I am a wonderful and… · KG2 Integrated Learning

Lesson notes

Learning Objectives

Indicator: K2.1.1.1.1 - Identify and describe in simple sentences (using home language), the wonderful features of our body that make us unique and different from other God’s creation, e.g. animals.

By the end of the lesson, learners can:

Point to and name at least three parts of their own body (e.g., eyes, ears, hands, legs) when asked.
Say one full sentence describing something wonderful about their body, using home language, e.g., “I have two brown eyes” or “My hands are small and strong.”
Tell one way their body is different from an animal’s body, e.g., “I walk on two legs, but a goat has four legs.”
Say their own name clearly and one thing that makes them special, e.g., “My name is Ama and I have long hair.”
Use at least one positive word (like “wonderful,” “beautiful,” “strong,” or “special”) when talking about themselves.

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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: K2.1.1.1 - 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: K2.1.1.1.1 - Identify and describe in simple sentences (using home language), the wonderful 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.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

sub strand name - printed in full capitals on one page and in sentence case elsewhere in the same content standard; recased to match. Printed form: I AM A WONDERFUL AND UNIQUE CREATION
Curriculum reference: Kindergarten Curriculum (KG1 and KG2), 2019, p. 100
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

Welcome learners with a big smile, greet them and have them do the same to their friends. With learners seated in a big semi-circle in the classroom, (with all tables packed at the back), and using "pass a ball" game, (in which learners pass a ball to their friends), engage learners in active interaction about the theme. Put up a chart or a conversational poster on the theme for the week and have learners take turns to contribute their ideas to the discussion. Let them use positive language to appreciate themselves and describe how wonderful God has created them. The teacher must model the description first and scaffold the learners to do so. 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 and how different they are from animals.
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.