If this scheme pleases you, click here to download.
| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Listening and Speaking
|
Attentive Listening
|
By the end of the
lesson, the learner
should be able to:
Listen attentively during a conversation as they talk about the happenings in the picture. Pronounce the sounds /bl/ and /br/ correctly. Recognize new words used in the theme (s) to acquire a range of vocabulary. identify words with sounds /bl/ and /br/ |
Learners are helped to practice correct sitting
posture in groups and pairs Learners engage in drama to practice good eye contact, appropriate facial expressions and gestures in small groups and in pairs. Learners demonstrate and interpret facial expressions and gestures as seen from posters, pictures, demonstration, and role play. Learner |
Why do you look at
someone
|
Pictures, photos, audio visual illustrations of attentive listening.
New Progressive Primary English Learners Book/Grade 3 pg. 2-3 |
Observe learners
|
|
| 1 | 2 |
Listening and Speaking
|
Attentive Listening
|
By the end of the
lesson, the learner
should be able to:
Listen attentively during a conversation as they talk about the happenings in the picture. Pronounce the sounds /bl/ and /br/ correctly. Recognize new words used in the theme (s) to acquire a range of vocabulary. identify words with sounds /bl/ and /br/ |
Learners are helped to practice correct sitting
posture in groups and pairs Learners engage in drama to practice good eye contact, appropriate facial expressions and gestures in small groups and in pairs. Learners demonstrate and interpret facial expressions and gestures as seen from posters, pictures, demonstration, and role play. Learner |
Why do you look at
someone
|
Pictures, photos, audio visual illustrations of attentive listening.
New Progressive Primary English Learners Book/Grade 3 pg. 2-3 |
Observe learners
|
|
| 1 | 3 |
Listening and Speaking
|
Attentive Listening
|
By the end of the
lesson, the learner
should be able to:
Listen attentively during a conversation as they talk about the happenings in the picture. Pronounce the sounds /bl/ and /br/ correctly. Recognize new words used in the theme (s) to acquire a range of vocabulary. identify words with sounds /bl/ and /br/ |
Learners are helped to practice correct sitting
posture in groups and pairs Learners engage in drama to practice good eye contact, appropriate facial expressions and gestures in small groups and in pairs. Learners demonstrate and interpret facial expressions and gestures as seen from posters, pictures, demonstration, and role play. Learner |
Why do you look at
someone
|
Pictures, photos, audio visual illustrations of attentive listening.
New Progressive Primary English Learners Book/Grade 3 pg. 2-3 |
Observe learners
|
|
| 2 | 1 |
Listening and Speaking
|
Language
Structures and
Functions-sentences
|
By the end of the
lesson, the learner
should be able to:
identify activities in the pictures on learner |
Learners observe pictures
showing singular and plural subjects and construct correct oral sentences. Learner |
What is the cat doing?
|
Realia, pictures and photos, audio visual clips with sentence constructions subject
|
Oral questions, Portfolio, Observation
|
|
| 2 | 2 |
Listening and Speaking
|
Language
Structures and
Functions-sentences
|
By the end of the
lesson, the learner
should be able to:
identify activities in the pictures on learner |
Learners observe pictures
showing singular and plural subjects and construct correct oral sentences. Learner |
What is the cat doing?
|
Realia, pictures and photos, audio visual clips with sentence constructions subject
|
Oral questions, Portfolio, Observation
|
|
| 2 | 3 |
Listening and Speaking
|
Language
Structures and
Functions-sentences
|
By the end of the
lesson, the learner
should be able to:
identify activities in the pictures on learner |
Learners observe pictures
showing singular and plural subjects and construct correct oral sentences. Learner |
What is the cat doing?
|
Realia, pictures and photos, audio visual clips with sentence constructions subject
|
Oral questions, Portfolio, Observation
|
|
| 3 | 1 |
Reading
|
Connected text and fluency
|
By the end of the
lesson, the learner
should be able to:
strand, : Read a text of about 200 words transitioning from phrasal to fluent reading Explain why they need to know how to read Read at 90 words per minute accurately and fluently with expression, Enjoy reading a variety of texts that are appropriate for the grade levels. |
Learners are guided to read in small groups
and pairs. Learners read short passages, narratives or short poems aloud as modelled by the teacher. |
What do you love
reading?
