LESSON PLANS FOR PRIMARY

SCHOOLS
NEW 2025

KG

2
TERM

PC
 General Information

Name of School …………………………………………………………………….

District …………………………………………………………………………..….

Management Unit …………………………………………………………………….

Name of Class Teacher ……………………………………………………………….

Class Teacher’s Reg. No ………………………………………………………………

Class ………………………………………………………………………………….

Boys ………………………………………………………………………………….

Girls ………………………………………………………………………………….

Average age of Pupils …………………………………………………….………….

 THIRD TERM SCHEME OF LEARNING- KG TWO
CONTENT
WEEKS STRAND SUB STRANDS INDICATORS RESOURCES
STANDARD
1 Living And Non-
All Around Us K2.6.1.1 K2.6.1.1.1-7
Living Things
Pictures of
2 Living Things- domestic and wild
All Around Us Animals (domestic K2.6.2.1 K2.6.2.1.1-7 animals, Poster,
and wild) Cut out shapes, big
books, counters,
3 Living Things- crayons
All Around Us Animals (domestic K2.6.2.1 K2.6.2.1.1-7
and wild)

4 Pictures of some
All Around Us Water K2.6.3.1 K2.6.3.1.1-7
sources of water.

5 The big book,

All Around Us Air K2.6.4.1 K2.6.4.1.1-7
counters. Crayons
6 All Around Us Plants K2.6.5.1 K2.6.5.1.1-7 Sample young
plants, pictures, the
7 Big book, pencils
All Around Us Plants K2.6.6.1 K2.6.6.1.1-7
and crayons.

8 Types Of Soil And Young seedlings,

All Around Us K2.6.7.1 K2.6.7.1.1-6
Gardening pictures
9 Pictures and
Natural & Man-
Charts, the big
All Around Us Made (Artificial) K2.6.8.1 K2.6.8.1.1-7
book, pencils and
Sources Of Light
crayons

10 Pictures and
Changing
Charts, the big
All Around Us Weather K2.6.9.1 K2.6.9.1.1-7
book, pencils and
Conditions
crayons
11 Connecting &
My Global Communicating Poster, Cut out
K2.7.1.1 K2.7.1.1.1-4 shapes, big books,
Community With The Global
Community counters, crayons,
cut out foreign
12 My Global Financial literacy: currencies
K2.7.1.1 K2.7.1.1.5-8
Community Buying and Selling
 THIRD TERM WEEKLY LESSON PLAN – KG TWO
WEEK 1

Name of School: ……………………………………………………………………………….……..

Name of Teacher: ……………………………………………………………………………………

Strand: All Around Us

Date: 09 – 05 – 2025 Day: MONDAY

Sub Strand: Living And Non-Living Things

Class: KG 2 Class Size:
Indicator:
Content Standard: K2.6.1.1.1 talk about different types of living and non-living things
K2.6.1.1 Demonstrate understanding of around us.
why some things are referred to as living
and non- living things. K2.6.1.1.6 identify, draw and color two items each under living and
non-living things.
Performance Indicator:
 Learners can talk about different types of living and non-living Core Competencies:
things around us. Communication and collaboration, Critical
 Learners can identify, draw and color two items each under thinking, Personal Development and Leadership
living and non-living things.
Keywords: living things, non-living things, animals, man-made
Reference : KG Curriculum P.g. 159-162

Phase/Duration Learners’ Activities Resources

PHASE 1: STARTER Let learners sing a song in relation to the lesson.

1. Did you enjoy the song?

2. What words did you hear in the song?
PHASE 2: NEW Write number sequences on craft sticks and remember to leave craft sticks, clothes
LEARNING some blanks in between. pins
CIRCLE TIME
Next, you write the missing numbers on a bunch of clothes pins
and give them out to your class.

Now you’re ready to let the kids use their fine motor skills and
clip the pins on sticks.
GROUP ACTIVITY 1 Follow basic procedures of the community circle time to introduce Pictures of living
(OUTDOOR) the theme for the week. and non-living
things, plants,
Display a conversational poster and some concrete materials pencils, cups,
related to the theme and engage learners in active discussion on erasers, chairs.
things we can refer to as living things and things that are non-living.
 Let learners identify them by their names (ball, pencils, cups,
books, erasers, bottles, etc.).

Now, ask these questions:

1. Who made the table and the chair? (carpenter)
2. Where did you get the pencils and the erasers from? (from the
bookshop)
3. Who made them? (manufactures)

Let learners know that all materials produced by man are called
“Manmade”

Go out for a nature walk with the learners. Take learners around
the compound and let them identify and name the things they see.

Learners observe the things they see and pick some for the
classroom. Back in the classroom, with the support of the poster,
have learners classify things they have seen under living and non-
living things

Learners observe the things in their environment and indicate

which one is living and which one is not.
PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Animal dance: Let learners pick a card at random and have them Pictures of living
(INDOOR) dance to the music as that animal. and non-living
things, plants,
Consider, talk about and encourage things like the typical types of pencils, cups,
movements of each animal. Does the animal usually move erasers, chairs.
fast/slow, with big/ small movements, quietly/loudly

Have nature walk around the school compound.

Ask learners to pick any objects or thing that attract them. (make
sure learners wash their hands under running water with soap
after the lesson).

Back to the classroom have learners identify the objects they

collected by their names.

Let them mention other things they saw but could not bring to the
class. E.g. big trees, cars, houses

Assessment: Have learners to draw and color two items each

under living and non-living things in their workbooks.
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.
 Strand: All Around Us
Date: 09 – 05 – 2025 Day: TUESDAY

Sub Strand: Living And Non-Living Things

Class: KG 2 Class Size:
Indicator:
Content Standard: K2.6.1.1.2. participate actively in the shared reading of the big book
K2.6.1.1 Demonstrate understanding of which relates to the theme, and share more lessons learnt on the
theme of the week
why some things are referred to as living
and non- living things. K2.6.1.1.3 keep record of sight words and new content vocabulary
learnt from the reading text on the theme
Performance Indicator:
 Learners can participate actively in the shared reading of the
Core Competencies:
big book which relates to the theme, and share more lessons
Communication and collaboration, Critical
learnt on the theme of the week.
thinking, Personal Development and Leadership
 Learners can keep record of sight words and new content
vocabulary learnt from the reading text on the theme
Keywords: living things, non-living things, animals, man-made
Reference : KG Curriculum P.g. 159-162

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Let learners sing a song in relation to the lesson.

1. Did you enjoy the song?

2. What words did you hear in the song?
PHASE 2: NEW Welcome learners with a big smile. Greet them and let them do
LEARNING the same to their friends. “Good morning”. “How is everyone?”
CIRCLE TIME
Have learners sit in a big semi-circle in the classroom.
Play “Pass a ball” game
GROUP ACTIVITY 1 Teacher follows the steps of the KWL strategy instruction during Pictures of
(OUTDOOR) the shared reading session of the informational text which relates domestic and wild
to the theme to the learners animals, Poster,
Cut out shapes, big
K- Have learners share their previous knowledge about living and books, counters,
non-living things. crayons

W-have them ask question about what they want to know about
the theme.

Now read the text to them. Pause often for the learners to
identify answers to their questions.

Ask questions as your read to find out whether learners are

following you.

L: Let learners share the lessons learnt about them. Example of

living things are plants, animals, human beings. Examples of non-
living things “are man-made materials e.g. tables, cars, cooking
utensils.

Non-living things cannot move on their own. They cannot

reproduce nor eat.
 • Living things can move on their own.
• Living things can make babies.
• Living things can eat.

List key words of the theme on the marker /chalk board and have
learners learn the correct pronunciation of words.

Teach the meaning of the words using contextual clues including

pictures

Show the words on cards and have learners study the spelling. and
use the words to create their own sentences.

Guide learners to copy the words in their books.

PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Write the keywords on the board. Chair, hen, cup, flowers,
(INDOOR) animals and non-living things.

Teach the correct pronunciation of the words as well as the

meaning of the words using. Contextual clues including pictures

Give out the word cards to learners in groups of three. Let them
learn the spelling of the words. Encourage them to form simple
sentences of the words.
E.g. 1. The animal I like is cat.
2. A dog is a living thing.
3. This cup is for me.

Put learners into groups of three: give them the word cards. Let
them spell the words and form one sentence for each word.
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
 3. what have you learnt from the story?

PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.
 Strand: All Around Us
Date: 09 – 05 – 2025 Day: WEDNESDAY

Sub Strand: Living And Non-Living Things

Class: KG 2 Class Size:

Content Standard: Indicator:

K2.6.1.1 Demonstrate understanding of K2.6.1.1.4 recognize at least 75% of letter sounds in words
why some things are referred to as living K2.6.1.1.6 identify, draw and color two items each under living and
and non- living things. non-living things.
Performance Indicator:
Core Competencies:
 Learners can recognize at least 75% of letter sounds in words
Communication and collaboration, Critical
 Learners can identify, draw and color two items each under thinking, Personal Development and Leadership
living and non-living things
Keywords: living things, non-living things, animals, man-made
Reference : KG Curriculum P.g. 159-162

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Let learners sing a song in relation to the lesson.

1. Did you enjoy the song?

2. What words did you hear in the song?
PHASE 2: NEW Prepare some sticky notes with various numbers and place them in fly swatters
LEARNING front of the children armed with fly swatters.
CIRCLE TIME
The goal of this simple yet fun game is for the little ones to identify
the number on the dice and match it with the ones written on
sticky notes before smacking the correct answer with a fly swatter!
GROUP ACTIVITY 1 Play Alphabet Relay with learners. Pictures of
(OUTDOOR) domestic and wild
Put learners in groups of 4 to compete for letter recognition and animals, Poster,
writing. Cut out shapes, big
books, counters,
Give each group a piece of chalk. Call out a letter and let two crayons
pupils from each group run to the chalk board and write both the
small and capital letter.
Call out another letter and let pupils take turns.

Revise the letter-sounds learnt so far. /e/, /s/, /a/, /p/, /d/, /u/, /v/.
Pronounce the sounds and let learners repeat after you.

Put learners into groups of six. Give each group some letter
sounds cards for them to read aloud.

Read tongue twister three times and let learners repeat after you.
Have learners identify the target letter sound in the words by
writing the capital letter and the small letter on the board.

Point to the letter, capital first then small and say the sound three
times (N,n). Let learners also repeat. Introduce the keywords in
which we can find the letter-sound with the use of word cards.
 Let them identify and show the position of the letter sound learnt
in the words at the initial, middle and ending. Let them underline
the letter-sound.eg. (Ann, Andy, Angry, ants, Newtown, never).

Model writing the letter in the air, have learners take turns with
you writing in the air and then on their friends back and on their
arms Nn with their fingertips.

Pair learners, let them write the capital and the small letters N,n
on their friends arms.
PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Have nature walk around the school compound.
(INDOOR)
Ask learners to pick any objects or thing that attract them. (make
sure learners wash their hands under running water with soap
after the lesson).

Back to the classroom have learners identify the objects they

collected by their names.

Let them mention other things they saw but could not bring to the
class. E.g. big trees, cars, houses

Have learners group the objects into two categories:

a. Living things (Things that grow,
eat and many give birth, e.g. animals, plants etc.).
b. Non-living things (Things that cannot grow, eat nor give birth e.g. stones, table,
cars, etc.) encourage learners to come out with more examples.

Write some on the board.

Show pictures of some living and non-living things to learners in

their groups.

Use-think-pair-share strategy. They discuss between themselves

and decide which one to draw.

Have learners to draw one living and one non-living thing in their
jotters.

Have learners work in groups of four. They talk about artworks of

other learners e.g. drawing or coloring of non-living and living
things they drew.

They should also talk about how they think about what they made
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.
 Strand: All Around Us
Date: 09 – 05 – 2025 Day: THURSDAY

Sub Strand: Living And Non-Living Things

Class: KG 2 Class Size:
Indicator:
Content Standard: K2.6.1.1.3 keep record of sight words and new content vocabulary
K2.6.1.1 Demonstrate understanding of learnt from the reading text on the theme
why some things are referred to as living K2.6.1.1.5. identify the letter-sound learnt for the week in words
and non- living things. related to the theme and write the letter and key word boldly and
legibly in their books.
Performance Indicator:
 Learners can keep record of sight words and new content
Core Competencies:
vocabulary learnt from the reading text on the theme.
Communication and collaboration, Critical
 Learners can identify the letter-sound learnt for the week in thinking, Personal Development and Leadership
words related to the theme and write the letter and key
word boldly and legibly in their books.
Keywords: living things, non-living things, animals, man-made
Reference : KG Curriculum P.g. 159-162

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Let learners sing a song in relation to the lesson.

1. Did you enjoy the song?

2. What words did you hear in the song?
PHASE 2: NEW Engage leaners in the community circle time. Ball
LEARNING
CIRCLE TIME Ask learners to form a big circle, with one of the student holding
the ball.
The learner with the ball mentions any living thing in or around the
classroom.
He then throws the ball to another student to mention his.
Anyone who fails to mention his is out of the circle.
The last person becomes the winner

You can continue with non-living things as long as learners are

having fun.
GROUP ACTIVITY 1 Write the keywords on the board. Chair, hen, cup, flowers,
(OUTDOOR) animals and non-living things. Pictures of
domestic and wild
Teach the correct pronunciation of the words as well as the animals, Poster,
meaning of the words using. Contextual clues including pictures Cut out shapes, big
books, counters,
Give out the word cards to learners in groups of three. Let them crayons
learn the spelling of the words. Encourage them to form simple
sentences of the words.
E.g. 1. The animal I like is cat.
2. A dog is a living thing.
3. This cup is for me.

Put learners into groups of three: give them the word cards. Let
them spell the words and form one sentence for each word.
PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Put learners into groups of four. Give each group a marker or a
(INDOOR) piece of chalk.

Call out a letter and let two learners from each group run to the
board and write both the small and the capital letter.

Call out more letters and let learners take turns.

Revise the letter-sounds learnt so far. /e/, /s/, /a/, /p/, /d/, /u/, /v/.
Pronounce the sounds and let learners repeat after you. Put
learners into groups of six.

Give each group some letter sounds cards for them to read aloud.

Have learners identify the target letter sound in the words by

writing the capital letter and the small letter on the board.

Point to the letter, capital first then small and say the sound three
times (N,n). Let learners also repeat. Introduce the keywords in
which we can find the letter-sound with the use of word cards.

Let them identify and show the position of the letter sound learnt
in the words at the initial, middle and ending.

Let them underline the letter-sound.eg. (Ann, Andy, Angry, ants,

Newtown, never).

Model writing the letter in the air, have learners take turns with
you writing in the air and then on their friends back and on their
arms Nn with their fingertips.

Pair learners, let them write the capital and the small letters N,n
on their friends arms.
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.
 Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.
 Strand: All Around Us
Date: 09 – 05 – 2025 Day: FRIDAY

Sub Strand: Living And Non-Living Things

Class: KG 2 Class Size:
Indicator:
Content Standard: K2.6.1.1.1 talk about different types of living and non-living things
K2.6.1.1 Demonstrate understanding of around us
why some things are referred to as living
and non- living things. K2.6.1.1.7 tell the position and motion of objects in space. Using words
such as below, to the right, behind
Performance Indicator:
 Learners can talk about different types of living and non-living Core Competencies:
things around us Communication and collaboration, Critical
 Learners can tell the position and motion of objects in space. thinking, Personal Development and Leadership
Using words such as below, to the right, behind
Keywords: living things, non-living things, animals, man-made
Reference : KG Curriculum P.g. 159-162

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Let learners sing a song in relation to the lesson.

1. Did you enjoy the song?

2. What words did you hear in the song?
PHASE 2: NEW Engage learners in the community circle time. Toy gun, sight
LEARNING words chart
CIRCLE TIME Sound Hunters Game
Children are split into teams. One from each team is chosen with a
toy gun.
Teacher calls out a sound, a player must shoot their opponent by
saying a word that begins /ends with that sound.

The person who shoots first wins and stays on. The loser sits
down and another person from that team comes up. Whichever
team has its player standing at the end wins. Modify this game for
the rhyming words.
GROUP ACTIVITY 1 Have learners work in groups of six to answer these questions. Pictures of
(OUTDOOR) 1. Do man-made goods eat? domestic and wild
2. What food do man-made goods eat? animals, Poster,
3. Who feeds them? Cut out shapes, big
4. Do they grow? books, counters,
5. Can they move on their own? crayons

Let learners answer these questions. They also ask questions

among themselves and report finally to the class.

Learners will realize that manmade goods are non-living things.

They cannot move, eat, give birth, nor grow.
 Show pictures and posters of living things to them in their groups.
E.g. human beings, animals (dog, cat, hen, etc.), plants, insects,
birds, fishes.

Let them answer these questions and share their finding with the
class.
1. Do living things eat?
2. Do they move on their own?
3. Do they give birth?
4. Do they grow?

Let learners know that these are made by God or “Natural

things”; they are living things. They eat, grow, give birth, and can
move on their own.

Take learners for a natures walk on the school compound. They

observe the things they see on the compound. They name the
things they see, pick some to the classroom. (Let learners wash
their hands with soap and water after the lesson).

Let learners group the things they picked from outside under living
and non-living things and talk about them.
PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards,
relates to the target sound. letter cards.
Guide learners to pronounce and write the target sound in the
sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

RCA QUESTIONS
1. What sound have we learnt today?
2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Take learners through the creeping activities for them to exercise
(INDOOR) their wrists.

Learners to crawl under chairs, through a tunnel or on the field.

Have learners give examples of words that contain the letter of the
week.

Have learners form sentences with the selected words and count
the words in their sentences.

Learners in pairs sum up the number of words in their sentences.

It’s Bowling time.

Arrange or line up empty water bottles on the floor of the
classroom.
 Get learners to roll a ball as best as they can towards the bottles.
Have learners count the number of bottles they knocked down
and write it in the air or board.

The person who knocks down the higher number wins, and the
game continues.

Fill balloons with water and write a bunch of different addition

equations on the balloons.
With sidewalk chalk, write the answer to the problems you
created. For example, if you wrote 3+1 on a balloon, you’d create
a circle with the number 4 in it.

Put learners into groups and let them read the problem on each
balloon and throw the balloon at the circle they believe is the
solution to the math problem.
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.

Vetted by: ………………………………. Sign: ………………………. Date: ……………………..

 THIRD TERM WEEKLY LESSON PLAN – KG TWO

WEEK 2

Name of School: ……………………………………………………………………………….……..

Name of Teacher: ……………………………………………………………………………………

Strand: All Around Us

Date: 16 - -05 – 2025 Day: MONDAY

Sub Strand: Living And Non-Living Things

(domestic and wild)
Class: KG 2 Class Size:
Indicator:
Content Standard: K2.6.2.1.1 talk about different types of animals that live at home and in
K2.6.2.1 Demonstrate understanding of the bush and how human being care for domestic animals.
the importance of domestic and wild
animals. K2. 6.2.1.7 compare the size and height of different animals using the
phrases, bigger than, taller than
Performance Indicator:
 Learners can talk about different types of animals that live at
Core Competencies:
home and in the bush and how human being care for
Communication and collaboration, Critical
domestic animals.
thinking, Personal Development and Leadership
 Learners can compare the size and height of different animals
using the phrases, bigger than, taller than.
Keywords: uses, animal, trace, protection, pets
Reference : KG Curriculum P.g. 159-162

Phase/Duration Learners’ Activities Resources

PHASE 1: STARTER Let learners sing a song in relation to the lesson.

1. Did you enjoy the song?

2. What words did you hear in the song?
PHASE 2: NEW Put learners in groups and engage them to play the Paper Bag
LEARNING Head game.
CIRCLE TIME
Lay a paper bag flat on a table with the flap facing down.

Have your child color and decorate the bag to make a human
head, monster head, robot head, and so on.
Cut eyeholes in the bag.

Let your learners walk around the classroom or compound with

the bag over their head, looking out through the eyeholes.

Ask them what it’s like to walk around with a paper-bag head1
GROUP ACTIVITY 1 Have learners make some animal sounds. E.g. dog: wow wow, cat: Pictures of
(OUTDOOR) miaow, etc. domestic and
wild animals,
Put learners in a community circle. Let them mention the animals Poster, Cut out
they have at home and see around their community (dog, cat, hen,
shapes, big
cow, etc.).
 books, counters,
Let them know that these animals are called domestic animals. crayons
Use think-pair-share strategy for learners to come out with more
domestic animals found at home

Why do we keep them in our homes? (in KG1 you learnt about
why we have domestic animals and their uses).

In groups of six, have learners talk about animals found in the bush
(forest).

Let them mention their names (elephant, tiger, giraffe, lion, gorilla,
grass cutter, etc.).

