2fkg2 Week9 Notes Term

SAMPLE LESSON NOTES-WEEK 9
KG 2
Fayol Inc.
0547824419/0549566881 [email protected]
WEEKLY LESSON PLAN FOR KG 2- WEEK 9
DATE: STRAND: All Around Us
DAY: MONDAY
CLASS: KG2 SUB STRAND: Natural & Man-Made (Artificial) Sources Of Light
CONTENT STANDARD: INDICATORS: K2.6.8.1.1 K2.6.8.1.3
K2.6.8.1 Demonstrate understanding of the PERFORMANCE INDICATOR:
knowledge that the different types of lights we  Learners can talk about the natural and artificial sources of light and
use during the day or in the night can be what each is best used for.
classified into natural and manmade.  Learners can use a variety of new vocabulary learnt about the theme
to create an informational text for reading using LEA
CORE COMPETENCE: Communication and collaboration (CC) Personal Development and Leadership (PL) Creativity
and Innovation (CI) Critical Thinking and Problem Solving
KEY WORDS:
PHASE/DURATION LEARNERS ACTIVITIES RESOURCES
PHASE 1: STARTER Engage learners to sing songs and recite some familiar
10 MINS rhymes.
(Preparing the Brain
for Learning) SHE SELLS SEASHELLS
She sells seashells by the seashore,
The shells she sells are seashells, I’m sure
So if she sells seashells on the seashore,
Then I’m sure she sells seashore shells.
PHASE 2: MAIN Learners say the poem “I see the moon”. Pictures and Charts, the
40MINS big book, pencils and
(New Learning In a community circle time, learners talk about the crayons
Including Assessment) different sources of light using the Conversational
poster # 27.
Discuss the different types of light we use during the

day and in the night.
Have learners brainstorm the sources from which we

get these lights.
Scaffold the learners to identify and classify the

sources of light as God made or natural and man-
made.
Have learners give examples of each category. Recite

the rhyme
E.g. I can see the sun;
it is a natural light.
I can see the candle;
it is a manmade light.
Follow the procedure for using the Language

Experience Approach (LEA) to create an informational
text on types of light and their sources
Take Learners out of the class to the field for a

stretch up.
Engage Learners to use any of the play toys available.
1
Make a choice to use any of the learning centers
created
Listen to a story
PHASE 3: Review lesson with Learners by singing songs in
REFLECTION relation to it
10MINS
(Learner and
Teacher)
2
DAY: TUESDAY
CONTENT STANDARD: INDICATORS: K2.6.8.1. 2 K2.6.8.1.5
knowledge that the different types of lights we  Learners can participate actively in the teacher-read-aloud of the big
use during the day or in the night can be book which relates to the theme, count words in a sentence and
classified into natural and manmade. answer simple questions on the text.
 Learners can use individual letter-sounds to form simple monosyllabic
content and sight words.
KEY WORDS:
10 MINS rhymes.
for Learning) THIRTY DAYS HATH SEPTEMBER
Thirty days hath September,
April, June and November
All the rest are thirty one,
Except February alone,
Which only has but twenty eight days clear,
And twenty nine in each leap year.
PHASE 2: MAIN Take learners through before reading activities to Pictures and Charts, the
40MINS activate pupils’ previous knowledge on the theme. big book, pencils and
(New Learning crayons
Including Assessment) Read aloud a narrative story of the girl who felt
disappointed for not catching the moon.
Ask factual and inferential questions about the book.

E.g. Why was it difficult for the girl to catch the moon?
Have the learners relate the story to their lives.

Learners brainstorm some other lights that we cannot
catch or touch.
Learners answer more factual and inference questions

on the text.
Write some sentences, cut them up and have learners

count the words in the cut-up sentences and
rearrange them to form sentences.
Assign the learners the task of finding out more

examples (a project) on the different types of light that
we can classify as natural and man-made lights.
Put the class into three groups, give each group a

picture card E.g. moon, star, sun, candle, touch light
etc. and letter cards (d, a, n, c, s. g, o, u, l etc.).
3
Guide each group to form their new words with the
letter cards which matches with the picture they have
and read them.

stretch up.

created
Listen to a story
10MINS
(Learner and
Teacher)
4
DAY: WEDNESDAY
knowledge that the different types of lights  Learners can use a variety of new vocabulary learnt about the theme to
we use during the day or in the night can be create an informational text for reading using learners
classified into natural and manmade.  Learners can recognize instantly at least 75% of letter sounds in names
of items in the environment.
KEY WORDS:
10 MINS rhymes.
for Learning) THE NORTH WIND DOTH BLOW
The north wind doth blow and we
shall have snow,
And what will pour robin do then,
poor thing?
He’ll sit in a barn and keep himself warm
And hide his head under his wing, poor thing.
PHASE 2: MAIN Follow the procedure for using the Language Pictures and Charts, the
40MINS Experience Approach (LEA) to create an informational big book, pencils and
(New Learning text on types of light and their sources. crayons
Including Assessment)
Learners sing an alphabet song and point to the letters
on the wall.
Play a bingo game with learners finding and ticking

beginning letters of words on a chart. The game:
Put learners into groups of 4 each.

