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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Christian living
|
Human sexuality:
Sexual temperatures
|
By the end of the
lesson, the learner
should be able to:
-Define the term sexual temptation -Discuss the circumstances that lead to sexual temptation among young people -Acknowledge the circumstances that can lead to sexual temptations |
In groups, learners to brainstorm the meaning of sexual temptation
-Identify and discuss the circumstances that lead to sexual temptation and display in class |
What is sexual temptation?
|
Good News Bible
Digital devices Top Scholar CRE pages 121 |
-Assessment rubrics
-Written quizzes
|
|
| 2 | 2 |
Christian living
|
Human sexuality:
Sexual temperatures
|
By the end of the
lesson, the learner
should be able to:
-Define the term sexual temptation -Discuss the circumstances that lead to sexual temptation among young people -Acknowledge the circumstances that can lead to sexual temptations |
In groups, learners to brainstorm the meaning of sexual temptation
-Identify and discuss the circumstances that lead to sexual temptation and display in class |
What is sexual temptation?
|
Good News Bible
Digital devices Top Scholar CRE pages 121 |
-Assessment rubrics
-Written quizzes
|
|
| 2 | 3 |
Christian living
|
Human sexuality ways to avoid sexual temptations
|
By the end of the
lesson, the learner
should be able to:
-State ways to avoid temptations and tempting places -Discuss the different ways or activates that helps in avoiding temptations and tempting areas in the community -Role play, how to overcome tempting situations -Desire to avoid sexual temptations |
In groups leaners are guided to brainstorm ways or activities that may help a person to avoid temptations and tempting areas
-Discuss ways of avoiding temptations and tempting areas |
How do one avoid temptation and temptation and tempting places
|
Good News Bible
Digital devices Top Scholar CRE Pages 122 |
-Oral questions
-Written quizz
|
|
| 2 | 4 |
Christian living
|
Human sexuality ways to avoid sexual temptations
|
By the end of the
lesson, the learner
should be able to:
-State ways to avoid temptations and tempting places -Discuss the different ways or activates that helps in avoiding temptations and tempting areas in the community -Role play, how to overcome tempting situations -Desire to avoid sexual temptations |
In groups leaners are guided to brainstorm ways or activities that may help a person to avoid temptations and tempting areas
-Discuss ways of avoiding temptations and tempting areas |
How do one avoid temptation and temptation and tempting places
|
Good News Bible
Digital devices Top Scholar CRE Pages 122 |
-Oral questions
-Written quizz
|
|
| 3 | 1 |
Christian living
|
Human sexuality: Avoiding temptations and tempting places
|
By the end of the
lesson, the learner
should be able to:
-Read the different biblical texts 1 Corinthians 6:9,18 -Discuss the biblical teaching on sexual temptations -Summarise the biblical teachings on carts and present in class -Apply the biblical teachings in their life |
In groups learners to take turns 1 Corinthians 6: 9,18 Philippians 4: 8-9, Galatians 5:23, 1 Thessalonians 4:3
-Identify and discuss the biblical teachings from the text on sexual temptations -Summarise points on charts and share with other groups for assessment |
What are the biblical teachings on sexual temptations
|
Good News
Digital devices -Top Scholar CRE Page 122-123 |
-Oral questions
-Written quizz
|
|
| 3 | 2 |
Christian living
|
Human sexuality consequences of engaging in sex before marriage
|
By the end of the
lesson, the learner
should be able to:
-State reasons why young people should engage in sex before marriage -Conduct on internet search on the consequence of engaging in sex before marriage -Develop power point slides for presentations on the consequences of engaging in sex before marriage |
In groups learners to state reasons why young people should not engage in sex before marriage
-In pairs learners use digital devices to search the internet on the consequences of sex before marriage to an individual -Discuss the consequences of engaging in sex before marriage |
What are the consequences of engaging in sex before marriage?
|
Top Scholar CRE Page 123-124
Digital devices -Charts |
-Oral questions
-Written quizzes
-Checklists
|
|
| 3 | 3 |
Christian living
|
Human sexuality consequences of engaging in sex before marriage
|
By the end of the
lesson, the learner
should be able to:
-State reasons why young people should engage in sex before marriage -Conduct on internet search on the consequence of engaging in sex before marriage -Develop power point slides for presentations on the consequences of engaging in sex before marriage |
In groups learners to state reasons why young people should not engage in sex before marriage
-In pairs learners use digital devices to search the internet on the consequences of sex before marriage to an individual -Discuss the consequences of engaging in sex before marriage |
What are the consequences of engaging in sex before marriage?
