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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 | 5 |
SPEAKING
|
Self- expression
|
By the end of the
lesson, the learner
should be able to:
Express own needs at home and at school. Express emotions and feelings appropriately at home and at school. Use appropriate vocabulary to express feelings and emotions in school and at home. Use appropriate vocabulary to express own needs in school and at home. Enjoy expressing themselves verbally at home and in school |
Communication and collaboration
Critical thinking and problem solving
Self efficacy
|
Respect Peace Patience Responsibilit y
|
Learners could be involved in activities for recognizing emotions. could name various emotions after observing a demonstration of variety of emotions. could be encouraged to talk about how they feel and be appreciated for expressing their feelings and emotions appropriately. could be guided to sing and act out different emotions. could be asked to look at pictures depicting different feelings and emotions and identify them. could sing songs and recite poems and rhymes on feelings and emotions small groups, learners could practice expressing needs, feelings and emotions and respond to each other. could observe or listen to the teacher expressing himself or herself. could be encouraged to express themselves in school and at home. could view video clips depicting various emotions and feelings and talk about them. |
How do we implore children to express themselves?
What is the appropriate way of expressing feelings and emotions
|
Realia
|
Observat ion
Oral questions
|
|
| 2 | 1 |
SPEAKING
|
Polite language
|
By the end of the
lesson, the learner
should be able to:
Use appropriate b) |
Communication and collaboration
Critical thinking
and problem solving
Self efficacy
|
Respect Peace Patience Responsibilit
y
|
Learners could imitate making verbal requests (e.g. please, thank you) after watching a demonstration. small groups, learners could practice making requests and appreciating others. could listen to stories that incorporate making requests and appreciating others. learners could role play making requests and appreciating others. could be guided to deliberately model the habit of making requests and appreciating others as need arises. could be encouraged to make requests and appreciate others during relevant situations in school and at home. could view video clips on request and appreciation and be guided to imitate making requests and appreciation |
What do we say when requesting
for something?
What do we say when we receive something from somebody?
What situations arise in and out of class to make requests and appreciate others
|
Realia
|
Observat ion
Oral questions
|
|
| 2 | 2 |
SPEAKING
|
Polite language
|
By the end of the
lesson, the learner
should be able to:
Use appropriate b) |
Communication and collaboration
Critical thinking
and problem solving
Self efficacy
|
Respect Peace Patience Responsibilit
y
|
Learners could imitate making verbal requests (e.g. please, thank you) after watching a demonstration. small groups, learners could practice making requests and appreciating others. could listen to stories that incorporate making requests and appreciating others. learners could role play making requests and appreciating others. could be guided to deliberately model the habit of making requests and appreciating others as need arises. could be encouraged to make requests and appreciate others during relevant situations in school and at home. could view video clips on request and appreciation and be guided to imitate making requests and appreciation |
What do we say when requesting
for something?
What do we say when we receive something from somebody?
What situations arise in and out of class to make requests and appreciate others
|
Realia
|
Observat ion
Oral questions
|
|
| 2 | 3 |
SPEAKING
|
Audience Awareness
|
By the end of the
lesson, the learner
should be able to:
Demonstrate awareness of own voice in and out of class. Speak clearly when talking to others in and out of class. Speak loudly enough for the audience to hear in school and at home Experience pleasure in varying own voice when communicating with others. |
Communication and collaboration
Critical thinking and problem solving
Self efficacy
|
Respect Peace Patience Responsibilit y
|
Learners could record pieces of their own voices and be asked to listen and identify own voice, be guided to project and vary their voices appropriately. could be encouraged to listen to recorded pieces of other children |
How should I speak to someone who is near? What should I do to my voice when the person I am speaking to moves away from me?
What should I do to my voice for him/her to hear if he/she
|
Realia
|
Observat ion
Oral questions
|
|
| 2 | 4 |
SPEAKING
|
Audience Awareness
|
By the end of the
lesson, the learner
should be able to:
Demonstrate awareness of own voice in and out of class. Speak clearly when talking to others in and out of class. Speak loudly enough for the audience to hear in school and at home Experience pleasure in varying own voice when communicating with others. |
Communication and collaboration
Critical thinking and problem solving
Self efficacy
|
Respect Peace Patience Responsibilit y
|
Learners could record pieces of their own voices and be asked to listen and identify own voice, be guided to project and vary their voices appropriately. could be encouraged to listen to recorded pieces of other children |
How should I speak to someone who is near? What should I do to my voice when the person I am speaking to moves away from me?
