I am a wonderful and… · KG1 Integrated Learning

Lesson notes

Learning Objectives

Indicator: K1.1.1.1.1

By the end of the lesson, learners can:

Point to themselves and state their own name clearly when asked “What is your name?”
Use simple sentences to describe at least two visible features of their own body (for example, “I have black hair” or “I am tall”)
Compare themselves with an animal (for example, a dog, cat, or chicken) and say one way they are different, using a simple sentence like “I have two legs, a dog has four legs”
Use positive words such as “wonderful,” “special,” or “beautiful” to describe themselves when prompted by the teacher
Listen to a friend describe themselves and respond with a positive comment or a clap to show appreciation

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Curriculum details

Strand: All About Me (Strand 1)
Sub-strand: I am a wonderful and Unique creation (1.1)
Content standard: K1.1.1.1 - Demonstrate the understanding that all learners are wonderful and have unique body features that make them different from other people and other God's creation in the environment.
Indicator: K1.1.1.1.1 - Identify and talk in simple sentences, about the features of our body that make us unique and different from other God's creation. E.g. animals
Suggested placement: Term 1, Week 1 (Week 1 of the year)
Term is the curriculum's own; the week within it is our suggestion, laid out in curriculum order. Follow your school's scheme of learning.
Curriculum reference: Kindergarten Curriculum (KG1 and KG2), 2019, p. 2
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

With learners seated in a big circle outside the classroom, and using "pass a ball" game, (in which learners pass a ball to their friends), learners take turns to use positive language to describe and appreciate themselves. Have them talk about themselves focusing on the uniqueness of their names, the homes they are from, their physical bodies, how tall or short, big or small. Use the following questions to guide the learners who cannot talk fluently. E.g. What is your name? age? Gender? height? What are your likes and dislikes? etc. The teacher must model the description and scaffold the learners to do so.