|
Top Scholar CRE Page 123-124
Digital devices -Charts |
-Oral questions
-Written quizzes
-Checklists
|
|
| 3 | 4 |
Christian living
|
Human sexuality values that guide good morals
|
By the end of the
lesson, the learner
should be able to:
-Identify the values that guide a good moral -Discuss the values needed by boys and girls to lead a chaste life -Prepare flashcards showing te values needed by boys and girls to lead a chaste life -Desire to develop the values needed by boys and girls to lead chaste lives |
In groups learners to interview a resource person
-Identify and discuss the values that guide good morals -Discuss the values needed by boys and girls to lead a chaste life -Make flashcards showing the values needed to lead a chaste life |
Which values re needed by boys and girls to lead chaste lives?
|
A resource person
-Digital devices -Flashcard Top Scholar CRE pages 124-126 |
-Oral questions
-Written test
|
|
| 4 | 1 |
Christian living
|
Christian marriage and family biblical teachings on marriage and family
|
By the end of the
lesson, the learner
should be able to:
-Define “Marriage” and family -Mention and discuss the types of families in the community -Make charts with information on the types of family in the community -Appreciate the different types of families in the community |
In groups learners to brainstorm he meaning of family and marriage
-Mention and discuss the types of families in the community -Prepare a chart with information on the types of families in the community |
What are the types of families in Kenya
|
Top Scholar
CRE Page 127-128 -Charts -Digital devices |
-Oral questions
-Checklists
|
|
| 4 | 2 |
Christian living
|
Christian marriage and family biblical teachings on marriage and family
|
By the end of the
lesson, the learner
should be able to:
-Define “Marriage” and family -Mention and discuss the types of families in the community -Make charts with information on the types of family in the community -Appreciate the different types of families in the community |
In groups learners to brainstorm he meaning of family and marriage
-Mention and discuss the types of families in the community -Prepare a chart with information on the types of families in the community |
What are the types of families in Kenya
|
Top Scholar
CRE Page 127-128 -Charts -Digital devices |
-Oral questions
-Checklists
|
|
| 4 | 3 |
Christian living
|
Christian marriage and family biblical teachings on marriage and family
|
By the end of the
lesson, the learner
should be able to:
-Define “Marriage” and family -Mention and discuss the types of families in the community -Make charts with information on the types of family in the community -Appreciate the different types of families in the community |
In groups learners to brainstorm he meaning of family and marriage
-Mention and discuss the types of families in the community -Prepare a chart with information on the types of families in the community |
What are the types of families in Kenya
|
Top Scholar
CRE Page 127-128 -Charts -Digital devices |
-Oral questions
-Checklists
|
|
| 4 | 4 |
Christian living
|
Christian marriage and family
|
By the end of the
lesson, the learner
should be able to:
-Read biblical texts Genesis 2:23-24 and Ephesians 5: 22-23 -Discuss teachings on marriage and family to develop positive attitude -Summarize the biblical teachings on marriage and family on charts -Appreciate the biblical teachings on marriage and family |
In groups learners interact with a religious leader or resource person to find out ways through which Christians promote values among young people before marriage
-Search the internet on the importance of families and marriage to have harmonious relationship |
Why is it important for families and marriages to have harmonious relationships
|
Top
Scholar pays 129-130 -Charts -Good News Bible |
-Oral questions
-Written exercise
|
|
| 5 | 1 |
Christian living
|
Christian marriage and family ways through which values help young people before marriage
|
By the end of the
lesson, the learner
should be able to:
-Explain ways through which Christians promote values among young people before marriage -Discuss reasons why it is important for marriage and families to have harmonious relationships -Prepare PowerPoint presentation on the importance of families and marriages having harmonious relationship -Appreciate the importance of marriages and families in a community |
In groups learners take turns in reading the bible texts. Genesis 2:23-24 & Ephesians 6: 4
-Identify and discuss the biblical teachings on marriage form Genesis 2:23-24 and Ephesians 5:25:33 -Identify and discuss the biblical teachings on family from Exodus 20:12, Psalms 127:3-5 and Ephesians 6:4 |
Why is it important for families and marriage to have harmonious relationship
|
Good News Bible
Top Scholar Page 131-132 -Charts -Digital devices |
-Oral questions
-Written exercise
-Checklist
|
|
| 5 | 2 |
Christian living
|