What should I do to my voice for him/her to hear if he/she
|
Realia
|
Observat ion
Oral questions
|
|
| 2 | 5 |
SPEAKING
|
Naming
|
By the end of the
lesson, the learner
should be able to:
Convey verbal messages effectively to the teacher and to other learners. Use relevant vocabulary to pass verbal information to the teacher and other learners. Enjoy passing verbal messages to the teacher and other learners Name objects, people, animals and colours in the immediate environment. Take pleasure in naming objects, people, animals and colours in the immediate environment |
Communication and collaboration
Critical thinking and problem solving
Self efficacy
|
Respect Peace Patience Responsibilit y
|
Learners could be encouraged to talk to each other or to the teacher about themselves.
could deliver verbal messages to other learners or to teachers in the school and be appreciated when they convey the messages effectively. small groups, learners could tell and retell news and short stories. could engage in dialogue with each other and among themselves. hould be involved in passing verbal information whenever opportunities arise. could engage short discussions and be encouraged to answer questions. could talk about what they are doing during activities and be guided to ask and respond to questions. could view a video clip and then talk about it in pairs or in small groups. could be encouraged to talk about what they saw in a field trip or nature walk. Learners could be involved in naming objects, animals and people in class and within the school compound.. could recite poems and rhymes about objects, people and colours. could name colours with reference to objects in the environment. could be engaged in identifying colours in the immediate environment. could be taken for a nature walk and encouraged to identify colours. could be engaged in vocabulary games and encouraged to use new words by integrating them their child play and daily experiences, and naturally weaving them in and out of |
What do learners talk about in class or in school?
What do learners like to tell the teacher about?
What opportunities arise for learners to talk to each other?
What do learners enjoy talking about?
What do learners like to talk to each other about
Which people are we likely to find at home, in school, at the market or in a hospital?
What objects are we likely to find at home,
in school, at the market or in a hospital
|
Realia
|
Observat ion
Oral questions
written questions
|
|
| 3 | 1 |
SPEAKING
|
Articulation of Letter Sounds
|
By the end of the
lesson, the learner
should be able to:
Articulate vowels correctly in and out of school |
Effective communication
|
Unity peace
|
Learners could observe and imitate articulation of vowel sounds (a, e, i, o,
|
How do different letters soun
|
Charts realia
|
Observatio oral questions
|
|
| 3 | 2 |
SPEAKING
|
Articulation of Letter Sounds
|
By the end of the
lesson, the learner
should be able to:
Articulate vowels correctly in and out of school |
Effective communication
|
Unity peace
|
Learners could observe and imitate articulation of vowel sounds (a, e, i, o,
|
How do different letters soun
|
Charts realia
|
Observatio oral questions
|
|
| 3 | 3 |
SPEAKING
|
Articulation of Letter Sounds
|
By the end of the
lesson, the learner
should be able to:
Articulate consonants correctly in and out of school |
Effective communication
|
Unity peace
|
Learners should be encouraged to practise articulating consonant sounds. |
How do different letters soun
|
Charts realia
|
Observatio oral questions
|
|
| 3 | 4 |
SPEAKING
|
Articulation of Letter Sounds
|
By the end of the
lesson, the learner
should be able to:
Demonstrate awareness of letter- sound correspondence in class |
Effective communication
|
Unity peace
|
Learners could be encouraged to articulate letter sounds after the teacher
|
How do different letters soun
|
Charts realia
|
Observatio oral questions
|
|
| 3 | 5 |
READING
|
Book handling skills
|
By the end of the
lesson, the learner
should be able to:
Hold a book top side up in and out of school |
Communication and collaboration,
digital literacy
|
Responsi bility
|
Learners could be engaged in a book handling
activities and be guided to hold books top side up and turn pages from right to le |
How do we hold books
when reading?
|
Charts Realia
|
Observatio oral questions
|
|
| 4 | 1 |
READING
|
Book handling skills
|
By the end of the
lesson, the learner
should be able to:
Demonstrate ability to turn pages from right to left when opening a page in and out of school |
Communication and collaboration, digital literacy
|
Responsi bility
|
Learners could view a video clip depicting holding a book top side up and turning pages from right to left and be guided to imitate
|
How do we hold books when reading?
