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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
SOCIAL STUDIES AND PERSONAL MANAGEMNT
|
Self-improvement
|
By the end of the
lesson, the learner
should be able to:
-Describe personality traits for self-understanding -Explore ways of identifying personality traits for self-understanding -Appreciate personality traits for self-understanding |
-Learner is guided to choose the animal that best defines their personal characteristics from a list of selected animals then discuss the outcome with the class
-Watch a video clip on personality traits and discuss |
Which animal best reflects your personal characteristics?
|
-Course book
-Video clips -Charts |
-Oral questions
-Written questions
|
|
| 2 | 2 |
SOCIAL STUDIES AND PERSONAL MANAGEMNT
|
Self-improvement
|
By the end of the
lesson, the learner
should be able to:
-Describe personality traits for self-understanding -Explore ways of identifying personality traits for self-understanding -Appreciate personality traits for self-understanding |
-Learner is guided to choose the animal that best defines their personal characteristics from a list of selected animals then discuss the outcome with the class
-Watch a video clip on personality traits and discuss |
Which animal best reflects your personal characteristics?
|
-Course book
-Video clips -Charts |
-Oral questions
-Written questions
|
|
| 2 | 3 |
SOCIAL STUDIES AND PERSONAL MANAGEMNT
|
Self-improvement
|
By the end of the
lesson, the learner
should be able to:
-Describe personality traits for self-understanding -Explore ways of identifying personality traits for self-understanding -Appreciate personality traits for self-understanding |
-Learner is guided to choose the animal that best defines their personal characteristics from a list of selected animals then discuss the outcome with the class
-Watch a video clip on personality traits and discuss |
Which animal best reflects your personal characteristics?
|
-Course book
-Video clips -Charts |
-Oral questions
-Written questions
|
|
| 2 | 4 |
SOCIAL STUDIES AND PERSONAL MANAGEMENT
|
Self-improvement
|
By the end of the
lesson, the learner
should be able to:
-identify goals for self-improvement in social life -Share goals for self-improvement in social life -Develop personal life goals for self- improvement in social life -Appreciate goals for self-improvement in social life |
-Develop and share personal life goals such as educational careers
-In groups or in pairs learners are guided to identify goals for self-improvement in social life -Watch a video clip of successful career individual in social life that reflect on their traits |
What career choices in social studies relate to you?
|
-Course book
-Pictures -Chairs -Realia -Competing devices |
-Oral questions
-Written questions
|
|
| 3 | 1 |
SOCIAL STUDIES AND PERSONAL MANAGEMENT
|
Self-improvement
|
By the end of the
lesson, the learner
should be able to:
-Describe the role of values in the development of personality traits -Explore ways of using values in the development of personality traits -Appreciate the role of values in the development of personality traits |
In groups or pairs learners are guided to identify the effects of values in the development of personality traits
-Role –play a skit dream depicting values in their dream career choice in social studies |
What career choices in social studies relate to you?
|
-Corse book
-Pictures -Charts -Realia -Computing devices |
-Oral interviews
-Teacher made tests
|
|
| 3 | 2 |
SOCIAL STUDIES AND PERSONAL MANAGEMENT
|
Self-improvement
|
By the end of the
lesson, the learner
should be able to:
-Describe the role of values in the development of personality traits -Explore ways of using values in the development of personality traits -Appreciate the role of values in the development of personality traits |
In groups or pairs learners are guided to identify the effects of values in the development of personality traits
-Role –play a skit dream depicting values in their dream career choice in social studies |
What career choices in social studies relate to you?
|
-Corse book
-Pictures -Charts -Realia -Computing devices |
-Oral interviews
-Teacher made tests
|
|
| 3 | 3 |
SOCIAL STUDIES AND PERSONAL MANAGEMENT
|
Self-improvement
|
By the end of the
lesson, the learner
should be able to:
-Describe the role of values in the development of personality traits -Explore ways of using values in the development of personality traits -Appreciate the role of values in the development of personality traits |
In groups or pairs learners are guided to identify the effects of values in the development of personality traits
-Role –play a skit dream depicting values in their dream career choice in social studies |
What career choices in social studies relate to you?