Christian marriage and family ways through which values help young people before marriage
|
By the end of the
lesson, the learner
should be able to:
-Explain ways through which Christians promote values among young people before marriage -Discuss reasons why it is important for marriage and families to have harmonious relationships -Prepare PowerPoint presentation on the importance of families and marriages having harmonious relationship -Appreciate the importance of marriages and families in a community |
In groups learners take turns in reading the bible texts. Genesis 2:23-24 & Ephesians 6: 4
-Identify and discuss the biblical teachings on marriage form Genesis 2:23-24 and Ephesians 5:25:33 -Identify and discuss the biblical teachings on family from Exodus 20:12, Psalms 127:3-5 and Ephesians 6:4 |
Why is it important for families and marriage to have harmonious relationship
|
Good News Bible
Top Scholar Page 131-132 -Charts -Digital devices |
-Oral questions
-Written exercise
-Checklist
|
|
| 5 | 3 |
Christian living
|
Christian marriage and family skills that young people need to contribute towards stable family
|
By the end of the
lesson, the learner
should be able to:
-Identify the skills required to sustain and support stable families in the society -Discuss how the skills can contribute towards stable families -Role play a stable common family and record it -Desire to have skills as young people |
-In groups, learners to conduct an internet inquiry on sills young people need to contribute to stable families
-Discuss how each identified skill contribute to stable families -Role play a stable common family |
Which skills do young people need to contribute towards stable families?
|
-Digital devices
-Charts -Top Scholar pages 133-134 |
-Oral questions
-Written exercise
-Checklists
|
|
| 5 | 4 |
Christian living
|
Christian marriage and family skills that young people need to contribute towards stable family
|
By the end of the
lesson, the learner
should be able to:
-Identify the skills required to sustain and support stable families in the society -Discuss how the skills can contribute towards stable families -Role play a stable common family and record it -Desire to have skills as young people |
-In groups, learners to conduct an internet inquiry on sills young people need to contribute to stable families
-Discuss how each identified skill contribute to stable families -Role play a stable common family |
Which skills do young people need to contribute towards stable families?
|
-Digital devices
-Charts -Top Scholar pages 133-134 |
-Oral questions
-Written exercise
-Checklists
|
|
| 6 | 1 |
Christian living
|
Alcohal, drugs and substance abuse
|
By the end of the
lesson, the learner
should be able to:
-Brainstorm on the meaning of alcohol, drugs and substance use -Identify drugs commonly abused by youths in Kenya today -Desire to live a life free of drugs alcohol and substance use |
The learners in groups brainstorm on the meaning of alcohol drug and substances use and share their findings in class
-List drugs commonly abused by youths in Kenya today |
Which types of drugs commonly abused by youths
|
Top Scholar Page 137
Digital devices |
-Oral questions
-Written quizz
|
|
| 6 | 2 |
Christian living
|
Alcohal, drugs and substance abuse
|
By the end of the
lesson, the learner
should be able to:
-Brainstorm on the meaning of alcohol, drugs and substance use -Identify drugs commonly abused by youths in Kenya today -Desire to live a life free of drugs alcohol and substance use |
The learners in groups brainstorm on the meaning of alcohol drug and substances use and share their findings in class
-List drugs commonly abused by youths in Kenya today |
Which types of drugs commonly abused by youths
|
Top Scholar Page 137
Digital devices |
-Oral questions
-Written quizz
|
|
| 6 | 3 |
Christian living
|
Reasons why young people abuse drugs today
|
By the end of the
lesson, the learner
should be able to:
-Discuss causes of alcohol, drugs and substance use today -Search internet, why young people abuse drugs today -Desire to live a life free of alcohol, drugs and substance use |
In groups learners discuss the causes of alcohol, drug and substance abuse today
-Search internet reasons why young people abuse drugs today |
Why do young people abuse drugs today?
|
Top Scholar Page 138-139
-Charts -Digital devices |
-Oral questions
-Checklists
|
|
| 6 | 4 |
Christian living
|
Effects of alcohol drugs and substance use on individuals and families
|
By the end of the
lesson, the learner
should be able to:
-Explore the effects of alcohol, drug and substance use -Narrate experience of persons they know who abused drugs and effects it head on them -Desire to live a life free from alcohol, drug and substance abuse |
In groups research on persons who abused drugs and the effects it and on them
-Conduct an internet or library research on the effects of alcohol, drugs and substance abuse and make a presentation in class |
What the effects of alcohol, drugs and substance abuse?