|
Charts realia
|
Observatio oral questions
|
|
| 4 | 2 |
READING
|
Book handling skills
|
By the end of the
lesson, the learner
should be able to:
Demonstrate ability to turn pages from right to left when opening a page in and out of school |
Communication and collaboration, digital literacy
|
Responsi bility
|
Learners could view a video clip depicting holding a book top side up and turning pages from right to left and be guided to imitate
|
How do we hold books when reading?
|
Charts realia
|
Observatio oral questions
|
|
| 4 | 3 |
READING
|
Book handling skills
|
By the end of the
lesson, the learner
should be able to:
Take pleasure in book handling and storage activities in and out of school |
Communication and collaboration, digital literacy
|
Responsi bility
|
Learners could sing rhymes related to holding books top side up and turning pages from right to left
|
How do you open pages of a book when reading
|
Charts realia
|
Observatio oral questions
|
|
| 4 | 4 |
READING
|
Reading readines s skills
|
By the end of the
lesson, the learner
should be able to:
|
Communication and collaboration, digital literacy
|
Responsi bility
|
In pairs or in groups, learners could arrange pictures from left to right.
|
How do you move your eyes when reading
|
Charts realia
|
Observatio oral questions
|
|
| 4 | 5 |
READING
|
Reading readines s skills
|
By the end of the
lesson, the learner
should be able to:
|
Communication and collaboration, digital literacy
|
Responsi bility
|
Learners could be engaged in a picture walk
activity and guided to turn pages from right to left |
How do you move your eyes when reading
|
Charts realia
|
Observatio oral
questions
|
|
| 5 | 1 |
READING
|
Reading readines s skills
|
By the end of the
lesson, the learner
should be able to:
Turn pages from right to left when opening a page |
Communication and collaboration, digital literacy
|
Responsi bility
|
Learners could be engaged in a picture walk activity and guided to turn pages from right to left
|
How do you move your eyes when reading
|
Charts realia
|
Observatio oral questions
|
|
| 5 | 2 |
READING
|
Print awarene ss
|
By the end of the
lesson, the learner
should be able to:
should be able to Talk about pictures in and out of school |
Communication and collaboration, digital literacy
|
Responsi bility
|
Learners could be provided with relevant pictures and encouraged to talk about them.
|
What pictures do you enjoy looking at?
|
Charts realia
|
Observatio oral questions
|
|
| 5 | 3 |
READING
|
Print awarene ss
|
By the end of the
lesson, the learner
should be able to:
should be able to Talk about pictures in and out of school |
Communication and collaboration, digital literacy
|
Responsi bility
|
Learners could be provided with relevant pictures and encouraged to talk about them.
|
What pictures do you enjoy looking at?
|
Charts realia
|
Observatio oral questions
|
|
| 5 | 4 |
READING
|
Print awarene ss
|
By the end of the
lesson, the learner
should be able to:
Demonstrate awareness of print in and out of school |
Communication and collaboration, digital literacy
|
Responsi bility
|
Learners could be engaged in
|
What pictures do you enjoy looking at?
|
Charts realia
|
Observatio oral questions
|
|
| 5 | 5 |
READING
|
Print awarene ss
|
By the end of the
lesson, the learner
should be able to:
Enjoy reading pictures in and out of school |
Communication and collaboration, digital literacy
|
Responsi bility
|
Learners could view picture cut outs depicting stories and be encouraged to answer questions on the story in
pairs or in small groups |
What pictures do you enjoy looking at?
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 1 |
READING
|
Visual discrimi nation
|
By the end of the
lesson, the learner
should be able to:
Talk about similarities in objects and pictures in class |
Decision making, Critical thinking
|
Peace unity
|
Learners could be engaged in games that enhance visual discrimination
e.g. fixing jigsaw puzzles. |
What do you see around class
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 2 |
READING
|
Visual discrimi nation
|
By the end of the
lesson, the learner
should be able to:
Talk about similarities in objects and pictures in class |
Decision making, Critical thinking
|
Peace unity
|
Learners could be engaged in games that enhance visual discrimination
e.g. fixing jigsaw puzzles. |
What do you see around class
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 3 |
READING
|
Visual discrimi nation
|
By the end of the
lesson, the learner
should be able to:
Talk about differences in objects and pictures in class. |
Decision making, Critical thinking
|
Peace unity
|
Learners could be engaged in identifying
|
What do you see around class
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 4 |
READING
|
Visual discrimi nation
|
By the end of the
lesson, the learner
should be able to:
Enjoy participating in visual discrimination activities in and out of class |
Decision making, Critical thinking
|
Peace unity
|
Learners could match and pair objects and pictures.