Which books do
you enjoy reading?
|
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. 4-5 |
Oral questions, Portfolio, Observation
|
|
| 3 | 2 |
Reading
|
Connected text and fluency
|
By the end of the
lesson, the learner
should be able to:
strand, : Read a text of about 200 words transitioning from phrasal to fluent reading Explain why they need to know how to read Read at 90 words per minute accurately and fluently with expression, Enjoy reading a variety of texts that are appropriate for the grade levels. |
Learners are guided to read in small groups
and pairs. Learners read short passages, narratives or short poems aloud as modelled by the teacher. |
What do you love
reading?
Which books do
you enjoy reading?
|
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. 4-5 |
Oral questions, Portfolio, Observation
|
|
| 3 | 3 |
Reading
|
Connected text and fluency
|
By the end of the
lesson, the learner
should be able to:
strand, : Read a text of about 200 words transitioning from phrasal to fluent reading Explain why they need to know how to read Read at 90 words per minute accurately and fluently with expression, Enjoy reading a variety of texts that are appropriate for the grade levels. |
Learners are guided to read in small groups
and pairs. Learners read short passages, narratives or short poems aloud as modelled by the teacher. |
What do you love
reading?
Which books do
you enjoy reading?
|
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. 4-5 |
Oral questions, Portfolio, Observation
|
|
| 4 | 1 |
Writing
|
Pre-Writing
|
By the end of the
lesson, the learner
should be able to:
s Demonstrate appropriate posture in preparation for writing with ease, Exhibit appropriate eye hand coordination in preparation for writing. Appreciate the importance of positioning writing materials appropriately while writing. Discuss importance of having the correct posture when writing |
Learners demonstrate appropriate sitting
position in small groups and in pairs. Learners are guided to sit appropriately, in preparation for writing. Copy the words given correctly. |
How do you sit when writing?
How do you place
your books.
Which materials do you use for
writing?
|
Realia, charts, pictures/ photographs and models of good sitting postures in readiness for writing.
New Progressive Primary English Learners Book/Grade 3 pg. 5 |
Oral questions, Portfolio, Observation.
|
|
| 4 | 2 |
Writing
|
Pre-Writing
|
By the end of the
lesson, the learner
should be able to:
s Demonstrate appropriate posture in preparation for writing with ease, Exhibit appropriate eye hand coordination in preparation for writing. Appreciate the importance of positioning writing materials appropriately while writing. Discuss importance of having the correct posture when writing |
Learners demonstrate appropriate sitting
position in small groups and in pairs. Learners are guided to sit appropriately, in preparation for writing. Copy the words given correctly. |
How do you sit when writing?
How do you place
your books.
Which materials do you use for
writing?
|
Realia, charts, pictures/ photographs and models of good sitting postures in readiness for writing.
New Progressive Primary English Learners Book/Grade 3 pg. 5 |
Oral questions, Portfolio, Observation.
|
|
| 4 | 3 |
Writing
|
Pre-Writing
|
By the end of the
lesson, the learner
should be able to:
s Demonstrate appropriate posture in preparation for writing with ease, Exhibit appropriate eye hand coordination in preparation for writing. Appreciate the importance of positioning writing materials appropriately while writing. Discuss importance of having the correct posture when writing |
Learners demonstrate appropriate sitting
position in small groups and in pairs. Learners are guided to sit appropriately, in preparation for writing. Copy the words given correctly. |
How do you sit when writing?
How do you place
your books.
Which materials do you use for
writing?
|
Realia, charts, pictures/ photographs and models of good sitting postures in readiness for writing.
