Lesson Note on REVISION TEST I: A READING COMPREHENSION (A TORTOISE AND A FARMER).

LESSON NOTES ON ENGLISH LANGUAGE FOR PRIMARY 6 

Topic: Revision Test I: A Reading Comprehension (A Tortoise and a Farmer).

Duration: 2 periods (35 Minutes Each)

Objectives: by the end of the lesson the pupils should be able to:

(1)Read a given passage fluently,

(2)Give a suitable title to the passage,

(3)Narrate the story of the on and state the lessons derived from the passage.

Previous knowledge: pupils can pronounce some words from the passage.

Instructional Materials: Macmillan new primary English book 6.

PROCEDURE:

Step I: prepare pupils for lessons with the use of a well-planned set induction. Revise pupils' previous knowledge by writing out some simple words from the passage and invite them to pronounce the words.

Step II: Introduce lesson by outlining the tasks/objectives of the day. Lead pupils to their English course book, page I. give them a sample reading in section A.

Step III: Develop lesson by reading section B on the comprehension passage with the class. Let pupils read after you to ensure fluency. Explain the story content of the passage to the class.

Step IV: Develop lesson further by asking pupils to point out some new/difficult words from the passage. Treat words with them, and ask them to use the words for sentences.

Step V: Evaluation: Evaluate lesson and pupils' understanding by asking them to:

1.   Read the passage, one after the other

2.   Give the suitable title of the passage

3.   Narrate the content of the story and state the lesson derived from the passage.

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Lesson Note on GOD WANTS US TO WORK

LESSON NOTE FOR PRIMARY 5

TOPIC: God wants us to work: Genesis 2:15, 2 Thessalonians 3:6-13

DURATION: 3 periods of 35 minutes each

OBJECTIVES: At the end of the lesson, the pupils should be able to;

i.             Define the term work

ii.            Mention different types of work

iii.          Explain why people should work

iv.          Explain the importance of every occupation

PREVIOUS KNOWLEDGE: Pupils can mention the ways God provides for our needs

INSTRUCTIONAL MATERIALS:

1.   The holy bible

2.   Working implements e.g. hoe, fishing net, cutlass, wood

PROCEDURE

Step I: Revise the previous lesson by asking the pupils to mention the

ways God provides for our needs

Step II: introduce the new lesson by asking the pupils to mention the

types of work they do at home

Step III: Explain that work means doing something that involves physical

or mental effort. It could also be seen as the job that one does to get money. God wants us to work. In Genesis 2:15, “The lord God placed the man in the garden of Eden to cultivate it and guard”. In 2 Thessalonians 3:6-13; Apostle Paul emphasize the need to work for a living as did him and his fellow workers. He command the brethren to keep away from all lazy believers whoever refuses to work is not allowed to eat. People should work to earn a living. Some of the work that could be done to earn a living are, farming, carpentry, teaching sewing, driving e.t.c.

Step IV: Show some working implements to the pupils and ask them to

identify their uses. Guide the pupils in discussion on the works people do and state why they do them

Step V: Evaluate the lesson by asking the pupils to name types of work

and mention three reasons while people must work

Step VI: Briefly summarize the lesson and give chalkboard

HOMEWORK

i.             Name the work your parents do.

ii.            Why do people work?

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Lesson Note on SOCIAL ENVIRONMENT

LESSON NOTE ON SOCIAL STUDIES FOR PRIMARY 4

                                                                                                                                              

TOPIC: Social Environment

DURATION: 2 periods (35 Minutes each)

OBJECTIVES: By the end of the lesson the pupils should be able to:

1.    Explain social environment

PREVIOUS KNOWLEDGE: Pupils are familiar with their environment

PERIOD	TOPIC
1	Meaning of social environment

PROCEDURE

TEACHING AID: Pupils text book

STEP I: Arouse pupils interest by asking them to mention some of the things found in their environment

STEP II: Introduce lesson by explaining the meaning of social environment: It is referred to as the immediate physical and social setting in which people live or in which something happens or develops. It includes the culture that the individual was educated or lives in, and the people and institutions with whom they interact.

 Man is a social being;
- He enjoys and depends on the company of others.
- People live together in groups
- Established set of patterns of behavior regarding customs
- People organize their daily lives, like the kind of food they eat, their dress, language, occupation and culture; guided by religion and moral values
- Passed these from one generation to another.

STEP III: Develop lesson by stating some of the things found in the environment: things found in the environment are:

1.   plants

2.   Houses

3.   Rocks

4.   Vehicles

5.   Man

6.   Rivers etc

STEP IV: EVALUATION; Evaluate pupils by asking them to:

 Explain social environment

Assignment: list 3 relationship that exist between some members of a family

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Lesson Note on MEANING OF LIVING THINGS AND EXAMPLES OF LIVING THINGS

LESSON NOTE ON SCIENCE FOR PRIMARY 3

PERIODS	TOPICS
1	Meaning of living things and examples of living things
2	Plants as living things

PERIOD I

TOPIC: Meaning of living things and examples of living things

DURATION: 35 minutes

OBJECTIVES: At the end of the lesson the pupils should be able to

i.             Define the term living things

ii.            Identify some living things in the locality

iii.          Explain why plants and animals are known as living things

iv.          Write 5 examples of living things (plants and animals ) they know

PREVIOUS KNOWLEDGE: Pupils can name the animals and plants in their locality.

