| Objectives | Students will be able to: (1) state their full name, age and birthday; (2) identify at least two things they like; (3) listen to a classmate and share about themselves. |
|---|---|
| Materials | Hand mirrors, "All About Me" worksheet, crayons, name cards, soft ball. |
| Key vocabulary | name, age, birthday, like, special |
| Engage (starter) | (10 min) Mirror time: Children look in a mirror and say one thing they like about themselves. Teacher models, then passes mirrors. |
| Develop (main) | (35 min) 1. Teacher introduces self: "My name is ___, I am ___ years old, I like ___." 2. Pass the ball: child catches, says full sentence with name, age and one like. 3. Pairs interview each other, then introduce partner. 4. Complete "All About Me" sheet: draw self, write/copy name, age, favourite food and colour. 5. Gallery walk: children view each other’s sheets. |
| Plenary (close) | (10 min) Sing "I Am Special" song. Three volunteers share one thing they learned about a friend. |
| Assessment | Observation of sharing; worksheet with name, age and at least one like item filled in. |
| Teacher notes | Keep worksheets for term portfolio. Name cards support literacy too. |
| Objectives | Students will be able to: (1) identify family members (mother, father, siblings); (2) draw a picture of their family; (3) explain one role of a family member. |
|---|---|
| Materials | Family photos (sent from home), chart of family words, drawing paper, crayons. |
| Key vocabulary | family, mother, father, brother, sister, grandmother, grandfather |
| Engage (starter) | (10 min) Teacher shows a picture of her family, names members and what they do. Ask children who is in their family. |
| Develop (main) | (35 min) 1. Brainstorm family words, add to word chart with simple drawings. 2. Children who brought photos share and point to members. 3. Draw and label a family picture (teacher writes labels on request). 4. Role-play simple family tasks: cooking, sweeping, reading together. 5. Read a picture book about families, discuss roles. |
| Plenary (close) | (10 min) Class family tree: children stick a leaf with their name on a large tree poster. Recap: each leaf is a member of our class family. |
| Assessment | Drawing includes at least two labelled family members; can name roles verbally. |
| Teacher notes | Be sensitive to diverse family structures (grandparent-led, single-parent). Use inclusive language. |
| Objectives | Students will be able to: (1) describe the type of house they live in; (2) say their address; (3) sort pictures of houses by material. |
|---|---|
| Materials | Pictures of different houses (board, concrete, wattle and daub), house models (optional), address cards, sorting mats. |
| Key vocabulary | house, address, board, concrete, roof, apartment |
| Engage (starter) | (10 min) Guess the sound: play sounds (door knock, pot banging, sweeping) – children guess what place the sounds come from. Lead to “home”. |
| Develop (main) | (35 min) 1. Show house types, children identify which looks like theirs. 2. Address chant: teacher models saying her address, then class practises in rhythm (number, street, parish). 3. Draw “My House” and copy address underneath (teacher prepares address strips). 4. Sort house pictures by material (wood/brick/concrete) on a mat. 5. Discuss why we need shelter – protection from sun, rain, animals. |
| Plenary (close) | (10 min) Sing “In My House”. A few children show their drawings and tell the class one thing about their home. |
| Assessment | Address recitation; sorting activity correctly places at least 3 pictures. |
| Teacher notes | Address practice supports safety; send a note home to practise with parents. |
| Objectives | Students will be able to: (1) name their school and its location; (2) identify school workers (principal, teacher, caretaker, cook); (3) draw a simple map of the school compound. |
|---|---|
| Materials | School tour plan, pictures of school staff, large paper for class map, markers. |
| Key vocabulary | school, principal, teacher, caretaker, office, classroom |
| Engage (starter) | (10 min) School song/cheer. Ask: What is the name of our school? Who works here? |
| Develop (main) | (35 min) 1. Take a short tour of the school: visit the office, kitchen, playfield, garden, meet staff. 2. Back in class, list people and their jobs on the board. 3. Match job to tool (cook – stove, caretaker – broom, librarian – books). 4. As a class, draw a large map of the school compound, adding buildings and labels. 5. Role-play greeting different staff members appropriately. |
| Plenary (close) | (10 min) Thank-you cards: each child colours a card for one school worker. Discuss why we appreciate them. |
| Assessment | Map includes at least 3 places; can verbally name 3 workers and their jobs. |
| Teacher notes | The class map can be displayed and added to over the term. |
| Objectives | Students will be able to: (1) list classroom rules; (2) identify classroom helpers and their duties; (3) explain why rules are important. |
|---|---|
| Materials | Chart paper, markers, helper badges, picture cards of actions (running, sharing). |
| Key vocabulary | rules, helper, monitor, cooperate, respect |
| Engage (starter) | (10 min) Mime rule breaking (running, shouting) – children fix by telling the right behaviour. Introduce “rules”. |
| Develop (main) | (35 min) 1. Brainstorm classroom rules together; teacher draws simple pictures beside each (ears for listening, mouth quiet). 2. Assign helper roles: line leader, book monitor, tidy-up helper, and give badges. 3. Role-play following rules in different scenarios (coming in from break, handing out books). 4. Discuss “Why do we come to school?” – to learn, play, make friends. 5. Children draw themselves following a rule and complete the sentence starter “I follow rules by...” |
| Plenary (close) | (10 min) Class promise: recite the rules together with actions. Display the rule chart. |
| Assessment | Observation of rule-following; can state at least 2 rules and explain one helper’s duty. |
| Teacher notes | Revisit the rule chart daily during morning routine. Rotate helpers weekly. |