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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 |
Opener Assessment |
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| 2 | 1 |
Reading
|
Connected text and fluency.
|
By the end of the
lesson, the learner
should be able to:
Read the story |
Learners play a reading game to see who
completes reading |
What is happening in the picture?
|
Slides and flash cards with phrases, charts with poems, story books, audio recordings of stories to help learners with
expression. New Progressive Primary English Learners Book/Grade 3 pg. 24-25 |
Oral questions, Portfolio, Observation.
|
|
| 2 | 2 |
Reading
|
Connected text and fluency.
|
By the end of the
lesson, the learner
should be able to:
Read the story |
Learners play a reading game to see who
completes reading |
What is happening in the picture?
|
Slides and flash cards with phrases, charts with poems, story books, audio recordings of stories to help learners with
expression. New Progressive Primary English Learners Book/Grade 3 pg. 24-25 |
Oral questions, Portfolio, Observation.
|
|
| 2 | 3 |
Reading
|
Connected text and fluency.
|
By the end of the
lesson, the learner
should be able to:
Read the story |
Learners play a reading game to see who
completes reading |
What is happening in the picture?
|
Slides and flash cards with phrases, charts with poems, story books, audio recordings of stories to help learners with
expression. New Progressive Primary English Learners Book/Grade 3 pg. 24-25 |
Oral questions, Portfolio, Observation.
|
|
| 2 | 4 |
Reading
|
Connected text and fluency.
|
By the end of the
lesson, the learner
should be able to:
Read the story |
Learners play a reading game to see who
completes reading |
What is happening in the picture?
|
Slides and flash cards with phrases, charts with poems, story books, audio recordings of stories to help learners with
expression. New Progressive Primary English Learners Book/Grade 3 pg. 24-25 |
Oral questions, Portfolio, Observation.
|
|
| 2 | 5 |
Writing
|
Guided Writing
|
By the end of the
lesson, the learner
should be able to:
Practice making sentences by joining words provided on learner |
Learners observe and
respond to picture prompts appropriately. Learners write a three word sentence using the prompts. Learners are guided in filling in the gaps correctly and meaningfully. In groups and pairs, learners match pictures with words. |
What makes up a sentence?
|
Realia, charts, pictures/ photographs that prompt learners to write.
New Progressive Primary English Learners Book/Grade 3 pg. 25 |
Oral questions, Portfolio, Observation
|
|
| 3 | 1 |
Listening and Speaking.
|
Pronunciation and Vocabulary.
|
By the end of the
lesson, the learner
should be able to:
Pronounce words with sounds /st/ and /sn/ correctly. Observe picture on leaners book and discuss what people are doing Discuss importance of helping one another Enjoy helping out with doing house hold chores |
Learners are guided to use the vocabulary correctly through dramatization and role play in the classroom, use of realia, pictures, verbal or situational contexts and synonyms.
Learners listen to the vocabulary used in oral and written sentences and use it in their own sentences and dialogues. |
What chore do you do at home?
|
Realia, charts, pictures/ audio tapes
New Progressive Primary English Learners Book/Grade 3 pg. 26-27 |
Oral questions, Portfolio, Observation
|
|
| 3 | 2 |
Listening and Speaking.
|
Pronunciation and Vocabulary.
|
By the end of the
lesson, the learner
should be able to:
Pronounce words with sounds /st/ and /sn/ correctly. Observe picture on leaners book and discuss what people are doing Discuss importance of helping one another Enjoy helping out with doing house hold chores |
Learners are guided to use the vocabulary correctly through dramatization and role play in the classroom, use of realia, pictures, verbal or situational contexts and synonyms.
