Personal Development

Self-Exploration

By the end of the lesson, the learner should be able to:
-Define the terms ability and interests
-Explore personal abilities and interest for holistic development
-Demonstrate personal abilities and interests for holistic development
-Appreciate personal abilities and interests for holistic development

The learner is guided to reflect and journal personal abilities and interest share with a friend in class
-In groups learners are guided to demonstrate personal abilities and interests for holistic development

What are abilities and interests?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Personal Development

Self-Exploration

By the end of the lesson, the learner should be able to:
-Define the terms ability and interests
-Explore personal abilities and interest for holistic development
-Demonstrate personal abilities and interests for holistic development
-Appreciate personal abilities and interests for holistic development

The learner is guided to reflect and journal personal abilities and interest share with a friend in class
-In groups learners are guided to demonstrate personal abilities and interests for holistic development

What are abilities and interests?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Personal Development

Self-Exploration

By the end of the lesson, the learner should be able to:
-Describe how to use personal abilities and interests for holistic development
-Create a poster showing personal abilities and interests for holistic development
-Appreciate personal abilities and interest for holistic development

The learner is guided to brainstorm on how to use personal abilities and interests for holistic development and make presentations in class
-In groups learners are guided to create posters showing personal abilities and interest for holistic development

How do we use personal abilities for holistic development?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Personal Development

Self-exploration

By the end of the lesson, the learner should be able to:
-Define the term emotion
-Manage emotions in day-to-day life
-Desire to manage emotions in day-t0-day life

Thea learner is guided to use digital resource to each for how to manage emotions such happiness, love, fear and anger in day-to-day life
-The learner is guided to share previous experiences in groups how he or she dealt with emotions

How do we mange emotions in day-to-day life?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Personal Development

Self-exploration

By the end of the lesson, the learner should be able to:
-Describe the term personal Awareness-Describe personal awareness in day-to-day life
-Appreciate personal awareness in day-t0-fay life
-

The learner is guided to
-Describe personal awareness I day-to day life
-Learners are guided in groups to
- to crate chart showing description of personal awareness in day to—day life

What is personal awareness?

-Curse book
-Charts
-Computing devices

-Oral report observation

Personal Development

Self-exploration

By the end of the lesson, the learner should be able to:
-Describe the term personal Awareness-Describe personal awareness in day-to-day life
-Appreciate personal awareness in day-t0-fay life
-

-Describe how personal abilities and interests influence career choices
-Demonstrate how personal abilities and interest influence career choices
-Demonstrate how personal abilities and interests influence career choices
-Appreciate how personal abilities and interests influences career choices

The learner is guided to
-Describe personal awareness I day-to day life
-Learners are guided in groups to
- to crate chart showing description of personal awareness in day to—day life
The learner is guided to describe how personal abilities and interests influence career choices
-In groups , learners are guided to demonstrate how personal abilities and interests influence career choices

What is personal awareness?
How can personal abilities and interests influence career choices?

-Curse book
-Charts
-Computing devices
How can personal abilities and interests influence career choices?

-Oral report observation
-Course book Charts -Computing devices

Personal Development

Entrepreneurial Opportunities in social studies

By the end of the lesson, the learner should be able to:
-Define the term entrepreneurship
-Identify entrepreneurial opportunities in social studies
-Create a poster showing social studies opportunities in social studies
-Appreciate entrepreneurial
opportunities in social studies

The learners are guided to define the term entrepreneurship
-The learner is guided to identify entrepreneurial opportunities in social studies
-In groups, learners are guided to create a poster showing entrepreneurial opportunities in social studies

What is entrepreneurship

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Personal Development

Entrepreneurial Opportunities in social studies

By the end of the lesson, the learner should be able to:
-Define the term entrepreneurship
-Identify entrepreneurial opportunities in social studies
-Create a poster showing social studies opportunities in social studies
-Appreciate entrepreneurial
opportunities in social studies

The learners are guided to define the term entrepreneurship
-The learner is guided to identify entrepreneurial opportunities in social studies
-In groups, learners are guided to create a poster showing entrepreneurial opportunities in social studies

What is entrepreneurship

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Personal Development

Entrepreneurial Opportunities in social studies
-Entrepreneurial Opportunities in Social Studies

