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| WK | LSN | STRAND | SUB-STRAND | SPECIFIC_LEARNING_OUTCOMES | LEARNING_EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 |
OPENER EXAM |
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| 2 | 1 |
Creation
|
Self awareness (Myself)
|
By the end of the lesson, the learner should be able to:
strand the learner state what they like about themselves as God |
Learners to mention what they like about themselves
|
What is your name?
Are you a boy or a girl?
|
Learners
|
Oral questions
|
|
| 2 | 2 |
Creation
|
Learners similarities and differences
|
By the end of the lesson, the learner should be able to:
strand the learner state the similarities and differences among themselves |
Learners to state their similarities and differences
|
How many are short?
How many are tall?
|
Learners
|
Observation Oral questions
|
|
| 2 | 3 |
Creation
|
Chores done at home as service to God
|
By the end of the lesson, the learner should be able to:
strand the learner state different chores done at home as service to God |
Learner to state different chores they do at home as service to God
|
Which chores do you perform home at?
|
Pictures
|
Oral questions
|
|
| 3 | 1 |
Creation
|
Role play (chores done at home)
|
By the end of the lesson, the learner should be able to:
strand the learner role play different chores they do at home as service to God |
Learners to role play chores they do at home as service to God
|
Which chores do you perform at home?
|
Realia
(broom utensils mop) |
Observation Oral questions
|
|
| 3 | 2 |
Creation
|
My family Members of a nuclear family
|
By the end of the lesson, the learner should be able to:
strand the learner name members of the nuclear family |
Learners to name members of a nuclear family
|
Whom do you live with?
|
Pictures |
Drawing Oral questions
|
|
| 3 | 3 |
Creation
|
My family Members of a nuclear family
|
By the end of the lesson, the learner should be able to:
strand the learner name members of the nuclear family |
Learners to name members of a nuclear family
|
Whom do you live with?
|
Pictures |
Drawing Oral questions
|
|
| 4 | 1 |
Creation
|
My relatives (extended family)
|
By the end of the lesson, the learner should be able to:
strand the learner identify members of an extended family to enhance a sense of belonging |
Learners to name members of an extended family Draw members of an extended family
|
Who are your relatives?
|
Pictures
|
Drawing Oral questions
|
|
| 4 | 2 |
Creation
|
Items
shared at home
|
By the end of the lesson, the learner should be able to:
strand the learner state items shared at home for family unity |
Learners to state
items shared at home for family unity |
What do we
share at home? Why do we share at home?
|
Realias
Fruits |
Drawing
Oral questions
|
|
| 4 | 3 |
Creation
|
Items that are not shared at home
|
By the end of the lesson, the learner should be able to:
The learner to state items that are not shared at home for healthy living |
Learners to state items that are not shared at home
|
Which are some of the things we cannot share at home
|
Realia Handkerchief Socks
Comb |
Drawing Oral questions
|
|
| 5 | 1 |
Creation
|
Creation of the sky, moon and the stars Observing the sky
|
By the end of the lesson, the learner should be able to:
The learner state heavenly bodies created by God |
Learners to observe the sky and the heavenly bodies Learners to state who created the heavenly bodies
|
Who created the sky, moon and stars?
|
The sky Chart showing the sky and heavenly bodies
|
Observation Oral questions
|
|
| 5 | 2 |
Creation
|
Drawing and colouring heavenly bodies
|
By the end of the lesson, the learner should be able to:
The learner draw the heavenly bodies created by God in their work books |
Learners to draw and colour heavenly bodies created by God
|
What are the heavenly bodies that God created?
|
Pictures on the chart
|
Observation Drawing
|
|
| 5 | 3 |
Creation
|
Making cut outs and mount heavenly bodies in their work book
|
By the end of the lesson, the learner should be able to:
The learner to make cut outs of heavenly bodies and mount them in their books |
Learners to make cutouts of heavenly bodies and mount them in their books
|
what is the shape of the sun?
|
Manila papers Pair of scissors Glue
|
Observation Oral questions
|
|
| 6 | 1 |
Creation
|
Order of creation
|
By the end of the lesson, the learner should be able to:
State the order of creation from day one to day six |
Learners to state the order of creation State the creator of everything
|
Who created everything?
|
Surrounding environment
|
Oral questions
|
|
| 6 | 2 |
The Holy Bible
|
The Bible as a guide in daily lives (reasons for reading the
Bible)
|
By the end of the lesson, the learner should be able to:
strand the learner identify reasons for reading the Bible to Strengthen their faith in God |
Learners to identify reasons for reading the Bible
|
Why do you read the bible?
|
Bible
|
Oral questions
|
|
| 6 | 3 |
The Holy Bible
|
Listening to a video clip
|
By the end of the lesson, the learner should be able to:
Appreciate the Bible as a guide to Christian living |
Learners to watch a clip of children reading the Bible
|
Why do you read the Bible
|
Laptops
|
Observation Oral questions
|
|
| 7 | 1 |
The Holy Bible
|
Memory verse
|
By the end of the lesson, the learner should be able to:
Recite a memory verse from 119:105 about the Bible |
Learners to sing a song about the Bible Recite a memory
verse about the Bible |
Why do we read the Bible?
