trainer's gide - development experience

Education Crisis Response - Facilitator’s Guide

1 | Introduction

Principles of ‘Do No Harm’

At all times in the learning centers, facilitators must observe the following

“Do no harm principles” and ensure that:

1. all content of lessons and learning activities must be culturally sensitive

(in values and norms)

2. all content of lessons and learning activities must consider age

appropriateness

3. to give equal opportunity to all learners

4. to have unconditional respect for learner’s opinion

5. appropriate time management in the delivery of lesson contents

6. effective communication of lesson contents to learners

7. and be a positive role model to learners

8. he/she is tolerant, patient, accommodative, resilient and should endeavor

to apply all the five Social and Emotional Learning (SEL) competences in

the delivery of all lesson contents and activities to the learners.


2 | Introduction

CONTENTS

Acronyms .................................................................................................................................. 6

Definition of list of icons .......................................................................................................... 7

Preface ....................................................................................................................................... 9

Acknowledgements ................................................................................................................ 10

Introduction ............................................................................................................................ 11

BACKGROUND OF EDUCATION CRISIS RESPONSE PROJECT ............................................... 11

Facilitator’s guide development team .................................................................................. 12

Purpose of this guide .............................................................................................................. 14

Structure of the guide ............................................................................................................ 15

Introduction to NFE Benchmark ......................................................................................... 16

Contact hours ......................................................................................................................... 16

The facilitator ......................................................................................................................... 17

Responsibilities of an effective learning facilitator ............................................................. 17

Part 1 - Reading Lessons - Beginners ................................................................................... 18

Quick start reading lesson #1 - Concepts of Print ................................................................ 19

Quick start reading lesson #2 - Recognizing and Manipulating Sounds.............................. 24



Quick start reading lesson #5 - Consonants, letter N n ........................................................ 38

Quick start reading lesson #6 - Vowel, letter A a (long and short) ...................................... 42

Quick start reading lesson #7 - Consonants, letter K k ........................................................ 47

Quick start reading lesson #8 - Consonants, letter M m ...................................................... 51

Quick start reading lesson #9 - Consonants, letter S s ......................................................... 55

Quick start reading lesson #10 - Consonants, letter T t ....................................................... 59

Quick start reading lesson #11 - Vowels, letter I i ............................................................... 63

Quick start reading lesson #12 - Consonants, letter R r. ...................................................... 68

Quick start reading lesson #13 - Consonants, letter D d. ..................................................... 72

Quick start reading lesson #14 - Consonants, letter F f. ...................................................... 76

Quick start reading lesson #15 - Consonants, sound Ts, letters Ts. ..................................... 80

file:///C:/Users/CAIIAdmin/Documents/Facilitator%20guide%20draft%207.docx%23_Toc439922924


3 | Introduction

Quick start reading lesson #16 - Consonants, letter B b. ..................................................... 84

Quick start reading lesson #17 - Consonants, letter W w. ................................................... 88

Quick start reading lesson #18 - Consonants, letter G g ...................................................... 92

Quick start reading lesson #19 - Consonants, letter Y y. ..................................................... 96

Quick start reading lesson #20 - Consonants, letter L l. .................................................... 100

Quick start reading lesson # 21 - Vowel, letter U u. .......................................................... 104

Quick start reading lesson #22 - Consonants, letter C c. .................................................... 108

Quick start reading lesson #23 - Consonants, letter H h. ................................................... 112

Quick start reading lesson #24 - Consonants, sound and letters Sh sh together. ............... 116

Quick start reading lesson #25 - Consonants, letter V v. ................................................... 120

Quick start reading lesson #26 - Consonants, sound and letters Au, au together. ............. 124

Quick start reading lesson #27 - Consonants, letter X x. ................................................... 128

Quick start reading lesson #28 - Consonants, sound and letters J j . ................................. 132

Quick start reading lesson # 29 - Vowel, letter E e. ........................................................... 136

Quick start reading lesson # 30 - Consonants, letter Z z. ................................................... 140

Quick start reading lesson # 31 - Vowels, letter O o.......................................................... 144

Quick start reading lesson #32 - Consonants, letter Q q. ................................................... 148

Quick start reading lesson #33 - Consonants, letters Kw kw together. .............................. 152

Quick start reading lesson #34 - Consonants, letters Ky ky together. ............................... 156

Quick start reading lesson #35 - Consonants, letters Qw qw together. .............................. 160

Quick start reading lesson #36 - Consonants, letters Qy qy ............................................ 164

Quick start reading lesson #37 - Consonants, letters Gw gw. ............................................ 168

Quick start reading lesson #38 - Consonants, letters Gy gy............................................... 172

Quick start reading lesson #39 - Consonants, sound and letters Ai ai . ............................. 176

Appendix 1: Hausa alphabets ............................................................................................. 180

Part 2 – Numeracy Lessons ................................................................................................. 181

Lesson 1: I Can Count!....................................................................................................... 182

Lesson 2: Addition ............................................................................................................. 186

Lesson 3: Subtraction ......................................................................................................... 189

Scripted Lesson 4: Twos, threes and fours (Multiplication) .............................................. 193



4 | Introduction

Scripted Lesson 5: The concept of zero (0)........................................................................ 197

Scripted Lesson 6: Division of numbers ............................................................................ 200

Scripted Lesson 7: If Today is Tuesday ............................................................................. 204

Scripted Lesson 8: Time ..................................................................................................... 207

Scripted Lesson 9: How long is it?..................................................................................... 212

Scripted Lesson 10: Halves and Quarters .......................................................................... 216

Scripted Lesson 11: Dealing with money .......................................................................... 220

Scripted Lesson 12: 3-dimensional shapes......................................................................... 223

Scripted Lesson 13: 2- dimensional shapes........................................................................ 226

Scripted Lesson 14: Factors ............................................................................................... 229

Scripted Lesson 15: Multiples ............................................................................................ 234

Scripted Lesson 16: Counting with Pictures ...................................................................... 238

Appendix 2: Sample of Nigerian currencies ...................................................................... 241

Appendix 3: My 3-D shapes............................................................................................... 242

Part 3 - Social Emotional Learning .................................................................................... 243

MODULE 1: INTRODUCTION TO CLASSMATES, CLASSROOM AND SEL

ECR Approach to Social Emotional Learning ................................................................... 244

Module 1: Week 1: Lesson 1 - Getting to know one another ............................................ 245

Module 1: Week 1: Lesson 2 - Building Positive Rapport ................................................ 248

Module 1: Week 1: Lesson 3 - Respecting Differences ..................................................... 251

Module 1 Week 2: Lesson 1 - Introduction to classroom norms and creating a safe place

............................................................................................................................................ 254

Module 1: Week 2: Lesson 2 - Developing Classroom Rules ........................................... 258

Module 1: Week 2: Lesson 3 - Following Class Rules ...................................................... 260

Module 1: Week 3: Lesson 1 - Paying Attention in Class ................................................. 262

Module 1: Week 3: Lesson 2 - Following Directions in Class .......................................... 265

Module 1: Week 3: Lesson 3 - How to Learn .................................................................... 267

Module 1: Week 4: Lesson 1 - Building Our Memory ...................................................... 271

Module 1: Week 4: Lesson 2 - Using Our Memory ........................................................... 274

Module 1: Week 4: Lesson 3 - Importance of Memory ..................................................... 277

Module 1: Week 5: Lesson 1 - Setting Goals..................................................................... 280



5 | Introduction

Module 1: Week 5: Lesson 2 - Setting a Story Timeline ................................................... 283

Appendix 4 – Story tiles ..................................................................................................... 287

Appendix 5 – Handout 1 .................................................................................................... 291

Module 1 Assessment: Week 6 .......................................................................................... 292

Appendix 6: Sample Student Assessment Tracker – Module 1 ......................................... 298

MODULE 2: FEELINGS AND EMOTIONS

Module 2: Week 7: Lesson 1 - Topic: Expressing How I Feel .......................................... 299

Module 2: Week 7: Lesson 2 - How I feel my feelings ..................................................... 302

Module 2: Week 7: Lesson 3 - Comfortable and Uncomfortable Feelings ....................... 307

Module 2: Week 8: Lesson 1 - Why we manage our emotions ......................................... 311

Module 2: Week 8: Lesson 2 - Using Belly-Breathing ...................................................... 314

Module 2: Week 8: Lesson 3 - Controlling your feelings .................................................. 317

Module 2: Week 9: Lesson 1 - How are they feeling? ....................................................... 321

Module 2: Week 9: Lesson 2 - Different feelings .............................................................. 324

Module 2: Week 9: Lesson 3 - Responding to Others’ Feelings ....................................... 327

Module 2: Week 10: Lesson 1 - What is Empathy? ........................................................... 330

Module 2: Week 10: Lesson 2 – The Empathy Heart ........................................................ 333

Module 2: Week 10: Lesson 3 - Communication Skills .................................................... 337

Module 2 Assessment: Week 11 ........................................................................................ 342

SAMPLE LESSONS - MODULE 3, 4, 5, 6

Module 3: Week 12: Lesson 1 - How my actions affect others ......................................... 348

Module 4 Week 18: Lesson 1 - How to make friends ........................................................ 351

Module 5: Week 23: Lesson 1 - Making decisions ............................................................ 354

Module 6: Week 30: Lesson 1 - Ways of Addressing Conflict, Part 1 .............................. 357


6 | Introduction

ACRONYMS

AE Alternative Education

ANFEA Adult and Non Formal Education Agency

CSACEFA Civil Society Action Coalition on Education for All

GDSS Government Day Secondary School

FBO Faith Based Organization

FOMWAN Federation of Muslim Women Associations in Nigeria

FS Formal school

LC Learning Center

LF Learning Facilitator

MOE Ministry of Education

MTTR Multi-media Training Resource

NFE Non-Formal Education

NFLC Non-Formal Learning Center

OVC Orphans and Vulnerable Children

SEL Social and Emotional Learning

SBMC School Based Management Committee

SEMA State Emergency Management Agency

SAME State Agency for Mass Education

SMoE State Ministry of Education

SUBEB State Universal Basic Education Board


7 | Introduction

DEFINITION OF LIST OF ICONS

Assessment

Conclusion

Facilitator’s tip(s)

Group work

Individual work

Important ideas

Introduction

On-going assessment

Paired work

Practice/review

Presentation

Social Emotional Learning


8 | Introduction

Total allotted time for a lesson

Time allotted for each step of an activity procedure

Whole class review/work


9 | Introduction

PREFACE

Education in Nigeria is in a state of transition. Numerous efforts are being made to improve

the quality of education in the non-formal sector. Yet persistently, low literacy rates threaten

the possibility of meeting the MDG goals and, more importantly, threaten the future prosperity

of all Nigerians and our nation as a whole. This situation has been further exacerbated by

conflicts.

The Federal Ministry of Education (FMoE) and the National Mass Education Commission

(NMEC) through the State Ministry of Education (SMoE), State Universal Basic Education

Board (SUBEB), State Agency for Mass Education (SAME)/Adult and Non Formal Education

Agency (ANFEA) and Local Government Education Authorities (LGEAs) in Adamawa,

Bauchi, Gombe and Yobe States, are working with the United States Agency for International

Development (USAID) funded Education Crisis Response (ECR) project and other partners to

improve Reading, Numeracy and Social Emotional Learning (SEL) of internally displaced

children and youth in Adamawa, Bauchi, Gombe and Yobe states of the North East Nigeria.

This Facilitator’s Guide is intended to be a practical and flexible training document to facilitate

the teaching of core subjects in Basic Literacy program of Non Formal Education (NFE)

approach/model. It is designed to be activity-based and aid facilitation by practitioners at basic

education level. It can be adapted to specific situations depending on the needs of the

facilitators. The training duration is recommended to cover a period of nine (9) months to

ensure proper understanding of the rudiments of facilitation both in pedagogic and

andragogical teaching skills. This Guide is designed to lead to effectiveness in the delivery of

the enhanced NFE Curriculum by facilitators of Non Formal Learning Centres (NFLCs).

The Facilitator’s Guide adopts the participatory, Learner-Centered, Problem-solving, Self-

discovery and Action-oriented (LePSA) approach for non-formal facilitation. The essence of

these approaches is to ensure active teaching/learning during classroom practice.

We, the Managers of Education, would like to thank United States Agency for International

Development (USAID) – Education Crisis response funded project for its efforts in providing

access to quality education services for the internally displaced children, as well as all who

have assisted in the development of this manual. We applaud the work of Education Crisis

Response project in the development and production of this Guide and its other activities to

support quality teaching and learning in our Non Formal Leaning Centers (NFLCs). We urge

teachers and facilitators to use it diligently and build on the ideas suggested in their own ways

in order to raise successful learners and a better Nigeria for all of us!

Sincerely,

Mrs. Dubi Charity

Chairman NFE Technical Working

Group,

Adamawa State

Hajiya Yelwa Abubakar Tafawa

Balewa Chairman NFE Technical

Working Group, Bauchi State

Alhaji Zakari Kudi

Chairman NFE Technical

Working Group, Gombe

State


10 | Introduction

ACKNOWLEDGEMENTS

This manual was developed by a team of local consultants, international consultants, and

College of Education lecturers from Adamawa, Bauchi and Gombe States, under the

coordination of Education Crisis Response (ECR). We acknowledge the important

contributions of our partners from State Ministries of Education (MoE), State Universal Basic

Education Boards (SUBEB), Adult and Non Formal Education Agencies (ANFEA), State

Agencies for Mass Education (SAME), SEMA, SMOWA, Budget and Economic Planning,

State and Federal Colleges of Education, Universities, Polytechnics, National Mass Education

Commission (NMEC), Federation of Muslim Women Associations in Nigeria (FOMWAN),

and the Civil Society Action Coalition on Education For All (CSACEFA). We are indebted to

the technical contributions of our colleagues, whose names appear on the Contributors’ Page.


11 | Introduction

INTRODUCTION

BACKGROUND OF EDUCATION CRISIS RESPONSE PROJECT

Funded by the United States Agency for International Development (USAID) in partnership with

the Government of Nigeria (GON), the Education Crisis Response project aims to expand access

to quality, relevant, safe Non-Formal and Alternative Education (AE) opportunities for Internally

Displaced Persons (IDPs) children and youths, aged 6-17 including children of host communities

in the four north eastern states of Adamawa, Bauchi, Gombe and Yobe. Education Crisis

Response is a three-year project, implemented under Cooperative Agreement awarded to Creative

Associates International, in consortium with two international organizations - International

Rescue Committee (IRC) and Florida State University (FSU) as well as two national Non-

Governmental Organizations (NGOs) - Federation of Muslim Women Association in Nigeria

(FOMWAN) and Civil Society Action Coalition on Education For All (CSACEFA) - in

partnership with state and local governments institutions in Adamawa, Bauchi, Gombe and

Yobe states.

The project is designed to address the main learning needs of IDPs and host learners affected by

the crisis in north east Nigeria, through Non-Formal Learning Centers (NFLCs), Youth Learning

Centers (YLCs), and Adolescent Girls’ Learning Centers (AGLCs), serving both Muslim and

Christian communities. These alternative opportunities include NFE centers, formal schools and

vocational skill acquisition centers that address the immediate educational and psychosocial

needs of IDP children and youth. The project also seeks to collaborate with other implementing

partners in the focal states with effective coordination in child protection related activities as well

as ensuring safe learning environments. The project will provide learning in protective centers in

urban and rural areas, support formal schools and work within host communities who have taken

IDPs into their homes/ where IDPs live together in settlement-type housing.

The Education Crisis Response project will improve quality and relevant instructional practices

to update and/or newly develop teaching-learning materials for Literacy, Numeracy, Life

Skills, Social Emotional Learning (SEL) competencies and psychosocial support services in

NFE and Alternative Education options. The project will recruit, train, and coach NFLC

learning facilitators (LFs) to provide quality instruction and ensure Technical Working Groups

(TWGs) make relevant teaching-learning materials available. The project will also increase

community engagement and support to schooling in targeted NFE and alternative education

learning center communities so that there is heightened awareness of these new and enhanced

educational opportunities to improve the value placed on education and provide IDPs and host

community girls, boys and youths with a way to sustain their education.

Education Crisis Response will also work to increase state and Local Government and Civil

Society support for NFE and Alternative Education options so that they collaborate, coordinate

and provide government funding and policy support to sustain and expand Non-Formal

Education.


12 | Introduction

FACILITATOR’S GUIDE DEVELOPMENT TEAM

Serial

No

Name of contributor Institution/Agency

Adamawa team

1 Umar Atiku State Ministry of Education, Yola, Adamawa state

2 Ahmed Mohammed State Universal Basic Education Board, Yola

Adamawa state

3 Wajigah L. Samuel State Adult and Non Formal Education Agency,

Yola , Adamawa state

4 Elishama Lakan J. Adamawa State Polytechnic, Yola.

5 O. A Olajide, PhD. Federal College of Education, Yola, Adamawa state

6 Abdulhamid Muhammed Federal College of Education (FCE), Yola,

Adamawa state

7 Zainab L. Ribadu Federal College of Education (FCE ) Yola,

Adamawa state

8 Medugu Stephen Education Crisis Response Project, Adamawa state

9 Zainab Sindigawo Education Crisis Response Project , Adamawa state

10 Nina Weisenhorn International Rescue Committee, Technical support

11 Rena Deitz International Rescue Committee, Technical support

Bauchi team

12 Mrs. Musa Lois D. State Ministry of Education, Bauchi

13 Dahiru S. Lawal State Universal Basic Education Board, Bauchi

14 Halilu Usman Rishi State Agency for Mass Education, Bauchi

15 Umar Bawa Chinade College of Education, Azare, Bauchi State

16 Motanya Charles C College of Education, Azare, Bauchi State

17 Dahiru Yelwa Mohd College of Education, Azare, Bauchi State

18 Mohammed Muktari H. College of Education, Azare, Bauchi State

19 Wasani Joshua Bauchi State Polytechnic, Bauchi


13 | Introduction

20 Wulne F. Buba Government Day Secondary School (GDSS)

Alkaleri, Bauchi state

21 Helen Boyle Florida State University, USA.- Technical Support

22 Ayo Oladini Education Crisis Response Project , Bauchi state

23 Nurudeen Lawal Education Crisis Response Project Consultant,

Lagos

24 Dr. Rasheed Sanni Education Crisis Response Project, Bauchi state

25 Mohammed Awal Education Crisis Response Project, Bauchi

26 Phoebe Mshelia Education Crisis Response Project, Bauchi state

27 Ernest Akoma Education Crisis Response Project, Bauchi state

28 Christain K. Ikpe Education Crisis Response Project, Bauchi state

Gombe team

29 Mohammed Sadiq State Ministry of Education, Gombe

30 Larai Ibrahim State Agency for Mass Education, Gombe

31 Adamu Mamman Puma State Ministry of Women Affairs and Social

Development, Gombe

32 Mohammed Lawal Gombe State Universal Basic Education Board, ,

33 Adepoju O.A Gombe State University, Gombe

34 Fatima B. Sani Gombe State University,

35 Talatu D. Waziri Federal College of Education (Technical), Gombe

36 Ibrahim Ahmed Federal College of Education, Gombe

37 Dalhatu Sulaiman Darazo Education Crisis Response Project, Gombe

38 Hassana Lazarus Education Crisis Response Project, Gombe


14 | Introduction

PURPOSE OF THIS GUIDE

Welcome to the Facilitator’s Guide: NFE Literacy, Numeracy and Social and Emotional

Learning. It was developed for you, an Education Crisis Response NFLC Facilitator in

Adamawa, Bauchi, Gombe and Yobe States, to use when teaching learners Reading skills in

Hausa language, Numeracy and Social and Emotional Learning. However, the manual can also

be adapted by other states in Nigeria. Though it was developed using the NFE curriculum as a

benchmark, the strategies in this guide can be used by all. The guide is based on the national

basic literacy (reading) curriculum, with a focus on listening and speaking, phonics, reading,

and writing. It is one of the four guides to be developed by the project that will focus on

Literacy, Numeracy, Life-Skills, and Social and Emotional Learning.

The first part of this guide consists of Activity Plans. We use the term Activity Plans instead

of Lesson Plans because Lesson Plans are too often associated with “chalk and talk” methods

where Facilitators do most of the talking while children sit passively and listen. Our aim is to

provide you with activities to engage your Learners in singing, playing games and discussing

ideas – activities that will be more fun both for you and them, and if done properly, that will

lead to better learning.


15 | Introduction

STRUCTURE OF THE GUIDE

The Guide contains three subject areas - literacy, numeracy and SEL and their activity plans.

Each plan specifies skills to be developed, the time of the lesson, important ideas in the lesson

and expected learning outcomes, as well as materials to prepare in advance. Then, a step-by-

step description of the lesson provides suggestions on how to organize activities that interest

learners while helping them achieve the Learning Outcomes of the lesson. Each Activity Plan

contains some parts:

An introduction to gain learners’ interest and inform them of the desired outcomes of the

lesson

Activity procedures (presentation, practice and performance) that present the content of the

lesson in a lively, Child-Centered format (not the usual “chalk and talk”)

Assessment activity to determine whether each child has reached the desired outcomes

Review or conclusion section that provides additional opportunities for Learners to practice

their new knowledge and skills, and to deepen their knowledge.

Facilitator tips to give you some additional information about the lesson or ideas for different

ways to teach, and

Reflection section to help you reflect on the successes and challenges of the lesson, and to

determine how to improve upon them next time.

Before using this guide, be sure to review the information in the Annexes as well. These provide

a rich source of teaching ideas for teaching your Learners.


16 | Introduction

INTRODUCTION TO NFE BENCHMARK

Benchmark is an expected standard in a venture or activity. It is also a yardstick to measure

the input, process and outcome of a project. In this document, ‘benchmark’ is used to mean

the expected level of involvement of all stakeholders and the expected quality and quantity of

inputs including the expected learning achievements.

It is considered that the NFE benchmark will be one of the indicators for assessment, whenever

monitoring and evaluation is conducted at any level of the monitoring exercise.

Items that have been benchmarked for the purpose of setting standard for the measurement of

achievements are:

a. Literacy, programs, centers and methodology;

b. Facilitators, materials and equipment;

c. Curriculum, contact hours, learners-facilitators ratio and measurement of

achievements;

d. Access, monitoring, evaluation and quality assurance;

e. Governance, multilingual and partnership;

f. Continuity of learning, roles of stakeholders including the International Development

Partners (IDPs).

These items are considered as key issues and pivots on which others revolve.

CONTACT HOURS

Contact hours denote the minimum period or the length of time teaching/learning takes

place in a day or week.

Basic Literacy Six (6) hours a week

Post Literacy: Ten (10) hours a week

Continuing Education: Ten (10) hours

DURATION OF PROGRAMME:

Duration denotes the minimum length of time a learner might be said to have been

adequately equipped with the appropriate skill or skills.

Basic Literacy: Nine (9) months

Post Literacy: Twenty-four (24) months

Continuing Education: Twenty-four (24) months.

Vocational Education: Twenty-four (24) months


17 | Introduction

THE FACILITATOR

The facilitator is a person who organizes and directs learning activities.

The facilitator is directly responsible for all learning activities at the schools/centers.

The facilitator could be a full or part time employee in the school/center.

The facilitator possesses the relevant qualifications to facilitate learning.

He should:

Have good listening and communication skills

Demonstrate empathy for the learners

Demonstrate knowledge of the subject matter

Possess effective teaching skills

Be approachable

Show professional attitude

Be a mentor and role model

RESPONSIBILITIES OF AN EFFECTIVE LEARNING

FACILITATOR

The role of the facilitator is to skillfully assist and guide a group of learners to understand and

achieve their common learning objectives. In addition, a facilitator is charged with the

following responsibilities:

1. organization of learning space to facilitate active learning,

2. lesson planning and preparation of notes,

3. delivering the lessons,

4. keep adequate record and maintain established class room management system,

5. identifying the differential needs of the learners and taking action to solve them,

6. assessing learning achievements,

7. taking part in professional development activities,

8. keeping a good relationship with parents and the community, and

9. taking part in feedback discussions with School Mentors after lesson observations.

PART 1 - READING LESSONS -

BEGINNERS


19 | Part 1 – Reading lessons

First, recognizing that facilitators may be inexperienced with teaching the fundamentals that

are critical in learning to read, we have included a set of scripted lessons that the facilitator

should use to teach in each class in the Quick Start program. The scripts contain the basic

lesson content, but they will be richly enhanced by the creativity and input of the facilitator

during the implementation. A further purpose of the scripted lessons is to assist the facilitators

in apportioning class time between presentation, practice and performance.

Quick start reading lesson #1 - Concepts of Print

Skills: Holding a pencil or pen, forming and copying shapes. Recognizing, directionality of

print, distinguishing print (the part you read) from pictures, knowing the beginning vs. the end

of book, page-to-page reading (i.e. turning pages).

Time: 65 minutes

Learning Objectives: At the end of the lesson, learners should be able to identify how print

“works” in Hausa—i.e. knowing to read left to right, distinguishing text and pictures, being

able to turn pages, identifying the book’s cover and beginning pages. Use a writing implement

to make controlled markings on a page.

Materials: chalk, chalkboard, phrase, song or text written on the board or a piece of paper; if

possible, a few story books or primers to be used for demonstration and practice.

Facilitator’s Tips:

Write any text you are going to use in class on the board in large, clear

handwriting BEFORE class begins. Do not take instructional time to be copying

text you need for the lesson onto the board or a piece of paper.

Important Ideas:

Pupils need to know how books and text work so that they can read them

properly. It is important to give pupils time to familiarize themselves with the

concepts of print that they will encounter in school and other learning or working

situations. The best way to do this is to let pupils look at actual books to see how they

work. Reading aloud to pupils is another good way to help them understand concepts

of print.

SEL Ideas: Getting to know one another.

Step &

Icons

Time Activity procedure

10 minutes

Introduction

1. Say good morning to the children and welcome them. Give all

the children the name tag you have prepared.

2. Tell them that every day, they should pick up their name tag

and keep it with them during the lesson. If they have desks,

they can display it on their desks.



Step &

Icons


3. Tell the pupils that today they are going to learn some of the

fundamentals, in order to be ready to read and write. Some

children may know some of these things; in that case, they can

help their friends.

4. Ask them how many of them know how to hold a pen or

pencil? How many of them know their letters? How many of

them know how to use a book (how to hold it, etc.) Ask them

how many have books in their homes. How many know how

to turn pages?

15 minutes

(Because

this is the

first lesson,

the

presentation

segment is

15 minutes

long and

the

performanc

e is only 5

minutes; in

the other

lessons, the

presentation

is 10

minutes and

the

performanc

e is 10

minutes

Presentation: Facilitator presents and demonstrates the lesson

content for the pupils.

1. Ask pupils to pick up their pencils. Demonstrate the correct

way to hold a pencil. Go around the room and look at the pupils

as they hold their pencils.

2. Have the pupils make some marks in their notebooks. You can

have them draw a shape, copying one you put on the board.

The purpose is to let them get used to holding a pencil and

making marks with it. The marks do not need to be perfect.

3. Next, Show pupils the poem/song you have written on the

board. Put a few pictures you have made that connect to the

story on the board or on a piece of paper as well.

Text for the Lesson (on the board or on a piece of large paper):

Masu hikima sun ce:

Bemu bay a hana ilimi

Bay aba ta da kaxan

Gaba ta fi baya yawa

Matambayi bay a vata

Komai nisan jifa kasa zai faxo

Gava ba ta motsawa banza

Kyawun alkawari cikawa

Wuyar aiki ba a soma ba

Mai kishin abu biyu bay a koshi; ilimi

da dukiya.

4. Say to them:

“When we read a book/poem/song, we have to read the words.

Some text have pictures which can also show us something

about a story, but it is the words that tell us the story.’’

5. Also say to the pupils:



Step &

Icons


“I am going to point to the words on the page. They won’t

show us what is happening as a picture would, but they will tell

us what is happening. Here are the words on this page.”

6. Now, read the words on the paper or board using your finger to

point to the words as you read them.

7. After you do this, say,

“Here are words that tell me a story or message, and here is

what the message says. (Finger-point to words.)

8. Tell the pupils:

“When we read a book/poem/song, we read the words. We read

the words from left to right.”

9. Point to the first word in a line and put your hand under the

first line of words. Show them how your finger moves from

left to right as you read the sentence.

10. Now point to the first word in the first line and move your

finger under the words in the line as you read it Tell the pupils:

“In Hausa, we read words from left to right.”

11. Demonstrate this again as you read the first few lines of the

text.

12. When you come to the end of a line of text, move your finger to

the next line, going back to the beginning of that line. Say to

the pupils:

“When we come to the end of a line, we go to the line below.”

13. Demonstrate this again with the next couple of lines of text,

pointing with your finger as you read aloud.

14. Ask the pupils to try it with you. Have them say the first two

lines of text as you move your finger along under the text.

When you come to the end of the line, move your finger under

the first word in the next line and read that line.

15. If you have a book present in the class, hold that up for pupils

to see. Show them the cover (front and back). Show them the

pages and how they turn.

16. Read a line of text from the book you have, indicating each

word with your finger. Show the pupils that when you finish

with the text on one page, you turn the page to see what is on

the next page.

17. Tell the pupils that books are special and interesting and they

must take care of books and be gentle with them so they will

not get torn or damaged.

18. If you have story books, let the pupils hold and look at the

story books so they can feel what they are like.



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5 minutes

5 minutes

5 minutes

10 minutes

Practice: The children have a chance to practice what they

have learned; they can practice individually, in pairs, in groups

or as a whole class.

Segment 1:

1. Ask pupils to pick up their pencils and to draw a circle in

their notebook. Draw one on the board for them to copy.

2. Ask them to copy their name from the nametag into their

notebooks. The results can be messy and imperfect—the

pupils are just practicing. Tell them we will learn to write

all the letters soon. Right now, we just want them to be

able to use a pencil.

Segment 2:

3. Ask each one in turn to use his/her finger to point to the text

as you read it aloud. Read the first line aloud and have the

pupil point to the words as you say read them, moving his

or her finger from right to left. You can guide the pupil’s

hand if need be.

4. Ask the second pupil to point to a word (any word) in the

text. Ask the pupil to point to the space on either side of

the word.

5. Read a line from the text aloud and ask the third pupil to

point to where you go after you finish reading the line.

(The pupil should point to the first word on the left in the

line below.)

6. Ask the fourth student to pick up the book you have been

using for demonstration and point to the cover.

7. Ask the fifth pupil to show you how to turn the pages of the

book.

8. Ask the class what the words on a page do. The correct

response is that they tell you what is going on.

9. Ask the pupils if pictures are enough to tell a story? The

correct answer is no, they are usually not enough; the words

tell you what is happening. The pictures help you to

understand.

Segment 3:

10. Ask the pupils to read the text aloud after you; read the

whole text, moving your finger along under the text as you

read it, going from line to line.

SEL Message: It is important to know each other and call each

other by name. Ask each pupil to hold up his or her name tag and

tell the whole class his or her name. It is nice when everyone can

call each other by name in class.



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10 minutes Performance (Assessment)

1. Ask all the pupils to look at their name tags. Have them put

their fingers at the beginning of their name. They should

deduce the beginning as being at the left side of the card.

Ask them to say their name and move their finger along the

bottom of the name as they say it. They should move their

fingers from left to right.

2. Read a line of text from the text on the board and move

your finger from left to right under the text. Ask the pupils

if this is the right direction. (The answer is yes.)

3. Read a line of text on the board but move your finger under

it from right to left. Ask pupils if this is the right direction.

(The answer is no.)

5 minutes Conclusions/Review

1. Tell the children that they have done very well and are all

going to be very good readers.

2. Remind them that we learned the parts of a book and in

what direction to read text. We also learned how to hold a

pen or pencil and make marks on a paper.

Reflection: Facilitator, write down notes for yourself on this lesson. Did you enjoy the

lesson? How do you think we can improve on it? If you make some notes, then when you

teach this lesson again, you will remember what worked well and where you found some

challenges. This will help you to improve the lesson next time you teach it.



Quick start reading lesson #2 - Recognizing and Manipulating Sounds.

Skills: Phonological Awareness: 1) Alliteration and rhyme, 2) Sentence segmentation.

Time: 65 minutes

Learning Objectives: At the end of the lesson, learners should be able to recognize

rhyming words and make rhymes. Learners will also identify word boundaries in spoken

sentences.




Make sure the pupils can see your mouth as you pronounce and break down

the words into sounds in this lesson.

Important Ideas:

In order to read, pupils need to hear the sounds in the words they use; they

need to be able to hear and distinguish the individual sounds. These next few

lessons on phonological awareness are not about the alphabet or even about

writing; they are about how sounds are heard.

SEL Ideas:

Getting to know one another.

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10 minutes

Introduction

1. Say good morning to the children and welcome them. Give

all the children the name tag you have prepared.

2. Ask the pupils if they remember what they learned in the

last lesson. Listen to their replies.

3. Point to the text that you read them yesterday. Read it

again. (It should be on the board or a piece of paper before

class begins. It should be large enough so that all pupils

can see it.)

Masu hikima sun ce:


Bay aba ta da kaxan








da dukiya.



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4. Ask the pupils if they remember it. Ask them to help you

point to the words as you read them. Read the text, moving

your finger under the words from left to right. At the end

of each line, move your finger to the first word on the left

of the line below. Call pupils’ attention to how the text

flows.

5. Ask pupils to pick up their pencils. Have them practice

making lines and shapes in their notebook for a minute, to

warm them up.

6. Tell them they did a good job. Tell them today we are

going to look more closely at words and where they begin

and end. We are also going to see how words can rhyme.

15 minutes



1. Read the first sentence of the text on the board and ask the

pupils how many words are in that sentence. Take several

answers. (The answer is 4.)

2. Have a student come forward and count the words.

3. Ask the pupils how they know where one word stops and

another begins. (Answer: spaces between the words; some

might say they recognize full-stops or periods. Praise them

if they say this.)

4. Point out that there are spaces between words; even if they

cannot read the words yet, help them to see that some

spaces are bigger than others; words have spaces between

them. This is how you can tell where one word stops and

another one starts.

5. Words are made up of sounds. In this part of the lesson, we

are going to identify the sounds we hear in some words.

We will say the words really slowly so we can hear each

sound in the word. This is called segmenting the word.

Ask them what is the first sound they hear in the following

words:

Noma

Kano

Saka

Tafi

Rawa

Daka

Fere

Tsalle

Go back to the beginning of the list. Take the first word—

Noma—and ask the pupils how many sounds they hear in this



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word? /n/ /o/ /m/ /a/ (4 sounds). Do this with the other words.

Keep in mind that in the word boom, there are 3 sounds not 4

even though there are 4 letters.

Boom

Wanka

Gudu

Yanka

Leka

Ci

Hamma

Shiru

Vare

Auna

Xandano

Ji

Zane

kirga

Kwalo

Kyau

kwai

kyama

Gwanda

Gyara

Aisha

6. Next, demonstrate that with some words they can substitute

one sound for another. Give them the example of:

Ba

Ya

Ta

Ka

Ma

Da

Wa

Na Point out that if you change the first sound in these words, you get

different words. Ask them for more examples: ga, za, sa, fa, ra,

ha, la, ja, xa, va, ka, etc

This is called rhyme.

5 minutes


have learned; they can practice individually, in pairs, in

groups or as a whole class.

Segment 1:

1. Write a set of words on the board, with spaces between

them. Have pupils come to the board to point to words.

They do not need to know what the word says, but should



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5 minutes

5 minutes

10 minutes

recognize word boundaries—i.e. where a word starts and

ends.

2. Pair the pupils with a partner seated near them. Have each

pair do the following:

1 partner says a word and the second partner segments it,

counting out the sounds;

After a minute, have them switch roles.

3. Next, ask the children to each think of a word, say it aloud

and count the number of sounds they hear.

4. Go around the room and make sure they are correctly

identifying the word sounds they hear.

Segment 2:

5. Say a word to each child and ask that child to put a new

sound at the beginning of the word. Examples you can use

include:

Bi , fi

Yo, ko

Bu, tu

Ke, te

Nu ,wu

Li, ji Etc.

The purpose is to replace the initial sound with a new sound; the

pupils do not have to create correct new words; they just have to

replace one sound with another.

Segment 3:

6. Lastly, still in their pairs, have children alternate in saying

a word that starts with a /b/ sound; then have them do this

with an /m/ sound

Examples could include: ba, bi, bo, bu, be, baba, babi,

babu, bubu, bebe etc.

Examples could include: ma, mi, mo, mu, me, mama,

mata, mako, mita, miki, mubi, etc.

7. Tell them they did a great job.

SEL Message: Ask the pupils to take turns pointing to a colleague

in the class and slowly saying that person’s name; for example: aaa

mmm iii nnn aaa (Amina) or Mmm ooo hhh aaa mmm eee ddd

(Mohamed). Make sure everyone has a turn. This is a good way

to help the pupils learn each others’ names and practice in hearing

the individual sounds in words.


1. Ask pupils to replace the first sound in the word mama;

have some tell you what they came up with. Possible

replies could include; dama, sama, yama, bama, lama,

etc.



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2. Do the same with the word ware. Possible replies could

include zare, dare, vare, etc. The pupils do not need to

make words but rather just to replace the initial sound.

3. Say a word and have pupils identify the number of sounds

in the word: maxe (4), cida (4), soja (4), ka (2), uba (3),

ye (2), etc.

5 minutes Conclusions/Review 1. Tell the children that they have done very well and that

they should tell their parents that they know how to

identify the sounds in words, which is an important skill in

learning to read. Ask them for examples of how they will

show this skill to their parents.

2. Read aloud the text on the board with the pupils repeating

it after you.







Quick start reading lesson #3 - Recognizing and Manipulating Sounds.

Skills: Phonological Awareness continued: 3) Syllable segmentation, 4) Onsets and rimes.

Time: 65 minutes

Learning Objectives: At the end of the lesson, learners should be able to clap out syllables

in words. Learners will also be able to segment onsets from rimes in single syllable words.




Saying a word so that you can hear all the letter sounds is called segmenting;

saying a word more quickly so that it sounds like a word and the sounds flow is

called blending.

Important Ideas:


need to be able to hear and distinguish the individual sounds. These next few

lessons on phonological awareness are not about the alphabet or even about writing;

they are about hearing sounds.

SEL Ideas: Getting to know one another.

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10 minutes

Introduction








can see it.)

Masu hikima sun ce:


Bay aba ta da kaxan








da dukiya.


point to the words as you read them. Read the text, moving



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your finger under the words from left to right. At the end

of each line, move your finger to the first word on the left

of the line below. Call pupils’ attention to how the text

flows.



warm them up.


going to listen to words and clap out syllables.

15 minutes



7. Look at the first line of the text on the board:

Masu hikima sun ce

8. Ask the pupils if they can hear a beat in the words:

Ma-su hi-ki-ma sun ce

9. This line has 7 beats in it. Beats are called syllables. Clap

out the following syllables by word:

Ma-ma

Ba-ba

Fe-da

Ge-fe

Zo-mo

Ta-fi-ya

A-su-su

Have the pupils clap out more words; call out a word and have the

class clap out the syllables. Do this with them to model it.

Say a list of words that start with the same letter:

Sa, saye, sabo, sama, sisi, sito.

Ask them if they can do the same with the sound /g/.

Ask them to do the same with the sound /f/.

This is called alliteration, when the words all start with the same

first sound.

Point out that if you change the first sound in these words, you get

different words. Ask them for more examples: ga, za, sa, fa, ra,

ha, ma, ja, xa, va, ka, etc.

Ask them for other words where they can change a letter in the

beginning to get a new word.






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5 minutes

5 minutes

5 minutes

10 minutes

Segment 1:

1. Write a set of words on the board, with spaces between

them. Have pupils come to the board to point to words.

They do not need to know what the word says, but should

recognize word boundaries—i.e. where a word starts and

ends.

2. Pair the pupils with a partner seated near them. Have each

pair do the following:

1 partner says a word and the second partner segments it,

counting out the sounds;

After a minute, have them switch roles





Segment 2:



include:

Bi, fi

Yo, ko

Bu ,tu

Ke ,te

Nu, ru

Li , ji

Etc.




Segment 3:


a word that starts with a /b/ sound; then have them do this

with an /m/ sound

Exasmples could include: ba, bi, bo, bu, be, baba, babi,

babu, bubu, bebe, etc.

Examples could include: ma, mi, mo, mu, me, mama, mata,

mako, mita, miki, mubi, etc.


SEL Message: Ask the pupils to take turns pointing to a colleague

in the class and slowly saying that person’s name; for example: aaa

mmm iii nnn aaa (Amina) or Mmm ooo hhh aaa mmm eee ddd

(Mohamed). Make sure everyone has a turn. This is a good way

to help the pupils learn each others’ names and practice in hearing

the individual sounds in words.



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etc.





in the word: mace (4), cida (4), soja (4), ka (2), uba (3),

ye (2), etc.

5 minutes Conclusions/Review 1. Tell the children that they have done very well and they

should tell their parents that they know how to identify the

sounds in words, which is an important skill in learning to

read. Ask them for examples of how they will show this

skill to their parents.


it after you.

Reflection:

Facilitator, write down notes for yourself on this lesson. Did you enjoy the lesson?

How do you think we can improve on it? If you make some notes, then when you

teach this lesson again, you will remember what worked well and where you found

some challenges. This will help you to improve the lesson next time you teach it.



Quick start reading lesson #4 - Recognizing and Manipulating Sounds

Skills: Phonemic awareness: Blending and separating sounds in words.

Time: 65 minutes

Learning Objectives: At the end of the lesson, learners should be able to segment and

blend individual sounds in words. Learners will be able to identify the beginning, middle, and

ending sounds in words. Learners will also be able to manipulate sounds in words to make

new words.



Facilitator’s Tip:

Saying a word so that you can hear all the letter sounds is called segmenting;

saying a word more quickly so that it sounds like a word and the sounds flow is

called blending.

Important Ideas:


need to be able to hear and distinguish the individual sounds. These lessons on

phonological awareness are not about the alphabet or even about writing; they are about

hearing sounds.

Getting to know one another.

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10 minutes

Introduction








can see it.)

Masu hikima sun ce


Bay aba ta da kaxan








da dukiya.



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point to the words as you read them. Read the text,

moving your finger under the words from left to right. At

the end of each line, move your finger to the first word on

the left of the line below. Call pupils’ attention to how the

text flows.



warm them up.


going to look more closely at words and where they begin

and end. We are also going to see how words can rhyme.

15 minutes

Presentation: Facilitator presents and demonstrates the

lesson content for the pupils.

1. Tell pupils that words are combination of sounds like:

Masu : mmm aaa sss uuu

Hikima: hhh iii kkk iii mmm aaa

Sun: sss uuu nnn

Ce: ccc eee

Ask them to repeat after you. Say these words again, drawing

them out so pupils hear all the sounds in the word.

M – a –s – u

H-i-k—i-m-a

S-u-n

c-e

2. Tell them that to hear all the sounds in a word, you have

to say it slowly, emphasizing each sound. Ask them to do

this for other words: mama, dare, hudu, kura. Ask them

for other words and have them say them slowly,

segmenting the sounds.

3. For each word, repeat it slowly and ask the children what

sounds they hear

/m/ /a/ /s/ /u/

/h/ /i/ /k/ /i/ /m/ /a/

/s/ /u/ /n/

/c/ /e/

The pupils only need to make the sounds they hear.

You do not need to write anything.

4. Next, for the word masu, ask the pupils the first sound

they hear. Have them repeat it.

5. Ask the pupils if they hear the /m/ sound in more than one

word of the four above. Ask them if they hear the /i/

sound more than once.



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6. Pupils will not know the letter but this is ok. Your goal is

to have them begin to hear all of the individual sounds in

the words. This is called segmenting. Have them

segment the other words they have given you so that they

can hear all the sounds in the word.

7. Now, have them say the words faster, as if they would

when speaking. When they say the word normally again

they put the sounds all back together. This is called

blending.

5 minutes

.




Segment 1:

1. Put the pupils in pairs.

2. Next, ask each pair what sound they hear first in the

following words. Have one person tell the word to his or

her partner and make the first sound of the word.

3. Now, have the other pupil in the pair segment out the

whole word, saying it slowly.

4. Have the first partner blend the word back again, saying it

normally.

5. Have them switich roles and go through all the words

below.

Noma

Kano

Saka

Tafi

Rawa

Daka

Fere

Tsalle

Boom

Wanka

Gudu

Yanka

Leka

Ci

Hamma

Shiru

Vare

Auna

Xandano

Ji

Zane

Kirga



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5 minutes

5 minutes

10 minutes

Kwalo

Kyau

Kwai

Kyama

Gwanda

Gyara

Aisha

Segment 2:







include:

Bi, fi

Yo, fo

Bu, fu

Ke ,ke

Nu ,wu

Li, ji

Etc.




Segment 3:


a word that starts with a /n/ sound; then have them do this

with an /t/ sound

Examples could include: ba, bi, bo, bu, be, baba, babi,

babu, bubu, bebe etc.

Examples could include: ma, mi, mo, mu, me, mama,

mata, mako, mita, miki, mubi, etc.


SEL Message: Ask the pupils to take turns pointing to a

colleague in the class and slowly saying that person’s name; for

example: aaa mmm iii nnn aaa (Amina) or Mmm ooo hhh aaa

mmm eee ddd (Mohamed). Make sure everyone has a turn. This

is a good way to help the pupils learn each others’ names and

practice in hearing the individual sounds in words.



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etc.





in the word: mace (4), cida (4), soja (4), ka (2), uba (3),

ye (2), etc. This will mean they have to segment out the

sounds to count them.

4. Ask pupils to segment their names and have each one tell

you how many sounds are in his or her name.

5 minutes Conclusions/Review 1. Tell the children that they have done very well and that

they should tell their parents that they know how to

identify the sounds in words, which is an important skill in

learning to read. Ask them for examples of how they will

show this skill to their parents.


it after you.







Quick start reading lesson #5 - Consonants, letter N n

Skills: Phonemic awareness, letter N; phonics, letter N n.

Time: 65 minutes

Learning Objectives: At the end of the lesson, learners should have

mastered the sound of the letter, pronounce it, be able to identify it and

write it, (upper and lower case).