|
What do you see around class
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 5 |
READING
|
Visual memory
|
By the end of the
lesson, the learner
should be able to:
Recall objects, colours and pictures in class |
Decision making, Critical thinking
|
Peace unity
|
In pairs or small groups, learners could be engaged in visual memory
games. In pairs, learners could be guided to play letter memory games |
What do you see around class?
|
Charts realia
|
Observatio oral questions
|
|
| 7 | 1 |
READING
|
Visual memory
|
By the end of the
lesson, the learner
should be able to:
Recall letters of the alphabet in books and charts. |
Decision making, Critical thinking
|
Peace unity
|
In pairs or small groups, learners could be engaged in visual memory games.
In pairs, learners could be guided to play letter memory games |
What do you see around class?
|
Charts realia
|
Observatio oral questions
|
|
| 7 | 2 |
READING
|
Visual memory
|
By the end of the
lesson, the learner
should be able to:
Recall letters of the alphabet in books and charts. |
Decision making, Critical thinking
|
Peace unity
|
In pairs or small groups, learners could be engaged in visual memory games.
In pairs, learners could be guided to play letter memory games |
What do you see around class?
|
Charts realia
|
Observatio oral questions
|
|
| 7 | 3 |
READING
|
Visual memory
|
By the end of the
lesson, the learner
should be able to:
Talk about what they have seen in class |
Decision making, Critical thinking
|
Peace unity
|
In pairs or small groups, learners could be engaged in visual memory games.
In pairs, learners could be guided to play letter memory games |
What do you see around class?
|
Charts realia
|
Observatio oral questions
|
|
| 7 | 4 |
READING
|
Visual memory
|
By the end of the
lesson, the learner
should be able to:
tell about what they have seen in class |
Decision making, Critical thinking
|
Peace unity
|
In pairs or small groups, learners could be engaged in visual memory games.
In pairs, learners could be guided to play letter memory games |
What do you see around class?
|
Charts realia
|
Observatio oral questions
|
|
| 7 | 5 |
READING
|
Visual memory
|
By the end of the
lesson, the learner
should be able to:
Talk about what they have seen in class |
Decision making, Critical thinking
|
Peace unity
|
pairs and small groups, learners could be engaged in interactive digital visual memory games.
|
What do you see around class?
|
Charts realia
|
Observatio oral questions
|
|
| 8 | 1 |
READING
|
Visual memory
|
By the end of the
lesson, the learner
should be able to:
Enjoy participating in visual memory activities in and out of class |
Decision making, Critical thinking
|
Peace unity
|
pairs and small groups, learners could be engaged in interactive digital visual memory games.
|
What do you see around class?
|
Charts realia
|
Observatio oral questions
|
|
| 8 | 2 |
READING
|
Readin g Posture
|
By the end of the
lesson, the learner
should be able to:
Demonstrate appropriate reading posture when reading in and out of class. |
Decision making, Critical thinking
|
Unity, Respect
|
Learners could be encouraged to practise the correct reading posture after observing a demonstration on sitting properly when picture reading
|
What is inappro priate reading posture
|
Charts realia
|
Observatio oral questions
|
|
| 8 | 3 |
READING
|
Readin g Posture
|
By the end of the
lesson, the learner
should be able to:
Demonstrate appropriate reading posture when reading in and out of class. |
Decision making, Critical thinking
|
Unity, Respect
|
Learners could be encouraged to practise the correct reading posture after observing a demonstration on sitting properly when picture reading
|
What is inappro priate reading posture
|
Charts realia
|
Observatio oral questions
|
|
| 8 | 4 |
READING
|
Readin g Posture
|
By the end of the
lesson, the learner
should be able to:
Identify correct reading postures in pictures or in class. |
Decision making, Critical thinking
|
Unity, Respect
|
Learners could be guided to sing songs and recite poems and rhymes related to appropriate reading posture
|
What is inappro priate reading posture
|
Charts realia
|
Observatio oral questions
|
|
| 8 | 5 |
READING
|
Readin g Posture
|
By the end of the
lesson, the learner
should be able to:
Enjoy participating in reading posture activities in class. |
Decision making, Critical thinking
|
Unity, Respect
|
Learners could record themselves as
they practise correct reading posture and receive positive feedback |