|
-Corse book
-Pictures -Charts -Realia -Computing devices |
-Oral interviews
-Teacher made tests
|
|
| 3 | 4 |
SOCIAL STUDIES AND PERSONAL MANAGEMENT
|
Self-improvement
|
By the end of the
lesson, the learner
should be able to:
-Describe the role of values in the development of personality traits -Explore ways of using values in the development of personality traits -Appreciate the role of values in the development of personality traits |
In groups or pairs learners are guided to identify the effects of values in the development of personality traits
-Role –play a skit dream depicting values in their dream career choice in social studies |
What career choices in social studies relate to you?
|
-Corse book
-Pictures -Charts -Realia -Computing devices |
-Oral interviews
-Teacher made tests
|
|
| 4 | 1 |
SOCIAL STUDIES PERSONAL MANAGEMENT
|
Self Esteem Assessment
|
By the end of the
lesson, the learner
should be able to:
-Explain the contribution of self- esteem on their holistic development -Explore ways self-esteem contribute on their holistic development -Embrace self-esteem on their holistic development |
Learner is guided to use digital or print resources to search for and discuss the relationship between self – esteem and personal productivity
-Refer to religious texts on self-love |
How does self-esteem affect my holistic development?
|
-Course book
-Pictures -Charts -Realia -Computing devices |
-Oral questions
-Written questions
|
|
| 4 | 2 |
SOCIAL STUDIES PERSONAL MANAGEMENT
|
Self Esteem Assessment
|
By the end of the
lesson, the learner
should be able to:
-Explain the contribution of self- esteem on their holistic development -Explore ways self-esteem contribute on their holistic development -Embrace self-esteem on their holistic development |
Learner is guided to use digital or print resources to search for and discuss the relationship between self – esteem and personal productivity
-Refer to religious texts on self-love |
How does self-esteem affect my holistic development?
|
-Course book
-Pictures -Charts -Realia -Computing devices |
-Oral questions
-Written questions
|
|
| 4 | 3 |
SOCIAL STUDIES PERSONAL MANAGEMENT
|
Self Esteem Assessment
|
By the end of the
lesson, the learner
should be able to:
-Explain the contribution of self- esteem on their holistic development -Explore ways self-esteem contribute on their holistic development -Embrace self-esteem on their holistic development |
Learner is guided to use digital or print resources to search for and discuss the relationship between self – esteem and personal productivity
-Refer to religious texts on self-love |
How does self-esteem affect my holistic development?
|
-Course book
-Pictures -Charts -Realia -Computing devices |
-Oral questions
-Written questions
|
|
| 4 | 4 |
SOCIAL STUDIES PERSONAL MANGEMENT
|
Self-esteem Assessment
|
By the end of the
lesson, the learner
should be able to:
-Identify effects of unhealthy self-esteem in day-to-day social lives -Determine effects of unhealthy self-esteem in day-to-day social lives |
In groups or in pairs, leaners are guided to identify effects of unhealthy self-esteem in day-to-day social lives
-In groups or in pairs learners are guided to discuss cultural beliefs that promote self-esteem |
How does self-esteem affect my holistic development?
|
-Course book
-Pictures -Charts -Realia Computing devices |
-Oral questions
-Written questions
|
|
| 5 | 1 |
SOCIAL STUDIES PERSONAL MANGEMENT
|
Self-esteem Assessment
|
By the end of the
lesson, the learner
should be able to:
-Describe their self-esteem in social interactions -Assess their self-esteem in social interactions -Appreciate their self-esteem in social interactions |
-The learner is guided to act out and discuss skits on examples of difficult life experiences that could severely affect self-esteem in their social lives
|
How does self-esteem affect social life?