Materials: chalk, chalkboard, song or text written on the board or a piece of paper, alphabet

chart.

Previous Knowledge: concepts of print; sounds and syllables.

Facilitator’s Tips: Oral language is an important part of learning to read. Make

sure that the pupils have a chance to speak in the classroom, especially during the

SEL segment.

Important Ideas: Explain to the pupils that big letters (capital letters) are used to

start a sentence and for names (of people and places—e.g. Nurudeen and Nigeria.

Small letters are used for everything else. Do not belabor the point—simply show

pupils that in Hausa, letters have two forms—big and small, but that we are not

going to worry about that too much right now; we just need to know how to write and

recognize both.)

SEL Ideas: Ban girma—respect in English, is a very important idea in our

lives We must give respect to others and others must respect us. This phrase has

the letter N in it.

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10 minutes

Introduction

1. Give all the children the name tags you have prepared. Tell

them that every day, they should pick out their name tag

and keep it during the class. If the pupils have desks, have

them display the name tag on the desk.

2. Explain the Concept of Reading to Children:

“Pupils, it is very important to know how to read and write.

Reading and writing are skills you need in your life.

We are going to begin to learn all the letters of the alphabet.

We are going to learn the names of the letters, the sound a

letter makes, see what different letters look like and practice

writing them.”

3. Write the following morning message on the board (before

class begins):

Bin na gaba bin Allah.

Mai nema yana tare da samu.

Ba a nema da zafi saboda zafin nema baya kawo samu.

N n



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4. Ask the pupils if they know what the text means. Explain it

to them briefly and try to engage them and relate it to their

own experiences.

Next, underline the letter n wherever it appears.

5. Read the phrase on the board slowly, pointing at each word

as you say it. Do this three times. Ask the pupils to say the

phrase with you. Point to the words as you say the phrase.

6. Point to the letter n in some of the words. Now, ask the

pupils to make the sound /n/. Have them repeat it several

times. Point to the letter and tell them that we are going to

learn the letter N n today.

15 minutes

5 minutes

5 minutes

Presentation: Facilitator presents the new letter and

involves children by repeating the sound of the letter and

having them write it.

1. Write the letter on the board: N and n. Tell the

students this is the letter N n. Tell pupils the letter

name. Ask them to repeat it.

2. Point to the consonant n and ask them if they know

what sound it makes. Give them an example of the

sound. Walk around the class letting the pupils see

your mouth making the /n/ sound.

3. Ask the children to write a large N and a small n in their

notebook. Go around and look at what the children

write, helping those who need assistance.

4. Say the sound yourself several times. Explain that the

big N and the little n still make the same sound.

Practice: The children have a chance to practice the letter

sound and writing with the teacher, in small groups, pairs

or individually.

First segment (learning the sound)

1. Put children in pairs; one partner says the letter sound

/n/and the other says the letter name N. After a minute,

have them switch roles.

2. Facilitator, go around the classroom to listen and know

if the pairs are doing well with the sound and the letter

name.

3. Pick some pairs to demonstrate after they have worked

for a minute or two.

4. Have the pupils stand up and make the letter sound N n

10 times while shrugging their shoulders.


Second segment (hearing the sound in words)



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5 minutes

10 minutes

6. Ask pupils what other words they know that start with

the same sound. (They may give you a word from the

phrase above that starts with /n/ or another word they

know.) Write all these on the board.

7. Congratulate them as hopefully they have given you

some examples of words that start with /n/. If they have

not, give them some examples yourself and write these

on the board. Point out the N words in the morning

message as well. Some words you can use are: nana,

namu, naka, nesa, nufi

8. Tell them that the sound /n/ can occur in different

places in the word. Ask them for words where the /n/ is

in the middle of the word. Write those on the board.

(Examples: tunani, and wani, etc.)

9. Point to the words on the board and say them in unison

with the children, emphasizing the/n/ sound.

10. Ask everyone in the class whose given name starts with

N to stand up; have them say their name, emphasizing

the /n/ sound. Write the names on the board.

11. Ask everyone who has an /n/ sound in their family

name to stand up. Have them say their name so

everyone can hear the /n/ sound. Point out where the /n/

sound occurs.

Segment 3 (recognizing the N n in print)

12. Point to the text above that you used in the introduction.

13. Recite it at least two more times, pointing to the words

as you say them;

14. Have the pupils recite the phrase with you a few times.

15. Ask the pupils to look at the text and tell you how many

words in the phrase contain the letter N n. Point out

again that the sound /n/ can occur at the middle or end

of words. Point to the words you wrote on the board

earlier that have an N n in them.

16. Ask several pupils to come forward and point to the

letter N n in one of the words on the board.

17. Have all the pupils stand up and use their finger to write

a big N in the air. Have them write a small n in the air.

18. Tell them they all did a great job.

SEL Message: Tell the pupils that the word ban girma has a

letter N in it. Ask them if they can point to the n. Ask them

what the word means. Let several children respond.

Encourage them to speak. Ask them who they respect most?

How do they show respect to that person or persons?



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1. Have everyone whose surname starts with N stand up

and make a letter n in the air using their finger.

2. Call on various children (boys and girls) to give you the

sound /n/or the letter name or point to N n on the

alphabet chart.

3. Have everyone write a line of N n in their notebook.

Go around and help children as needed.

5 minutes Conclusions/Review 1. Tell children that they now know the name and the

sound of the letter N n. They also know how to write it.

Tell them many words start with the N n sound and they

have listed some of them.

2. Chant the phrase on the board one last time, pointing to

the words as the pupils sing/chant.

Reflection: Teacher, write down notes for yourself on this lesson. Did you enjoy the lesson?

How do you think we can improve on it? If you make some notes, then when you teach this

lesson again, you will remember what worked well and where you found some challenges.

This will help you to improve the lesson next time you teach it.



Quick start reading lesson #6 - Vowel, letter A a (long and short)

Skills: Phonemic awareness, letter A; phonics, letter A a.

Time: 65 minutes


mastered the sound of the letter, both long and short, pronounce it, be

able to identify it and write it, (upper and lower case).


chart.

Previous Knowledge: concepts of print, sounds and syllables, letter n.


Be sure to have your alphabet chart displayed in your classroom. It should

have each letter written in capital and small forms. It is important for pupils to

see print in their environment; this helps them to learn to read. Be sure to refer to your

alphabet chart and to write the text of the day clearly on the board so pupils can see it.

Important Ideas:

Vowels are important letters because they are found in almost all words.

Vowels can be pronounced in two ways in Hausa—with a short sound and with a

long sound.

SEL Ideas: Making choices; being able to choose—Zabi--has the A sound in it.

So does the word makaranta. It is a good choice to come to school and learn to

read.

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10 minutes

Introduction

1. Say good morning to the children and welcome them.

Give all the children the name tag you have prepared.

2. Ask them if they remember their letter from yesterday.

3. Write the following morning message on the board:

Auta ya sa sabon agogo mai bada lokaci.

Auta bai yi letti zuwa makaranta yau ba

Read the phrase on the board slowly, pointing at each word as

you say it. Do this three times. On the third time, stop at the first

letter A and ask students what sound they hear. Have them make

the sound and tell them it is the short letter A a; have them repeat

the sound after you. Do this for the short vowel sounds.

Continue to a word that has a long A a in it; ask the students to

make that sound and repeat it after you several times.

Tell them that we are going to learn the letter A a today. Tell

them that Aa is a vowel and vowels are very useful letters as

almost all words have vowels.

A a

A



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15 minutes

5 minutes

Presentation: Facilitator presents the new letter and involves

children by repeating the sound, the letter and having them

write it.

1. Write the letter on the board: A and a.

2. Tell the students this is the letter A; ask them what sound

it makes? Congratulate them as hopefully some have

remembered from the morning message.

3. Tell them that Aa can make two sounds. One is called

short Aa and one is called long A a.

4. Say the two sounds yourself several times. Ask pupils if

they can hear the difference. Have them repeat the

sounds several times.

5. Ask them what other words they know that start with the

short /a/ sound. Amina, Anan, Azura all start with a short

/a/ sound.

6. Ask them what words they can think of that start with a

long /a/ sound. Examples include: Aure, Audu, Ango

7. Ask them what words they know that have a short /a/

sound in the middle of them: jaka (bag) and baki (mouth)

are examples you can use.

8. Now say the words jaki (ass or donkey) and baka (black)

to them with the long /a/ sound on the first A. These are

two different words than the first two because the /a/

sound is different. .

9. Make two columns on the board, one that has the heading

short a and the other that has the heading long a. Ask the

pupils for examples of words that could fit under either of

these headings. (Some words might have both a short and

a long /a/ sound in them. You can put those in the middle

between the columns. Examples you can use are:

amana,azare,ashana etc.

10. Explain that in writing, the big A and the small a still

make the same sounds, both long and short.


sound and writing with the teacher, in small groups, pairs or

individually.


1. Put children in pairs; one partner says the letter sounds /a/

(long and short) and the other says the letter name A.


2. Facilitator, goes around in the classroom to listen and see


name.





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5 minutes

5 minutes

4. Have the pupils stand up and make the letter sound A a 10

times while hopping on their right foot. (5 times short a

and five times long a)



6. Ask pupils what other words they know that start with A,

either short or long. (They may give you a word from

the phrase above that starts with A a or another word they


7. Congratulate them as hopefully they have given you some

more examples of words that start with A a. If they have

not, give them some examples yourself and write these on

the board. Some words you can use are: azumi, acaba,

alheri etc.. Ask them which ones start with a long A and

which start with a short A. Have pupils tell you which

column (from the presentation) you should list the

different words under. Move the words with help from

the pupils.

8. Remind them that we said the sound /a/ can occur in

different places in the word. Ask them for words where

the /a/ is in the middle of the word. Write those on the

board. Examples include: lafiya, bana, salla, marko, etc.

Ask them for examples of where the sound /a/ comes at

the end of a word. Examples include: sa, ya, bada, auta,

etc.

9. Ask them to identify the long and short /a/ sounds in the

words they just named. Move them under the appropriate

columns.

10. Remind them that whether the /a/ is long or short it can

change the meaning of a word. Point to the words you

wrote earlier: jaka and jaki and baki and bakaa. When the

A a is long the word jaki (donkey) means something

different than when it is short (bag)

11. Point to the words on the board again and say them in

unison with the children, emphasizing the two /a/ sounds.

12. Ask everyone in the class whose given name starts with A

to stand up; have them say their name, emphasizing the

/a/ sound. Write the names on the board.

13. Ask everyone who has an /a/ sound in their family name

to stand up. Have them say their name so that everyone

can hear the /a/ sound. Point out where the /a/ sound

occurs.

Segment 3 (recognizing the A a in print)

14. Point to the phrase written out on a piece of paper or the

chalkboard that you used in the introduction.



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10 minutes

Auta ya sa sabon agogo mai bada lokaci.

Auta bai yi leti zuwa makaranta yau.

15. Recite it at least two times, pointing to the words as you

say them;



words in the phrase contain the letter A a. Point out again

the sound A a can occur at the middle or end of words.

Point to the words you wrote on the board earlier that

have an A a in them.

18. Ask several pupils to come forward and point to the letter

A a in one of the words on the board.

19. Have all the pupils stand up and use their finger to write a

big A in the air. Have them write a small a in the air.


SEL Message: We are all lucky to have the chance to get

education. This is a wise choice. Zabi is the word for choice and

it has an /a/ in it. Sometimes we do not have choices in life. Ask

the pupils what choices they have made. (They could say they

chose to eat something particular, they chose to run to center; the

objective is to get them to talk because oral language

development is important in learning to read.)


1. Have everyone whose surname starts with A stand up and

make a letter A in the air using their finger.


sound /a/ or the letter name or point to A a on the

alphabet chart.

3. Have everyone write a line of A a in their notebook.

Circulate and help children as needed.


1. Tell children that they now know the name and the sound

of the letter A a. They also know how to write it. Tell

them that many words start with the A a sound and they

have named some of them.





Quick start reading lesson #7 - Consonants, letter K k

Skills: Phonemic awareness, letter K; phonics, letter K k.

Time: 65 minutes


mastered the sound of the letter, pronounce it, be able to identify it and



chart

Previous Knowledge: Concepts of print, sounds and syllables, letters n and a.

Facilitator’s Tips: Be prepared! Do not waste instructional time writing the

text of the day on the board or other phrases you will use in your lesson. Write

them on the board before the class, so they are ready for you to begin the lesson.

Important Ideas: If the pupils participate in the lesson and have the chance to

practice what they are learning, they will remember what they are learning.

SEL Ideas: kariya (which means safety in English) is an important part of

learning. Pupils need to feel safe in order to learn.

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10 minutes

Introduction

1. Say good morning to the children and welcome them. Ask

if everyone has taken their name tag.

2. Ask the children what they learned in their last reading

class. They should say the sounds /n/ and /a/. Say a word

with /n/ and /a/ in it and ask them to repeat. Ask for a word

from them with the same sounds /n/ or /a/; have them repeat

these two words in choral form.

3. Write the following morning messages on the board (before

class begins):

Riga-kafi ya fi magani.

Kamun kai shi ne kariya ga mugun zato.

Underline the letters N and A wherever they appear in the text.

Read the first phrase on the board slowly, pointing at each

word as you say it. Do this three times.. Ask the pupils to

repeat the phrase with you. Point to the words as you say the

phrase. Say it several times. (You can say it with a rhythm and

clap if you wish.)

Ask the pupils if they know what the phrases say. Explain them

meaning to them briefly.

K k



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Now, ask the pupils to make the sound /k/. Have them repeat it

several times. Point to the letter and tell them that we are going

to learn the letter K k today.

15 minutes

5 minutes

5 minutes


involves children by repeating the sound, the letter and


1. Write the letter on the board: K and k. Tell the students

this is the letter K k. Tell pupils the letter name. Ask them

to repeat it.

2. Point to the consonant k and ask them if they know what

sound it makes. Give them an example of the sound.

Walk around the class letting the pupils see your mouth

making the /k/ sound.

3. Ask the children to write a large K and a small k in their

notebook. Go around and look at what the children write,

helping those who need it.

4. Say the sound yourself several times. Explain that the big

K and the small k still make the same sound.

5. Read the following phrase to the pupils (it should be

written on the board in advance of the lesson.)

Ka kare kanka daga cuta ya fi ka nemi magani

Point at each word as you read it aloud. Ask the pupils to point

to the different K k letters they see in this phrase. (You can

have some come to the board to do this.)


sound and writing with the teacher, in small groups or

pairs or individually.



/k/ and the other says the letter name K. After a minute,


2. Facilitator, circulate in the classroom to listen that the

pairs are doing well with the sound and the letter name.



4. Have the pupils stand up and make the letter sound /k/

10 times shaking their body.







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5 minutes

10 minutes

phrase above that starts with K k or another word they



some examples of words that start with K k. If they

have not, give them some examples yourself and write

these on the board. Point out the K words in the

morning message as well. Some words you can use are:

kujera, keke, karatu, katako,

8. Tell them that the sound /k/ can occur in different

places in the word. Ask them for words where the /k/ is


(Examples: bokiti, ukre, etc.)


with the children, emphasizing the/k/ sound.


K to stand up; have them say their name, emphasizing

the /k/ sound. Write the names on the board.

11. Ask everyone who has a /k/sound in their family name

to stand up. Have them say their name so everyone can

hear the /k/ sound. Point out where the /k/ sound

occurs.

Segment 3 (recognizing the K k in print)



13. Recite it at least two times, pointing to the words as

you say them;



words in the phrase contain the letter K k. Point out

again the sound K k can occur at the middle or end of

words. Point to the words you wrote on the board

earlier that have a K k in them.


letter the K k in one of the words on the board.


a big Kin the air. Have them write a small kin the air.

They can help each other as they do this.


SEL Message: tell the pupils that the word kariya starts with

a k and it means safety. Ask the children if they feel safe in

their school. Do they feel safe at home? Ask them why or why

not.



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4. Have everyone whose surname starts with K stand up

and make a letter k in the air using their finger.


sound /k/or the letter name or point to K k on the

alphabet chart.

6. Have everyone write a line of K k in their notebook.


7. Ask pupils to teach someone at home how to write letter

k


1. Tell children that they now know the name and the

sound of the letter K k. They also know how to write it.

Tell them many words start with the K k sound and they










Quick start reading lesson #8 - Consonants, letter M m

Skills: Phonemic awareness, letter M; phonics, letter M m.

Time: 65 minutes

Learning Objectives: At the end of the lesson, learners should

have mastered the sound of the letter, pronounce it, be able to

identify it and write it, (upper and lower case).


chart.

Previous Knowledge: Concepts of print, sounds and syllables, letters n, a, k.

Facilitator’s Tips: Review your classroom rules that are posted on the wall.

Point out to the pupils some of the letters they have learned since you first

posted the rules.

Important Ideas: In order to be successful readers, pupils must know the sound a

letter makes, its name and how to write it.

SEL Ideas: martani — response. It is important to control how we respond to

situations.

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10 minutes

Introduction


Ask if everyone has taken their name tag.


class. They should say the sound /k/. Say a word with

/k/ in it and ask them to repeat. Ask for a word from

them with the same sound /k/; have them repeat these

two words in choral form.

3. Write the following morning message on the board

(before class begins):

Mai da martani ga mugunta ba shi da kyau.

Zaman lafiya da lumana cikin adalci shine gatan

rayuwa da arjiki

Underline the letter k in the sentence as well as the letter m.


you say it. Do this three times. Ask the pupils to say the phrase

with you. Point to the words as you read the phrase.

Now, ask the pupils to make the sound /m/. Have them repeat

it several times. Point to the letter and tell them that we are

going to learn the letter M m today.

M m



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15 minutes

5 minutes

5 minutes




1. Write the letter on the board: M and m. Tell the

students this is the letter M m. Tell pupils the letter


2. Point to the consonant M and ask them if they know



your mouth making the /m/ sound.

3. Ask the children to write a large M and a small m in

their notebook. Go around and look at what the

children write, helping those who need assistance.

4. Say the sound yourself several times. Explain that

the big M and the little m still make the same sound.



or individually.



/m/and the other says the letter name M. After a minute,


2. Facilitator, walk around the classroom to listen and see


name.



4. Have the pupils stand up and make the letter sound M

m 10 times shaking their body.





phrase above that starts with M m or another word they



some examples of words that start with M m. If they


these on the board. Point out the M words in the

morning message as well.Some words you can use are:

makaranta, miya, mulki, mama, magi, mamake and

mutuwa.



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5 minutes

10 minutes

8. Tell them that the sound /m/ can occur in different

places in the word. Ask them for words where the /m/

is in the middle of the word. Write those on the board.

(Examples: kamu, mamaye, tumu, komo, etc.)


with the children, emphasizing the/m/ sound.


M to stand up; have them say their name, emphasizing

the /m/ sound. Write the names on the board.

11. Ask everyone who has /m/ sound in their family name


hear the /m/ sound. Point out where the /m/ sound

occurs.

Segment 3 (recognizing the M m in print)




say them;



words in the phrase contain the letter M m. Point out

again that the sound M m can occur at the middle or end


earlier that have an M m in them.


letter the M m in one of the words on the board.


a big M in the air. Have them write a small m in the air.



SEL Message: Tell the pupils that the word martani starts

with an m and it means response. We respond to many people

and situations in daily life, including our parents, teachers,

extended family and friends. We sometimes have to respond to

situations that are not pleasant. It is important to think before

responding and to always respond politely. How would you

respond if you were mad at one of your classmates? (The

pupils should say things like “talk to the classmate” “tell the

classmate why I am mad” and things like that. They should not

say “hit the classmate” or “yell at the classmate”.


1. Have everyone whose surname starts with M stand

up and make a letter m in the air using their finger.



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2. Call on various children (boys and girls) to give you

the sound /m/or the letter name or point to M m on

the alphabet chart.

3. Have everyone write a line of M m in their

notebook. Go round and help children as needed.



sound of the letter M m. They also know how to

write it. Tell them many words start with the M m

sound and they have named some of them.

2. Chant the phrase on the board one last time,

pointing to the words as the pupils sing/chant.







Quick start reading lesson #9 - Consonants, letter S s

Skills: Phonemic awareness, letter S; phonics, letter S s.

Time: 65 minutes


mastered the sound of the letter, pronounce its name, be able to identify

it and write it, (upper and lower case).


chart.

Previous Knowledge: Concepts of print, sounds and syllables, letters n, a, k, m.

Facilitator’s Tips: It is important to learn the names of your pupils and call

them by name. Since they all have name tags, this will help you to call them by

name.

Important Ideas: Point to words as you read them, either on the board, in a story

book or on the word wall.

SEL Ideas: The importance of your name.

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10 minutes

Introduction




class. They should say the sound /m/. Say a word with

/s/ in it and ask them to repeat. Ask for a word from

them with the same sound /s/; have them repeat these




Sani Sale ya sami sabuwar sallaya.

Sanin ya kamata shine adon rayuwa.

Nemi sanin yakamata domin kar a salwanta a

rayuwa.

Underline the letter m in the daily text. Also underline the

letter s wherever it appears.


you say it. Do this three times. On the third time, stop at the

S s



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letter m and remind pupils that they learned it in the last

lesson. Ask them what sound it makes.

Now, ask the pupils to say the phrase with you. Point to the

words as you say the phrase.

Finally, ask the pupils to make the sound /s/. Have them

repeat it several times. Point to the letter S in the text and tell

them that we are going to learn the letter S s today.

15 minutes

5 minutes

5 minutes




1. Write the letter on the board: S and s. Tell the

students this is the letter S s. Tell pupils the letter


2. Point to the consonant s and ask them if they know



your mouth making the /s/ sound.

3. Ask the children to write a large S and a small s in




the big S and the little s still make the same sound.



or individually.


1. Put children in pairs; one partner says the letter

sound and the other says the letter name. After a

minute, have them switch roles.

2. Facilitator, walk around in the classroom to listen

and see if the pairs are doing well with the sound

and the letter name.

3. Pick some pairs to demonstrate after they have

worked for a minute or two.

4. Have the students stand up and make the letter

sound S s 10 times while hopping on their right

foot.



6. Ask pupils what other words they know that start

with the same sound. (They may give you a word

from the phrase above that starts with S s or



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5 minutes

another word they know.) Write all these on the

board.

7. Congratulate them as hopefully they have given

you some examples of words that start with S s. If

they have not, give them some examples yourself

and write these on the board. Point out the S words

in the morning message as well. Some words you

can use are: Suna, Sakamako, Soso, Suya, Sabo.

8. Tell them that the sound /s/ can occur in different

places in the word. Ask them for words where the

/s/ is in the middle of the word. Write those on the

board. (Examples: Tasa, Asusu etc.)

9. Point to the words on the board and say them in

unison with the children, emphasizing the/s/ sound.

10. Ask everyone in the class whose name starts with

S to stand up; have them say their name,

emphasizing the /s/ sound. Write the names on the

board.

11. Ask everyone who has a /s/sound in their family

name to stand . Have them say their name so

everyone can hear the /s/ sound. Point out where

the /s/ sound occurs.

Segment 3 (recognizing the S s in print)

12. Point to the phrase written out on the chalkboard

that you used in the introduction.


you say them; ask the pupils to recite the phrase

with you.

14. Ask the pupils to look at the text and tell you how

many words in the phrase contain the letter S s.

Point to the words you wrote on the board earlier

that have an S s in them.

15. Go back to the chalkboard. Ask a child to come

forward and underline the Ss in the words that are

up there (that you wrote earlier when the children

suggested them.)

16. Call 6 children forward and have 3 write upper case

S, 3 lower case on the board. Ask the other

children if they can copy those letters into their

notebook as well.

17. Have all the pupils stand up and use their finger to

write a big S in the air. Have them write a small s

in the air.




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5 minutes SEL Message: Tell the pupils that the word suna (name in

English) starts with the letter s. Write the following on the

board and say it a couple of times, pointing to the words with

your finger and have the pupils repeat it with you.

Suna linzami idan ya yi kyau alheri, idan ya baci ko sharri

ne

Tell the pupils that everyone has a name and it is important to

know the names of everyone in the classroom, so as to address

them respectfully. Ask two pupils to come forward and point

to the word suna in the phrase. They should know it because it

starts with S and because you pointed to it as you read it aloud.


1. Have everyone whose surname starts with S stand

up and make a letter s in the air using their finger.

2. Call on some pupils (boys and girls) to make the

sound /s/, say the letter name or point to the S on

the alphabet chart.

3. Have everyone write a line of S s in their notebook.

Go around and help children as needed.



sound of the letter S s. They also know how to

write it. Tell them many words start with the S s




Reflection: Teacher, write down notes for yourself on this lesson. Did you enjoy the






Quick start reading lesson #10 - Consonants, letter T t

Skills: Phonemic awareness, letter T; phonics, letter T t.

Time: 65 minutes


mastered the sound of the letter, pronounce its name, be able to identify it and write it, (upper

and lower case).

Materials: chalk, chalkboard, phrase, song or text written on the board or on a piece of

paper, alphabet chart.

Previous Knowledge: Concepts of print, sounds and syllables, letters n, a, k, m, s.

Facilitator’s Tips: Arrange the class in such a way that you will be able to walk

around freely and look at all children’s work, especially during the performance

part of the lesson.



SEL Ideas: Remembering—tunawa

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10 minutes

Introduction

1. Say good morning to the children and welcome them. Ask if

everyone has taken their name tag.


class. They should say the sound /s/. Say a word with /s/ in

it and ask them to repeat. Ask for a word from them with

the same sound /s/; have them repeat these two words in

choral form.


class begins):

Talatu ta tafi talla a Talatan Mafara.

Talatu ta tuna ta dawo gida a cikin lokaci domin kar ta

fada ma tasku.

Tell the pupils what the text means. Help them out if they do

not understand. Read the phrase on the board again slowly,

pointing at each word as you say it. Do this three times. Point

to the words as you say the phrase.

Now, point to a letter T in the text and ask the pupils to make

the sound /t/. Have them repeat it several times. Point to the

letter T and tell them that we are going to learn the letter T t

today.

T t



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15 minutes

5 minutes

5 minutes




1. Write the letter on the board: T and f. Tell the students

this is the letter T t. Tell pupils the letter name. Ask

them to repeat it.

2. Point to the consonant f and ask them if they know what



making the /t/ sound.

3. Ask the children to write a large T and a small t in their


write, helping those who need it.


big T and the small t still make the same sound.



or individually.





2. Facilitator, move around in the classroom to listen

and see if the pairs are doing well with the sound

and the letter name.




sound T t 10 times while hopping on their left foot.





from the phrase above that starts with T t or another

word they know.) Write all these on the board.


some examples of words that start with T t. If they

have not, give them some examples yourself and

write these on the board. Point out the t words in the

morning message as well. Some words you can use

are: tebur, tibi, tanka, taki, tafi, tarihi, etc.

8. Tell them that the sound /t/ can occur in different




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5 minutes

10 minutes

/t/ is in the middle of the word. Write those on the

board. (Examples: boto, tuta, ate)


unison with the children, emphasizing the /t/ sound.

10. Ask everyone in the class whose name starts with /t/

to stand up; have them say their name, emphasizing

the /t/ sound. Write the names on the board.

11. Ask everyone who has a /t/ sound in their family


everyone can hear the /t/ sound. Point out where the

/t/ sound occurs.

Segment 3 (recognizing the T t in print)

12. Point to the phrase written out on a piece of paper or

the chalkboard that you used in the introduction.


you say them;

14. Have the pupils recite the phrase with you a few

times.


many words in the phrase contain the letter T t.

Point out again that the sound T t can occur at the

middle or end of words. Point to the words you

wrote on the board earlier that have a T t in them.


letter T t in one of the words on the board.


write a big T in the air. Have them write a small t in

the air. They can help each other as they do this.


SEL Message: Tell the pupils that the word tunawa

(remember in English) starts with the letter t. Sometimes it is

hard to remember things. Remembering is very important to

learning. Ask them if they remember all the letters they have

learned. Have them tell you some of the letter names they

remember from previous lessons.


1. Have everyone whose surname starts with T stand up

and make a letter t in the air using their finger.


sound /t/ or the letter name or point to T t on the

alphabet chart.

3. Have everyone write a line of T t in their notebook. Go

around and help children as needed.



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sound of the letter T t. They also know how to write it.

Tell them many words start with the T t sound and they








.



Quick start reading lesson #11 - Vowels, letter I i

Skills: Phonemic awareness, letter I; phonics, letter I i.

Time: 65 minutes

Learning Objectives: at the end of the lesson, learners should have

mastered the sound of the letter, both long and short, pronounce its name,

be able to identify it and write it, (upper and lower case).


chart.

Previous Knowledge: Concepts of print, sounds and syllables, letters n, a, k, m, s, t.

Facilitator’s Tips: Speak very clearly and loudly when making the letter sound

so that pupils can all hear you and see your mouth move as you make the sound.

Important Ideas: When you read the daily text to the pupils, make sure you point

to the words as you read them. Read with some animation and energy.

SEL Ideas: It is important to show respect to all people; it is important that all

people show you respect as well.

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10 minutes

Introduction


Ask the children if they have each taken their name tag to their

seat with them. If some have not, be sure to give them their

name tag.


Dan kirki shi ke bin ne gaba, wanda, Hausawa suka ce bin

Allah ne. Don nagartaccen iri shi ne ke hana amfani illa.

(Facilitator, the long /i/ sounds in this text are underlined; the

letters I i not underlined make the short /i/ sound.)


you say it. Do this three times. On the third time, stop at the first

letter I in the phrase and ask students what it is. Tell them it is

the letter I and make the short /i/ sound for them. Next, move to

one of the long /i/ sounds and and ask students what it is; tell

them it too is the letter I i and have them repeat the sound after

you.

Ask the students if they know what the phrase means. Explain it

and help them figure out the basic meaning.

I i



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Tell them that we are going to learn the letter I i today. Tell them

that I i is a vowel and vowels are very useful letters as almost all

words have vowels.

15 minutes

5 minutes

Presentation: Facilitator presents the new letter and involves

children by repeating the sound, the letter and having them

write it.

1. Write the letter on the board: I and i.

2. Tell the students this is the letter I; ask them what sound it

makes? Congratulate them as hopefully some have

remembered from the introduction.

3. Tell them that I i can make two sounds. One is called short I

i and one is called long I i.

4. Explain that there are short I i sounds and long I i sounds in

words. Continue (using the phrase above) to a word that has

another short I i in it and make the sound for the pupils. Ask

the students to make the sound /i/, after you.

5. Tell them this is a short /i/ sound.

6. Repeat this process with a long /i/ sound from the phrase

above.

7. Say the two sounds (short I and long I) yourself several

times. Ask pupils if they can hear the difference. Have them

repeat the sounds.

8. Make two columns on the board, one with the heading short I

and the other with the heading long I.

9. Have them repeat the two sounds again—short /i/ and long

/i/. Read them two words with the short /i/ sound: fito, ciko.

Ask them for some more examples. (Other examples you can

use include biri, Ali, birki etc.) Write the words the pupils

gave you, plus the ones above on the board in the short I

column.

10. Ask them what words they know that have a long /i/ sound in

them. Give them the example of fito (whistling) and ciko

(barbing). (Other examples of words with long /i/ sound

include: birgima, yi, fi, Idriss, Ilimi, etc. Ask the pupils for

words where they hear the long /i/ sound. Add some of your

own examples, facilitator. Write all these words on the board

in the long I column.


sound and writing with the teacher, in small groups or pairs

or individually.




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5 minutes

5 minutes

1. Put children in pairs; one partner says the letter sound short

/i/ and the other says the letter name I. After a minute, have

them switch roles with one saying the long /i/ sound and the

other the letter name.

2. Facilitator, circulate in the classroom to listen that the pairs

are doing well with the sound and the letter name.

3. Pick some pairs to demonstrate after they have worked for a

minute or two.

4. Have the pupils stand up and make the letter sound I i 10

times while wiggling their fingers in the air. (Make the short

/i/ sound 5 times and the long /i/ sound 5 times.)



6. Ask pupils what other words they know that start with the

same sound. (They may give you a word from the phrase or

words above that start with I i or another word they know.)

Write all these on the board.

7. Congratulate them as hopefully they have given you some

more examples of words that start with I i. If they have not,

give them some examples yourself and write these on the

board. Point out the I words in the morning message as well.

Some words you can use are: Ibrahim, Ilham, inshallah, ilmu,

icce

8. Tell them that the sound /i/ --both long and short /i/--can

occur in different places in the word. Ask them for words

where the /i/ is in the middle of the word. Write those on the

board. (Examples: biri, shinge, iri, aiki, aibi, fushi, bi, auki,

etc.)

9. Point to the words on the board and say them in unison with

the children, emphasizing the /i/ sound.

10. Ask everyone in the class whose given name starts with I to

stand up; have them say their name, emphasizing the /i/

sound. Write the names on the board.

11. Ask everyone who has an /i/ sound in their family name to

stand up. Have them say their name so everyone can hear the

/i/ sound. Point out where the /i/ sound occurs.

Segment 3 (recognizing the I i in print)



13. Recite it at least two times, pointing to the words as you say

them;




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10 minutes


words in the phrase contain the letter I i. Point out again the

sound I i can occur at the middle or end of words. Point to

the words you wrote on the board earlier that have an I i in

them.

16. Ask several pupils to come forward and point to the letter the

I i in one of the words on the board.

17. Have all the pupils stand up and use their finger to write a big

I in the air. Have them write a small i in the air. They can

help each other as they do this.


SEL Message: Ban girma: bin na gaba bin Allah

ll the pupils that respect is an important concept in life. Ask

them how they show respect to people? Ask them how they

know when people respect them? Facilitator, make sure you call

on at least 10 pupils for each of the two questions above; you can

call on more than 10 for each question, if many pupils raise their

hands. If the pupils need some examples, give them ones such

as: you show respect by listening to the teacher, by raising your

hand; you show respect to your parents by listening to them, etc.

People show you respect when: they listen to you, by greeting

you, etc


1. Have everyone whose given name has a letter I in it stand

up and make a letter i in the air using their finger. (The

name should have either a long or a short /i/ sound.)


sound /i/ or the letter name or point to I i on the alphabet

chart.

3. Have everyone write a line of I i in their notebook.


5 minutes Conclusions/Review 3. Tell children that they now know the name and the sound

of the letter I i. They also know how to write it. Tell

them many words start with / I i /sound and they have

named some of them.





Quick start reading lesson #12 - Consonants, letter R r.

Skills: Phonemic awareness, letter R; phonics, letter R r.

Time: 65 minutes


mastered the sound of the letter, pronounce its name, be able to identify it and



chart.

Previous Knowledge: Concepts of print, sounds and syllables, letters n, a, k, m, s, t, i


When you write something on the chalkboard for the pupils, do not stand in

front of it and block their view.

Important Ideas:

All pupils need a chance to practice making the /r/ sound and writing the letter

R r while in the classroom. All pupils also need the chance to recognize the letter R

r and point it out, whether on the blackboard or the alphabet chart or in the classroom

rules hanging in the classroom.

SEL Ideas: Rashin jin dadi - uncomfortable in English.

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10 minutes

Introduction




class. They should say the sound /i/. Say a word with /i/

in it and ask them to repeat. Ask for a word from them

with the same sound /i/; have them repeat these two

words in choral form.



Karatu shi ke inganta rayuwa.

Da karatu ake fahimtan rayuwa.

Duniya rawar ‘yanmatane nagaba ya koma baya

sai a bita da sannu kar a tabe.

Underline the letter I and also underline the letter r wherever it

appears.

R r



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you say it. Do this three times. Ask the pupils to say the phrase

with you. Point to the words as you say the phrase.

Tell the pupils what the phrase means briefly.

Now, ask the pupils to make the sound /r/. Have them repeat it


to learn the letter R r today.

15 minutes

5 minutes

5 minutes




Write the letter on the board: R and r. Tell the students

this is the letter R r. Tell pupils the letter name. Ask

them to repeat it.

1. Point to the consonant f and ask them if they know



your mouth making the /r/ sound.

2. Ask the children to write a large R and a small r in


children write, helping those who need it.


the big R and the little r still make the same sound.



or individually.



sound /r/ and the other says the letter name R. After

a minute, have them switch roles.

2. Facilitator, go around in the classroom to listen and

see if the pairs are doing well with the sound and

the letter name.



4. Have the pupils stand up and make the letter sound

/R r/ 10 times while wiggling their toes.





from the phrase above that starts with R r or another

word they know.) Write all these on the board.



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5 minutes

10 minutes


some examples of words that start with R r. If they


write these on the board. Point out the R words in

the morning message as well. Some words you can

use are: rabo, rai, rawani, reshe, rogo and rumbu.

8. Tell them that the sound /r/ can occur in different


/r/ is in the middle of the word. Write those on the

board. (Examples: kare, zare, ware, sari, bara, etc.)


unison with the children, emphasizing the /r/ sound.

10. Ask everyone in the class whose given name starts

with r to stand up; have them say their name,

emphasizing the /r/ sound. Write the names on the

board.

11. Ask everyone who has /r/ sound in their family


everyone can hear the /r/ sound. Point out where

the /r/ sound occurs.

Segment 3 (recognizing the R r in print)




you say them.


times.


many words in the phrase contain the letter R r.

Point out again that the sound R r can occur at the


wrote on the board earlier that have an R r in them.


letter R r in one of the words on the board.


write a big R in the air. Have them write a small r

in the air. They can help each other as they do this.


SEL Message: Tell the pupils that rashin jin dadi has two

letter Rs in it. Ask the pupils if they are ever uncomfortable.

What things make them uncomfortable? Ask them what they

do to feel comfortable again.



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1. Have everyone whose surname starts with R stand

up and make a letter r in the air using their finger.


the sound /r/ or the letter name or point to R r on the

alphabet chart.

3. Have everyone write a line of R r in their notebook.

Go round and help children as needed.



sound of the letter R r. They also know how to

write it. Tell them many words start with the /R r/






Quick start reading lesson #13 - Consonants, letter D d.

Skills: Phonemic awareness, letter D; phonics, letter D d.

Time: 65 minutes





chart.

Previous Knowledge: Concepts of print, sounds, syllables, letters n, a, k, m, s, t, i, r.

Facilitator’s Tips: Be sure to point to your alphabet chart during the lesson to

get children in the habit of referring to it.

Important Ideas: Make sure the pupils can say the letter name and the letter sound.

These are not the same thing. Make sure pupils can recognize the letter D d and

write the letter D d.

SEL Ideas: The word rules in Hausa starts with the /d/ sound: dokoki. Use

this as a vocabulary word for the letter D d according to the directions below.

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10 minutes

Introduction




class. They should say the sound /r/. Say a word with

/r/ in it and ask them to repeat. Ask for a word from

them with the same sound /r/; have them repeat these



(before class begins)

Dabo yana da dawa a gona.

Dada tana dafa doya.

Dudu ta dasa itace da daddare.

Delu tana daka daddawa.

Dauda yana duba littafin sa.

Underline I and R in the daily text. Read the phrase on the

board slowly, pointing at each word as you say it. Do this three

times.

On the third time, stop at the letter I you have underlined and

ask students what it is; have them make the sound again. Do

the same for the R.

D d



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Ask the pupils to say the passage with you. Ask them to make

the sound /d/. Have them repeat it several times.

Now, point to the letter D and tell them that we are going to

learn the letter D d today.

15 minutes

5 minutes

5 minutes




1. Write the letter on the board: D and d. Tell the

students this is the letter D d. Tell pupils the letter


2. Point to the consonant D d and ask them if they

know what sound it makes. Give them an example

of the sound. Walk around the class letting the

pupils see your mouth making the /d/ sound.

3. Ask the children to write a large D and a small d in




the big D and the little d still make the same sound.



or individually.







the letter name.




sound D d 10 times while nodding their head up and

down.





from the phrase above that starts with D d or


board.



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5 minutes

10 minutes


some examples of words that start with D d. If they


write these on the board. Point out the D words in


use are: doki, dubu, daba, dukiya. Tell them that the

sound /d/ can occur in different places in the word.

Ask them for words where /d/ is in the middle of the

word. Write those on the board. (Examples:

Adada, Ado, Kakidi, Kadada)


unison with the children, emphasizing the /d/ sound.


with D to stand up; have them say their name,

emphasizing the /d/ sound. Write the names on the

board.

10. Ask everyone who has a /d/ sound in their family


everyone can hear the /d/ sound. Point out where

the /d/ sound occurs.

Segment 3 (recognizing the D d in print)

11. Point to the passage written out on a piece of paper

or the chalkboard that you used in the introduction.

12. Sing or recite it at least two times, pointing to the

words as you say them;

13. Have the pupils read the passage with you a few

times.

14. Ask the pupils to look at the passage and tell you

how many words in the passage contain the letter D

d. Point out the sound D d can occur at the middle

or end of words. There are 17 letter Ds in this song.


letter D d in the song.


write a big D in the air. Have them write a small d

in the air. They can help each other as they do this.


SEL Message: Tell the pupils that the word dokoki (rules in

English) starts with D. Write it on the board. Ask pupils about

the important rules that they know of. (Offer them some

suggestions yourself from the SEL curriculum if they do not

have any ideas—listen in class, be polite, do not hit other

pupils, respect parents, etc.)



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1. Have everyone whose surname starts with D stand up

and make a letter d in the air using their finger.


sound /d/or the letter name or point to D d on the

alphabet chart.

3. Have everyone write a line of D d in their notebook.



sound of the letter D d. They also know how to write it.

Tell them many words start with the /D d/ sound and

they have named some of them.

2. Chant the D d song on the board one last time, pointing

to the words as the pupils sing/chant.







Quick start reading lesson #14 - Consonants, letter F f.

Skills: Phonemic awareness, letter F; phonics, letter F f.

Time: 65 minutes





chart.

Previous Knowledge: letters n, a, k, m, s, t, i, r and d


When you write words and letters on the board, write them big so the pupils

can see them from the back of the room.

Important Ideas:

Make sure the pupils can say the letter name and the letter sound. These are

not the same thing. Make sure pupils can recognize the letter F f and write the letter

F f.

SEL Ideas:

Feeling angry (fushi) and dealing with those emotions.

Step &

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10 minutes

Introduction




class. They should say the sound /d/. Say a word with /d/


with the same sound /d/; have them repeat these two words

in choral form.


class begins):

Saurin fushi na kawo da-na-sani.

Mai hakuri ya kan dafa dutse ya sha romonsa.

Underline the letter d in the sentence as well as the letters f.


you say it. Do this three times.

On the third time, stop at the D you have underlined and ask

pupils what they are; have them make the sound again. Ask the

pupils to say the phrase with you again. Point to the words as

you say the phrase. Ask the pupils to make the sound /f/.

Have them repeat it several times.

F f



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Point to the letter F and tell them that we are going to learn the

letter F f today.

15 minutes

5 minutes

5 minutes




1. Write the letter on the board: F and f. Tell the pupils

this is the letter F f. Tell pupils the letter name. Ask

them to repeat it.

2. Point to the consonant f and ask them if they know



your mouth making the /f/ sound.

3. Ask the children to write a large F and a small f in their

notebook. Go around and look at what the children are

writing, helping those who need assistance.


big F and the small f still make the same sound.



or individually.



and the other says the letter name. After a minute, have

them switch roles.

2. Facilitator, go around in the classroom to listen and see


name.



4. Have the students stand up and make the letter sound F

f 10 times while waving their right hand in the air.





phrase above that starts with F f or another word they



some examples of words that start with F f. If they


these on the board. Point out the F words in the



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5 minutes

10 minutes


fama, fada, fure, fari, farce and others.

8. Tell them that the sound /f/ can occur in different

places in the word. Ask them for words where /f/ is in

the middle of the word. Write those on the board.

(Examples: kifi, zafi, tafiya)


with the children, emphasizing the/f/ sound.


F to stand up; have them say their name, emphasizing

the /f/ sound. Write the names on the board.

11. Ask everyone who has a /f/ sound in their family name


hear the /f/ sound. Point out where the /f/ sound

occurs.

Segment 3 (recognizing the F f in print)





14. Have the pupils sing the song or recite the poem with

you a few times.


many words in the phrase contain the letter F f. Point

out again that the sound /f/ can occur at the middle or

end of words. Point to the words you wrote on the

board earlier that have an F f in them.


letter F f in one of the words on the board.


write a big F in the air. Have them write a small f in

the air. They can help each other as they do this.


SEL Message: Tell the pupils that the word fushi (angry in

English) starts with F. Write it on the board. Tell the children

that it is normal to get angry at times, but we all have to learn

to control our emotions. Ask the children what they do to

control their emotions if they feel angry. (Examples: take a

deep breath, have a sip of water, sit down, close your eyes,

etc.)



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1. Have everyone whose surname starts with F stand up

and make a letter f in the air using their finger.


the sound /f/or the letter name or point to F f on the

alphabet chart.

3. Have everyone write a line of F f in their notebook. Go

round and help children as needed.


sound of the letter F f. They also know how to write it.

Tell them many words start with the /F f/ sound and










Quick start reading lesson #15 - Consonants, sound Ts, letters Ts.

Skills: Phonemic awareness, sound Ts; phonics, letters Ts together.

Time: 65 minutes


have mastered the sound of the letter, pronounce its name, be able

to identify it and write it, (upper and lower case).


chart.

Previous Knowledge: letters n, a, k, m, s, t, i, r, d, f.


Read the daily text in the introduction with energy and enthusiasm. This will

keep the pupils interested.

Important Ideas:

If the pupils participate in the lesson and have the chance to practice what

they are learning, they will remember what they are learning.

SEL Ideas:

The word tsaro (safety in English) is an important word for children to know.

It begins with the sound /ts/. We learned another word for safety in a past

lesson but we will teach the children this word as well to enrich their vocabulary.

Step &

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10 minutes

Introduction




class. They should say the sound /f/. Say a word with /f/ in


the same sound /f/; have them repeat these two words in

choral form.


class begins):

Tsafta tsaftaTsafta tsafta tsafta

Tsafta

Wanka wanki,wannan shi ne tsafta

Tsafta

Wanke baki wannan shi ne tsafta

Tsafta.

