Content Impact Day 1: Class/ Time/ Subject

CLASS/ TIME/ SUBJECT 'A( 1
CONTENT
IMPACT
)o*%# + L"#,&n"n and S-&a."n T$&/& + Wo0!d O1 2no3!&d & To-"* + W$&0& A/ I4 Con,&n, S,anda0d + 1.1 By the end of the 6-year primary schooling, pupils will be able
to pronounce words and speak confidently with the correct stress, rhythm and intonation.
9E)LECTION Attendance 11 2111 1112111 of the pupils able to achieve the ob3ectives. 1112111 of the pupils able to answer the "uestions correctly. 1112111 of the pupils need e%tra guidance. 1112111 of the pupils able to master today4s lesson. 1112111 of the +,-./ pupils able to follow the activities well. #eacher0s action
1.2 By the end of the 6-year primary schooling, pupils will be able
to listen and respond appropriately in formal and informal situations for a variety of purposes.
L&a0n"n S,anda0d + 1.1.4 Able to talk about a stimulus with guidance. 1.2.2 Able to participate in daily conversations b! make polite re"uests 1.2.3 Able to give
b! simple directions to places in school.
Monday 00. 00. 2014 2 Waja 9.50 - 11.20 En !"#$ Lan %a &
O5j&*,"6&# + By the end of the lesson, pupils will be able to (a) talk about the stimulus given with guidance. (b) give simple directions to places in school. A*,"6","&# + 1. #eacher brings the pupils to 4 places in the school. -*an,&&n -o11"*& -!"50a0y -#,a110oo/ 2. $upils identify the 4 places. 3. #eacher shows the picture cards to the pupils. 4. #eacher asks pupils to name the places in school that they have seen previously. 5. $upils match the picture cards to the correct word cards on the board. 6. #eacher spells the words and pupils read after the teacher. 7. #eacher asks pupils to ,a!. a5o%, ,$& -!a*&# in school with guidance. 8. #eacher introduces o #,0a" $,7 ,%0n 0" $,7 ,%0n !&1,7 o -a#, and "n 10on, o1 to the pupils. 9. #eacher gives a few e%amples to pupils. 10. #eacher asks pupils to give the directions to different places. 11. #eacher drills pupils with the directions. &activity book pg 1'! T&a*$"n A"d# + #e%tbook, word cards, picture cards. T&a*$"n and !&a0n"n #,0a,& "&# + (onstructivism Add&d 8a!%& + )riendship A##&##/&n, + *bserve pupils can give the directions. +,-./ pupils can give simple directions with teacher0s guidance.
5 #oday4s lesson will be carried forward due to 1111111111111111111 1111111111111111111
CONTENT
IMPACT
)o*%# + 9&ad"n T$&/& + Wo0!d O1 2no3!&d & To-"* + W$&0& A/ I4 Con,&n, S,anda0d +
6.1 By the end of the 6-year primary schooling, pupils will be able to apply knowledge of sounds of letters to recognise words in linear and non-linear te%ts.
L&a0n"n S,anda0d +
6.1.1 Able to recognise and articulate initial, medial and the final sounds in single syllable words within given conte%t a> /a/ ?" $> // ?oa> 6.1.6 Able to blend phonemes into recogni7able words and read them aloud. 6.1.' Able to segment words into phonemes to spell.
T%&#day 00. 00. 2014 2 Waja :.;0 < =.;0 En !"#$ Lan %a &
O5j&*,"6&# + By the end of the lesson, pupils will be able to a) recogni7e and articulate the sound. b) blend phonemes into recogni7able words and read them c) segment words into phonemes to spell. A*,"6","&# + 1. #eacher shows the sound cards to pupils. 2. #eacher asks pupils to articulate the sounds in the word cards shown. 3. #eacher shows the te%t to the pupils that contain the /a/ ?" $> // ?oa> words. 4. $upils read the te%t and identify the words. 5. #eacher plays @ &, ", 0" $,A together with pupils in the group and asks pupils to form a word with the correct
sound card. aloud.
6. #eacher plays @$&a0 /& #ayA together with pupils and asks the last pupils to segment the words. 7. #eacher drills pupils with the sounds. 8. #eacher gives an e%ercise in the activity book as homework. &page 18! T&a*$"n A"d# + #e%tbook, activity book, letter cards, word cards, picture cards. T&a*$"n and !&a0n"n #,0a,& "&# + (onstructivism Add&d 8a!%& + )riendship A##&##/&n, + *bserve pupils can articulate the sounds. +,-./ pupils can blend and segment the words correctly with guidance.
CLASS/ TIME/ SUBJECT 'A( ;
CONTENT
IMPACT
)o*%# + W0","n T$&/& + Wo0!d O1 2no3!&d & To-"* + W$&0& A/ I4 Con,&n, S,anda0d + '.1 By the end of the 6-year primary schooling, pupils will be able to form letters and words in neat legible print including cursive writing. L&a0n"n S,anda0d +