Ask why they live in the forest but not at home.

Let them know that these animals are called “wild animals”. Allow
them to ask you more questions.

Have learners discuss and come out with more reasons. Show
pictures of wild animals to learners.

Let them ask you and their peer’s questions about wild animals
E.g. 1. why are they living in the bush?
2. Why can’t they come to the house?
3. Who feeds them?

Have learners brainstorm to suggest some possible answers

Assessment
Working in pairs, each person mentions the name of two wild and
two domestic animals
PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Follow basic procedures of the community circle time and
(INDOOR) introduce the theme for the week.

Display a conversational poster and some concrete materials

related to the theme and engage learners in active discussion.

Call on learners randomly to answer questions or contribute to

the discussion.

Let learners talk about animals found in the home and those that
are not at home.

Discuss with learners how and why domestic animals should be

catered/cared for.

Using picture, guide learners to compare the size and height of

animals. E.g. elephant is bigger than the fox, the giraffe is taller than
the lion.

Is bigger than

Is taller than
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.
 Strand: All Around Us
Date: 16 - -05 – 2025 Day: TUESDAY

Sub Strand: Living And Non-Living Things

(domestic and wild)
Class: KG 2 Class Size:
Indicator:
Content Standard: K2.6.2.1.2 listen to a shared reading on a traditional story on how
K2.6.2.1 Demonstrate understanding of some animals became domestic animals
the importance of domestic and wild
animals. K2.6.2.1.6 observe, identify and talk about images, items and
performances in artworks of everyday life
Performance Indicator:
 Learners can Identify animals that live at home and those that
live in the bush or forest. Core Competencies:
 Listen to a read-aloud text on how some animals became Communication and collaboration, Critical
domestic thinking, Personal Development and Leadership
 Learners can observe, identify and talk about images, items
and performances in artworks of everyday life
Keywords: domestic, forest.
Reference : KG Curriculum P.g. 159-162

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Let learners sing a song in relation to the lesson.

1. Did you enjoy the song?

2. What words did you hear in the song?
PHASE 2: NEW Stand facing your learners in the class.
LEARNING
CIRCLE TIME Say the words ‘Simon says,’ then instruct your kids to
perform some type of body movement.

Demonstrate the movement while giving the command.

Explain to your learners that they are only supposed to
follow your instruction if you say the words “Simon says”
first.

After three or four commands, try to trick him by not saying

“Simon says” before giving a command. He should refuse to
do the movement because didn’t say “Simon says.”

If he follows correctly, continue playing

If he gets it wrong, let him take a turn being Simon.
GROUP ACTIVITY 1 Have learners sing any song on animals “Old MacDonald had a Pictures of
(OUTDOOR) farm”. domestic and
wild animals
Put learners in a semi-circle. Greet them and let them do the same
to their friends. Play “pass a ball” (in which learners throw or pass
the ball to their friends).

Display pictures/posters on domestic and wild animals. Engage

learners in active interaction by asking questions about them. E.g
Which of the animals in the pictures have you seen before? Where
 did you find them? Which one do you like? Why? Call on learners
randomly to answer questions or contribute to the discussion

Using the think-share-pair strategy. Let learners talk about animals

found in the home and those that are not in the homes. Let them
share their findings with the whole class

Write some of the answers on the board.

Domestic Animals Wild Animals

Cats Lions
Dogs Tigers
Hens Grass cutter
Goats zebra

Discuss with learners why domestic animals should be catered and

cared for. Write some of their answers on the board.
E.g. Domestic animals should be
1. Given food.
2. Given water.
3. bath them regularly.
4. Take them to the vertinary for their injections

Assessment
Put learners into groups of three. Let them talk about the
domestic animals they like and give their reasons
PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Take learners through picture reading and let them guess what the
(INDOOR) text will be about.

Pretend and ask them to decode a word using the illustration.

Read aloud the story and ask simple Story map questions on the
setting, characters, the problem and the resolution of the problem.

Learners think-pair share and then brainstorm as a whole class the

differences between domestic and wild animals.

Ask learners to think about why a wild animal would want to

become a domestic animal.

Let learners observe pictures of some animals, and talk about their
characteristics, colors and size.
 Learners cut and paste animals in the two categories: domestic and
wild animals

LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.
 Strand: All Around Us
Date: 16 - -05 – 2025 Day: WEDNESDAY

Sub Strand: Living And Non-Living Things

(domestic and wild)
Class: KG 2 Class Size:
Content Standard: Indicator:
K2.6.2.1 Demonstrate understanding of K2.6.2.1.3 create an informational text on different types of animals
the importance of domestic and wild using a variety of new vocabulary learnt from the conversational poster
animals. on domestic animals.
Performance Indicator:
 Learners can create an informational text on different types
Core Competencies:
of animals using a variety of new vocabulary learnt from the
Communication and collaboration, Critical
conversational poster on domestic animals.
thinking, Personal Development and Leadership
 Learners will be able to identify different kinds of
animals
Keywords: Domestic animals, fur.
Reference : KG Curriculum P.g. 159-162

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Let learners sing a song in relation to the lesson.

1. Did you enjoy the song?

2. What words did you hear in the song?
PHASE 2: NEW Have learners to sit on the floor or at the table. Bundle of straws
LEARNING
CIRCLE TIME Gather several drinking straws and have your kids hold them
straight up in the middle of the floor or table.

Let them release the straws and watch them tumble all around.
Take turns removing straws from the jumbled pile, one at a time,
without moving any of the other straws.

A player gets to keep a straw if she removes it without moving any

of the other straws.

If you disturb another straw, your turn is over and you leave the
straw on the pile..

Continue playing until all the straws are picked up.

GROUP ACTIVITY 1 Play video on different types of animals to learners. Let them Pictures of
(OUTDOOR) answer questions from the video. E.g. Name of the animals you different types of
saw in the video. Using think-pair-share, let them talk about what animals
they saw from the video (the different types of animals they saw).

Using the Language Experience Approach (LEA), create an

informational text on domestic animals.

Let learners observe pictures on animals with leading questions.

Let them create and dictate simple sentences to you.

Write the story for them on a big sheet and use that as a reading
text for the week.
E.g. 1. There are different kinds of animals
2. Animals that lay eggs e.g. hen, duck.
 3. Animals that do not lay eggs e.g. goat, dog.
4. Animals that have fur e.g. rabbit, goat, cat, dog, duck, parrot,
birds.

Assessment
Have learners work in pairs. They discuss the type of animal they
like and give reasons for that.
PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Using the Language Experience Approach (LEA), create an
(INDOOR) informational text on Domestic animals.

Learners observe the conversational poster on Animals and with

leading questions, they create and dictate simple sentences to you.

Write the story for them on a big sheet and use that as a reading
text.
E.g. There are different kinds of animals,
Animals that lay eggs – hen, duck.
Animals that do not lay eggs-goat, dog
Animals that have fur – rabbit, goat, dog, cat
Animals that have feathers – hen, duck, parrot

Teacher can add few sentences. Give the text a title. Ask learners
to add illustrations to the text.

Learners can copy this text into their exercise books if they want.
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.
 Strand: All Around Us
Date: 16 - -05 – 2025 Day: THURSDAY

Sub Strand: Living And Non-Living Things

(domestic and wild)
Class: KG 2 Class Size:
Indicator:
Content Standard: K2.6.2.1.4 tap and clap and count the syllables of the names of
K2.6.2.1 Demonstrate understanding of animals and lines of the song
the importance of domestic and wild K2.6.2.1.5 identify the letter-sound learnt for the week in words
animals. related to the theme and write the letter and key word boldly and
legibly in their books.
Performance Indicator:
 Learners can tap and clap and count the syllables of the
Core Competencies:
names of animals and lines of the song.
Communication and collaboration, Critical
 Learners can identify the letter-sound learnt for the week in thinking, Personal Development and Leadership
words related to the theme and write the letter and key
word boldly and legibly in their books.
Keywords: Syllables, uses, animal, trace, protection, pets
Reference : KG Curriculum P.g. 159-162

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Let learners sing a song in relation to the lesson.

1. Did you enjoy the song?

2. What words did you hear in the song?
PHASE 2: NEW In community circle time, leaners recite the poem “Fiddo is a dog”
LEARNING and have them discuss the poem.
CIRCLE TIME
Use the discussion to explain domestic animal to the learners e.g.
Animals in the home – cat, dog, goat, hen, etc.

GROUP ACTIVITY 1 Play the song “Old MacDonald has a farm” and ask learners to sing Letter cards,
(OUTDOOR) along, and mention names of animals and clap the syllables in their word cards
names.

Ask learners to mention some names of animals. Write them on

the board and have learners clap and tell the number of syllables in
each word.
E.g.
1. Monkey - 2 syllables
2. Cat - 1 syllable
3. Goat - 1 syllable

Show pictures of animals to learners. Let them mention the names

of the animals and clap the number of syllables in it.

Let learners represent the number of claps with model numbers.

Teach learners to Blend individual letter sound to form one syllabic

words.

Practice with Pupils blending. Two pupils hold individual letter card
separately. They move towards each other slowly until they stand
 close and put their letters together to read a syllable. Pupils
practice more of these to help them blend easily.

Assessment
Have learners work in pairs. Give each pair, two word cards of
names of animals Let them tap and count the number of syllables in
them
PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Have learners sing alphabet songs. A,B,C,D,E,F……
(INDOOR)
Revise the letter-sounds learnt so far. Say the sound two times and
let learners repeat after you. /a/, /b/, /p/, /n/, /v/, /u/, /t/, /e/, etc.

Give out the letter cards to learners in groups of five. Let them
sound the letters in turns.

Introduce the letter for the week by writing the capital letter and
small letter on the board. Point to the letter, the capital first
followed by the small. Say the sound three times and have learners
also repeat.

Introduce the keywords in which we can find the letter-sound

(doctor). Let learners show the position of the letter-sound learnt
in words: initial, middle and ending.

Model writing the word on the board. First, in the air. Have
learners take turns with you writing in the air and on their friends
back with their fingertips.

Assessment
Have learners work in pairs. Let them write the letter “D,d” on
the arms of their partners.
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

 1. Was the story interesting?
2. What part of the story did you like?
3. what have you learnt from the story?

PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.
 Strand: All Around Us
Date: 16 - -05 – 2025 Day: FRIDAY

Sub Strand: Living And Non-Living Things

(domestic and wild)
Class: KG 2 Class Size:
Indicator:
Content Standard: K2.6.2.1.6 observe, identify and talk about images, items and
K2.6.2.1 Demonstrate understanding of performances in artworks of everyday life
the importance of domestic and wild
animals. K2.6.2.1.7 compare the size and height of different animals using the
phrases, bigger than, taller than
Performance Indicator:
 Learners can observe, identify and talk about images, items Core Competencies:
and performances in artworks of everyday life. Communication and collaboration, Critical
 Learners can compare the size and height of different animals thinking, Personal Development and Leadership
using the phrases, bigger than, taller than
Keywords: community, domestic, animals, wild, animals
Reference : KG Curriculum P.g. 159-162

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Let learners sing a song in relation to the lesson.

1. Did you enjoy the song?

2. What words did you hear in the song?
PHASE 2: NEW In a community circle, let learners tell you the animals they have in
LEARNING their homes or see around. E.g. dog, cat, goat, hen, cattle.
CIRCLE TIME
Let them tell you which one they like most and why? They should
give reasons.
GROUP ACTIVITY 1 Animal dance: Learners pick a card at random and direct them to Pictures of wild
(OUTDOOR) dance to the music as that animal. Consider, talk about and and domestic
encourage things like the typical types of movements of each animals
animal. Does the animal usually move fast/slow, with big/ small
movements, quietly/loudly

Ask learners to tell you the animals they see around their
community and their homes. Expected answers: dog, cat, hen,
cockroaches, insects, etc. show pictures of domestic animals to
them.

Let them know that they are called Domestic Animals. Ask them
to give you more examples.

Show pictures of wild animals to learners. E.g. zebra, lion, hyena,

glasscutter, etc.

Let them know that these animals are called Wild Animals. They
live in the forest and bushes.

Now display the two pictures on the board. (domestic and wild
animals)

Let learners observe pictures of some animals, and talk about their
characteristics, colors and size.
 Learners cut and paste animals in the two categories: domestic and
wild animals.

Put learners into groups of six. Give them pictures of the two
categories (domestic and wild animals).

They cut the pictures, use glue to paste them on a sheet of paper.
Guide learners to compare the size and height of animals. E.g.
elephant is bigger than the fox, the giraffe is taller than the lion.

Assessment
Learners do “show and tell” activity. They talk about their work to
the class.

Encourage other learners to ask questions for clarification.

PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Have learners sing “Baa Baa Black Sheep have you any wool”.
(INDOOR)
In a community circle, have learners play “pass the ball”. They pass
the ball to their friends.

Now let learners mention the domestic animals they have at home
and the names they have given to them. E.g. dog as Jack, cat as
pussy.

In a semi-circle ask questions on how domestic animals should be

cared for,
1. Why should we care for domestic animals?
2. Do you give them food? Why?
3. Do you have a special plate for them? Why?
4. Do you bath them? Why?
 5. Do you play with them? How? Get different learners to answer
these questions.

Have learners work in pairs. They discuss how they are keeping
their domestic animals in their homes.

Show learners pictures of how some people care for their

domestic animals

Assessment
Have learners work in groups of four. Give a teddy bear to each
group. They role-play how to take good care of them.
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.

Vetted by: ………………………………. Sign: ………………………. Date: ……………………..

 THIRD TERM WEEKLY LESSON PLAN – KG TWO

WEEK 3

Name of School: ……………………………………………………………………………….……..

Name of Teacher: ……………………………………………………………………………………

Strand: All Around Us

Date: 23 – 05 – 2025 Day: MONDAY

Sub Strand: Living And Non-Living Things

(domestic and wild)
Class: KG 2 Class Size:
Indicator:
Content Standard: K2.6.2.1.1 talk about different types of animals that live at home and in
K2.6.2.1 Demonstrate understanding of the bush and how human being care for domestic animals.
the importance of domestic and wild
animals. K2. 6.2.1.7 compare the size and height of different animals using the
phrases, bigger than, taller than
Performance Indicator:
 Learners can talk about different types of animals that live at
Core Competencies:
home and in the bush and how human being care for
Communication and collaboration, Critical
domestic animals.
thinking, Personal Development and Leadership
 Learners can compare the size and height of different animals
using the phrases, bigger than, taller than.
Keywords: uses, animal, trace, protection, pets
Reference : KG Curriculum P.g. 159-162

Phase/Duration Learners’ Activities Resources

PHASE 1: STARTER Let learners sing a song in relation to the lesson.

1. Did you enjoy the song?

2. What words did you hear in the song?
PHASE 2: NEW Put learners in groups and engage them to play the Paper Bag
LEARNING Head game.
CIRCLE TIME
Lay a paper bag flat on a table with the flap facing down.

Have your child color and decorate the bag to make a human
head, monster head, robot head, and so on.
Cut eyeholes in the bag.

Let your learners walk around the classroom or compound with

the bag over their head, looking out through the eyeholes.

Ask them what it’s like to walk around with a paper-bag head1
GROUP ACTIVITY 1 Have learners make some animal sounds. E.g. dog: wow wow, cat: Pictures of
(OUTDOOR) miaow, etc. domestic and
wild animals,
Put learners in a community circle. Let them mention the animals Poster, Cut out
they have at home and see around their community (dog, cat, hen,
shapes, big
cow, etc.).
 books, counters,
Let them know that these animals are called domestic animals. crayons
Use think-pair-share strategy for learners to come out with more
domestic animals found at home

Why do we keep them in our homes? (in KG1 you learnt about
why we have domestic animals and their uses).

In groups of six, have learners talk about animals found in the bush
(forest).

Let them mention their names (elephant, tiger, giraffe, lion, gorilla,
grass cutter, etc.).

Ask why they live in the forest but not at home.

Let them know that these animals are called “wild animals”. Allow
them to ask you more questions.

Have learners discuss and come out with more reasons. Show
pictures of wild animals to learners.

Let them ask you and their peer’s questions about wild animals
E.g. 1. why are they living in the bush?
2. Why can’t they come to the house?
3. Who feeds them?

Have learners brainstorm to suggest some possible answers

Assessment
Working in pairs, each person mentions the name of two wild and
two domestic animals
PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Follow basic procedures of the community circle time and
(INDOOR) introduce the theme for the week.

Display a conversational poster and some concrete materials

related to the theme and engage learners in active discussion.

Call on learners randomly to answer questions or contribute to

the discussion.

Let learners talk about animals found in the home and those that
are not at home.

Discuss with learners how and why domestic animals should be

catered/cared for.

Using picture, guide learners to compare the size and height of

animals. E.g. elephant is bigger than the fox, the giraffe is taller than
the lion.

Is bigger than

Is taller than
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.
 Strand: All Around Us
Date: 23 – 05 – 2025 Day: TUESDAY

Sub Strand: Living And Non-Living Things

(domestic and wild)
Class: KG 2 Class Size:
Indicator:
Content Standard: K2.6.2.1.2 listen to a shared reading on a traditional story on how
K2.6.2.1 Demonstrate understanding of some animals became domestic animals
the importance of domestic and wild
animals. K2.6.2.1.6 observe, identify and talk about images, items and
performances in artworks of everyday life
Performance Indicator:
 Learners can Identify animals that live at home and those that
live in the bush or forest. Core Competencies:
 Listen to a read-aloud text on how some animals became Communication and collaboration, Critical
domestic thinking, Personal Development and Leadership
 Learners can observe, identify and talk about images, items
and performances in artworks of everyday life
Keywords: domestic, forest.
Reference : KG Curriculum P.g. 159-162

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Let learners sing a song in relation to the lesson.

1. Did you enjoy the song?

2. What words did you hear in the song?
PHASE 2: NEW Stand facing your learners in the class.
LEARNING
CIRCLE TIME Say the words ‘Simon says,’ then instruct your kids to
perform some type of body movement.

Demonstrate the movement while giving the command.

Explain to your learners that they are only supposed to
follow your instruction if you say the words “Simon says”
first.

After three or four commands, try to trick him by not saying

“Simon says” before giving a command. He should refuse to
do the movement because didn’t say “Simon says.”

If he follows correctly, continue playing

If he gets it wrong, let him take a turn being Simon.
GROUP ACTIVITY 1 Have learners sing any song on animals “Old MacDonald had a Pictures of
(OUTDOOR) farm”. domestic and
wild animals
Put learners in a semi-circle. Greet them and let them do the same
to their friends. Play “pass a ball” (in which learners throw or pass
the ball to their friends).

Display pictures/posters on domestic and wild animals. Engage

learners in active interaction by asking questions about them. E.g
Which of the animals in the pictures have you seen before? Where
 did you find them? Which one do you like? Why? Call on learners
randomly to answer questions or contribute to the discussion

Using the think-share-pair strategy. Let learners talk about animals

found in the home and those that are not in the homes. Let them
share their findings with the whole class

Write some of the answers on the board.

Domestic Animals Wild Animals

Cats Lions
Dogs Tigers
Hens Grass cutter
Goats zebra

Discuss with learners why domestic animals should be catered and

cared for. Write some of their answers on the board.
E.g. Domestic animals should be
1. Given food.
2. Given water.
3. bath them regularly.
4. Take them to the vertinary for their injections

Assessment
Put learners into groups of three. Let them talk about the
domestic animals they like and give their reasons
PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Take learners through picture reading and let them guess what the
(INDOOR) text will be about.

Pretend and ask them to decode a word using the illustration.

Read aloud the story and ask simple Story map questions on the
setting, characters, the problem and the resolution of the problem.

Learners think-pair share and then brainstorm as a whole class the

differences between domestic and wild animals.

Ask learners to think about why a wild animal would want to

become a domestic animal.

Let learners observe pictures of some animals, and talk about their
characteristics, colors and size.
 Learners cut and paste animals in the two categories: domestic and
wild animals

LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.
 Strand: All Around Us
Date: 23 – 05 – 2025 Day: WEDNESDAY

Sub Strand: Living And Non-Living Things

(domestic and wild)
Class: KG 2 Class Size:
Content Standard: Indicator:
K2.6.2.1 Demonstrate understanding of K2.6.2.1.3 create an informational text on different types of animals
the importance of domestic and wild using a variety of new vocabulary learnt from the conversational poster
animals. on domestic animals.
Performance Indicator:
 Learners can create an informational text on different types
Core Competencies:
of animals using a variety of new vocabulary learnt from the
Communication and collaboration, Critical
conversational poster on domestic animals.
thinking, Personal Development and Leadership
 Learners will be able to identify different kinds of
animals
Keywords: Domestic animals, fur.
Reference : KG Curriculum P.g. 159-162

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Let learners sing a song in relation to the lesson.