Underline the letter f in the daily text. Also underline the letter

combination ts in the text above.


you say it. Do this three times. On the third time, stop at the f

Ts ts



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you have underlined and ask students what it is; have them

make the sound again. Ask the pupils to say the phrase with

you again. Point to the words as you say the phrase.

Now, ask the pupils to make the sound /ts/. Have them repeat


going to learn the letter Ts ts today.

15 minutes

5 minutes

5 minutes




1. Write the letter on the board: Ts and ts. Tell the

students this is the letter Ts ts. Tell pupils the letter


2. Point to the consonant ts and ask them if they know



your mouth making the /ts/ sound.

3. Ask the children to write a large Ts and a small ts in


children are writing, helping those who need it.


big Ts and the little ts still make the same sound.



or individually.



/ts/ and the other says the letter names Ts. After a




name.



4. Have the pupils stand up and make the letter sound Ts

ts 10 times shaking their body.





phrase above that starts with Ts ts or another word they




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5 minutes

10 minutes


some examples of words that start with Ts ts. If they


these on the board. Point out the Ts words in the

morning message as well. Some words you can use are

tsawa, tsoro, tsaga, tsere, tsauni and others).

8. Tell them that the sound /ts/ can occur in different

places in a word. Ask them for words where the /ts/ is


(Examples: yatsu, titse, etc.)


with the children, emphasizing the /ts/ sound.


Ts to stand up; have them say their name, emphasizing

the /ts/ sound. Write the names on the board.

11. Ask everyone who has a /ts/ sound in their family name


hear the /ts/ sound. Point out where the /ts/ sound

occurs.

Segment 3 (recognizing the Ts ts in print)




you say them.



words in the phrase contain the letter Ts ts. Point out

again that the sound Ts ts can occur at the middle or end


earlier that have a Ts ts in them.


letter Ts in one of the words on the board.


a big Ts in the air. Have them write a small ts in the

air. They can help each other as they do this.


SEL Message: All pupils need to feel safe in their school or

learning center. The word tsaro means safety. Have the pupils

repeat the word and tell you where the /ts/ sound occurs. Ask

the children where they feel the safest. They might name

places or people with whom they feel safe.


1. Have everyone whose surname starts with Ts stand up

and make the letters ts in the air using their finger.



Step &

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sound /ts/ or the letter name or point to Ts ts on the

alphabet chart.

3. Have everyone write a line of Ts ts in their notebook.




sound of the letter Ts ts. They also know how to write

it. Tell them many words start with the Ts ts sound and








.



Quick start reading lesson #16 - Consonants, letter B b.

Skills: Phonemic awareness, letter B; phonics, letter B b.

Time: 65 minutes




Materials: chalk, chalkboard, phrase, song or text written on the board or a piece of paper,

alphabet chart.

Previous Knowledge: Letters n, a, k, m, s, t, i, r, d, f, ts.


Facilitator, be sure to face the pupils when you speak so they can see your

mouth and follow how you make the sound. It is very important pupils learn the

letter name, the letter sound and how to recognize and write the letter.

Important Ideas:

It is good for children to see examples of text and words, even if they are just

learning to read. This will help them to become better readers.

SEL Ideas:

The word sad in Hausa starts with the /b/ sound: Bakin ciki. Use this

as a vocabulary word for the letter B b according to the directions below.

Step &

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10 minutes

Introduction




class. They should say the sound /ts/. Say a word with /ts/


with the same sound /ts/; have them repeat these two words

in choral form.


class begins)

Ladabi da biyayya shi ne bin doka da oda. Mai bin

doka shi ne ya more rayuwa.

Underline the letter b wherever it appears.

Ask the pupils if they understand what the daily text says.

Explain it to them briefly.



Continue to a word that starts with b; ask the students to make

the sound /b/. Have them repeat it several times.

B b



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Point to the letter B and tell them that we are going to learn the

letter B b today.

15 minutes

5 minutes

5 minutes




1. Write the letter on the board: B and b. Tell the students

this is the letter B b. Tell pupils the letter name. Ask

them to repeat it.

2. Point to the consonant b and ask them if they know



your mouth making the /b/ sound.

3. Ask the children to write a large B and a small b in their


writing, helping those who need it.


big B and the small b still make the same sound.



or individually.


1. Put children in pairs; one partner says the letter name

and the other says the letter sound. After a minute,




name.



4. Have the students stand up and make the letter sound B

b 10 times while jumping in a place on both feet.





phrase above that starts with B b or another word they



some examples of words that start with B b. If they


these on the board. Some words you can use are: Bintu,

bauta, birki, bebe.



Step &

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5 minutes

10 minutes

8. Tell them that the sound /b/ can occur in different

places in the word. Ask them for words where the /b/ is



with the children, emphasizing the /b/ sound.


B to stand up; have them say their name, emphasizing

the /b/ sound. Write the names on the board.

11. Ask everyone who has a /b/ sound in their family name


hear the /b/ sound. Point out where the /b/ sound

occurs.

Segment 3 (recognizing the B b in print)

12. Point to the phrase from the introduction written out on

a piece of paper or the chalkboard.


say them.



words in the phrase contain the letter B b. Point out

that the sound /B b/ can occur at the middle or end of

words.


letter Bb in the phrase.


a big B in the air. Have them write a small b in the air.



19. Still standing, recite the b message about rules again,

pointing to the words as you say them.

SEL Message: Tell the pupils that the words bakin ciki (sad

in English) starts with B. Write it on the board. Ask pupils

what they do in order to feel better when they are sad? (Offer

them some suggestions yourself from the SEL curriculum if

they do not have any ideas—talk to mama, tell a joke, play with

friends, etc).


1. Have everyone whose surname starts with B stand up

and make a letter b in the air using their finger.


sound /b/ or the letter name or point to B b on the

alphabet chart.



Step &

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3. Have everyone write a line of B b in their notebook.



sound of the letter B b. They also know how to write it.

Tell them many words start with the /B b/ sound and


2. Chant the B b phrase on rules one last time, pointing to








Quick start reading lesson #17 - Consonants, letter W w.

Skills: Phonemic awareness, letter W; phonics, letter W w.

Time: 65 minutes





chart.

Previous Knowledge: Letters n, a, k, m, s, t, i, r, d, f, ts, b.


Remember to come to your class early so you can write the text of the day on

the board and write out any other text you may use. Do not take instructional

time to write the text of the day on the board—do it before class!

Important Ideas:

Oral language development supports reading and writing; during the SEL

segment, be sure to let pupils talk in class!

SEL Ideas:

Waraka means healing in Hausa and word starts with the letter w.

Step &

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10 minutes

Introduction



2. Ask the children what they learned in their last reading class.

They should say the sound /b/. Say a word with /b/ in it and

ask them to repeat. Ask for a word from them with the same

sound /b/; have them repeat these two words in choral form.


class begins):

Wata yarinya ta yi

Wanka da wanki ta tafi makaranta.

Underline the letter k in the phrase above. Also underline the

letter w when and wherever it appears.



letter K you have underlined and ask students what it is; have

them make the sound again. Ask the pupils to say the phrase

with you again. Point to the words as you say the phrase.

Ask the pupils if they can tell you what the phrase means.

W w



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Now, ask the pupils to make the sound /w/. Have them repeat


going to learn the letter W w today.

15 minutes

5 minutes

5 minutes




1. Write the letter on the board: W w. Tell the students

this is the letter W w. Tell pupils the letter name. Ask

them to repeat it.

2. Point to the consonant w and ask them if they know



your mouth making the /w/ sound.

3. Ask the children to write a large W and a small w in




big W and the little w still make the same sound.



or individually.



/w/ and the other says the letter name W. After a




name.



4. Have the pupils stand up and make the letter sound W

w 10 times shaking their heads.





phrase above that starts with W w or another word they



some examples of words that start with W w. If they


these on the board. Point out the W words in the



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5 minutes

10 minutes


wanka, wanki, waya, waraka, wauta

3. Tell them that the sound /w/ can occur in different

places in a word. Ask them for words where the /w/ is


(Examples: dawa and baiwa, etc.)


with the children, emphasizing the /w/ sound.


W to stand up; have them say their name, emphasizing

the /w/ sound. Write the names on the board.

6. Ask everyone who has a /w/ sound in their family name


hear the /w/ sound. Point out where the /w/ sound

occurs.

Segment 3 (recognizing the W w in print)




you say them;



words in the phrase contain the letter W w. Point out

again that the sound W w can occur at the middle or end


earlier that have a W w in them.


letter W w in one of the words on the board.


a big W in the air. Have them write a small w in the air.



SEL Message: Tell the pupils that the word waraka begins

with a W w. It means healing in English. Healing is an

important process for people who have been hurt. If a person is

sick or injured, they need to heal. Likewise, feelings can be

hurt too and when feelings are hurt, a person also needs time to

heal.


1. Have everyone whose surname starts with W stand up

and make a letter w in the air using their finger.



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sound /w/ or the letter name or point to W w on the

alphabet chart.

3. Have everyone write a line of W w in their

notebook.Go round and help children as needed.



sound of the letter W w. They also know how to write

it. Tell them many words start with the W w sound and








.



Quick start reading lesson #18 - Consonants, letter G g

Skills: Phonemic awareness, letter G; phonics, letter G g.

Time: 65 minutes





chart.

Previous Knowledge: Letters n, a, k, m, s, t, i, r, f, ts, b, w.


Face the pupils when you talk to them so they can see your mouth making the

letter sound. When you write on the board or on a piece of paper, make sure

you write big enough so everyone can see what you write.

Important Ideas:

Make sure the pupils can say the letter name and the letter sound. These are

not the same thing. Make sure pupils can recognize the letter G g and write the

letter G g.

SEL Ideas:

The word gajiya (tiredness in English) starts with the /g/ sound. Use this as a

vocabulary word for the letter G g according to the directions below.

Step &

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10 minutes

Introduction




class. They should say the sound /w/. Say a word with /w/


with the same sound /w/; have them repeat these two words

in choral form.


class begins)

A guje wa gaggawa cikin rayuwa abita da sannu sabo

da a guje wa illarta.

Underline a vowel in the sentence and the letter W w. Also

underline the letter g when and wherever it appears. Read the

phrase on the board slowly, pointing at each word as you say it.

Do this three times. Read it with some energy.

On the third time, stop at the vowel you have underlined and

ask students what it is; have them make the sound again. Do

the same for the w you have underlined.

G g



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Now, ask the pupils to say the phrase with you. Have them

repeat it several times.

Ask them to make the sound /g/. Have them repeat it several

times.

Point to the letter G and tell them that we are going to learn the

letter G g today.

15 minutes

5 minutes

5 minutes




1. Write the letter on the board: G and g. Tell the

students this is the letter G g. Tell pupils the letter


2. Point to the consonant g and ask them if they know



your mouth making the /g/ sound.

3. Ask the children to write a large G and a small g in




big G and the little g still make the same sound.



or individually.




them switch roles.



name.



4. Have the students stand up and make the letter sound G

g 10 times while nodding their head up and down.





phrase above that starts with G g or another word they




Step &

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5 minutes

10 minutes


some examples of words that start with G g. If they


these on the board. Point out the G words in the


gado, giwa, gudu, garu and rago

8. Tell them that the sound /g/ can occur in different

places in the word. Ask them for words where /g/ is in


(Examples: bege, agogo, mage and kogo, etc.)


with the children, emphasizing the/g/ sound.


G to stand up; have them say their name, emphasizing

the /g/ sound. Write the names on the board.

11. Ask everyone who has a /g /sound in their family name


hear the /g/ sound. Point out where the /g/ sound

occurs.

Segment 3 (recognizing the G g in print)

12. Point to the phrase, song or poem written out on a piece

of paper or the chalkboard that you used in the

introduction.

13. Chant or recite it at least two times, pointing to the



you a few times.


words in the poem contain the letter G g. Point out that

the sound /g/ can occur at the middle or end of words.


letter the G g in the song.


a big G in the air. Have them write a small g in the air.



SEL Message: Tell the pupils that the word gajiya (which

means tiredness in English) starts with G. Write it on the

board. Ask pupils if they feel tired today. If some say yes, ask

what makes them feel tired. Ask them what things make them

feel tired.



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1. Have everyone whose surname starts with G stand up

and make a letter g in the air using their finger.


sound /g/or the letter name or point to G g on the

alphabet chart.

3. Have everyone write a line of G g in their notebook.




sound of the letter G g. They also know how to write

it. Tell them many words start with the /G g/ sound

and they have named some of them.

2. Chant the G g song one last time, pointing to the words

as the pupils sing/chant.





.



Quick start reading lesson #19 - Consonants, letter Y y.

Skills: Phonemic awareness, letter Y; phonics, letter Y y.

Time: 65 minutes





chart.

Previous Knowledge: letters n, a, k, m, s, t, i, r, d, f, ts, b, w, g.


Do not speak to the chalkboard—face the children and make eye contact with

them as you speak.

Important Ideas:

If the pupils participate in the lesson and have the chance to practice what

they are learning, they will remember what they are learning.

SEL Ideas:

Step &

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10 minutes

Introduction




class. They should say the sound /g/. Say a word with /g/ in


the same sound /g/; have them repeat these two words in

choral form.


class begins).

Underline a long vowel and the letter Y y in the phrase above.



long vowel you have underlined and ask students what it is;

have them make the sound again. Do the same for the letter y.

Ask the pupils to say the phrase with you. Point to the words

as you say the phrase. Tell the pupils what the phrase means;

try to connect it to their daily lives and ask them questions.

Now, ask the pupils to make the sound /y/. Have them repeat it


to learn the letter Y y today.

Y y



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15 minutes

5 minutes

5 minutes




1. Write the letter on the board: Y and y. Tell the

students this is the letter Y y. Tell pupils the letter


2. Point to the consonant y and ask them if they know



your mouth making the /y/ sound.

3. Ask the children to write a large Y and a small y in their




big Y and the little y still make the same sound.



or individually.



/y/ and the other says the letter name Y. After a minute,




name.



8. Have the pupils stand up and make the letter sound Y y






phrase above that starts with Y y or another word they



some examples of words that start with Y y. If they


these on the board. Point out the Y words in the


12. Tell them that the sound /y/ can occur in different

places in the word. Ask them for words where /y/ is in



Step &

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5 minutes

5 minutes


(Examples: etc.)


with the children, emphasizing the /y/ sound.


Y to stand up; have them say their name, emphasizing

the /y/ sound. Write the names on the board.

15. Ask everyone who has a /y/ sound in their family name


hear the /y/ sound. Point out where the /y/ sound

occurs.

Segment 3 (recognizing the Y y in print)




you say them;



words in the phrase contain the letter Y y. Point out

again that the sound Y y can occur at the middle or end


earlier that have a Y y in them.


letter Y y in one of the words on the board.


a big Y in the air. Have them write a small y in the air.



SEL Message:


1. Have everyone whose surname starts with Y stand up

and make a letter y in the air using their finger.


sound /y/ or the letter name or point to Y y on the

alphabet chart.

3. Have everyone write a line of Y y in their notebook.




sound of the letter Y y. They also know how to write it.



Step &

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Tell them many words start with the Y y sound and they










Quick start reading lesson #20 - Consonants, letter L l.

Skills: Phonemic awareness, letter L; phonics, letter L l

Time: 65 minutes





chart.

Previous Knowledge: letters n, a, k, m, s, t, l , r, d, f, ts, b, w, g, y.

Facilitator’s Tips: Point to words as you read them, either on the board, in a

story book or on the word wall. This helps children as they develop concepts of

print and helps them to recognize words.

Important Ideas: Make sure the pupils pronounce the sound /l/ correctly;

demonstrate how they should move their mouth and tongue to make the sound.

SEL Ideas: The school is an important place where pupils can prepare

themselves to reach their goals in life.

Step &

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10 minutes

Introduction




class. They should say the sound /y/. Say a word with /y/


with the same sound /y/; have them repeat these two words

in choral form.


class begins):

Ilimi tushen zaman lafiya

Soyayya da fahimtar juna tsakanin mutane shine

lasisin zaman lafiya

Underline a long vowel in the sentence as well as the letter y.

Also underline the letter l where it appears.




have them make the sound again. Do the same for the letter y.


as you say the phrase. You can clap and chant the phrase if

you wish; this often makes it more fun for the pupils. Ask

L l



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them what the phrase means. Tell them if they do not know

and try to connect it to their lives.

Now, ask the pupils to make the sound /l/. Have them repeat it


to learn the letter L l today.

15 minutes

5 minutes

5 minutes




1. Write the letter on the board: L and l. Tell the students

this is the letter L l. Tell pupils the letter name. Ask

them to repeat it.

2. Point to the consonant l and ask them if they know



your mouth making the /l/ sound.

3. Ask the children to write a large L and a small l in their




big L and the small l still make the same sound.



or individually.



/l/and the other says the letter name L. After a minute,




name.



4. Have the pupils stand up and make the letter sound L l

10 times while standing on one foot.





phrase above that starts with L l or another word they



some examples of words that start with L l. If they



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5 minutes

10 minutes


these on the board. Point out the L words in the


lafiya, lada, leda, lura, liyafa, lokaci, etc.

8. Tell them that the sound /l/ can occur in different places

in the word. Ask them for words where the /l/ is in the

middle of the word. Write those on the board.

(Examples: lilo, dole, tulu, hali, bulala, etc.)


with the children, emphasizing the /l/ sound.


L to stand up; have them say their name, emphasizing

the /l/ sound. Write the names on the board.

11. Ask everyone who has a /l/ sound in their family name


hear the /l/ sound. Point out where the /l/ sound occurs.

Segment 3 (recognizing the L l in print)




you say them.



words in the phrase contain the letter L l. Point out

again that the sound L l can occur at the middle or end


earlier that have an L l in them.


letter L l in one of the words on the board.


write a big L in the air. Have them write a small l in

the air.


SEL Message: Tell the pupils that the word ilimi has an l in

it. It means knowledge. Pupils need knowledge of how to read

and write to pursue their goals in life. They can learn these

skills in the NFLC. Ask the children what they want to be

when they grow up.


1. Have everyone whose surname starts with L stand up

and make a letter l in the air using their finger.



Step &

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sound /l/or the letter name or point to L l on the

alphabet chart.

3. Have everyone write a line of L l in their notebook. Go




sound of the letter L l. They also know how to write it.

Tell them many words start with the L l sound and they










Quick start reading lesson # 21 - Vowel, letter U u.

Skills: Phonemic awareness, letter U (short and long); phonics, letter U u.

Time: 65 minutes




Materials: chalk, chalkboard, song or text written on the board or a piece

of paper, alphabet chart.

Previous Knowledge: Letters n, a, k, m, s, t, i, r, d, f, ts, b, w, g, y, l.



Important Ideas: Pupils need to practice making the letter sounds; be sure to

model how to make the sounds for them and give them time to practice.

SEL Ideas: We must be tolerant of others and we ask them to be tolerant of us.

Step &

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10 minutes

Introduction


Ask the children if they have each taken their name tag

to their seat with them. If some have not, be sure to

give them their name tag.

Ask the pupils why reading is important. Tell them they are all

going to learn to be excellent readers and writers soon.


Edita shi ne mai gyare--gyare wanda zai inganta rubuce –

rubucenmu.

Be sure to underline a long and a short vowel in the sentence

that the pupils have already learned.



long vowel you have underlined and ask students what it is.

Have them make the vowel sound both long and short. Tell

them we are going to learn another vowel today. Point to the

first word in the sentence that starts with E ask the students to

make the sound /u/. Point to another word with e in it. Make

the sound again.

Tell them that we are going to learn the letter U u today and

this letter can make two sounds. Tell them that U u is a vowel

U u

A



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and vowels are very useful letters as almost all words have

vowels.

15 minutes

5 minutes

5 minutes




1. Write the letter on the board: U and u.

2. Tell the students this is the letter U. Make the sound

long /u/ and ask them to repeat it.

3. Have pupils repeat the sounds; ask them what other

words they know that start with the same sound.

(Examples: ungo, maiunguwa add some of your own

examples, facilitator.) Write all these words on the

board

4. Write on the board some words that have the short /u/

sound in them: Dutse. Have the pupils repeat these

words.

5. Write on the board some words that have the long /u/

sound in them: unguwa, Ummi …..

6. Say the sounds again yourself several times. Explain

that the big U and the small u still make the same

sounds.



or individually.



/u/ and the other says the letter name u. After a minute,


2. Facilitator, walk around in the classroom to listen and

see if the pairs are doing well with the sound and the

letter name.



4. Have the pupils stand up and make the letter sound U u

10 times while hopping on their left foot. (Have them

hop 5 times while making short /u/ sound and 5 times

while making the long /u/ sound.







Step &

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5 minutes

10 minutes

phrase above that starts with U u or another word they



some more examples of words that start with U u. If

they have not, give them some examples yourself and

write these on the board. Point out the U words in the

morning message as well.

8. Tell them that the sound /u/ can occur in different

places in a word. Ask them for words where the /u/ is


(Examples hukuma, azumi: etc.)


with the children, emphasizing the /u/ sound.


U (long or short) to stand up; have them say their name,

emphasizing the /u/ sound. Write the names on the

board.

11. Ask everyone who has /u/ sound in their family name

(long or short) to stand up. Have them say their name

so everyone can hear the /u/ sound. Point out where the

/u/ sound occurs and whether it is long or short.

Segment 3 (recognizing the U u in print)




you say them.



words in the phrase contain the letter U u. Point out

again that the sound U can occur at the middle or end of


earlier that have a U u in them.


letter U u in one of the words on the board.


a big U in the air. Have them write a small u in the air.



SEL Message: Nigeria is blessed with many different peoples,

with many languages, traditions and social groups. In order to

live together peacefully all citizens must be tolerant of other

groups and their differences. Can the pupils give you an



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example of what it means to be tolerant? Have at last 10 pupils

offer ideas.


1. Have everyone whose given name starts with U stand

up and make a letter U in the air using their finger.


sound /u/ or the letter name or point to U u on the

alphabet chart.

3. Have everyone write a line of U u in their notebook.

Walk around and help children as needed.



sound of the letter U u. They also know how to write it.

Tell them many words start with the U u sound and








.



Quick start reading lesson #22 - Consonants, letter C c.

Skills: Phonemic awareness, letter C; phonics, letter C c.

Time: 65 minutes




Materials: chalk, chalkboard, phrase, song or text written on the board or a piece of paper,

alphabet chart.

Previous Knowledge: letters n, a, k, m, s, t, i, r, d, f, ts, b, w, g, y, l.

Facilitator’s Tips: Facilitator, be sure to face the pupils when you speak so they

can see your mouth and follow how you make the sound. Go round so all the

children can see you make the target sound. Also, remember that the practice

part of the lesson is the longest. It has three segments and will take 15 minutes.

Important Ideas: Remember to teach the letter name, the letter sound and the letter

shape. Children need to know all these things and not just one or two to become

fluent readers.

SEL Ideas: When people are displaced from their home they often feel hurt or

even get hurt. We want to reassure pupils that they are safe in our learning

center and that we are so happy they are here. Facilitator, use the word cutarwa

(hurt) as a word in your lesson as it starts with C. Have the pupils say the phrase: “Rama

cuta da cuta cutarwa ce” when you do the SEL part of the lesson.

Step & Icons Time Activity procedure

10 minutes

Introduction




class. They should say the sound /u/. Say a word with /u/


with the same sound /u/; have them repeat these two



(before class begins)

Mamana ina kwana?

Gaisuwa ce da safe.

Ina wuni! Babana?

Gaisuwa ce da rana.

Mamana sai da safe.

Bankwana ne da dare.

Gaisuwa ce da dare.

Underline a long and a short vowel in the song and underline

the letters b and c when and wherever they appear.

C c




Read the song on the board slowly, pointing at each word as


On the third time, stop at the vowel you have underlined and

ask students what it is; have them make the sound again.

Continue to a word that starts with b; ask the students to make

the sound /b/. Have them repeat it several times.

Point to the letter C c and tell them that we are going to learn

the letter C c today.

15 minutes

5 minutes

5 minutes




1. Write the letter on the board: C and c. Tell the

students this is the letter C c. Tell pupils the letter


2. Point to the consonant c and ask them if they know



your mouth making the /c/ sound.

3. Ask the children to write a large C and a small c in

their notebook.


big C and the small c still make the same sound.



or individually.


1. Put children in pairs; one partner says the letter name

and the other says the letter sound. After a minute,


2. Facilitator, walk round the classroom to listen and see


name.


for a minute or two. Pick different pairs from the ones

you picked in the last lesson.

4. Have the students stand up and make the letter sound

/C c/ 10 times while hopping on one foot.








5 minutes

morning message that starts with C or another word

they know.) Write all these on the board.


some examples of words that start with C c. If they


these on the board. Point out the C words in the


are: canji, ci, ceto, cokali, cuna

8. Write this phrase on the board (before the class).

Point to it and have pupils come forward and

underline the letter C c that they see: Rama cuta da

cuta cutarwa ce.

9. Tell them that the sound /c/ can occur in different

places in the word. Ask them for words where the /c/


(Examples include: sace, dace and coci.)


unison with the children, emphasizing the /c/ sound.


with C to stand up; have them say their name,

emphasizing the C c sound. If there are not enough

pupils whose name starts with a C, ask them for

friends of siblings whose name starts with C. Write

the names on the board.

12. Ask everyone who has a /c/ sound in their family

name to stand up. Have them say their name

emphasizing the /c/ sound.

Segment 3 (recognizing the C c in print)

13. Point to the song or poem written out on a piece of

paper or the chalkboard that you used for the

introduction.




you a few times.


many words in the poem contain the letter C c. Tell

the pupils that the sound C c can occur at the middle

or end of words


letter C c in the poem.




5 minutes

18. Have all the pupils stand up and use their arms and

body to form the letter C. They can help each other as

they do this.


20. Still standing, sing or recite the C c song/poem again

SEL Message: Have the pupils say the phrase: Rama cuta

da cuta cutarwa ce. Tell the pupils that the word cutarwa

(hurt in English) starts with C. Write it on the board. Ask

pupils what they do to feel better when they are hurt? (Offer

them some suggestions yourself from the SEL curriculum if

they do not have any ideas—talk with friends, play with

siblings, hug mama or baba, etc.)


1. Have everyone whose surname starts with C stand up

and make a letter c using their arms.


the sound /c/ or the letter name or point to C c on the

alphabet chart.

3. Have everyone write a line of C c in their notebook.



sound of the letter C c. They also know how to write

it. Tell them that many words start with the /C c/


2. Sing the /C c/ sound or chant the song one last time,








Quick start reading lesson #23 - Consonants, letter H h.

Skills: Phonemic awareness, letter H; phonics, letter H h.

Time: 65 minutes





chart.

Previous Knowledge: letters n, a, k, m, s, t, i, r, d, f, ts, b, w, g, y, l, u, c.

Facilitator’s Tips: It is important for pupils, especially young pupils to enjoy

learning; activities like drawing in the air, hopping, waving and things like this

make the lesson more fun and help the pupils to pay attention more.

Important Ideas: Make sure the pupils can say the letter name and the letter

sound. These are not the same thing. Make sure pupils can recognize the letter H h

and write the letter H h both upper and lower case.

SEL Ideas: Hakuri (patience) starts with an H. Use this as a vocabulary word

during the lesson.

Step &

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10 minutes

Introduction




class. They should say the sound /c/. Say a word with /c/ in


the same sound /c/; have them repeat these two words in

choral form.


class begins):

Mahakurci mawadaci,

Mai hakuri yakan dafa dutse ya sha romonsa ,

Mai hakuri ba zai tabeba a rayuwa.

Underline a long vowel and a short vowel in the sentence as

well as the letter c. Also underline the letter h when and

wherever it appears.



On the third time, stop at the long vowel you have underlined

and ask students what it is; have them make the sound again.

Do the same for the short vowel you have underlined and the

letter c. Ask the pupils to say the phrase with you. Point to the

H h



Step &

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words as you say the phrase. Ask the pupils to make the sound

/h/. Have them repeat it several times.

Ask them what the song means.

Point to the letter H and tell them that we are going to learn the

letter H h today.

15 minutes

5 minutes

5 minutes




1. Write the letter on the board: H and h. Tell the

students this is the letter H h. Tell pupils the letter


2. Point to the consonant h and ask them if they know



your mouth making the /h/ sound.

3. Ask the children to write a large H and a small h in their




big H and the little h still make the same sound.



or individually.




them switch roles.

2. Facilitator, walk round in the classroom to listen and


letter name.



4. Have the students stand up and make the letter sound H

h 10 times while waving their left hand in the air.





phrase above that starts with H h or another word they




Step &

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5 minutes

10 minutes


some examples of words that start with H h. If they


these on the board. Point out the H h words in the


haruffa, hoda, hukuma, hisabi, horo, hali and hikima

and others

8. Tell them that the sound /h/ can occur in different

places in the word. Ask them for words where the /h/ is

in the middle of the word or at the end of the word.

Write those on the board.


with the children, emphasizing the /h/ sound.


H to stand up; have them say their name, emphasizing

the /h/ sound. Write the names on the board.

11. Ask everyone who has a /h/ sound in their family name


hear the /h/ sound. Point out where the /h/ sound

occurs.

Segment 3 (recognizing the H h in print)



13. Sing or recite it at least two times, pointing to the words

as you say them;


you a few times.


words in the phrase contain the letter H h. Point out

again that the sound /H h/ can occur at the middle or


board earlier that have an H h in them.


letter H h in one of the words on the board.


a big H in the air. Have them write a small h in the air.



SEL Message: Tell the pupils that the word hakuri (patience

in English) starts with the letter h. Ask them what hakuri

means. If they do not know, explain it to them. Ask them if

they are patient. When is it hard to be patient? What things

make them impatient?



Step &

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1. Have everyone whose surname starts with H stand up

and make a letter h in the air using their finger.


sound /h/ or the letter name or point to H h on the

alphabet chart.

3. Have everyone write a line of H h in their notebook.



sound of the letter H h. They also know how to write

it. Tell them many words start with the /H h/ sound and








.



Quick start reading lesson #24 - Consonants, sound and letters Sh sh together.

Skills: Phonemic awareness, sound Sh; phonics, letters Sh sh

together.

Time: 65 minutes


have mastered the sound of the letter, pronounce its name, be

able to identify it and write it, (upper and lower case).


chart.

Previous Knowledge: letters n, a, k, m, s, t, i, r, d, f, ts, b, w, g, y, l, u, c, h.

Facilitator’s Tips: Call on boys and girls to respond and to read words aloud.

Important Ideas: Pupils must learn the name of the letter, must recognize it in

print, must be able to make the letter sound and must be able to write it (upper and

lower case). In this case, you need to point out that two letters make the one sound.

SEL Ideas: Shige means to let someone pass, in English. Shige begins with a

/sh/ sound. It is used generally to show courtesy toward others. We will talk

about how it is good to be courteous.

Step &

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10 minutes

Introduction




class. They should say the sound /sh/. Say a word with /sh/


with the same sound /sh/; have them repeat these two words

in choral form.


class begins):

Shaho ya share Shehu da mari ya sheka sama.

Ask the pupils if they have ever seen an eagle (shaho). Ask

them if they like eagles; do they like other birds?

Underline a long vowel and another short vowel in the sentence

as well as the letter h. Also underline the letter/diagraph sh

when and wherever it appears.




have them make the sound again. Do the same for the short

Sh sh



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vowel you have underlined and the letter H. Ask the pupils to

say the phrase with you. Point to the words as you say the

phrase.

Now, ask the pupils to make the sound /sh/. Have them repeat


going to learn the letter/diagraph Sh sh today.

15 minutes

5 minutes

5 minutes




1. Write the letter on the board: Sh and sh. Tell the

students this is the letters Sh sh. Tell pupils the letter


2. Point to the letters sh and ask them if they know what

sound they make. Give them an example of the sound.


making the /sh/ sound.

3. Ask the children to write a large Sh and a small sh in


children write, helping those who need it.


big Sh and the small sh still make the same sound.



or individually.



/sh/ and the other says the letter name Sh. After a




name.



8. Have the pupils stand up and make the letter sound Sh

sh 10 times jumping on both feet.





phrase above that starts with Sh sh or another word they




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5 minutes

10 minutes


some examples of words that start with Sh sh. If they


these on the board. Point out the Sh words in the


sho, shu, shiga, shiri, and others.

12. Tell them that the sound /sh/ can occur in different

places in a word. Ask them for words where the /sh/ is


(Examples: nishi, kamasho, asho, bishiya, etc.)


with the children, emphasizing the /sh/ sound.


Sh to stand up; have them say their name, emphasizing

the /sh/ sound. Write the names on the board.

15. Ask everyone who has a /sh/ sound in their family name


hear the /sh/ sound. Point out where the /sh/ sound

occurs.

Segment 3 (recognizing the Sh sh in print)




you say them.



words in the phrase contain the letter Sh sh. Point out

again the sound Sh sh can occur at the middle or end of


earlier that have a Sh sh in them.


letters Sh sh in one of the words on the board.


a big Sh in the air. Have them write a small sh in the



SEL Message: The word shige means to let someone pass in a

polite way. Ask the children if they encounter situations where

they have to be very courteous. Is it hard to be courteous?


1. Have everyone whose surname starts with Sh stand up

and make the letters sh in the air using their finger.



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sound /sh/ or the letter name or point to Sh sh on the

alphabet chart.

3. Have everyone write a line of Sh sh in their notebook.




sound of the letter Sh sh. They also know how to write

it. Tell them many words start with the Sh sh sound

and they have named some of them.







.



Quick start reading lesson #25 - Consonants, letter V v.

Skills: Phonemic awareness, letter V v; phonics, letter V v.

Time: 65 minutes





chart.

Previous Knowledge: Previous Knowledge: letters n, a, k, m, s, t, i, r, d, f, ts, b, w, g, y, l, u,

c, h, and sh.

Facilitator’s Tips: Do not speak to the chalkboard—face the children and make

eye contact with them as you speak.

Important Ideas: With emphatic consonants like the V v, be sure to model the

pronunciation for the pupils. Let them see your mouth move as you make the letter

sound.

SEL Ideas: Vinke araka (unity in English). Unity is an important idea in

Nigeria and elsewhere. Even though there are many different peoples in

Nigeria, there is unity as a country.

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10 minutes

Introduction




class. They should say the sound /sh/. Say a word with /sh/


with the same sound /sh/; have them repeat these two words

in choral form.


class begins):

Varawon vera ya ji masu gida sun dawo ya vuya a lungu.


you say it. Also underline the letter v when and wherever it

appears.

Do this three times. On the third time, stop and ask the pupils if

they know what the phrase says. Let them answer.

Then, point out some of the letters that they have already

learned.


as you say the phrase.

V v



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Now, ask the pupils to make the sound /v/. Have them repeat it


to learn the letter V v today.

15 minutes

5 minutes

5 minutes




1. Write the letter on the board: V v. Tell the students

this is the letter V v. Tell pupils the letter name. Ask

them to repeat it.

2. Point to the consonant V v and ask them if they

know what sound it makes. Give them an example

of the sound. Walk around the class letting the

pupils see your mouth making the /v/ sound.

3. Ask the children to write a large v and a small v in




the big V and the small v still make the same sound.



or individually.



sound /v/ and the other says the letter name V v.




the letter name.



8. Have the pupils stand up and make the letter sound

/v/ 10 times shaking their body.





from the phrase above that starts with V v or


board.



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5 minutes

10 minutes


some examples of words that start with V v. If they


write these on the board. Point out the v words in


use are: vinke araka, varawo, vare, varaka,

vawa.

12. Tell them that the sound /v/ can occur in different

places in a word. Ask them for words where the /v/

is in the middle of the word. Write those on the

board. (Examples: vavura etc.)


unison with the children, emphasizing the /v/ sound.


with V v to stand up; have them say their name,

emphasizing the /v/ sound. Write the names on the

board.

15. Ask everyone who has a /v/ sound in their family


everyone can hear the /v/ sound. Point out where

the /v/ sound occurs.

Segment 3 (recognizing the V v in print)




you say them.


times.


many words in the phrase contain the letter V v.

Point out again that the sound /V v/ can occur at the


wrote on the board earlier that have a V v in them.


letter V v in one of the words on the board.


write a big V in the air. Have them write a small v

in the air.


SEL Message: Vinke varaka starts with V v. What does it

mean to be unified? Ask the pupils this question and let them

respond.



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1. Have everyone whose surname starts with V stand up

and make a letter V v in the air using their finger. If no

one’s name starts with V ask children to call out words

that start with V v.


sound /v/ or the letter name or point to V v on the

alphabet chart.

3. Have everyone write a line of V v in their notebook.Go


Wrap up

icon



sound of the letter V v. They also know how to write it.

Tell them many words start with the /V v/ sound and










Quick start reading lesson #26 - Consonants, sound and

letters Au, au together.

Skills: Phonemic awareness, sound Au; phonics, letters Au, au

together.

Time: 65 minutes

Learning Objectives: At the end of the lesson, learners

should have mastered the sound of the letter, pronounce its name, be able to identify it and



chart.

Previous Knowledge: letters n, a, k, m, s, t,i , r, d, f, ts, b, w, g, y, l, u, c, h, sh,v.


Important Ideas: Au is called a diphthong; this mean it represents two vowels

pronounced together as one.

SEL Ideas: Examples of “stop, think, act.”

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10 minutes

Introduction




class. They should say the sound /v/. Say a word with /v/ in


the same sound /v/; have them repeat these two words in

choral form.


class begins):

Audu ma aunin auduga

Ya kasa ayun auduga buhu hudu


as well as the letter h. Also underline the letter/diphthong au





have them make the sound again. Ask the pupils to say the


Au au



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Now, ask the pupils to make the sound /au/. Have them repeat


going to learn the letter/diphthong au today.

15 minutes

5 minutes

5 minutes




1. Write the letter on the board: Au and au. Tell the

students this is the letter Au, au. Tell pupils the letter


2. Point to the letter Au and ask them if they know what



making the /au/ sound.

3. Ask the children to write a large Au and a small au in

their notebook. Go around and look at what the children

are writing, helping those who need it.


big Au and the small au still make the same sound.


sound and writing with the teacher, in small groups, pairs or

individually.



/au/ and the other says the letter/diphthong name Au.




name.



4. Have the pupils stand up and make the letter sound /Au/,

10 times jumping on both feet.





phrase above that starts with Au or another word they



some examples of words that start with Au, au. If they


these on the board. Point out the Au words in the



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5 minutes

10 minutes


au, auta, aure, aunawa, auki.

8. Tell them that the sound /au/ can occur in different

places in a word. Ask them for words where the /au/ is


(Examples: bauta, yau, lau, azure, gauye, etc.)


with the children, emphasizing the /au/ sound.


Au to stand up; have them say their name, emphasizing

the /au/ sound. Write the names on the board.

11. Ask everyone who has an /au/ sound in their family


everyone can hear the /au/ sound. Point out where the

/au/ sound occurs.

Segment 3 (recognizing the Au, au in print)




say them.



words in the phrase contain the letter Au, au. Point out

again that the sound /Au/ can occur at the middle or end


earlier that have an Au in them.


letter au in one of the words on the board.


a big Au in the air. Have them write a small au in the



SEL Message: Facilitator, give the pupils an example of when

you have stopped and thought before acting. Ask them for

examples from their lives.


1. Have everyone whose surname has an /au/sound in it

stand up and make the letters Au in the air using their

finger.


sound /au/ or the letter name or point to au on the

alphabet chart.



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3. Have everyone write a line of Au in their notebook. Go




sound of the letter Au. They also know how to write it.

Tell them that many words start with the Au sound and








.



Quick start reading lesson #27 - Consonants, letter X x.

Skills: Phonemic awareness, letter X x; phonics, letter X x.

Time: 65 minutes





chart

Previous Knowledge: letters n, a, k, m, s, t, i, r, d, f, ts, b, w, g, y, l, u, c, h, sh, v and au.

Facilitator’s Tips: Do not speak to the chalkboard—face the children and

make eye contact with them as you speak.

Important Ideas: With emphatic consonants like the X x, be sure to model the

pronunciation for the pupils. Let them see your mouth move as you make the letter

sound.

SEL Ideas:

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10 minutes

Introduction




class. They should say the sound /au/. Say a word with /au/

in it and ask them to repeat. Ask for a word from them with

the same sound /au/; have them repeat these two words in

choral form.


class begins).


you say it. Also underline the letter x when and wherever it

appears.

Do this three times. On the third time, stop and ask the pupils if

they know what the phrase says. Let them answer. Then,

point out some of the letters that they have already learned.

Ask the pupils to say the phrase with you. Point to the words as

you say the phrase. Now, ask the pupils to make the sound /x/.

Have them repeat it several times. Point to the letter and tell

them that we are going to learn the letter X x today.

X x



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15 minutes

5 minutes

5 minutes




1. Write the letter on the board: X x. Tell the students this

is the letter X x. Tell pupils the letter name. Ask them to

repeat it.

2. Point to the consonant X x and ask them if they know


sound. Walk around the class letting the pupils see your

mouth making the /x/ sound.

3. Ask the children to write a large x and a small x in their




big X and the small x still make the same sound.



or individually.



/x/ and the other says the letter name X x. After a




letter name.



4. Have the pupils stand up and make the letter sound /x/






phrase above that starts with X x or another word they



some examples of words that start with X x. If they


these on the board. Point out the x words in the morning

message as well. Some words you can use are:

8. Tell them that the sound /x/ can occur in different places

in the word. Ask them for words where the /x/ is in the



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5 minutes

10 minutes


(Examples: etc.)


with the children, emphasizing the /x/ sound.


X x to stand up; have them say their name, emphasizing

the /x/ sound. Write the names on the board.

11. Ask everyone who has /x/ sound in their family name to

stand up. Have them say their name so that everyone

can hear the /x/ sound. Point out where the /x/ sound

occurs.

Segment 3 (recognizing the X x in print)




you say them.



words in the phrase contain the letter X x. Point out

again that the sound /X x/ can occur at the middle or


board earlier that have X x in them.


letter X x in one of the words on the board.


a big X in the air. Have them write a small x in the air.


SEL Message:


1. Have everyone whose surname starts with X stand up

and make a letter X x in the air using their finger. If no

one’s name starts with X ask children to call out words

that start with X x.


sound /x/ or the letter name or point to X x on the

alphabet chart.

3. Have everyone write a line of X x in their notebook.




sound of the letter X x. They also know how to write it.



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Tell them that many words start with the X x sound and










Quick start reading lesson #28 - Consonants, sound and letters J j .

Skills: Phonemic awareness, sound J; phonics, letter J j.

Time: 65 minutes


mastered the sound of the letter, pronounce its name, be able to identify it

and write it, (upper and lower case).


chart.

Previous Knowledge: letters n, a, k, m, s, t, i, r, d, f, ts, b, w, g, y, l, u, c, h, sh, au, x.


Important Ideas: Make sure that pupils can see the text you have written on the

board or on a piece of paper. Interacting with text is a critical part of learning to

read. In a resource learning environment, we have to innovate and figure out how

to make sure pupils see and interact with text.

SEL Ideas: Jaje in Hausa means condolences. When we see people who are

sad or who have lost someone dear, we offer them condolences. This is part of

helping them heal.

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10 minutes

Introduction




class. They should say the sound /x/. Say a word with /x/ in


the same sound /x/; have them repeat these two words in

choral form.


class begins):

Jiki magayi, wanda bai

Ji bari ba zai ji hoho.

Underline a long vowel and another short vowel in the

sentence. Under line the letter J j as well.





vowel you have underlined. Ask the pupils to say the phrase

with you. Point to the words as you say the phrase.

J j



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Ask the pupils what the phrase means. Be sure to let them talk

and tell you what they think it means.

Now, ask the pupils to make the sound /j/. Have them repeat it


to learn the letter J j today.

15 minutes

5 minutes

5 minutes




1. Write the letter on the board: J and j. Tell the students

these are the letters J j. Tell pupils the letter name. Ask

them to repeat it.

2. Point to the letters J and ask them if they know what



making the /j/ sound.

3. Ask the children to write a large J and a small j in their




big J and the small j still make the same sound.



or individually.



/j/ and the other says the letter name J. After a minute,




letter name.



4. Have the pupils stand up and make the letter sound J j

10 times jumping on both feet.





phrase above that starts with J j or another word they




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5 minutes

10 minutes


some examples of words that start with J j. If they have

not, give them some examples yourself and write these

on the board. Point out the J words in the morning

message as well. Some words you can use are jiki,

Jamila, ji and others.

8. Tell them that the sound /j/ can occur in different places

in a word. Ask them for words where the /j/ is in the


(Examples: daji, hajiya, etc.)


with the children, emphasizing the /j/ sound.


J to stand up; have them say their name, emphasizing

the /j/ sound. Write the names on the board.

11. Ask everyone who has a /j/ sound in their family name


hear the /j/ sound. Point out where the /j/ sound occurs.

Segment 3 (recognizing the J j in print)




you say them.



words in the phrase contain the letter J j. Point out

again that the sound J j can occur at the middle or end


earlier that have a J j in them.


letters J j in one of the words on the board.


a big J in the air. Have them write a small j in the air.



SEL Message: Jaje in Hausa means condolence. It has two

letter Js in it! When we see people who are sad or who have

lost someone dear, we offer them a condolence. This is part of

helping them heal. Ask the pupils if they have ever offered

condolence to anyone? Has anyone offered them a

condolence?



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1. Have everyone whose surname has a /j/sound in it stand

up and make the letters J in the air using their finger.


sound /j/ or the letter name or point to J j on the

alphabet chart.

3. Have everyone write a line of J j in their notebook.

Walk around the classroom and help children as

needed.


sound of the letter J j. They also know how to write it.

Tell them many words start with the J j sound and they










Quick start reading lesson # 29 - Vowel, letter E e.

Skills: Phonemic awareness, letter E (short and long); phonics, letter E e.

Time: 65 minutes





chart.

Previous Knowledge: Letters n, a, k, m, s, t, i, r, d, f, ts, b, w, g, y, l, u, c, h, sh, v, au, x, j.



Important Ideas: Pupils need to practice making the letter sounds; be sure to

model how to make the sounds for them and give them time to practice.

SEL Ideas: We must be tolerant of others and we ask them to be tolerant of us.