'.1.1 Able to write in neat legible print a! words
W&dn&#day 00. 00. 2014 2 Waja 11.20 < 12.20
O5j&*,"6&# + By the end of the lesson, pupils will be able to d) 9rite the words correctly. e) Answer all the e%ercise given. A*,"6","&# + 1. #eacher shows the picture cards to pupils and asks pupils to guess the answers. 2. $upils match the picture cards to the correct word cards. 3. #eacher e%plains to pupils on how to write the words on the blackboard. 4. #eacher asks pupils to write the words in their activity book.&4line book! 5. #eacher drills pupils with the words. 6. #eacher and pupils identify the map and find the answers to help :evin to get to /ara0s house. &te%tbook pg 6'! 7. #eacher asks pupils to answer the e%ercises in their activity book. &activity book pg 1;! T&a*$"n A"d# + #e%tbook, sound cards, activity book, blackboard, chalk. T&a*$"n and !&a0n"n #,0a,& "&# + #hinking skills Add&d 8a!%& + )riendship. Ed%*a,"ona! E/-$a#"# + (onte%tual +earning. A##&##/&n, + *bserve pupils can write the words correctly. +,-./ pupils can write the words with guidance.
En !"#$ Lan %a &
CONTENT
IMPACT
)o*%# + Lan %a & A0,# T$&/& + Wo0!d O1 2no3!&d & To-"* + W$&0& A/ I4 Con,&n, S,anda0d + 4.6 By the end of the 6-year primary schooling pupils will be able to e%press personal response to literary te%ts. L&a0n"n S,anda0d + 4.6.1 Able to respond to b! pictures in books with guidance.
T$%0#day 00. 00. 2014 2 Waja =.00 < 9.;0 En !"#$ Lan %a &
O5j&*,"6&# + By the end of the lesson, pupils will be able to f) +ook up the meanings for each word. g) -ame the landmarks correctly. A*,"6","&# + 1. #eacher asks pupils to look at their picture dictionary 2. #eacher e%plains to pupils on how to find the meanings for each word. 3. #eacher asks pupils to look up for other words. 4. #eacher asks pupils to draw the landmarks on the map and name the landmarks 5. #eacher drills pupils with the words. T&a*$"n A"d# + #e%tbook, picture dictionary, activity book, map. T&a*$"n and !&a0n"n #,0a,& "&# + <ultiple ,ntelligences Mo0a! 8a!%& + =elpful Ed%*a,"ona! E/-$a#"# + <ultiple ,ntelligences A##&##/&n, + *bserve pupils can find the words and name the landmarks. +,-./ pupils can find the meaning at least two or three words with guidance.
CONTENT
IMPACT
)o*%# + L"#,&n"n and S-&a."n T$&/& + Wo0!d O1 2no3!&d & To-"* + W$&0& A/ I4 Con,&n, S,anda0d + 1.3 By the end of the 6-year primary schooling, pupils will be able
to pronounce words and speak confidently with the correct stress, rhythm and intonation.
1.4 By the end of the 6-year primary schooling, pupils will be able
to listen and respond appropriately in formal and informal situations for a variety of purposes.
Monday 00. 00. 2014 2 Waja 9.50 - 11.20 En !"#$ Lan %a &
L&a0n"n S,anda0d + 1.1.4 Able to talk about a stimulus with guidance. 1.2.4 Able to participate in daily conversations b! make polite re"uests 1.2.5 Able to give
b! simple directions to places in school.
O5j&*,"6&# + By the end of the lesson, pupils will be able to (c) talk about the stimulus given with guidance. (d) give simple directions to places in school. A*,"6","&# + 1. #eacher shows a simple map to the pupils. &te%tbook pg 66! 2. $upils identify the map carefully. 3. #eacher shows the word cards to the pupils. 4. #eacher asks pupils to name the places in the map that they have seen with guidance. 5. $upils paste the word cards to the correct pictures in the map. 6. #eacher spells the words and pupils read after the teacher. 7. #eacher introduces o #,0a" $, a!on 7 o #,0a" $, on7 ,%0n 0" $, "n,o and ,%0n !&1, "n,o to the pupils. 8. #eacher gives directions to the pupils. 9. #eacher asks pupils to paste the arrow on the map. 10. #eacher drills pupils with the directions. T&a*$"n A"d# + #e%tbook, word cards, picture cards, map. T&a*$"n and !&a0n"n #,0a,& "&# + (onstructivism Add&d 8a!%& + )riendship A##&##/&n, + *bserve pupils can give the directions. +,-./ pupils can give simple directions with teacher0s guidance.
CONTENT
IMPACT
)o*%# + 9&ad"n T$&/& + Wo0!d O1 2no3!&d & To-"* + W$&0& A/ I4 Con,&n, S,anda0d +
6.1 By the end of the 6-year primary schooling, pupils will be able to apply knowledge of sounds of letters to recognise words in linear and non-linear te%ts.