1. Did you enjoy the song?

2. What words did you hear in the song?
PHASE 2: NEW Have learners to sit on the floor or at the table. Bundle of straws
LEARNING
CIRCLE TIME Gather several drinking straws and have your kids hold them
straight up in the middle of the floor or table.

Let them release the straws and watch them tumble all around.
Take turns removing straws from the jumbled pile, one at a time,
without moving any of the other straws.

A player gets to keep a straw if she removes it without moving any

of the other straws.

If you disturb another straw, your turn is over and you leave the
straw on the pile..

Continue playing until all the straws are picked up.

GROUP ACTIVITY 1 Play video on different types of animals to learners. Let them Pictures of
(OUTDOOR) answer questions from the video. E.g. Name of the animals you different types of
saw in the video. Using think-pair-share, let them talk about what animals
they saw from the video (the different types of animals they saw).

Using the Language Experience Approach (LEA), create an

informational text on domestic animals.

Let learners observe pictures on animals with leading questions.

Let them create and dictate simple sentences to you.

Write the story for them on a big sheet and use that as a reading
text for the week.
E.g. 1. There are different kinds of animals
2. Animals that lay eggs e.g. hen, duck.
 3. Animals that do not lay eggs e.g. goat, dog.
4. Animals that have fur e.g. rabbit, goat, cat, dog, duck, parrot,
birds.

Assessment
Have learners work in pairs. They discuss the type of animal they
like and give reasons for that.
PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Using the Language Experience Approach (LEA), create an
(INDOOR) informational text on Domestic animals.

Learners observe the conversational poster on Animals and with

leading questions, they create and dictate simple sentences to you.

Write the story for them on a big sheet and use that as a reading
text.
E.g. There are different kinds of animals,
Animals that lay eggs – hen, duck.
Animals that do not lay eggs-goat, dog
Animals that have fur – rabbit, goat, dog, cat
Animals that have feathers – hen, duck, parrot

Teacher can add few sentences. Give the text a title. Ask learners
to add illustrations to the text.

Learners can copy this text into their exercise books if they want.
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.
 Strand: All Around Us
Date: 23 – 05 – 2025 Day: THURSDAY

Sub Strand: Living And Non-Living Things

(domestic and wild)
Class: KG 2 Class Size:
Indicator:
Content Standard: K2.6.2.1.4 tap and clap and count the syllables of the names of
K2.6.2.1 Demonstrate understanding of animals and lines of the song
the importance of domestic and wild K2.6.2.1.5 identify the letter-sound learnt for the week in words
animals. related to the theme and write the letter and key word boldly and
legibly in their books.
Performance Indicator:
 Learners can tap and clap and count the syllables of the
Core Competencies:
names of animals and lines of the song.
Communication and collaboration, Critical
 Learners can identify the letter-sound learnt for the week in thinking, Personal Development and Leadership
words related to the theme and write the letter and key
word boldly and legibly in their books.
Keywords: Syllables, uses, animal, trace, protection, pets
Reference : KG Curriculum P.g. 159-162

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Let learners sing a song in relation to the lesson.

1. Did you enjoy the song?

2. What words did you hear in the song?
PHASE 2: NEW In community circle time, leaners recite the poem “Fiddo is a dog”
LEARNING and have them discuss the poem.
CIRCLE TIME
Use the discussion to explain domestic animal to the learners e.g.
Animals in the home – cat, dog, goat, hen, etc.

GROUP ACTIVITY 1 Play the song “Old MacDonald has a farm” and ask learners to sing Letter cards,
(OUTDOOR) along, and mention names of animals and clap the syllables in their word cards
names.

Ask learners to mention some names of animals. Write them on

the board and have learners clap and tell the number of syllables in
each word.
E.g.
1. Monkey - 2 syllables
2. Cat - 1 syllable
3. Goat - 1 syllable

Show pictures of animals to learners. Let them mention the names

of the animals and clap the number of syllables in it.

Let learners represent the number of claps with model numbers.

Teach learners to Blend individual letter sound to form one syllabic

words.

Practice with Pupils blending. Two pupils hold individual letter card
separately. They move towards each other slowly until they stand
 close and put their letters together to read a syllable. Pupils
practice more of these to help them blend easily.

Assessment
Have learners work in pairs. Give each pair, two word cards of
names of animals Let them tap and count the number of syllables in
them
PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Have learners sing alphabet songs. A,B,C,D,E,F……
(INDOOR)
Revise the letter-sounds learnt so far. Say the sound two times and
let learners repeat after you. /a/, /b/, /p/, /n/, /v/, /u/, /t/, /e/, etc.

Give out the letter cards to learners in groups of five. Let them
sound the letters in turns.

Introduce the letter for the week by writing the capital letter and
small letter on the board. Point to the letter, the capital first
followed by the small. Say the sound three times and have learners
also repeat.

Introduce the keywords in which we can find the letter-sound

(doctor). Let learners show the position of the letter-sound learnt
in words: initial, middle and ending.

Model writing the word on the board. First, in the air. Have
learners take turns with you writing in the air and on their friends
back with their fingertips.

Assessment
Have learners work in pairs. Let them write the letter “D,d” on
the arms of their partners.
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

 1. Was the story interesting?
2. What part of the story did you like?
3. what have you learnt from the story?

PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.
 Strand: All Around Us
Date: 23 – 05 – 2025 Day: FRIDAY

Sub Strand: Living And Non-Living Things

(domestic and wild)
Class: KG 2 Class Size:
Indicator:
Content Standard: K2.6.2.1.6 observe, identify and talk about images, items and
K2.6.2.1 Demonstrate understanding of performances in artworks of everyday life
the importance of domestic and wild
animals. K2.6.2.1.7 compare the size and height of different animals using the
phrases, bigger than, taller than
Performance Indicator:
 Learners can observe, identify and talk about images, items Core Competencies:
and performances in artworks of everyday life. Communication and collaboration, Critical
 Learners can compare the size and height of different animals thinking, Personal Development and Leadership
using the phrases, bigger than, taller than
Keywords: community, domestic, animals, wild, animals
Reference : KG Curriculum P.g. 159-162

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Let learners sing a song in relation to the lesson.

1. Did you enjoy the song?

2. What words did you hear in the song?
PHASE 2: NEW In a community circle, let learners tell you the animals they have in
LEARNING their homes or see around. E.g. dog, cat, goat, hen, cattle.
CIRCLE TIME
Let them tell you which one they like most and why? They should
give reasons.
GROUP ACTIVITY 1 Animal dance: Learners pick a card at random and direct them to Pictures of wild
(OUTDOOR) dance to the music as that animal. Consider, talk about and and domestic
encourage things like the typical types of movements of each animals
animal. Does the animal usually move fast/slow, with big/ small
movements, quietly/loudly

Ask learners to tell you the animals they see around their
community and their homes. Expected answers: dog, cat, hen,
cockroaches, insects, etc. show pictures of domestic animals to
them.

Let them know that they are called Domestic Animals. Ask them
to give you more examples.

Show pictures of wild animals to learners. E.g. zebra, lion, hyena,

glasscutter, etc.

Let them know that these animals are called Wild Animals. They
live in the forest and bushes.

Now display the two pictures on the board. (domestic and wild
animals)

Let learners observe pictures of some animals, and talk about their
characteristics, colors and size.
 Learners cut and paste animals in the two categories: domestic and
wild animals.

Put learners into groups of six. Give them pictures of the two
categories (domestic and wild animals).

They cut the pictures, use glue to paste them on a sheet of paper.
Guide learners to compare the size and height of animals. E.g.
elephant is bigger than the fox, the giraffe is taller than the lion.

Assessment
Learners do “show and tell” activity. They talk about their work to
the class.

Encourage other learners to ask questions for clarification.

PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Have learners sing “Baa Baa Black Sheep have you any wool”.
(INDOOR)
In a community circle, have learners play “pass the ball”. They pass
the ball to their friends.

Now let learners mention the domestic animals they have at home
and the names they have given to them. E.g. dog as Jack, cat as
pussy.

In a semi-circle ask questions on how domestic animals should be

cared for,
1. Why should we care for domestic animals?
2. Do you give them food? Why?
3. Do you have a special plate for them? Why?
4. Do you bath them? Why?
 5. Do you play with them? How? Get different learners to answer
these questions.

Have learners work in pairs. They discuss how they are keeping
their domestic animals in their homes.

Show learners pictures of how some people care for their

domestic animals

Assessment
Have learners work in groups of four. Give a teddy bear to each
group. They role-play how to take good care of them.
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.

Vetted by: ………………………………. Sign: ………………………. Date: ……………………..

 THIRD TERM WEEKLY LESSON PLAN – KG TWO

WEEK 4

Name of School: ……………………………………………………………………………….……..

Name of Teacher: ……………………………………………………………………………………

Strand: All Around Us

Date: 30 – 05 – 2025 Day: MONDAY

Sub Strand: Water

Class: KG 2 Class Size:
Content Standard:
K2.6.3.1 Demonstrate understanding that Indicator:
water is an important natural resource that K2.6.3.1.1 Discuss where we get water from, its importance to
helps all living things, human, plants and living things and how to care for water sources
animals
Performance Indicator: Core Competencies:
 Learners can discuss where we get water from, its Communication and collaboration, Critical
importance to living things and how to care for water sources thinking, Personal Development and Leadership
Keywords: sources, river, well, rain, tap, sea, stream, borehole
Reference : KG Curriculum P.g. 166-169

Phase/Duration Learners’ Activities Resources

PHASE 1: STARTER Let learners sing a song in relation to the lesson.

1. Did you enjoy the song?

2. What words did you hear in the song?
PHASE 2: NEW Collect several items and place them in a paper bag. Paper bag
LEARNING
CIRCLE TIME Reach into the bag with a cloth and remove one item, keeping it
covered all the time.

Set the cloth-covered item between you and your learners.

Carefully reveal a small portion of the item.

Have learners try to guess the item.

GROUP ACTIVITY 1 Have learners be in a community circle. Let them play “Pass the Pictures of
(OUTDOOR) ball”. Learners pass the ball to their best friends. different types of
water, crayons,
In a semi-circle, ask questions for different learners to answer. coloured pencils,
E.g. 1. What kind of water do you have in your home? pencils.
2. What kind of water do you have in your community?
3. Who takes care of the water?

Get as many learners to answer and let them also ask you
questions.

Show pictures of the various sources of water to learners in their

groups.
 They look at them and pass them on to the next group. Sea, river,
well, rain, etc. Guide learners to look at the pictures and call the
name of the particular water.

Field trip: If you have any form of water in the school or in the
community, take learners on a field trip to where the water is.
They should mention the name of the water. (well, borehole, river,
etc.)

Assessment
Have learners work in groups of five. Give them the pictures of
the different types of water.
One pick one and the rest mention its name.
PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Using the community circle time introduce the theme for the Pictures of
(INDOOR) week. different types of
water, crayons,
Display a conversational poster (#12) on sources of water and coloured pencils,
some concrete materials related to the theme and engage learners pencils.
in active discussion.

Call on learners randomly to answer questions or contribute to

the discussion.

Have learners recite a poem/rhyme or sing a song related to

them, e.g. “Rain, rain go away.”

Have learners observe the Conversational poster and dictate a

story out of the pictures or watch and discuss a video on the
sources of water.

Using Language Experience Approach (LEA) have the learners

create an informational text on Sources of Water.
 Learners dictate the story to you and you write it on a big sheet
for them.

Let this become the reading text for the week

LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.
 Strand: All Around Us
Date: 30 – 05 – 2025 Day: TUESDAY

Sub Strand: Water

Class: KG 2 Class Size:

Content Standard: Indicator:

K2.6.3.1 Demonstrate understanding K2.6.3.1.1 Discuss where we get water from, its importance to living
things and how to care for water sources.
that water is an important natural
resource that helps all living things, K2.6.3.1. 2 Demonstrate how sentences are written with spaces
human, plants and animals between the words
Performance Indicator:
 Learners can participate actively in the shared reading of the Core Competencies:
big book. Communication and collaboration, Critical
 Learners will be able to: learn how to take care of thinking, Personal Development and Leadership
water sources.
Keywords: good behavior, sources
Reference : KG Curriculum P.g. 166-169

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Let learners sing a song in relation to the lesson.

1. Did you enjoy the song?

2. What words did you hear in the song?
PHASE 2: NEW Introduce a ball into your circle of little players standing with their ball
LEARNING legs spread.
CIRCLE TIME
The goal is to have the ball go through the legs of other players by
hitting it with both hands clasped.
GROUP ACTIVITY 1 Have learners sing “Rain rain go away”. Let them act as they recite Pictures of sources
(OUTDOOR) the rhyme. of water

Put learners into community circle. Play; “pass the ball.

Display some pictures on sources of water at a vantage point

where everybody can see.

Engage learners in active discussion. Call on leaners randomly to

answer question or contribute to the discussion.
E.g 1. Where do you get water to bath/ drink from?
2. Look at the pictures and point to the one you use in your home.
3. Which one is commonly used in your community? Eg. (rain,
stream, pipe, bore hole, rivers).

Have learners watch and discuss a video on the sources of water.

Using the Language Experience Approach (LEA), direct learners to
create an informational text on sources of water.

Have learners dictate the story to you and write it on a big sheet
of paper or on a manila card. This becomes the reading text for
the week for them.
Eg. Where do we get water from?
 We get water from streams.
 We get water from rivers.
  We get water from bore-holes.
 We get water from pipes.
 We get water from rains.

Assessment
Have learners work in pairs. Let them talk about the different
types of water and the one they like and why they like it.
PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Have learners sing “Rain rain go away.” pictures of
(INDOOR) different
Put learners in a community circle. Play: “Pass the ball”. Learners behaviours of using
pass the ball to their friends. water, crayons,
pencils.
Revise with learners the different types of water you taught last
week. (well, pipe, rain, borehole, etc.)

Put learners into groups of five. Let them discuss how to take
good care of water sources.

Ask questions and allow them also to ask questions.

1. What are the things we do which are wrong?
2. How can we make the place neat and tidy?

Show pictures of good and bad behavior around sources of water

for learners to study and talk about them.

They should identify good behaviors and bad behaviors.

Some of the bad behaviors are:
1. Urinating in rivers.
2. Animals drinking and walking in rivers.
3. Wasting water etc.
4. Throwing rubbish in rivers

Some of the good behaviors are:

1. Weeding around sources of water.
2. Sweeping and scrubbing around the sources of water.
3. Using water judiciously.
4. Planting trees around rivers

Assessment
Have learners work in pairs. They mention two good behavior
which they will go home and tell their siblings to emulate.
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.
 Strand: All Around Us
Date: 30 – 05 – 2025 Day: WEDNESDAY

Sub Strand: Water

Class: KG 2 Class Size:
Content Standard:
K2.6.3.1 Demonstrate understanding Indicator:
K2.6.3.1.3 use a variety of new vocabulary learnt about the sources and
that water is an important natural
importance of water to all living things to create a text for reading
resource that helps all living things, using LEA.
human, plants and animals
Performance Indicator:
Core Competencies:
 Learners can create an informational text on different types Communication and collaboration, Critical
of animals using a variety of new vocabulary learnt from the thinking, Personal Development and Leadership
conversational poster on domestic animals.
Keywords: Dictate, sources, water
Reference : KG Curriculum P.g. 166-169

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Let learners sing a song in relation to the lesson.

1. Did you enjoy the song?

2. What words did you hear in the song?
PHASE 2: NEW Guide learners to trace outlines of their hands on several sheets of
LEARNING paper.
CIRCLE TIME Have learners color the hands, turning them into anything she likes
such as a turkey, rooster, flower garden, face with big hair, sunrise,
funny monster, porcupine, and so on.

See how many different things they can make from thier hand
outline!

They can also make foot drawings, too, and see what your learners
can make from them.
GROUP ACTIVITY 1 Use the Big book on the Thirsty Crow. Do a Picture walk through Pictures of sources
(OUTDOOR) the text and have learners guess what the text will be about. of water

Read the story aloud with all enthusiasm and pause often for the
learners to predict what happens next in the story.

Ask simple Story map questions on the setting, characters, the

problem and the resolution of the problem.

Learners think-pair share and then brainstorm as a whole class

how water is very important to human beings and plants.

Have learners to draw parts of the story. Create a gallery with the
pictures and paste on the classroom walls.

Let learners act or role-play parts of the story. The role-paly

should educate on the importance of water.

Assessment
Using think-pair-share, let them brainstorm how water is very
important to human beings, plant and animals
PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Display pictures of sources of water to learners.
(INDOOR)
Have learners observe the pictures. Write the keywords on the
board.

Use illustrations and pictures to explain the meaning to learners.

Put learners into groups of five.

Give them the word cards to play; ‘pick and read’. You pick the
word and you read the words {(1) well (2) crow (3) river (4)
grow (5) well (6) drink (7) crow.}

With leading questions? guide them to form simple sentences

orally and write a simple story for them.

Let learners dictate their sentences and write them on the board
E.g.
1. I drink water everyday.
2. Animals also drink water.
3. It is raining heavily.
4. There is a well in our school.
5. The bore-hole in the community is too deep.

Encourage learners to give a title to the text. E.g (different kinds of

water).

Assessment
Have learners work in pairs. Give them three word cards with
which they can form sentences
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
 3. what have you learnt from the story?

PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.
 Strand: All Around Us
Date: 30 – 05 – 2025 Day: THURSDAY

Sub Strand: Water

Class: KG 2 Class Size:
Content Standard:
K2.6.3.1 Demonstrate understanding that Indicator:
K2.6.3.1.4. blend the letter-sounds learn so far into syllables, read
water is an important natural resource that
and write the syllables boldly and legibly in their books.
helps all living things, human, plants and K2.6.3.1.5 Draw and colour different sources of water
animals
Performance Indicator:
 Learners can blend the letter-sounds learn so far into Core Competencies:
syllables, read and write the syllables boldly and legibly in Communication and collaboration, Critical
their books. thinking, Personal Development and Leadership
 Learners will be able to identify sources of water
Keywords: Syllables, blend, Source, river, rain, tap, water, lagoon.
Reference : KG Curriculum P.g. 166-169

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Let learners sing a song in relation to the lesson.

1. Did you enjoy the song?

2. What words did you hear in the song?
PHASE 2: NEW In a community circle, have learners tell their partners where they
LEARNING get water from in their communities.
CIRCLE TIME
Call some learners to tell the whole class where they get water
from. e.g. pipe water, well, stream, river
GROUP ACTIVITY 1 Have learners sing a song on the alphabet. A.B.C.D.E.F. Letter cards,
(OUTDOOR) word cards,
Revise the letter-sounds learnt so far with learners. Say the sound letter-sound
three times and let learners repeat after you. Write the letter- cards.
sound on the board.
/a/, /b/, /c/, /d/, /e/, /u/, /v/, /p/.

Give the letter-sound cards to learners in their groups. Let them

pronounce the letter-sounds in turns.

Guide learners to blend individual letter-sound to form one syllabic

word.

Let them practice creating many mono syllabic words putting

together consonant and vowel sounds e.g (ba).

Use the “Pupils blending process”

Call two learners to the front of the class.
Give them a consonant and a vowel sound. Let them hold
individual letter cards separately.

Let them move gradually and slowly towards each other until they
stand close to each other and put their letters together to read a
syllable.

Let learners practice more of this letter together to read a syllable

 e.g. (1) m a
(2) f a
(3) b a

Pupils practice more of this process to help them blend sounds

easily.

Learners make their own simple words and copy them into their
books

Assessment
Have learners work in pairs. Let them blend these letter-sounds to
make syllables.
1. /d/, /a/→da
2. /s/, /o/→so
3. /p/, /o/→po
PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Make a circle on the floor, let learners jump in and out many times.
(INDOOR)
Have learners sit in a semi-circle. Ask learners the sources of
water in their homes or community. E.g. lake, stream, river, etc.

Let them tell you how the sources are kept clean and tidy.

Show pictures of sources of water to learners

Direct learners to identify the sources and talk about them.

Use think-pair-share strategy for learners to decide which one
they like and why.

Give them outline of some sources of water to trace and color.

They should work in pairs.
 Assessment
Have learners write or copy labels beneath their work and hang
them on a big poster labelled “Our Work”.

LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.
 Strand: All Around Us
Date: 30 – 05 – 2025 Day: FRIDAY

Sub Strand: Water

Class: KG 2 Class Size:
Content Standard: Indicator:
K2.6.3.1 Demonstrate understanding K2.6.3.1.5 draw and color different sources of water
that water is an important natural
resource that helps all living things, K2.6.3.1.7 measure, estimate and compare the capacity of different
human, plants and animals containers of water
Performance Indicator:
Core Competencies:
 Learners can draw and color different sources of water.
Communication and collaboration, Critical
 Learners can measure, estimate and compare the capacity of thinking, Personal Development and Leadership
different containers of water
Keywords: holds more, holds less, compare, heavy, light, heavier, lighter.
Reference : KG Curriculum P.g. 166-169

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Let learners sing a song in relation to the lesson.

1. Did you enjoy the song?

2. What words did you hear in the song?
PHASE 2: NEW Put learners in a community circle.
LEARNING
CIRCLE TIME Let them discuss where they get water from in their community.
e.g. streams, pipe, lagoon, etc
GROUP ACTIVITY 1 Demonstrate to learners by filling two different containers. bowls of different
(OUTDOOR) E.g. 1 litre bottle, and 500mls bottle with water. capacities, plastic
bottles and milk
Fill the smaller bottle up to the brim and pour it into the 1 litre tins
bottle. Have learners tell you what they observed.

There is still space in the bigger one which means the bigger bottle
holds more water than the smaller one.

The smaller container holds less water than the bigger bottle.

Put learners into groups of four. Give them two different plastic
cups.

Let them fill one and pour it into the other one and compare
which cup holds more or less water.

Note: This activity should be done outside the classroom

Give different containers to learners. They select any two

containers on their own, fill one with water and pour it into
another one.

They use the expressions learnt to describe what they saw

 Have learners look at the conversational poster again and draw
and color any two sources of water.

Provide different containers of water in the classroom and have

learners fill the bottles, bowls and the containers, measure and
estimate the volumes and compare the weight.

Have learners use the different liters of existing water bottles and
check which weight is heavier or less heavy.

Activity time: Measure water with different sizes of bottles and

compare volumes of different sizes of containers of water.

Set up stations for different uses of water

Assessment
Have learners work in pairs. Give them milo tins and milk tins. Ask
them to fill the milo tin with water up to the brim and pour it into
the milk tin and compare. They should use the expression “holds
more than / holds less than”
PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Have learners recite the rhyme “can you count 1,2,3” or any other leaves, stones,
(INDOOR) related rhyme bottle caps, books,
etc
Call two learners to the front of the class. Make sure one is taller
than the other. Let them compare their height by putting their
backs together. The class calls out the name of the person who is
shorter/taller e.g. Dede is shorter than Edem and Edem is taller
than Dede.

Put learners into groups of four. Give them sticks of different

length, straws, pencils.
 Have them take two sticks and compare the length. Make sure
they put the two on the same base.

Have them compare two different objects e.g. plastic bottles of

different heights.

Let them move round the classroom and compare any two objects
that they see. E.g. pencils, markers etc. make sure they use the
expression shorter/longer than.

Have learners take 2 straws of the same lengths. Let them

compare their lengths. They have the same lengths. Look out for
learners with the same object. Let them come out for learners to
compare their heights

Assessment
Take your metre rule.
Put it side by you. Let them determine who is taller / shorter. Put
the metre rule side by side of your table and let them compare and
determine which is taller/shorter
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.

Vetted by: ………………………………. Sign: ………………………. Date: ……………………..

 THIRD TERM WEEKLY LESSON PLAN – KG TWO

WEEK 5

Name of School: ……………………………………………………………………………….……..

Name of Teacher: ……………………………………………………………………………………

Strand: All Around Us

Date: 06 – 06 - 2025 Day: MONDAY

Sub Strand: AIR

Class: KG 2 Class Size:
Indicator:
Content Standard:
K2.6.4.1.1 share their ideas with teacher and peers about the presence
K2.6.4.1 Demonstrate understanding that
and importance of air.
air is all around us and it is an important
and beneficial natural resource for all living
K2.6.4.1.7 classify objects in the environment according to those that
things.
have weight and heavy and those without weight and less heavy
Performance Indicator:
 Learners can share their ideas with teacher and peers about
Core Competencies:
the presence and importance of air.
Communication and collaboration, Critical
 Learners can classify objects in the environment according to thinking, Personal Development and Leadership
those that have weight and heavy and those without weight
and less heavy
Keywords: breath, air, blowing
Reference : KG Curriculum P.g. 166-169

Phase/Duration Learners’ Activities Resources

PHASE 1: STARTER Let learners sing a song in relation to the lesson.

1. Did you enjoy the song?

2. What words did you hear in the song?
PHASE 2: NEW Sit at a table with your learners.
LEARNING
CIRCLE TIME Ask her to name a letter of the alphabet

Write the letter in large print in the middle of the paper.

Slide the paper over to her and have her transform the letter into
a funny picture of an animal, design, or other object.

Select another letter and repeat.

GROUP ACTIVITY 1 Sing a song on “Air” with learners. balloons, umbrella,
(OUTDOOR) balls, clothes, fish,
Have learners sit in a community circle. Let them play “pass the pictures, crayons,
ball”. Learners pass the ball to their friends. pencils

Let everybody hold their nose for some few seconds. Have
learners share their experiences with the class
 Take learners for a “Nature walk” around the school compound.
Ask them to observe the leaves of trees, movement of papers and
rubbers on the floor.

Let them tell you what is making the papers scatter on the floor,
and the leaves of the tree move. (it is the presence of air)
Divide the class into four groups to perform these activities.
 Group 1: Fill bottles with water and observe the bubbles.
 Group 2: Blow air into balloons and leave them to fly
 Group 3: Fly kites into the air
 Group 4: Tie two ends of cloth around their waist, hold the
other two ends and run.

Ask learners to tell you what made these experiments work? (it’s
the presence of air). Air is around us. Air is everywhere

Ask them a question: Do animals and fish need air?

Put them into groups of six. They discuss the topic and come out
with their findings. (Animals and fish need air).

Assessment
Have learners work in pairs. They mention three living things that
need air to live
PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Display a conversational poster and some concrete materials
(INDOOR) related to the theme, e.g. balloons, and engage learners in activities
that shows air is around us.
E.g. Learners hold their nose for some few seconds, blow into
balloons, hold their breath, etc.

Learners share their experiences on the theme.

Take learners for a Nature Walk and challenge them to look at the
movement of leaves and for other evidence of Air around us

Centre time: Learners perform different experiments to show

presence and importance of air around us and talk about their
experiences
1. Fill bottles with water and observe the bubbles,
2. Observe balloons fly, observe trees
3. Prepare and send kites into the air etc.
 Provide learners with variety of objects picked from the
environment and around the school,
e.g. leaves, pens, paper, balloons, paper aeroplanes, bottle tops,
bottles with water, empty bottles, rocks.

Working in small groups, have learners use non-standardized

scales to estimate the weight of these objects and then classify
them into two groups, objects that have weight and heavy, and
objects that have little weight and less heavy.

Using bottle tops or other countable objects, guide learners to

pick and count the number of objects in each category.

Pick the numeral card which matches with the number of objects.
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.
 Strand: All Around Us
Date: 06 – 06 - 2025 Day: TUESDAY

Sub Strand: AIR

Class: KG 2 Class Size:
Indicator:
Content Standard:
K2.6.4.1.2 use a variety of new vocabulary learnt about importance of
K2.6.4.1 Demonstrate understanding that air
air to create an informational text for reading using learners
is all around us and it is an important and
beneficial natural resource for all living
K2.6.4.1.3 participate actively in the teacher-read-aloud of the text on
things.
Air
Performance Indicator:
 Learners can use a variety of new vocabulary learnt about
Core Competencies:
importance of air to create an informational text for reading
Communication and collaboration, Critical
using learners
thinking, Personal Development and Leadership
 Learners can participate actively in the teacher-read-aloud of
the text on Air
Keywords: Weather, rainforest, bubbles
Reference : KG Curriculum P.g. 166-169

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Let learners sing a song in relation to the lesson.

1. Did you enjoy the song?

2. What words did you hear in the song?
PHASE 2: NEW Choose a special calendar date such as a holiday or your child’s
LEARNING birthday.
CIRCLE TIME
Help your child count the number of days until the special event.

Cut out this number of paper strips. Make sure to add one for the
special day.

Label the special-day strip and number the rest in ascending order
beginning with 1.

Show your child how to make chain links by looping the special-day
strip to form a ring, then gluing or taping the ends together.

Select the strip labelled 1 and run it through the special-day link
before taping the ends together.

Continue connecting the numbered strips in ascending order.

Have your child remove the highest-numbered link each day by

tearing the strip in half. He will always know how many days
remain until the special
GROUP ACTIVITY 1 Display pictures/posters for learners to talk about them. Have The big book,
(OUTDOOR) learners talk about the pictures in pairs. crayons, pencils,
pictures and videos
Write the keywords on the board and use illustrations in the form depicting the uses
of pictures to explain the words to learners. air, balloon, presence, of air. Word cards,
bubbles, sentence cards
 Ask leading questions for learners to create and dictate simple
sentences orally for you to ask as a scribe to write he story for
them.
e.g.
1. Where is air?
2. What can air do?
3. What comes out when a bottle is filled with water?

Write their sentences boldly on a manila card, give a heading and

hang it in the classroom to be used as a text for the week.
1. Air is everywhere.
2. Air can blow leaves.
3. Kites can fly because of air.
4. We breathe in air always.
5. Plants need air to grow

Assessment
Put learners into groups of four. Let them read through the story
they have created in turns.
PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Using the Language Experience Approach (LEA), create an
(INDOOR) informational text on Air as important.

Learners observe the conversational poster on the “Weather” and

“Rainforest” and with leading questions, have them create and
dictate simple sentences orally and the teacher should act as a
scribe to write the story for them on a big sheet and use that as a
reading text throughout the week.

Teacher can add few sentences. Give the text a title. Ask learners
to add illustrations to the text.

Teacher follows the steps of the KWL strategy instruction in

reading aloud the informational text entitled AIR is all around us).

Have learners perform some simple activities showing that air is all
around us
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.
 Strand: All Around Us
Date: 06 – 06 - 2025 Day: WEDNESDAY

Sub Strand: AIR

Class: KG 2 Class Size:
Content Standard:
Indicator:
K2.6.4.1 Demonstrate understanding that air is all
K2.6.4.1.4 recognize and read 25% of sight words instantly and
around us and it is an important and beneficial
automatically
natural resource for all living things.
Performance Indicator: Core Competencies:
 Learners can recognize and read 25% of sight words instantly Communication and collaboration, Critical
and automatically. thinking, Personal Development and Leadership
Keywords: Sight words, blow, air. letter-sound, syllables.
Reference : KG Curriculum P.g. 166-169

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Let learners sing a song in relation to the lesson.

1. Did you enjoy the song?

2. What words did you hear in the song?
PHASE 2: NEW Choose challenging yet manageable task that your child can
LEARNING perform without her hands.
CIRCLE TIME
Let her figure out how to complete the task. She might use her
teeth, her feet, her head, and so on.

Watch her carefully as she figures out the various problems,

praising her as she solves each part of the challenge!

When she finishes, have her clap and yell, “Look, Mom, no hands!”
GROUP ACTIVITY 1 Revise reading the sight words with learners e.g. go, to, in the, The big book,
(OUTDOOR) come, on, can. Divide the class into groups of five. crayons, pencils,
pictures and videos
Give out the sight words cards for learners to practice reading in depicting the uses
their groups. of air.

Play: “Ladder sight words game” Draw a grid and write common
sight words on the floor in the classroom or outside.
good the in boy
sister dad come air
to o mom girl
in he she water

Divide the class into four groups (depending on the number of

learners in your class).

Read the sight word aloud and call on the groups to send a learner
to hop on the word on the floor and read it aloud. If the learner is
correct, the group gets a point. If nobody gets it correct,
demonstrate and hop on the grid. No one get a point

Assessment
Put learners in groups of five. Give each group eight sight words
cards for learners to read them
PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Have learners sing/recite rhyme on air. I am the endless air. I am letter cards, word
(INDOOR) the air to breathe. Plants, animals and humans use me. Don’t cards
pollute me

Revise letter-sounds learnt so far will learners. Write them on the

board and let them sound them. /a/, /b/, /p/, /u/, /v/, /s/.

Guide learners to blend letter-sounds to form one syllable putting

together consonant and vowel sounds
E.g. ma, da, fa, ba..

Use the “learners blending process”

Call two learners to the front and give them a consonant and a
vowel sounds. Let them hold individual letter card separately and
gradually and slowly move towards each other until they stand
close to each other and put their letters to read a syllable
E.g. b, a→ba.

Guide learners to practice of this process to help them blend

sounds easily e.g. blend the vowel ‘e’ with different consonants.
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.
 Strand: All Around Us
Date: 06 – 06 - 2025 Day: THURSDAY

Sub Strand: AIR

Class: KG 2 Class Size:
Indicator:
Content Standard: K2.6.4.1.5 blend the letter-sounds learnt so far into syllables,
K2.6.4.1 Demonstrate understanding that air is all read and write the syllables boldly and legibly in their books
around us and it is an important and beneficial
natural resource for all living things. K2.6.4.1.6 prepare and fly kites and other paper aeroplanes
outside the classroom
Performance Indicator:
 Learners can blend the letter-sounds learnt so far into
Core Competencies:
syllables, read and write the syllables boldly and legibly in
Communication and collaboration, Critical
their books.
thinking, Personal Development and Leadership
 Learners can prepare and fly kites and other paper aeroplanes
outside the classroom
Keywords: air, aeroplane, kite
Reference : KG Curriculum P.g. 166-169

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Let learners sing a song in relation to the lesson.

1. Did you enjoy the song?

2. What words did you hear in the song?
PHASE 2: NEW Make a list of several noise-making items familiar to your kids. You
LEARNING might also want to record various sounds on tape before starting
CIRCLE TIME the game.

Sit with your child at a table or on the floor in a quiet room and
ask him to listen carefully. Blindfold one of them or have him close
his eyes so he cannot see what you do.

Make the sound of one of the items on your list.

Ask your learners to guess the item. Give him hints if necessary.

Repeat with the rest of the sounds.

GROUP ACTIVITY 1 Have learners sing/recite rhyme on air. I am the endless air. I am letter cards, word
(OUTDOOR) the air to breathe. Plants, animals and humans use me. Don’t cards
pollute me

Revise letter-sounds learnt so far will learners. Write them on the

board and let them sound them. /a/, /b/, /p/, /u/, /v/, /s/.

Guide learners to blend letter-sounds to form one syllable putting

together consonant and vowel sounds
E.g. ma, da, fa, ba..

Use the “learners blending process”

Call two learners to the front and give them a consonant and a
vowel sounds. Let them hold individual letter card separately and
 gradually and slowly move towards each other until they stand
close to each other and put their letters to read a syllable
E.g. b, a→ba.

Guide learners to practice of this process to help them blend

sounds easily e.g. blend the vowel ‘e’ with different consonants.
PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Provide a selection of props (balloon, wigs, twigs, flowers, scarfs, Pictures of birds,
(INDOOR) ribbon, hat, etc) and have learners choose one at a time to dance aeroplane,
with. balloons, kites,
chalks, sheets of
Talk about how each item changes or influences their movement. paper, crayons,
Extend this by allowing learners to search out and find their own pencils
props to dance with. They can dance with a partner while still
using their prop.

Have learners work in pairs. Give them sheets of paper to fan

themselves.

Let them tell you their experiences. Let them hold their noses for
few seconds and tell you their experiences (without air, we cannot
breathe).

Have learners tell you other things which need air to move or
grow.

If they are unable, tell them that birds aeroplane, kites need air to
fly (show some pictures on page 99 of the workbook).

Guide learners to prepare their own kite and paper aeroplanes.

Provide them with ruler. Guide them to measure the lengths and
breath of cards or paper. Provide them with tracing thread.

Give them stickers or straws to attach their art works.

Assessment
Take learners outside the classroom to fly their kites or aeroplane.

Let them tell you what made their objects fly? (it is air) “Air is
everywhere”
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.
 Strand: All Around Us
Date: 06 – 06 - 2025 Day: FRIDAY

Sub Strand: AIR

Class: KG 2 Class Size:
Indicator:
Content Standard:
K2.6.4.1.3 participate actively in the teacher-read-aloud of the text on
K2.6.4.1 Demonstrate understanding that air
air
is all around us and it is an important and
beneficial natural resource for all living
K2.6.4.1.7 classify objects in the environment according to those that
things.
have weight and heavy and those without weight and less heavy
Performance Indicator:
 Learners can participate actively in the teacher-read-aloud of
Core Competencies:
the text on air
Communication and collaboration, Critical
 Learners can classify objects in the environment according to thinking, Personal Development and Leadership
those that have weight and heavy and those without weight
and less heavy
Keywords: leaves, stones, bottle caps, books, etc
Reference : KG Curriculum P.g. 166-169

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Let learners sing a song in relation to the lesson.

1. Did you enjoy the song?

2. What words did you hear in the song?
PHASE 2: NEW Select several items that have well-defines outlines felt-tip pen, sheet
LEARNING of paper
CIRCLE TIME Place each item on a separate sheet of paper and draw its outline
with a fine felt-tip pen

Gather the outlines in a pile and place the items in a paper bag.
Call learners into the room.

Show them the first outline and have them guess the first item.
Give them hints if necessary.

After they guess correctly, pull the item out of the bag and place it
on the outline!

Repeat for the remaining items.

GROUP ACTIVITY 1 Teacher follows the steps of the KWL strategy instruction in The big book,
(OUTDOOR) reading aloud the informational text entitled AIR is all around us). crayons, pencils,
pictures and videos
Have learners perform some simple activities showing that air is all depicting the uses
around us. of air.

Provide learners with variety of objects picked from the

environment and around the school, e.g. leaves, pens, paper,
balloons, paper aeroplanes, bottle tops, bottles with water, empty
bottles, rocks.

Working in small groups, have learners use non-standardized

scales to estimate the weight of these objects and then classify
 them into two groups, objects that have weight and heavy, and
objects that have little weight and less heavy.

Using bottle tops or other countable objects, guide learners to

pick and count the number of objects in each category.

Pick the numeral card which matches with the number of objects
PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Demonstrate to learners by filling two different containers. bowls of different
(INDOOR) E.g. 1 litre bottle, and 500mls bottle with water. capacities, plastic
bottles and milk
Fill the smaller bottle up to the brim and pour it into the 1 litre tins
bottle. Have learners tell you what they observed.

There is still space in the bigger one which means the bigger bottle
holds more water than the smaller one.

The smaller container holds less water than the bigger bottle.

Put learners into groups of four. Give them two different plastic
cups.

Let them fill one and pour it into the other one and compare
which cup holds more or less water.

Note: This activity should be done outside the classroom

Assessment
Have learners work in pairs. Give them milo tins and milk tins. Ask
them to fill the milo tin with water up to the brim and pour it into
the milk tin and compare. They should use the expression “holds
more than / holds less than”
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

 1. Was the story interesting?
2. What part of the story did you like?
3. What have you learnt from the story?

PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.

Vetted by: ………………………………. Sign: ………………………. Date: ……………………..

 THIRD TERM WEEKLY LESSON PLAN – KG TWO

WEEK 6

Name of School: ……………………………………………………………………………….……..

Name of Teacher: ……………………………………………………………………………………

Strand: All Around Us

Date: 13 – 06 - 2025 Day: MONDAY

Sub Strand: Plants

Class: KG 2 Class Size:
Content Standard:
K2.6.5.1 Demonstrate understanding of the Indicator:
knowledge that there are different parts of plants K2.6.5.1.1. talk freely about different parts of a plants and their
and are important sources of food and medicine uses
for other living things.
Performance Indicator: Core Competencies:
 Learners can talk freely about different parts of a plants and Communication and collaboration, Critical
their uses thinking, Personal Development and Leadership
Keywords: fruits, leaves, roots, stem, plants.
Reference : KG Curriculum P.g. 173-176

Phase/Duration Learners’ Activities Resources

PHASE 1: STARTER Let learners sing a song in relation to the lesson.

1. Did you enjoy the song?

2. What words did you hear in the song?
PHASE 2: NEW Engage learners to play the “Label the Class,” game.
LEARNING
CIRCLE TIME Walk around each learning center with your learners. As they
name the items at the various centers, use a permanent marker to
write the names on index cards or sentence strips.

Attach them to the item, with tape, in an unobtrusive place.

Each time your child sits on, opens, sleeps in, or otherwise uses
one of these items, draw her attention to the card and ask them to
read it.