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10 minutes

Introduction


the children if they have each taken their name tag to their

seat with them. If some have not, be sure to give them their

name tag.

Ask the pupils why reading is important. Tell them they are all

going to learn to be excellent readers and writers soon.


Edita shi ne mai gyare--gyare wanda zai inganta rubuce

– rubucenmu








first word in the sentence that starts with E ask the students to

make the sound /e/. Point to another word with e in it. Make

the sound again.

E e

A



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Tell them that we are going to learn the letter E e today and this

letter can make two sounds. Tell them that E e is a vowel and

vowels are very useful letters as almost all words have vowels.

15 minutes

5 minutes

5 minutes




1. Write the letter on the board: E and e.

2. Tell the students this is the letter E. Make the sound

long /e/ and ask them to repeat it.

3. Have pupils repeat the sounds; ask them what other

words they know that start with the same sound.

(Examples: edita, add some of your own examples,

facilitator.) Write all these words on the board.

4. Write on the board some words that have the short /e/

sound in them: dutse and talle, ze, fate, gefe, deba.

Have the pupils repeat these words.

5. Write on the board some words that have the long /e/

sound in them: safe as well as buzaye, yartsame,

tsuntsaye etc.

6. Say the sounds again yourself several times. Explain

that the big E and the small e still make the same

sounds.



or individually.



/e/ and the other says the letter name E. After a minute,




name.



4. Have the pupils stand up and make the letter sound /E e/

10 times while hopping on their left foot. (Have them

hop 5 times while making short /e/ sound and 5 times

while making the long /e/ sound.







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5 minutes

10 minutes

phrase above that starts with E e or another word they



some more examples of words that start with E e. If


write these on the board. Point out the E words in the

morning message as well.

8. Tell them that the sound /e/ can occur in different places

in the word. Ask them for words where the /e/ is in the


(Examples: tsegumi, makewa, nokewa, nema, etc.)


with the children, emphasizing the /e/ sound.


E (long or short) to stand up; have them say their name,

emphasizing the /e/ sound. Write the names on the

board.

11. Ask everyone who has an/e/ sound in their family name

(long or short) to stand up. Have them say their name

so everyone can hear the /e/ sound. Point out where the

/e/ sound occurs and whether it is long or short.

Segment 3 (recognizing the E e in print)




you say them.



words in the phrase contain the letter E e. Point out

again the sound E a can occur at the middle or end of


earlier that have an E e in them.


letter E e in one of the words on the board.


a big E in the air. Have them write a small e in the air.



SEL Message: Nigeria is blessed with many different peoples,

with many languages, traditions and social groups. In order to

live together peacefully all citizens must be tolerant of other

groups and their differences. Can the pupils give you an

example of what it means to be tolerant? Have at last 10 pupils

offer ideas.



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1. Have everyone whose surname starts with E stand up

and make a letter E in the air using their finger.


sound /e/ or the letter name or point to E e on the

alphabet chart.

3. Have everyone write a line of E e in their notebook. Go




sound of the letter E e. They also know how to write it.

Tell them many words start with the /E e/ sound and








.



Quick start reading lesson # 30 - Consonants, letter Z z.

Skills: Phonemic awareness, letter Z; phonics, letter Z z.

Time: 65 minutes





chart.

Previous Knowledge: Letters n, a, k, m, s, t, i, r, d, f, ts, b, w, g, y, l, u, c, h, sh, v, au, x, j, e.

Facilitator’s Tips: Remember to come to your class early so you can write the

text of the day on the board and write out any other text you may use. Do not

take instructional time to write the text of the day on the board—do it before

class!

Important Ideas: Oral language development supports reading and writing;

during the SEL segment, be sure to let pupils talk in class!

SEL Ideas: Making choices; being able to choose things that are good for us.

Zavi (choices in English) begins with the letter Z.

Step &

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10 minutes

Introduction




class. They should say the sound /e/. Say a word with /e/ in


the same sound /e/; have them repeat these two words in

choral form.


class begins):

Zainab ta zubar da zaren da Zara’u ta sayo.

Zamantakewa tsakanin mutane shine tushen zaman

lafiya a rayuwa.


you say it. Do this three times. On the third time, stop at a

short a, i or e. Ask students what it is and have them make the

sound that goes with the letter. Do the same for the long vowel

you have underlined. Ask the pupils to say the phrase with

you. Point to the words as you say the phrase. Have them

Z z



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repeat the phrase after you 3 times. If you can clap while you

recite it, that is good!

Now, ask the pupils to make the sound /z/. Have them repeat it

several times. Point to the letter Z in the phrases and tell them

that we are going to learn the letter Z z today.

15 minutes

5 minutes

5 minutes




1. Write the letter on the board: Z and z. Tell the students

this is the letter Z z. Tell pupils the letter name. Ask

them to repeat it.

2. Point to the consonant z and ask them if they know



your mouth making the /z/ sound.

3. Ask the children to write a large Z and a small z in their




big Z and the small z still make the same sound.



or individually.



/z/ and the other says the letter name Z. After a minute,




name.



4. Have the pupils stand up and make the letter sound Z z

10 times shaking their heads.





phrase above that starts with Z z or another word they



some examples of words that start with Z z. If they




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5 minutes

10 minutes

these on the board. Point out the Z words in the


zuma, zance, zobe, zane, etc.

8. Tell them that the sound /z/ can occur in different places

in a word. Ask them for words where the /z/ is in the


(Examples: buzu, gazawa, ziza, Azura etc.)


with the children, emphasizing the /z/ sound.


Z to stand up; have them say their name, emphasizing

the /z/ sound. Write the names on the board.

11. Ask everyone who has a /z/ sound in their family name


hear the /z/ sound. Point out where the /z/ sound

occurs.

Segment 3 (recognizing the Z z in print)




you say them.



words in the phrase contain the letter Z z. Point out

again that the sound Z z can occur at the middle or end


earlier that have a Z z in them.


letter Z z in one of the words on the board.


a big Z in the air. Have them write a small z in the air.



SEL Message: Tell the pupils that the word zavi begins with a

/z/ sound. Ask them what the phrase: Zavi Allah shi ne zavi

means. Do they feel they have choices in their lives? What

would they choose to do if they could choose anything at all?


1. Have everyone whose surname starts with Z stand up

and make a letter z in the air using their finger.


sound /z/ or the letter name or point to Z z on the

alphabet chart.



Step &

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3. Have everyone write a line of Z z in their notebook. Go




sound of the letter Z z. They also know how to write it.

Tell them many words start with the Z z sound and they










Quick start reading lesson # 31 - Vowels, letter O o.

Skills: Phonemic awareness, letter O (short and long); phonics, letter O

o.

Time: 65 minutes


mastered the sound of the letter, both long and short,pronounce its name, be able to identify it



chart.

Previous Knowledge: Letters n, a, k, m, s, t, i, r, d, f, ts, b, w, g, y, l, u, c, h, sh, v, au, x, j, e,

z.





SEL Ideas: Koyo—(learning in English) is important in our lives, especially

when we are trying to heal from things that have hurt us.


10 minutes

Introduction


the children if they have each taken their name tag to their

seat with them. If some have not, be sure to give them

their name tag.

Ask the pupils if they remember what you said about reading

yesterday? Ask them why reading is important. Tell them

they are all going to learn to be excellent readers and writers

soon.


Wani tsoho ya tsoma yatsa a miya ya tsotse.








first word in the sentence that starts with O ask the students to

O o

A




make the sound /o/. Point to another word with o in it. Make

the sound again.

Tell them that we are going to learn the letter O o today and

this letter can make two sounds. Tell them that O o is a vowel

and vowels are very useful letters as almost all words have

vowels.

15 minutes

5 minutes

5 minutes




1. Write the letter on the board: O and o.

2. Tell the students this is the letter O; ask them what

sound it makes? Congratulate them as hopefully some

have remembered from the morning message.

3. Have them repeat it; ask them what other words they

know that have the sound /o/ in them. (Examples

awo, nono, komo, omo, di’o, ado, doki, komi, yawo,

zomo. Add some of your own examples, facilitator.)

Write all these words on the board.

4. Pronounce a word with a long O; pronounce a word

with a short O. Ask pupils if they can hear the

difference. Have them give you examples of words

that have a short /o/ sound and those that have a long

/o/ sound.

5. Make a column on the board entitled long O and one

called short O.


big O and the little o still make the same sound.



or individually.



/o/and the other says the letter name. After a minute,




letter name.



4. Have the pupils stand up and make the letter sound Oo

10 times while waving their hands in the air.






5 minutes

10 minutes



phrase above that starts with O o or another word they



some more examples of words that start with O o. If


write these on the board. Point out the O words in the


are: omo, etc.

8. Tell them that the sound /o/ can occur in different

places in a word. Ask them for words where the /o/ is

in the middle or at the end of the word. Write those on

the board. (Examples: koyo, toho, horo, hoto, lodi,

baho, etc) Put the words in the proper column.


with the children, emphasizing the/o/ sound.


with O to stand up; have them say their name,

emphasizing the /o/ sound. Write the names on the

board.

11. Ask everyone who has an/o/sound in their family name

to stand up. Have them say their name so everyone

can hear the /o/ sound. Point out where the /o/ sound

occurs.

Segment 3 (recognizing the O o in print)




you say them;



many words in the phrase contain the letter O o. Point

out again that the sound O can occur at the middle or


board earlier that have an O o in them.


letter O in one of the words on the board.


write a big O in the air. Have them write a small o in

the air.


SEL Message: Tell the children that koyo - (learning in

English) is important in our lives, especially when we are

trying to heal from things that have hurt us. Ask them to tell

you some things that they have learned recently. Ask them to




raise their hand if they like learning? Have them tell you why

they like it.


1. Have everyone whose surname starts with O stand up

and make a letter O in the air using their finger.


the sound /o/or the letter name or point to O o on the

alphabet chart.

3. Have everyone write a line of O o in their notebook.




sound of the letter O o. They also know how to write

it. Tell them many words start with the O o sound and


2. Chant the phrase on the board one last time, pointing

to the words as the pupils sing/chant.





.



Quick start reading lesson #32 - Consonants, letter Q q.

Skills: Phonemic awareness, letter Q; phonics, letter Q q.

Time: 65 minutes





chart.

Previous Knowledge: Letters n, a, k, m, s, t, i, r, d, f, ts, b, w, g, y, l, u, c, h, sh, v, au, x, j. e,

z, o.

Facilitator’s Tips: Do not speak to the chalkboard—face the children and

make eye contact with them as you speak.



SEL Ideas: Making decisions: stop, think, act.

Step &

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10 minutes

Introduction




class. They should say the sound /o/. Say a word with /o/ in


the same sound /o/; have them repeat these two words in

choral form.


class begin)

Malam yana da Karamin kamus.

Underline a long vowel and another short vowel in the

sentence. Also underline the letter q when wherever it appears.






Ask them what the phrase means.

Q q



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Now, ask the pupils to make the sound /q/. Have them repeat it


to learn the letter Q q today.

15 minutes

5 minutes

5 minutes




1. Write the letter on the board: Q and q. Tell the

students this is the letter Q q. Tell pupils the letter


2. Point to the consonant f and ask them if they know what



making the /q/ sound.

3. Ask the children to write a large Q and a small q in their


write, helping those who need it.


big Q and the little q still make the same sound.


sound and writing with the teacher, in small groups or

pairs or individually.



/q/ and the other says the letter name Q. After a minute,


2. Facilitator, circulate in the classroom to listen that the

pairs are doing well with the sound and the letter name.



4. Have the pupils stand up and make the letter sound Q q






phrase above that starts with Q q or another word they



some examples of words that start with Q q. If they


these on the board. Point out the Q words in the


Ka, Kaba, Kira, Kusa, , Kidaya, Kaguwa



Step &

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5 minutes

10 minutes

8. Tell them that the sound /q/ can occur in different

places in the word. Ask them for words where the /q/ is


(Examples: Kokari kekuwa, leke, baki, sako, etc.)


with the children, emphasizing the /q/ sound.


Q to stand up; have them say their name, emphasizing

the /q/ sound. Write the names on the board.

11. Ask everyone who has a /q/ sound in their family name


hear the /q/ sound. Point out where the /q/ sound

occurs.

Segment 3 (recognizing the Q q in print)




you say them;



words in the phrase contain the letter Q q. Point out

again the sound Q q can occur at the middle or end of


earlier that have a Q q in them.


letter the Q q in one of the words on the board.


a big Q in the air. Have them write a small q in the air.



SEL Message: Ask the pupils what it means to stop, think and

then act when making decisions. Let 10 pupils at least offer

some ideas in response to the question.


1. Have everyone whose surname starts with Q stand up

and make a letter gin the air using their finger.


sound /q/ or the letter name or point to Q q on the

alphabet chart.

3. Have everyone write a line of Q q in their notebook.




sound of the letter Q q. They also know how to write it.



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Tell them many words start with the Q q sound and they










Quick start reading lesson #33 - Consonants, letters Kw

kw together.

Skills: Phonemic awareness, sound / Kw/; phonics, letter

Kw kw.

Time: 65 minutes





chart.


z, o, q.





SEL Ideas: Avoiding greediness—ku guji kwaxayi da haxama; sharing with

each other is a way to make sure everyone is happy.

Step &

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10 minutes

Introduction




class. They should say the sound /o/. Say a word with /o/ in


the same sound /o/; have them repeat these two words in

choral form.


class begins):

Rabon kwaxo ba ya hawa sama.

Ku guje ma kwaxayi domin kare kai daga wulaqanci.

Underline a short vowel and a long vowel in the sentence.






with you. Point to the words as you say the phrase and have

them repeat after you.

Kw kw



Step &

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Now, ask the pupils to make the sound /kw/. Have them repeat

it several times. Point to the letters kw together and tell them

that we are going to learn the letters Kw kw today as a double

consonant or diagraph. In Hausa this is called tagon sauti. Use

the Hausa phrase as you explain this.

15 minutes

5 minutes

5 minutes




1. Write the tagon sauti Kw and kw on the board. Tell the

students these are the letters Kw kw written together.

Ask them to repeat it.

2. Point to the consonants kw together and ask them if

they know what sound they make. Give them an

example of the sound. Walk around the class letting the

pupils see your mouth making the /kw/ sound. Have

the pupils repeat the sound after you.

3. Ask the children to write a large Kw and a small kw in



4. Say the sound yourself again several times with the

pupils repeating after you.

5. Explain that the big Kw and the small kw still make the

same sound.



or individually.



/kw/ and the other says the letter names Kw. After a




name.



9. Have the pupils stand up and make the letter sound Kw

kw 10 times while shrugging their shoulders up and

down.







Step &

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5 minutes

10 minutes

phrase above that starts with Kw kw or another word



some examples of words that start with Kw kw. If they


these on the board. Point out the Kw words in the


kwa, kwi, kwai, kwau, kwando, kwangiri, kwanya and

kwalli

13. Tell them that the sound /kw/ usually occurs in the

beginning of a word.


with the children, emphasizing the /kw/ sound.


Kw to stand up; have them say their name, emphasizing

the /kw/ sound. Write the names on the board. If there

are not pupils whose name starts with Kw, ask the

pupils for any additional words where they hear the

sound /kw/.

Segment 3 (recognizing the Kw kw in print)




you say them.



words in the phrase contain the letter Kw kw. Point to

the words you wrote on the board earlier that have Kw

kw in them.


letter Kw kw in one of the words on the board.


a big Kw in the air. Have them write a small kw in the

air.


SEL Message: If we are greedy, we may take more than we

need and others will have too little. Kiguji kwadayi da

hadama. Point out the /kw/ in this phrase. Ask the pupils if the

have ever seen anyone being greedy? Ask them to tell you

about a time when they shared what they had with others or

when someone shared with them.



sound of the letters Kw kw. They also know how to



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write them together. Tell them many words start with

the Kw kw sound and they have named some of them.







.



Quick start reading lesson #34 - Consonants, letters Ky ky

together.

Skills: Phonemic awareness, sound / Ky/; phonics, letters Ky

ky.

Time: 65 minutes





chart.


z, o, q, kw.



Important Ideas: Diagraphs can be hard to pronounce so make sure you

demonstrate the proper pronunciation to the pupils and give them plenty of time to

practice their own pronunciation.

SEL Ideas: Kyawu (beauty in English); it is important to remember that everyone

has inner beauty and this is more important than external beauty; we must look for

the inner beauty in ourselves and others.

Step &

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10 minutes

Introduction




class. They should say the sound /kw/. Say a word with

/kw/ in it and ask them to repeat. Ask for a word from

them with the same sound /kw/; have them repeat these two



class begins):

Ba a so mace ta yi kyawu ba hali

Underline a short vowel and a long vowel in the sentence

above.






Ky ky



Step &

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them repeat after you at least three times.

Now, ask the pupils to make the sound /ky/. Have them repeat

it several times. Point to the letters ky together and tell them

that we are going to learn the letters Ky ky today as a double



15 minutes

5 minutes




1. Write the tagon sauti Ky and ky on the board. Tell the

students these are the letters Ky ky written together.


2. Point to the consonants ky together and ask them if they

know what sound they make. Give them an example of

the sound. Walk around the class letting the pupils see

your mouth making the /ky/ sound. Have the pupils

repeat the sound after you.

3. Ask the children to write a large Ky and a small ky in





5. Explain that the big Ky and the small ky still make the

same sound.



or individually.



/ky/ and the other says the letter names Ky. After a


2. Facilitator, go round the classroom to listen and see if

the pairs are doing well with the sound and the letter

name.



4. Have the pupils stand up and make the letter sound Ky

ky 10 times shaking right arm in the air.







Step &

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5 minutes

5 minutes

10 minutes

phrase above that starts with Ky ky or another word



some examples of words that start with Ky ky. If they


these on the board. Point out the Ky words in the


kyawu, kya, kyara, kyau, kyauta, kyanwa.

8. Tell them that the sound /ky/ usually occurs in the



with the children, emphasizing the /ky/ sound.


Ky to stand up; have them say their name, emphasizing

the /ky/ sound. Write the names on the board. If there

are not pupils whose name starts with Ky, ask the pupils

for any additional words where they hear the sound

/ky/.

Segment 3 (recognizing the Ky ky in print)




you say them.



words in the phrase contain the letter Ky ky. Point to

the words you wrote on the board earlier that have a Ky

ky in them.


letter Ky ky in one of the words on the board.


a big Ky in the air. Have them write a small ky in the

air.


SEL Message: Kyawu (beauty in English) is an important

concept in developing empathy and appreciation for people

around you. Kyawu starts with the letters Ky. As you get to

know people, look for their inner beauty—for the good

qualities they possess inside. Facilitator, ask the pupils if they

can name some qualities you look for in a friend or loved one

that exemplify inner beauty.



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sound of the letters Ky ky. They also know how to


the Ky ky sound and they have named some of them.







.



Quick start reading lesson #35 - Consonants, letters

Qw qw together.

Skills: Phonemic awareness, sound /Qw/; phonics, letters

Qw qw.

Time: 65 minutes

Learning Objectives: At the end of the lesson, learners should have mastered the sound of

the letter, pronounce its name, be able to identify it and write it, (upper and lower case).


chart.


z, o, q, kw, ky.





SEL Ideas: Qwaro (insight) and qwazo (hard work) both start with Qw.

Step &

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10 minutes

Introduction




class. They should say the sound /ky/. Say a word with /ky/


with the same sound /ky/; have them repeat these two



class begins):

Da qato da kwado suka je qoto

Qato ya yi qoto, kwado ya yi koto

Qato ne ya qwace wa kwaxo qoto?

Ko kwaxo ne ya qwace wa qato qoto?


Also underline the diagraph/letters Qw.






Qw qw



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them repeat after you; do this three times.

Now, ask the pupils to make the sound /qw/. Have them repeat

it several times. Point to the letters Qw together and tell them

that we are going to learn the letters Qw qw today as a double



15 minutes

5 minutes

5 minutes




1. Write the tagon sauti Qw and Qw on the board. Tell the

students these are the letters Qw qw written together.


2. Point to the consonants Qw together and ask them if



pupils see your mouth making the /qw/ sound. Have


3. Ask the children to write a large Qw and a small qw in





5. Explain that the big Qw and the small qw still make the

same sound.



or individually.


1. Put children in pairs; one partner says the tagon sauti

sound /qw/ and the other says the letter name Qw. After


2. Facilitator, go round the classroom to listen and see if


name.



4. Have the pupils stand up and make the letter sound Qw

qw 10 times hopping on one foot.





Step &

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5 minutes

10 minutes



phrase above that starts with Qw qw or another word



some examples of words that start with Qw qw. If they


these on the board. Point out the Qw words in the


qwai, qwakwa, qwarya, qwace, qwaro, qwala, qwado,

qwaya, qwalama.

8. Tell them that the sound /qw/ usually occurs in the



with the children, emphasizing the /qw/ sound.


Qw to stand up; have them say their name, emphasizing

the /qw/ sound. Write the names on the board. If there

are not pupils whose name starts with qw, ask the pupils


/qw/.

Segment 3 (recognizing the Qw qw in print)




you say them.



words in the phrase contain the letter Qw qw. Point to

the words you wrote on the board earlier that have Qw

qw in them.


letter Qw qw in one of the words on the board.


a big Qw in the air. Have them write a small qw in the

air.


SEL Message: Qwaro is an important term in social and

emotional learning; insight helps us to understand why we react

in a certain way to things. Insight helps us understand our

reactions and better control them. Controling our reactions can

take hard work (qwazo), which also starts with qw.



Step &

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Ask the pupils if they understand the idea of qwaro. Ask them

to tell you what it means. Ask them if they can give you

examples of times they have worked hard (qwazo).



sound of the letters Qw qw. They also know how to


the Qw qw sound and they have named some of them.







.



Quick start reading lesson #36 - Consonants, letters Qy qy .

Skills: Phonemic awareness, sound /Qy/; phonics, letters Qy qy.

Time: 65 minutes


should have mastered the sound of the letter, pronounce its

name, be able to identify it and write it, (upper and lower case).


chart.


z, o, q, ky, qw.





SEL Ideas: Qyama means irritation in English. We often feel irritated,

especially if we are tired or hungry or afraid.

Step &

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10 minutes

Introduction




class. They should say the sound /qw/. Say a word with

/qw/ in it and ask them to repeat. Ask for a word from

them with the same sound /qw/; have them repeat these two



class begins):

Masu qyashi bas u hana masa rabo samu.


Also underline the diagraph/letters Qy.








Qy qy



Step &

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Now, ask the pupils to make the sound /qy/. Have them repeat

it several times. Point to the letters Qy together and tell them

that we are going to learn the letters Qy qy today as a double



15 minutes

5 minutes

5 minutes




1. Write the tagon sauti Qy and qy on the board. Tell the

students these are the letters Qy qy written together.


2. Point to the consonants Qy together and ask them if



pupils see your mouth making the /qy/ sound. Have the

pupils repeat the sound after you.

3. Ask the children to write a large Qy and a small qy in





5. Explain that the big Qy and the small qy still make the

same sound.



or individually.



sound /qy/ and the other says the letter name Qy. After




letter name.



9. Have the pupils stand up and make the letter sound Qy

qy 10 times hopping on one foot.





phrase above that starts with Qy qy or another word




Step &

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\

5 minutes

10 minutes


some examples of words that start with Qy qy. If they


these on the board. Point out the Qy words in the


qyama, qyashi, qyaure, qyau, qyauta.

13. Tell them that the sound /qy/ usually occurs in the



with the children, emphasizing the /qy/ sound.


Qy to stand up; have them say their name, emphasizing

the /qy/ sound. Write the names on the board. If there

are not pupils whose name starts with Qy, ask the pupils


/qy/.

Segment 3 (recognizing the Qy qy in print)




you say them.



words in the phrase contain the letter Qy qy. Point to

the words you wrote on the board earlier that have a Qy

qy in them.


letter Qy qy in one of the words on the board.


a big Qy in the air. Have them write a small qy in the

air.


SEL Message: Qyama means irritation in English. It starts

with the diagraph Qy. We often feel irritated, especially if we

are tired or hungry or afraid. Ask the pupils to tell you of some

examples where they felt irritated. Ask them what they did to

feel better? Did someone help them to feel better?



sound of the letters Qy qy. They also know how to


the Qy qy sound and they have named some of them.



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Quick start reading lesson #37 - Consonants, letters

Gw gw.

Skills: Phonemic awareness, sound /Gw/; phonics, letters

Gw gw.

Time: 65 minutes

Learning Objectives: At the end of the lesson, learnrs




chart.


z, o, q, ky, qw qy.

Facilitator’s Tips: Make sure you emphasize the proper pronunciation of the

diagraph/tagon sauti.



SEL Ideas: Matsoraci ba shi zama gwani. (Dealing with fear.)

Step &

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10 minutes

Introduction




class. They should say the sound /qy/. Say a word with /qy/


with the same sound /qy/; have them repeat these two



class begins):

‘Daurin gwarmai sai mai tunani ne zai kunce


Also underline the diagraph/letters gw.








Gw gw



Step &

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Now, ask the pupils to make the sound /gw/. Have them repeat

it several times. Point to the letters Gw together and tell them

that we are going to learn the letters Gw gw today as a double



15 minutes

5 minutes

5 minutes




1. Write the tagon sauti Gw and gw on the board. Tell the

students these are the letters Gw gw written together.


2. Point to the consonants Gw together and ask them if



pupils see your mouth making the /Gw/ sound. Have


3. Ask the children to write a large Gw and a small gw in





5. Explain that the big Gw and the small gw still make the

same sound.



or individually.



sound /gw/ and the other says the letter names Gw.


2. Facilitator, go round in the classroom to listen and see if


name.



4. Have the pupils stand up and make the letter sound Gw

gw 10 times standing on their toes.





phrase above that starts with Gw gw or another word




Step &

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5 minutes

10 minutes


some examples of words that start with Gw gw. If they


these on the board. Point out the Gw words in the


gwanda, gwaiba, gwado, gwangwani

3. Tell them that the sound /gw/ usually occurs in the

beginning of a word although it can come in the middle

too, like it does in the word gwangwani.


with the children, emphasizing the /gw/ sound.


Gw to stand up; have them say their name, emphasizing

the /gw/ sound. Write the names on the board. If there

are not pupils whose name starts with Gw, ask the

pupils for any additional words where they hear the

sound /gw/.

Segment 3 (recognizing the Gw gw in print)




you say them.



words in the phrase contain the letter Gw gw. Point to

the words you wrote on the board earlier that have a Gw

gw in them.


letter Gw gw in one of the words on the board.


a big Gw in the air. Have them write a small gw in the

air.


SEL Message: Dealing with our fears is important if we are to

overcome them or put them to rest. Acknowledging fear is one

way to begin to deal with it. Ask the pupils what they are

afraid of and how they deal with their fear. Share the phrase

with them: Matsoraci ba shi zama gwani. Ask them to point

to the word that begins with gw.



sound of the letters Gw gw. They also know how to


the Gw gw sound and they have named some of them.



Step &

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This will help you to improve the lesson next time you teach it



Quick start reading lesson #38 - Consonants, letters Gy gy

Skills: Phonemic awareness, sound /Gy/; phonics, letters Gy

gy.

Time: 65 minutes


should have mastered the sound of the letter, pronounce its

name, be able to identify it and write it, (upper and lower case).


chart.


z, o, q, ky, qw, qy, gw.

Facilitator’s Tips: Make sure you emphasize the proper pronunciation of the

diagraph/tagon sauti.

Important Ideas: Make sure that pupils have the chance to hear the diagraph

sound, write the diagraph letters, make the sound themselves and recognize the

sound when they hear it.

SEL Ideas: Empathy; developing empathy.

Step &

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10 minutes

Introduction




class. They should say the sound /gw/. Say a word with gw


with the same sound /gw/; have them repeat these two



class begins):

Edita shi ne mai gyare--gyare wanda zai inganta rubuce

– rubucenmu


Also underline the diagraph/letters gy.






Gy gy



Step &

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Now, ask the pupils to make the sound /gy/. Have them repeat

it several times. Point to the letters gy together and tell them

that we are going to learn the letters Gy gy today as a double



15 minutes

5 minutes

5 minutes




1. Write the tagon sauti Gy and gy on the board. Tell the

students these are the letters Gy gy written together.


2. Point to the consonants Gy together and ask them if



pupils see your mouth making the /gy/ sound. Have the

pupils repeat the sound after you.

3. Ask the children to write a large Gy and a small gy in





5. Explain that the big Gy and the small gy still make the

same sound.



or individually.



sound /gy/ and the other says the letter names Gy. After




letter name.



9. Have the pupils stand up and make the letter sound Gy

gy 10 times standing on their toes.





Step &

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5 minutes

10 minutes



phrase above that starts with Gy gy or another word



some examples of words that start with Gy gy. If they


these on the board. Point out the Gy words in the


gyara, gyare, gyale

13. Tell them that the sound /gy/ usually occurs in the



with the children, emphasizing the /gy/ sound.


Gy to stand up; have them say their name, emphasizing

the /gy/ sound. Write the names on the board. If there

are not pupils whose name starts with Gy, ask the pupils


/gy/.

Segment 3 (recognizing the Gy gy in print)




you say them.



words in the phrase contain the letter Gy gy. Point to

the words you wrote on the board earlier that have a Gy

gy in them.


letter Gy gy in one of the words on the board.


a big Gy in the air. Have them write a small gy in the

air.


SEL Message: Empathy means feeling the same feelings as

someone else. We need as humans and as citizens to empathize

with one another so that we do not act to cause each other pain.

Can the pupils tell you someone whose feelings they empathize

with?




Step &

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sound of the letters Gy gy. They also know how to


the Gy gy sound and they have named some of them.







.



Quick start reading lesson #39 - Consonants, sound and letters

Ai ai .

Skills: Phonemic awareness, sound Ai; phonics, letters Ai ai.

Time: 65 minutes





chart.

Previous Knowledge: letters n, a, k, m, s, t, i, r, d, f, ts, b, w, g, y, l, u, c, h, sh.


Important Ideas: Ai is called a diphthong; this means that it represents two

vowels pronounced together as one.

SEL Ideas: Examples of “stop, think, act."

Step &

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10 minutes

Introduction




class. They should say the sound /gy/. Say a word with /gy/


with the same sound /gy/; have them repeat these two



class begins):

Aiwatar da aikin gayya yana kawo hadin kai


as well as the letter h. Also underline the letter/diphthong ai







Ai ai



Step &

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Now, ask the pupils to make the sound /ai/. Have them repeat


going to learn the letter/diphthong ai today.

15 minutes

5 minutes

5 minutes




1. Write the letter on the board: Ai and ai. Tell the

students this is the letter Ai ai. Tell pupils the letter


2. Point to the letters Ai and ask them if they know what



making the /ai/ sound.

3. Ask the children to write a large Ai and a small ai in




big Ai and the small ai still make the same sound.



or individually.



/ai/ and the other says the letter/diphthong name Ai.




name.



4. Have the pupils stand up and make the letter sound Ai

ai 10 times jumping on both feet.





phrase above that starts with Ai ai or another word they



some examples of words that start with Ai ai. If they


these on the board. Point out the Ai words in the



Step &

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5 minutes

10 minutes


A’isha, aika, aiwatarwa and aikatawa.

8. Tell them that the sound /ai/ can occur in different

places in the word. Ask them for words where the /ai/


(Examples: kai, saiwa, nai, naira, faifai, rai, aika.)


with the children, emphasizing the /ai/ sound.


Ai to stand up; have them say their name, emphasizing

the /ai/ sound. Write the names on the board.

11. Ask everyone who has an /ai/ sound in their family


everyone can hear the /ai/ sound. Point out where the

/ai/ sound occurs.

Segment 3 (recognizing the Ai ai in print)




you say them.



words in the phrase contain the letter Ai ai. Point out

again that the sound Ai ai can occur at the middle or


board earlier that have an Ai ai in them.


letters Ai ai in one of the words on the board.


a big Ai in the air. Have them write a small ai in the



SEL Message: Give the pupils an example of when you have

stopped and thought before acting. Ask them for examples

from their lives.


1. Have everyone whose surname has an /ai/sound in it

stand up and make the letters Ai in the air using their

finger.


sound /ai/ or the letter name or point to Ai ai on the

alphabet chart.

3. Have everyone write a line of Ai ai in their notebook.




Step &

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sound of the letter Ai ai. They also know how to write

it. Tell them many words start with the Ai ai sound and










APPENDIX 1: HAUSA ALPHABETS

N n Noma

A a Ah

K k Kano

M m Moow

S s Saqa

T t Tafi

I i Ido

R r Rawa

D d Daka

F f Fere

Ts ts Tsalle

B b Boom

W w Wanka

G g Gudu

Y y Yanka

L l Leqa

U u Ungo

C c Ci

H h Hamma

Sh sh Shiru

V v Vare

Au au Auna

X x Xanxano

J j Ji

E e Eeh!

Z z Zane

O o Oho!

Q q Qirga

Qy qy Qyaure

Kw kw Kwano

Ky ky Kyau

Gw gw Gwalo

Gy gy Gyada

Ai ai Kwai

PART 2 – NUMERACY LESSONS


182 | Part 2 - Numeracy lessons

Lesson 1: I Can Count!

Skills: Counting, recognition and writing

Time: 50 minutes

Learning Objectives: learners should be able to:

1. Recognize numbers 1-9

2. Identify numbers 1-9

3. Read numbers 1-9

4. Write numbers 1-9

Materials: Counters (stones, bottle tops, or sticks) charts and flash card

Previous Knowledge:

Learners are familiar with number of items being given and shared for them at home. They

have also been counting scores in different games (football) within the community.

Facilitator’s Tips: Ensure that each learner is given opportunity to interact with

counters and has opportunity to read and write the number 1-9.

Important Ideas:

Counting is the first step in numeration, recognition, identification and

reading.

Relate the counting of numbers to everyday use as scores in games, sharing

fruits and counting live stocks.

SEL Ideas:

When learners are working together they exhibit elements of interpersonal

relationship skills.

Note the positive ones for encouragement and the negative ones for later correction.

Remember to motivate learners by thanking them for their contributions.

On-going Assessment:

As the learners count ensure all learners have opportunity to interact with objects

for counting. Note areas of difficulty amongst learners and ensure all learners

participate in the activities.

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10 minutes Introduction

The facilitator should:

Shake the box or container with 9 stones

or bottle tops inside, and ask the learners:

What do you think is in here?

Allow male and female learners to answer.

Say: Today we are going to count numbers. Counting

numbers will help us to determine quantity of objects in a

container.



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Allow the learners to count after you chorally picking the

counters from one pile to making another pile.

Ask a boy and a girl to come to the front of the class and repeat

the counting one after the other while the others listen.

Say: Thank you and well done everyone!

10 minutes The facilitator should:

Divide the learners into groups of 3 or 4.

Ask the learners to bring out their bottle tops or stones and select

9 bottle tops or stones of similar size.

Tell the groups to count their 9 bottle tops: Each learner within

each group should count from one pile to making another pile

while the others listen.

Ask the children to clap for themselves 4 times.

10 minutes


Write the numbers 1-9 on the chalkboard. Under each number put

a number of strokes to represent the number quantity i.e. one

stroke under 1; two strokes under 2; three strokes under 3, ...

Read the number and count the stroke(s) twice while the learners

listen.

Ask the learners to join chorally in reading 4 times.

Put the learners into groups ask each group to put their counters

to represent the numbers instead of the strokes on the board.

Say to learners: Read the number and count the number of

objects. As many learners as possible should do this in their

groups. Walk round the classroom to support the groups.

Go back to board and read the numbers 1-9 at random and ask the

learners to count equivalent number of counters.

Allow as many learners in the class to answer

Say: Well done to each learner that counted correctly.


Ask each learner to write down the numbers and the strokes as

written on the board in their notebooks.

Walk round to support the learners in making sure that each of

them has written the numbers correctly.

Tell the learners “Well done!”



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5 minutes Assessment:


Draw two fruit stands on the board.

Draw 7 mangoes on one and 3 mangoes on the other.

Ask the learners to write how many mangoes are on each

stand in their notebooks.

Go around the classroom and observe what the learners have

written. Are their answers correct?

Allow as many learners as possible to answer and write their

answers on the board.

Tell the children the correct answer and write it on the board.

Ask the learners to draw as many mangoes as they like and

write how many mangoes they drew in their notebooks.

Go around the classroom and check that the learners are

associating numerals to quantities correctly. Are their

answers correct?

Say: Well done! Clap for yourselves!

5 Minutes Conclusions/Review

Sing the number song below with the learners 3 times :

Daya – Mafarinkirge

Biyu – Idanudabba

Uku – Kafafunmurfu

Fudu – KafafunTebur

Biyar – Na yatsunhannu

Shidda – Bakwaidaibabu

Bakwai –Kwanakinmako

Takwas – Goma biyubabu

Tara – Da gakesaigoma

Goma—Biyar biyu kenan



Reflection:

Did the learners enjoy the activity?

Did you enjoy it?

How can it be improved?



Lesson 2: Addition

Title: Addition of one digit numbers

Skills: Addition of numbers with sum less than 10

Time: 35 minutes

Learning Objective: At the end of the lesson, learners should be able to:

1. Recognize and use the addition sign (+)

2. Add two single-digit numbers sum less than 10

3. Add three single-digit numbers sum less than 10

4. Describe addition.

Materials:

1. Counters; (Bottle tops, bean seeds, stones)

2. Addition chart

Previous Knowledge: Learners can count numbers from 1 to 99

Facilitator’s Tips: When learners encounter addition with objects, especially

object in their environments, the learning lasts longer; so addition with real

objects should be emphasized

Important Ideas: Addition of numbers using real objects

SEL Ideas:

When learners are allowed to work together in groups/pairs, their positive

social skills are developed

When learners engage in high cognitive tasks, their level of perseverance in

increased

On-going Assessment: As the lesson progresses, facilitators should observe how

the learners are responding and ensure that every learner is given an opportunity to

construction knowledge around addition of numbers.

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Ask each learner to pick some counters between one and 5

and write down how many counters they picked in their

exercise books

In pairs, tell each learner to tell his/her partner how many

counters he or she has and write the number of counters the

partners have under their own

Have each pair put together their counters, count them and

write the number under the two numbers earlier written.



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Ask 6 people (3 boys and 3 girls) from different parts of

the classroom to come and write their three numbers on the

board.

As they write, say very good and have the class clap for

them

Say: We have made a total out of two smaller groups;

when we put things together and count, we are adding.

Today we are going to learn about how to do this and

how to write it down in math as we do addition of

numbers.


Tell learners to pick any amount of counters between 1 and

3 and write the number of counters they have in their

exercise books

Arrange the learners in groups of three and ask members of

the groups to tell themselves and write down the number of

counters other group members have under their own

By using small circles or other symbols to represent the

counters, they should draw each amount next to the

number the wrote

Ask each group to use small circles to represent all the

counters in their group and count how many counters are in

the group all together

Have groups present by drawing and writing on the board

group by group and say well done after each group has

presented


Say. When two or more quantities

or numbers are put together, we

are doing addition. The symbol

or sign for addition is + called plus.

Tell the learners that to add 2 and 3, we say two plus three

and write 2+3. Using real objects, we draw:

Put the illustration of the board

Say: To write the amount altogether, we use another

sign, =, called equals. So we can write 2+3=5. Using real

objects, we draw:



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Complete the illustration of the board and let the learners

say after you, two plus three equals five

Explain to learners that we can also use match

sticks are drawing of strokes instead of real

objects or counters and have two strokes and

three strokes and count them together:

Say now write all the addition that we have been doing

in your exercise books, using numbers and symbols;

and do the following: (1) 3 + 4 = (2) 2 + 6 =

Draw two groups of items on the board and ask learners to

copy them, write the number of items in each group then

draw them together and then write their sum

Go round the class and observe that learners are doing the

correct thing. Provide assistance where necessary

2 3 5



Lesson 3: Subtraction

Title: Subtraction (Take away) from the number 10 or less

Skills: Number sense, successive counting in 2s, 3s, …, identifying and recognizing

multiples

Time: 45 minutes


1. Recognize the subtraction sign (-).

2. Subtract single digit numbers.

3. Copy (write) solved problems.

Materials:

1. Counters

2. Container (empty sugar box or tin)

Previous Knowledge: Learners can count numbers from 1 to 99

Facilitator’s Tips: When learners are taught subtraction by counting using either

real objects or stroke, the learning lasts longer in their memories. Counting is an

important aspect of effective teaching and learning of subtraction

Important Ideas: Subtraction of numbers using real objects

SEL Ideas:

Positive Social Skills is developed in the learners by allowing them (learners)

to work together either in groups or in pairs

And encouraging them to push on even when they are tired, their level of

perseverance is increased

On-going Assessment: The facilitator should continuously observe how learners

are participating and work to ensure that learner take ownership of their learning

as he/she builds up to knowledge construction around subtraction of numbers.

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Put 5 counters in a box and shake the box before the

learners, asking the learners: how many counters they

think is in there?

Invite 2 boys and 2 girls to the front of the class and ask

them to feel and shake the box one after the other before

saying the answer.



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Thank the learners and say there are 5 counters in the

box, let’s count

Open the box and count chorally with the class: 1, 2, 3,

4, 5 taking the counters out one after the other.

Return the counters inside the box and invite a learner

to come to the front and take out two counters from the

box

Thank the learner and ask him/her to return to his/her

seat and ask the class: How many counters are left in

there, let’s count

Count chorally with the class: 1, 2, 3 taking the counters

out one after the other.

Say: There are three counters left in the box. Today

we are going to subtract. Subtract means take away

and write the remaining or find the difference

10 Minutes Multiples of numbers


Divide the learners into groups of three or four and ask

each group to get any amount of counters from five to

ten and record the number they get down

Tell the groups that the first task is to remove 3 counters

from their counters, write 3 under the number of

counters they wrote earlier and count how many are

left.

Ask the group to record the number of counters left

under the 3 that they just wrote

Repeat the exercise for 2 and 1 respectively i.e. remove

2 record 2, and count the remainder; then remove 1

record and count the remainder

Have the groups present to the whole class as they

present write the numbers and the answers on the board

without the signs


Say. When we take away one number from another,

we are doing subtraction. The symbol or sign for

subtraction is – called minus.

Tell the learners that to take

away 3 from 5, we say five

3

5



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minus three and write 5–3. Using real objects, we draw:

Put the illustration on the board and note that learners

often mis-represent or reverse the subtraction when

“from” is used, and caution the learners against it

Say: To write the amount that is left, we use the

equals sign (=). So we can write 5–3=2. Using our

counters, we draw:

Complete the illustration with the answer part and lead

the class chorally: five minus three equals two.

Explain to learners that we also can use match sticks or

drawing of strokes instead of real objects or

counters and have five strokes and cross out

three of them and count the remainder:

Show this illustration on the board

Say now write all the subtraction examples that we

have been doing in your exercise books, using

numbers and symbols

Go round the class and observe that learners are doing

the correct thing.

Provide assistance and support where necessary


Ask the learners to do the following subtraction sums

by using counters or by using strokes: (1) 3–1 (2) 8–5

(3) 3–2 (4) 5–4 (5) 4–3 (6) 9–5 (7) 7–3 (8) 3–3

Draw two groups of items on the board and ask learners

to copy them, write the number of items in each group

then draw them together and then write their sum

Say there will be a prize for the person whoever gets

everything correct


Say: Subtraction is an important activity in our lives.

We need to do subtraction many times. Learning it

this way is quite useful. If we have to subtract other

numbers, the process is the same – draw enough

strokes to represent the first number and cross out

the number of strokes that represent the number

2 3

5



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you want to subtract and then count the remaining

strokes. Well done!

Reflection:

The facilitator should reflect on the following:

How did the lesson go generally?

Did the learners enjoy the activities in the lesson?

Did you enjoy it as the teacher?

Are there any challenges in its delivery?


How could the presentation be improved?



Scripted Lesson 4: Twos, threes and fours (Multiplication)

Skills: Count and multiply whole numbers

Time: 45 minutes

Important ideas: Multiplication (X)

Learning objectives: At the end of the lesson learners will be able to:

1. Recognize multiplication symbol [X].

2. Count and multiply a number of objects by 2, 3 and 4.

Materials: The day before you use this Scripted Lesson, ask the learners to bring to class the

next day, 6 bottle tops or other small objects for counting.

Previous knowledge: Learners can add and subtract one-digit numbers.

Facilitator’s Tips: Counting and organizing objects in 2s, 3s, 4s and so on help learners to

understand multiplication.

Important Ideas: Multiplication is repeated addition. Learners need to understand

this to be able to build their multiplication skills.

SEL Ideas: Learners ability to count and do simple addition improves their

decision-making skills. Their group work activity is good at improving their

interpersonal relationship.


During the lesson, the facilitator should:

Try to find out if any of the learners need more help.

Identify learners who understand well and could help others.

Try seating them together at the same desk, so they can help one another.

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The facilitators should:

Tell the learners this story:

“One day Sani was moving his herd of cattle across a fast

moving river. He was careful because a few days ago

another herder lost several cows; the current swept them

under the water.

Slowly Sani was guiding his herd of 20 cows across the

river until all of a sudden his herd started running. Sani

tried to slow them down but he couldn’t. Then the herd

looked smaller than before.

Knowing that he might have lost a few cows in the river,

he quickly counted his cows in fours (4s). He said out

loud 4, 8, 12, 16 and 20. Sani was relieved because his

entire herd made it safely across the river. “

Tell the learners: At the end of the lesson, you will be

able to multiply by 2, 3 and 4.



Ask the learners to pair up and ask a learner to count

how many pairs there are in class.

Repeat the above step by putting the learners into group

of 3s and 4s, asking different learners to count and

complete the table below:

Number of

learners or bottle

tops

Number of pairs Number of 3s

Have pupils clap for correct responses.

5 minutes The facilitators should:

Arrange the learners in pairs as they are seated in class.

Ask each pair to bring out their bottle tops (this should

be 6 per learner).

Ask how many bottle tops each pair has altogether.

Ask each pair to put the tops in sets of 2, or 3, or 4 and

count and record the number of sets

Ask four different pairs of learners to say how many

bottle tops they have and how many sets they have.

Record their correct results in the table above

Say: Well done to all of you!

5 minutes

.