L&a0n"n S,anda0d +
6.1.1 Able to recognise and articulate initial, medial and the final sounds in single syllable words within given conte%t a> /a/ ?" $> // ?oa> 6.1.6 Able to blend phonemes into recogni7able words and read them aloud. 6.1.' Able to segment words into phonemes to spell.
T%&#day 00. 00. 2014 2 Waja :.;0 < =.;0 En !"#$ Lan %a &
O5j&*,"6&# + By the end of the lesson, pupils will be able to a) recogni7e and articulate the sound. b) blend phonemes into recogni7able words and read them c) segment words into phonemes to spell. A*,"6","&# + 1. #eacher shows the word cards to the pupils. 2. #eacher asks pupils to articulate the sounds in the word cards shown. 3. #eacher distributes the word cards to the groups. 4. $upils in group read their word cards. 5. #hen teacher plays the >$a0/on"* a/&#A. 6. #eacher will start the game by reading the first word, and then teacher shows to any group and that group have to read their word. #his activity will be repeated until all the groups have read the word and the teacher satisfy with the pupils reading. 7. #eacher gives an e%ercise in the activity book as homework. &activity book pg 16! T&a*$"n A"d# + #e%tbook, activity book, letter cards, word cards, picture cards. T&a*$"n and !&a0n"n #,0a,& "&# + (onstructivism Add&d 8a!%& + )riendship A##&##/&n, + *bserve pupils can articulate the sounds. +,-./ pupils can blend and segment the words correctly with guidance.
aloud.
CLASS/ TIME/ SUBJECT 'A( ;
CONTENT
IMPACT
)o*%# + W0","n T$&/& + Wo0!d O1 2no3!&d & To-"* + W$&0& A/ I4 Con,&n, S,anda0d + '.1 By the end of the 6-year primary schooling, pupils will be able to form letters and words in neat legible print including cursive writing. L&a0n"n S,anda0d + '.1.1 Able to write in neat legible print a! words '.6.6 Able to write simple sentences with guidance. O5j&*,"6&# + By the end of the lesson, pupils will be able to a) 9rite the words correctly. b) Answer all the e%ercise given. A*,"6","&# + 1. #eacher shows a map to the pupils using ,(#. &file name group work day 'b! 2. $upils identify the map carefully. 3. #eacher asks pupils to name the places in the map. 4. $upils name the places by groups. 5. #eacher distributes each group a simple task. 6. ?ach group will get an A4 map with arrows. 7. $upils read the instructions and paste the arrows in the map. 8. #eacher guide each group when they are doing the activity. 9. $upils will copy the direction into their e%ercise book. #eacher provides the map. 10. #eacher asks pupils to answer the e%ercises in their activity book. &activity book pg 1@! T&a*$"n A"d# + #e%tbook, sound cards, activity book, blackboard, chalk. T&a*$"n and !&a0n"n #,0a,& "&# + #hinking skills Add&d 8a!%& + )riendship. Ed%*a,"ona! E/-$a#"# + (onte%tual +earning. A##&##/&n, + *bserve pupils can write the words correctly. +,-./ pupils can write the words with guidance.
W&dn&#day 00. 00. 2014 2 Waja 11.20 < 12.20
En !"#$ Lan %a &
CONTENT
IMPACT
)o*%# + Lan %a & A0,# T$&/& + Wo0!d O1 2no3!&d & To-"* + W$&0& A/ I4 Con,&n, S,anda0d + 4.' By the end of the 6-year primary schooling pupils will be to plan, organi7e and produce creative works for en3oyment L&a0n"n S,anda0d + 4.'.1 Able to produce simple creative works with guidance based on b! pictures in books with guidance.
T$%0#day 00. 00. 2014 2 Waja =.00 < 9.;0 En !"#$ Lan %a &
O5j&*,"6&# + By the end of the lesson, pupils will be able to a) $roduce simple creative works. A*,"6","&# + 1. #eacher shows all the direction picture cards to the pupils. 2. $upils identify and name the picture cards. 3. $upils label the picture cards. 4. #eacher shows a Amini bookletB of directions and sound // ?oa> to the pupils. 5. #eacher distributes the worksheet. 6. $upils write the answers for each direction. 7. #hen teacher and pupils fold the A4 paper together to have the Amini bookletB. 8. #eacher drills pupils with the words. T&a*$"n A"d# + $icture cards, word cards, worksheet. T&a*$"n and !&a0n"n #,0a,& "&# + #hinking skills Mo0a! 8a!%& + =elpful Ed%*a,"ona! E/-$a#"# + <ultiple ,ntelligences A##&##/&n, + *bserve pupils can find the words and name the landmarks. +,-./ pupils can find the meaning at least two or three words with guidance.