To make the game a little more interesting, you can even ask your
learners to use the word in a sentence, such as, “this is Madam’s
chair and I’m not supposed to sit in it,” or “I hate to brush my
teeth every night!”
GROUP ACTIVITY 1 Let learners be in a community circle. Let them play: “Pass the crayons, pencils,
(OUTDOOR) ball”. different kinds of
plants, fruits (e.g.
Put them into groups of five. Give them plants to study. Guide mangoes, oranges)
them to identify the different parts. The root, stem, leaves and
fruits.
 Show learners pictures of different plants. Let them name the
plants there. i.e. tomatoes, pepper, okro and pawpaw.
Have learners understand that vegetable is also a plant.

Ask learners to mention some fruits that they know. E.g. oranges,
tangerines, mango, apple, pineapple. All these fruits are gotten
from plants

Call on learners randomly to answer questions or contribute to

the discussion.

Learners observe the pictures of different types of plant and

identify their different parts, the root, stem and leaves and fruit, (as
it is shown on the conversational poster). and discuss the different
parts of plants and food we get from them.

Learners exhibit different parts of plants that we use as food and

medicines

Assessment
Put learners in pairs. Give them an uprooted plant. One person
holding the plant points to the stem, and the partner mentions the
name, they should do same for all the other parts.
PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.
 Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Have learners sing any song song on plant. Young plants,
(INDOOR) pictures showing
Greet learners with a smile and let learners do same with friends. different parts of
Have learners sit in a semi-circle. Play (pass a ball) game with plants
learners.

Have learners work in pairs. Give them young plants (make sure
the plants you uproot are not harmful to learners). Engage learners
in active discussions on the theme (plants) by observing them
critically.

Guide them to identify the

1. The leaves,
2. stem,
3. roots,
4. fruits one by one.

Call on learners randomly to answer questions or contribute to

the discussion
E.g. a. Point to the roots.
b. Point to the stem.
c. Which parts is in the soil?
d. Which parts bear fruits?
e. Which parts move when the air is blowing?

Show pictures of different types of plant. Let them identify their

different parts e.g. the roots, stem, leaves and flowers/fruits.

Discuss the different parts of plants and the fruits we get from
them. e.g.
1. Cassava, yam, cocoyam, carrot from the roots.
2. Oranges, pawpaw watermelon, grapes.
3. Medicine from roots and leaves.
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

 1. Was the story interesting?
2. What part of the story did you like?
3. what have you learnt from the story?

PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.
 Strand: All Around Us
Date: 13 – 06 - 2025 Day: TUESDAY

Sub Strand: Plants

Class: KG 2 Class Size:
Indicator:
Content Standard:
K2.6.5.1.2 use a variety of new vocabulary learnt about plants to
K2.6.5.1 Demonstrate understanding of the
create an informational text for reading using learners
knowledge that there are different parts of
plants and are important sources of food
K2.6.5.1.3 participate actively in the teacher-read-aloud of the LEA text
and medicine for other living things.
which relates to the theme, and share lessons learnt from the text.
Performance Indicator:
 Learners can use a variety of new vocabulary learnt about
plants to create an informational text for reading using Core Competencies:
learners Communication and collaboration, Critical
 Learners can participate actively in the teacher-read-aloud of thinking, Personal Development and Leadership
the LEA text which relates to the theme, and share lessons
learnt from the text
Keywords: Plants, roots, leaves, stem.
Reference : KG Curriculum P.g. 173-176

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Let learners sing a song in relation to the lesson.

1. Did you enjoy the song?

2. What words did you hear in the song?
PHASE 2: NEW Engage learners to play the “Sight word wall ball” game.
LEARNING
CIRCLE TIME Use the markers to write 20-25 sight words on index cards.

Attach the index cards to an outside wall using masking tape, or to

an inside wall using painter’s tape. Tape them far enough apart
both horizontally and vertically that it’s easy to see which word
your learners is aiming at.

Call out one of the words. When your learner locates the word
on the wall, let him throw the ball at the correct card. Repeat this
until he’s had a chance to try hit all of the words.

Next, let your learner decide which words to aim at. Have him
point to and read a word and try to hit it with the ball.
GROUP ACTIVITY 1 Using the Language Experience Approach (LEA), create an Sample young
(OUTDOOR) informational text on Plants give us Food and Medicine. plants, pictures, the
Big book, pencils
and crayons.

Learners observe the conversational poster # 19, On the farm and

with leading questions, have them create and dictate simple
sentences orally and the teacher writes the story for them.
 Add few more contents and copy onto a big sheet and use that as
a reading text.

Follow the steps of the KWL strategy instruction as you read

aloud the informational text on the uses of plants to the learners.

Pause often and let learners find answers to their questions.

Learners first say what they know about plants(K),

Ask questions on what they want to know,

Have learners listen to the text and answer their own questions
during the reading and share what they have learnt about the parts
of a plant and their uses after the reading
PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 As usual, put learners in a community circle. Let them sing the
(INDOOR) song on plants, clap their hands and dance as well.

Display the roots (cassava, yam, sweet potatoes), fruits (oranges,

grapes), leaves on the table.

Call one learner to come and group them into three. i.e. fruits,
roots and vegetables.

Show pictures of roots which have produced food to them. Let

them touch the yam, cassava and the sweet potatoes.

Deduce from them where we get them from (i.e. from the roots
of plants)

Put the vegetables and the fruits on learners table. Let them work
in groups of six. They examine and talk about how we get these
from. (from plants).

Let them know that some plant makes flowers and the flowers
turn to vegetables and fruits.

Give them the leaves to observe. Let them tell you the uses. E.g.
Some leaves are used as medicine.

Have learners hold their chairs. Ask them which part of the plant
we got it from. (from the stem of plants) so the tables, doors,
wooden spoons, etc. are from plants.
 Assessment
Put learners into groups of four. Each person mentions two things
we get from leaves, stem and root
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.
 Strand: All Around Us
Date: 13 – 06 - 2025 Day: WEDNESDAY

Sub Strand: Plants

Class: KG 2 Class Size:
Content Standard:
K2.6.5.1 Demonstrate understanding of the Indicator:
knowledge that there are different parts of plants K2.6.5.1.4 recognize and read 25% of sight words instantly and
and are important sources of food and medicine for automatically
other living things.
Performance Indicator: Core Competencies:
 Learners can recognize and read 25% of sight words instantly Communication and collaboration, Critical
and automatically. thinking, Personal Development and Leadership
Keywords: Plants, roots, leaves, stem.
Reference : KG Curriculum P.g. 173-176

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Let learners sing a song in relation to the lesson.

1. Did you enjoy the song?

2. What words did you hear in the song?
PHASE 2: NEW Choose 5-6 letters that the learners know and make 5-10 cards Word cards
LEARNING with each sound on.
CIRCLE TIME
Give each child a card and ask them to remember the sounds and
hide it. They walk around the classroom making that sound and
find other children saying the same sound.

They form groups of the same sound.

GROUP ACTIVITY 1 Revise reading the sight words with learners e.g. go, to, in the, The big book,
(OUTDOOR) come, on, can. Divide the class into groups of five. crayons, pencils,
pictures and videos
Give out the sight words cards for learners to practice reading in depicting the uses
their groups. of air.

Play: “Ladder sight words game” Draw a grid and write common
sight words on the floor in the classroom or outside.
good the in boy
sister dad come air
to o mom girl
in he she water

Divide the class into four groups (depending on the number of

learners in your class).

Read the sight word aloud and call on the groups to send a learner
to hop on the word on the floor and read it aloud. If the learner is
correct, the group gets a point. If nobody gets it correct,
demonstrate and hop on the grid. No one get a point

Assessment
Put learners in groups of five. Give each group eight sight words
cards for learners to read them
PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.
Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Put learners into community circle use K.W.L strategy.
(INDOOR)
K: Let learners tell you what they know about plants.

W: Encourage them to ask you questions about what they want to

know. Write their questions on the board.

Read the text on plants to learners (find one from Youtube if you
don’t have the Big Book). Make sure learners are tracking you as
you read aloud the text to them. As you read, pause often and let
learners answer the questions they asked.

Ask them questions to check whether learners are following you

and understand what you are reading to them. e.g. How many
parts has a plant? Can you name two of them? What food do we
get from plant?

L: Now, have them share what they learnt about the parts of plants
and their uses. Let them work with peers then with the whole
class

Assessment
Have learners work in pairs. Let them retell the story to each
other
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.
 Strand: All Around Us
Date: 13 – 06 - 2025 Day: THURSDAY

Sub Strand: Plants

Class: KG 2 Class Size:
Content Standard:
K2.6.5.1 Demonstrate understanding of the Indicator:
knowledge that there are different parts of plants K2.6.5.1.5. blend the letter-sound learnt so far into syllables, read
and are important sources of food and medicine and write the syllables boldly and legibly in their books.
for other living things.
Performance Indicator:
Core Competencies:
 Learners can blend the letter-sound learnt so far into Communication and collaboration, Critical
syllables, read and write the syllables boldly and legibly in thinking, Personal Development and Leadership
their books.
Keywords: Plants, roots, leaves, stem.
Reference : KG Curriculum P.g. 173-176

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Let learners sing a song in relation to the lesson.

1. Did you enjoy the song?

2. What words did you hear in the song?
PHASE 2: NEW Engage learners to play “Step forward” game.
LEARNING
CIRCLE TIME Learners stand at the start line. Teacher calls out 'if you have a /t/
in your name step forward' or 'if your name begins with /f/ step
forward'.

The person to get to the finish line wins.

GROUP ACTIVITY 1 Teach the letter sounds for the week. Sample young
(OUTDOOR) plants, pictures, the
Rapidly revise the letter sounds learnt so far. Big book, pencils
and crayons.
Revise blending one syllabic words as was done the previous week
using pupils blending game.

Teach learners to blend monosyllabic words to form two syllabic

words. e.g. Ko-fi letter sound to form two syllabic words. E.g.,
gogo, te-do(tedo), to-lo(tolo), ba-ba (baba) A-ma.

Call to the front and give one- syllabic word each to 2 learners.

game lake
Upon prompting, let them practice creating many mono-syllabic
words by gradually moving towards each other sounding out the
single syllabic words separately until they come together, put the
two syllables together and sound them as one word.

Call on many other learners to practice putting together two

monosyllabic words to become one word. (Ko+ fi=kofi, a+fi =afi.
Ma+ma =Mama).

Use the Pupils blending process as found in K2. 6.3.1.4

PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Take learners outside for “Natures walk”. Uprooted plants,
(INDOOR) pictures of plants
Tell them we are going to observe trees and young plants outside. showing the parts

Let them observe some young and big trees around.

Ask them to up-root some of the young plants. Assist those who
cannot pull or better still uproot a lot of young plants for each
learner.

Pair learners and give each pair a plant. Ask learners to observe
and talk about the plants.

Let them touch and feel the plants.

Note: Be careful of the plants that you give them. Remember the
learners have to wash their hands thoroughly with soap under
running water after the lesson.

Display a picture of a big plant on the board. Point to the parts one
by one and tell learners their names.

Call some learners to come to the board. Hold a part and they call
out its name.

Assessment
Have learners work in pairs. One calls out a part of a plant and the
partner touches that part
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.
 Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.
 Strand: All Around Us
Date: 13 – 06 - 2025 Day: FRIDAY

Sub Strand: Plants

Class: KG 2 Class Size:
Content Standard: Indicator:
K2.6.5.1 Demonstrate understanding of the K2.6.5.1.6 draw and label the parts of a plant
knowledge that there are different parts of
plants and are important sources of food K2.6.5.1.7 classify different food items into the parts of the plant from
and medicine for other living things. which we get it from
PERFORMANCE INDICATOR: Core Competencies:
 Learners can draw and label the parts of a plant
Communication and collaboration, Critical
 Learners can classify different food items into the parts of the
thinking, Personal Development and Leadership
plant from which we get it from.
Keywords: album,, label, leaves
Reference : KG Curriculum P.g. 173-176

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Let learners sing a song in relation to the lesson.

1. Did you enjoy the song?

2. What words did you hear in the song?
PHASE 2: NEW Teacher, or learner begins by saying "I spy with my little eye
LEARNING something beginning with.....".
CIRCLE TIME
The item has to be something within sight of the learners.

Other learners guess until someone guesses correctly. It can also

be played with names; "I spy with my little eye someone beginning
with..... ".
GROUP ACTIVITY 1 Learners should go out and observe different types of plants or Sample young
(OUTDOOR) trees and choose one to draw showing the different parts and plants, pictures, the
labelling them appropriately, Big book, pencils
and crayons.

Learner grow different seeds in cans and watch the growth.

 Provide a variety of food items and have the learners sort and
classify them into five categories=food from the root, stem, leaves,
fruits, or seed.

Count the number of objects in each category up to 20.

E.g. guide learners to count the number of food item and pick a
numeral card which matches the number quantity

Teach rhymes and songs as learners sing along

Have learners dance with actions as they sing the songs.

PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Play music and have each learner grab a balloon when the music Picture of different
(INDOOR) starts have learners bounce their balloons in the air and move to types of leaves.
the music. When the music stops they have to freeze and whoever
is holding a balloon “wins.”

Revise names of parts of plant with learners.

Display a picture of a big plant on the board. Point to the roots

and ask learners to call out the name.

Repeat the same activity for the stem, leaves and flowers.

Give out different types of leaves to learners to identify their

similarities and differences. Eg. some leaves are broad others are
tiny.

Ask: Can you identify a plant whose leave you are holding?”
e.g. “Yes this is a mango leaf”.

Have learners work in groups of four. Let them pick different kinds
of leaves from the school environment.
 They use glue to paste them on cards to create an album of leaves.

Assessment
Display learners work for others to appreciate them.
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.

Vetted by: ………………………………. Sign: ………………………. Date: ……………………..

 THIRD TERM WEEKLY LESSON PLAN – KG TWO

WEEK 7

Name of School: ……………………………………………………………………………….……..

Name of Teacher: ……………………………………………………………………………………

Strand: All Around Us

Date: 20 – 06 - 2025 Day: MONDAY

Sub Strand: PLANTS -2

Class: KG 2 Class Size:
Content Standard:
Indicator:
K2.6.6.1 Demonstrate understanding of how plants grow
K2.6.6.1.1 K2.6.6.1.6
and how they prepare their food.
Performance Indicator:
 Learners can share ideas about the things (nutrients) plants Core Competencies:
need to grow well. Communication and collaboration, Critical
 Learners can create a leaf album using different types of thinking, Personal Development and Leadership
leaves.
Keywords: fruits, leaves, roots, stem, plants.
Reference : KG Curriculum P.g. 173-176

Phase/Duration Learners’ Activities Resources

PHASE 1: STARTER Engage Learners to sing and recite familiar rhymes.

I AM COUNTING ONE
• I’m counting one, what is one
• 1 - One is one alone, alone it shall be.
• 2 - Two pair, two pair come pair let us pair
• 3 - Turn around
• 4 - Follow me
• 5 - Fire
• 6 - Sister
• 7 - Savior
• 8 - Eat more fruits
• 9 - Nana Yaw
• 10 - Thank your God.
PHASE 2: NEW Follow basic procedures of the community circle time and
LEARNING introduce the theme for the week.
CIRCLE TIME

GROUP ACTIVITY 1 Let learners be in a community circle. Let them play: “Pass the Sample young
(OUTDOOR) ball”. plants, pictures, the
Big book, pencils
Centre time: Have learners grow various plants and put them at and crayons.
different places in the classroom and outside. Put some where
there is no sunlight.

Put them into groups of five. Give them plants to grow. Grow
some in rocky soil, cover some of the, put some outside, grow
some in a good soil, some in the classroom but without any water.
 Have students move to the plants and observe them and come
back and share their observation

Ask learners to pick different kinds of leaves from the school

environment and use glue to paste them on cards to create an
album of leaves.
PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Have learners sing any song on plant. Young plants,
(INDOOR)
Greet learners with a smile and let learners do same with friends.

Have learners work in pairs. Display a conversational poster # 19,

On the farm and some concrete materials, e.g. small plants,
related to the theme, and engage learners in active discussion on
the theme for the week using the informational on the poster.

Go for a Nature walk and observe why some plants grow very
well but others not.

Back to the classroom, call on learners randomly to contribute to

the discussion on what things plants need to grow well.
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

 2. What part of the story did you like?
3. what have you learnt from the story?

PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.
 Strand: All Around Us
Date: 20 – 06 - 2025 Day: TUESDAY

Sub Strand: PLANTS -2

Class: KG 2 Class Size:
Indicator:
K2.6.6.1.2 use a variety of new vocabulary learnt about plants to create
Content Standard:
an informational text for reading using LEA
K2.6.6.1 Demonstrate understanding of how
plants grow and how they prepare their food.
K2.6.61.3 participate actively in the teacher-read-aloud of the LEA text
which relates to the theme, and share lessons learnt from the text.
Performance Indicator:
 Learners can use a variety of new vocabulary learnt about plants to
Core Competencies:
create an informational text for reading using LEA
Communication and collaboration, Critical
 Learners can participate actively in the teacher-read-aloud of the big thinking, Personal Development and Leadership
book which relates to the theme, and share lessons learnt from the
reading.
Keywords: Plants, roots, leaves, stem.
Reference : KG Curriculum P.g. 173-176

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Have learners to sing songs and recite familiar rhymes.

ROUND AND ROUND THE GARDEN

Round and round the garden
Like a teddy bear,
One step, two step,
Tickle you under there
PHASE 2: NEW Engage learners to play the “Sight word wall ball” game.
LEARNING
CIRCLE TIME Use the markers to write 20-25 sight words on index cards.

Attach the index cards to an outside wall using masking tape, or to

an inside wall using painter’s tape. Tape them far enough apart
both horizontally and vertically that it’s easy to see which word
your learners is aiming at.

Call out one of the words. When your learner locates the word
on the wall, let him throw the ball at the correct card. Repeat this
until he’s had a chance to try hit all of the words.

Next, let your learner decide which words to aim at. Have him
point to and read a word and try to hit it with the ball.
GROUP ACTIVITY 1 Using the Language Experience Approach (LEA), create an Sample young
(OUTDOOR) informational text on Plants give us Food and Medicine. plants, pictures, the
Big book, pencils
and crayons.

Learners observe the conversational poster # 19, On the farm and

with leading questions, have them create and dictate simple
sentences orally and the teacher writes the story for them.
 Add few more contents and copy onto a big sheet and use that as
a reading text.

Follow the steps of the KWL strategy instruction as you read

aloud the informational text on the uses of plants to the learners.

Pause often and let learners find answers to their questions.

Learners first say what they know about plants(K),

Ask questions on what they want to know,

Have learners listen to the text and answer their own questions
during the reading and share what they have learnt about the parts
of a plant and their uses after the reading
PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 As usual, put learners in a community circle. Let them sing the
(INDOOR) song on plants, clap their hands and dance as well.

Display the roots (cassava, yam, sweet potatoes), fruits (oranges,

grapes), leaves on the table.

Call one learner to come and group them into three. i.e. fruits,
roots and vegetables.

Show pictures of roots which have produced food to them. Let

them touch the yam, cassava and the sweet potatoes.

Deduce from them where we get them from (i.e. from the roots
of plants)

Put the vegetables and the fruits on learners table. Let them work
in groups of six. They examine and talk about how we get these
from. (from plants).

Let them know that some plant makes flowers and the flowers
turn to vegetables and fruits.

Give them the leaves to observe. Let them tell you the uses. E.g.
Some leaves are used as medicine.

Have learners hold their chairs. Ask them which part of the plant
we got it from. (from the stem of plants) so the tables, doors,
wooden spoons, etc. are from plants.
 Assessment
Put learners into groups of four. Each person mentions two things
we get from leaves, stem and root
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.
 Strand: All Around Us
Date: 20 – 06 - 2025 Day: WEDNESDAY

Sub Strand: PLANTS -2

Class: KG 2 Class Size:
Content Standard: Indicator:
K2.6.6.1 Demonstrate understanding of how plants grow K2.6.6.4 blend the letter-sounds learn so far into syllables, read and
and how they prepare their food. write the syllables boldly and legibly in their books.
Performance Indicator: Core Competencies:
 Learners can blend the letter-sounds learn so far into syllables, read Communication and collaboration, Critical
and write the syllables boldly and legibly in their books. thinking, Personal Development and Leadership
Keywords: Plants, roots, leaves, stem.
Reference : KG Curriculum P.g. 173-176

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Engage learners to sing songs and recite a few rhymes they are
familiar with

MINGLE MINGLE
•Mingle, mingle – mingle 2x
Two mingle (2 come together)
•Mingle, mingle – mingle 2x
Three mingle (3 come together)
•Mingle, mingle – mingle 2x
four mingle (4 come together)
PHASE 2: NEW Choose 5-6 letters that the learners know and make 5-10 cards Word cards
LEARNING with each sound on.
CIRCLE TIME
Give each child a card and ask them to remember the sounds and
hide it. They walk around the classroom making that sound and
find other children saying the same sound.