Ask 4 pairs of children to stand in front of the class. Each pair

to hold up a large 2 numeral card. Explain that we have 2

learners per pair. Write a large 2 on the blackboard.

Write a large 4 on the blackboard (close to the numeral 2) and

ask, how many groups of twos are there, point at the numeral 4

on the board..

Explain that we have four sets twos and record the result in the

table

Say: when we have equal number of objects or people in a

set, counting the total number of things or people in all sets

together is called multiplication.

Say and show that: Multiplication is repeated addition

Say: We use a special symbol “X” to represent

multiplication, we write this between the 2 and 4 to

complete the statement as two multiplied by four equals

eight or simply two times four equals eight.

x 4 = 8

2




Arrange learners in groups of different numbers of

learners – some three, some four and some five.

Have learners in each group combine their bottle tops

and count them together.

ASK the groups to organize their bottle tops in 2s, 3s

and 4s and count how many sets or groups of tops they

have.

Ask several groups to organize their bottle tops in 4s

and count how many sets or groups of tops they have.

10 minutes Assessment


Ask the learners, in their pairs to solve the following

problems.

1. How many wheels do 3 bicycles have?

2. How many tyres do 2 cars have?

3. How many eyes do 4 people have?

Ask 3 pairs to share their results and explain how they

solve the problems?

Draw a spider on the board and ask the learners: How

many legs does a spider have?

Say: please write down in your notebooks how many

legs the 3 spiders on the board have?

5 minutes Conclusion/ Review


Say the following word problem. (1) A local herder has

3 goats. Draw the legs of each goat and find how many

legs do the goats have in all? (2) There are 5 chikens in

a cage. Draw the legs of each chicken together and find

how many legs do the 5 chicken have altogether?

Repeat the word problem, and ask the answer.

Ask the learners to explain how they got the answers.

Tell the answer: A goat has 4 legs! So if you have 3

goats, they will all have 3 goats times 4 legs. 3 times 4

is equal to 12. The goats have 12 legs. A chicken has 2

legs! So if you have 5 chickens, they will all have 2

goats times 5 legs, which is 10 legs. The chickens have

10 legs altogether.

Appreciate the learners and ask them to clap for themselves.

3 x 4 = 12

5 x 2 = 10



Reflections:


Did you enjoy it?


Can learners clap in 2s, 3s and 4s?



Scripted Lesson 5: The concept of zero (0)

Skill area: Recognition of number 0

Time: 45 minutes

Learning objectives: Learners should be able to:

1. Recognize number 0.

2. Read number 0.

3. Write number 0.

Previous knowledge: Learners can count and identify numbers from 1-9

Materials to Prepare in Advance:

1. Nine bottle tops

2. Nine small stones (same size)

3. Two small boxes or plastic bottles (non transparent)


Every pupil needs to know that counting numbers does not start with zero because

it is not a counting number but that zero is a place holder.

Ask learners to bring to class several bottle tops, stones, seeds and sticks of similar sizes and

containers and empty boxes.

Important Ideas:

Number 0 is a placeholder; for example, in the number 3,052, there is three units in

the thousands position, no unit in the hundreds position, five units in the tens

position, and two units in the units position.

SEL Ideas:

When you engage both boys and girls together in an activity, you avoid

negative interaction and negative peer influence in conflict resolution. Learners

will also be developing their listening skills and ability to follow directions in this activity.

On-going Assessment: As the lesson progresses, observe how the learners are

responding and ensure that every learner participates as you build up the lesson.

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1. Put the 9 stones inside one of the containers and shake the

box/container with the stones or bottles tops inside. Ask the

learners: What do you think is in here?

2. Shake the container or box again and ask: How many of the

items are there in this container? How do you know?

3. Ask a learner to come out and count out the number of

objects in the box for the rest of the learners to see.

4. Count the items together with the learner and then after

counting, ask, turning the box over: Are there any item

remaining in the box?



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5. Say: Today we are going to learn about the number ‘0’

then read number 0 and write number 0.


1. Draw a circle on the floor.

2. Ask 4 learners to stand inside the circle.

3. Ask the class: How many learners are there inside this

circle? The learners will chorally say four

4. Say: Well done! Clap for your selves.

5. Call 2 learners out of the circle.

6. Ask the class: How many learners are there in the circle?

The learners will chorally say two

7. Say: Well done!

8. Call the remaining 2 learners out of the circle and ask the

class: How many learners are there in the circle?

9. Listen to whatever the learners would say and say thank

you the number of people left in the circle is zero


1. Ask 2 learners (1 boy and 1 girl) to come to the front of the

class.

2. Let the first learner put 1 stone in the container; the second

to put 2 stones in the other container.

3. Ask the girl to say to the class the number of stones in her

box, and begin to drop the objects on the floor by dropping

the stones one after the other until the box is empty.

4. After dropping all the stones, ask learners: How many items

are there left in the box?

5. After they say zero, say: You have done well!

6. Ask the boy to say to the class the number of stones in his

box, and begin to empty it by dropping the stones one after

the other.

7. After dropping all the stones, ask learners: How many items

are there left in the box?

8. After they say zero, say: You have done well!

9. Say: Zero represent nothing, nothing is left and it is

written as 0, as you write 0 on the board

10. Ask the learners to write 0 in their exercise books.


1. Ask the learners to think of situations where they have

nothing or ‘Zero’. Say: For example, If pupils plug all

ripe mangoes on a tree on their way to school, how many

ripe mangoes are left on the tree? ‘Babu!” Zero. (0)



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2. Ask learners one after the other to give their own

experience of zero. Tell them to say a sentence with zero in

it

3. Say: Well done, clap for yourselves.


The facilitator should: Ask learners to write zero on the floor

individually, while he inspects the writing.

5 minutes Review/Reinforcement


Ask the learners to pick a stone each with their hands

Pick learners (one at a time) from different parts of the room

and ask how many stones he/she is holding

After saying 1, ask him/her to drop it, and ask, how many

stones he/she is having

Say: I had 10 bottle tops yesterday, but I lost all of them.

How many do I have today?

Say good when the learners have said zero

Say: Well done learners, we now know, and can write

zero!

Reflection:


Did you enjoy it?

How could it be improved?



Scripted Lesson 6: Division of numbers

Skills: Count and divide whole numbers

Time: 45 minutes.

Learning objectives: At the end of the lesson learners will be able to

1. Recognize the symbols of division (÷).

2. Count and divide whole numbers of objects by 2, 3 and 4.

3. Recognize remainder in division

4. Solve simple problems of division.

Materials:

The day before you use this Scripted Lesson, ask the learners to each bring to class the next

day, 6 bottle tops or other small objects for counting.

Previous knowledge: Learners can add and subtract one-digit numbers.


Counting and organizing objects in 2s, 3s, 4s and so on help learners to understand

division.

Important Ideas: Division of numbers. Division is repeated subtraction. Learners

need to understand this to be able to build their division skills.

SEL Ideas: Positive social skills: When learners work together in pairs and in

groups, their interpersonal skills/relationship is developed



Try to find out if any of the learners need more help.

Identify learners who understand well and could help others and seat them

together at the same desk, so they can help one another.

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Read the story of Bala to the learners:

Bala has 3 wives and 6 children, 3 children from the first

wife, 2 from the second and 1 from Amaria. Amaria’s

child eats a lot more than the other children. One

Saturday morning, he bought 12 pieces of Masa for the

chilkren’s breakfast. The first wife wanted 6 for her

children, just as the second wanted 4 four hers. Amaria

said since there are three of them (wives), four of the

Masa must come to her – “Trouble!!!” the first wife

screams.

Tell the learners: Today you will learn how to divide, you

will divide by 2, 3 and 4.



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Ask one learner to count how many they are in the

classroom

Tell the learners to pair up and ask one of them to count

how many pairs there are in class. Pick a few learners to

answer.

Repeat the above step by putting the learners into group of

3s and 4s.

Have pupils clap for correct responses.

15 minutes

The facilitator should.

In groups of three, have learners combine their bottle tops

and count them all together and record the total number

of counters.

Ask several groups to organize their bottle top 2s, or 3s,

or 4s, and count how many sets or groups of counters they

have.

Ask several groups to organize their bottle tops in other

groups and count and record how many sets or groups

they have.

Ask the groups to present in whole class. As they present

fill-in the table below:

Number of

counters

Number in

set

Number of

sets

Remainder

Have learners copy the table in their notebooks

Say finding how many times a quantity can be found

in another quantity is called division

Write the division sign on the board and say this is the

division sign and lead the learners to write the following

from the table on the board:

18÷2=9 or

17÷3=5 remainder 2 etc

Have students clap for the groups after presentation and

remember to say thank you!


Put the learners in pairs to solve the following:



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How many sweets would each learner have if 2 of them

are to share 12 sweets? Ask them to use their bottle tops

and write using the division symbol

Repeat the step above

3 learners were to share 12 sweets



Ask different groups to share their results and explain

how they solved the problems.

Appreciate each response by saying well done and let

them discuss other methods that are most useful, like

drawing pictures or making groups or repeated

subtraction.


The facilitator should

Draw a table with 4 legs on the board.

Ask the learners: How many legs has the table. (4)

Ask the learners how many tables will make up 12 legs.

Ask the learner to use the mathematical form 12÷4

Say, please write down in your notebook the division

and answer.

Review the learners’ work/answer.

Place a check () on the papers of learners who write the correct

answer (3) and say well done to each successful learner.

5 minutes Conclusion/Review


Say the following word problems. A farmer has 3

children, how would he share 18 pieces of Kosai with

them?

Repeat the word problem and ask the learners to say the

answer

Ask the learners to explain how they got the answer.

Tell the answer; the farmer has 3 children, so if you have

18 pieces of Kosai. If you give one to each child at a time,

you will give out three at a time. If you repeat this four

times, the kosai will all be gone and each child will have

4 pieces of kosai.

Thank the learners and ask them to clap for themselves.



Reflection

Do any of your learners need more help?

Are there learners who understand well?

Which learners can help other learners and how can you encourage that?



Scripted Lesson 7: If Today is Tuesday

Skills: Measuring time

Time: 45 minutes

Learning Objectives:

By the end of the activity, learners should be able to:

1. Read the days of week in sequential order

2. Determine the days of the week in the near past, present and future

Previous knowledge:

Learners are familiar with important days in their communities for example market days,

worship, school days.

Materials:

1. Chalk

2. Chart showing the days of the week

Facilitator’s Tips: When teaching learners about time, it is important for them to

understand the difference between yesterday, today and tomorrow.

Telling the difference between yesterday, today and tomorrow (for example,

being able to say what one has done, what one is doing and what one will do) is important

for literacy learning as well.

Important Ideas: Days of the week and time measurement

SEL Ideas: When learners are working in a group they improve on their

interpersonal social skills. When they follow instruction from the facilitator they

are improving their executive function.



Try to find out if any of the learners need more help

Identify learners who understand well and could help others

Try seating them together at the same desk, so they can help one another.

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Write this riddle on the blackboard:

One day, two children went to school. When they arrived

at the school it was closed. To determine the day of the

week, one of the children said, “If the day before

yesterday was Friday what day is it today?”



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Read this riddle to the learners.

Ask the learners if they know the answer to the riddle. If not,

ask what day was yesterday if the day before yesterday Friday

was.

Take responses from one boy and one girl and ask what today

is, and also take their answers and conclude by telling them

that the answer is Sunday.

Say: 'At the end of the lesson, you will be able to tell the

days of the week and also what events take place on

different days.'

Start by asking the learners what is today? What day comes

next? What is the day which follows?

Form a circle with the learners and sing the days of the week,

in order, in Hausa and English.

Write the following words/days on the board

Change the

days of the

week in the

graphics to

Hausa

language


Write the days of the week on the board.

Tell the learners to copy the days of the week in their

notebooks or onto their slates, in order, from Sunday to

Saturday.

Walk around the room to make sure they are doing this

correctly.



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Arrange the learners in groups of 3 to 4 learners

Ask the learners to respond to the following:

If yesterday was Sunday, then what day is it today?

If today is Monday, then what day will it be tomorrow?

If tomorrow is Friday, then what day was it two days ago?

Ask 2 or 3 groups to share their answers with the class.

Appreciate the learners if they answered correctly.


Ask the learners, in their groups,

to solve the following problem:

Amina is sending a letter to

Kano. It must arrive in 8 days.

Today is Friday. If a letter takes

3 days to arrive, on what day

must she post it?



Ask the learners to write the seven days of the week in

their notebooks.

Then ask them to write the name of the following: the day

before yesterday and the day after tomorrow.

Walk around the classroom to verify if the learners

answered the questions correctly,



Ask as many groups as possible to share their answers

from the previous problem with the rest of the class,

asking them to justify their responses?

Reflection:


Did you enjoy it?




Scripted Lesson 8: Time

Title: Time

Skills: Reading and saying time, recognizing and using the relationship among units of

time

Time: 45 minutes


1. Read time of the day

2. Identify the standard unit of measuring time

3. State the relationship among units of time: seconds, minutes, hours, days, weeks,

months, year

Materials: Big wall clock, model wall clock, model clocks, table clocks, annual calendar

Previous Knowledge:

1. Learners can count numbers from 1 to 60 and beyond

2. Learners are familiar with time i.e. time to wake up, say their morning prayers, go to

farm or school, break time, etc


Tip 1: To learn time learners need to fully interact with the clock, so, there is

the need to provide clocks both real and model clocks

Active participation is an important aspect of learner-centred teaching. As much as

possible, get the learners involved in their learning of time of the day and relationship

among various time units

Important Ideas: Recognition of the unit of time e.g. seconds, minutes, hours,

days, weeks months and years

SEL Ideas: Positive social skills: When learners work together, their interpersonal

relationship is developed

Executive function: When learners are challenged cognitively with high level

tasks, their executive function element of SEL is developed

On-going Assessment: As the lesson progresses, ensure to carry all learners

along as you build up to knowledge construction around reading time and

seconds-minutes-hours-days-weeks-months-years relationships



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Ask learners to tell their partners what time they went to

sleep yesterday and what time they woke up today

Invite learners from different parts of the classroom to

say what time their partners told them they went to

sleep yesterday and what time they woke up today and

say very good

Say how do we know the time of the day or what tells

us the time of the day at any time?

Allow two boys and two girls from different parts of the

classroom to respond and say thank you.

Say: Today we are going to learn how to read time

from clock and measure time

10 minutes Hands of a clock


Show a big model clock to the learners and say: what is

this? What is it used for?

Take responses from two learners and say this is a

clock, it tells us the time of the day

Ask the learners to write the figures they see on the

clock in their exercise books. They should have written

1, 2, 3, … 12.

Tell them that to tell the time of the day, we use these

figures

Ask the learners how many hand does a clock have?

Take responses from another two learners, and say a

clock has three hands – the tiny seconds hand, long

minutes hand and the short hour hand. Some clocks

do not come with the seconds hand, pointing at the

hand in each case

Using a big clock, have learners observe how many

small divisions are there on a clock i.e. 60; and note that

they are grouped in 5s

Still using the big clock, have learners observe (by

counting) how long the tiny seconds hand moves i.e.

how many groups of 5 or how many smaller units

before the minutes hand moves from one small division

to the next



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Ask a learner to explain and say thank you, the

seconds hand moves round the clock before the

minutes hand moves one small division.

Say: Each small division movement of the seconds

hand represents one second while each small

division movement of the minutes hand represents

one minute

Tell the learners that the small hours hand is mainly

used to measure hours

15 minutes Reading Time


Sketch the clock below on

the board

Tell the learners that when

the long hand is on the part

shaded blue the time is so so

minutes after the hour

indicated by the short hand and that when the long hand

is on the part painted green, the time is so so minutes

before the hour indicated by the hour hand

Indicate the following times of the day on different

sketches of a clock on the chalk board: (1) 10 mins past

6; (2) 10 mins to 8; (3) 20 mins to 1; and (4) 15 mins

past 11

Ask the learners: Is the time indicated here (point at

the first) is minutes after or to?

Take responses from two learners and say good it is

some minutes after. Now it is some minutes after

what? This is determined where the short hand is

Allow two learners (a boy and a girl) to respond and say

good it is some minutes after 2 o’clock. Now how

many minutes after 2 o’clock is it?

Take responses from two learners and say good it is ten

minutes after 2 o’clock. Now it is time for us to do

our own.

Ask the learners to work in pairs to; (1) sketch the other

clocks; (2) say whether the time indicated in each of the

clocks is minutes after or to the hour indicated; and (3)

say the time. sketch a clock

12

6

9 3

1

2

8

7

11

10

4

5



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Ask the different pairs for their answers and say thank

the learners give correct answers. Ask other pairs when

a wrong answer is given

10 minutes Units of time


Write the following questions on the board: When the

second hand moves round the clock from 12 through

1, 2, 3, … to 12, how many seconds has it moved?

How many small divisions has the hours hand

moved? Starting from 12 mid night, how many times

will the hour hand move round the clock before 12

midnight the next day? How many hours does it

move in one complete turn?

In groups of five, ask the learners to work on the

questions in their groups

Take responses from each group and use their correct

answers to complete the table

60 seconds 1 minute

60 minutes 1 hour

24 hours 1 day

Complete the table with 7 days = One week; 30/31 days

= One month; 12 months = One year; 52 weeks = One

year

Say thank you and well done and ask the learners to

copy the table in their exercise book


Sketch the clocks showing the following times on the

board and ask the learners to write down the time in

each case: (a)15 minutes past 5 o’clock (b) 20 minutes

to 9 o’clock (c) 10 minutes past 6 o’clock (d) 11:35 (e)

1:25

Ask the learners to sketch clocks showing: (a) 10

minutes to 9 o’clock (b) 25 minutes after 4 o’clock (c) 5

minutes to 3 o’clock (d) 10:40 (e) 8: 15

Go round the class to check that the learners are doing

the work correctly; provide assistance where required

Reflection:

The facilitators should reflect on the following:



Did you enjoy this lesson?

Did the learners enjoy the activities in it?


What would you have preferred done differently?



Scripted Lesson 9: How long is it?

Skill: Measuring lengths.

Time: 50 Minutes

Important ideas: Measurement, length and standard unit.

Learning objectives: At the end of the lesson, learners will be able to:

i. Use standard units of measuring lengths.

ii. Recognize the units of length in metric system.

iii. Measure familiar lengths using standard measures.

Previous knowledge: Learners are familiar with different length and sizes around the homes

such as their slippers and shoes, they were also introduced to measurements using non-standard

units.

Materials: Meter rules/sticks – non calibrated (as many as can go round the class in groups of

3-4), calibrated meter rule (as many as can go round the class in groups of 3-4)

Facilitator’s Tips: The facilitators should not use a meter first learners are already

familiar with non-standard units like hand span, feet, etc. The need for

standardization should lead to the use of meter rule etc and other rule required to

measure length smaller than a meter. When measuring the height of learners’ boys and girls

should be in different groups.

Important Ideas: The measuring of length is the first measure to be introduced to

learners. It is important for learners to understand that though there are non-standard

measures, standard measures are important for uniform measurement or else we all

measure an object differently as seen in non-standard measures.

SEL Ideas: Learners in this activity will recognize and appreciate individual and

group similarities and differences, learn to follow direction, learn to listen and learn

to focus attention and keep minds on tasks.

On-going Assessment: Facilitator should ask learners questions and encourage

learners to ask questions. Note their difficulties towards understanding the

concept. And how many of them have understood the concept.

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10 minutes

Introduction


Arrange learners in groups of three or four and ask

them to talk about the lengths they measure and how

they measure each of them. Say: for example to

measure distance between goal posts, boys often

use their feet

Allow five minutes for this and take response from

four groups. Make sure to include groups of boys and

girls and mixed groups.



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As they give reports, draw the table below on the board

and list what they measure and how they measure it in

the table

What is measured How it is measured

Height Stand shoulder-to-shoulder

Tell learners and demonstrate to them that we measure

with our hands (hand span), feet, particular rope

length, match stick, etc

Invite one boy and one girl to measure the length and

breadth of a desk in the front of the class using their

hands span.

Show learners that when these methods are used to

measure distances, understanding and communicating

the measurement of the different lengths is a problem.

Say: this is because what is used to measure is not

standard, your hand is shorter or longer than my

own; Abu’s foot is longer or shorter than Fatimah’s

Say: Today we would learn how to be able to

measure a particular length and we all get the same

answer.


Put the learners in groups of 3 or 4 learners.

Provide the learners with unmarked meter sticks or

rules.

Ask the learners to measure suitable lengths such as:

the length and width of the classroom; the height of the

door; width of the windows, the height of learners, the

length of a table, various lengths in classroom and

record their measurement

Go round to demonstrate the task to the groups.

Ask the learners:

Can you measure small length?

For each group, is the measurement a whole number

of metres?



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Lead the learners to realize that they couldn’t measure

very accurately neither can they measure small

lengths.

Tell them that dividing the metre rule into smaller

parts is necessary to be able to measure these lengths

accurately.


Demonstrate on the board the use of the smaller

graduations in length measurements

Provide the learners with meter sticks marked in

centimeters.

Explain that lengths are accurately measured in meter

(m) and smaller units of length measurement is called

centimeter (cm) and 100 cm is 1 meter.

Repeat that meter is symbolized or abbreviated as “m”

and centimeter is symbolized or abbreviated as “cm”.

Explain that the zero point on some rulers ande other

measuring tools do not start at the edge and show the

learners the common ruler

Ask the learners to measure lengths less than a meter

i.e. the width of their desks, the length and breadth of

their exercise book, etc.

Ask learners for their answers and compare answers to

make sure they understand and are using the

instrument correctly

Discuss what happens if its in the middle or little past

or before a full cm


Ask learners to return to their groups of 3 or 4.

Provide the learners with marked meter sticks or rules

and ask them to measure the lengths that they

measured before i.e. the length and width of the

classroom; the height of the door; width of the

windows, the height of learners, the length of a table,

and various lengths in classroom.

Go round to demonstrate the task to the groups.

Ask the learners:

Can you measure small length?

For each group, is the measurement a whole number

of metres?

10 20 30 40 50 60 70 80 90 100



Step and

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The learners realized that they could now measure

very accurately and can measure small lengths.



Divide learners into pairs and ask pairs to measure

(ensure you go round to support the learners):

1. The length of their arm.

2. The length of their foot.

3. Their heights

Ask 3-4 pairs of learners to share their answers with

class

Say: You have all done great!



Explain to the learners that standard measurement allows our

measurements to be uniform and we can measure small

distances more accurately.

On-going assessment of learning:

Do any of your learners need more help?

Are there learners who understand well?

Which learners can help other learners and how can you encourage that?



Scripted Lesson 10: Halves and Quarters

Skills: Using and writing fractions

Time: 45 minutes


At the end of the lesson, learners will be able to:

1. Divide a given amount of items into halves and quarters.

2. Show a fraction or proportion of items using pictures and numbers.

Previous Knowledge:

Learners have been sharing things among siblings at home and with friends in school.

Materials:

1. Four closed containers of the same size.

2. A pile of sand to be used to demonstrate halves and quarters.

3. The day before you use this Scripted Lesson, ask the learners to bring to class 12 bottle

tops, 12 small stones, or similar size items for this activity the following day.


Writing and working with fractions is challenging for many learners.

When learners divide something in half, then in half again, they are dividing

fractions.

Have learners show fractions using stones, bottle tops or other items that they can

divide into parts.

Dividing a group of objects helps learners to understand that a fraction is part of a

whole.

Important Ideas:

SEL Ideas: When learners follow instruction of the facilitator they are improving

their executive functions, while working in groups improve their interpersonal

and positive social skills.



Try to find out if any of his/her learners need more help

Find out whether there are learners who understand well and could help others

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Place the four containers on the table



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Ask two learners (one male and one female) to come to the

front of the class.

Say: The learners at the front of the class are

responsible for carrying these containers 5 kilometers.

One learner must carry 3 containers and the other is to

carry 1 container.

Ask the class: Is the work distributed equally amongst

the two learners?

Have equal number of male and female learners respond.

Ask: How many containers should each learner carry

to have they share the work equally? Allow for

responses.

Tell the learners: At the end of the lesson, you will be

able to divide 2 things into halves and quarters.

Share this word problem with the learners: If you have 4

pieces of “masa” to share equally with a friend, how

many pieces does each of you get?

Take responses from one or two learners and

acknowledge correct responses by saying: Well done!


Arrange the learners in groups of 3 or 4

Tell the learners to imagine that they have some

“tuwondawa” to share equally with a friend.

Ask: How will you share the “tuwondawa”?

Take some responses from the groups.

Ask again: How many portions of “tuwondawa” will

each person get?

Take response from one or two students.Have the class

clap for the learner who says the correct answer (1/2 or

half).

Write “½” on the board and Say: “Half” twice and have the

learners repeat after you each time and write in their books.

Share this word problem with the learners: Suppose that 4

friends have to share some “tuwondawa” equally. How

will you share it among the 4 of you?

Allow male and female learners to answer.

Ask: How much of the “tuwondawa” will each person

get?



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Ask learners from 3 groups to share their answers to the

class one after the other.

Explain: Each person will have a quarter or one over

four of the “tuwondawa”. Write “¼” on the board and Say: “one-quarter” twice and

have the learners repeat after you each time and write in

their books.

Praise the children, and say the number at the top

represents the piece that you have and the one at the

bottom represents the total from which you want to cut

the object.

10

minutes


Ask each group to take out the12 items they brought to

class and divide them into halves, or into 2 equal piles.

Ask the learners: How many stones are in each pile?

Next, ask them to divide each pile of items into halves

again.

Ask the learners: How many piles are there in all?

Take some responses from male and female learners

Ask again: How many items are there in each pile?

Please count.

Take some responses from both male and female learners

and say: Well done! for each correct answer.


Show learners a sheet of paper.

Say: this is a whole of paper that can be shared

Explain to learners that: Sharing something equally

among 2 people means dividing it into halves.

Explain to the learners that: When sharing equally among

4 people we divide into quarters.

Say: There are 2 ways of sharing equally by 4 people.

We can divide into 4 equal parts (stones or



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“tuwondawa” or other items). Or, we can divide into

halves first, then divide each half into halves again.

One half of one half is equal to one quarter.

Explain that one half is written as '½' , and one quarter as

'¼'.

Write the words 'one half' and 'one quarter' beside each

fraction.

Have the learners copy these fractions and words into

their notebooks.

10

minutes

Assessment


Say to the learners: I had some bottle tops yesterday,

but I lost half of them. If there are 3 tops now, how

many did I have?

10

minutes

Conclusion/Review:


Draw four people on the board and 8 sacks of rice.

Ask the learners to draw in their notebooks the number of

sacks each person will receive if they all get the same

number of sacks.

Ask the learners with the answer of 2 sacks of rice to raise

their hands.

Ask one of the learners who raised their hands to explain

their answer.

Have the class to clap for learners who give the correct

answer.

Reflection:


Did you enjoy it? How could it be improved?



Scripted Lesson 11: Dealing with money

Title: Nigerian currency

Skills: Recognition of Nigerian currency

Time: 50 minutes.

Learning objectives: At the end of the lesson, learners should able to:

1. Identify the Naira (N) and Kobo (K) symbols

2. State Naira and Kobo denominations.

Previous knowledge:

Learners have been using money in buying and selling at home.

Materials: A chart of sample Nigeria currency notes and coins (see appendix 2)

Facilitator’s Tips: Currency notes are bank notes, known as paper notes or simply a note. The

currency of Nigeria is the Naira (N) and kobo (K)

Important Ideas: Recognizing and identifying Nigerian currency help learners to become familiar with

the symbols and denominations of Nigerian currency note Naira and kobo. Warn

learners not to attempt to make money of their own.

SEL Ideas: Concept of leadership in the executive function of Socio Emotional

Learning as the learners are involved in working in groups playing different

leadership roles i.e. sharing of learning materials etc. In the competition/game

leaners will be developing their impulse control.

On-going Assessment: The facilitators should observe how the groups do the

activity: Are pupils in group working together to show and play with the different

currency notes.

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Ask the learners if they have spent money before, how

much and to buy what.

Allow 2 boys and 2 girls to answer from different parts of

the classroom and write the amount mentioned on the

board ensure you have some learners mention some Naira

and kobo.

Ask all the learners to think about what they can buy or do

with money.

Let 3-4 learners share their answers.

Thank the learners and say: By the end of the lesson you

should be able to identify the Naira and kobo symbols

and state Naira and Kobo denominations.



Steps and

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Display a chart of sample of the coins and notes of the

Nigerian currency eg 50k, N5, N10, N20, N50, N100,

N200, N500 and N1000. Explain the features of each

coin/note to the learners. Using the picture, colour, and

number value.

Ask 4-5 different learners to come and identify the

currencies and say what the one each identifies can buy

10 Minutes The facilitators should

Ask learners to compare and contrast the differences in the

naira, coins and notes on the displayed charts in their

groups i.e. describe the similarities and the differences

Invite learners one by one to pick two denominations and

say a similarity or a difference between them

As the given answers, make corrections where needed, list

their differences and similarities on the board and say

thank you before you call on the nest learner

Ask pupils to clap for themselves 5 times. They should

count as they clap.

10 Minutes Assessment


Ask each learner to write out difference Nigerian currency

notes in order of their denomination. “50k, N5, N10, N20,

N50, N100, N200, N500 and N1000”

Walk round, look at the list each pupil is writing and

correct as appropriate.



Read from the board the currencies chorally with the

learners.

Say: it is important for us to be able to identify the

different denominations of the Nigerian currency so

that we can use them correctly in buying and selling

Say: We are going to play a game called “Do you know

Nigerian currency”?

Put the learners into groups of 4-6.

Explain to the learners that the game is a group

competition, give the groups names using colours (e.g

yellow, green, blue etc).

Call the first group for example Group Yellow and ask the

group “Do you know Nigerian currency”? Then the

learners in that group will answer “Yes”.

Point to one of the currencies on the chart and ask the

learners in one group to tell the class the currency pointed

at as a group.



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Repeat the process for all the groups, pointing at different

currencies for different groups

Say well done! All the groups have won, please clap for

yourselves.

Reflection: How can you improve this activity and what other games can you use to teach currencies.



Scripted Lesson 12: 3-dimensional shapes

Skills: Recognition of 3-dimensional shapes

Time: 45 minutes


1. Mention solid shapes in their homes and environment;

2. Sort-out cubes, cuboids (rectangular prisms), cylinder and spheres.

3. Identify and name cubes, cuboids, cylinder and sphere.

Materials:

1. Ask the learners to come to class with the following objects for this lesson; matchbox,

tins, building blocks, empty milk can, empty insecticide can, empty carton of sugar, tea

etc.

2. A Chart of 3-dimensional shapes (see appendix 3).

Previous knowledge:

Learners have been seeing, playing with and using objects of different shapes at home, school

and in the environment.

Facilitator’s Tips: Learners interaction with the real objects is critical to their

understanding of the concept of 3-dimesional shapes. Teaching 3-dimensional

shapes should make learning of 2 dimensional shapes easier. Learners are first

exposed to 3–dimensional shapes in real life, they are familiar with matchboxes, cubes of sugar,

suitcases, lockers etc at home and in school.

Important Ideas: Sorting and naming solid shapes help learners become familiar

with the shapes and build knowledge of their properties.

SEL Ideas: This activity will improve learners’ positive social skills as they work

in their pairs and groups, share learning materials and cooperate with each other in

the group. Thanking the learners or appreciating them develops their positive self-

concept, identity and confidence.

On-going Assessment: Observe the learners that are not active enough in the

groups, ask them questions to test their understanding.

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10 minutes Introduction:


Ask learner to put the items they brought on their tables

Collect some of the 3D shapes (match box, empty carton

of sugar, ball, empty carton of tea or other products) and

put in a bag.

Touch and feel a shape in the bag of 3D shapes, and

describe the shape to class according to its properties (For

example it has 6 faces and opposite faces are the same size

and shape or it is round and can roll on the ground).



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Ask 4 learners (2 boys and 2 girls) from different part of

the class to go round the class and pick a shape that they

think is the same in shape as the one the teacher is holding.

Ask the class to say yes or no to each item that each of the

learners picked as you ask is this the shape?

Bring out the shape he/she touched and felt and thank all

the learners

Say: By the end of this lesson you would be able to

mention the solid shapes in the home and environment,

sort out cubes, cuboids, cylinders and spheres.


Put the learners in groups of 4-5 and put together all the

shapes they have in the group.

Ask each learner in the group to listen and observe as you

explain the properties of each shape.

Raise a cube shape up and ask each group to collect all the

cubes in the group together and write the number of cubes

they have in the group

Raise a cuboid up and ask each group to collect all the

cuboids in the group together and write the number of

cuboids they have in the group

Do same for cylinders and spheres.

Move round to correct as necessary

Do the same for all the shapes. At the end all the shapes

will be grouped together, that is all cubes, cuboids,

cylinders and spheres. (ensure this is done group by group

to avoid chaos)

Appreciate the learners and ask them to go back to their

seats.


Display a chart of 3–dimensional shapes.

Explain the features of each one to the learners, pointing

at and using faces, edges, vertices and number of sides,

starting with cube, cuboid, then cylinder and then sphere

As you explain the features, ask learners in different

groups to identify the shape in their group and compare it

with the one on the chart.

After finishing with cube, say: One person from each

group should bring all the cubes in the group to the

front of the class and drop on the floor.

Repeat the process for all the shapes.

Ask the class to clap for correct responses.

5 minutes Conclusions/ Review:

Say: Think of any shape/object you see, play with, or

use at home before coming to school.



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Call a girl and a boy to describe and name the shape and

object she/he used before coming to school.

Reflection:

How will you improve this lesson, if you have to teach it again?

Which activity do you think the learners enjoyed most?



Scripted Lesson 13: 2- dimensional shapes

Skills: Recognition of 2-dimensional shapes i.e. plane shapes

Time: 40 minutes


1. Identify a square, a rectangle and a circle

2. Match and name a square, a rectangle and a circle

3. Distinguish between squares and rectangles

4. Mention square, rectangular, circular shapes found in homes and environment

Materials: Match boxes, a Chart of 2-dimensional shapes

Previous knowledge:

Learners have been seeing, playing with and using objects that comprises of different plane

shapes at home, school and in the environment. They have also learnt about three-dimensional

shapes, which comprises of plane (two-dimensional) shapes

Facilitator’s Tips: Teaching 3-dimensional shapes should make learning of 2

dimensional shapes easier. This is because learners are first exposed to 3–

dimensional shapes in real life, they are familiar with matchboxes, cubes of sugar,

suitcases, lockers etc. at home and in school.

Important Ideas: Matching and naming plane shapes help learners become

familiar with the shapes and build knowledge of their properties.

SEL Ideas: Work in pairs and in groups and share learning materials helps learners

improve their positive social skills.

On-going Assessment: As the lesson progresses, the facilitator should continuously

observe how learners are participating and work to ensure that learners take

ownership of their knowledge construction in plane shapes.

Steps and

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10 minutes Introduction:


Ask learners to bring out their match boxes and count

how many faces a match has

Allow two boys and 2 girls to answer and say: Thank

you, a match box/cuboid has six faces

Have the learners work in pair to draw or sketch each

face, study the shape of the faces very well and look

around the classroom and identify and list objects

that have similar shapes



Ask 4 pairs from different parts of the room to

present their work and the list of objects that have

similar shape.

List the objects as they are presenting and ask the

class if there are other objects that have not been

mentioned

Say: That shape is a rectangle. A rectangle is a 2-

dimensional shape because it only has two

dimensions the length and the breadth.

Tell the learners that they are going to learn about

the properties of some two-dimensional shapes


Divide the learners into groups of three or four and

ask the groups to look at their drawing and the shapes

of the objects the listed earlier to identify their

similarities

Have four groups explain what they notice about the

shapes. Their submission should include that (1)

sides that are facing each other are the same in shape

and size (2) all the sides are straight i.e. at angle 90

degrees

Thank the learners and say Very Good! to the

presenters.

Say: These are the two most important properties

of a rectangle.


Draw a rectangle on the board and ask the learners

what shape it is

Allow two learners to say their answers and say thank

you to them

Draw a square and ask what shape it is

Allow two learners to say their answers and thank

them

Say: This is a special kind of rectangle, but

because all its four sides are equal, it is called a

square

Tell learners to look around and identify objects that

are in the shape of a square.

Take as many answers as possible and list the correct

ones as examples of square


Draw a circle on the board and ask the learners to say

what shape it is

Allow two learners to say their answers and say thank

you to them

Say: Any shape that is round like this is called a

circle

Display a chart of 3–dimensional shapes.



Explain the features of a rectangle, square and circle

to the learners

5 minutes Conclusions/ Review:

Say: Think of any shape/object you see, play with,

or use at home before coming to school.

Call a girl and a boy to describe and name the shape

and object she/he used before coming to school.

Say: List the items in your homes that are (1)

rectangular (2) circular and (3) square in shape

Reflection:

How will you improve this lesson, if you have to teach it again?

Which activity do you think the learners enjoyed most?

Which activities would you like to remove?



Scripted Lesson 14: Factors

Title: Factors

Skills: Number sense, successive counting in 2s, 3s, …, recognizing factors

Time: 55 minutes


1. Identify and write the factors of 1, 2, 3, …, 20

2. Recognize 1 as a factor of all numbers

Materials: Counters, Multiplication chart

Previous Knowledge:

1. Learners can count numbers from 1 to 100

2. Learners can read multiplication tables


The concept of factors is not new. Learners have been seeing it in their multiplication

tables. What is new however, is the term ‘Factors’. So, moving from what

learners know to what they do not know will help in their comprehension of the

concept. Thus efforts should be directed at making them recognize the term and

linking it to its meaning which is already in their experiences

Active participation is an important aspect of learner-centered teaching. As much as

possible, get the learners involved in their learning

Important Ideas: Factors of numbers are other numbers that can divide the

number without any remainder.

SEL Ideas: Positive social skills: When learners work together, their

interpersonal relationship is developed

On-going Assessment: As the lesson progresses, note how learners are

responding and ensure to carry all learners along as you build up to knowledge

construction around finding the factors of 1, 2, 3, …, 20.

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Ask 12 learners from different parts of the classroom to

stand up and stand in twos.

Ask the class how many groups of two are there?

Allow answers from at least one male and one female

learner and ask all learners to draw two people in six

places and to write 2 and 6



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Ask the 12 learners return to their seats and also write 2

and 6

Say: When twelve people stands in 2s, there will be 6

groups

In convenient pairs, ask the class to get 12 counters per

pair and explore other ways of having 12 people

standing in groups

Ask the learners to write the numbers involved in each

case as they have 2 and 6 earlier

Go round the class to see what the learners have written

Invite learners from different parts of the room to say

their numbers and say thank you as they do that

Write their numbers on the board. These should include

the following: 2,6; 3,4; 6,2; 4,3; 1,12; and 12,1.

Make sure to allow all of these even though it can be

said that 2,6 is the same as 6,2. It will be found useful

later

Say: Today we are going to learn about factors of

numbers.

10 minutes Factors of numbers


Draw a two-column table with number in group and

number of groups as column headings

Ask a female learner to list all the numbers that they had

in the different pairs i.e. 2, 3, 4, 6, 1 and 12; and say

thank you to the learner

Ask a male learner to write the number of groups in the

different cases of groupings i.e. 6, 4, 3, 2, 12 and 1; and

say thank you to the learner

Tell the class that all of these numbers are called

factors of 12 because they can divide 12 without

remainder i.e. each of the numbers is a factor of 12

Ask a learner who has not spoken at all in class during

the lesson to come to the board and write all the factors

of 12. Say excellent even if there are repetitions and/or if

the numbers not arranged in any order

Say: when we list factors of a number, there is no

need to repeat anyone and that it is good to list them

from the smallest to the biggest. Let somebody come

and list the factors of 12 on the chalk board.

Say: Very good

Ask all learners to write the factors of 12 in their

exercise books and go round the class to check



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15 minutes The Facilitator should:

Divide learners into pairs or groups of 3 depending on

the population in class.

Give each group or pair the numbers 4, 6, 8, 9, 10, 14,

15, or 18. There can be repetitions i.e. two or three

groups/pairs having the same numbers.

Tell the pairs or groups to (1) think about, and write

down all the possible ways of arranging the 4, 6, …

(number given to the groups) without remainder; (2)

write the number in each group and the number of

groups in each case; and (3) list all the factors of the

number given to them

Have each group present the group work and say very

good at the end of each presentation

As they present, ask for contributions to the

presentations, make necessary inputs and complete the

table below.

Numbe

r

Factors

4

6

8

9

10

12 1, 2, 3, 4, 6, 12

14

15

18



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10 minutes Further work on Factors


Say: Let us look at other numbers from 1 to 20 that we

have not written their factors

Ask which of the numbers have we not looked at?

Invite learners from different parts of the room, boys and

girls, to mention the numbers and write them on the

board as they mention the numbers

Appreciate learners by saying good! excellent! Very

good! Etc

Say: We will now find the factors of these numbers:

1, 2, 3, 5, 7, 11, 13, 16, 17, 18, 19 and 20.

Give out the numbers 1, 2, 3, 5, 7, 11, 13, 17, and 18 to

the different groups and ask the groups to (1) write down

all the possible ways of arranging the number given in

groups without remainder; (2) write the number in each

group and the number of groups in each case; and (3) list

all the factors of the number given to them

Have each group present the group work and say very

good at the end of each presentation

As they present, ask for contributions to the

presentations, make necessary inputs and complete the

table below.

Numbe

r

Factors

1

2

3

5

7

11

13

17

18


Write the following on the board: Classwork: Find the

factors of (a) 16; (b) 19; and (c) 20

Ask learner to work individually and move around the

room to check their work

As you move round, show struggling learners how to use

the multiplication table to arrive at factors



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Ask the learners what they can see or say about 1 from

the tables?

Listen to their responses and appreciate them as you

summarize by saying 1 is a factor of every whole

number.

Say the first two factors of any given whole number, are

1 and the number itself. Some numbers have other

factors, while others have only these two factors.

Numbers that have only these two factors are called

prime numbers. Only 1 has one factor

Reflection: The facilitators should reflect on the following:

Did the learners enjoy the activities in this lesson?

Did you enjoy it?



Were there specific difficulties? How would you do to ease or remove the difficulties

in future?



Scripted Lesson 15: Multiples

Title: Multiples

Skills: Number sense, successive counting in 2s, 3s, …, identifying and recognizing

multiples

Time: 45 minutes


1. List the multiples of 1, 2, 3, 4, 5 & 10

Materials: Counters, Multiplication chart

Previous Knowledge:

1. Learners can count numbers from 1 to 100

2. Learners can read multiplication tables

Facilitator’s Tips: The multiples of any given number is an infinite set. If a

number is a multiple of a smaller number, then that smaller number is a factor of

the bigger one

Important Ideas: Multiples of numbers. A number is said to be a multiple of a

(usually) smaller number if it can be divided by the smaller number without a

remainder

SEL Ideas:

Positive Social Skills: By allowing learners to work together in groups/pairs,

their positive social skills are developed

Perseverance: By giving high cognitive tasks to learners and by charging learners to

write as many as possible of multiples and offering prices for those with the highest

numbers

On-going Assessment: As the lesson progresses, observe how the learners are

responding and ensure that every learner participates as you build up to knowledge

construction around finding the multiples of 1, 2, 3, 4, 5, 10.

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Ask 14 learners (boys and girls) from different parts of

the classroom to come to the front of the class and stand

in pairs

Ask the class how many pairs are there? Allow one

boy and one girl to answer and say: there are seven

pairs of learners standing



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Direct one pair to go back to their seats and ask the class

how many learners have returned to their seat?

Ask a learner who has not spoken during the lesson to

answer and say very good after the mention of two, and

write 2, on the board.

Ask another pair of learners to return to their seats and

ask how many learners have returned to their seats

altogether?

Invite another learner (opposite sex) who has not spoken

before to answer and say well done to him or her and say

four is correct, as you write 4, next to 2, that was

written earlier

Ask another pair of learners to return to their seats and

ask the learners to write in their exercise book how

many learners have returned to their seats

altogether?

Go round the class to see what the learners have written

and invite learners from different locations in the room

to say their answers.

Say thank you as you write 6, next to 4, that was written

previously

Continue this until all fourteen learners have taken their

seats and the sequence 2, 4, 6, … to 14 is on the board

and in learners notebooks

Say: These numbers can be divided into/by two

without remainders. Today we are going to learn

about multiples of numbers.

10 minutes Multiples of numbers


Tell the class that you are going to play a game between

the male and the female learners using numbers. Tell

them that if there are still other learners standing, and

they are going to their seats in pairs, the game is to say

how many learners altogether have gone to take their

seats?

Ask a female learner to go first, then a male learner and

then a female learner etc

Continue to write as the learners produce answers and

say good, very good, excellent, correct, …

Ensure that at least 6 boys and six girls contribute to the

list and say both boys and girls have won.

Tell the class that all of these numbers are called the

multiples of two because we started with groups of

two i.e. pairs of learners. If we have groups of three

learners, then the numbers will be multiples of three



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Ask the learners, if we don’t stop, will the game ever

end?

Allow a boy and a girl to respond and say: this game

will never end if we do not stop it. That is why any

whole number has infinite (i.e.

unending/uncountable) multiples.


Divide learners into groups of 4 or 5 depending on the

number of learners in class.

Give the numbers 4, 5, and 6 to the groups. There can be

repetitions i.e. two or three groups having the same

numbers.

Tell the groups to (1) get enough counters; (2) arrange

the counters in 4s, or 5s, or 6s depending on the numbers

that they were given; and (3) count together as they put

1, 2, 3, … groups of counters together and record the

totals successively (4) generate a list of multiples of the

numbers given to them

Have each group present the group work, asking other

learners to contribute to the presentations as they are

made.