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CLASS/ TIME/ SUBJECT 'A( 1

5 #oday4s lesson will be carried forward due to 1111111111111111111 1111111111111111111

CLASS/ TIME/ SUBJECT 'A( 2

5 #oday4s lesson will be carried forward due to 1111111111111111111 1111111111111111111

CLASS/ TIME/ SUBJECT 'A( ;

W&dn&#day 00. 00. 2014 2 Waja 11.20 < 12.20

En !"#$ Lan %a &

5 #oday4s lesson will be carried forward due to 1111111111111111111 1111111111111111111

CLASS/ TIME/ SUBJECT 'A( 4

5 #oday4s lesson will be carried forward due to 1111111111111111111 1111111111111111111

CLASS/ TIME/ SUBJECT 'A( 1

5 #oday4s lesson will be carried forward due to 1111111111111111111 1111111111111111111

CLASS/ TIME/ SUBJECT 'A( 2

5 #oday4s lesson will be carried forward due to 1111111111111111111 1111111111111111111

CLASS/ TIME/ SUBJECT 'A( ;

W&dn&#day 00. 00. 2014 2 Waja 11.20 < 12.20

En !"#$ Lan %a &

5 #oday4s lesson will be carried forward due to 1111111111111111111 1111111111111111111

CLASS/ TIME/ SUBJECT 'A( 4

5 #oday4s lesson will be carried forward due to 1111111111111111111 1111111111111111111

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