|
Top Scholar Page 140
-Digital devices -Charts |
-Oral questions
-Written exercise
|
|
| 7 | 1 |
Christian living
|
Biblical teaching on alcohol drugs and substance use
|
By the end of the
lesson, the learner
should be able to:
Read scriptures provided on the effects of alcohol drug and substances above -Take note from learner’s book page 14o -Desire to live a life free from alcohol, drug and substance abuse |
-In groups learners to read 1 Corinthians 3:17, 1 Corinthians 6:10, Ephesians 5:18
Proverbs 20:1, Proverbs 23: 29:35, Proverbs 31: 6 and Isaiah 5:11 -Share lessons learnt from the scriptures and make notes |
What are the biblical teachings or alcohol drugs and substance use?
|
Top Scholar Page 139-140
Good News Bible -Chart |
Oral question
-Written exercise
|
|
| 7 | 2 |
Christian living
|
Biblical teaching on alcohol drugs and substance use
|
By the end of the
lesson, the learner
should be able to:
Read scriptures provided on the effects of alcohol drug and substances above -Take note from learner’s book page 14o -Desire to live a life free from alcohol, drug and substance abuse |
-In groups learners to read 1 Corinthians 3:17, 1 Corinthians 6:10, Ephesians 5:18
Proverbs 20:1, Proverbs 23: 29:35, Proverbs 31: 6 and Isaiah 5:11 -Share lessons learnt from the scriptures and make notes |
What are the biblical teachings or alcohol drugs and substance use?
|
Top Scholar Page 139-140
Good News Bible -Chart |
Oral question
-Written exercise
|
|
| 7 | 3 |
Christian living
|
Biblical teaching on alcohol drugs and substance use
|
By the end of the
lesson, the learner
should be able to:
Read scriptures provided on the effects of alcohol drug and substances above -Take note from learner’s book page 14o -Desire to live a life free from alcohol, drug and substance abuse |
-In groups learners to read 1 Corinthians 3:17, 1 Corinthians 6:10, Ephesians 5:18
Proverbs 20:1, Proverbs 23: 29:35, Proverbs 31: 6 and Isaiah 5:11 -Share lessons learnt from the scriptures and make notes |
What are the biblical teachings or alcohol drugs and substance use?
|
Top Scholar Page 139-140
Good News Bible -Chart |
Oral question
-Written exercise
|
|
| 7 | 4 |
Christian living
|
Values and skills to avoid alcohol, drugs and substance use
|
By the end of the
lesson, the learner
should be able to:
-Identify the values and sills need to avoid alcohol drugs and substance use -Note down strategies and steps used to overcome alcohol, drug and substance use -Utilize values and skills acquired to live an alcohol, drug and substance use |
-Guide learners in groups to debate on life skills and values needed to avoid alcohol, drug and substance
-Listen to a resource person sharing success stories on overcooking alcohol, drug and substance abuse as a youth |
Which are the values and sills to avoid alcohol, drug and substance use?
|
Top scholar page 141
-Resources -Person –Digital devices |
-Oral questions
-Written test
|
|
| 8 | 1 |
Christian living
|
Gambling biblical teachings on gambling
|
By the end of the
lesson, the learner
should be able to:
-Define the term gambling -Identify types of gambling in Kenya today -Desire to live a life free from gambling |
-In pairs learners to define “Gambling”
-Share collaboratively what they know about gambling -In groups brainstorm on types of gambling -Guide learners to read proverbs 13:11-28:20-22, 1st Timothy 6:9 |
What is gambling
|
Top Scholar
Page 145 Good News Bible Digital devices |
-Oral questions
-Checklists
|
|
| 8 | 2 |
Christian living
|
Gambling biblical teachings on gambling
|
By the end of the
lesson, the learner
should be able to:
-Define the term gambling -Identify types of gambling in Kenya today -Desire to live a life free from gambling |
-In pairs learners to define “Gambling”
-Share collaboratively what they know about gambling -In groups brainstorm on types of gambling -Guide learners to read proverbs 13:11-28:20-22, 1st Timothy 6:9 |
What is gambling
|
Top Scholar
Page 145 Good News Bible Digital devices |
-Oral questions
-Checklists
|
|
| 8 | 3 |
Christian living
|
Causes of gambling in Society
|
By the end of the
lesson, the learner
should be able to:
-Mention the meaning of addiction -Identify the causes of gambling in society -Desire to use a life free from Gambling |
In Groups learners define addition
-Jointly use digital devices or read relevant text books on the causes of gambling today |
What are the causes of gambling?