They form groups of the same sound.

GROUP ACTIVITY 1 Rapidly revise the letter sounds learnt so far. Sample young
(OUTDOOR) plants, pictures, the
Revise previous week’s lesson on blending of two individual sounds to Big book, pencils
make one syllabic word as done the previous week using pupils blending and crayons.
game.

Teach learners to blend monosyllabic words to form two syllabic words

such as Ko-fi, gogo, te-do(tedo), to-lo(tolo), ba-ba (baba) Ama.

Use Pupil blending process as found in K2. 6.3.1.4 to teach blending of two
syllabic words.

Call to the front and give one- syllabic word each to 2 learners.

Upon prompting, let them practice creating many mono-syllabic words by

gradually moving towards each other sounding out the single syllabic
words separately until they come together, put the two syllables together
and sound them as one word.

Call on many other learners to practice putting together two monosyllabic

words to become one word. {Ko+ fi=kofi, a+fi =afi. Ma+ma =Mama}.

Take Learners out of the class to the field for a stretch up.
PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.
Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Put learners into community circle use K.W.L strategy.
(INDOOR)
K: Let learners tell you what they know about plants.

W: Encourage them to ask you questions about what they want to

know. Write their questions on the board.

Read the text on plants to learners (find one from Youtube if you
don’t have the Big Book). Make sure learners are tracking you as
you read aloud the text to them. As you read, pause often and let
learners answer the questions they asked.

Ask them questions to check whether learners are following you

and understand what you are reading to them. e.g. How many
parts has a plant? Can you name two of them? What food do we
get from plant?

L: Now, have them share what they learnt about the parts of plants
and their uses. Let them work with peers then with the whole
class

Assessment
Have learners work in pairs. Let them retell the story to each
other
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.
 Strand: All Around Us
Date: 20 – 06 - 2025 Day: THURSDAY

Sub Strand: PLANTS -2

Class: KG 2 Class Size:
Content Standard:
CONTENT STANDARD: Indicator:
K2.6.6.1 Demonstrate understanding of how plants K2.6.61.3 K2.6.6.1.6
grow and how they prepare their food.
Performance Indicator:
 Learners can participate actively in the teacher-read-aloud of the big Core Competencies:
book which relates to the theme, and share lessons learnt from the Communication and collaboration, Critical
reading. thinking, Personal Development and Leadership
 Learners can create a leaf album using different types of leaves.
Keywords: Plants, roots, leaves, stem.
Reference : KG Curriculum P.g. 173-176

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Engage Learners to sing and recite familiar rhymes

WE CAN COUNT
We K1
We can count
We count 1,2,3,4,5
We count 6,7,8,9,10
We K1 can count very well
PHASE 2: NEW Engage learners to play “Step forward” game.
LEARNING
CIRCLE TIME Learners stand at the start line. Teacher calls out 'if you have a /t/
in your name step forward' or 'if your name begins with /f/ step
forward'.

The person to get to the finish line wins.

GROUP ACTIVITY 1 Teacher reads the Big Book on the theme, answer different levels of Sample young
(OUTDOOR) questions and use the information to conduct some experiments on why plants, pictures, the
some plants don’t grow well. Big book, pencils
E.g. grow plants in a can, put some outside, cover some and hide some in and crayons.
a dark room and find out why some of the plants are not growing well.

Ask learners to pick different kinds of leaves from the school environment
and use glue to paste them on cards to create an album of leaves.

Take leaners out of the class to the field for a stretch up.
PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
 3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Take learners outside for “Natures walk”. Uprooted plants,
(INDOOR) pictures of plants
Tell them we are going to observe trees and young plants outside. showing the parts

Let them observe some young and big trees around.

Ask them to up-root some of the young plants. Assist those who
cannot pull or better still uproot a lot of young plants for each
learner.

Pair learners and give each pair a plant. Ask learners to observe
and talk about the plants.

Let them touch and feel the plants.

Note: Be careful of the plants that you give them. Remember the
learners have to wash their hands thoroughly with soap under
running water after the lesson.

Display a picture of a big plant on the board. Point to the parts one
by one and tell learners their names.

Call some learners to come to the board. Hold a part and they call
out its name.

Assessment
Have learners work in pairs. One calls out a part of a plant and the
partner touches that part
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.
 Strand: All Around Us
Date: 20 – 06 - 2025 Day: FRIDAY

Sub Strand: PLANTS -2

Class: KG 2 Class Size:
Indicator:
K2.6.6.1.2 use a variety of new vocabulary learnt about plants to create an
Content Standard:
informational text for reading using LEA
K2.6.6.1 Demonstrate understanding of how
plants grow and how they prepare their food.
K2.6.6.1.7 classify different types of food items according to categories and
count the number of objects in each category up to 20.
PERFORMANCE INDICATOR:
 Learners can use a variety of new vocabulary learnt about plants to Core Competencies:
create an informational text for reading using LEA
Communication and collaboration, Critical
 Learners can classify different types of food items according to
thinking, Personal Development and Leadership
categories and count the number of objects in each category up to
20.
Keywords: album,, label, leaves
Reference : KG Curriculum P.g. 173-176

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Have learners recite familiar rhymes.

HEY DIDDLE DIDDLE

Hey diddle, diddle
The cat and the fiddle,
The cow jumped over the moon,
The little dog laughed to see such sport,
And the dish ran away with the spoon
PHASE 2: NEW Teacher, or learner begins by saying "I spy with my little eye
LEARNING something beginning with.....".
CIRCLE TIME
The item has to be something within sight of the learners.

Other learners guess until someone guesses correctly. It can also

be played with names; "I spy with my little eye someone beginning
with..... ".
GROUP ACTIVITY 1 Using the Language Experience Approach (LEA), create an informational Sample young
(OUTDOOR) text on Plants give us Food and Medicine. plants, pictures, the
Big book, pencils
Learners observe the conversational poster # 19, On the farm and with and crayons.
leading questions, have them create and dictate simple sentences orally
and the teacher writes the story for them.

Add few more contents and copy onto a big sheet and use that as a
reading text

Provide a variety of fruits, vegetables and seeds.

Have the learners sort and classify them into their three categories. Fruits
in one group, seeds and vegetables.

Count the number of objects in each category up to 20.

E.g. guide learners to count the number of food item and pick a numeral
card which matches the number quantity.

Teach rhymes and songs as learners sing along

 Have learners dance with actions as they sing the songs

Make a choice to use any of the learning centers created

PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Play music and have each learner grab a balloon when the music Picture of different
(INDOOR) starts have learners bounce their balloons in the air and move to types of leaves.
the music. When the music stops they have to freeze and whoever
is holding a balloon “wins.”

Revise names of parts of plant with learners.

Display a picture of a big plant on the board. Point to the roots

and ask learners to call out the name.

Repeat the same activity for the stem, leaves and flowers.

Give out different types of leaves to learners to identify their

similarities and differences. Eg. some leaves are broad others are
tiny.

Ask: Can you identify a plant whose leave you are holding?”
e.g. “Yes this is a mango leaf”.

Have learners work in groups of four. Let them pick different kinds
of leaves from the school environment.

They use glue to paste them on cards to create an album of leaves.

Assessment
Display learners work for others to appreciate them.
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Teacher sings songs and recite rhymes in relation to the lesson with
learners

Give learners homework to do at home.

Vetted by: ………………………………. Sign: ………………………. Date: ……………………..

 THIRD TERM WEEKLY LESSON PLAN – KG TWO

WEEK 8

Name of School: ……………………………………………………………………………….……..

Name of Teacher: ……………………………………………………………………………………

Strand: All Around Us

Date: 27 – 06 – 2025 Day: MONDAY

Sub Strand: TYPES OF SOIL AND GARDENING

Class: KG 2 Class Size:
Content Standard: Indicator:
K2.6.7.1 Demonstrate understanding of types of soil we K2.6.7.1.1 talk about different types of soil we find around us and
find around us and which one helps plant to grow well. which one is best used for gardening.
Performance Indicator: Core Competencies:
 Learners can talk about different types of soil we find around us and Communication and collaboration, Critical
which one is best used for gardening. thinking, Personal Development and Leadership
Keywords: fruits, leaves, roots, stem, plants.
Reference : KG Curriculum P.g. 173-176

Phase/Duration Learners’ Activities Resources

PHASE 1: STARTER Have learners to count and write the number under each group.

PHASE 2: NEW Follow basic procedures of the community circle time (as in K2.1.1.1.1)
LEARNING and introduce the theme for the week.
CIRCLE TIME

GROUP ACTIVITY 1 Centre time: Look for good and fertile soil and prepare beds. Grow Young seedlings,
(OUTDOOR) different types of plants and flowers on it and take care of the plants every pictures of the types
day of soil, the big book,
plastic containers,
Ask learners to draw any three objects they would use the three types of counters, soil etc.
soil for.

Allow each learner to share his ideas on what he/she has drawn. E.g. clay
for building, pot, loamy soil for gardening, sand for building blocks.

Display learners work for appreciation. Take Learners out of the class to
the field for a stretch up.
PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.
 Guide learners to pronounce and write the target sound in the
sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Have learners sing any song on plant. Young seedlings,
(INDOOR) pictures of the types
Greet learners with a smile and let learners do same with friends. of soil, the big book,
plastic containers,
counters, soil etc.
Have learners work in pairs. Display a conversational poster and some
concrete materials related to the theme, #19 and engage learners in active
discussion on the theme.

Interact with learners about the types of soil and the different ways we
use soil (for building, molding and planting)

Talk about the types of soil and what we use them for e.g. Sand, Loamy
soil and clay
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.
 Strand: All Around Us
Date: 27 – 06 – 2025 Day: TUESDAY

Sub Strand: TYPES OF SOIL AND GARDENING

Class: KG 2 Class Size:
Indicator:
Content Standard: K2.6.7.1.2 participate actively in the teacher-read-aloud of the big book
K2.6.7.1 Demonstrate understanding of types of which relates to the theme.
soil we find around us and which one helps plant
to grow well K2.6.7.1.3 use a variety of new vocabulary learnt about soil to create an
informational text for reading using LEA
Performance Indicator:
 Learners can participate actively in the teacher-read-aloud of the big Core Competencies:
book which relates to the theme, Communication and collaboration, Critical
 Learners can use a variety of new vocabulary learnt about soil to thinking, Personal Development and Leadership
create an informational text for reading using LEA
Keywords: Plants, roots, leaves, stem.
Reference : KG Curriculum P.g. 173-176

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Let learners explore with 2 dimensional shapes and tell their names.
Encourage learners to name objects in the classroom that has the shapes.

PHASE 2: NEW Count words in a sentence and answer inferential questions on the text.
LEARNING
Take learners through before reading activities to activate pupils’ previous
CIRCLE TIME knowledge on the theme.

Read aloud the informational text about different types of soil while
pointing to words in a sentence.

Learners answer factual and inference questions on the text.

GROUP ACTIVITY 1 As usual, put learners in a community circle. Let them sing the Young seedlings,
(OUTDOOR) song on plants, clap their hands and dance as well. pictures of the types
of soil, the big book,
plastic containers,
Display the roots (cassava, yam, sweet potatoes), fruits (oranges, counters, soil etc.
grapes), leaves on the table.

Call one learner to come and group them into three. i.e. fruits,
roots and vegetables.

Show pictures of roots which have produced food to them. Let

them touch the yam, cassava and the sweet potatoes.

Deduce from them where we get them from (i.e. from the roots
of plants)

Put the vegetables and the fruits on learners table. Let them work
in groups of six. They examine and talk about how we get these
from. (from plants).
 Let them know that some plant makes flowers and the flowers
turn to vegetables and fruits.

Give them the leaves to observe. Let them tell you the uses. E.g.
Some leaves are used as medicine.

Have learners hold their chairs. Ask them which part of the plant
we got it from. (from the stem of plants) so the tables, doors,
wooden spoons, etc. are from plants.

Assessment
Put learners into groups of four. Each person mentions two things
we get from leaves, stem and root
PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Write some sentences, cut them up and have learners count the words in
(INDOOR) the cut-up sentences and rearrange them to form sentences

Follow the procedure for Using the Language Experience Approach (LEA)
to create an informational text on Soil and Gardening.

Add few more content and copy the text onto a big sheet and use it as
reading text

Learners draw different items that are made from soil to add to the text

Take Learners out of the class to the field for a stretch up.
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.
 Strand: All Around Us
Date: 27 – 06 – 2025 Day: WEDNESDAY

Sub Strand: TYPES OF SOIL AND GARDENING

Class: KG 2 Class Size:
Indicator:
K2.6.7.1.2 participate actively in the teacher-read-aloud of the big
Content Standard:
book which relates to the theme,
K2.6.7.1 Demonstrate understanding of types of soil we
find around us and which one helps plant to grow well. K2.6.7.1.3 use a variety of new vocabulary learnt about soil to create
an informational text for reading using LEA
Performance Indicator:
 Learners can participate actively in the teacher-read-aloud of the big Core Competencies:
book which relates to the theme, Communication and collaboration, Critical
 Learners can use a variety of new vocabulary learnt about soil to thinking, Personal Development and Leadership
create an informational text for reading using LEA
Keywords: Plants, roots, leaves, stem.
Reference : KG Curriculum P.g. 173-176

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Let learners identify the names of the animals below and use them in a
story.

PHASE 2: NEW Count words in a sentence and answer inferential questions on the text. Word cards
LEARNING
Take learners through before reading activities to activate pupils’ previous
CIRCLE TIME knowledge on the theme.

GROUP ACTIVITY 1 Read aloud the informational text about different types of soil while .
(OUTDOOR) pointing to words in a sentence.

Learners answer factual and inference questions on the text.

Let learners find answers to which type of soil we use for farming and
why.?

Ask learners to find the many other uses of sand and clay soil?
PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.
Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Write some sentences, cut them up and have learners count the words in Young seedlings,
(INDOOR) the cut-up sentences and rearrange them to form sentences pictures of the types
of soil, the big book,
Follow the procedure for Using the Language Experience Approach (LEA) plastic containers,
to create an informational text on Soil and Gardening. counters, soil etc.

Add few more content and copy the text onto a big sheet and use it as
reading text

Learners draw different items that are made from soil to add to the text

Take Learners out of the class to the field for a stretch up.
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.

Strand: All Around Us

Date: 27 – 06 – 2025 Day: THURSDAY

Sub Strand: TYPES OF SOIL AND GARDENING

Class: KG 2 Class Size:
Indicator:
K2.6.7.1.4 identify the beginning sounds in words and practice creating
Content Standard:
new words through phoneme substitution.
K2.6.7.1 Demonstrate understanding of types of soil we
find around us and which one helps plant to grow well.
K2.6.7.1.5 draw and color at least four items that are made out of clay
soil
Performance Indicator:
 Learners can identify the beginning sounds in words and practice Core Competencies:
creating new words through phoneme substitution. Communication and collaboration, Critical
 Learners can draw and color at least four items that are made out thinking, Personal Development and Leadership
of clay soil
Keywords: Plants, roots, leaves, stem.
Reference : KG Curriculum P.g. 173-176

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Help Henry get to school. Trace the fastest route to school.
 \\
PHASE 2: NEW Give learners a set of words with same beginning letter sounds and ask
LEARNING them to identify the letter sound, e.g. Bag, ball, bat, let learners circle the
beginning letter sound,
CIRCLE TIME

GROUP ACTIVITY 1 Take learners outside for “Natures walk”. Young seedlings,
(OUTDOOR) pictures of the types
Tell them we are going to observe trees and young plants outside. of soil, the big book,
plastic containers,
counters, soil etc.
Let them observe some young and big trees around.

Ask them to up-root some of the young plants. Assist those who
cannot pull or better still uproot a lot of young plants for each
learner.

Pair learners and give each pair a plant. Ask learners to observe
and talk about the plants.

Let them touch and feel the plants.

Note: Be careful of the plants that you give them. Remember the
learners have to wash their hands thoroughly with soap under
running water after the lesson.

Display a picture of a big plant on the board. Point to the parts

one by one and tell learners their names.

Call some learners to come to the board. Hold a part and they
call out its name.

Assessment
Have learners work in pairs. One calls out a part of a plant and
the partner touches that part
PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.
 Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Give learners a set of words with same beginning letter sounds and ask Uprooted plants,
(INDOOR) them to identify the letter sound, e.g. Bag, ball, bat, let learners circle the pictures of plants
beginning letter sound, showing the parts
Ask them to delete the beginning letter sounds in some common words
and replace it with another sound and see the new word they get.
E.g. Letter sound /b/ and /t/ and /c/ to replace /s/ in soil. We get words
like {boil, toil, coil, etc.

Give them easier words to practice e.g. delete b from .bat and replace
with [f,s,m,c,] Prepare a word wall (word chart) for the classroom with
familiar words

Ask learners to draw any three objects they would use the three types of
soil for.

Allow each learner to share his ideas on what he/she has drawn. E.g. clay
for building, pot, loamy soil for gardening, sand for building blocks.
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.
 Strand: All Around Us
Date: 27 – 06 – 2025 Day: FRIDAY

Sub Strand: TYPES OF SOIL AND GARDENING

Class: KG 2 Class Size:
Indicator:
Content Standard: K2.6.7.1.1 talk about different types of soil we find around us and which one is
K2.6.7.1 Demonstrate understanding of types of best used for gardening.
soil we find around us and which one helps plant
to grow well. K2.6.7.1.6 prepare beds outside for Gardening by measuring the length and
breadth of the land.
PERFORMANCE INDICATOR:
 Learners can talk about different types of soil we find around us and Core Competencies:
which one is best used for gardening. Communication and collaboration, Critical
 Learners can prepare beds outside for Gardening by measuring the thinking, Personal Development and Leadership
length and breadth of the land.
Keywords: album,, label, leaves
Reference : KG Curriculum P.g. 173-176

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Engage learners to create a story with the poster below.

PHASE 2: NEW Revise with learners on the theme of the week. Have learners to sing
LEARNING songs relating to the theme.
CIRCLE TIME

GROUP ACTIVITY 1 Display a conversational poster # 19, On the farm and some concrete Sample young
(OUTDOOR) materials, e.g. small plants, related to the theme, and engage learners in plants, pictures, the
active discussion on the theme for the week using the informational on Big book, pencils
the poster. and crayons.
Call on learners randomly to contribute to the discussion on what things
plants need to grow well.

Have learners grow various plants and put them at different places in the
classroom and outside. Put some where there is no sunlight.

Grow some in rocky soil, cover some of the, put some outside, grow
some in a good soil, some in the classroom but without any water.

Have students move to the plants and observe them and come back and
share their observation

Put the class into 4 groups, discuss what each group will like to plant.

Assign areas for gardening to the groups. Teacher guides each group to
draw a box around the portion they have been assigned.

Using a non-standardized measurement tool, such as, a rope or stick,

learners measure the long side (length) and then the short side (breadth)
of the plot.
 Teacher demonstrates how to measure with stick and write the number
down.

In turns each group uses the stick to measure the long and short sides of
their portion.

They count as they measure. They record the number of sticks on a paper
to show to their peers.
PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Play music and have each learner grab a balloon when the music Picture of different
(INDOOR) starts have learners bounce their balloons in the air and move to types of leaves.
the music. When the music stops they have to freeze and whoever
is holding a balloon “wins.”

Revise names of parts of plant with learners.

Display a picture of a big plant on the board. Point to the roots

and ask learners to call out the name.

Repeat the same activity for the stem, leaves and flowers.

Give out different types of leaves to learners to identify their

similarities and differences. Eg. some leaves are broad others are
tiny.

Ask: Can you identify a plant whose leave you are holding?”
e.g. “Yes this is a mango leaf”.

Have learners work in groups of four. Let them pick different kinds
of leaves from the school environment.

They use glue to paste them on cards to create an album of leaves.

Assessment
Display learners work for others to appreciate them.
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Teacher sings songs and recite rhymes in relation to the lesson with
learners

Give learners homework to do at home.

Vetted by: ………………………………. Sign: ………………………. Date: ……………………..

 THIRD TERM WEEKLY LESSON PLAN – KG TWO

WEEK 9

Name of School: ……………………………………………………………………………….……..