Learners listen to the vocabulary used in oral and written sentences and use it in their own sentences and dialogues. |
What chore do you do at home?
|
Realia, charts, pictures/ audio tapes
New Progressive Primary English Learners Book/Grade 3 pg. 26-27 |
Oral questions, Portfolio, Observation
|
|
| 3 | 3 |
Listening and Speaking.
|
Pronunciation and Vocabulary.
|
By the end of the
lesson, the learner
should be able to:
Pronounce words with sounds /st/ and /sn/ correctly. Observe picture on leaners book and discuss what people are doing Discuss importance of helping one another Enjoy helping out with doing house hold chores |
Learners are guided to use the vocabulary correctly through dramatization and role play in the classroom, use of realia, pictures, verbal or situational contexts and synonyms.
Learners listen to the vocabulary used in oral and written sentences and use it in their own sentences and dialogues. |
What chore do you do at home?
|
Realia, charts, pictures/ audio tapes
New Progressive Primary English Learners Book/Grade 3 pg. 26-27 |
Oral questions, Portfolio, Observation
|
|
| 3 | 4 |
Listening and Speaking
|
Language
Structures and
Functions
Indefinite pronouns:
Anybody
Somebody.
|
By the end of the
lesson, the learner
should be able to:
able to: Identify indefinite pronouns in communication about home and school. Enjoy using indefinite pronouns in their day-to-day communication. Discuss function and when we use indefinite pronouns |
Learners are guided to practice oral sentences using indefinite pronouns in pairs and in groups.
Learners listen to a story, poem or conversation read by the teacher or from computing devices and responds to questions based on indefinite pronouns. |
When do you use indefinite pronouns?
|
Flash cards with indefinite pronouns, word wheels, charts, audio clips with sentence constructions with indefinite pronouns.
New Progressive Primary English Learners Book/Grade 3 pg. 27-28 |
Oral questions, Portfolio, Observation.
|
|
| 3 | 5 |
Listening and Speaking
|
Language
Structures and
Functions
Indefinite pronouns:
Anybody
Somebody.
|
By the end of the
lesson, the learner
should be able to:
able to: Identify indefinite pronouns in communication about home and school. Enjoy using indefinite pronouns in their day-to-day communication. Discuss function and when we use indefinite pronouns |
Learners are guided to practice oral sentences using indefinite pronouns in pairs and in groups.
Learners listen to a story, poem or conversation read by the teacher or from computing devices and responds to questions based on indefinite pronouns. |
When do you use indefinite pronouns?
|
Flash cards with indefinite pronouns, word wheels, charts, audio clips with sentence constructions with indefinite pronouns.
New Progressive Primary English Learners Book/Grade 3 pg. 27-28 |
Oral questions, Portfolio, Observation.
|
|
| 4 | 1 |
Reading
|
Word Reading
|
By the end of the
lesson, the learner
should be able to:
Pronounce words with sounds /st/ and /sn/ correctly Explain the meaning of vocabularies on leaners book Have fun finding word in the puzzle on leaners book Read the story Moraa and the scare crow |
Learners recognize and read longer words as modeled by the teacher in
group, pairs and individually through look and say, exposure and other word- attack skills. Learners play word puzzle game by finding as they pronounce them. |
Can you find words in a puzzle?
|
Newspapers, word wheels, word slides, flash cards, videos, tablets, multimedia word lists, tablets, charts.
New Progressive Primary English Learners Book/Grade 3 pg. 29-30 |
Oral questions, Portfolio, Observation.
|
|
| 4 | 2 |
Writing
|
Guided Writing
|
By the end of the
lesson, the learner
should be able to:
Write events from the picture to tell a story of what happened for effective communication, Recognize the correct form and meaning of the words to be used in filling in gaps. Appreciate the importance of writing correctly in an orderly manner for effective communication |
Learners observe pictures on leaners book and
. Learners write a three word sentence using the prompts. Learners are guided in filling in the gaps correctly and meaningfully. In groups and pairs, learners |
What is the likely chronological order of events as per the pictures on leaners book?
|
Realia, charts, pictures/ photographs that prompt learners to write.