|
Digital devices
Top Scholar pages 146 |
-Oral questions
-Written exercise
|
|
| 8 | 4 |
Christian living
|
Causes of gambling in Society
|
By the end of the
lesson, the learner
should be able to:
-Mention the meaning of addiction -Identify the causes of gambling in society -Desire to use a life free from Gambling |
In Groups learners define addition
-Jointly use digital devices or read relevant text books on the causes of gambling today |
What are the causes of gambling?
|
Digital devices
Top Scholar pages 146 |
-Oral questions
-Written exercise
|
|
| 9 | 1 |
Christian living
|
Effects of gambling on individuals and families
|
By the end of the
lesson, the learner
should be able to:
-Examine the effects of gambling in individuals and families -Conduct an internet or library search on the effects of gambling on individuals and family -Desire to live a life free from gambling |
In groups learner to state the effects of gambling on individuals and families
-Role –play the effect of gambling on individuals and families |
What are effects of gambling on individuals and families
|
Top Scholar Page 148-149
Charts -Flashscards |
-Oral questions
-Written exercise
|
|
| 9 | 2 |
Christian living
|
Effects of gambling on individuals and families
|
By the end of the
lesson, the learner
should be able to:
-Examine the effects of gambling in individuals and families -Conduct an internet or library search on the effects of gambling on individuals and family -Desire to live a life free from gambling |
In groups learner to state the effects of gambling on individuals and families
-Role –play the effect of gambling on individuals and families |
What are effects of gambling on individuals and families
|
Top Scholar Page 148-149
Charts -Flashscards |
-Oral questions
-Written exercise
|
|
| 9 | 3 |
Christian living
|
Measures taken by Christians and the government to help young people overcome gambling
|
By the end of the
lesson, the learner
should be able to:
-Mention measures taken by Christians and the government to help young people overcome gambling -Conduct an internet of library search on the measures taken by Christians and the government to help young people overcome gambling -Desire to live a life free from gambling |
In groups learners to mention measures taken by Christians and the government to help young people overcome gambling
-Conduct an internet or library search on the measures taken by Christians and the government to help young people overcome gambling |
Why do young people engage in gambling today
|
Top Scholar Pages 152
-Charts -Digital devices -Good News bible |
-Oral questions
-Written exercise
-Checklists
|
|
| 9 | 4 |
Christian living
|
Measures taken by Christians and the government to help young people overcome gambling
|
By the end of the
lesson, the learner
should be able to:
-Mention measures taken by Christians and the government to help young people overcome gambling -Conduct an internet of library search on the measures taken by Christians and the government to help young people overcome gambling -Desire to live a life free from gambling |
In groups learners to mention measures taken by Christians and the government to help young people overcome gambling
-Conduct an internet or library search on the measures taken by Christians and the government to help young people overcome gambling |
Why do young people engage in gambling today
|
Top Scholar Pages 152
-Charts -Digital devices -Good News bible |
-Oral questions
-Written exercise
-Checklists
|
|
| 10 | 1 |
Christian living
|
True riches from the scriptures
|
By the end of the
lesson, the learner
should be able to:
-ReadmProverbs 13:11 1 Timothy 6:10 and Hebrews 13: 5, Galatians 5: 22-24 and give meaning of Bible texts -Discuss what the bible says on overcoming gambling -Desire to live a life free from gambling |
In turns learns read Proverb 13:11, ! Timothy 6: 10 and Hebrews 13:5, Galatians 5;22-24 and give meaning of the bible texts
-Read Mathew 6: 17-19 and outline lessons learnt on true riches |
What are the true riches?
|
Top Scholar Page 150
Good News bible |
-Oral questions
-Written quiz
|
|
| 10 | 2 |
Christian living
|
Social Media social media platform used by young people today
|
By the end of the
lesson, the learner
should be able to:
-State the meaning of social media platforms -Study pictures on page 155 and identify the social media platforms -Desire to use social media responsibly |
The learner in groups give the meaning of social media platforms
-List different social media platforms they interact with |
What are social media platforms?