INSTRUCTIONAL MATERIALS: Charts showing some plants and animals.

PROCEDURE

Step I: Revise the previous lesson by asking the pupils to name the

domestic animals and plants known to them.

Step II: Introduce the new lesson by asking the pupils to say what

happens to the animals and plants when they are old or cut.

Step III: Explain that plants and animals are known as living things.

Living things are those things that have life. They live and die after

some periods e.g dog, man, goat, flowers, trees, fowl etc.

Step IV: Hang the charts showing plants and animals and ask the pupils

one by one to identify the pictures in the chart. Let them name other

animals and plants apart from those that have been mentioned.

EVALUATION: Ask the pupils the following questions to evaluate the lesson

i.             What is the meaning of living things ?

ii.            Give examples of living things

iii.          Why are plants and animals called living things?

Step V: Briefly summarize the lesson and give chalkboard summary.

CHALKBOARD SUMMARY

MEANING OF LIVING THINGS

Living things are those things that have life. They grow, breath, reproduce and feed.

EXAMPLES OF LIVING THINGS

1.   Animals: man, goat, fowl, dog, dog, lizard etc.

2.   Plants: Grasses, flower plant, pawpaw plant, cassava plants, maize, mango, weeds.

ASSIGNMENTS

1.   Write 4 animals that you know

2.   Name 4 plants in the school compound 

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Lesson Note on NUMBER AND NUMERATION: Whole Numbers 1-20

LESSON NOTE ON MATHEMATICS FOR PRIMARY 2

TOPIC: NUMBER AND NUMERATION: Whole Numbers 1-20

DURATION: 5 periods (35 Minutes each)

OBJECTIVES: By the end of the lesson the pupils should be able to:

1, count numbers correctly from 1-200;

2, identify and read numbers from 1 – 200;

3, identify numbers in their order of magnitude

4, Write 1 to 200.

PREVIOUS KNOWLEDGE: Pupils can count 1-10

TEACHING AID: Concrete objects such as bottle tops, sticks, seeds, small waterproof bags for bundles of seeds/bottle tops, ropes, straws and two hundred square charts etc.
Flash cards and Charts of numbers 1-200 etc.

PROCEDURE:

STEP1: Stimulate pupils’ interest for the day’s task by the use of set induction. Revise their previous knowledge by asking them to count 1-10.

STEP2:  Introduce new lesson by engaging pupils in a song that has to do with counting. Guides pupils to revise counting of numbers from 1-99 using counters and 100-square charts;

STEP3: Develop lesson by adding one counter to 99 counters, and recap that 100 is equal to 99 plus one i.e. 100 = 99 + 1. Guide pupils to
count numbers 1 to 200. Write 1 to 200 on the chalkboard and count with pupils. Invite pupils to identify some numbers on the chalkboard eg 12, 15, 23, etc

STEP4: Develop lesson further by guiding pupils to use the teaching aid to build up piles in tens and units, and demonstrates that bringing three piles of tens and eight sticks represents 38, etc. Build up piles in tens and units. Guide pupils to use bundles or piles to demonstrate place value. Write numbers 1 to 200 on the chalkboard and guide pupils to write same in their Maths notebook

STEP5: EVALUATION: Evaluate lesson and pupils’ understanding by asking them to:

1, count numbers correctly from 1-200;

2, identify and read numbers from 1 – 200;

3, identify numbers in their order of magnitude

4, Write 1 to 200.

Homework

Pupils should write from 1 to 300

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Lesson Note on PHONOLOGICAL AWARENESS

LESSON NOTES ON ENGLISH LANGUAGE FOR PRIMARY ONE

TOPIC: Phonological Awareness

DURATION: periods (35 Minutes each)

OBJECTIVES: By the end of the lesson the pupils should be able to:

1.   Identify and name sounds made by various animals; and

2.   Reproduce sounds made by animals.

PREVIOUSKNOWLEDGE: Pupils can mention the name of animals.

TEACHINGAID: Picture books, pictures of animals, appropriate rhymes, etc.

PROCEDURE:

STEP1: Prepare pupils’ interest with a set induction. Revise their previous knowledge through play-way method. Get them to mention the name of animals known to them.

STEP2: Introduce lesson by humming some songs with pupils. Let pupils mention some animals known to them and show them pictures of different animals.

STEP3: Develop lesson using the above pictures. Guiding pupils to produce sounds by various animals.

STEP4: Develop lesson further by leading pupils to auditory perception and discrimination of animal sounds
- Sounds of domestic animals such as cat, horse, dog, cock, cow, goat, cock, etc. ensure that they identify and imitate the sound of the various animals.

STEP5: EVALUATION: Evaluate lesson and pupils’ understanding by asking them to:

1.   Identify and name sounds made by various animals; and

2.   Reproduce sounds made by animals.

HOMEWORK

Pupils should mention three domestic animals and their sounds

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