Say very good or well done at the end of each

presentation; and make necessary inputs as you complete

the table below:

Number Multiples

2 2, 4, 6, 8, 10, 12, 14, 16, 18, 20,

22, 24, 26, 28, 30, 32, 34, 36,

…

4 4, 8, 12, 16, 20, 24, 28, 32, 36,

40, 44, 48, 52, 56, 60, 64, 68,

…

5 5, 10, 15, 20, 25, 30, 35, 40, 45,

50, 55, 60, 65, 70, 75, 80, 85,

…

6 6, 12, 18, 24, 30, 36, 42, 48, 54,

60, 66, 72, 78, 84, 90, 96, 102,

…

Ask if any group generated their list using a different

method or strategy; and discuss the strategy

Tell the different groups that perseverance is when you

continue on a given task even when you get tired and ask

them to go on to get more and more multiples of their

number



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Ask the learners to use any convenient strategy to

generate a list of multiples of 3, 1, 10 and 7.

Say there will be a prize for the person who generated

the most number of multiples for each number


Say it is important to note three facts about multiples of

numbers – (1) the smallest or least multiple of any whole

number is that number itself; (2) A number is a factor of

all its multiples; and (3) The set of multiples of any

whole number is an endless set i.e. multiples are infinite

Reflection: The facilitator should reflect on the following:

Did the learners enjoy the activities in this lesson?

Did you enjoy it?



Were there specific difficulties? What would you do to ease or remove the difficulties

in future?



Scripted Lesson 16: Counting with Pictures

Skills: Making and reading pictographs

Time: 45 minutes


At the end of the lesson, the learners should be able to:

1. Read and interpret information presented on tables

2. Read and interpret information presented on a pictogram

Previous Knowledge:

Learners can count and associate symbols with objects

Materials:

The day before you use this Scripted Lesson, ask each learner to bring their own notebook and

pencil or chalk and slate as well as 5 stones or bottle tops to class for this activity the following

day.


Using pictures helps to improve learning in both literacy and numeracy.

When learners are presented contents using familiar things like ‘paten acha’,

‘shinfaka’ and other foods, they understand better

Important Ideas: Using pictures for counting and showing information

SEL Ideas: When learners listen and follow instruction of the facilitator they are

improving their executive functions, while working in groups improve their

interpersonal and positive social skills.


During the lesson, the facilitator should observe which learners seem to have grasped

the concepts? Which ones do not?

Identity the learners who understand better to help others




Stand in front of the class and do a count silently of the

number of boys and girls in the class

Tell learners to watch what you do and that whoever gets

what you did right will get a prize

Draw a table with three rows and two columns on the board

Write ‘Gender’ in the top row of the left column

Write ‘Boys’ and ‘Girls’ on the second and third rows of the

first column respectively




Write the number of boys and girls in the class in the second

and third rows of the second column respectively

Ask four learners (2 boys and 2 girls) from different parts of

the class to say what the information on the table represent

Thank the learners and write ‘Number of pupils' in the top

row of the right column

Say: The information in the table represent the number

of boys and girls in the class. Today we are going to learn

how to read information from a table and from a

pictogram.


Ask all learners to stand in different groups according to the

day they were born (Sunday to Saturday).

Ask the groups to count how many learners are there in each

group

Ask each group how many they are and draw 'stick people'

on the board to show the number for each day (1 stick person

for Sunday, 2 for Monday and so on).

Note for the learners that the figures must all be the same size

and spaces in between as well

Say: We can also put this information on a table like this;

and make an eight-row, two-column table and put the

information on it

Ask learners to return to their seat and copy the table


In groups of five or six, ask each learner to name the food

that he or she likes best

Ask the groups to record the number of people that like each

food best

In presentation, first ask the learner the food that they have

mentioned in all of the groups and make a list of all of them

Ask each group how many people like each of the food best

and record. Record for all of the foods in one group and sum

up for confirmation

After the food in the last group has been written and

confirmed, say thank you to all the learners and sum of the

number of people that like each type of food best to complete

the table

Say: We can also represent the information about best

food in a picture




Draw each food with an

appropriate simple picture and

draw it the number of time it

appear in the table

Tell learners that the picture is called a pictogram and ask

them to copy in their notebooks

5 minutes Assessment:

Ask each learner to draw the following tables: (1) number of

adults and children in their homes; (2) number of male and

females in their homes; (3) Number of goats, cows, and other

animals in their compounds.

Walk around the class to verify that each learner correctly

represented the number of girls and boys in their homes and

praise accordingly.

Commend learners with a thumbs up and say good job!

5 minutes Conclusion/Review:


With the tables on the board, ask: (1) which food do people

like most in this class? (2) Do we have more boys than

girls in this class? (3) On which day of the week are most

learners in this class born?

Take responses from different parts of the class and say

thank you! for each responses

Tell learners to ensure that they put the contents of the board

in their notebooks

Reflection:


Did you enjoy it?

How could it be improved?

MASA DA MIYA SHINFAKA



APPENDIX 2: SAMPLE OF NIGERIAN CURRENCIES



APPENDIX 3: MY 3-D SHAPES

Appendix Education Crisis Response - Facilitator’s Guide

243

PART 3 - SOCIAL EMOTIONAL LEARNING


244 | Part 3 – Social and Emotional Learning lessons

ECR Approach to Social Emotional Learning

What is Social Emotional Learning?

Social Emotional Learning (SEL) builds the relational, emotional, and mental skills of an

individual to help them succeed in life. It is a subject that can be taught in schools, like life-

skills, that teaches the student skills they will need to learn core subjects, to interact with others,

and to achieve what they set out to do.

Why is Social Emotional Learning Important?

Social Emotional Learning (SEL) provides children and adults with the tools to succeed in life.

SEL is particularly important for children who have faced severe adversity, including poverty,

displacement, and violence. Experiencing adversity can affect children’s wellbeing and

development. Social

Emotional Learning

has been shown to

mitigate the effects of

adversity, by

providing children

with the tools to

focus, regulate their

emotional responses,

interact with others

and cope with stress

and challenges.

What are the components of Social Emotional Learning?

SEL is broken into five competencies: Executive Function, Emotional Regulation, Positive

Social Skills, Conflict Resolution Skills, and Perseverance

Executive Function is the set of skills that help

us focus attention, remember instructions and

information, successfully juggle multiple tasks

and plan for the future. This set of skills helps us

to filter distractions, set goals, and control

impulses. [Examples: Listening skills, focusing

attention, following directions, organizing

information logically]

Emotional Regulation is the set of skills that

allows us to understand our own emotions and

manage our feelings a positive manner. It

provides us with tools to predict and control our

emotions. [Examples: identifying feelings,

predicting feelings, practicing emotion

management strategies such as belly-breathing, counting and taking water.]

Figure 1 The Five (5) Competencies of SEL



Positive Social Skills are the skills which allow us to relate to one another in a positive way,

through understanding others’ feelings and behavior and responding in a way that promotes

positive social interactions. [Examples: recognizing and accepting feelings of others,

developing empathy, understanding group dynamics.]

Conflict Resolution Skills are the skills which help us address problems and conflicts as they

arise in a positive manner. These skills minimize the negative impact of conflict, leading to a

positive outcome. [Example: identifying problems, generating solutions, implementing conflict

resolution strategies.]

Perseverance is the set of skills that allows us to push through challenges and continue to work

towards a realistic goal. These skills develop persistence in developing alternative ways to

reach a goal and a willingness to ask for support to overcome challenges. [Examples: applying

decision-making skills, developing goal-setting behavior, developing a positive self-identity.]

Module 1: Week 1: Lesson 1 - Getting to know one another

Skills: Recognize and appreciate individual and group similarities and differences; begin to

develop self-concept/identity

Time: 30 minutes

Learning Objective: By the end of the lesson, learners should be able to:

1. Identify and introduce themselves to their classmates by stating their names and

where they come from

2. Describe oneself using several basic characteristics

3. Describe how people are similar and different

4. Name their classmates

Materials: chalk, chalkboard, picture chart showing people of different characteristics (size,

height, gender, etc) and livelihood (including gender non-normative jobs) pencils, paper

Previous Knowledge: Learners are aware that they are attending a learning space that

includes social emotional learning.


Make sure the class is as engaged as possible by keeping your energy and tone

positive in order to build the learners’ self-esteem, self-confidence and respect for

oneself and others.

Start the class by introducing yourself to learners, telling your name and where you

come from.

Tell learners to draw themselves and how they want to be addressed.

Appreciate all drawings and contributions from students.

Explain to learners that it is very good to come to a learning center, where they can

learn a lot of skills that will support them throughout their lives.

Be sure to praise the learners for their efforts in coming to the center and reinforce

that you would like to see them every day and that you care about them.

Important Ideas: It is important for every learner to feel s/he is special and that other learners are

special as well. This can make the learners respect themselves and others. It is also

important for the teacher to positively express why we are in this center.



On -going Assessment: Observe your learners. Are some of them shy about sharing with others? Are some

learners more willing to share? Ask more engaged learners to help others to participate

by pairing them with less engaged learners.

Step &

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Time

Activity procedure


Introduce yourself to the class by saying: Good

morning/afternoon. My name is… I am from… Today

we will get to know one another and discuss why we are

all here together.

Ask the learners to introduce themselves one after the

other to their classmates, sharing their names and where

they come from.

After all learners have finished, tell them: Very good,

please clap for yourselves. I am so excited to see all of

you every day because I care a lot about you.

5 minutes Explain to learners: Each person has something

different about them, as well as some things in common.

Display a pictorial chart that shows people of different

characters (in size, height, gender, etc) as well as what

they do for a living.

Ask learners if they see any similarities in the

characters. Any differences?

Explain that we all have similarities and differences.

Say: It is good to have both similarities and differences

with our classmates. We can understand each other

based on our similarities, and learn new things based on

our differences.

10 minutes Tell learners to draw themselves, including things that

they want their classmates to know about them, such as

how many sisters and brothers you have or your favorite

food.

Pass out one sheet of paper and pencils or markers to

each student.

After 7 – 8 minutes say: Thank you all for drawing your

pictures. Can we now come back together to share

them?

Ask 3 – 4 learners to describe their drawings to the

class.

Say: Good work, very excellent effort and hardwork.

4 minutes Ask learners to turn to the person next to them and share

their drawings and compare the similarities and

differences with their partner.



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Time

Activity procedure

Direct learners to pair off so that all are included. Walk

around and encourage them to compare and find the

differences and similarities on the bases of their

characteristics, abilities and accomplishments.

Tell learners: Let us come back together now. Well

done working together and cooperating, you should clap

for yourselves.


Ask all learners to say their names and identify the

names of the students next to them.

Ask 3 -4 learners to identify their differences and

similarities on the basis of their characteristics, abilities

and accomplishments.

Ask 3 – 4 learners to share why they interested in

coming to class.

Tell learners: Well done, keep it up.

1 minute Conclusions/Review

Conclude the lesson by saying: It is important to know

all of your classmates by their names as well as identify

the things that make people different or similar. We

should be proud and excited to learn new things from our

classmates. Now clap for yourselves and look around our

class at all of the diverse students.

Reflection:

Were all students engaged?

Were there any students that were particularly shy or had trouble speaking out?

Did all of the students understand the language you were using in class?

If any students were particularly shy or did not understand the language, be sure to

speak with them individually to make sure they are comfortable in the class.



Module 1: Week 1: Lesson 2 - Building Positive Rapport

Skills: Recognize and appreciate individual and group similarities and differences

Time: 30 minutes


1. Describe the ways that people are similar and different

2. Recognize and accept the difference of other cultures / ethnicities

3. Demonstrate how to work effectively with those who are different from oneself

Materials: paper, pens/markers, chalk, chalkboard, chart with various Nigerian tribes

Previous Knowledge: learners are familiar with their peers and teacher


Encourage the learners to identify similarities and differences among people,

especially in the introduction part of the lesson.

With the aid of a good diagram or chart, the learners should be shown how to

recognize and accept differences among various cultures and ethnicities

Important Ideas: It is important for the learners to recognize and accept that people are different, as

well as have things in common, respect other cultures and be able to work

together in the school and community.

On -going Assessment: Continue to check if the students are understanding why it is important to have

both similarities and differences. Are they accepting their differences within the

class? Are they understanding the idea of acceptance and working together?

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Facilitator should write the date and topic on the board.

Say to the learners: By the end of the lesson, you will be

able to understand how people differ, as well as have things

in common. We will also learn the importance of

respecting one another, developing good relationships and

living in peace.

Select 4 to 5 learners with differing characteristics to stand

in front of the class, ie: tall, short, dark, fair, male, female

etc.

Tell the learners to identify the physical differences as well

as the things they have in common

Say to the learners: people can be the same as well as

different in their behavior, such as waking up early or late,

preferring different foods, liking to be by themselves or

with others, etc.



Step &

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Thank the learners who were standing and ask them to sit

back down.

5 minutes Ask 4 to 5 learners to name a tribe / ethnicity that exists in

Nigeria.

Write their answers on the chalkboard.

Display the chart or picture that shows a variety of tribes /

ethnic groups to learners.

Explain the different cultures. Emphasize that there are

differences and similarities. Also emphasize that all are

great and have their benefits.

Ask the class to identify some of the differences and

similarities between the groups (dressing, mode of

greeting, food, etc.)

7 minutes

Say: We will each think of five (5) things that are part of

our culture and things we do and like. These could be

foods you like, sports, activities, types of clothes, or

anything that is part of who you are. After two minutes of

quiet thinking, we will find a partner that we did not know

before the first class. Share with that partner the five (5)

things that are part of who you are. After a few minutes of

sharing with partners, we will come back together and

share with the class what we found the same and what we

found to be different with our partners.

Say: Now you have two minutes to think to yourself: what

are five (5) things that are part of who I am?

After 2 minutes, pair off the students. While they are

talking, walk around and make sure they are learning

about each other.

5 minutes Say: Let’s come back together as full class. Can each pair

share something that they found to be similar and

something different?

Make sure that the entire class responds. Highlight

similarities and differences.

Conclude by saying: It is so interesting and exciting to

hear all of the similarities and differences among our

class! This is a great example of how we can work with

someone who is different than us. Each group has found

some things they have in common and some things that

are different. I hope you enjoyed learning about your

classmate.


Ask learners to write down or draw five (5) ways how

people are different and similar.

Bring the group back together and ask:



Step &

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o What is the importance of recognizing and

accepting other peoples’ cultures and ethnicities?

o Example answers: By accepting others cultures, we

are working towards creating a safe space; we all

have cultures so if we respect someone else’s, they

are more likely to respect our culture; better for

working and playing together, etc.

o How can we work with others in harmony?

o Example answers: Sharing, listening to what they

need, trying to relate to what they are thinking and

feeling, being patient and understanding, etc.


Conclude the lesson by reviewing all that has been

discussed. Emphasize the following main points:

o We described how people are different and similar

o We recognize and accept differences among various

cultures and ethnicities

o It is important for us to work effectively with other

people.

Answer any questions that the students bring up.

Say: Thank you for such a great class.

Reflection:

Did the learners enjoy sharing with one another?

Did the activity achieve the stated objective?

Did all learners fully participate?

Was the instructional material fully utilized?



Module 1: Week 1: Lesson 3 - Respecting Differences

Skills: Recognize and appreciate individual and group similarities and differences

Time: 30 minutes


1. Understand that despite differences, they can all work together.

2. Recognize and appreciate individual and group similarities.

Materials: paper, pens/markers, tape

Previous Knowledge: Learners are familiar with their peers and teacher and the concept of

respecting differences.


Encourage learners to work together and begin to form friendships.

Important Ideas: By seeing the visible differences and how they can come together, the students will

learn to appreciate similarities and differences and working together.

On -going Assessment:

Continue to check if the students are being respectful of one another. Are they

excited by their similarities and differences?

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Facilitator should write the date and topic on the board.

Say: Earlier this week, we learned that people have

similarities and differences. People with differences, of

different cultures, ethnic groups can work together

harmoniously.

Ask: Can you share with me 5 examples of how people are

similar?

Examples: all eat food, all love other people, all sleep, etc.

Ask: How about 5 examples of how people are different?

Examples: eat different food, have different family units,

wear different clothes, etc.

10 minutes Say: Working together can be achieved by learners

playing games together and coming together in different

activities. Today we are going to show how all of us are

different, but together we can make something beautiful.

We will each draw our hands on a piece of paper. Each

person should take one piece of paper and a marker. Then,

a partner will trace the outline of your hand on the paper.

You will switch and trace the other partner’s hand. Once

you both the outline of your hands traced, you can



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decorate inside the outline any way you want with the

markers.

Ask: Do you have any questions?

Say: When you have finished decorating your hand, you

can bring it up to me.

Pass around pieces of paper. Walk around as the students

are tracing each other’s’ hands and make sure they are

doing it correctly. Each student should end up with an

outline of their hand. Once students finish, if you have

scissors you can cut out the traced outline. Either way,

you can tape the hand prints on a larger piece of paper

that you hang on the wall, or directly on the wall.

7 minutes Once students are all finished, say:

Let’s all sit down. Do you see how all of our hands have

come together?

Ask: What is the same about all of the hands?

Example answers: they are small, they have 5 fingers, they

are about the same shape, etc.

What is different about each of our hands?

Example answers: they are slightly different sizes, shapes,

colors.

When all of our hands are put together – is it the same as

just one hand? How is it different?

Example answer: No, it is bigger, more colorful, more

interesting, and prettier. Generally – it is better.


Say: Based on our lessons this week, I want each of you to

individually think of one thing you learned about yourself,

and one thing you learned about our class and the other

people in the class. After one minute of thinking, we will

each share the two things we learned this week.

Give an example of the two things you learned. For

example: I learned that I get excited to meet new people

and I learned that we have a very diverse class who can all

get along and work together.

After one minute of thinking, go around and invite every

student to share the two things they learned.

Say: Thank you all for sharing what you learned this week.


Conclude the lesson by summarizing the lesson.



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Say: Today we each traced our hands. Each of our hands

had similarities and differences. When we put all of the

hands together, we made something better and more

beautiful. This week, we have learned a lot about one

another. It has been very exciting to get to know our new

friends. I am very excited to see each and every one of you

for the rest of the year. Just like if we took one of the hands

off of the wall, it would not be as pretty and there would be

a hole, the same is true in our class. It is important that we

are all here so we can learn the most from each other.

Together we make an exciting, diverse, unique community.

I look forward to spending this time with all of you.

Answer any questions that the students bring up.

Reflection:

Did the learners enjoy drawing their hands? Did they understand that the hand-tracings were

a metaphor for their class? Were any students not fully involved?



Module 1 Week 2: Lesson 1 - Introduction to classroom norms and creating a safe place

Skills: Learning to listen

Time: 30 minutes.


1. Name and demonstrate the basic rules for listening in a group

2. Identify the differences and similarities between the classroom and the home

environments

3. Listen respectfully to the thinking of others and share their own thinking

Materials: drawn- up story book for the story on “Ibrahim”

Previous Knowledge: Learners already know the names of one another and recognize

individual and group similarities and differences. They are also familiar with their home

environment.


It is important to emphasize that the classroom has many similarities and

differences to the home

Important Ideas: The concept of the classroom might be relatively new to most of

the learners. They need to be well familiar with learning to work together as a team

in the classroom and to pay attention in class.

On -going Assessment: Is everyone paying attention? Is everyone raising their

hands and waiting to be called on before talking? If not, try to emphasize this point.

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Teacher should review previous lesson by saying: Last

week we learned one another’s names and about one

another. To remind ourselves, let’s try to remember the

names of the people next to us.

Say: Turn to your partner next to you. Both should share

his or her name and favorite food. Then we will come back

together and introduce our neighbors.

Make sure that students are paired off. Walk around the

room and make sure that the students are talking about

their names and favorite foods. Give them 1 – 2 minutes as

necessary.

Say: Now we will come back together to share what we

learned about our partners.

Give the example, “My partner is… His/her favorite food

is…”

Call on one student to introduce their partner by name and

favorite food, then have the other partner introduce the first



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student. Go around the class and make sure everyone has

been introduced.

Say: It is good we know and call each other by names. It

will make us be better friends.

Say: Now that we know the names of one another, let us

begin today’s lesson. Today we will discuss the similarities

and differences between our homes and our class. Then we

will talk about the importance of listening to one another.

5 minutes Say: It is good to know that when we are in a group, it is

important to listen when others talk.

Say: There are basic rules that guide talking and listening

in a group

Ask the group: What would you want others to do when

you are talking?

o Call on 3 – 4 students to answer

Ask the group: What would you do when others talk so that

you can hear what they are saying?

o Call on 3 – 4 different students to answer

Thank all of the students for their answers.

Summarize their responses and say:

o To learn from one another, we need to take turns

when speaking

o We do not want to say things that hurt others

o We need to pay attention when others speak

o We do not want to disturb others when someone

speaks

5 minutes Mention that our classrooms are similar to homes.

Ask the learners to identify some similarities between the

classroom and their homes

You may direct the class attention to

o There are rules and regulations at home and in the

classroom

o Adults protect and provide for the young in both the

classroom and at home

o Children have the responsibility to listen to adults at

home and in the classroom

o Sometimes children do basic chores to help the

home/class run smoothly

o We listen to each other in these places and respect

one another.

Commend the learners for their participation

5 minutes Say that although the classroom is similar to our homes,

there are also differences



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Ask learners to identify differences between their homes

and the classrooms

Give the learners some examples if they are unable to come

up with ideas:

o The class has a chalkboard

o The class sitting arrangement

o There is different furniture

o Most of the people in the class are children

o In class, our time is very structured

5 minutes Tell the class to pay close attention as you tell them this

story:

Ibrahim* is coming to the classroom for the first time

today. He is very excited to learn. The teacher has invited

all of the students to draw pictures of their families and

then share back with the class. Ibrahim raises his hand to

share his pictures. The teacher calls on Ibrahim and he

stands to answer. As he begins to answer the students next

to him begin whispering. Ibrahim sits down and begins to

cry.

*As you tell the story, be sure that all are paying attention.

Be sure the name you use is not the name of any learner in

the class.

Ask the learners the following questions to determine if

they are listening and for them to share their own thoughts

and listen respectfully to the thinking of others.

o How do you think Ibrahim is feeling?

Example answer: sad, hurt, lonely

o Why do you think he is feeling sad?

Example answer: because his peers were

disrespectful, they did not listen to him,

o What could have the other students done instead of

whispering to make Ibrahim feel welcome in the

school?

Example answer: they should have actively

listened and responded to Ibrahim’s

presentation of his drawing.

Follow learners’ responses with further probing

questions, such as “Why?” to encourage them to share

their thoughts. Make sure that they are understanding that

the students should have instead listened respectfully. By

whispering, it made Ibrahim feel bad.

Thank them for their thoughtful responses



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1) Tell the learners that they will first think about the following

questions, then pair off with a partner to discuss, and then

share their discussion with the class.

2) Post the following questions on a chalkboard or flip chart. Ask

the students to first think independently and then turn to the

student next to them to discuss in pairs.

3) What similarities do you see between your home and our

classroom?

4) What differences do you see between your home and our

classroom?

5) What would you want others to do when you talk?

6) What would you do when others talk?

7) Tell the learners: Thank you for pairing off. Let’s now come

back together. Who would like to share what they discussed in

their pairs?

a) Ask each of the questions to the group and facilitate

sharing of the outcomes from their pairs discussions.

8) Thank you for sharing what you discussed. You have all

thought very critically about similarities and differences

between the home and school. You have also shared very

important reasons that we listen when others talk.


Conclude the lesson by saying that the class is an extension of our

home. Today we have learned that in the classroom we need to pay

attention. We need to talk one after another and listen to one

another in order to learn what each other has to offer. Tell the class

to clap for themselves for learning about their differences today.

Reflection:

After this lesson, students should be consistently listening in the classroom.

Make sure that students are respectful of one another when they speak. Otherwise,

remind them of this lesson.



Module 1: Week 2: Lesson 2 - Developing Classroom Rules

Skills: Following direction; learning to listen; recognize and appreciate individual and group

similarities and differences

Time: 30 minutes


i) Discuss and create classroom/school rules

ii) Follow classroom/school rules

Materials: chalk, chalkboard, pieces of paper cut into stars for each student, markers, large

paper with the title “Class Rules,” tape

Previous Knowledge: Learners are used to following simple instruction, taking-turns at

home.


Ask learners how they think that classroom/school rules can help them to

become effective listeners in the classroom

Make sure that as the facilitator, you are modeling all of the rules the class

decides on.

Important Ideas:

Setting classroom/school rules is an important tool for enhancing orderliness,

effective listening and appreciating individual similarities and differences.


Observe your learners whether they are observing rules in the classroom/school. If

not, why? Emphasize obeying the rule by doing the right things.

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Say: Do you remember the story of Ibrahim from our last

class? He was hurt because his friends did not listen to him

in class. In order to avoid any of us being hurt in our class,

today we will develop rules for our class.

Ask: Who is the leader in your home?

Most likely answer: father, mother

Ask: Who makes some rules in the house?

Most likely answer: father, mother

Say: Today we will all have the opportunity to be leaders

and make rules for our classroom. We will develop rules as

a whole class.

Say: In many classrooms, rules include: having a class

monitor/prefects, taking-turns before speaking, asking for

permission before going out and coming in, being

respectful of people and their opinions.



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In our class, we will decide which of these rules to include

and which we do not want to include. Then we will also

decide on consequences for breaking rules.

5 minutes Say: Each person will get a small star. On that star, I want

you to draw a picture of a rule that you would like to

include in the class rules.

Pass out stars and markers. Give the students just a couple

of minutes to draw their rule.

15 minutes Say: Let’s all come back together with our rules. Each

person will share their star rule. I will write down each

rule on this paper for our classroom rules. Then we will

tape the star next to the appropriate rule.

As each child shares their rule, write it down. Then paste

that star next to the rule. After all of those rules have been

pasted, say:

What other rules do we want to include for our classroom?

You can also suggest some rules. The following are rules

that should be included, but also be sure to include others

that you think are necessary:

o Raise your hand before you speak

o Respect others’ opinions and property

o Follow directions

o Be nice to others

Once you have finished the rules, say:

Great job developing class rules! Remember that we

developed these together, so we all have to act by these

rules when we are in class. Does anyone have any

questions?


Ask each child to go around and say their favorite class

rule. Each child should be able to list one of the class

rules.


Say: Thank you all for working together so well to create

class rules. I want you to all think about what it looks like

to follow these classroom rules and what consequences

might be appropriate for breaking them until our next class.

Reflection: Did the learners realize the benefits of setting the classroom/school rules?



Module 1: Week 2: Lesson 3 - Following Class Rules

Skills: Following directions; Learning to Listen

Time: 30 minutes


1. Demonstrate taking turns speaking

2. Understand and demonstrate following classroom rules

3. Develop appropriate consequences for breaking classroom rules

Materials: Classroom Rules, another large piece of paper with the title “Consequences for

Breaking Classroom Rules”

Previous Knowledge: Learners have already established classroom rules, they should be

familiar with consequences for breaking rules at home.


Remember that consequences should be appropriate for the rule they broke.

They should NEVER involve any physical punishment. They should ALWAYS

teach the student why they should not break that rule. Use knowledge from your

training session on positive discipline.

Important Ideas: Demonstrating classroom/school rules is an important tool for enhancing

orderliness, effective listening and appreciating individual similarities and

differences.


Observe your learners whether they are correctly practicing the set rules in the

classroom/school. If not, why? Promptly remedy where they are not correctly

practicing the set rules

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Review the class rules.

Say: Throughout lesson we will practice the rules for the

classroom and demonstrate appropriate consequences for

breaking them.

Ask learners to mention 2 or 3 of the classroom/school

rules.

Say: Today we will see what the rules look like in practice.

We will act out what we think

7 minutes Say: In small groups, we will act out a role play of what happens

when we break a class rule. Each group will be assigned one rule.

In each group, one person will play the teacher, one will play the

student breaking the rule, and the other group members will play

classmates. Decide in your small groups what the appropriate

consequence for breaking your rule will be. When you act out the

short role play to the class, we will decide if that is an appropriate



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consequence for breaking that rule. The presentations on your role

plays should only be 1-2 minutes.

Ask: What questions do you have?

Break the class up into the number of groups that there

are rules. Give them a few minutes to select roles and plan

out their role play.

15 minutes Say: We will come back together as a class and present

our role plays.

Invite each group to present their role play. After each

presentation clap for the actors. Then ask the class:

Is the consequence that this group demonstrated an

appropriate consequence for their rule?

If so, write it on the “Consequences for Breaking

Classroom Rules” sheet. Otherwise, ask the students for a

better example of an appropriate consequence and write

that on the sheet.

Congratulations to all of your for your role plays and for

creating such a great list of consequences for breaking

class rules.


Ask each child to go around and say one class rule and the

corresponding consequence for breaking that rule. Each

child should be able to list one of the class rules.


Say: This week we have created a set of classroom rules

and consequences together. These will be the guiding

principles for our time together over the next few months. I

am so excited to share this exciting journey with you where

we will learn even more about ourselves and one another

and continue to develop a respectful community.

Reflection:

Did the learners realize the benefits of setting and following the classroom/school

rules?

Did the role play convey the anticipated message?



Module 1: Week 3: Lesson 1 - Paying Attention in Class

Skills: Focusing attention

Time: 30 minutes


1. Identify strategies for focusing attention

2. Identify classroom distractions

3. Use positive self-talk to stay focused and on task

Materials: blackboard, chalk, timer

Previous Knowledge: Students know that there are certain behaviors expected of them in a

classroom.


Throughout the class, commend students who are doing a particularly good

job of paying attention.

Important Ideas:

Students should understand what distracts them, and what strategies work for them

in paying attention.


Are students able to stay on-task? Do some students get very distracted by others?

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Warm up the class with a short activity. The class will

break up into small groups and decide on a song to sing in

their small group.

Say: You will begin today by counting off into groups of

five (5). In our small groups, each group will choose a song

to sing. Think of a song you sing in your home or

community. As soon as your group decides on a song, you

will sing the song over and over again until I raise my

hand. When I raise my hand, stop singing and sit back

down in your groups. Do you have any questions?

Have the students count off into 5 groups. Once they are in

their groups, walk around and assist them in selecting a

song if they are having trouble. Once all groups have

begun singing, let them all sing at the same time for 2

minutes and then raise your hand. Wait for all children to

be quiet and in their seats.

7 minutes Say: I hope you enjoyed singing your songs. Did you find

it difficult to pay attention to your song while the other

groups were singing?



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Call on a few students to answer. They should have

realized it was difficult to pay attention with other groups

also singing.

Say: Today we are going to learn how to pay attention in

class. As we just saw, it can be hard to pay attention when

there is a lot going on in the class.

Say: In your small groups, you have three (3) minutes to

come up with the five (5) things that distract you in the

classroom. Some examples are: noise from other classes,

another student whispering, or the person sitting next to

me tapping his or her foot. Then we will come back

together to share all the possible classroom distractions.

Give the students three (3) minutes to brainstorm in their

groups. Walk around and make sure they are on-task.

After three (3) minutes, bring the students back together.

Invite all of the groups to present back on what their came

up with. Write all of the answers on the blackboard.

15 minutes Say: Based on our brainstorming session, we have a lot of

things that can take our attention away from the lesson.

We can help ourselves to focus by learning different

tricks.

Say: I will assign each of the groups a different “paying

attention trick.” In your small group, talk about how you

can explain the trick to your friends. After you decide how

to teach the trick, we will make new groups – with one

person from each of the groups.

Write these five strategies on the blackboard and explain

each one.

o Breathing (This means stop what you are doing

and take a slow deep breath through your nose

filling up your belly. You can keep repeating your

breath as many times as it takes to calm down and

re-focus)

o Self-Talk (This means thinking to yourself “I need

to pay attention and focus”)

o Contained Fidgeting (This is doing some sort of

small movement that helps you to focus. Some

people need to tap their foot to pay attention. Make

sure when you do “Contained Fidgeting” you are

not distracting the people around you)

o Take Water (This means to take a small break and

drink water before returning to try and focus)

o Re-focus Object (This is an individual object for

each person that they can look at to remind them to

focus)




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Say: Go back into your small groups. Group 1 will teach

breathing; Group 2 will teach self-talk; Group 3 will teach

contained fidgeting; Group 4 will teach take water; Group

5 will teach refocus object.

Let the groups have one (1) minute to discuss how to teach

their focusing strategy. Then, reform the groups so that

each new group has one member from each of the old

groups.

Say: In your new groups, each strategy will have two (2)

minutes to present.

After two (2) minutes, tell the whole class which strategy

they should be discussing. After all strategies have been

discussed, bring the whole class back together.


Ask:

o Did you enjoy learning about different strategies for

paying attention?

o Are there other strategies and tricks you can think of?

o Which of the tricks for paying attention in class will you

try in the next class?


Say: Today we have learned what can distract our attention

in the class. We also learned how to overcome these

distractions and stay focused and pay attention in class.

These skills and tricks can be used in the classroom and in

other parts of our life.

Reflection:

After this class, do you see students using the tricks for paying attention? Are there some

students that particularly struggle with paying attention? If so, provide more individual

support for them. Remind them of the tricks, and try to find other tricks that work for them.



Module 1: Week 3: Lesson 2 - Following Directions in Class

Skills: Following directions

Time: 30 minutes


1. Demonstrate muscular coordination, control and balance (hand-eye coordination, arm-

eye coordination, hand steadiness, finger steadiness, finger dexterity)

2. Demonstrate ability to follow directions.

Materials: paper + markers (optional – for alternative activity during Samuel Says)

Previous Knowledge: Students have learned how to focus their attention.


Make sure to engage all students, particularly in Samuel Says. This can be a

great time to give a student who is shy or who has trouble paying attention the

opportunity to stand in front of the class, as Samuel.

Important Ideas:

Make sure that students are following directions. Give praise for those who follow

directions.


Are some students having more difficulty following directions than others? How do

students react to following directions?

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Say: Today we are going to learn about following directions

in class.

Call on a few students to answer each question.

Can anyone tell me what it means to follow directions?

o Example Answer: listening to what someone says

and then doing what they tell you to do.

When do we follow directions?

o Example Answers: at home, in church, in school, at

the mosque, etc.

What are some examples of when we follow directions in

the classroom?

o Example Answers: When we are doing any activity

in class, when standing in a line, making a circle,

taking a test, being quiet when asked to.

18 minutes Say: We are going to play a game called, “Samuel Says”

Say: Listen carefully to these instructions. The person

standing in front of the group, will be called “Samuel.”

Samuel tells players what they must do. However, the

players must only obey commands that begin with the

words "Samuel Says." If I am Samuel and I say, "Samuel



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says touch your nose," then you must touch your nose.

But, if I say, "jump," without first saying "Samuel says,"

you must not jump. Those that do jump are out. When

students are out, they can either watch quietly or draw a

picture of a time they followed directions. The winner will

be Samuel if we have time for a second round.


Play Samuel Says giving instructions like “stand up”, “sit

down”, “hop on one foot”, etc. The winner of the first

round should be Samuel in the second round.


Say: I hope you all enjoyed playing Samuel Says. Please

find a partner and talk about why it is important to follow

directions. We will share these back to the whole class in a

few minutes. Each pair will share one sentence about what

they discussed.

Walk around and make sure everyone is in a pair. Make

sure that the students are discussing why it is important to

follow directions. After a few minutes, bring the class back

together.

Ask: Can each pair share one sentence about why it is

important to follow directions?

All pairs should share just one sentence.


Say: Today we learned about following directions. We

learned that it is important to follow directions in school so

that we can learn more and enjoy class. It is also important

to follow directions at home and in our community.

Reflection: Do you see an improvement in direction following behavior after this class?



Module 1: Week 3: Lesson 3 - How to Learn

Skills: Develop inhibitory / impulse control

Time: 30 minutes


1. Demonstrate ability to form a line and a circle without making noise as a part of a

group

2. Understand and demonstrate when to form a line and a circle in a classroom setting.

Materials: none

Previous Knowledge: Learners can identify strategies for focusing attention and classroom

distractions

Facilitator’s Tips: Keep an eye on which students are able to follow directions; encourage students

to work together and self-monitor/self-manage.

Important Ideas: The lesson should be focused on the students’ ability to focus and control their

impulses, and understand classroom norms.


The teacher observes the learners’ ability to pay attention to the lesson

The teacher should monitor the learners while forming lines and circles and

provide feedback and corrections when necessary.

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Say: During our last lessons we discussed following

directions and identifying classroom distractions.

Today we will learn how we can control our actions to

have more fun and learn better in class.

Ask: Do you know what we do to go from one place to

the next as a class?

o Answer: line up

Ask: When do we line up in our class?

o Answer: to go from one place to another, to wait

for food/latrine, etc.

Ask: Do you know what shape we make in the middle of

the room when we all want to come together?

o Answer: a circle

Ask: When do we make a circle in our class?

o Answer: When we are doing group activities,

when we are sharing, to read as a class, etc.

In order to make these shapes, we need to be able to

control our bodies and move quietly and efficiently.



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We will learn about making a line and a circle as a group

today.

5 minutes Say: We will split into three (3) groups for a small

competition. Each group will have the task of lining up

in order by height. During this exercise, you can talk to

one another. Once you are in a line, you must be very

quiet and still in order to win.

o Demonstrate for the learners what it looks like to

stand quiet and still.

o Count off “1, 2, 3, 1, 2, 3…” so that the entire

class is split into three groups.

Say: All of the 1’s should go over here, 2’s over here,

and 3’s over here.

o Decide on a fair “prize”, and tell the learners that

after this practice round, the first group to line up

by height will get that “prize.”

Say: When I say go, you will begin to line up by height

in your groups. Ready, set, go!

o Allow the groups a few minutes until the first

group is finished.

Check and make sure the group is actually in height

order.

Clap and say: Congratulations, this group has lined up by

height. Congratulations to all teams for lining up by

height.

5 minutes Say: In your same groups, we will now line up by

birthday. However, this time you cannot speak in order

to get yourselves into the line. So, you will have to find

an alternative way to communicate while being calm and

silent. Does anyone have any ideas for how to

communicate without using words?

o Ask a few students for responses. They could

include hand gestures, facial expressions, etc.

Say: When I say go, you will begin to line up by birthday

in your groups. Ready, set, go!

o Allow the groups a few minutes until the first

group is finished.

Ask the group to go down the line and say their

birthdays, to make sure they are truly in birthday order.

Clap and say: Congratulations, this group has lined up by

birthday. Congratulations to the other groups, too, for

lining up by birthday.



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5 minutes Say: Now we will work together so we all line up in one

line by hair length.

Say: When I say go, you will begin to line up by hair

length. Ready, set, go!

o Allow the class a few minutes until they are

finished.

Make sure they are truly in order.

Clap and say: Congratulations, you have all lined up by

hair length.

5 minutes Say: Can we turn this line into a circle, while keeping

silent? There are many times when we need to be in a

circle as a class. We are now going to see how quickly

we can move from standing in a line to sitting in a circle

on the ground. Remember, do not say anything!!

Say: When I say go, you can get into a circle as quickly

and quietly as you can. Are you ready? Ready, set, go!

Give them a few minutes, as needed, to get into a circle.

While they are moving, watch closely to make sure no

one is speaking or being aggressive with one another.

Once they are in a circle, say: Great job. Give yourselves

a clap!


Now that the class is seated and quiet, you can have a

short discussion on why it is important to make a line and

a circle in class.

Ask:

o Why do you think it is important to make a line in

class?

o When do you think we make a line?

When we go from one place to another,

waiting for food, etc.

o Why do you think it is important to make a circle

in class?

o So we can all see one another, work together

o When do you think we make a circle?

When we are reading together, doing a

whole group activity, sharing.

o Why did we make sure to be still and quiet when

making a line and a circle? Did it help us?

o In order to be more efficient,


Thank the class for their participation in the competitions

and doing such a great job making lines and circles. All



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of the winning teams will receive their prizes tomorrow

(or during that class, depending on what you decide for

the prize)

Say: It is important that when we need to make a line in

class, you are able to do it as quickly and quietly as we

did today. The same is true for making a circle. We will

be able to do many more fun activities if we can make a

line or a circle quickly and quietly.

Reflection:

Were there some children who struggled to make a line or a circle?

Were all students included in the activity?

After this lesson, are the students better at making lines and circles together?



Module 1: Week 4: Lesson 1 - Building Our Memory

Skills: Working memory

Time: 30 minutes


1. Understand the importance of their memory

2. Apply attention, memory, and impulse control skills in a brain-building game

Materials: N/A

Previous Knowledge: Students know how to follow directions.


Try to clear as much space in your classroom as possible. You may

need to do this lesson outside where there is space.

This lesson requires a lot of energy, so make sure you are ready to give the class a lot

of energy.

You will need enough decks of cards for the next lesson (Module 1: Week 4: Lesson

2) for a deck for every 4 – 5 students. If you would like to invite students to bring

them in, remember to ask at the end of this lesson.

Important Ideas:

Students will be asked to remember multiple different things throughout the class.


Are students performing the correct activity? Are they focused and paying

attention?

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Say: Last week we learned about focusing our attention

to learn. The next step is to be able to use what we learn

in the future. We call this memory.

Ask: What is one thing you remember from our lessons

last week?

Go around so that everyone in the class quickly says

one thing they remember from last week’s classes.

Say: Do you see all of the exciting things we

remember? Why do you think our memory is important

for learning?

Go around and ask a few students to answer. Example

answer: without memory, we cannot use what we

learned in the future.

5 minutes Say: Today we are going to create handshake buddies.

During the class, whenever I say “handshake buddy”

you have to go to the person you are paired with today

and do your secret handshake. Each pair will come up



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with their own secret handshake that is 10 movements.

It can be whatever you want it to be – the only rules are

that no one can get hurt and you cannot make any

noise. Take the next few minutes to create and practice

your handshake. You have to remember it later in the

day and in the week!

Break the class into pairs. Try to pair students that are

not friends with one another. Give them 3 – 5 minutes

to make and practice their handshake.

11 minutes Say: In just a moment, we will count off by five (5).

You should not end up in the same group as your

handshake buddy. In those groups, you will do a

charade – which means to act out an activity. I will call

out an activity and then all four (4) of you will do the

movement in a circle. Remember the activities I call

out. There will be four rounds. In the first round, I will

call out each of the five (5) activities and then you will

act out the activity I called. In the second round, I will

call out all five (5) activities, and then you will do all

five (5) in a row. In the third round, you will have to

remember all five (5) activities to act out. In the fourth

round, and you will have to call out all of the five (5)

activities as I said them. Except for in the fourth round,

you cannot make any sounds. Do you have any

questions?

Count the students off so they are in five (5) groups.

Say: Round one. When I call out an activity, you will

act out the activity in your small groups. Ready?

o Kick a football (wait 20 seconds for learners to

do the activity)

o Cook a stew (wait 20 seconds for learners to do

the activity)

o Dance (wait 20 seconds for learners to do the

activity)

o Greet a friend (wait 20 seconds for learners to

do the activity)

o Hold your baby sister (wait 20 seconds for

learners to do the activity)

Say: Round two: I will call out all five (5) activities

and then you will do all of them in a row. Ready?

o Kick a football; Cook a stew; Dance; Greet a

friend; Hold your baby sister – Go!

Say: Round three: Act out the five (5) activities!

After they have finished round three, say: Handshake

buddy!



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Students should all go find their handshake buddy and

perform their handshake.

Say: Great job finding your handshake buddies! Now

all together as a class, in round four we will call out all

of the five (5) activities as I said them.

Let the class lead, but chime in if they needs help: o

Kick a football; Cook a stew; Dance; Greet a

friend; Hold your baby sister

Say: Great job, class. Now let’s all go back to our

seats.


As students are heading to their seats, say: Handshake

buddy!



Say: Give yourselves a round of applause for having

such good memories! Let’s all head back to our seats

now


Say: Great job today. We have discussed why working

memory is important for learning and learned different

games that test our memories. Do not forget your

handshake buddy or your second partner handshake for

next class. You will need both of them later in the

week!

Reflection:

Are the students enjoying playing the memory games? Are they performing the right

activities, by memory?



Module 1: Week 4: Lesson 2 - Using Our Memory


Time: 30 minutes



2. Demonstrate ability to hold information in ones’ short-term memory and utilize it in

an activity

Materials: standard decks of cards, enough for one deck for 4-5 children in your class (if you

know students might have a deck of cards, ask students to bring in decks of cards in lesson

1); paper/notebook; pens/pencils

Previous Knowledge: Learners are familiar with the concept of memory and are aware of its

importance


Throughout the class, make sure all of the learners are on the same page and

are understanding and able to use their memories.

It is very important that you positively address any behavior issues and student

challenges immediately in this lesson – provide alternatives or simplify the games,

assist those who are struggling.

Important Ideas:

Learners should be focused on applying their working memory skills

On -going Assessment: Are students performing the correct activity? Are they focused and paying attention?

Are they able to remember which cards were where?

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Say: Handshake Buddy!

All of the students should go find their handshake buddy

and perform their handshake. Some students may not

remember what they are supposed to do, so you can

remind them that they should find their handshake

buddy and perform their handshake.

Say: Great job! You remembered your handshakes. You

can sit down now. Yesterday we talked about the

importance of our memory. We also played some

games that required our memory. We will play more

memory games today. First, I want you to find someone

other than your handshake buddy and teach them your

handshake. Make sure you practice both handshakes,

because you will need to remember this later. This

person is called your “second partner.”



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Students should find someone new and spend 3 – 5

minutes teaching their handshake and learning their

second partner’s handshake.

15 minutes Say: We are going to play a game in groups of four or

five students.

Each group will have a deck of cards. To set up for the

game, we will shuffle the cards and place them face

down in rows, like this.

Demonstrate laying out playing cards in a row for the

students.

Say: To play the game, the first player will choose two

cards to turn over. If the two cards are a matching pair

(for example two Jacks) then they take the two cards

and start a stack. The player is awarded another turn

for making a match and goes again. If the cards are not

a match they are turned back over in the same spots. It

is the end of the player’s turn when she or he is no

longer able to make a matching pair.

Say: The next player then chooses two cards to turn

over. If the first is a match for one of the cards the

previous player turned over, they try to remember it

was to make a pair. If they are successful at making a

match they place the cards in their stack and choose

another card.

Say: This continues until all the cards are collected by

players. The winner is the one with the most matching

pairs at the end of the game.

Say: Do you have any questions?

Once you have answered any questions, say: You will

have 10 minutes to play in your groups.

Break the students into groups of 4 – 5 and give each

group a deck of cards. Assist them in laying out the

cards if they need.