Name of Teacher: ……………………………………………………………………………………

Strand: All Around Us

Date: 04 – 07 – 2025 Day: MONDAY

Sub Strand: Natural & Man-Made (Artificial)

Sources Of Light
Class: KG 2 Class Size:
Indicator:
Content Standard: K2.6.8.1.1 talk about the natural and artificial sources of light and what
K2.6.8.1 Demonstrate understanding of the knowledge each is best used for.
that the different types of lights we use during the day or
in the night can be classified into natural and manmade. K2.6.8.1.3. use a variety of new vocabulary learnt about the theme to
create an informational text for reading using LEA
Performance Indicator:
 Learners can talk about the natural and artificial sources of light and Core Competencies:
what each is best used for. Communication and collaboration, Critical
 Learners can use a variety of new vocabulary learnt about the theme thinking, Personal Development and Leadership
to create an informational text for reading using LEA
Keywords: fruits, leaves, roots, stem, plants.
Reference : KG Curriculum P.g. 173-176

Phase/Duration Learners’ Activities Resources

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

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: NEW Learners say the poem “I see the moon”.
LEARNING
CIRCLE TIME In a community circle time, learners talk about the different
sources of light using the Conversational poster # 27.
GROUP ACTIVITY 1 Follow the procedure for using the Language Experience Approach
(OUTDOOR) (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.

Make a choice to use any of the learning centers created

PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.
 Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Discuss the different types of light we use during the day and in the Pictures and
(INDOOR) night. Charts, the big
book, pencils and
Have learners brainstorm the sources from which we get these crayons
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.
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.
 Strand: All Around Us
Date: 04 – 07 – 2025 Day: TUESDAY

Sub Strand: Natural & Man-Made (Artificial)

Sources Of Light
Class: KG 2 Class Size:
Content Standard: Indicator:
K2.6.8.1 Demonstrate understanding of the K2.6.8.1. 2 can participate actively in the teacher-read-aloud of the big book
knowledge that the different types of lights we which relates to the theme
use during the day or in the night can be K2.6.8.1.5 use individual letter-sounds to form simple monosyllabic content
classified into natural and manmade. and sight words.
Performance Indicator:
 Learners can participate actively in the teacher-read-aloud of the big
Core Competencies:
book which relates to the theme, count words in a sentence and
answer simple questions on the text. Communication and collaboration, Critical
thinking, Personal Development and Leadership
 Learners can use individual letter-sounds to form simple
monosyllabic content and sight words.
Keywords: Plants, roots, leaves, stem.
Reference : KG Curriculum P.g. 173-176

Phase/Duration Learners Activities Resources

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

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: NEW Take learners through before reading activities to activate
LEARNING pupils’ previous knowledge on the theme.
CIRCLE TIME
Read aloud the informational text about different types of
soil while pointing to words in a sentence.

Ask factual and inferential questions about the book. E.g.

Why was it difficult for the girl to catch the moon?.
GROUP ACTIVITY 1 As usual, put learners in a community circle. Let them sing the
(OUTDOOR) song on plants, clap their hands and dance as well.

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.).

Guide each group to form their new words with the letter cards
which matches with the picture they have and read them.
PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.
 Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Have the learners relate the story to their lives. Pictures and
(INDOOR) Learners brainstorm some other lights that we cannot catch or Charts, the big
touch. book, pencils and
crayons.
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.

Take Learners out of the class to the field for a stretch up.

Engage Learners to use any of the play toys available.

LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.
 Strand: All Around Us
Date: 04 – 07 – 2025 Day: WEDNESDAY

Sub Strand: Natural & Man-Made (Artificial)

Sources Of Light
Class: KG 2 Class Size:
Indicator:
Content Standard: K2.6.8.1.3 use a variety of new vocabulary learnt about the theme to
K2.6.8.1 Demonstrate understanding of the knowledge create an informational text for reading using learners
that the different types of lights we use during the day or
in the night can be classified into natural and manmade. K2.6.8.1.4 recognize instantly at least 75% of letter sounds in names
of items in the environment.
Performance Indicator:
 Learners can use a variety of new vocabulary learnt about the theme Core Competencies:
to create an informational text for reading using learners Communication and collaboration, Critical
 Learners can recognize instantly at least 75% of letter sounds in thinking, Personal Development and Leadership
names of items in the environment.
Keywords: Plants, roots, leaves, stem.
Reference : KG Curriculum P.g. 173-176

Phase/Duration Learners Activities Resources

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

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: NEW Follow the procedure for using the Language Experience Approach Word cards
LEARNING (LEA) to create an informational text on types of light and their
CIRCLE TIME sources.

Learners sing an alphabet song and point to the letters on the wall.
GROUP ACTIVITY 1 Take Learners out of the class to the field for a stretch up. .
(OUTDOOR)
Engage Learners to use any of the play toys available.

Make a choice to use any of the learning centers created

Listen to a story
PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.
Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
 3. Mention any object in the classroom or home that begins with
the target letter sound.

GROUP ACTIVITY 2 Play a bingo game with learners finding and ticking beginning letters Young seedlings,
(INDOOR) of words on a chart. The game: pictures of the types
of soil, the big book,
Put learners into groups of 4 each. plastic containers,
counters, soil etc.
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.
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.

Strand: All Around Us

Date: 04 – 07 – 2025 Day: THURSDAY

Sub Strand: Natural & Man-Made (Artificial) Sources

Of Light.
Class: KG 2 Class Size:

Content Standard: Indicator:

K2.6.8.1.5 use individual letter-sounds to form simple monosyllabic
K2.6.8.1 Demonstrate understanding of the knowledge
content and sight words.
that the different types of lights we use during the day
or in the night can be classified into natural and
K2.6.8.1.6 identify and describe the elements of art in the environment
manmade. and create their own artwork.
Performance Indicator:
 Learners can use individual letter-sounds to form simple Core Competencies:
monosyllabic content and sight words. Communication and collaboration, Critical
 Learners can identify and describe the elements of art in the thinking, Personal Development and Leadership
environment and create their own artwork.
Keywords: Plants, roots, leaves, stem.
Reference : KG Curriculum P.g. 173-176

Phase/Duration Learners Activities Resources

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

DAFFY-DOWN-DILLY
Daffy-down-dilly
Has come to town
With a yellow petticoat
And a pretty green gown.
PHASE 2: NEW Give learners a set of words with same beginning letter sounds and ask
LEARNING them to identify the letter sound, e.g. Bag, ball, bat, let learners circle the
beginning letter sound,
CIRCLE TIME

GROUP ACTIVITY 1 Take leaners out of the class to the field for a stretch up.
(OUTDOOR)
Engage leaners to use any of the play toys available.

Make a choice to use any of the learning centers created

Listen to a story
PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Put the class into three groups, give each group a picture card Pictures and Charts,
(INDOOR) E.g. moon, star, sun, candle, touch light etc. and letter cards (d, a, the big book,
n, c, s. g, o, u, l etc.). pencils and crayons

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
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
 Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.
 Strand: All Around Us
Date: 04 – 07 – 2025 Day: FRIDAY

Sub Strand: Natural & Man-Made (Artificial)

Sources Of Light
Class: KG 2 Class Size:
Indicator:
Content Standard:
K2.6.8.1.7 can tell the position and motion of objects in space. using
K2.6.8.1 Demonstrate understanding of the
words
knowledge that the different types of lights
we use during the day or in the night can be
K2.6.8.1.3 use a variety of new vocabulary learnt about the theme to
classified into natural and manmade.
create an informational text for reading using LEA
PERFORMANCE INDICATOR:
 Learners can tell the position and motion of objects in space. Core Competencies:
using words such as below, to the right, behind etc. Communication and collaboration, Critical
 Learners can use a variety of new vocabulary learnt about the thinking, Personal Development and Leadership
theme to create an informational text for reading using LEA
Keywords: album,, label, leaves
Reference : KG Curriculum P.g. 173-176

Phase/Duration Learners Activities Resources

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

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: NEW Revise with learners on the theme of the week. Have learners to sing
LEARNING songs relating to the theme.
CIRCLE TIME

GROUP ACTIVITY 1 Follow the procedure for using the Language Experience Approach
(OUTDOOR) (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

Make a choice to use any of the learning centers created.

PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

 2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.

GROUP ACTIVITY 2 Introduce them to vocabularies such as: in front of, behind, in the Pictures and
(INDOOR) sky, above, on the wall, on the third row, and other words that Charts, the big
show position. book, pencils and
e.g. Sesi is behind Neni. crayons

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.
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Teacher sings songs and recite rhymes in relation to the lesson with
learners

Give learners homework to do at home.

Vetted by: ………………………………. Sign: ………………………. Date: ……………………..

 THIRD TERM WEEKLY LESSON PLAN – KG TWO

WEEK 10

Name of School: ……………………………………………………………………………….……..

Name of Teacher: ……………………………………………………………………………………

Strand: All Around Us

Date: 11 – 07 – 2025 Day: MONDAY

Sub Strand: CHANGING WEATHER

Class: KG 2 Class Size: CONDITIONS
Content Standard:
K2.6.9.1 Demonstrate understanding of Indicator:
positive and negative effects of weather K2.6.9.1.1 K2.6.9.1.3
conditions.
Performance Indicator:
 Identify and describe the elements the different weather
Core Competencies:
conditions.
Communication and collaboration, Critical
thinking, Personal Development and Leadership
 Use a variety of new vocabulary learnt about the theme
to create an informational text for reading using LEA
Keywords: fruits, leaves, roots, stem, plants.
Reference : KG Curriculum P.g. 173-176

Phase/Duration Learners’ Activities Resources

PHASE 1: STARTER SUNNY DAY
Yellow sun yellow sun
Shinning down so bright
Sunshine, sunshine
Giving lots of light
The sun is warm,
Its hits my face.
It really makes me smile
I don’t want the sun to leave
So please stay for awhile
PHASE 2: NEW Learners learn and say the rhyme
LEARNING “whether the weather…”
CIRCLE TIME whether the weather be cold,
or whether the weather be hot,
we’ll whether the weather,
whatever the weather ,
whether we like it or not.
GROUP ACTIVITY 1 Follow the procedure for using the Language Experience Approach
(OUTDOOR) (LEA) to create an informational text on the changing conditions of
the weather and what learners do.

Take Learners out of the class to the field for a stretch up.
 Engage Learners to use any of the play toys available.

Make a choice to use any of the learning centers created

PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Follow basic procedures of the community circle time and Pictures and videos
(INDOOR) introduce the theme for the week. of past and present
leaders in the
Display a Conversational Poster #8 and some concrete materials community, Big
related to the theme, and engage learners in active discussion on book
the following leading questions: what makes the weather dull or
bright? what do we like to do when the weather is bright and
sunny or rainy and dull?
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.
 Strand: All Around Us
Date: 11 – 07 – 2025 Day: TUESDAY

Sub Strand: CHANGING WEATHER

Class: KG 2 Class Size: CONDITIONS
Indicator:
Content Standard: K2.6.9.1.2 participate actively in the shared reading of the big book
K2.6.9.1 Demonstrate understanding of which relates to the theme and answer simple questions on the text.
positive and negative effects of weather
conditions. K2.6.9.1.4 read level appropriate content sight words and use them to
form sentences and also copy them in their books.
Performance Indicator:
 Learners can participate actively in the shared reading of
the big book which relates to the theme and answer simple Core Competencies:
questions on the text.
Communication and collaboration, Critical
thinking, Personal Development and Leadership
 Learners can read level appropriate content sight words
and use them to form sentences and also copy them in
their books.
Keywords: Plants, roots, leaves, stem.
Reference : KG Curriculum P.g. 173-176

Phase/Duration Learners Activities Resources

PHASE 1: STARTER CLOUDY DAY
I see clouds,
They look so puffy.
Big and little,
Light and fluffy
Clouds block the sun
They bring the shade
Look really closely
See what pictures are made
I really don’t mind a cloudy day,
But look out!
Rain could be on the way.
PHASE 2: NEW Take learners through before reading activities to activate pupils’ previous
LEARNING knowledge on the theme.
CIRCLE TIME Read aloud the informational text about different types of soil while
pointing to words in a sentence.

Ask factual and inferential questions about the book. E.g. Why was
it difficult for the girl to catch the moon?.
GROUP ACTIVITY 1 As usual, put learners in a community circle. Let them sing the
(OUTDOOR) song on plants, clap their hands and dance as well.

Show key words of the theme on cards and guide learners to read
them.

Engage Learners to use any of the play toys available.

Make a choice to use any of the learning centers created

 Listen to a story

PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Provide learners with word chart on weather conditions – dry, Pictures and videos
(INDOOR) cold, wet, windy, rainy, cloudy, warm, sunny, sun, water. of past and present
leaders in the
community, Big
book

Scaffold learners to read the words and decode the simple

sentences using their decoding strategies learnt so far.
Follow the steps of the KWL strategy instruction as you read
aloud the informational text on the weather to the learners.

Pause often and let learners find answers to their questions.

Learners first say what they know about the weather(K), ask
questions on what they want to know, listen to the text and
answer their own questions during the reading and share what
they have learnt about the weather.
Learners talk about their experiences, e.g. with floods, the
scorching sun, windy weather conditions
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center
 Observe, join in and ask learners questions frequently to guide
their play and to support their understanding in what they are
learning.

STORY SHARING Tell learners a story. Word cards, letter

cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.
 Strand: All Around Us
Date: 11 – 07 – 2025 Day: WEDNESDAY

Sub Strand: CHANGING WEATHER

Class: KG 2 Class Size: CONDITIONS
Content Standard:
Indicator:
K2.6.9.1 Demonstrate understanding of
K2.6.9.1.5 Recognize and identify most letter names and their
positive and negative effects of weather sounds in different names of people from other cultures
conditions.
Performance Indicator: Core Competencies:
 Learners can recognize and identify most letter names and Communication and collaboration, Critical
their sounds in different names of people from other cultures thinking, Personal Development and Leadership
Keywords: Plants, roots, leaves, stem.
Reference : KG Curriculum P.g. 173-176

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Children are split into teams. One from each team is chosen with a
toy gun.
Teacher calls out a sound, a player must shoot their opponent by
saying a word that begins /ends with that sound.
The person who shoots first wins and stays on. The loser sits
down and another person from that team comes up.
Whichever team has its player standing at the end wins.
PHASE 2: NEW Follow the procedure for using the Language Experience Approach Word cards
LEARNING (LEA) to create an informational text on types of light and their
CIRCLE TIME sources.

Learners sing an alphabet song and point to the letters on the wall.
GROUP ACTIVITY 1 Take Learners out of the class to the field for a stretch up. .
(OUTDOOR)
Engage Learners to use any of the play toys available.

Make a choice to use any of the learning centers created

Listen to a story
PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.
Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Put all the pupils’ name cards on the floor. Pictures and videos
(INDOOR) Call out a set of names at a time and let two or three friends come of past and present
out at a time to look for their names. leaders in the
community, Big
Watch to make sure pupils pick up the correct names. book

Engage learners to play the “I spy” game.

Teacher, or leaner begins by saying "I spy with my little eye
something beginning with.....".

The item has to be something within sight of the learners. Other

learners guess until someone guesses correctly.

It can also be played with names; "I spy with my little eye someone
beginning with..... ".

Take Learners out of the class to the field for a stretch up.
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.

Strand: All Around Us

Date: 11 – 07 – 2025 Day: THURSDAY

Sub Strand: CHANGING WEATHER

Class: KG 2 Class Size: CONDITIONS
Content Standard:
Indicator:
K2.6.9.1 Demonstrate understanding of
K2.6.9.1.6 Role play how changing weather conditions affect the
positive and negative effects of weather clothes we wear
conditions.
Performance Indicator: Core Competencies:
 Learners Role play how changing weather conditions affect the Communication and collaboration, Critical
clothes we wear thinking, Personal Development and Leadership
Keywords: Plants, roots, leaves, stem.
Reference : KG Curriculum P.g. 173-176
Phase/Duration Learners Activities Resources
PHASE 1: STARTER RAINY DAY
Rain, rain, rain
Falling, falling down
Drip drop drip drop
Rain hits the ground
Wet, wet, wet,
There is no outside play.
Puddles and puddles.
I want a sunny day!
PHASE 2: NEW Give learners a set of words with same beginning letter sounds and ask
LEARNING them to identify the letter sound, e.g. Bag, ball, bat, let learners circle the
beginning letter sound,
CIRCLE TIME

GROUP ACTIVITY 1 Take leaners out of the class to the field for a stretch up.
(OUTDOOR)
Engage leaners to use any of the play toys available.

Make a choice to use any of the learning centers created

Listen to a story
PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Play the game: Look who is here today and what is the weather Pictures and videos
(INDOOR) condition? of past and present
leaders in the
Group learners according to the weather conditions and have community, Big
them role play dressing up in different weather conditions. book

Have them wear clothes in relation to the weather conditions.

Group A dress like it is rainy (boots, rain coat, umbrella),
Group B wears very warm clothing and pullovers to show it is
cold,
Group C, wears sleeveless simple dresses,
Group D wears things to cope with a windy day.

Learners enter the classroom and walk by and others guess what
the weather condition is.

Recite different rhymes related to the weather to end the day.

LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.
 Strand: All Around Us
Date: 11 – 07 – 2025 Day: FRIDAY

Sub Strand: CHANGING WEATHER

Class: KG 2 Class Size: CONDITIONS
Content Standard:
K2.6.9.1 Demonstrate understanding of Indicator:
positive and negative effects of weather K2.6.9.1.7
conditions.
PERFORMANCE INDICATOR: Core Competencies:
 Collect and handle data on learner’s preference of weather Communication and collaboration, Critical
conditions. thinking, Personal Development and Leadership
Keywords: album,, label, leaves
Reference : KG Curriculum P.g. 173-176

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Engage learners to sing songs and play games.

WE CAN COUNT
We K1
We can count,
We count 1, 2, 3, 4 ,5
We count 6, 7, 8, 9, 10
We k1, we can count very well
PHASE 2: NEW Revise with learners on the theme of the week. Have learners to sing
LEARNING songs relating to the theme.
CIRCLE TIME

GROUP ACTIVITY 1 Follow the procedure for using the Language Experience Approach
(OUTDOOR) (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

Make a choice to use any of the learning centers created.

PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
 3. Mention any object in the classroom or home that begins with
the target letter sound.

GROUP ACTIVITY 2 conditions each person like most. Pictures and videos
(INDOOR) of past and present
Learners count and represent data in a graphical form and in leaders in the
groups. community, Big
book
Use the data to ask questions such as
e.g. Which group has the most members? Count them.
Which group has few members?
Is there a group with no one? Etc.

Also scaffold learners to develop conceptual understanding of

subtraction (0 to 20).

Ask if the whole class has 20 members and 10 pupils do not prefer
any weather condition, how many will be left to dress up?

Guide learners to subtract numbers using countable objects.

LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Teacher sings songs and recite rhymes in relation to the lesson with
learners

Give learners homework to do at home.

Vetted by: ………………………………. Sign: ………………………. Date: ……………………..

 THIRD TERM WEEKLY PLAN – KG TWO

WEEK 11
Name of School: ……………………………………………………………………………….…….
Name of Teacher: ……………………………………………………………………………………

Strand: All Around Us

Date: Day: MONDAY
SUB STRAND: Connecting &
Communicating With The Global
Class: KG 1 Class Size:
Community
Content Standard: Indicator:
K2.7.1.1 Demonstrate understanding of K2.7.1.1.1 sing or recite poems about the theme and discuss the
various ways new connect with the outside world
the various ways we connect with the K2.7.1.1.2 use a variety of new vocabulary learnt about the theme to
global community. create an informational text for reading using LEA
Performance Indicator:
 Learners can sing or recite poems about the theme and
Core Competencies:
discuss the various ways new connect with the outside
Communication and collaboration (CC) Personal
world
Development and Leadership (PL) Creativity and
 Learners can use a variety of new vocabulary learnt about Innovation (CI) Critical Thinking and Problem Solving
the theme to create an informational text for reading using
LEA
Keywords: Plant, stem, root, leaves, fruits
Reference : KG Curriculum P.g. 76-79

Phase/Duration Learners Activities Resources

PHASE 1: STARTER 10 Have learners the beginning sounds of the following items in the
MINS picture below.
(Preparing the Brain for
Learning)

PHASE 2: MAIN 40MINS Learners recite the poem” An aero plane is passing” Poster, Cut out
(New Learning Including shapes, big books,
Assessment) Follow basic procedures of the community circle time (as in counters, crayons,
K2.1.1.1.1) and introduce the theme for the week. cut out foreign
currencies
GROUP ACTIVITY 1 Take Learners out of the class to the field for a stretch up.
(OUTDOOR)
Engage Learners to use any of the play toys available.

Make a choice to use any of the learning centers created

PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Using a Globe or a World map, show learners how big the world Poster, Cut out
(INDOOR) is shapes, big books,
counters, crayons,
cut out foreign
currencies

Ask leading questions to make the learners think critically about

how we connect with the outside world.