New Progressive Primary English Learners Book/Grade 3 pg. 5 |
Oral questions, Portfolio, Observation.
|
|
| 5 | 1 |
Listening and Speaking
|
Pronunciation and Vocabulary.
|
By the end of the
lesson, the learner
should be able to:
Recognize new words used in the theme (s) to acquire a range of vocabulary. Pronounce the sounds /ch/ /cl/ related to the theme correctly for effective communication. Discuss what is happening in the picture on learners |
Learner
|
What activities do you do with your family members?
|
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. 6-7 |
Oral questions, Portfolio, Observation.
|
|
| 5 | 2 |
Listening and Speaking
|
Pronunciation and Vocabulary.
|
By the end of the
lesson, the learner
should be able to:
Recognize new words used in the theme (s) to acquire a range of vocabulary. Pronounce the sounds /ch/ /cl/ related to the theme correctly for effective communication. Discuss what is happening in the picture on learners |
Learner
|
What activities do you do with your family members?
|
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. 6-7 |
Oral questions, Portfolio, Observation.
|
|
| 5 | 3 |
Listening and Speaking
|
Pronunciation and Vocabulary.
|
By the end of the
lesson, the learner
should be able to:
Recognize new words used in the theme (s) to acquire a range of vocabulary. Pronounce the sounds /ch/ /cl/ related to the theme correctly for effective communication. Discuss what is happening in the picture on learners |
Learner
|
What activities do you do with your family members?
|
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. 6-7 |
Oral questions, Portfolio, Observation.
|
|
| 6 | 1 |
Listening and Speaking
|
Language
Structures and
Functions
Subject-verb
agreement
Time.
|
By the end of the
lesson, the learner
should be able to:
Construct sentences about daily activities using subject-verb agreement correctly. Recognize the correct use of subject-verb agreement to form appropriate sentences. Appreciate the importance of subject verb agreement in achieving effective communication. |
Learner
|
What are the girls
holding?
What have they done?
|
Realia, pictures and photos, audio visual clips with sentence constructions subject
|
Oral questions, Portfolio, Observation
|
|
| 6 | 2 |
Listening and Speaking
|
Language
Structures and
Functions
Subject-verb
agreement
Time.
|
By the end of the
lesson, the learner
should be able to:
Construct sentences about daily activities using subject-verb agreement correctly. Recognize the correct use of subject-verb agreement to form appropriate sentences. Appreciate the importance of subject verb agreement in achieving effective communication. |
Learner
|
What are the girls
holding?
What have they done?
|
Realia, pictures and photos, audio visual clips with sentence constructions subject
|
Oral questions, Portfolio, Observation
|
|
| 6 | 3 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
Make predictions based on the pictures and the title of the story |
Learners talk about the
picture/title before they read Who is there? and make predictions. Learner answer questions after reading a text by getting clues from the story read. Read and retell a poem to enhance oral communication. |
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. 8-10 |
Oral questions, Portfolio, Observation.
|
|
| 7 | 1 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
Join words in the table to form sentences Explain importance of writing using good and visible handwriting Have fun writing sentences about the picture on learners |
Learners copy sentences.
Learner |
Why should one write with good handwriting?
|
Realia, charts, pictures/ photographs and illustrations of writing.
New Progressive Primary English Learners Book/Grade 3 pg. 10-11 |
Oral questions, Portfolio, Observation
|
|
| 7 | 2 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
Join words in the table to form sentences Explain importance of writing using good and visible handwriting Have fun writing sentences about the picture on learners |
Learners copy sentences.
Learner |
Why should one write with good handwriting?
|
Realia, charts, pictures/ photographs and illustrations of writing.
New Progressive Primary English Learners Book/Grade 3 pg. 10-11 |
Oral questions, Portfolio, Observation
|
|
| 7 | 3 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
able to: Pronounce the Sounds /dr/ /fl/ related to the theme correctly for effective Communication. Identify words with sounds /dr/ and /fl/ Discuss what is happening in the picture in learners |
Learner
|
How are these
words
pronounced? Dress, flag.
|
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. 12-13 |
Oral questions, Portfolio, Observation
|
|
| 8 | 1 |
Listening and Speaking
|
Language
Structures and Functions.
Subject-verb
agreement
Time
Have, Has
|
By the end of the
lesson, the learner
should be able to:
Observe picture on learners |
Learners observe pictures
showing singular and plural subjects and construct correct oral sentences. Learner |
What have they done?
|
Realia, pictures and photos, audio visual clips with sentence constructions subject
|
Oral questions, Portfolio, Observation
|
|
| 8 |
MIDTERM BREAK |
||||||||
| 10 |
ASSESSMENTS AND CLOSING |
||||||||
Your Name Comes Here