|
-Course book
-Pictures -Charts -Realia Computing devices |
-Oral questions
-Written questions
|
|
| 5 | 2 |
SOCIAL STUDIES PERSONAL MANGEMENT
|
Self-esteem Assessment
|
By the end of the
lesson, the learner
should be able to:
-Describe ways of improving their self-esteem for personal productivity -Improve their self-esteem for personal productivity -Desire to improve their self-esteem for personal productivity |
-In groups or in pairs, learaners are guided to describe ways of improving their self-esteem for personal productivity
-Discuss and share ways of seeking help to overcome low self-esteem -Journalese actions they will take to improve their self esteem |
How can we improve our self-esteem
|
-Course book
-Pictures -Charts -Realia Computing devices |
-Oral questions
-Written questions
|
|
| 5 | 3 |
SOCIAL STUDIES PERSONAL MANGEMENT
|
Self-esteem Assessment
|
By the end of the
lesson, the learner
should be able to:
-Describe ways of improving their self-esteem for personal productivity -Improve their self-esteem for personal productivity -Desire to improve their self-esteem for personal productivity |
-In groups or in pairs, learaners are guided to describe ways of improving their self-esteem for personal productivity
-Discuss and share ways of seeking help to overcome low self-esteem -Journalese actions they will take to improve their self esteem |
How can we improve our self-esteem
|
-Course book
-Pictures -Charts -Realia Computing devices |
-Oral questions
-Written questions
|
|
| 5 | 4 |
SOCIAL STUDIES PERSONAL MANGEMENT
|
Self-esteem Assessment
|
By the end of the
lesson, the learner
should be able to:
-Describe ways of improving their self-esteem for personal productivity -Improve their self-esteem for personal productivity -Desire to improve their self-esteem for personal productivity |
-In groups or in pairs, learaners are guided to describe ways of improving their self-esteem for personal productivity
-Discuss and share ways of seeking help to overcome low self-esteem -Journalese actions they will take to improve their self esteem |
How can we improve our self-esteem
|
-Course book
-Pictures -Charts -Realia Computing devices |
-Oral questions
-Written questions
|
|
| 6 | 1 |
Community service learning
|
Community service learning project
|
By the end of the
lesson, the learner
should be able to:
-Identify ways to determine the needs, gaps or needs in the community. -Identify one problem they intend to solve for the group project -Develop a title for the project -Desire to learn more about community service learning project |
-In groups or in pairs, learners are guided to identify ways to determine the gaps or need in the community
-In groups or in pairs, learners are guided to identify one problem they intend to solve for the group project. -In groups or in pairs learners are guided to develop a title for the project |
How does one determine some gaps land needs in their community?
|
-Course book
-Pictures -Charts -Realia -Computing devices |
-Oral questions
-Observation
-Oral report
|
|
| 6 | 2 |
Community service learning
|
Community service learning project
|
By the end of the
lesson, the learner
should be able to:
-Identify ways to determine the needs, gaps or needs in the community. -Identify one problem they intend to solve for the group project -Develop a title for the project -Desire to learn more about community service learning project |
-In groups or in pairs, learners are guided to identify ways to determine the gaps or need in the community
-In groups or in pairs, learners are guided to identify one problem they intend to solve for the group project. -In groups or in pairs learners are guided to develop a title for the project |
How does one determine some gaps land needs in their community?