Give each group a bingo master card. (with 12 letters
related to light and some sight words on the card).
Teacher who has the master card mentions the words

and the learners put a tick on the beginning letter on
their cards.
The first group who get the first four words in a row,
shout loudly BINGO and get a point for the group.
Learners can use a tick, a stone or a bottle top to

mark their card.

stretch up.
5
created
Listen to a story
10MINS
(Learner and
Teacher)
6
DAY: THURSDAY
knowledge that the different types of lights  Learners can use individual letter-sounds to form simple monosyllabic
we use during the day or in the night can be content and sight words.
classified into natural and manmade.  Learners can identify and describe the elements of art in the environment
and create their own artwork.
KEY WORDS:
PHASE 1: Engage learners to sing songs and recite some familiar

STARTER 10 MINS rhymes.
for Learning) DAFFY-DOWN-DILLY
Daffy-down-dilly
Has come to town
With a yellow petticoat
And a pretty green gown.
PHASE 2: MAIN Put the class into three groups, give each group a Pictures and Charts, the
40MINS picture card big book, pencils and
(New Learning E.g. moon, star, sun, candle, touch light etc. and letter crayons
Including cards (d, a, n, c, s. g, o, u, l etc.).
Assessment)
Guide each group to form their new words with the
letter cards which matches with the picture they have
and read them.
Display a variety of pictures and other art work of

natural and man-made lights, learners observe them
and describe the way they are created.
Learners then draw or use different cards to design

their own picture of the various sources of light.
Take leaners out of the class to the field for a stretch

up.
Engage leaners to use any of the play toys available.

created
Listen to a story
10MINS
(Learner and
Teacher)
7
DAY: FRIDAY
K2.6.8.1 Demonstrate understanding of PERFORMANCE INDICATOR:
the knowledge that the different types of  Learners can tell the position and motion of objects in space.
lights we use during the day or in the using words such as below, to the right, behind etc.
night can be classified into natural and  Learners can use a variety of new vocabulary learnt about the
manmade. theme to create an informational text for reading using LEA
CORE COMPETENCE: Communication and collaboration (CC) Personal Development and Leadership (PL)
Creativity and Innovation (CI) Critical Thinking and Problem Solving
KEY WORDS:
10 MINS rhymes.
for Learning) WAY UP HIGH IN THE APPLE TREE
Way up high in the apple tree,
Two red apples smiled at me,
I shook that trees as hard as I could,
Dooowwwwwwwwn came an apple,
Mmmmmm, it was good.
PHASE 2: MAIN Model how to describe the various position that Pictures and Charts, the
40MINS objects are at in the classroom and in space. big book, pencils and
(New Learning crayons
Including Assessment) Introduce them to vocabularies such as: in front of,
behind, in the sky, above, on the wall, on the third
row, and other words that show position.
e.g. Sesi is behind Neni.
Scaffold learners to understand that object as well as

human being can change their position any time
moving from position to position in space.
e.g. The sun moves from the east to the west so does
the moon
Let them change position of objects and describe their

new positions.
Follow the procedure for using the Language

Experience Approach (LEA) to create an informational
text on types of light and their sources
Teach rhymes and songs as learners sing along
Have learners dance with actions as they sing the

songs

created.
8
PHASE 3: Teacher sings songs and recite rhymes in relation to Sea saw, mary go round,
REFLECTION the lesson with learners and other play toys
10MINS
(Learner and Take learners out to the field.
Teacher) Guide them to swing the sea-saw, sit on the mary-go-
round etc.
Sing rhymes and songs with learners as they play

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SAMPLE LESSON NOTES-WEEK 9

PHASE/DURATION LEARNERS ACTIVITIES RESOURCES

Discuss the different types of light we use during the

Have learners brainstorm the sources from which we

Scaffold the learners to identify and classify the

Have learners give examples of each category. Recite

Follow the procedure for using the Language

Take Learners out of the class to the field for a

Engage Learners to use any of the play toys available.

PHASE/DURATION LEARNERS ACTIVITIES RESOURCES

Ask factual and inferential questions about the book.

Have the learners relate the story to their lives.

Learners answer more factual and inference questions

Write some sentences, cut them up and have learners

Assign the learners the task of finding out more

Put the class into three groups, give each group a

Take Learners out of the class to the field for a

Engage Learners to use any of the play toys available.

Make a choice to use any of the learning centers

PHASE/DURATION LEARNERS ACTIVITIES RESOURCES

Play a bingo game with learners finding and ticking

Put learners into groups of 4 each.

Teacher who has the master card mentions the words

Learners can use a tick, a stone or a bottle top to

Take Learners out of the class to the field for a

Engage Learners to use any of the play toys available.

PHASE/DURATION LEARNERS ACTIVITIES RESOURCES

PHASE 1: Engage learners to sing songs and recite some familiar

Display a variety of pictures and other art work of

Learners then draw or use different cards to design

Take leaners out of the class to the field for a stretch

Engage leaners to use any of the play toys available.

Make a choice to use any of the learning centers

PHASE/DURATION LEARNERS ACTIVITIES RESOURCES

Scaffold learners to understand that object as well as

Let them change position of objects and describe their

Follow the procedure for using the Language

Teach rhymes and songs as learners sing along

Have learners dance with actions as they sing the

Make a choice to use any of the learning centers

Sing rhymes and songs with learners as they play

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