Give the groups ten (10) minutes to play. Let them

know around nine (9) minutes to begin wrapping up.

4 minutes After ten (10) minutes of the memory card game, call

out: Handshake buddy!



Say: Good job finding your handshake buddy. Now,

find your second partner and practice both of your

handshakes. You will need to remember these for

tomorrow.



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Say: Think of one thing you learned in this activity and

one thing you found challenging. Write or draw what

you learned and what you found challenging on a piece

of paper. Make sure to put your name on your paper

Pass around paper and pencils and make sure that all

students have them.


Say: Today we continued to work on improving our

memories through fun games. You were able to use

your short and long term memory – short term in the

card game and long term to remember your handshakes.

Do not forget your handshakes. Please pass in your

drawings/writings of what you learned and what was

challenging to me on your way out.

Reflection:

Look through the drawings/writings of the learners before the next lesson.

What was challenging for them? Do they understand how to use their memories?



Module 1: Week 4: Lesson 3 - Importance of Memory


Time: 30 minutes



an activity

Materials: paper, markers, storybook (optional)

Previous Knowledge: learners understand the importance of their memory; learners know

classroom rules and norms

Facilitator’s Tips: It is likely that some students will not remember their handshakes. Reinforce

that it is okay if they forget. We are trying to improve our memories, none of

us are perfect.

Important Ideas: This lesson is the culmination of the week on working memory. Students will take

what they have learned and apply it.

On -going Assessment: Are students focused and paying attention? Are they able to remember their

handshakes? The parts of the story?

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Say: Today we will continue to talk about our memories.

Say: Second partner!

All of the students should go find their second partner

and practice both of their handshakes. Some students

may not remember what they are supposed to do, so you

can remind them that they should find their second

partner and practice both of their handshakes

Say: Now I would like you to find a new partner and

teach them your second partner’s handshake. You have 2

minutes to practice with your new partner.

All students should find new partners and teach their

new partners their second partner’s handshake.

Say: Handshake buddy!

All of the students should go find their handshake buddy

and perform their handshake.

Say: Now teach your handshake buddy the handshake

you just learned from your new partner.

3 minutes Say: Now you can return to your seats. Which

handshake did you find easiest to remember, by a show

of hands:

o With your handshake buddy (should be most)



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o Your second partner’s

o Your new partner’s, the one you learned today

Ask: Which handshake was hardest to remember?

o With your handshake buddy

o Your second partner’s

o Your new partner’s, the one you learned today

Say: Over the course of this week, we have practiced

with our handshake buddies the most. We can train our

memories to work better if we practice a lot.

5 minutes Say: I am going to read you a short story. After I finish

the story, each of you will have the opportunity to draw

a picture showing what happened in the story. Pay very

close attention to the story so you know what to draw in

your picture.

You can choose to read the story below, or select a

short children’s storybook, or tell a folktale that is

appropriate for your students.

Story:

There once was a gentle lion king who lived in a far away

land. He wore a crown to show he was king. He ruled

kindly over all of the other animals. All of the other

animals – the tortoises, the monkeys, even the fish loved

him. He had a brother who looked just like him, but he

was not as kind and gentle. His brother was very angry

that he was not king. One day, he slipped into the king’s

home and stole his crown. The brother of the king walked

outside and put on the crown, which showed the other

animals he was king. Immediately, he told the cheetah

ruler to go and bring him all of the best animals for him

to eat. He wanted a feast that was so big, he could not

possibly finish it. The cheetah thought this was odd,

because the king usually only ate what he needed to eat

in order to protect the other animals. But, she knew to

listen to the king. So, she brought together her cheetahs

and started to begin the hunt. On her way out, she saw

the king – who was out on his morning walk. He said

“Hello Mrs. Cheetah!” She knew it was the king and that

it must have been his evil brother who told her to kill so

many animals. She told him everything. He thanked her

and ran quickly back to find his brother in his lair. He

said to his brother, “Brother, it is not good to pretend to

be someone you are not! And worse yet, you used that

power for evil – to kill many animals! You should

apologize and make it right to the animals.” The king’s

brother knew he had done something very bad. He gave

the king back his crown and called all the animals



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together to apologize for his actions. He promised to

never do it again. After that day, the king’s brother

became a good friend to all of the animals. He had

learned how to be kind and gentle like his brother.

10 minutes Pass out paper and markers. Give the students ten (10)

minutes to draw the story.


Say: You have all drawn such lovely pictures. Now, I

would like you to find a partner to share your picture

with. Show your partner what parts of the story you were

able to draw.

Give the pairs three (3) minutes to share their drawings.

Walk around to listen and to hear if they were able to

correctly remember parts of the story


Say: Let’s come back together as a class. This week, we

have learned a lot about how we can use our memory.

Can I have three volunteers share with us why it is

important to use our memory?

Call on three students to share why memory is

important.

Say: Great, thank you all. We also learned, with the

handshakes, that the more we practice, the more likely

we are to remember. So, when you really need to

remember something, what should you do?

Whole class should say: Practice!

Say: Yes, we should practice to improve our memory.

Memory is very important for learning. As you leave

class, please hand me your drawings. I will put them up

as a decoration.

Reflection:

Put the students’ drawings on the walls of your class.

Check to see if their drawings represented the story you read.

If they do not, you should revisit the listening to writing/drawing memory during the

assessment week.



Module 1: Week 5: Lesson 1 - Setting Goals

Skills: Organizing steps and information in a logical manner, Demonstrate skills related to

achieving personal and academic goals.

Time: 30 minutes


Describe why learning is important in helping students achieve personal goals

Set personal and academic goals

Understand timeline and progression of events in a story.

Materials: N/A

Previous Knowledge: Students have learned the skills needed for focusing direction and

paying attention


Ensure that learners know the importance of goal setting and it should

be taken seriously

Let the learners know that goals must be within their capacity to make

it happen

Remember to follow up with Lesson 2 and 3 to check on the students’ progress on their

goals

Important Ideas:

It is important for every learner to know what learning entails in achieving

personal and academic goals. This can help them to be able to set and achieve their

goals.


Are children giving appropriate answers about their goals and their plan to achieve

them? Do students understand the story and how it relates to their lives?

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Say to the learners: During this lesson we will learn why it

is important for us to set and achieve personal and

academic goals.

Ask learners to mention two reasons why learning can help

them achieve their personal goals.

Call on 3 students to respond.

Example answers:

o Learning can help to improve your ability to set

goals

o It allows the learner to have clear understanding of

the goals s/he is setting

o Builds your brain so you can understand what you

need to do to achieve goals



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2 minutes Invite learners to sit in a circle in the middle of the room.

Say: Now I will tell you a story about setting goals

Story:

Lydia was in Primary 4. She loved going to school, but she

had trouble learning maths. Even though she paid

attention in class and did her homework, she never did

well on her maths test. She set the goal of getting a better

score on her next maths test so she could go on to the next

level of maths.

Lydia continued to pay attention in class and do her

homework, but she knew she needed to add more steps in

order to achieve her goal of getting a perfect score on her

next maths test.

5 minutes Ask the children, “What other steps can Lydia take to help

her achieve her goal and get a perfect score on her next

maths test?”

Students should answer. Answers may include:

o Study with another student,

o Ask for help from siblings, teacher, parents

o Take notes during class

o Ask the teacher for additional help

o Practice maths problems

5 minutes Tell the students the rest of Lydia’s story:

Lydia knew that she had to do more than pay attention and

do her homework. She had to make a plan. So, Lydia sat

down with her teacher and created a plan to help her

succeed in achieving a perfect score on her next maths

test. Every day Lydia and her teacher would meet for 5

minutes after class to make sure she was following her

plan. First, she started to take notes during class. She

asked questions in class when she did not understand. Her

older sister had an old primer that she used to do 20

minutes of additional maths problems every evening.

Lydia even asked her mother to time her so she could

practice under the pressure of taking a test. She took a

practice test once per week. By the time the next maths test

came around 4 weeks later, Lydia felt very ready and very

confident in her knowledge of the topics. She took the test

and finished very quickly. Then she took the remaining

time to go through the test and check her answers. When



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Lydia turned in her test, she knew it was perfect. The next

day, Lydia received her grade – 100%. She had achieved

her goal.


Say to the students: Now I want you to think quietly to

yourself of one goal that you would like to set that you can

realistically achieve this year.

Allow the students a minute to think of a goal.

Say: Now we will each find a partner who set a goal

similar to our own goal. For example, if I set a goal to be

able to focus and do all of my homework without getting

distracted, I could find a partner who also had a focusing

goal. If you had set a goal of actively listening and

understanding instructions in class, we could be partners.

*Make sure that all participants have partners. If not, pair

the remaining learners with one another*

Say: Tell your partner your goal. Then, together come up

with a plan to achieve your goal. After 3 minutes we will

come back together to share our goals with the whole class.


Say: Let’s come back together and sit in a circle. Sit next to

your partner so we can share what we discussed back to the

group.

Say: Each set of partners will share back the goals they set

and how they plan to achieve them.

Ask if there are any volunteers to begin, then go around

and invite all students to share.

After all pairs have shared their answers conclude the

session.

Tell the students that next session they will have the

opportunity to create a goal achievement plan.

Reflection:

Were students able to set goals? Were they engaged and interested in goal-setting?



Module 1: Week 5: Lesson 2 - Setting a Story Timeline

Skills: Organizing steps and information in a logical manner

Time: 30 minutes


1. State the basic steps in organizing information in a logical manner

2. Set steps to achieve personal and academic goals in a logical manner

Materials: Copies of “Story Tiles” for all groups (see Appendix 4 below) Chart: Steps to

Achieve Goals (matching the Handout); Handouts for all children: Steps to Achieve Goals

(see Appendix 5 below); pens/markers/crayons

Previous Knowledge: Learners understand the importance of setting goals


Prepare handouts for the children and large chart before class

Make sure to have completed Lesson 1 before starting this lesson.

Important Ideas:

Learners should be able to organize steps logically and apply that skill to

developing an action plan for achieving goals.


Are students able to understand organization? Are they able to set their own

goals?

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1 minute Introduction

Say: Last lesson we learned how to set goals and that it

takes lots of steps to achieve them.

Today we will learn to create steps to achieve our own

goals and create a plan to achieve them.

5 minutes Say: We will begin the day by listening to a story.

Once upon a time there were three little pigs who were

all very good friends. They wanted to build their houses

next to each other so they could see each other every

day. The first pig was very lazy, so he built his house of

straw. The second pig was also lazy, and he built his

house out of sticks. The third little pig worked very

hard. He spent all day building his brick house while

the other two pigs played in the mud. There was a big

bad wolf watching the two pigs while they played. He

thought to himself “what a delicious meal these pigs

would make!”



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The next day, a big bad wolf came around while all of the pigs

where in their homes. He came to the straw house and said, “I’ll

huff, and I’ll puff, and I’ll blow your house down!” With one

puff, he blew the house down and the first pig ran squealing into

the second pig’s house made of sticks.

Now the big bad wolf got to the stick house and he said,

“I’ll huff, and I’ll puff, and I’ll blow your house down!”

With one puff, he blew the house down and the two pigs

ran squealing into the third pig’s house made of bricks.

Now the pig came to the third house made of bricks and

said, “I’ll huff, and I’ll puff, and I’ll blow your house

down!” He huffed and he puffed and he could not blow

the house down. He climbed on top of the house to look

in at the three little pigs through the chimney. He

slipped and fell directly into the boiling kettle that the

third pig and put on to boil. The three pigs were safe

and joyous in the third house and had a meal of boiled

wolf.

8 minutes I will divide you into groups of five (5) learners.

o Each group will receive seven (7) story tiles. As

a group, you will organize the tiles into the order

of the story.

o After we are all finished, one representative

from each group will tell us your group’s order.

Do: Divide the class into small groups and distribute the

story tiles (see Appendix below). While the groups are

brainstorming their story, walk around and listen to

what they are saying to make sure they understand.

8 minutes Say: Now that we know how to put a story in order, we

can also put steps to achieving a goal in order.

Just like the story has a beginning, middle, and end, so

does achieving a goal.

What do you think comes first in achieving a goal?

o [correct answer: setting a goal]

DO: write on the board the first step in achieving a goal

SAY: Once you know your goal, what do you have to

develop to achieve that goal?

o [correct answer: a plan]

DO: write on the board the second step, “developing a

5-step plan”

SAY: When we are trying to achieve a goal, it is

important to have the support of the people who you



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trust around you. You can have someone give you

advice, and you can also tell a friend who will support

you. When you get advice, you might need to change

your plan.

DO: Write Steps 3 - 5 on the board

SAY: Now you are ready to begin going through your 5

step plan.

DO: Write step 6 on the board.

SAY: When you begin to carry out your plan, you might

have to change it again.


SAY: It is important to check off the steps that you have

achieved to see your progress. This can help you feel

closer to achieving your goal and make sure that you are

working towards it.


SAY: Finally, it is very important to continue to believe

in yourself throughout the process.


SAY: With all of this completed, you will be able to

achieve your goal!



SAY: To close class today, I would like all of you to do

Step one (1) of the 10-step plan to achieve goals. Set a

goal that you would like to achieve in class this year.

ASK: Who can tell me what step one includes?

o [correct answer: set a detailed goal]

SAY: The reason we want a detailed goal is so that it is

clearer to achieve. If we set a simple goal, like “I want to

control my anger” then we will never know when we

have achieved it. Instead “I want to control my anger so

that I do not yell when my little sister annoys me” is a

more detailed goal that we can see when we have

achieved it.

SAY: I will pass out a handout with our steps to achieve

goals. Everyone can write or draw under Step 1.

DO: Pass out the “Steps to Achieve Goals” Handout (see

Appendix) and pens / markers


Today we have learned how to organize steps in order

and how to set achievable goals. Next session we will set

the rest of the steps to achieve our goals.



Reflection:

Were the children able to set goals appropriately? Did they understand how to place the story

tiles in order?



APPENDIX 4 – STORY TILES

(Retrieved from http://resources.sparkleplus.co.uk/sb405.pdf)



Module 1: Week 5: Lesson 3 - Setting your Goal Achievement Plan

Skills: Organizing steps and information in a logical manner; Demonstrate skills related to achieving

personal and academic goals

Time: 30 minutes


1. Set personal and academic goals

2. Understand timeline and progression of events in a story

Materials: Chart: Steps to Achieve Goals (matching the Handout); Handouts for all children: Steps to

Achieve Goals (see Appendix 2 from Lesson 3 above); pens/markers/crayons

Previous Knowledge: Learners understand logical organization of a timeline and the importance of

setting goals


Make sure that all students have their handout with the goal they set

during lesson 2.

Make sure to have completed lesson 1 and 2 before starting this lesson.

Constantly check that the students are able to understand all of the steps

Important Ideas:

Learners should be able to apply the skills they’ve learned to develop an action plan

for achieving goals.


Are students able to develop a goal achievement action plan? Do they understand the

various steps?

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Time Description


SAY: Last session we set goals and discussed action plans to

achieve those goals.

ASK: Who remembers the 10 points to achieve our goals?

DO: Write on the board the steps of the goal achievement

plan as students remember them.

o Encourage students who are trying. Make sure to

ONLY write down the correct answers. (See Week 5:

Lesson 2)

1. Set a Detailed Goal

2. Define 5-steps to Achieve that Goal

3. Get advice from someone you trust

4. Revise your 5- step plan

5. Tell a friend your goal and how you will

achieve it, ask them for support

6. Act on the 5 step


8. Check off your 5 steps as you achieve them

9. Believe in yourself



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Time Description

10. Achieve your goal!

3 minutes SAY: Today we are going to have the opportunity to fill out

your Goal Achievement Plans.

ASK: Who would like to share the goal they set during our

last session?

6 minutes SAY: We will start by creating a 5-step plan together, and

then you can create your own 5-step plan for your goal.

Let’s start with the example of this goal:

I will understand addition so I can add two numbers (between

1 and 10) in less than 15 seconds.

DO: Write that goal on the board

ASK: What are some steps that I could take to achieve my

goal?

DO: As students give answers, write them on the board.

o After they have brainstormed all the answers, ask

them to vote on the top 5 steps.

o Write the 5 steps that they selected on another space

on the board.

SAY: Now we have to put these 5 steps into a logical order

to achieve our goal.

ASK: Which step do we need to do first?

DO: Ask the class to place the 5 steps in a logical order

3 minutes SAY: Think of someone you trust who can help you to

make decisions.

o On your Goal Achievement Plan, write or draw a

picture of that person next to step 3.

DO: Pass out markers or crayons or pens


SAY: Now we will find a friend in the class to share our 5-

step plan. I will pair you off and you will share your goal

and your 5 steps and who you will ask advice from.

DO: Put the students in pairs and walk around while they are

paired off to make sure they are talking about their goals and

plans.


SAY: Let’s come back together as a whole class now.

ASK: How was it helpful or not helpful to talk about your

Goal Achievement Plan with your friend?

SAY: Next class we will find our partner and check-in to see

if they: achieved any of the 5 steps, shared their Goal



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Time Description

Achievement Plan, and if they had to change their plans at

all. Your homework is to share your Goal Achievement Plan

with the person you wrote or drew by Step 3 and begin to act

on your 5-step plan.

NOTE: *Next class – have the students find their partner and ask if

they have achieved any of the 5 steps, and if they shared their Goal

Achievement Plan with anyone and if any revisions were necessary*

Reflection:

Were students able to understand steps needed to achieve goals?



APPENDIX 5 – HANDOUT 1

Goal Achievement Plan


2. Define 5-Steps to Achieve that Goal

1)

2)

3)

4)

5)


4. Revise your 5- Step plan

5. Tell a friend your goal and how you will achieve it, ask them for

support

6. Act on the 5 Steps

Revise your 5- Step plan

7. Check off your 5 Steps as you achieve them


9. Achieve your goal! http://heatherbond.me/2015/06/01/makin

g-your-goals-easier/

http://claremont.sd63.bc.c

a/mod/page/view.php?id

=12589

http://www.timdavisonline.com/3

-big-questions-to-ask-yourself-

about-reaching-your-goals/

https://oitecareersblog.wordpress.com/category/science-careers/



Module 1 ASSESSMENT: Week 6

Assessment weeks are different than instruction weeks. Facilitators should select from the

various review and assessment activities below. Each review / assessment activity has a time

and an intended learning outcome.

Create and keep a tracking sheet (sample attached) for each student. For each assessment

activity, score the student’s performance on a scale of 1 to 5.

1 = Unsatisfactory

2 = Needs Improvement

3 = Meets Expectations

4 = Exceeds Expectations

5 = Exceptional

Learning Objective: By the end of the modules, learners should be able to:

1. Name their classmates

2. Describe the ways that people are similar and different

3. Describe oneself using several basic characteristics, abilities and accomplishments

4. Listen respectfully (culturally and age appropriate eye contact, nodding, asking

clarifying questions) to the thinking of others and share your own thoughts

5. Demonstrate ability to remember classroom norms

6. Understand safety requirements in classroom

7. Discuss and create classroom and school rules

8. Follow classroom and school rules

9. Describe the consequences of breaking school or classroom rules

10. Demonstrate raising hand and waiting to be called on before speaking

11. Identify strategies for focusing attention

12. Identify classroom distractions

13. Use positive self-talk to stay focused and on task

14. Demonstrate ability to form a line and a circle without making noise as part of a group



an activity

17. Describe why learning is important in helping students achieve personal goals

18. Set personal and academic goals

19. Understand timeline and progression of events in a story

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Reviewing Class Rules: 10 minutes

Assesses the students’ ability to create and follow classroom rules.

Materials: NONE



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5 minutes ASK: Why do we have class rules?

SAY: We created class rules in our second week together.

ASK: Who can remember the class rules?

5 minutes DO: Ask each child to go around and say their favorite class

rule. Each child should be able to list one of the class rules

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What happens when we break rules: 20 minutes

Assesses the students’ ability to create and follow classroom rules and understand appropriate

consequences for breaking rules.

Materials: deck of cards

5 minutes Say: In small groups, we will act out a role play of what

happens when we break a class rule. Each group will be

assigned one rule. In each group, one person will play the

teacher, one will play the student breaking the rule, and the

other group members will play classmates. Decide in your

small groups what the appropriate consequence for breaking

your rule will be. When you act out the short role play to the

class, we will decide if that is an appropriate consequence

for breaking that rule. The presentations on your role plays

should only be 1-2 minutes.

15 minutes Say: We will come back together as a class and present our

role plays.

DO: Invite each group to present their role play. After each

presentation clap for the actors. Then ask the class:

SAY: Is the consequence that this group demonstrated an

appropriate consequence for their rule?

DO: If so, write it on the “Consequences for Breaking

Classroom Rules” sheet. Otherwise, ask the students for a

better example of an appropriate consequence and write

that on the sheet.

SAY: Congratulations to all of your for your role plays and

for creating such a great list of consequences for breaking

class rules.



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Singing and Focusing: 15 minutes.

Assesses the students’ ability to identify strategies for focusing attention and use positive self-

talk to stay focused and on task


5 minutes ASK: Who can remember one of the five strategies that we

learned to help ourselves stay focused?

Answers: breathing, self-talk, contained fidgeting, take

water, refocus object

SAY: Who can remind me what each of these mean?

o Breathing (This means stop what you are doing and

take a slow deep breath through your nose filling up

your belly. You can keep repeating your breath as

many times as it takes to calm down and re-focus)

o Self-Talk (This means thinking to yourself “I need to

pay attention and focus”)

o Contained Fidgeting (This is doing some sort of

small movement that helps you to focus. Some people

need to tap their foot to pay attention. Make sure

when you do “Contained Fidgeting” you are not

distracting the people around you)

o Take Water (This means to take a small break and

drink water before returning to try and focus)

o Re-focus Object (This is an individual object for each

person that they can look at to remind them to focus)

5 minutes Say: Count off into groups of five (5). In our small groups,

each group will choose a song to sing. Think of a song you

sing in your home or community. As soon as your group

decides on a song, you will sing the song over and over

again until I raise my hand. When I raise my hand, stop

singing and sit back down in your groups. You can use any

of the focusing strategies that we learned in our third week

together. Do you have any questions?

Have the students count off into 5 groups. Once they are in

their groups, walk around and assist them in selecting a

song if they are having trouble. Once all groups have begun

singing, let them all sing at the same time for 2- 3 minutes

and then raise your hand. Wait for all children to be quiet

and in their seats.

5 minutes SAY: Now we can all sit back down.

ASK: What strategies did you use to help you focus?

DO: Call on multiple students

ASK: Why is it important to be able to focus our attention?

DO: Call on multiple students



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Samuel Says: 15 minutes.

Assesses the students’ ability to listen respectfully and follow directions.

Materials: NONE

5 minutes Can anyone tell me what it means to follow directions?

o Example Answer: listening to what someone says

and then doing what they tell you to do.

When do we follow directions?

o Example Answers: at home, in church, in school, at

the mosque, etc.

What are some examples of when we follow directions in

the classroom?

o Example Answers: When we are doing any activity

in class, when standing in a line, making a circle,

taking a test, being quiet when asked to.

10 minutes Say: We are going to play a game called, “Samuel Says”

Say: Listen carefully to these instructions. The person

standing in front of the group, will be called “Samuel.”

Samuel tells players what they must do. However, the

players must only obey commands that begin with the

words "Samuel Says." If I am Samuel and I say, "Samuel

says touch your nose," then you must touch your nose. But,

if I say, "jump," without first saying "Samuel says," you

must not jump. Those that do jump are out. When students

are out, they can either watch quietly or draw a picture of a

time they followed directions. The winner will be Samuel

if we have time for a second round.


Play Samuel Says giving instructions like “stand up”, “sit

down”, “hop on one foot”, etc. The winner of the first

round should be Samuel in the second round.

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Memory Game: 15 minutes.

Assesses the students’ ability to apply attention, memory, and impulse control skills in a

brain-building game and hold information in ones’ short-term memory and utilize it in an

activity


5 minutes Say: We are going to play a game in groups of four or five

students.



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Each group will have a deck of cards. To set up for the

game, we will shuffle the cards and place them face down

in rows, like this.

o Demonstrate laying out playing cards in a row for

the students.

Say: To play the game, the first player will choose two

cards to turn over. If the two cards are a matching pair (for

example two Jacks) then they take the two cards and start a

stack. The player is awarded another turn for making a

match and goes again. If the cards are not a match they are

turned back over in the same spots. It is the end of the

player’s turn when she or he is no longer able to make a

matching pair.

Say: The next player then chooses two cards to turn over. If

the first is a match for one of the cards the previous player

turned over, they try to remember it was to make a pair. If

they are successful at making a match they place the cards

in their stack and choose another card.

Say: This continues until all the cards are collected by

players. The winner is the one with the most matching pairs

at the end of the game.

Say: Do you have any questions?

Once you have answered any questions, say: You will have

10 minutes to play in your groups.

10 minutes Break the students into groups of 4 – 5 and give each

group a deck of cards. Assist them in laying out the cards if

they need.

Give the groups ten (10) minutes to play. Let them know

around nine (9) minutes to begin wrapping up.

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Time Description

Samuel Says: 15 minutes.

Assesses the students’ ability to….

Materials: Handouts for all children: Steps to Achieve Goals (see Appendix 2 below);

pens/markers/crayons

5 minutes ASK: Who remembers the steps of the Goal Achievement

Plan?

DO: Write on the board the steps of the goal achievement

plan as students remember them.

o Encourage students who are trying. Make sure to

ONLY write down the correct answers. (See Week

5: Lesson 2)




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Time Description

2. Define 5-steps to Achieve that Goal



5. Tell a friend your goal and how you will achieve it, ask

them for support

6. Act on the 5 step


8. Check off your 5 steps as you achieve them


o Achieve your goal!

10 minutes SAY: You will now each have time to fill out your own

Goal Achievement Plan.

DO: Pass out the Goal Achievement Plan handouts and

markers/pens for all of the students



APPENDIX 6: SAMPLE STUDENT ASSESSMENT TRACKER – MODULE 1

Student

Name

Date Assessment Competency Skill Score

Stephen

Ibrahim

1.1.15 Singing and

Focusing

Executive

Function

Identifying

and using

focusing

strategies

4

10.1.15 Memory Game Executive

Function

Working

Memory

3

20.1.15 Samuel Says Executive

Function

Listening;

Impulse

Control

5

Fatima

Sarah

1.1.15 Singing and

Focusing

Executive

Function

Identifying

and using

focusing

strategies

5

10.1.15 Memory Game Executive

Function

Working

Memory

2

20.1.15 Samuel Says Executive

Function

Listening;

Impulse

Control

5



Module 2: Week 7: Lesson 1 - Topic: Expressing How I Feel

Skill Area: Assertiveness, feelings and emotions

Total Time: 30 minutes

Learning Objective: By the end of the activity, learns will be able to:

1. Explain meanings of feelings and emotions

2. Identify different types of emotions

3. Express how they think and feel when they are hurt

4. Express how they think and feel when they are happy

5. Express how they feel without hurting other

Materials to prepare in advance: chalk or stick, blackboard (optional), flash cards with one

feeling word: happy, lonely, scared, bored, angry, sad, upset, surprised, strong, proud, afraid,

glad, shy, worried, tired, love

Previous knowledge: Learners have had experience of negative and positive emotions /

feelings


Keep in mind throughout the lesson that some students may have had

experiences with very bad emotions. Do your best to address these emotions. If

students are getting very sad, or begin to act out in class, ask them what is

happening. If they are acting out, give them an important task to do.

Important Ideas: It is important for learners to express themselves, their feelings and their opinions

in order for them to have a healthy self-esteem, respect for oneself and for others.

They ability of the learners to say how they think and feel is important to living together in

any community.

On -going Assessment: Observe your learners. How willing are they to express

their thoughts and feelings politely and honestly? Note learners that find it difficult

to express their thoughts and feelings politely and encourage them to do so.

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Tell the learners: Today we will discuss feelings and

emotions. Emotions are showing how you feel.

Demonstrate to the learners both the positive and

negative feelings and emotions (e.g. smiling, frowning,

etc.) Explain to learners if I am happy I smile, while when

I frown I am sad

Paste flash cards containing words expressing feelings

(examples: happy, lonely, scared, bored, angry, sad,

upset, surprised, strong, proud, afraid, glad, shy,

worried, tired, love, etc) on the chalkboard. If you did not



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make the flash cards before the lesson, simply write the

words on the blackboard.

Call on a few learners to demonstrate the different

feelings (examples: happy, lonely, scared, bored, angry,

sad, upset, surprised, strong, proud, afraid, glad, shy,

worried, tired, love, etc) one after the other.

Say: Show what it looks like to have this emotion or

feeling.

Say: For the second round, one person will demonstrate

the feeling again, without telling us what he or she is

showing. The rest of the class will guess which feeling is

being demonstrated.

Say to the learners: Now we have shown how different

feelings and emotions look.

10 minutes The teacher should:

Ask the learners to stand up (or form a circle) for a game.

Tell the learners: “I will pass a piece of chalk, stick (or

any other object available) around while everyone is

clapping. The pupil that is holding the object when I

shout ‘Stop’ will repeat what I say and complete the

sentence.

Give an example (I feel hurt when people make fun of me)

I feel angry when…

I feel sad when…

I feel happy when…

I feel excited when..

Start the game and let the class continue clapping until

about five learners have formed different sentences.

Explain to the learners: When we do not tell others how

we think and feel, then our thoughts and feelings can

continue to hurt us.

5 minutes The teacher should:

Say: We will now discuss, in pairs, how we can tell others

about their feelings without hurting someone else. For

examples, we can be honest, avoid shouting and speaking

politely, using ‘Please’, “Can you”, ”Will you”, etc.). e.g.

‘Aliyu, please stop shouting at me. I don’t like it.’

‘Kande, will you stop stepping on my toes? It is hurting

me.’

Observe the class as they discuss in pairs.



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Bring the class back together Praise the learners for their

participation and say: Always be nice when expressing

your feelings. Use the words: please, kindly, can you…?

4 Minutes Assessment

Say: I will say an emotion, and each of you will show what that emotion looks like on your faces.

o Happy

o Scared

o Bored

o Angry

o Sad

o Surprised

o Worried

o Tired

o Love


Say: Today you have learned how to identify emotions.

We have learned about happy, lonely, scared, bored,

angry, sad, upset, surprised, strong, proud, afraid, glad,

shy, worried, tired, love.

Reflection:

Did students correctly show emotions by the end of the class? After this class, do you hear

students using “feeling” words and statements?



Module 2: Week 7: Lesson 2 - How I feel my feelings

Skills: Understanding feelings

Time: 30 minutes


1. Identify physical clues in their bodies that help them identify and name their feelings,

including worry

2. Name a variety of feelings: happy, sad, scared, surprised, angry, proud

Materials: paper, markers, board & chalk OR flipchart & marker

Previous Knowledge: Learners understand what feelings are and know certain feelings


Note students’ physical responses

Important Ideas: Learners should learn to identify physical responses in their bodies which mean

they have a certain feeling.


Are children associating appropriate physical responses with each feeling? Do they

seem to understand each feeling?

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SAY: In the last class, we learned about different feelings

that we might have.

ASK: Can anyone remember what feelings we learned

about last class?

DO: Write down all feelings that students mention on the

board or a flipchart.

o Feelings should include: happy, sad, scared,

surprised, angry, proud

SAY: We also learned what those feelings look like on our

faces.

ASK: Who can show us what it looks like to be happy?

o Sad?

o Scared?

o Surprised?

o Angry?

o Proud?

8 minutes SAY: Today we will learn what each of those feelings feel

like in our body.

SAY: Everyone should sit in a circle in the middle of the

room.



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DO: Help the children make a circle.

SAY: Let’s begin by each sharing one word for how we

feel today. It is good to be able to say how you are feeling.

By saying how you are feeling. You can also figure out if

you need to control your emotions once you know your

feelings and can express it.

SAY: Today, I am feeling happy. How are you feeling?

DO: Go around the circle and have every child share how

they are feeling.

ASK: How did we all know what we are feeling right

now?

DO: Call on children to share their answers.

SAY: I know how I am feeling because of how it feels in

my body.

ASK: What does it feel like to be happy? Can someone

show us what this looks like?

DO: Next to happy on the board / flipchart, write down

what the children say. After they are finished

brainstorming, review what they have said.

SAY: We can tell we feel happy because we feel light, we

might be smiling, we are open to others.

DO: Go through this same process, asking “What does it

feel like to be…?”, writing in on the board / flipchart, and

then reviewing what the children brainstormed for:

o Sad [tears, trembling lip, tired, frowning, feels like

heart drops]

o Scared [sweating, heart racing, tight muscles,

moving backwards or desire to retreat]

o Surprised [heart racing, lost breath, open eyes /

mouth]

o Angry [heart racing, clenched jaw / muscles, heat

goes to head]

o Proud [feels like heart is swelling, calm, standing

tall]

10 minutes SAY: Now I am going to tell you a story. Make sure you

listen closely!

DO: Act out the story as you are telling it.

Mona the Monkey woke up one morning to a loud thump.

She jumped out of her bed, her heart racing. Her eyes

were wide.

ASK: How do you think Mona is feeling?



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o Answer: surprised

ASK: Can you show us what it looks like to be surprised?

Mona was surprised. She was not expecting the loud

thump. She looked around and around. Her mama and

papa monkey were not around. Mona only saw her little

baby brother, Babu, shaking on his favorite branch. Mona

could tell that Babu was sweating and his teeth were

rattling. He was backing away from the sound.

ASK: How do you think Babu is feeling?

o Answer: scared

ASK: Can you show us what it looks like to be scared?

Babu was scared. He saw a big branch fall next to him

and he heard rustling from the top of the tree. Mona called

to him to come down. He refused because he was so

scared. Mona knew what she had to do. She quickly

climbed up the tree, gave Babu a big hug and made sure

he was okay. Then she put him on her back and carried

him down to safety. Mona felt very mature and strong. She

smiled and felt like she grew taller.

ASK: How do you think Mona is feeling?

o Answer: proud

ASK: Can you show us what it looks like to be proud?

Mona began to walk quickly away from their tree, with

Babu on her back, when they heard another loud thump.

They turned around and saw that Babu’s favorite branch

had fallen out of the tree. Babu felt his heart drop. His lips

started to tremble and he began to cry.

ASK: How do you think Babu is feeling?

o Answer: sad

ASK: Can you show us what it looks like to be sad?

Babu was sad. His favorite branch was gone. However,

things started to turn around very quickly for Babu and

Mona. As Mona ran quicker and quicker away from the

home, they heard rustling in the bushes. Mama popped out

from the bush. She smiled, her heart rose, she felt light as

air and she opened up her arms.

ASK: How do you think Mama is feeling?

o Answer: happy

ASK: Can you show us what it looks like to be happy?

Mama was so happy to see her children. They came

together and had a happy hug. Babu and Mona were

happy too. Papa came out of the bushes, with his jaw



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clenched and his face was getting very hot. He felt like his

blood was boiling. He told the family that someone had

decided to cut down their favorite family tree.

ASK: How do you think Papa is feeling?

o Answer: angry

ASK: Can you show us what it looks like to be angry?

Papa was angry. Someone had decided to chop down his

favorite tree. It left the family without a home and to flee.

However, Mama reminded Papa that they had another

tree they liked nearby. This tree had lots of leaves and

other monkeys nearby for Mona and Babu to play with.

Papa agreed that they should go there. They were all

happy.


ASK: Who can show us and name the first feeling that

Mona had in the story when she woke up to the loud

thump?

o Answer: surprise

ASK: Who remembers a time when you felt surprised?

How did it feel in your body?

DO: Call on children to share their own personal

experience

ASK: Who show us and name what feeling Babu had in

the story when he was shaking in the tree?

o Answer: scared

ASK: Who remembers a time when you felt scared? How

did it feel in your body?


experience

ASK: Who show us and name what feeling Mona had in

the story when she rescued Babu?

o Answer: pride

ASK: Who remembers a time when you felt proud? How



experience

ASK: Who show us and name what feeling Babu had in

the story when he saw that his favorite branch had fallen

down?

o Answer: sad

ASK: Who remembers a time when you felt sad? How did

it feel in your body?



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experience

ASK: Who show us and name what feeling Mama had in

the story when she saw Babu and Mona?

o Answer: happy

ASK: Who remembers a time when you felt happy? How



experience

ASK: Who show us and name what feeling Papa had in

the story when he was found out that someone was

chopping down their favorite family tree?

o Answer: angry

ASK: Who remembers a time when you felt angry? How



experience


SAY: Today we have talked about how different feelings

feel in our bodies. We can use what we know to identify

our feelings. Next class, we will use what we learned today

to be able to identify if our feelings are comfortable or

uncomfortable.

Reflection: Are children understanding correctly which feeling has which physical response?

Are they able to relate it to their own experiences?



Module 2: Week 7: Lesson 3 - Comfortable and Uncomfortable Feelings

Skills: Understanding feelings

Time: 30 minutes


1. Identify physical clues in their bodies that help them identify and name their feelings,

including worry

2. Name a variety of feelings: happy, sad, scared, surprised, angry, proud

3. Identify comfortable and uncomfortable feelings

Materials: N/A

Previous Knowledge: Learners understand what feelings are and how they manifest in their

bodies


Be sure to complete Week 7: Lesson 1 and 2 before this lesson.

Important Ideas: Learners should categorize feelings as comfortable and uncomfortable

On -going Assessment: Are children able to identify which feelings are comfortable and which are

uncomfortable?

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Time Description


ASK: Who can remember what we talked about during our

last class?

DO: Encourage responses from children. Try to guide them

to talk about understanding how their feelings feel in their

bodies.

SAY: We talked about how we can feel different feelings

in our bodies.

ASK: What feelings did we talk about?

SAY: Yes, we talked about happy, sad, scared, surprised,

angry, proud

7 minutes SAY: Some of the feelings make us feel good and

comfortable. Other feelings can make us feel bad and

uncomfortable. Today we will talk about how to tell

comfortable and uncomfortable feelings apart.

SAY: Comfortable feelings

ASK: Does anyone remember the story we heard during

our last session, about Mona the Monkey and her family?

ASK: Who can tell me what happened to Mona and her

family?



Step &

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Time Description

DO: Guide the children to follow the key points outlined

below in the story:

o Mona felt surprised when she woke up to a loud

thump.

o Babu, Mona’s brother, felt scared in the tree.

o Mona went up to rescue Babu and she felt proud.

o While Mona and Babu were going away, Babu’s

favorite branch fell down and Babu felt sad.

o Mama came out from the bush and she felt very

happy to see Mona and Babu.

o When Papa came out, he felt angry because

someone was cutting down their favorite family

tree.

o In the end, the whole family felt happy because

they knew another tree nearby that had a lot of

leaves and lots of other monkeys lived nearby to

play with.

ASK: What feelings did Mona and her family feel in the

story?

DO: Write a list as children brainstorm. Only include:

surprise, scared, sad, happy, angry, proud.

DO: As they say feelings, ask “Do you like when you feel

that feeling?” Encourage the learners to explain why it is

good or bad and comfortable or uncomfortable

o Happy: good and comfortable

o Sad: not comfortable, but it is okay to sometimes

feel sad.

o Angry: not good or comfortable.

o Scared: not comfortable, but sometimes normal.

o Surprise: not usually comfortable, but can be either

good or bad, depending on the cause.

o Proud: comfortable and good

14 minutes SAY: Now we have categorized our feelings so we know

when we are feeling something comfortable or

uncomfortable.

SAY: Now we will break into four groups. I will secretly

tell two groups to choose a comfortable feeling and two

groups to choose an uncomfortable feeling. Each group

will think of a time when that feeling can happen. You

will act out a situation that shows when that feeling

happens. Make sure that you show the feeling as we feel it

in our bodies.

DO: Divide the class into four even groups. Assign two

groups the task of a scenario with a comfortable feeling

and two groups the task of a scenario with an



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Time Description

uncomfortable feeling. Allow them 5 – 7 minutes to create

their scenario, and then call the whole class together.

SAY: Now each group will have just two minutes to

present their situation. As a class, we will guess if that

group was showing us a comfortable or uncomfortable

feeling. Then we will guess which feeling it was.

DO: Facilitate so that all four groups are able to present.

After each presentation, take a vote of the class

“uncomfortable” or “comfortable.” Then let volunteers

guess which feeling they had selected.


SAY: We are going to play a little game. Everyone will put

down your head and close their eyes. I will say a feeling. If

that feeling is a comfortable feeling, raise your hand. If it is

an uncomfortable feeling, lower your hand.

ASK: Who can remind the class what we are going to do

now?

DO: Call on a student to repeat the instructions.

SAY: Everyone put your heads down.

SAY: The first feeling is anger. If you think it is a

comfortable feeling, raise your hand. If it is an

uncomfortable feeling, lower your hand.

DO: Count the number of hands that go up.

SAY: Everyone put your hands down. The second feeling

is pride.


SAY: Everyone put your hands down. The next feeling is

sadness.



surprise.



scared.



happiness.


SAY: Great job. You can all bring your heads back up.


SAY: In the last three sessions, we learned what our feeling

are, how we feel them in our body, and finally we learned

how to tell a comfortable feeling from an uncomfortable

feeling.



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Time Description

SAY: For homework, I want you to think of one situation

where you know your feeling and can identify it as

comfortable or uncomfortable. Come back next class ready

to share with the class how you will use this awareness of

your feelings

Reflection:

Were students able to correctly classify feelings as comfortable or uncomfortable? Could

they demonstrate their knowledge in scenarios?



Module 2: Week 8: Lesson 1 - Why we manage our emotions

Skills: Managing your emotions

Time: 30 minutes


1. State the advantages of controlling emotions (calming down strong feelings)

2. State the advantages of controlling impulsive behavior (stopping and thinking about

your behavior before acting)

3. Identify ways of controlling emotions

Materials: N/A

Previous Knowledge: Learners understand feelings and can identify comfortable and

uncomfortable feelings.


Notice if children are giving incorrect answers. Make sure to guide all incorrect

answers to get to correct answers

Important Ideas: Learners should understand and share why it is important to control emotions.


Do students understand why they need to control their emotions?

Step &

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Time Description


SAY: Today we are going to talk about why we need to

control our emotions.

SAY: Let’s begin with a song we all know. Everyone come

to the center and make a big circle.

DO: Assist the children in forming the circle. Once they are

ready, begin.

SAY: Does anyone know the song “If you’re happy and you

know it clap your hands?” Let’s all sing the first verse

together.

SING:

If you’re happy and you know it clap your hands (clap, clap)


If you’re happy and you know it and you really want to show

it


For the second verse we will try a new feeling:

If you’re angry and you know it stamp your fight (stamp,

stamp)

ASK: Can anyone think of another feeling we can sing?



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DO: Encourage students to create their own verses with the

feelings they learned the previous week. Some examples:

If you’re sad and you know it cry it out (boo-hoo, boo-hoo)

If you’re proud and you know it stand up tall (put your hands

on your hips and puff up your chest turn side – side)

If you’re surprised and you know it jump back (jump, jump)

SAY: Great job! Clap for yourselves and return to your seats.

5 minutes SAY: Sometimes when we feel strong emotions, we have to

control the feeling.

ASK: In the song we just sang, can you all show me what do

we do when we are happy?

Answer: Clap

DO: Clap with the class

ASK: Is clapping an appropriate reaction when we are

happy?

Example Answer: yes

ASK: In the song we just sang, can you all show me what do

we do when we are angry?

Answer: stomp your feet

DO: Stomp your feet with the class

ASK: Is stomping an appropriate reaction when we are

angry?

Answer: no

SAY: As you can see, sometimes we have to control our

feelings. Even when we have good feelings, sometimes we

have to control them.

ASK: What are some things that are not okay to do when we

are feeling very happy?

Example answer: hit someone, jump up and down in a quiet

place, and scream for joy.

ASK: When do we need to control our feelings?

Answer: When they will hurt someone else, when it is too

strong, when it is bad

7 minutes SAY: For homework, I asked you to come prepared to class

with one situation where you know your feeling and can

identify it as comfortable or uncomfortable. We will now

use those situations.

SAY: You will share the situation you thought of, and

identify the feeling as comfortable or uncomfortable in small

groups. In your groups you will select one scenario that you

discussed where your feelings need to be controlled. You

will have 4 minutes in your groups to decide on your

scenario.



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DO: Break the class into four (4) groups. Walk around

during their discussions to make sure they are all

participating and they understand the instructions.

SAY: Now that you have selected that scenario, you will

have 2 minutes to prepare to present that scenario back to

the class.

DO: Allow two (2) minutes before calling the class back

together.


SAY: Each group will have 2 minutes to present their

scenario back to the class.

DO: Call on each group to present. Ask the children

presenting:

o What feeling did you have to control?

o Why did you have to control your feeling?

SAY: Great job, you truly understand why it is important to

control our feelings.


SAY: Today we learned why it is important to control our

emotions. Next session we will learn some useful tricks to

help us control our emotions. Before next time, I would leave

each of you to think of something that you do or can do to

control your own feelings.

Reflection:

Are all children able to follow the class? Are some children struggling to regulate their

emotions during this session?



Module 2: Week 8: Lesson 2 - Using Belly-Breathing


Time: 30 minutes



2. Demonstrate the various ways of controlling impulsive behavior

3. Identify and demonstrate belly-breathing as a calming down technique

Materials: paper, markers/crayons, flipchart that says “Controlling Feelings Toolkit”, picture

of belly-breathing (prepare this in advance)

Previous Knowledge: Learners are aware that it is important to control their feelings.


If bubbles are available, blowing bubbles is a fun activity and great way to

teach belly breathing.

This is the second lesson of week 8. Do Lesson 1 before this lesson.

Important Ideas: Learners should understand how and why belly-breathing can help them to control

their emotions

On -going Assessment: Are children able to adequately breathe into their bellies?

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1 minute Introduction

SAY: Last session we talked about why it is important to

control our emotions. Today we will learn how to breathe

into our bellies.

3 minutes SAY: Sometimes, when we feel emotions like anger,

frustration, scared, or even sad, it is very uncomfortable

in our bodies.

ASK: Who remembers what happens to your body when

you feel angry?

DO: Call on learners to answer.