By the end of the lesson, the learner should be able to:
-Define the term entrepreneurship
-Identify entrepreneurial opportunities in social studies
-Create a poster showing social studies opportunities in social studies
-Appreciate entrepreneurial
opportunities in social studies
-Describe requirements for social entrepreneurial opportunities in the world of work
Demonstrate requirements for social entrepreneurial opportunities in the world of work
-Appreciate social entrepreneurial opportunities in the world of work

The learners are guided to define the term entrepreneurship
-The learner is guided to identify entrepreneurial opportunities in social studies
-In groups, learners are guided to create a poster showing entrepreneurial opportunities in social studies
The learner is guided to describe requirements for social entrepreneurial opportunities in the world of work

What is entrepreneurship
What are the requirements for social entrepreneurial opportunities in the world of work?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Personal Development

Entrepreneurial opportunities in social studies

By the end of the lesson, the learner should be able to:
-Define the term personality
-Find out the personality requirements for any social studies entrepreneurial opportunities in day-to-day life
-Appreciate entrepreneurial opportunities in social studies

The learner is guided to define the term personality
-In groups learners are guided to find out the personality requirements for any social studies entrepreneurial opportunities

What is personality?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Personal Development

Entrepreneurial opportunities in social studies

By the end of the lesson, the learner should be able to:
-Define the term personality
-Find out the personality requirements for any social studies entrepreneurial opportunities in day-to-day life
-Appreciate entrepreneurial opportunities in social studies

The learner is guided to define the term personality
-In groups learners are guided to find out the personality requirements for any social studies entrepreneurial opportunities

What is personality?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

People and relationships

Early Civilization

By the end of the lesson, the learner should be able to:
-Explore factors that led to the growth of the great Zimbabwe
-Make a chart showing factors that led to the growth of the great Zimbabwe
-Appreciate factors that led to the growth of the great Zimbabwe

The learners are guided to explore factors that led to the growth of Zimbabwe
-In groups learners are guided to make charts showing factors that led to the growth of the great Zimbabwe

What factors led to the growth of the great Zimbabwe?

-Course book
-Charts
-Computing devices

-Observation -Oral questions -Written questions

People and relationships

Early –Describe Civilization

By the end of the lesson, the learner should be able to:
-Explore factors that led to the growth of the kingdom of Kenya
-Use a chart to show the factors that led to the growth of the Kingdom of Kenya
-Appreciate the ancient Kingdom in Africa

The learner is guided to explore factors that led to the growth of the Kingdom of Kenya
-In groups learners are guided to use a chart to show the factors that led to the growth of the Kingdom of Kenya

What factors led to the growth of the Kingdome of Congo?

-Course book
-Charts
-Computing devices

-Observation -Oral questions -Written questions

People and relationships

Early –Describe Civilization

By the end of the lesson, the learner should be able to:
-Explore factors that led to the growth of the kingdom of Kenya
-Use a chart to show the factors that led to the growth of the Kingdom of Kenya
-Appreciate the ancient Kingdom in Africa

The learner is guided to explore factors that led to the growth of the Kingdom of Kenya
-In groups learners are guided to use a chart to show the factors that led to the growth of the Kingdom of Kenya

What factors led to the growth of the Kingdome of Congo?

-Course book
-Charts
-Computing devices

-Observation -Oral questions -Written questions

People and relationships

Early Civilization

By the end of the lesson, the learner should be able to:
-Identify ancient kingdoms in Africa
-Locate the selected ancient kingdoms on a map of Africa
-Draw a map showing the selected ancient kingdoms in Africa

The learner is guided to identify ancient kingdoms in Africa
-The learner is guided to locate the selected ancient kingdoms on a map of Africa
-Learner is guided to draw a map showing the selected ancient kingdoms in Africa

Where do you find the ancient kingdoms in Africa

-Course book
-Charts
-Computing devices

-Observation -Oral questions -Written questions

People and relationships

Early Civilization

By the end of the lesson, the learner should be able to:
-Describe the term civilization
-Assess the contribution of ancient kingdoms to the modern world civilization
-Relate the contribution of ancient kingdoms to eh modern world civilization
-Appreciate the contribution of ancient kingdoms to the modern world civilization

The learner is guided to describe the term civilization
-Learner is guided to assess and to relate the contribution of ancient kingdoms to the modern world civilization

What is civilization?