|
-Course book
-Pictures -Charts -Realia -Computing devices |
-Oral questions
-Observation
-Oral report
|
|
| 6 | 3 |
Community service learning
|
Community service learning project
|
By the end of the
lesson, the learner
should be able to:
-Identify solutions to the identified problems -Design solution to the identified problem -Appreciate the need to offer solutions to the gaps or challenges in the community |
-The learner is guided to search, discuss and agree on an appropriate solution or way and skills of addressing the identified problem and note down the recommended or proposed solution solution
|
How can we solve a problem in the community
|
-Course book
-Pictures -Charts -Realia -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 6 | 3-4 |
Community service learning
|
Community service learning project
|
By the end of the
lesson, the learner
should be able to:
-Identify solutions to the identified problems -Design solution to the identified problem -Appreciate the need to offer solutions to the gaps or challenges in the community |
-The learner is guided to search, discuss and agree on an appropriate solution or way and skills of addressing the identified problem and note down the recommended or proposed solution solution
|
How can we solve a problem in the community
|
-Course book
-Pictures -Charts -Realia -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 7 |
Mid term exams and break |
||||||||
| 8 | 1 |
Community service learning
|
Community service learning project
|
By the end of the
lesson, the learner
should be able to:
-State the importance of making adequate preparations before starting a project -Write down the plan required to implement a solution -Create a check list on the plan they have developed -Appreciate the importance of making adequate preparations before starting a project |
In groups or in pairs, learners are guided to state the importance of making adequate predations before starting a project in groups or in pairs
-Learners are guided to create a check list on the plan they have developed -In groups or in pairs they write down the plan required to implement a solution |
Why is it necessary to make adequate preparations before starting a project
|
-Course book
-Pictures -Charts -Realia -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 8 | 2 |
Community service learning
|
Community service learning project
|
By the end of the
lesson, the learner
should be able to:
-State the importance of making adequate preparations before starting a project -Write down the plan required to implement a solution -Create a check list on the plan they have developed -Appreciate the importance of making adequate preparations before starting a project |
In groups or in pairs, learners are guided to state the importance of making adequate predations before starting a project in groups or in pairs
-Learners are guided to create a check list on the plan they have developed -In groups or in pairs they write down the plan required to implement a solution |
Why is it necessary to make adequate preparations before starting a project
|
-Course book
-Pictures -Charts -Realia -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 8 | 3 |
Community service learning
|
Community service learning project
|
By the end of the
lesson, the learner
should be able to:
-State the importance of making adequate preparations before starting a project -Write down the plan required to implement a solution -Create a check list on the plan they have developed -Appreciate the importance of making adequate preparations before starting a project |
In groups or in pairs, learners are guided to state the importance of making adequate predations before starting a project in groups or in pairs
-Learners are guided to create a check list on the plan they have developed -In groups or in pairs they write down the plan required to implement a solution |
Why is it necessary to make adequate preparations before starting a project
|
-Course book
-Pictures -Charts -Realia -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 8 | 4 |
Community service learning
|
Community service learning project
|
By the end of the
lesson, the learner
should be able to:
-State the importance of making adequate preparations before starting a project -Write down the plan required to implement a solution -Create a check list on the plan they have developed -Appreciate the importance of making adequate preparations before starting a project |
In groups or in pairs, learners are guided to state the importance of making adequate predations before starting a project in groups or in pairs
-Learners are guided to create a check list on the plan they have developed -In groups or in pairs they write down the plan required to implement a solution |
Why is it necessary to make adequate preparations before starting a project
|
-Course book
-Pictures -Charts -Realia -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 9 | 1 |
Community service learning
|
Community service learning project
|
By the end of the
lesson, the learner
should be able to:
-Discuss a plan for implementing the proposed solution -Draw a plan for implementing the proposed solution -Appreciate ways of solving an identified problem |
In groups or in pairs, learners are guided to discuss a plan for implementing the proposed solution
-In groups or in pairs learners are guided to discuss and draw a plan for implementing the proposed solution |
What should we do to complete a project successfully?
|
-Course book
-Pictures -Charts -Realia -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 9 | 2 |
Community service learning
|
Community service learning project
|
By the end of the
lesson, the learner
should be able to:
-Discuss a plan for implementing the proposed solution -Draw a plan for implementing the proposed solution -Appreciate ways of solving an identified problem |
In groups or in pairs, learners are guided to discuss a plan for implementing the proposed solution
-In groups or in pairs learners are guided to discuss and draw a plan for implementing the proposed solution |
What should we do to complete a project successfully?
|
-Course book
-Pictures -Charts -Realia -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 9 | 3 |
Community service learning
|
Community service learning project
|
By the end of the
lesson, the learner
should be able to:
-Discuss a plan for implementing the proposed solution -Draw a plan for implementing the proposed solution -Appreciate ways of solving an identified problem |
In groups or in pairs, learners are guided to discuss a plan for implementing the proposed solution
-In groups or in pairs learners are guided to discuss and draw a plan for implementing the proposed solution |
What should we do to complete a project successfully?
|
-Course book
-Pictures -Charts -Realia -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 9 | 4 |
Community service learning
|
Community service learning project
|
By the end of the
lesson, the learner
should be able to:
-Draw a poster that contain guidelines on how to implement plan for solving the identified problem -Suggest ways they can engage the community in the project -Appreciate ways of solving an identified problem |
In groups or in pairs, learners are guided to discuss how to implement plan for solving the identified problem in groups or in pairs,
-Learners are guided to draw a poster that contain gude lines on how to implement an action plan -Learners are guided to suggest ways of engaging the community in the project |
What should we do to complete a project successfully?
|
-Course book
-Pictures -Charts -Realia -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 10 | 1 |
Community service learning
|
Community service learning project
|
By the end of the
lesson, the learner
should be able to:
-Identify the effects of the project to the community -Discuss challenges on can face during the project -Examine ways one can deal with the challenges -Desire to participate in the given project |
-In groups or in pairs, learners are guided to identify the effects of the project to the
Community -In groups or in pairs learners are guided to discuss challenges one can face during the project -In groups or in pairs, learners are guided to examine ways can deal with the challenge |
What are effects of the project to the community?
|
-Course book
-Pictures -Charts -Realia -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 10 | 2 |
Community service learning
|
Community service learning project
|
By the end of the
lesson, the learner
should be able to:
-Identify the effects of the project to the community -Discuss challenges on can face during the project -Examine ways one can deal with the challenges -Desire to participate in the given project |
-In groups or in pairs, learners are guided to identify the effects of the project to the
Community -In groups or in pairs learners are guided to discuss challenges one can face during the project -In groups or in pairs, learners are guided to examine ways can deal with the challenge |
What are effects of the project to the community?
|
-Course book
-Pictures -Charts -Realia -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 10 | 3 |
Community service learning
|
Community service learning project
|
By the end of the
lesson, the learner
should be able to:
-Identify the effects of the project to the community -Discuss challenges on can face during the project -Examine ways one can deal with the challenges -Desire to participate in the given project |
-In groups or in pairs, learners are guided to identify the effects of the project to the
Community -In groups or in pairs learners are guided to discuss challenges one can face during the project -In groups or in pairs, learners are guided to examine ways can deal with the challenge |
What are effects of the project to the community?
|
-Course book
-Pictures -Charts -Realia -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 10 | 4 |
Community service learning
|
Community service learning project
|
By the end of the
lesson, the learner
should be able to:
-Identify the effects of the project to the community -Discuss challenges on can face during the project -Examine ways one can deal with the challenges -Desire to participate in the given project |
-In groups or in pairs, learners are guided to identify the effects of the project to the
Community -In groups or in pairs learners are guided to discuss challenges one can face during the project -In groups or in pairs, learners are guided to examine ways can deal with the challenge |
What are effects of the project to the community?
|
-Course book
-Pictures -Charts -Realia -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 11 | 1 |
Community service learning
|
Community service learning project
|
By the end of the
lesson, the learner
should be able to:
-Discuss the importance of reporting or accounting on the concluded project -Report or account on the concluded project -Appreciate the need to offer solutions to the gaps in the community |
-Learners are guided to discuss the importance of reporting or accounting on the concluded project
-Learner is guided to report on the concluded project and submit a summary account or report to the CSL teacher |
What are the effects of the project to the community
|
-Course book
-Pictures -Charts -Realia -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 11 | 2 |
Community service learning
|
Community service learning project
|
By the end of the
lesson, the learner
should be able to:
-Discuss the importance of reporting or accounting on the concluded project -Report or account on the concluded project -Appreciate the need to offer solutions to the gaps in the community |
-Learners are guided to discuss the importance of reporting or accounting on the concluded project
-Learner is guided to report on the concluded project and submit a summary account or report to the CSL teacher |
What are the effects of the project to the community
|
-Course book
-Pictures -Charts -Realia -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 11 | 3 |
Community service learning
|
Community service learning project
|
By the end of the
lesson, the learner
should be able to:
-Discuss the importance of reporting or accounting on the concluded project -Report or account on the concluded project -Appreciate the need to offer solutions to the gaps in the community |
-Learners are guided to discuss the importance of reporting or accounting on the concluded project
-Learner is guided to report on the concluded project and submit a summary account or report to the CSL teacher |
What are the effects of the project to the community
|
-Course book
-Pictures -Charts -Realia -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 13 |
End of term exams and break |
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