New Progressive Primary English Learners Book/Grade 3 pg. 31 |
Oral questions, Portfolio, Observation.
|
|
| 4 | 3 |
Writing
|
Guided Writing
|
By the end of the
lesson, the learner
should be able to:
Write events from the picture to tell a story of what happened for effective communication, Recognize the correct form and meaning of the words to be used in filling in gaps. Appreciate the importance of writing correctly in an orderly manner for effective communication |
Learners observe pictures on leaners book and
. Learners write a three word sentence using the prompts. Learners are guided in filling in the gaps correctly and meaningfully. In groups and pairs, learners |
What is the likely chronological order of events as per the pictures on leaners book?
|
Realia, charts, pictures/ photographs that prompt learners to write.
New Progressive Primary English Learners Book/Grade 3 pg. 31 |
Oral questions, Portfolio, Observation.
|
|
| 4 | 4 |
Writing
|
Guided Writing
|
By the end of the
lesson, the learner
should be able to:
Write events from the picture to tell a story of what happened for effective communication, Recognize the correct form and meaning of the words to be used in filling in gaps. Appreciate the importance of writing correctly in an orderly manner for effective communication |
Learners observe pictures on leaners book and
. Learners write a three word sentence using the prompts. Learners are guided in filling in the gaps correctly and meaningfully. In groups and pairs, learners |
What is the likely chronological order of events as per the pictures on leaners book?
|
Realia, charts, pictures/ photographs that prompt learners to write.
New Progressive Primary English Learners Book/Grade 3 pg. 31 |
Oral questions, Portfolio, Observation.
|
|
| 4 | 2-5 |
Writing
|
Guided Writing
|
By the end of the
lesson, the learner
should be able to:
Write events from the picture to tell a story of what happened for effective communication, Recognize the correct form and meaning of the words to be used in filling in gaps. Appreciate the importance of writing correctly in an orderly manner for effective communication |
Learners observe pictures on leaners book and
. Learners write a three word sentence using the prompts. Learners are guided in filling in the gaps correctly and meaningfully. In groups and pairs, learners |
What is the likely chronological order of events as per the pictures on leaners book?
|
Realia, charts, pictures/ photographs that prompt learners to write.
New Progressive Primary English Learners Book/Grade 3 pg. 31 |
Oral questions, Portfolio, Observation.
|
|
| 5 |
Eid-ul Adha |
||||||||
| 6 | 1 |
Listening and Speaking.
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
Observe pictures on leaners book and talk about what is happening Pronounce the vocabulary with the consonant sounds /wr/ /pr/ related to the theme correctly for effective communication. Name things found around home Have fun constructing sentences using new words. |
Learners are guided to use the vocabulary correctly through dramatization and role play in the classroom, use of realia, pictures, verbal or situational contexts and synonyms.
Learners to Pronounce the vocabulary with the consonant sounds /wr/ /pr/ related to the theme correctly for effective communication. |
What is a cave?
|
Picture and word cards with the consonant blends, word wheels and computing devices that are available.
New Progressive Primary English Learners Book/Grade 3 pg. 32-33 |
Oral questions, Portfolio, Observation.
|
|
| 6 | 2 |
Listening and Speaking.
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
Observe pictures on leaners book and talk about what is happening Pronounce the vocabulary with the consonant sounds /wr/ /pr/ related to the theme correctly for effective communication. Name things found around home Have fun constructing sentences using new words. |
Learners are guided to use the vocabulary correctly through dramatization and role play in the classroom, use of realia, pictures, verbal or situational contexts and synonyms.
Learners to Pronounce the vocabulary with the consonant sounds /wr/ /pr/ related to the theme correctly for effective communication. |
What is a cave?
|
Picture and word cards with the consonant blends, word wheels and computing devices that are available.
New Progressive Primary English Learners Book/Grade 3 pg. 32-33 |
Oral questions, Portfolio, Observation.
|
|
| 6 | 3 |
Listening and Speaking.
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
Observe pictures on leaners book and talk about what is happening Pronounce the vocabulary with the consonant sounds /wr/ /pr/ related to the theme correctly for effective communication. Name things found around home Have fun constructing sentences using new words. |
Learners are guided to use the vocabulary correctly through dramatization and role play in the classroom, use of realia, pictures, verbal or situational contexts and synonyms.