What is inappro priate reading posture
|
Charts realia
|
Observatio oral questions
|
|
| 9 | 1 |
READING
|
Letter Recogni tion
|
By the end of the
lesson, the learner
should be able to:
Recognize letters of the alphabet in upper case in and out of class |
Decision making, Critical thinking
|
Unity, Respect
|
Learners could be guided to identify letters on print in the immediate environment
|
Which play experien ces enhance letter recognit ion
|
Charts realia
|
Observatio oral questions
|
|
| 9 | 2 |
READING
|
Letter Recogni tion
|
By the end of the
lesson, the learner
should be able to:
Recognize letters of the alphabet in upper case in and out of class |
Decision making, Critical thinking
|
Unity, Respect
|
Learners could be guided to identify letters on print in the immediate environment
|
Which play experien ces enhance letter recognit ion
|
Charts realia
|
Observatio oral questions
|
|
| 9 | 3 |
READING
|
Letter Recogni tion
|
By the end of the
lesson, the learner
should be able to:
Match upper case letters with corresponding lower case letters in class. |
Decision making, Critical thinking
|
Unity, Respect
|
Learners could be asked to match upper and lower case letters incorporated in children
|
Which play experien ces enhance letter recognit ion
|
Charts realia
|
Observatio oral questions
|
|
| 9 | 4 |
READING
|
Letter Recogni tion
|
By the end of the
lesson, the learner
should be able to:
Enjoy participating in letter recognition activities in and out of class |
Decision making, Critical thinking
|
Unity, Respect
|
Learners could compete in letter recognition games and encouraged to show fairness in winning and acceptance in loosing
|
Which play experien ces enhance letter recognit ion
|
Charts realia
|
Observatio oral questions
|
|
| 9 | 5 |
WRITING
|
Book handling skills
|
By the end of the
lesson, the learner
should be able to:
: Demonstrate how to handle books properly |
Decision making, Critical thinking
|
Unity, Respect
|
Learners could observe as
teacher demonstrates how to turn pages from right to left |
How do we arrange books on shelves
|
Charts realia
|
Observatio oral questions
|
|
| 10 | 1 |
WRITING
|
Book handling skills
|
By the end of the
lesson, the learner
should be able to:
Enjoy participating in book handling activities |
Decision making, Critical thinking
|
Unity, Respect
|
Learners could be involved in a writing walk where they turn pages from right to left as they scribble on each page
|
How do we arrange books on shelves
|
Charts realia
|
Observatio oral questions
|
|
| 10 | 2 |
WRITING
|
Book handling skills
|
By the end of the
lesson, the learner
should be able to:
Enjoy participating in book handling activities |
Decision making, Critical thinking
|
Unity, Respect
|
Learners could be involved in a writing walk where they turn pages from right to left as they scribble on each page
|
How do we arrange books on shelves
|
Charts realia
|
Observatio oral questions
|
|
| 10 | 3 |
WRITING
|
Book handling skills
Writing readines s skills |
By the end of the
lesson, the learner
should be able to:
Participate in storing books properly in and out of school Demonstrate the ability to hold a writing tool properly in and out of class |
Decision making, Critical thinking
|
Unity, Respect
|
Learners could be involved in a writing walk where they turn pages from right to left as they scribble on each page
Learners could observe a demonstration on how to turn pages and practise turning pages from right to left |
How do we arrange books on shelves
|
Charts realia
|
Observatio oral questions
|
|
| 10 | 4 |
WRITING
|
Writing readines s skills
|
By the end of the
lesson, the learner
should be able to:
Scribble from left to right and top to bottom on a page |
Decision making, Critical thinking
|
Unity, Respect
|
Learners could practise turning pages from right to left as they scribble on each
page. In groups, learners could be guided to scribble from left to right on a page. |
How do we hold a writing tool?
|
Charts realia
|
Observatio oral questions
|
|
| 10 | 5 |
WRITING
|
Writing readines s skills
|
By the end of the
lesson, the learner
should be able to:
Turn pages from right to left as they scribble |
Decision making, Critical thinking
|
Unity, Respect
|
Learners could observe a demonstration on how to turn pages and practise turning pages from right to left
|
How do we hold a writing tool?
|
Charts realia
|
Observatio oral questions
|
Your Name Comes Here