|
Bible
|
Oral questions
|
|
| 7 | 2 |
The Holy Bible
|
Memory verse
|
By the end of the lesson, the learner should be able to:
Recite a memory verse from 119:105 about the Bible |
Learners to sing a song about the Bible Recite a memory
verse about the Bible |
Why do we read the Bible?
|
Bible
|
Oral questions
|
|
| 7 | 3 |
The Holy Bible
|
Divisions of the Bible
|
By the end of the lesson, the learner should be able to:
strand the learner state the number of books in the old testament |
Learners to state the number of books in the old testament
|
Why do we read the Bible?
|
Bible
|
Oral questions
|
|
| 8 |
MIDTERM |
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| 9 | 1 |
The Holy Bible
|
First books of the old testament (law books)
|
By the end of the lesson, the learner should be able to:
Identify the first two books of the old testament to be familiar with the Bible |
Learners to identify the first two books of the Bible
Make flash cards on the first two books of the Bible |
Which is the first book of the Bible?
|
Flash cards Bible
|
Observation Oral questions
|
|
| 9 | 2 |
The Holy Bible
|
Role play (number of book in the old testament)
|
By the end of the lesson, the learner should be able to:
strand the learner state the names of the books of the old testament to be familiar with the Bible |
Learners to state the names of the books of the old testament
|
Which are the first books of the old testament?
|
Flash cards
|
Observation Oral questions
|
|
| 9 | 3 |
The Holy Bible
|
Bible story the call of Samuel
|
By the end of the lesson, the learner should be able to:
Describe the call of Samuel and relate it to their daily lives |
Learn to describe the call the call of Samuel and relate it to their daily lives by obeying God
|
Who called Samuel?
|
Bible
|
Oral questions
|
|
| 10 | 1 |
The Holy Bible
|
The call of Samuel
|
By the end of the lesson, the learner should be able to:
Describe the call of Samuel according to what they watched |
Learners to watch a video clip on the call of Samuel
|
How many times was Samuel called?
|
Bible
|
Oral questions
|
|
| 10 | 2 |
The Holy Bible
|
The call of Samuel
|
By the end of the lesson, the learner should be able to:
strand the learner describe the call of Samuel after role playing |
Learners to role play a skit on the call of Samuel
|
How many times was Samuel called?
|
Bible
|
Observation Oral questions
|
|
| 10 | 3 |
The Holy Bible
|
Reasons
why God chose Noah
|
By the end of the lesson, the learner should be able to:
The able to state reasons why God chose Noah to build the ark. |
Learners to state
reasons why God chose Noah to build the ark. |
Why did God
choose Noah to build the ark.
|
Bible
|
Oral
questions Written quizzes
|
|
| 11 | 1 |
The Holy Bible
|
The story of Noah and the ark
|
By the end of the lesson, the learner should be able to:
Narrate the story of Noah and the ark and relate it to their lives by obeying God and their parents. |
Learners to narrate the story of Noah and the ark
|
Who built the ark?
|
Bible
|
Written quizzes Listening
|
|
| 11 | 2 |
The Holy Bible
|
The story of Noah and the ark
|
By the end of the lesson, the learner should be able to:
Narrate the story of Noah and the ark and relate it to their lives by obeying God and their parents. |
Learners to narrate the story of Noah and the ark
|
Who built the ark?
|
Bible
|
Written quizzes Listening
|
|
| 11 | 3 |
The Holy Bible
|
Importance of obeying parents
|
By the end of the lesson, the learner should be able to:
strand the learner state the importance of obeying parents at home. |
Learners to state the importance of obeying parents
|
Why do you obey parents?
|
Bible
|
Oral questions
|
|
| 12 | 1 |
The Holy Bible
|
Noah and the ark (Role play)
|
By the end of the lesson, the learner should be able to:
Narrate the story od Noah and relate it to their lives by obeying God and parents |
Learners to role play the story of Noah and the ark.
|
How did Noah respond to God?
|
Picture cut out of the ark
|
Observation check list
|
|
| 12 | 2 |
The Holy Bible
|
Daniel prays to God
|
By the end of the lesson, the learner should be able to:
Mention number of times Daniel prayed to God and relate it to their lives |
Learners to mention number of times Daniel prayed to God
|
How many times did Daniel pray in a day?
|
Bible
|
Oral questions
|
|
| 12 | 3 |
The Holy Bible
|
Daniel in the den of lions
|
By the end of the lesson, the learner should be able to:
strand the learner narrate the story of Daniel in the den od lions |
Learners to listen and answer questions from the story
|
Why was Daniel thrown in the den of lions?
|
Pictures
|
Oral questions
|
|
| 13 |
END TERM EXAM |
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Your Name Comes Here