Learners to Pronounce the vocabulary with the consonant sounds /wr/ /pr/ related to the theme correctly for effective communication. |
What is a cave?
|
Picture and word cards with the consonant blends, word wheels and computing devices that are available.
New Progressive Primary English Learners Book/Grade 3 pg. 32-33 |
Oral questions, Portfolio, Observation.
|
|
| 6 | 4 |
Listening and Speaking.
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
Observe pictures on leaners book and talk about what is happening Pronounce the vocabulary with the consonant sounds /wr/ /pr/ related to the theme correctly for effective communication. Name things found around home Have fun constructing sentences using new words. |
Learners are guided to use the vocabulary correctly through dramatization and role play in the classroom, use of realia, pictures, verbal or situational contexts and synonyms.
Learners to Pronounce the vocabulary with the consonant sounds /wr/ /pr/ related to the theme correctly for effective communication. |
What is a cave?
|
Picture and word cards with the consonant blends, word wheels and computing devices that are available.
New Progressive Primary English Learners Book/Grade 3 pg. 32-33 |
Oral questions, Portfolio, Observation.
|
|
| 6 | 5 |
Listening and Speaking
Environment
|
Language
structures and
functions
Singular and
plurals of irregular
nouns e.g.
Tooth
|
By the end of the
lesson, the learner
should be able to:
Use plural forms of irregular nouns to talk about things and people at home and in school for effective communication. Identify singular and plural forms of irregular nouns for effective oral communication. Appreciate use of singular and plural nouns correctly for effective communication |
In small groups learners form plurals of specific words taking the singular and plural forms of irregular nouns.
Learners recite poems containing the singular and plural forms of irregular nouns. |
What are the plural forms of these nouns?
|
Pictures, photos, realia, computers, flash cards
New Progressive Primary English Learners Book/Grade 3 pg. 33-34 |
Oral questions, Portfolio, Observation.
|
|
| 7 | 1 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
Make predictions based on the pictures and titles and anticipate possible outcomes. Read and retell the story on leaners boom to enhance oral communication. Answer simple direct and indirect questions based on the text |
Learners talk about the
picture/title before they read a short print or digital text and make predictions. Learner |
What do you think will happen in this
story?
|
Newspaper cuttings of simple stories, audio-visual narrations, picture books
New Progressive Primary English Learners Book/Grade 3 pg.34-35 |
Oral questions, Portfolio, Observation.
|
|
| 7 | 2 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
Make predictions based on the pictures and titles and anticipate possible outcomes. Read and retell the story on leaners boom to enhance oral communication. Answer simple direct and indirect questions based on the text |
Learners talk about the
picture/title before they read a short print or digital text and make predictions. Learner |
What do you think will happen in this
story?
|
Newspaper cuttings of simple stories, audio-visual narrations, picture books
New Progressive Primary English Learners Book/Grade 3 pg.34-35 |
Oral questions, Portfolio, Observation.
|
|
| 7 | 3 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
Make predictions based on the pictures and titles and anticipate possible outcomes. Read and retell the story on leaners boom to enhance oral communication. Answer simple direct and indirect questions based on the text |
Learners talk about the
picture/title before they read a short print or digital text and make predictions. Learner |
What do you think will happen in this
story?
|
Newspaper cuttings of simple stories, audio-visual narrations, picture books
New Progressive Primary English Learners Book/Grade 3 pg.34-35 |
Oral questions, Portfolio, Observation.
|
|
| 7 | 4 |
Listening and speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
Spell and write words correctly that they can see in the environment for effective communication. Pronounce words with sounds /sm/ and /st/ correctly Discuss importance of keeping the environment clean Have fun cleaning the environment |
Learners to discuss ways of cleaning the environment
Learners to clean the environment and discuss importance of cleaning the environment. |
How do we spell the name of this picture/object?
|
Charts, posters, multimedia word lists, flash cards
New Progressive Primary English Learners Book/Grade 3 pg.36-37 |
Oral questions, Portfolio, Observation.