-Course book
-
Charts
-Computing devices

-Observation -Oral questions -Written questions

People and relationships

Slavery and servitude

By the end of the lesson, the learner should be able to:
-Define slavery and servitude
-Define slavery and servitude
-Identify the various forms of slavery and servitude in traditional African society
-use a chart to show the various forms of slavery and servitude in traditional African society
-Desire to learn more about slavery and servitude

-The learner is guided to brainstorm on the meaning of slavery and servitude and share their findings in class
-In groups learners are guided to use a chart to show the various forms of slavery and servitude in traditional African society

The learner is guided to brainstorm on the meaning of slavery and servitude and share their findings in class -in groups learners are guided to use a chart to show the various forms of slavery and servitude in traditional African society

What is slavery and servitude?

-Course book -Charts -Computing devices

People and relationships

Slavery and servitude

By the end of the lesson, the learner should be able to:
-Define slavery and servitude
-Define slavery and servitude
-Identify the various forms of slavery and servitude in traditional African society
-use a chart to show the various forms of slavery and servitude in traditional African society
-Desire to learn more about slavery and servitude
-Explain factors which led to development of Indian ocean slave trade
-Make a poster showing factors which led to development of Indian ocean slave trade
-Have a desire to learn move on factors which led o development of Indian ocean slave trade

-The learner is guided to brainstorm on the meaning of slavery and servitude and share their findings in class
-In groups learners are guided to use a chart to show the various forms of slavery and servitude in traditional African society
-The learner is guided to use print resource to find out the factors which led to development of Indian ocean slave trade
-In groups learners are guided to make a poster showing factors which lead to development of Indian ocean slave trade

The learner is guided to brainstorm on the meaning of slavery and servitude and share their findings in class -in groups learners are guided to use a chart to show the various forms of slavery and servitude in traditional African society
What are the factors that led to the development of Indian ocean slave trade?

What is slavery and servitude?
-Course book
-charts
-Computing devices

-Course book -Charts -Computing devices
-Oral questions -Oral report -Observation

People and relationships

Slavery and servitude

By the end of the lesson, the learner should be able to:
-Explain the organization of the Indian ocean slave trade in the 15th century
-Dramatize the organization of Indian ocean slave trade in the 15th century

The learner is guided to use print resource to explain the organization of the Indian ocean slave trade in the 15th century
-In groups learners are guided to dramatize the organization of Indian ocean slave trade in the 15th century

What is slave trade?

-Course book
-Charts
-Computing devices

-Oral questions -Written questions -Observation

People and relationships

Slavery and servitude

By the end of the lesson, the learner should be able to:
-Explain the organization of the Indian ocean slave trade in the 15th century
-Dramatize the organization of Indian ocean slave trade in the 15th century

The learner is guided to use print resource to explain the organization of the Indian ocean slave trade in the 15th century
-In groups learners are guided to dramatize the organization of Indian ocean slave trade in the 15th century

What is slave trade?

-Course book
-Charts
-Computing devices

-Oral questions -Written questions -Observation

People and relationships
Personal Development

Slavery and servitude
Entrepreneurial Opportunities in social studies

By the end of the lesson, the learner should be able to:
-Explain the organization of the Indian ocean slave trade in the 15th century
-Dramatize the organization of Indian ocean slave trade in the 15th century
-Identify entrepreneurial opportunities that closely match their personality
-Draw a poster showing entrepreneurial opportunities that closely match their personality
-Appreciate entrepreneurial opportunities that closely match their personality

The learner is guided to use print resource to explain the organization of the Indian ocean slave trade in the 15th century
-In groups learners are guided to dramatize the organization of Indian ocean slave trade in the 15th century
-The learner is guided to use print media to find out entrepreneurial opportunities that closely match their personality
-In groups learners are guided to draw a poster showing entrepreneurial opportunities that closely match their personality

What is slave trade?
What is entrepreneurship?