|
Top Scholar Page 155
Good News bible |
-Oral questions
-Written quiz
|
|
| 10 | 3 |
Christian living
|
Social Media social media platform used by young people today
|
By the end of the
lesson, the learner
should be able to:
-State the meaning of social media platforms -Study pictures on page 155 and identify the social media platforms -Desire to use social media responsibly |
The learner in groups give the meaning of social media platforms
-List different social media platforms they interact with |
What are social media platforms?
|
Top Scholar Page 155
Good News bible |
-Oral questions
-Written quiz
|
|
| 10 | 4 |
Christian living
|
Ways of using social media responsibly
|
By the end of the
lesson, the learner
should be able to:
-Describe ways of using social media responsibly -Discuss reasons why they should be cautious in using social media platforms -Desire to use social media responsibly |
Learners in groups describe ways of using social media responsibly
-In pairs discuss why they should be cautious in using social media platforms |
Why should you be cautious when using social media?
|
Top Scholar Page 155
Good News bible |
-Oral questions
-Written quizz
|
|
| 11 | 1 |
Christian living
|
How social media is misused today
|
By the end of the
lesson, the learner
should be able to:
-Examine ways in which social media is misused today -Prepare a power point presentation on misuse of social media -Desire to use social media responsibly |
-In groups learners to discuss how social media is misused
-In groups learners prepare a power point presentation |
How is social media misused today?
|
Top Scholar Page 159
-Charts and pictures |
-Oral question
-Checklists
|
|
| 11 | 2 |
Christian living
|
How social media is misused today
|
By the end of the
lesson, the learner
should be able to:
-Examine ways in which social media is misused today -Prepare a power point presentation on misuse of social media -Desire to use social media responsibly |
-In groups learners to discuss how social media is misused
-In groups learners prepare a power point presentation |
How is social media misused today?
|
Top Scholar Page 159
-Charts and pictures |
-Oral question
-Checklists
|
|
| 11 | 3 |
Christian living
|
How social media is misused today
|
By the end of the
lesson, the learner
should be able to:
-Examine ways in which social media is misused today -Prepare a power point presentation on misuse of social media -Desire to use social media responsibly |
-In groups learners to discuss how social media is misused
-In groups learners prepare a power point presentation |
How is social media misused today?
|
Top Scholar Page 159
-Charts and pictures |
-Oral question
-Checklists
|
|
| 11 | 4 |
Christian living
|
How to respond to cyberbullying
|
By the end of the
lesson, the learner
should be able to:
-Discuss was they should respond to cyberbullying -Write down points on a chart -Write a summary of the points in ’s book page 160 -Desire to use social media responsibly |
In groups learners to define the term cyberbullying
-In groups learners discuss ways they should respond to cyber bullying |
What is cyber bullying?
|
Digital devices
Top Scholar Pages 160 -Charts |
-Oral questions
-Checklists
|
|
| 12 | 1 |
Christian living
|
How to respond to cyberbullying
|
By the end of the
lesson, the learner
should be able to:
What value can be applied while using social media? |
|
|
|
|
|
| 12 | 2 |
Christian living
|
How to respond to cyberbullying
|
By the end of the
lesson, the learner
should be able to:
What value can be applied while using social media? |
|
|
|
|
|
| 12 | 3 |
Christian living
|
Values to apply while using different social media
|
By the end of the
lesson, the learner
should be able to:
-Name values he/she know from previous lessons -Apply Christian values as they used different -Desire to use social media responsibly |
In groups learners mention values learnt earlier
-In groups learners write sensitization messages on charts or posters on charts or posters on values and life skills needed when using social media platforms |
What values can be applied while using social media?
|
Digital devices
Top Scholar Pages 160-161 |
-Oral questions
-Written exercise
-Checklists
|
|
| 12 | 4 |
Christian living
|
Values to apply while using different social media
|
By the end of the
lesson, the learner
should be able to:
-Name values he/she know from previous lessons -Apply Christian values as they used different -Desire to use social media responsibly |
In groups learners mention values learnt earlier
-In groups learners write sensitization messages on charts or posters on charts or posters on values and life skills needed when using social media platforms |
What values can be applied while using social media?
|
Digital devices
Top Scholar Pages 160-161 |
-Oral questions
-Written exercise
-Checklists
|
Your Name Comes Here