Engage the learners in active discussion on the following: What

various modes of transport do people use to connect with the
global community? (Aeroplanes and ship)

How do people in our country communicate with others?

(phones),

How do we know about these other people? (TV)

Follow the procedure for using the Language Experience Approach

(LEA) to create an informational text on the ways we
communicate with the global community.
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Review lesson with Learners by singing songs in relation to it
REFLECTION 10MINS
(Learner and Teacher)
 Strand: All Around Us
Date: Day: TUESDAY

SUB STRAND: Connecting & Communicating

Class: KG 1 Class Size: With The Global Community
CONTENT STANDARD: INDICATORS:
K2.7.1.1 Demonstrate understanding of K2.7.1.1.2 participate actively in the shared reading of the big book
the various ways we connect with the which relates to the theme and answer simple questions on the text.
global community.
K2.7.1.1.4 identify sounds of letters and be able to write them.
PERFORMANCE INDICATOR:
 Learners can participate actively in the shared reading of the
Core Competencies:
big book which relates to the theme and answer simple
Communication and collaboration, Critical
questions on the text.
thinking, Personal Development and Leadership
 Learners can identify sounds of letters and be able to write
them
Keywords: Plants, medicine, shade
Reference : KG Curriculum P.g. 76-79

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Have learners to identify the activities in the pictures below and
relate to them.

PHASE 2: NEW In a community circle time, show the book and ask learners to Poster, Cut out
LEARNING identify the cover page, the writer/author and the illustrator. shapes, big books,
CIRCLE TIME counters, crayons,
Have learners use the cover page illustration and picture walk to cut out foreign
predict the content. currencies
GROUP ACTIVITY 1 Take Learners out of the class to the field for a stretch up.
(OUTDOOR)
Engage Learners to use any of the play toys available.

Make a choice to use any of the learning centers created

PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.
 Guide learners to pronounce and write the target sound in the
sand tray or exercise books.
Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Follow the steps of the KWL strategy instruction as you read Poster, Cut out
(INDOOR) aloud the informational text on the global community to the shapes, big books,
learners. counters, crayons,
cut out foreign
currencies

Learners first say what they know about the outside world (K), ask
questions on what they want to know, listen as you read, pause
often and let learners find answers to their questions.

After reading, have them share the lessons learnt. Encourage

students to share their experiences too.

Play Alphabet Relay

Put learners in groups of 4 to compete for letter recognition and
writing.

Give each group a piece of chalk.

Call out a letter and let two pupils from each group run to the
chalk board and write both the small and capital letter.

Call out another letter and let pupils take turns.

Take Learners out of the class to the field for a stretch up.
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.
 Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Review lesson with Learners by singing songs in relation to it.
REFLECTION
 Strand: All Around Us
Date: Day: WEDNESDAY

Sub Strand: Connecting & Communicating

Class: KG 1 Class Size: With The Global Community
CONTENT STANDARD: INDICATORS:
K2.7.1.1 Demonstrate understanding of K2.7.1.1.5 identify letter-sounds in key words about the theme and be
the various ways we connect with the able to write them in their books.
global community
K2.7.1.1 6 sing songs from different cultures and languages (French
songs) and perform actions on them.
PERFORMANCE INDICATOR:
 Learners can identify letter-sounds in key words about the Core Competencies:
theme and be able to write them in their books.
Communication and collaboration, Critical
thinking, Personal Development and Leadership
 Learners can sing songs from different cultures and languages
(French songs) and perform actions on them.
Keywords: Position, target sound, blowing, cooling, fanning, breathing
Reference : KG Curriculum P.g. 76-79

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Engage learners to play the “Tapping Out” Game.

Spread your fingers apart as learners do same.

Each finger represents a letter sound of single-syllable words.
Turn your back to the class and raise your right hand.
Raise the index finger straight as learners watch.
Bring the index finger down to meet the thumb as you make the
sound.
Use fingers to demonstrate blending.
PHASE 2: NEW Using the flash cards, let learners identify the key words. Poster, Cut out
LEARNING shapes, big books,
CIRCLE TIME counters, crayons,
cut out foreign
currencies
GROUP ACTIVITY 1 Take Learners out of the class to the field for a stretch up.
(OUTDOOR)
Engage Learners to use any of the play toys available.

Make a choice to use any of the learning centers created

Listen to a story.
PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.
 1. What sound have we learnt today?
2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Flash the letter cards and have learners sound them out instantly. Poster, Cut out
(INDOOR) shapes, big books,
Map Country Flag counters, crayons,
cut out foreign
Clothes Airplane currencies

Dictate some words and let learners write the words on lines in
their books.

Map Flag

Country

Airplane
Learn and sing French songs and learn the names of the days of the
week in other languages.
Learners learn their week day names in other languages
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Review lesson with Learners by singing songs in relation to it
REFLECTION
 Strand: All Around Us
Date: Day: THURSDAY

Sub Strand: Connecting & Communicating

Class: KG 1 Class Size: With The Global Community
INDICATORS:
Content Standard: K2.7.1.1.7 talk about the colors of the flags of other countries and
other art work and music that they have
K2.7.1.1 Demonstrate understanding of
the various ways we connect with the K2.7.1.1. 8 developing a conceptual understanding of addition and
global community. subtraction in the buying and selling that goes in between different
countries.
Performance Indicator:
 Learners can talk about the colors of the flags of other Core Competencies:
countries and other art work and music that they have.
Communication and collaboration, Critical
 Learners can developing a conceptual understanding of
thinking, Personal Development and Leadership
addition and subtraction in the buying and selling that goes in
between different countries.
Keywords: decode, blend, initial.
Reference : KG Curriculum P.g. 76-79

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Engage learners to sing songs and play games to begin the lesson.
The songs should be action songs that gets everyone doing
something. Let learners participate physical activities to warm up
their bodies.
PHASE 2: NEW Learners study the flags of other countries and design different
LEARNING maps for the classroom.
CIRCLE TIME

GROUP ACTIVITY 1 Take leaners out of the class to the field for a stretch up.
(OUTDOOR)
Learners sing rhymes and dance with actions

Engage leaners to use any of the play toys available.

Make a choice to use any of the learning centers created

PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
 3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Learners study the flags of other countries and design different Poster, Cut out
(INDOOR) maps for the classroom. shapes, big books,
counters, crayons,
cut out foreign
currencies

The classroom should be set up as an international classroom with

different centers exhibiting different clothes and food item.

Provide learners with colorful materials, colorful papers, colorful

clothes, to wear representing different countries.

Assist learners to use music and drama to demonstrate how the

various countries dance.
Set up an international market in the classroom where all kinds of
international traders come and shop.

Demonstrate buying and selling, practicing addition and subtraction

of money and giving change.

The store keeper can receive calls from abroad for orders.

Learners sing rhymes and dance with actions.

LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.
 Strand: All Around Us
Date: Day: FRIDAY

Sub Strand: Connecting & Communicating

Class: KG 1 Class Size: With The Global Community
Indicator:
Content Standard: K2.7.1.1.7 talk about the colors of the flags of other countries and
other art work and music that they have.
K2.7.1.1 Demonstrate understanding of the
various ways we connect with the global K2.7.1.1. 8 developing a conceptual understanding of addition and
community. subtraction in the buying and selling that goes in between different
countries.
Performance Indicator:
 Learners can talk about the colors of the flags of other Core Competencies:
countries and other art work and music that they have.
Communication and collaboration, Critical thinking,
 Learners can developing a conceptual understanding of
Personal Development and Leadership
addition and subtraction in the buying and selling that goes
in between different countries.
Keywords: Position sentence, blowing breath, blow.
Reference : KG Curriculum P.g. 76-79

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Let learners identify the beginning sounds of the items in the
picture below.

PHASE 2: NEW Learners study the flags of other countries and design different
LEARNING maps for the classroom.
CIRCLE TIME

GROUP ACTIVITY 1 Teacher sings songs and recite rhymes in relation to the lesson
(OUTDOOR) with learners

Take learners out to the field.

Guide them to swing the sea-saw, sit on the mary-go-round etc.

Sing rhymes and songs with learners as they play.

PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.
 Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Learners study the flags of other countries and design different Poster, Cut out
(INDOOR) maps for the classroom. shapes, big books,
counters, crayons,
cut out foreign
currencies

The classroom should be set up as an international classroom with

different centers exhibiting different clothes and food item.

Assist learners to use music and drama to demonstrate how the

various countries dance.

Set up an international market in the classroom where all kinds of

international traders come and shop.

Demonstrate buying and selling, practicing addition and subtraction

of money and giving change.

The store keeper can receive calls from abroad for orders.
Provide learners with colorful materials, colorful papers, colorful
clothes, to wear representing different countries.

Make a choice to use any of the learning centers created

LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
 Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Teacher sings songs and recite rhymes in relation to the lesson
REFLECTION with learners

Take learners out to the field.

Guide them to swing the sea-saw, sit on the mary-go-round etc.

Sing rhymes and songs with learners as they play

Give learners homework to do at home.

 THIRD TERM WEEKLY PLAN – KG TWO

WEEK 12
Name of School: ……………………………………………………………………………….…….
Name of Teacher: ……………………………………………………………………………………

Strand: All Around Us

Date: Day: MONDAY
SUB STRAND: Connecting &
Communicating With The Global
Class: KG 1 Class Size: Community
Content Standard: Indicator:
K2.7.1.1.1 sing or recite poems about the theme and discuss the
K2.7.1.1 Demonstrate understanding of
various ways new connect with the outside world
the various ways we connect with the K2.7.1.1.3 use a variety of new vocabulary learnt about the theme to
global community. create an informational text for reading using LEA
Performance Indicator:
 Learners can sing or recite poems about the theme and
discuss the various ways new connect with the outside Core Competencies:
Communication and collaboration (CC) Personal
world
Development and Leadership (PL) Creativity and
 Learners can use a variety of new vocabulary learnt about Innovation (CI) Critical Thinking and Problem Solving
the theme to create an informational text for reading using
LEA
Keywords: Plant, stem, root, leaves, fruits
Reference : KG Curriculum P.g. 76-79

Phase/Duration Learners Activities Resources

PHASE 1: STARTER 10 Have learners the beginning sounds of the following items in the
MINS picture below.
(Preparing the Brain for
Learning)

PHASE 2: MAIN 40MINS Learners recite the poem” An aero plane is passing” Poster, Cut out
(New Learning Including shapes, big books,
Assessment) Follow basic procedures of the community circle time (as in counters, crayons,
K2.1.1.1.1) and introduce the theme for the week. cut out foreign
currencies
GROUP ACTIVITY 1 Take Learners out of the class to the field for a stretch up.
(OUTDOOR)
Engage Learners to use any of the play toys available.

Make a choice to use any of the learning centers created

PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Using a Globe or a World map, show learners how big the world Poster, Cut out
(INDOOR) is shapes, big books,
counters, crayons,
cut out foreign
currencies

Ask leading questions to make the learners think critically about

how we connect with the outside world.

Engage the learners in active discussion on the following: What

various modes of transport do people use to connect with the
global community? (Aeroplanes and ship)

How do people in our country communicate with others?

(phones),

How do we know about these other people? (TV)

Follow the procedure for using the Language Experience Approach

(LEA) to create an informational text on the ways we
communicate with the global community.
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Review lesson with Learners by singing songs in relation to it
REFLECTION 10MINS
(Learner and Teacher)
 Strand: All Around Us
Date: Day: TUESDAY

SUB STRAND: Connecting & Communicating

Class: KG 1 Class Size: With The Global Community

CONTENT STANDARD: INDICATORS:

K2.7.1.1 Demonstrate understanding of K2.7.1.1.2 participate actively in the shared reading of the big book
the various ways we connect with the which relates to the theme and answer simple questions on the text.
global community.
K2.7.1.1.4 identify sounds of letters and be able to write them.
PERFORMANCE INDICATOR:
 Learners can participate actively in the shared reading of the
big book which relates to the theme and answer simple Core Competencies:
questions on the text. Communication and collaboration, Critical
thinking, Personal Development and Leadership
 Learners can identify sounds of letters and be able to write
them
Keywords: Plants, medicine, shade
Reference : KG Curriculum P.g. 76-79

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Have learners to identify the activities in the pictures below and
relate to them.

PHASE 2: NEW In a community circle time, show the book and ask learners to Poster, Cut out
LEARNING identify the cover page, the writer/author and the illustrator. shapes, big books,
CIRCLE TIME counters, crayons,
Have learners use the cover page illustration and picture walk to cut out foreign
predict the content. currencies
GROUP ACTIVITY 1 Take Learners out of the class to the field for a stretch up.
(OUTDOOR)
Engage Learners to use any of the play toys available.

Make a choice to use any of the learning centers created

PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.
 Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Follow the steps of the KWL strategy instruction as you read Poster, Cut out
(INDOOR) aloud the informational text on the global community to the shapes, big books,
learners. counters, crayons,
cut out foreign
currencies

Learners first say what they know about the outside world (K), ask
questions on what they want to know, listen as you read, pause
often and let learners find answers to their questions.

After reading, have them share the lessons learnt. Encourage

students to share their experiences too.

Play Alphabet Relay

Put learners in groups of 4 to compete for letter recognition and
writing.

Give each group a piece of chalk.

Call out a letter and let two pupils from each group run to the
chalk board and write both the small and capital letter.

Call out another letter and let pupils take turns.

Take Learners out of the class to the field for a stretch up.
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
 3. what have you learnt from the story?

PHASE 3: Review lesson with Learners by singing songs in relation to it.

REFLECTION
 Strand: All Around Us
Date: Day: WEDNESDAY

Sub Strand: Connecting & Communicating

Class: KG 1 Class Size: With The Global Community

CONTENT STANDARD: INDICATORS:

K2.7.1.1 Demonstrate understanding of K2.7.1.1.5 identify letter-sounds in key words about the theme and be
the various ways we connect with the able to write them in their books.
global community
K2.7.1.1 6 sing songs from different cultures and languages (French
songs) and perform actions on them.
PERFORMANCE INDICATOR:
 Learners can identify letter-sounds in key words about the
Core Competencies:
theme and be able to write them in their books.
Communication and collaboration, Critical
thinking, Personal Development and Leadership
 Learners can sing songs from different cultures and languages
(French songs) and perform actions on them.
Keywords: Position, target sound, blowing, cooling, fanning, breathing
Reference : KG Curriculum P.g. 76-79

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Engage learners to play the “Tapping Out” Game.

Spread your fingers apart as learners do same.

Each finger represents a letter sound of single-syllable words.
Turn your back to the class and raise your right hand.
Raise the index finger straight as learners watch.
Bring the index finger down to meet the thumb as you make the
sound.
Use fingers to demonstrate blending.
PHASE 2: NEW Using the flash cards, let learners identify the key words. Poster, Cut out
LEARNING shapes, big books,
CIRCLE TIME counters, crayons,
cut out foreign
currencies
GROUP ACTIVITY 1 Take Learners out of the class to the field for a stretch up.
(OUTDOOR)
Engage Learners to use any of the play toys available.

Make a choice to use any of the learning centers created

Listen to a story.
PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.
 1. What sound have we learnt today?
2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Flash the letter cards and have learners sound them out instantly. Poster, Cut out
(INDOOR) shapes, big books,
Map Country Flag counters, crayons,
cut out foreign
currencies
Clothes Airplane

Dictate some words and let learners write the words on lines in
their books.

Map Flag

Country

Airplane
Learn and sing French songs and learn the names of the days of the
week in other languages.
Learners learn their week day names in other languages
LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Review lesson with Learners by singing songs in relation to it
REFLECTION
 Strand: All Around Us
Date: Day: THURSDAY

Sub Strand: Connecting & Communicating

Class: KG 1 Class Size: With The Global Community

INDICATORS:
Content Standard: K2.7.1.1.7 talk about the colors of the flags of other countries and
other art work and music that they have
K2.7.1.1 Demonstrate understanding of
the various ways we connect with the K2.7.1.1. 8 developing a conceptual understanding of addition and
global community. subtraction in the buying and selling that goes in between different
countries.
Performance Indicator:
 Learners can talk about the colors of the flags of other
Core Competencies:
countries and other art work and music that they have.
Communication and collaboration, Critical
 Learners can developing a conceptual understanding of thinking, Personal Development and Leadership
addition and subtraction in the buying and selling that goes in
between different countries.
Keywords: decode, blend, initial.
Reference : KG Curriculum P.g. 76-79

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Engage learners to sing songs and play games to begin the lesson.
The songs should be action songs that gets everyone doing
something. Let learners participate physical activities to warm up
their bodies.
PHASE 2: NEW Learners study the flags of other countries and design different
LEARNING maps for the classroom.
CIRCLE TIME

GROUP ACTIVITY 1 Take leaners out of the class to the field for a stretch up.
(OUTDOOR)
Learners sing rhymes and dance with actions

Engage leaners to use any of the play toys available.

Make a choice to use any of the learning centers created

PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.

Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Learners study the flags of other countries and design different Poster, Cut out
(INDOOR) maps for the classroom. shapes, big books,
counters, crayons,
cut out foreign
currencies

The classroom should be set up as an international classroom with

different centers exhibiting different clothes and food item.

Provide learners with colorful materials, colorful papers, colorful

clothes, to wear representing different countries.

Assist learners to use music and drama to demonstrate how the

various countries dance.
Set up an international market in the classroom where all kinds of
international traders come and shop.

Demonstrate buying and selling, practicing addition and subtraction

of money and giving change.

The store keeper can receive calls from abroad for orders.

Learners sing rhymes and dance with actions.

LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.

Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Learners share what they have learnt with their peers and class.
REFLECTION
Give learners homework to do at home.
 Strand: All Around Us
Date: Day: FRIDAY

Sub Strand: Connecting & Communicating

Class: KG 1 Class Size: With The Global Community

Indicator:
Content Standard: K2.7.1.1.7 talk about the colors of the flags of other countries and
other art work and music that they have.
K2.7.1.1 Demonstrate understanding of the
various ways we connect with the global K2.7.1.1. 8 developing a conceptual understanding of addition and
community. subtraction in the buying and selling that goes in between different
countries.
Performance Indicator:
 Learners can talk about the colors of the flags of other
Core Competencies:
countries and other art work and music that they have.
Communication and collaboration, Critical thinking,
 Learners can developing a conceptual understanding of Personal Development and Leadership
addition and subtraction in the buying and selling that goes
in between different countries.
Keywords: Position sentence, blowing breath, blow.
Reference : KG Curriculum P.g. 76-79

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Let learners identify the beginning sounds of the items in the
picture below.

PHASE 2: NEW Learners study the flags of other countries and design different
LEARNING maps for the classroom.
CIRCLE TIME

GROUP ACTIVITY 1 Teacher sings songs and recite rhymes in relation to the lesson
(OUTDOOR) with learners

Take learners out to the field.

Guide them to swing the sea-saw, sit on the mary-go-round etc.

Sing rhymes and songs with learners as they play.

PHONICS Engage learners to sing songs and recite some familiar rhymes that Word cards, letter
relates to the target sound. cards.

Guide learners to pronounce and write the target sound in the

sand tray or exercise books.
 Have learners say three or four words that contain the target
sound.

Using flash cards, learners read words that contain the target
sound.

1. What sound have we learnt today?

2. Which other letter sound do you know?
3. Mention any object in the classroom or home that begins with
the target letter sound.
GROUP ACTIVITY 2 Learners study the flags of other countries and design different Poster, Cut out
(INDOOR) maps for the classroom. shapes, big books,
counters, crayons,
cut out foreign
currencies

The classroom should be set up as an international classroom with

different centers exhibiting different clothes and food item.

Assist learners to use music and drama to demonstrate how the

various countries dance.

Set up an international market in the classroom where all kinds of

international traders come and shop.

Demonstrate buying and selling, practicing addition and subtraction

of money and giving change.

The store keeper can receive calls from abroad for orders.
Provide learners with colorful materials, colorful papers, colorful
clothes, to wear representing different countries.

Make a choice to use any of the learning centers created

LEARNING CENTER Engage learners to play freely at the learning centers. Learning center

Observe, join in and ask learners questions frequently to guide

their play and to support their understanding in what they are
learning.
STORY SHARING Tell learners a story. Word cards, letter
cards.
Pause regularly and ask questions to make sure learners are
following.
 Engage learners to act parts of the story.

1. Was the story interesting?

2. What part of the story did you like?
3. what have you learnt from the story?
PHASE 3: Teacher sings songs and recite rhymes in relation to the lesson
REFLECTION with learners

Take learners out to the field.

Guide them to swing the sea-saw, sit on the mary-go-round etc.

Sing rhymes and songs with learners as they play

Give learners homework to do at home.