-Course book
-Charts
-Computing devices
-Course book
-Charts
-Computing devices

-Oral questions -Written questions -Observation
-Oral questions -Oral report -Observation

People and Relationships

Human origin

By the end of the lesson, the learner should be able to:
-Describe the term human origin
-Explore traditional stories of human origin from Africa communities
-Create a chart showing traditional stories of human origin from African communities
-Appreciate traditional stories of human origin from African communities

-The learner is guided to describe the term human origin
-In groups learners are guided to create a chart showing traditional stories of human origin from African communities

How did human beings came to be?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

People and Relationships

Human origin

By the end of the lesson, the learner should be able to:
-Describe the term human origin
-Explore traditional stories of human origin from Africa communities
-Create a chart showing traditional stories of human origin from African communities
-Appreciate traditional stories of human origin from African communities

-The learner is guided to describe the term human origin
-In groups learners are guided to create a chart showing traditional stories of human origin from African communities

How did human beings came to be?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

People and Relationships

Human origin

By the end of the lesson, the learner should be able to:
-Explain religious stories about the origin of human kind
-Dramatize religious stories about the origin of human kind
-Acknowledge religious stories of human origin

-The learner is guided to explain religious stories about the origin of human kind
-In groups, learners are guided to dramatize religious stories about the origin of human kind

How did human beings came to be?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

People and Relationships

Human Origin

By the end of the lesson, the learner should be able to:
-Outline aspects found in traditional and religious stories for human kind
-Illustrate common aspects round in traditional and religious stories of human origin
-Acknowledge common aspects found in traditional and religious stories of human origin

-The learner is guided to outline aspects found in traditional and religious stories of human kind?

What aspects are found in the traditional and religious stories of human kind?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

People and Relationships

Human Origin

By the end of the lesson, the learner should be able to:
-Outline aspects found in traditional and religious stories for human kind
-Illustrate common aspects round in traditional and religious stories of human origin
-Acknowledge common aspects found in traditional and religious stories of human origin

-The learner is guided to outline aspects found in traditional and religious stories of human kind?

What aspects are found in the traditional and religious stories of human kind?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

People and Relationships

Human Origin
Human origin

By the end of the lesson, the learner should be able to:
-Discuss ways of recording traditional stories about the origin of human kind in society
-Create a poster show showing ways of recording traditional stories about the origin of human kind in society
-Make a poster showing of rewarding traditional stories about the origin of human kind in society
-Discuss the implications of the traditional and religious stories on human origin.
-Relate the implication of traditional and religious stories on human origin.
-Acknowledge the implication of the traditional and religious stories on human origin.

The learner is guided to discuss ways of recording traditional stories about the origin of human kind in society
-In groups learners ae guided to create poster showing ways of recording traditional stories about the origin of human kind I society
-The learner is guided to discuss the implication of traditional and religious stories on human origin.
-In pairs, learner are guided to relate the implication of the traditional and religious stories human origin.

How did human beings came to be?
-What are implication of traditional and religious stories on human origins.

-Course book
-Charts
-Computing devices
-Course
Book
-charts
-computing
Devices.

-Oral questions -Oral report -Observation
Oral Questions -oral Reports -observation.

People and Relationships.

Early Civilization.

By the end of the lesson, the learner should be able to:
-Define the terms kingdom, state the Empire.
-Explore factors that led to the growth of ancient Egypt.
-Make a poster showing factor that led to the growth of ancient Egypt.
-In Appreciate factor that led to the growth of ancient Egypt

-The learner is guided to define the terms kingdom, state and empire
-In groups, learners are guided to explore factors that led to the growth of ancient Egypt
-In groups, learners are guided to make a poster showing factors that led to the growth of ancient
Egypt

-What is a kingdom? -what is an empire?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

People and Relationships.

Early Civilization.

By the end of the lesson, the learner should be able to:
-Define the terms kingdom, state the Empire.
-Explore factors that led to the growth of ancient Egypt.
-Make a poster showing factor that led to the growth of ancient Egypt.
-In Appreciate factor that led to the growth of ancient Egypt

-The learner is guided to define the terms kingdom, state and empire
-In groups, learners are guided to explore factors that led to the growth of ancient Egypt
-In groups, learners are guided to make a poster showing factors that led to the growth of ancient
Egypt

-What is a kingdom? -what is an empire?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

People and Relationships.

Early Civilization.

By the end of the lesson, the learner should be able to:
-Define the terms kingdom, state the Empire.
-Explore factors that led to the growth of ancient Egypt.
-Make a poster showing factor that led to the growth of ancient Egypt.
-In Appreciate factor that led to the growth of ancient Egypt

-The learner is guided to define the terms kingdom, state and empire
-In groups, learners are guided to explore factors that led to the growth of ancient Egypt
-In groups, learners are guided to make a poster showing factors that led to the growth of ancient
Egypt

-What is a kingdom? -what is an empire?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation