and practise folding and tearing along a line
|
What are the necessary skills for preparing a learner to write
|
Realia charts
|
Observation Oral questions
|
|
| 3 | 4 |
Writing
|
Eye-hand coordinati on skills
|
By the end of the
lesson, the learner
should be able to:
Demonstrate eye- hand coordination when writing |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
The learners could observe the teacher demonstrate folding and tearing or cutting paper along a marked line and practise folding and tearing along a line
|
What are the necessary skills for preparing a learner to write
|
Realia charts
|
Observation Oral questions
|
|
| 3 | 5 |
Writing
|
Eye-hand coordinati on skills
|
By the end of the
lesson, the learner
should be able to:
Demonstrate eye- hand coordination when writing |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
The learners could observe the teacher demonstrate folding and tearing or cutting paper along a marked line and practise folding and tearing along a line
|
What are the necessary skills for preparing a learner to write
|
Realia charts
|
Observation Oral questions
|
|
| 4 | 1 |
Writing
|
Eye-hand coordinati on skills
|
By the end of the
lesson, the learner
should be able to:
Take pleasure in participating in eye- hand coordination activities in class. |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners could be engaged in typing freely on a computer key board.
Learners could practise through free modeling using clay, dough |
What are the necessary skills for preparing a learner to write
|
Realia charts
|
Observation Oral questions
|
|
| 4 | 2 |
Writing
|
Eye-hand coordinati on skills
|
By the end of the
lesson, the learner
should be able to:
Take pleasure in participating in eye- hand coordination activities in class. |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners could be engaged in typing freely on a computer key board.
Learners could practise through free modeling using clay, dough |
What are the necessary skills for preparing a learner to write
|
Realia charts
|
Observation Oral questions
|
|
| 4 | 3 |
Writing
|
Pattern Writing
|
By the end of the
lesson, the learner
should be able to:
Write simple line patterns in class |
Critical thinking
Communication
and collaboration
|
Unity Peace humility
|
Learners could observe the teacher demonstrate writing line
patterns in the air and imitate |
What activities would enhance
pattern writing skills in children
|
Realia charts
|
Observation Oral questions
|
|
| 4 | 4 |
Writing
|
Pattern Writing
|
By the end of the
lesson, the learner
should be able to:
Write simple line patterns in class |
Critical thinking
Communication
and collaboration
|
Unity Peace humility
|
Learners could observe the teacher demonstrate writing line
patterns in the air and imitate |
What activities would enhance
pattern writing skills in children
|
Realia charts
|
Observation Oral questions
|
|
| 4 | 5 |
Writing
|
Pattern Writing
|
By the end of the
lesson, the learner
should be able to:
Write simple line patterns in class |
Critical thinking
Communication
and collaboration
|
Unity Peace humility
|
Learners could observe the teacher demonstrate writing line
patterns in the air and imitate |
What activities would enhance
pattern writing skills in children
|
Realia charts
|
Observation Oral questions
|
|
| 5 | 1 |
Writing
|
Pattern Writing
|
By the end of the
lesson, the learner
should be able to:
Hold writing tools appropriately when writing patterns |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
In pairs or small groups, learners could make print patterns using different objects
|
What activities would enhance pattern writing skills in children
|
Realia charts
|
Observation Oral questions
|
|
| 5 | 2 |
Writing
|
Pattern Writing
|
By the end of the
lesson, the learner
should be able to:
Enjoy participating in pattern writing activities in class |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners could copy line patterns on sand trays or slate boards as the teacher demonstrates
|
What activities would enhance pattern writing skills in children
|
Realia charts
|
Observation Oral questions
|
|
| 5 | 3 |
Writing
|
Pattern Writing
|
By the end of the
lesson, the learner
should be able to:
Enjoy participating in pattern writing activities in class |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners could copy line patterns on sand trays or slate boards as the teacher demonstrates
|
What activities would enhance pattern writing skills in children
|
Realia charts
|
Observation Oral questions
|
|
| 5 | 4 |
Writing
|
Letter formation
|
By the end of the
lesson, the learner
should be able to:
Demonstrate ability to form letters correctly in and out of class |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners could sing rhymes related to letter formation.
Learners could observe the teacher demonstrate letter formation in the air, on sand trays, slate boards and imitate. |
How do you shape letters of the alphabet
|
Realia charts
|
Observation Oral questions
|
|
| 5 | 4-5 |
Writing
|
Letter formation
|
By the end of the
lesson, the learner
should be able to:
Demonstrate ability to form letters correctly in and out of class |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners could sing rhymes related to letter formation.
Learners could observe the teacher demonstrate letter formation in the air, on sand trays, slate boards and imitate. |
How do you shape letters of the alphabet
|
Realia charts
|
Observation Oral questions
|
|
| 6 |
HALF TERM BREAK |
||||||||||
| 7 | 1 |
Writing
|
Letter formation
|
By the end of the
lesson, the learner
should be able to:
lesson, the learner Demonstrate ability to form letters correctly in and out of class |
Critical thinking Communication and collaboration by the end of the lesson, the learner should be able
|
Unity Peace
|
Learners could sing rhymes related to letter formation.
Learners could observe the teacher demonstrate letter formation in the air, on sand trays, slate boards and imitate. |
How do you shape letters of the alphabet
|
Realia charts
|
Observation Oral questions
|
|
| 7 | 2 |
Writing
|
Letter formation
|
By the end of the
lesson, the learner
should be able to:
lesson, the learner Demonstrate ability to form letters correctly in and out of class |
Critical thinking Communication and collaboration by the end of the lesson, the learner should be able
|
Unity Peace
|
Learners could sing rhymes related to letter formation.
Learners could observe the teacher demonstrate letter formation in the air, on sand trays, slate boards and imitate. |
How do you shape letters of the alphabet
|
Realia charts
|
Observation Oral questions
|
|
| 7 | 3 |
Writing
|
Letter formation
|
By the end of the
lesson, the learner
should be able to:
Experience pleasure participating in letter formation activities in and out of class |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners could be guided to model, colour and paint letters of the alphabet while singing related rhymes
|
How do you shape letters of the alphabet
|
Realia charts
|
Observation Oral questions
|
|
| 7 | 4 |
Writing
|
Letter formation
|
By the end of the
lesson, the learner
should be able to:
Experience pleasure participating in letter formation activities in and out of class |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners could be guided to model, colour and paint letters of the alphabet while singing related rhymes
|
How do you shape letters of the alphabet
|
Realia charts
|
Observation Oral questions
|
|
| 7 | 5 |
Writing
|
Writing Practice
|
By the end of the
lesson, the learner
should be able to:
Write letters of the alphabet correctly in class |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners could be encouraged to join dots to make letters of the alphabet
|
What resources would you use for writing practice
|
Realia charts
|
Observation Oral questions
|
|
| 8 | 1 |
Writing
|
Writing Practice
|
By the end of the
lesson, the learner
should be able to:
Take pleasure in using basic tools for writing in class |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners could be encouraged to trace and copy letters of the alphabet.
|
What resources would you use for writing practice
|
Realia charts
|
Observation Oral questions
|
|
| 8 | 2 |
Writing
|
Writing Practice
|
By the end of the
lesson, the learner
should be able to:
Take pleasure in using basic tools for writing in class |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners could be encouraged to trace and copy letters of the alphabet.
|
What resources would you use for writing practice
|
Realia charts
|
Observation Oral questions
|
|
| 8 | 3 |
Writing
|
Writing Practice
|
By the end of the
lesson, the learner
should be able to:
Take pleasure in using basic tools for writing in class |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners could be encouraged to trace and copy letters of the alphabet.
|
What resources would you use for writing practice
|
Realia charts
|
Observation Oral questions
|
|
| 8 | 4 |
Writing
|
Writing Practice
|
By the end of the
lesson, the learner
should be able to:
Enjoy participating in writing practice activities in class |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners could be involved in making patterns using letters of the alphabet.
|
What resources would you use for writing practice
|
Realia charts
|
Observation Oral questions
|
|
| 8 | 5 |
Writing
|
Writing Practice
|
By the end of the
lesson, the learner
should be able to:
Enjoy participating in writing practice activities in class |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners could be involved in making patterns using letters of the alphabet.
|
What resources would you use for writing practice
|
Realia charts
|
Observation Oral questions
|
|
| 13 |
END TERM 3 ASSESSMENT |
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