|
|
| 7 | 4-5 |
Listening and speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
Spell and write words correctly that they can see in the environment for effective communication. Pronounce words with sounds /sm/ and /st/ correctly Discuss importance of keeping the environment clean Have fun cleaning the environment |
Learners to discuss ways of cleaning the environment
Learners to clean the environment and discuss importance of cleaning the environment. |
How do we spell the name of this picture/object?
|
Charts, posters, multimedia word lists, flash cards
New Progressive Primary English Learners Book/Grade 3 pg.36-37 |
Oral questions, Portfolio, Observation.
|
|
| 8 |
MIDTERM BREAK |
||||||||
| 9 | 1 |
Listening and Speaking
Environment
|
Language
structures and
functions
Singular and
plurals of irregular
nouns e.g.
One man
|
By the end of the
lesson, the learner
should be able to:
Distinguish between singular and plural irregular nouns for appropriate oral communication at home and in school. Enjoy games involving the singular and plural forms of irregular nouns. Identify and use nouns in singular and plural forms correctly |
Learners are guided to
construct sentences based on pictures the singular and plural forms of irregular nouns. Learners listen to a story, poem or conversation read by the teacher or from computing devices and respond to questions based on singular and plural forms of irregular nouns. |
What is the plural of boy?
|
Pictures, photos, realia, computers, flash cards
New Progressive Primary English Learners Book/Grade 3 pg. 37-38 |
Oral questions, Portfolio, Observation.
|
|
| 9 | 2 |
Reading
|
A visit to the lake
|
By the end of the
lesson, the learner
should be able to:
Pronounce vocabularies with sounds /sm/ and /st/ correctly Read story on leaners book a visit to the lake correctly Answer comprehension questions correctly Have fun using plural and singular nouns correctly for effective communication |
Learners to predict what the story is about by the choice of title
Leaners to listen to audio recordings of words with sounds /sm/ and /st/ correctly |
What do you think the story is about?
|
Pictures, photos, realia, computers, flash cards
New Progressive Primary English Learners Book/Grade 3 pg. 38-41 |
|
|
| 9 | 3 |
Reading
|
A visit to the lake
|
By the end of the
lesson, the learner
should be able to:
Pronounce vocabularies with sounds /sm/ and /st/ correctly Read story on leaners book a visit to the lake correctly Answer comprehension questions correctly Have fun using plural and singular nouns correctly for effective communication |
Learners to predict what the story is about by the choice of title
Leaners to listen to audio recordings of words with sounds /sm/ and /st/ correctly |
What do you think the story is about?
|
Pictures, photos, realia, computers, flash cards
New Progressive Primary English Learners Book/Grade 3 pg. 38-41 |
|
|
| 9 | 4 |
Reading
|
A visit to the lake
|
By the end of the
lesson, the learner
should be able to:
Pronounce vocabularies with sounds /sm/ and /st/ correctly Read story on leaners book a visit to the lake correctly Answer comprehension questions correctly Have fun using plural and singular nouns correctly for effective communication |
Learners to predict what the story is about by the choice of title
Leaners to listen to audio recordings of words with sounds /sm/ and /st/ correctly |
What do you think the story is about?
|
Pictures, photos, realia, computers, flash cards
New Progressive Primary English Learners Book/Grade 3 pg. 38-41 |
|
|
| 9 | 5 |
Reading
|
A visit to the lake
|
By the end of the
lesson, the learner
should be able to:
Pronounce vocabularies with sounds /sm/ and /st/ correctly Read story on leaners book a visit to the lake correctly Answer comprehension questions correctly Have fun using plural and singular nouns correctly for effective communication |
Learners to predict what the story is about by the choice of title
Leaners to listen to audio recordings of words with sounds /sm/ and /st/ correctly |
What do you think the story is about?
|
Pictures, photos, realia, computers, flash cards
New Progressive Primary English Learners Book/Grade 3 pg. 38-41 |
|
|
| 14 |
End term Assessment |
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Your Name Comes Here