SAY: Yes, our heart pounds, we may feel sweaty, we

may start to start to feel like our face is getting hot. It’s

not good for us to frequently feel this way.

SAY: We can help ourselves to calm down and to focus

by learning different tricks. One of those tricks is do

breathe into our bellies”



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8 minutes SAY: I’m going to demonstrate how to breathe with your

belly: Sit up tall, and put one hand on your belly and put

the other hand out in front of you. Stretch your fingers

apart so your hand looks like a star. Each of your fingers

will be like a candle.

SAY: Slowly breathe in like you are smelling a flower,

for four (4) seconds. Then hold that smell in your nose for

two (2) seconds.

SAY: Finally, breathe out of your mouth for four (4)

seconds like you are blowing out a candle. When you

have used up all of your air, put down one finger. You

have blown out the first candle.

ASK: Do you feel as your belly rises into your hand?

DO: Demonstrate for the learners, with your hand on

your belly, counting in for four, holding for two, and

exhaling for four. Put down one finger when you have

finished your exhale. Smell the flower for 1, 2, 3, 4. Hold

the smell for 1, 2. Blow out the candle for 1, 2, 3, 4.

SAY: We are going to practice together. To pretend like

we have a very strong feeling, like we are really really

angry, we are going to get our heart rate up! Let’s do

jumping jacks for one minute. After I say STOP, I want

you to then practice your belly breathing until you blow

out all of the candles and put all five of your fingers

down. Notice what happens to your heart rate and to how

you feel all over!

DO: Have the children do jumping jacks for 30 seconds.

SAY: STOP! Begin to belly breath. Smell the flower for

1, 2, 3, 4. Hold the smell for 1, 2. Blow out the candle for

1, 2, 3, 4.

4 minutes ASK: How did you feel when you stopped jumping?

How do you feel now after belly-breathing?

DO: Have children answer.

ASK: How can we use belly-breathing to control our

emotions?

DO: Have children answer.

8 minutes DO: Pass around paper and markers / pencils / crayons

SAY: Now that we understand how to belly-breath, I

want each of you to draw a picture of when you will use

belly-breathing to calm down your emotions. You can

keep it as a reminder of using belly-breathing to calm

down.

DO: Allow the children 5 to 8 minutes to draw, until they

seem to be finished.



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SAY: We have all drawn a situation where we will use

belly-breathing. Find a partner, and share your picture

with your partner. Tell your partner when you will use

belly breathing and why you will use belly breathing.

Make sure you both have time to share! Next class we will

come back to our partners and tell them if we were able to

use belly-breathing.

DO: Split the students into pairs. Walk around while they

are sharing and make sure they understand how and when

to use belly-breathing.


SAY: Thank you all for sharing your drawing with your

partners. Your homework is to use belly-breathing at least

once before our next session. We will go back to our same

partners and share a time when we used belly-breathing.

SAY: We are going to learn more methods to control our

emotions, so let’s keep a toolbox that we can refer back to

that will help us control our emotions. Today we learned

belly-breathing. Can I have a volunteer come up to put

this picture of belly-breathing in the toolbox?

DO: Assist a student to put the picture of belly-breathing

on the flipchart that says “Controlling Feelings Toolkit”

Reflection: Children should be excited to use belly-breathing in real life. Are their

situations realistic?



Module 2: Week 8: Lesson 3 - Controlling your feelings


Time: 30 minutes




3. Identify and demonstrate counting to ten and self-talk as a calming down technique

Materials: “Controlling Feelings Toolkit” on a flipchart with belly-breathing, pictures for

counting to 10, calming object, humming a tune; pictures of four scenarios; paper; markers /

crayons

Previous Knowledge: learners understand the importance of controlling their feelings;

Learners are familiar with belly-breathing


Prepare the signs in advance

Make sure to have completed week 8 lessons 1 and 2 before doing this

lesson.

Important Ideas: Learners will learn to use multiple methods to control their

feelings.

On -going Assessment: Are the students correctly using each of the methods?

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ASK: Who remembers what we learned last session?

Answer: to use belly-breathing to control our

emotions

SAY: Yes, last session we learned how to breathe into our

bellies to help us control our feelings.

SAY: Our homework was to use belly-breathing in real

life. Find your partners from last session and share a time

when you used belly-breathing. Share with your partner if

it helped you to calm down your feelings.

DO: Help the students to find their partners from the

session before. Walk around and make sure they are

sharing a time when they used belly-breathing.

SAY: Let’s come back together now.

ASK: How did belly-breathing work to calm down your

feelings?



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5 minutes SAY: Today we are going to learn more ways to help us

calm down our strong feelings.

SAY: Let’s all stand up. We are going to slowly count to

10 as a class.

SAY: one, *breath,* two, *breath,* three, *breath,* four,

*breath,* five, *breath,* six, *breath,* seven, *breath,*

eight, *breath,* nine, *breath,* ten.

SAY: Everyone can sit back down.

ASK: Why do you think counting to ten is a way for us to

control our emotions?

Example Answers: It allows us to take a few

seconds away from what is making us have strong

feelings, it forces us to breathe, gives us perspective

on what is happening to cause us the strong

feelings.

DO: Call on multiple students.

SAY: Yes, counting to ten forces us to remove ourselves

from whatever is making us feel a strong feeling. It also

gives us time to breath, and think about if it is really worth

getting so worked up about.

ASK: Who can think of a situation when they would use

counting to ten?

DO: Call on 3-4 students to answer.

SAY: Counting to ten is a good method when your strong

feelings occur in an interaction with another person.

ASK: Can I have a volunteer to add counting to 10 to our

Controlling Feelings Toolkit?

4 minutes SAY: Sometimes, we feel strong feelings in a classroom

or at home. When we are in a contained place, we can use

an object in the room that we know keeps us calm. For

example, when I begin to feel anxious, I will hold onto the

cold pen. The smoothness helps me to feel calm.

SAY: Quietly in your head, I want you to think of an

object in the classroom that can help you to be calm. Look

around the room – what can you go to or touch to help

yourself be calm?

DO: Allow the students one minute to think of their object.

SAY: Let’s all go to our calming object. Walk calmly to

your object.

DO: Allow students one minute to walk to their object.

SAY: Remember which object in the classroom is your

calming object. When you start to feeling strong feelings

coming in the classroom, you can go to your calming

object. Now let’s all go back to our seats.



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*If your class is too large to do this, have them sit and

think about their object and then share with a partner.

ASK: Can I have a volunteer to add calming object to our

Controlling Feelings Toolkit?

4 minutes SAY: Sometimes we feel strong feelings when we are by

ourselves. When we are by ourselves and will not distract

other people, we can keep ourselves calm by quietly

singing or humming a song to ourselves.

ASK: What songs do you think can help you keep calm?

DO: call on 3 – 4 students to share the song they would

sing or hum to keep calm.

SAY: Everyone should think of a song that they can sing

or hum to themselves if they start having strong feelings.

ASK: Can I have a volunteer to add humming a tune to

our Controlling Feelings Toolkit?

6 minutes DO: Tear up pieces of paper into 4. Give each student 4

small pieces of paper and a marker or crayon.

SAY: On each piece of paper, draw one of the emotion

calming strategies. You have 4 pieces of paper, one for

belly-breathing, one for counting to 10, one for a calming

object, and one for humming quietly. Take 5 minutes to

draw a picture of each of the calming strategies.


DO: Put up four pictures of different scenarios. These

scenarios can be based on what would be commonly

stressful circumstances for your students. Examples are:

Fighting with siblings; having a lot of homework; feeling

lonely; seeing something scary.

SAY: You have each created a small picture with the four

different methods we learned to control our feelings.

Around the class, I have put up four different scenarios

where you might need to use your feeling control

strategies. The four scenarios are:

o Fighting with your siblings;

o Having a lot of homework;

o Feeling lonely;

o Seeing something scary

SAY: You can walk around to each of the scenarios and

stick which feeling control strategy you would use in that

situation. Once you have placed all four of your strategy

pictures, you can sit back down.

ASK: Do you have any questions?



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DO: Allow the students to walk around and place their

pictures. Answer any questions they have as they walk

around.


SAY: Let’s all sit back down. This week, we have learned

four different strategies we can use to calm down strong

feelings.

ASK: Can anyone remind me of these four strategies?

DO: Call on four different students to share each of the

strategies: belly-breathing; count to ten; calming object;

humming a tune.

SAY: We always have our Controlling Feelings Toolkit

with us, and we can use these four strategies and others

when we need them.

Reflection: Which strategies do the students choose for each scenario? Is there a trend?



Module 2: Week 9: Lesson 1 - How are they feeling?

Skills: Identifying feelings of others

Time: 30 minutes


1. Name and identify feelings of others

2. Use physical, verbal and situation clues to determine what others are feeling

Materials: none

Previous Knowledge: Learners understand the concept of feelings


Encourage learners to identify others’ feelings based on how they perceive

feelings and how they are displayed physically.

This is the first lesson out of 3 for week 9

Important Ideas: Learners should be able to identify other people’s feelings

On -going Assessment: Are students able to correctly identify feelings?

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SAY: Two weeks ago, we learned how to identify feelings

in ourselves.

ASK: Who can remind me how it feels to be happy?

o Answer: feel light, smiling, open to others.

ASK: Who can remind me how it feels to be sad?

o Answer: tears, trembling lip, tired, frowning, feels

like heart drops

ASK: Who can remind me how it feels to be scared?

o Answer: sweating, heart racing, tight muscles,

moving backwards or desire to retreat

ASK: Who can remind me how it feels to be surprised?

o Answer: heart racing, lost breath, open eyes /

mouth

ASK: Who can remind me how it feels to be angry?

o Answer: heart racing, clenched jaw / muscles, heat

goes to head

ASK: Who can remind me how it feels to be proud?

o Answer: feels like heart is swelling, calm, standing

tall



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5 minutes ASK: If we know it feels for us to have certain feelings,

how can we tell if someone else is having those feelings?

o Example Answer: they might have the same

physical responses; we can look for cues in their

bodies, faces, tone of their voice, language.

SAY: You can often guess how someone else is feeling

from the physical clues in their bodies. Everyone feels

things a little bit differently, but there are some things we

can look out for. We can look for cues in their bodies,

faces, tone of their voice, language.

SAY: We will have a volunteer come up and show us a

feeling. Then, as a class, we will identify what the

volunteer is feeling.

ASK: Can I have a volunteer come up to show us a

feeling?

SAY: Do not tell us what feeling you are going to show,

just show us with your face, your body and your actions.

DO: Call on a volunteer to demonstrate a feeling.

ASK: Who in the class knows what the volunteer was

feeling? How could you tell?

DO: Repeat with 3 - 4 volunteers.

7 minutes SAY: There are three different clues we can use to

understand what someone else is feeling.

o First, we need to understand the situation. Ask

yourself: What is happening and how could it

make the person feel?

o Next, you can understand how someone is feeling

based on their body positioning and facial

expressions. Ask yourself: What does their body

positioning represent? Are they smiling?

Frowning?

o Finally, listen to what the person is saying and

how. Ask yourself: What tone are they using?

What about what words?

ASK: Who can tell me what three clues we can use to

understand someone else’s feelings?

DO: Call on students and make sure the three answers you

receive are: situation, body, word.

SAY: We can remember to look around at the situation.

DO: Mime looking around from left to right and back.

SAY: Then we look at the person.

DO: Mime looking a person up and down.



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SAY: And last we listen to their words and tone.

DO: Mime listening with your hand to your ear.

SAY: Situational, Body, and Words.

DO: Mime each of the three.

SAY: Let’s all act out the three clues we can use to

identify someone else’s feelings.

SAY: Situational, Body, and Words.


SAY: Great job. Remember these three clues for

identifying someone else’s feelings: Situational, Body, and

Words.


SAY: I will divide you into two teams. Each member of

each team will have 30 seconds to act out as many feelings

as he or she can think of. His or her teammates must guess

what feeling is being acted out. I will keep track of the

number of right feelings you guess. We will alternate

teams, so one person from each team will get to go one

after another.

DO: Divide the class into 2 teams. Give instructions again

as needed, and answer questions. Play the game for as

long as you have.


SAY: Great job. I hope you enjoyed guessing what your

classmates were feeling. Next session we will learn how

different people might have different feelings. Remember

how to identify their feelings: Situational, Body, and

Words.

Reflection: Are students able to identify one another’s feelings? How do they respond to the

feelings?



Module 2: Week 9: Lesson 2 - Different feelings

Skills: Identifying feelings of others

Time: 30 minutes




3. Demonstrate that people can have different feelings about the same situation

Materials: Create “Feeling Bingo” handout for all students (can include faces or just words);

pen / markers

Feeling Bingo

Happy Surprised

Sad Angry

Scared Proud

Previous Knowledge: Learners know about feelings and are able to identify others feelings.


Make sure to clearly explain “Feeling Bingo” and answer any

questions before beginning

This is the second lesson of week 9. Do Lesson 1 before this lesson.

Important Ideas:

Students will learn to understand different feelings about the same situation


Are children able to relate to one another? Are they showing empathetic

responses?

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SAY: Last session we learned how to identify what other

people are feeling.

ASK: What three (3) clues did we learn that we can use to

identify others feelings?

SAY: We can look around at the situation.

DO: Mime looking around from left to right and back.

SAY: Then we look at the person’s body.

DO: Mime looking a person up and down.

SAY: And then we listen to their words.

DO: Mime listening with your hand to your ear.

SAY: Let’s all say it together: Situational, Body, and

Words.




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SAY: Today we will learn that not everyone has the same

emotional response to the same situation. We can still use

the three clues to identify people’s feelings, but there can

be multiple responses to one situation.

18 minutes DO: pass out “Feeling Bingo” cards to students and a

pen/marker

SAY: We are going to play “Feeling Bingo.” Each of you

has a “Feeling Bingo” card that you need to fill out.

I will say a situation that might happen to you in real life.

You will have 30 seconds to think of how you would feel

in that situation.

You will need to find a partner who has a different feeling

than you in the situation. That person will write their name

on your Feeling Bingo card under the feeling that they

would have in that situation.

After writing their name on the card, each person will

explain to the other why they felt that way. Your goal is to

try and understand why your partner would feel differently

than you in the situation.

The first person to fill out their entire Bingo card wins. If

you fill out your entire card, say “BINGO” so I can hear

you and walk up to me.

*You can adapt these scenarios to fit the community you

are working with*

AFTER EACH SCENARIO SAY: How do you feel? Find

someone that feels differently than you do, and try to

understand why he or she feels that way in the situation.

Mark their name on your Feeling Bingo sheet.

*note: wait two minutes after each scenario to allow the

participants to discuss why they had the feeling they had*

SCENARIO 1

You are late for school one morning, and the teacher says

that you cannot attend today and you must go back home.

SCENARIO 2

Your big brother works in the market during the day

instead of going to school. One day he comes home with a

big profit, but he will not tell you how he got it.

SCENARIO 3

You and your best friend go out to play one day and find a

really interesting object you have never seen before.

SCENARIO 4

You and your family have to leave your home and travel a

far distance to a new home.



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SCENARIO 5

It is dark and you have to walk alone from the market back

to your home.

SCENARIO 6

You have just performed top in your class.

SCENARIO 7

When you get home from school, your mother has

prepared your favorite food for you.

SCENARIO 8

On your way to the market, you are running and skipping

and playing. And then you see a big snake in your path.

SCENARIO 9

You get to spend all day playing with your friends and

your brothers and sisters.

Once someone has won, check his or her card. Invite the

entire class to clap for themselves and sit back in their

seats.


Lead a discussion based on the following questions:

o Were you surprised to learn that different people

had different feelings in response to the same

scenario?

o How did you understand how the other person felt?

o Was it difficult for you to relate to the other

person’s feelings?

SAY: Even in the same situations, different people have

different feelings. This can be because of different things

that have happened to them or just because of how they

feel. It is okay to have different feelings.


SAY: Today we have begun to understand how people can

have different feelings in the same scenario. Next session

we will begin to learn how to respond to other people’s

feelings.

Reflection: Are children able to understand how others have different feelings than them?



Module 2: Week 9: Lesson 3 - Responding to Others’ Feelings

Skills: Understanding and respecting the feelings of others

Time: 30 minutes





4. Respect the feelings of others

Materials: “The 5 Senses of Empathy” handout with pictures of eyes, nose, ears, hand,

mouth or write it on a flipchart / blackboard

Previous Knowledge: Learners are aware that others have feelings and that those feelings

might be different


Prepare the 5 Senses of Empathy handout before the class

This is the third lesson of the week. Do Lesson 1 and 2 before this

lesson.

Important Ideas: Learners should be able to respond to the feelings of others using the 5 Senses of

Empathy.

On -going Assessment: Do learners adequately understand and respect others

feelings?

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SAY: Last session we began to understand how different

people have different feelings in the same scenario.

SAY: Today we will begin to learn how to respond to those

feelings that people have.

ASK: Who can name the five senses?

Answer: sight, smell, hearing, touch, taste

SAY: We can use our five senses to tell what another

person is feeling.

5 minutes DO: Draw pictures of eyes, nose, ears, hand, mouth or

pass out handout.

ASK: How can we use our eyes in understanding and

responding to another person’s feelings?

Example answer: To see what they are doing, how they

are physically responding to the situation



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ASK: How can we use our ears in understanding and


Example answer: To hear what they are saying, which will

help us to understand their feelings.

ASK: How can we use our nose in understanding and


Example answer: Sensing or smelling what is happening

ASK: How can we use our touch, our hand, in

understanding and responding to another person’s

feelings?

Example answer: If someone is feeling bad feelings, we

can hug them or pat them on the back to make them feel

better. Sometimes it is not appropriate to touch someone

and we should keep our hands to ourselves.

ASK: How can we use our mouth in understanding and


Example answer: We can say kind words, or encouraging

words based on what the person is feeling. Sometimes the

other person wants us to stay quiet.

8 minutes SAY: We will each use our 5 senses handout to

individually write down a situation where we responded to

someone else’ feelings. Think about how you did or could

have used your 5 senses of empathy.

DO: hand out 5 sense of empathy handout or blank paper

and pens / markers

5 minutes SAY: Now that we have all finished writing out 5 senses

of empathy, we will turn to a partner and share how we

either used or could have used our five senses to help

respond to someone else’s feelings.

DO: Divide the class into pairs. Walk around and make

sure each student is sharing their 5 Senses of Empathy

situation.


SAY: Let’s come back together as a class to discuss our 5

Senses of Empathy.

ASK: Who would like to share the situation when they

used the 5 senses of empathy?

DO: Call on multiple students to share their 5 Senses of

Empathy. Ask a follow up question to the class:



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o How does using the 5 Senses help our classmate to

respond with understanding?

SAY: We have all described how we could use our 5

Senses of Empathy to respond to others’ feelings.


SAY: Now we will take 3 minutes to quietly think about

one situation that we think will happen in the next week

where we can use the 5 Senses of Empathy.

SAY: Your homework is to use the 5 Senses of Empathy at

home.

Reflection: Are children able to understand and use the 5 Senses of Empathy?



Module 2: Week 10: Lesson 1 - What is Empathy?

Skills: Empathy

Time: 30 minutes


1. Define empathy

2. Identify and demonstrate ways to show empathy for others

Materials: blackboard or flipchart and marker or chalk; ball

Previous Knowledge: Learners are familiar with the concept of empathy, though possibly

not the word.


This is the first of three lessons for Week 10. Make sure to do the lessons in

order

Important Ideas: Learners should understand that it is important to be able to put themselves in

someone else’s shoes.


Do students properly understand empathy?

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DO: Write the word “empathy” on the board.

ASK: Who has some idea what the word “empathy”

means?

DO: Call on a few students to ask them what “empathy”

means to them.

SAY: I am going to tell you a short story that will help you

to understand the meaning of “empathy” a little better.

SAY:

Last night my sister was very upset because she just had a

fight with her best friend. Her friend said she no longer

wanted to be friends with my sister. My sister was crying

because her feelings were hurt. I tried to help by telling

her a story about when my best friend and I had a fight and

didn’t talk for months. I was able to give my sister advice

because I had been through the same experience. I knew

how she was feeling because I had felt the same way.

5 minutes ASK: Have you ever been in a situation where you knew

exactly how someone was feeling because you had been in

a similar situation?

SAY: Empathy is the ability to “put yourself in someone

else’s shoes.”



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DO: Mime walking into a pair of shoes.

SAY: Being able to empathize can make us kinder and

make us treat others more respectfully.

ASK: If you know how it feels to be made fun of, do you

think you will be more or less likely to tease

someone? Why?

ASK: When would empathy be a useful skill?

DO: Call on students to respond

5 minutes SAY: When we are being empathetic, we need to make

sure that we are helping our friends to feel better. In order

to make people feel better, we need to make sure not to put

them down.

ASK: What do you think is a “putdown”?

DO: Call on 2-3 students to respond of put-downs. Do

NOT write them down.

SAY: A putdown is a hurtful thing people sometimes say

to one another that makes them feel not good, or less than

someone else.

ASK: When do people use put downs? How do put-downs

make people feel?

ASK: What is the opposite of a put down?

SAY: Put ups are kind and friendly things to say to each

other.

ASK: What are some examples of put-ups?

DO: Write the answers on the blackboard or flipchart

paper

ASK: How would these words make someone feel?

ASK: What would be the effect on the class if we used

these phrases instead of put-downs?

10 minutes SAY: Everyone come up to the center and stand in a circle

as quickly and quietly as you can. We are going to practice

our put-ups.

DO: Encourage silence and politeness as the students

move to the center.

SAY: We are going to play a game called “Toss the Put

Up.” I will start with the ball and toss it to someone else in

the circle. As I toss them the ball, I have to say something

nice about them, a put-up. The person I toss the ball to has

to remember who tossed the ball to them. Then he or she

will toss the ball to someone else in the circle who has not

yet received the ball and say a put-up. After everyone has

received the ball, we will toss the ball in the reverse

direction. Everyone will give the person who originally



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tossed to them a put-up and toss them the ball. Eventually,

the ball should come back to me.

DO: Play the game until everyone has received and given

two put-ups.


While students are still standing in a circle ASK: How did

it feel to give someone else a put-up?

ASK: How did it feel to receive a put-up?


SAY: Everyday, we have the choice to be nice to others,

and to show empathy. When anyone else around us is

having a feeling, we can respond by trying to put ourselves

in their shoes. It is important that we try to respond with

put-ups instead of put-downs to make the people around us

feel better.

Reflection: Are students able to say put-ups about their classmates? Do they understand

what it means to put themselves in someone else’s shoes?



Module 2: Week 10: Lesson 2 – The Empathy Heart

Skills: Empathy

Time: 30 minutes



2. Demonstrate the ability to take someone else’s perspective

3. Demonstrate respect for the property of others

Materials: paper, scissors, tape, pencils, markers / crayons

Previous Knowledge: Students are familiar with the terms and concept of empathy.


Note that you MUST do week 10 lesson 1 before this lesson

Important Ideas: Students begin to understand and apply empathetic responses.


Are students able to differentiate between put-downs and put-ups? Do they give

appropriate empathetic responses?

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ASK: Who remembers what we talked about last session?

DO: Call on a few students until they get the right answer.

SAY: We learned about empathy. We learned that we

need to give people put ups rather than put downs to

make them feel good.

SAY: Today we are going to talk about the effect of put-

downs on others.

DO: Distribute two pieces of paper and a pencil to each

child, and have as many pairs of child scissors and

markers/ crayons as you can.

SAY: We are going to each make two hearts with our

papers. Everyone fold each paper in half.

DO: Demonstrate by folding your piece of paper in half

and showing the class

SAY: On each of the half folded pieces of paper, draw

half of a heart

DO: Demonstrate by drawing a half heart on your paper

and showing the class.

SAY: Now, you will very carefully cut along the line you

made. You will have to share the scissors among

yourselves. I will walk around and assist you in cutting

out your hearts.



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DO: Demonstrate by cutting along the line and showing

the class. Open up the heart to show them how it becomes

a heart. Walk around and assist children in cutting out

their hearts.

7 minutes SAY: I am now going to tell you a story about a girl your

age named Sarah. Every time Sarah receives a put-down,

rip a piece of the heart you made.

*Change the name if someone in your class is named

Sarah.*

SAY: One day, Sarah slept in a little bit late because she

was tired. Her father called for her to wake up, but she

did not hear. A few minutes later, he shouted, "Get up,

lazybones!”

*Do: Tear your heart*

SAY: When Sarah went out for breakfast, her brother

was taking the last of the food. "That's what you get for

oversleeping," he teased.


SAY: Sarah had wrapped her scarf in a new way that she

thought looked very good. Her sister said, “You look

stupid like that.”


SAY: After changing her scarf, Sarah knew she was

running late, so she ran to school. On her way, she ran

past some of the village boys who called out to her, “You

look like a cow when you try to run,” and laughed at her.


SAY: Sarah ran into class, out of breath and sweating.

Her classmate next to her said, “You smell bad and you

look gross.”


SAY: It was Sarah’s turn to do math problems on the

board. She got up and did the three problems assigned to

her. She got one wrong, and one of her classmates said,

“what are you, stupid? That question was so easy.”


SAY: Finally, it was the end of the long school day.

Sarah walked home, caught up in her own thoughts. She

didn’t see the branch in front of her, so she fell over and

her dress got caught on the branch and ripped. When she

got home her mother gasped and said, “I can’t give you

anything nice. You always ruin everything.”



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10 minutes ASK: How is Sarah feeling? Have you ever had a day

like this?

DO: Call on many students to answer.

SAY: Now we are going to retell the story, except this

time you will think of put-ups in place of all of the put-

downs. Each time someone does something nice for

Sarah and shows her empathy, color in your heart.

SAY: One day, Sarah slept in a little bit late because she

was tired. Her father called for her to wake up, but she

did not hear.

ASK: What should her father say?

Example Answer: Sarah, are you okay? It is time to wake

up for school.

DO: Color in a bit of your heart

SAY: When Sarah went out for breakfast, her brother

was taking the last of the food.

ASK: What should her brother say?

Example Answer: Here, let’s split the last of the food.


SAY: Sarah had wrapped her scarf in a new way that she

thought looked very good.

ASK: What should her sister say?

Example Answer: Sarah! You look so nice!


SAY: After changing her scarf, Sarah knew she was

running late, so she ran to school. On her way, she ran

past some of the village boys.

ASK: What should the boys say?

Example Answer: Good luck getting to school on time!


SAY: Sarah ran into class, out of breath and sweating.

ASK: What should her classmate say?

Example Answer: I hope you are okay! Let me move

over so you can fit in.


SAY: It was Sarah’s turn to do math problems on the

board. She got up and did the three problems assigned to

her. She got one wrong.

ASK: What should her classmate say?

Example Answer: That was a hard problem. Maybe we

can figure out how to do the problem together.


SAY: Finally, it was the end of the long school day.

Sarah walked home, caught up in her own thoughts. She



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didn’t see the branch in front of her, so she fell over and

her dress got caught on the branch and ripped.

ASK: What should her mother say?

Example Answer: Oh no! Are you hurt? It’s okay, we

can fix your dress.



ASK: How is Sarah feeling now?

DO: Call on many students to answer.

SAY: When people show Sarah empathy, she feels much

better then when she receives put-downs.

SAY: Look at the difference between the two hearts. We can

choose to tear up our class with put-downs so we all have broken

hearts, or we can choose to make our class a colorful and happy

place by showing empathy.


SAY: Today we learned the effect of using put downs

compared to showing empathy and using put-ups. To

remind us to use empathy and put-ups in the classroom,

we are all going to tape our colored in hearts up on the

wall.

DO: Give each student a small piece of tape and show a

section of the wall where they will all place their colorful

hearts.

Reflection:

Are students able to give appropriate empathetic responses in the story?



Module 2: Week 10: Lesson 3 - Communication Skills

Skills: Empathy

Time: 30 minutes





Materials: board and chalk OR flipchart and marker

Previous Knowledge: Learners are familiar with the concept of empathy and are aware of

the benefits of responding to others with empathy.


This is the third lesson for week 10. Be sure to complete lesson 1 and 2 before

starting this lesson.

Important Ideas:

Learners should be able to communicate showing respect and empathy, and be

able to take someone else’s perspective


Are learners able to adequately use the strategies taught in this lesson?

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SAY: Last session we saw the effects of putdowns

compared to showing empathy on other people.

ASK: Who can remind us how we showed the effects of

putdowns compared to showing empathy?

SAY: We created this wall of colorful hearts to remind us

how great it is when we use empathy and put-ups in the

classroom.

15 minutes SAY: There are certain skills that we can use in

communicating with other people that help them to know

that you are listening and respecting their feelings.

DO: Write on the board or a flipchart “Reflective

Listening” “Showing Empathy” and “Expressing

Understanding” in three columns.

SAY: Today we are going to learn three different ways that

we can communicate with empathy and respect.

ASK: What do you think “Reflective Listening” means?

Example Answer: showing respect by reflecting / repeating

what they have said back to them.

SAY: Reflective Listening is when you reflect on what the

other person is saying, and repeat it back to them to make

sure you understand. Then, you should always ask to make

sure you understand them correctly. This reflection and

repetition makes sure we understand one another.



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SAY: For example, one evening Zainab’s mother asked

her, “Can you get the water from the bin?” Their family

had a large bin of water they kept, but there was also a

community bin where they could collect more water. In

order to make sure she understood, Zainab used her

reflective listening skills and said, “Mother, What I hear

you saying is that you would like me to get a bucket of

water from our family’s bin. Is that correct?” Zainab’s

mother said that yes that was what she wanted.

ASK: What could have happened if Zainab did not use

reflective listening?

Example answer: Zainab could have gone all the way to

the village bin for more water in the dark.

SAY: Now, turn and talk to the person next to you. I want

you to practice your reflective listening. Talk about your

favorite thing to do out of school. Each student will have

one minute to talk, while the second person responds. Then

we will switch.

DO: Allow the students 1 minute to “turn and talk.” Then

tell them to switch and allow 1 more minute. Walk around

and make sure that the children are modeling reflective

listening.

After two minutes, SAY: Great, let’s all come back

together.

ASK: What do you think “Showing Empathy and

Validation” means?

Example Answer: accept that someone else’s feeling is

okay, regardless of whether you agree with them. Then

help them to validate their feeling.

SAY: Showing Empathy and Validation is when you try to

understand, and always accept the feelings of another

person regardless of if you agree with them. Then you say

something to make them feel validated in their feelings.

SAY: For example, Michael was very proud one day. He

had read his first book. He told Jamila, “Look! I finished

this book! I am so proud! Jamila responded by saying, “

SAY: Jamila showed Michael that she understood his

feeling, and then validated his pride.

SAY: Now, turn and talk to someone new. I want you to

practice Showing Empathy and Validation. Talk about a

time when you were proud. Each student will have one

minute to talk, while the second person responds. Then we

will switch.





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and make sure that the children are modeling Showing

Empathy and Validation.

After two minutes, SAY: Great, let’s all come back

together.

ASK: What do you think “Expressing Understanding”

means?

Example Answer: Telling the other person that you

understand their feelings.

SAY: Expressing Understanding is when you make sure

another person knows that you understand their feelings.

SAY: For example, Esther was sad one day because she

lost her favorite rope to jump rope with. She asked

Mohamed if he knew where it was, and told him she was

sad and worried someone had taken it. Mohamed

responded by saying “I understand where you are coming

from. I can see why you are sad.”

SAY: Mohamed showed Esther that he understood her

feeling.

SAY: Now, turn and talk to another person. I want you to

practice Expressing Understanding. Talk about a time

when you were sad. Each student will have one minute to

talk, while the second person responds. Then we will

switch.



and make sure that the children are modeling expressing

understanding.

SAY: Great job, let’s all come back together now.

ASK: How did it feel to use the three ways that we can

communicate with empathy and respect?

DO: Call on multiple students, and model one of the

methods in your response. For example, say “I see what

you are saying” or repeat back to them by saying “If I

understand correctly you are saying… Is that correct?”

10 minutes SAY: Many times the conflicts that come up are because

we see things in a different way from another person.

SAY: Today we are going to do at least one role-play that

shows us how conflicts can happen because we understand

things differently than someone else.

ASK: Can I have two volunteers to do the first role-play?

DO: Give two volunteers the role-play scene between

Ibrahim and his mother, below. Discuss the scene briefly

with each one to make sure s/he understands the role before

beginning the role-play. Instruct them to begin an argument

in the role-play.



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Ibrahim

The house is messy. Some of Ibrahim's books are lying around.

He's going through them because he wants to trade some of them

with his friends. He also has a game on the floor that he started to

play with his sister. He wants the game to remain there so he and

his sister can finish it later. He likes being in the house because

there are usually other people around there. All the things that are

scattered about are things he is using. The mess doesn't bother

him.

Ibrahim's Mother

The house is messy. Ibrahim's books and game are lying around.

She wants to keep the house organized because everyone in the

family uses it and it is also the place where guests come. She

thinks Ibrahim's things are in the way. She thinks he should pick

up after himself and keep his things away.

DO: When the argument begins to get heated, stop the role-

play.

ASK (the students, as their character): How are you

feeling?

ASK (the rest of the class):

o What is Ibrahim's point of view? What does he

want?

o What is his mother's point of view? What does she

want?

o Can anybody think of a situation from his or her

own life that is similar? What are the different

points of view in that situation?

SAY: Let’s all clap for our great actors!

DO: Clap for the two actors.

ASK (the students who were acting): How did it feel to

play those roles?

DO: If you have time, ask students to think of another

situation when they had a different perspective than

someone else and act it out.


ASK: what did we learn today?

Answers: the three different ways that we can communicate

with empathy and respect: “Reflective Listening”

“Showing Empathy” and “Expressing Understanding”;

and how important it is to take someone else’s perspective

and how it can cause a conflict.

SAY: We can use the three communication methods and

our new ability to take someone else’s perspective to make

the classroom and our homes a happier and more

comfortable place for all of us.



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Reflection: Are students able to model all three communication methods? Do they

understand the purpose of taking someone else’s perspective?



Module 2 ASSESSMENT: Week 11

Assessment weeks are different than instruction weeks. Facilitators should select from the

various review and assessment activities below. Each review / assessment activity has a time

and an intended learning outcome.

Create and keep a tracking sheet (sample attached) for each student. For each assessment

activity, score the student’s performance on a scale of 1 to 5.

1 = Unsatisfactory

2 = Needs Improvement

3 = Meets Expectations

4 = Exceeds Expectations

5 = Exceptional

Learning Objective: By the end of the modules, learners should be able to:

1. Explain meanings of feelings and emotions (happy, lonely, scared, bored, angry, sad,

upset, surprised, strong, proud, afraid, glad, shy, worried, tired, love)

2. Identify different types of emotions

3. Express how they think and feel when they are hurt

4. Express how they think and feel when they are happy

5. Express how they feel without hurting others



8. State the advantages of controlling emotions / impulsive behavior




12. Respect the feelings of others

13. Define empathy




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Identifying Emotions: 10 minutes.

Assesses the students’ ability to explain meanings of feelings and emotions and identify

different types of emotions; express how they think and feel when they are hurt or happy

Materials: NONE

5 minutes Say: I will say an emotion, and each of you will show what

that emotion looks like on your faces.

o Happy

o Scared

o Bored

o Angry

o Sad

o Surprised

o Worried



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o Tired

o Love

10 minutes Ask the learners to stand up (or form a circle) for a game.

Tell the learners: “I will pass a piece of chalk, stick (or any

other object available) around while everyone is clapping.

The pupil that is holding the object when I shout ‘Stop’ will

repeat what I say and complete the sentence.

Give an example (I feel hurt when people make fun of me)

I feel angry when…

I feel sad when…

I feel happy when…

I feel excited when..

Start the game and let the class continue clapping until

about five learners have formed different sentences.

Explain to the learners: When we do not tell others how we

think and feel, then our thoughts and feelings can continue

to hurt us.

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Comfortable / Uncomfortable: 10 minutes

Assesses the students’ ability to explain meanings of feelings and emotions and identify

different types of emotions

Materials: none

10 minutes SAY: We are going to play a little game. Everyone will put

down your head and close their eyes. I will say a feeling. If

that feeling is a comfortable feeling, raise your hand. If it is

an uncomfortable feeling, lower your hand.

ASK: Who can remind the class what we are going to do

now?

DO: Call on a student to repeat the instructions.

SAY: Everyone put your heads down.

SAY: The first feeling is anger. If you think it is a

comfortable feeling, raise your hand. If it is an

uncomfortable feeling, lower your hand.


SAY: Everyone put your hands down. The second feeling is

pride.



sadness.




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surprise.



scared.



happiness.


SAY: Great job. You can all bring your heads back up.

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TITLE: 30 minutes

Assesses the students’ ability to state the advantages of controlling emotions / impulsive

behavior, identify ways of controlling emotions and demonstrate the various ways of

controlling impulsive behavior

Materials: NONE

10 minutes ASK: Can anyone remind me of the four strategies we

learned to control our emotions?

DO: Call on four different students to share each of the

strategies: belly-breathing; count to ten; calming object;

humming a tune.

ASK: When would we use each of these strategies?

DO: Call on multiple students to answer when they would

use one or more of the strategies.

10 minutes SAY: In your groups you will select one scenario that you

come up with where your feelings need to be controlled.

You will have 5 minutes in your groups to decide on your

scenario.

DO: Break the class into four (4) groups. Walk around

during their discussions to make sure they are all

participating and they understand the instructions.

SAY: Now that you have selected that scenario, you will

have 2 minutes to prepare to present that scenario back to

the class.

o DO: Allow two (2) minutes before calling the class

back together.

10 minutes SAY: Each group will have 2 minutes to present their

scenario back to the class.



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DO: Call on each group to present. Ask the children

presenting:

o What feeling did you have to control?

o Why did you have to control your feeling?

SAY: Great job, you truly understand why it is important to

control our feelings.

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Feelings Charades: 15 minutes

Assesses the students’ ability to name and identify feelings of others and use physical, verbal

and situation clues to determine what others are feeling

Materials: NONE

15 minutes SAY: I will divide you into two teams. Each member of

each team will have 30 seconds to act out as many feelings

as he or she can think of. His or her teammates must guess

what feeling is being acted out. I will keep track of the

number of right feelings you guess. We will alternate teams,

so one person from each team will get to go one after

another.

o DO: Divide the class into 2 teams. Give instructions

again as needed, and answer questions. Play the

game for as long as you have.

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5 Senses of Empathy: 15 minutes

Assesses the students’ ability to demonstrate that people can have different feelings about the

same situation and respect the feelings of others

Materials: 5 Senses of Empathy Handout for all students; pen / marker

10 minutes SAY: We will each use our 5 senses handout to individually

write down a situation where we responded to someone else’

feelings. Think about how you did or could have used your 5

senses of empathy.

o DO: hand out 5 sense of empathy handout or blank

paper and pens / markers

5 minutes SAY: Now that we have all finished writing out 5 senses of

empathy, we will turn to a partner and share how we either

used or could have used our five senses to help respond to

someone else’s feelings.



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DO: Divide the class into pairs. Walk around and make sure

each student is sharing their 5 Senses of Empathy situation

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Toss the Put Up: 15 minutes. Assesses the students’ ability to identify and demonstrate ways to show empathy for others

Materials: Ball

5 minutes SAY: Everyone come up to the center and stand in a circle

as quickly and quietly as you can. We are going to practice

our put-ups.

DO: Encourage silence and politeness as the students move

to the center.

SAY: We are going to play a game called “Toss the Put

Up.” I will start with the ball and toss it to someone else in

the circle. As I toss them the ball, I have to say something

nice about them, a put-up. The person I toss the ball to has

to remember who tossed the ball to them. Then he or she

will toss the ball to someone else in the circle who has not

yet received the ball and say a put-up. After everyone has

received the ball, we will toss the ball in the reverse

direction. Everyone will give the person who originally

tossed to them a put-up and toss them the ball. Eventually,

the ball should come back to me.

o DO: Play the game until everyone has received and

given two put-ups.

5 minutes While students are still standing in a circle ASK: How did it

feel to give someone else a put-up?

ASK: How did it feel to receive a put-up?

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Effective Communication: 15 minutes

Assesses the students’ ability to identify and demonstrate ways to show empathy for others and

demonstrate the ability to take someone else’s perspective

Materials: Nothing



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10 minutes SAY: We learned three different ways that we can

communicate with empathy and respect.

ASK: Who remembers the three methods?

Answer: “Reflective Listening” “Showing Empathy” and

“Expressing Understanding”

SAY: Turn and talk to the person next to you. I want you to

practice your reflective listening. Talk about your favorite

thing to do out of school. Each student will have one minute

to talk, while the second person responds. Then we will

switch.



and make sure that the children are modeling reflective

listening.

After two minutes, SAY: Great, let’s all come back together.

SAY: Now, turn and talk to someone new. I want you to

practice Showing Empathy and Validation. Talk about a

time when you were proud. Each student will have one

minute to talk, while the second person responds. Then we

will switch.



and make sure that the children are modeling Showing

Empathy and Validation.

After two minutes, SAY: Great, let’s all come back together.

SAY: Now, turn and talk to another person. I want you to

practice Expressing Understanding. Talk about a time when

you were sad. Each student will have one minute to talk,

while the second person responds. Then we will switch.



and make sure that the children are modeling expressing

understanding.

SAY: Great job, let’s all come back together now.

5 minutes ASK: How did it feel to use the three ways that we can

communicate with empathy and respect?

DO: Call on as many students as possible to answer.



Module 3: Week 12: Lesson 1 - How my actions affect others

Skills: Understanding consequences as a result of actions; identifying problems

Time: 30 minutes


1. Understand that their actions have reactions

2. Identify actions that can create problems for others

Materials: Papers with “actions” and “reactions” (see end of lesson plan for pairing of

actions and reactions), tape

Previous Knowledge: Students know that other people have feelings


There is a lot of activity in this plan – make sure that you stay on schedule. If

you are unable to, perhaps split the activity into two days. Also be aware of the

literacy level of your class and adapt the lesson accordingly.

Important Ideas: Focus should be on the response to each action that takes place.

On -going Assessment: Check in throughout the class – are students understanding the link between actions

and reactions? Are they associating appropriate reactions with actions? Do they

understand that by changing their actions, they can also change another person’s reactions?

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Invite all students to stand in a circle. Explain:

Today we are going to play “Zip, Zap, Zop.” One person

starts with the ball of energy and passes it to someone else

across the circle by holding both hands together and

pointing with a lot of energy in their direction and saying

“zip”. That person then points to a third person and says

“zap” with a lot of energy. The third person says “zop”

when they point to a fourth person. We continue passing

the ball of energy by passing the “zip” “zap” and “zop” in

that order to a new person in the circle each time. When

one of us makes a mistake, we say “I’m sorry, I made a

mistake” and sit down.

Begin the game, or alternatively select a quiet student or

one who is often left out to start the game. Play for 5

minutes, or until there is only one student remaining.

6 minutes Bring the class back to a seated position for a discussion

on actions and reactions.

Say: When we were playing “Zip, Zap, Zop” each of our

actions caused a reaction from our classmates. Everything



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we do can cause a reaction in another person. When I ask

you to sit down, usually you react by sitting down. When

you raise your hand, I call on you. These are all actions

and reactions. Can you think of other actions and

reactions?

Allow the class to discuss what other actions and

reactions exist in their lives. Lead them to answer by

asking questions, such as:

o What interactions with your brothers and sisters

are made up of actions and reactions?

o Can reactions be good or bad?

o What leads to good or bad reactions?

o How do you think your actions affect others?

o Can we adjust our actions to get better reactions

out of other people?

13 minutes Tell the class: Now we will use our knowledge that

actions and reactions exist to play a game. Two students

will come to the front (or center, depending on the

classroom setup). Each will get a piece of paper stuck to

their head. They cannot see it, but the rest of us can. The

two will have an “action” and “reaction” pair on their

heads. The only information they will have is if they are

an “action” or a “reaction.” They will alternate taking

turns asking the rest of the class “yes or no” questions

about what they are. The aim is for both students to guess

what they are. All students will have the opportunity to

participate.

Select two students to begin as a demonstration. Call on

pairs of students, paste their “actions” and “reactions”,

then guide them to ask yes and no questions until they

figure out “what they are.”

After all students have gone, conclude this activity by

asking one or two questions and calling on just a few

students:

o What comes from every action?

o Can you predict other people’s reactions?


Have the learners get into pairs for individual discussions.

Say: In pairs, I would like you to discuss the following two

questions. When we come back together, each pair will

share one thing they discussed.

o How do you think your actions affect others?

o Can we adjust our actions to get better reactions out

of other people?



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Repeat the questions twice, or write them on the board, so

that students remember to address both.


Bring the class back together and say:

o Can each group share their one sentence they

discussed?

After all groups have shared, say: It is important that we

always consider how our actions affect others. Remember:

every action has a reaction.

Reflection: After this class, are students aware of the possible reactions for their actions? Do

they try to control their behavior in order to have better reactions from their peers, teacher,

parents?

Action > Reaction

*Note that these pairs are just examples. Feel free to include Actions and Reactions that are

more relevant for your students! You can either draw this, or write them if your students are

able to read

1. Giving a hug > Feeling loved

2. Hitting > Getting hurt / feeling hurt

3. Saying “I’m sorry” > Forgiveness

4. Sharing your toys > Friendship

5. Breaking a class rule > Consequences (time out, cleaning, etc. - what is used in your

classroom)

6. Going to school > Job as an adult

7. Taking food from your brother / sister > Brother / sister is sad and hungry

8. Giving a present to your friend > Friend is happy

9. Listening to a friend > Closer friendship



Module 4 Week 18: Lesson 1 - How to make friends

Skills: Be able to establish and maintain friendships; understand friendly behavior

Time: 30 minutes


1. Identify being friendly as the basic ingredient of making a good friend

2. Appreciate what it means to be friendly

3. Appreciate how it feels not to be friendly

Materials: A poster with the inscription: "To have good friends, you must be a good friend"

boldly written out and displayed in the class.

Previous Knowledge: Learners have previously learnt about who a friend is and that it is good

to have good friends and avoid bad friends.


One thing is to know who a friend is; another is to know how to make friends.

The basic emphasis of this lesson should be the saying: "To have good friends,

you must be a good friend." That is the lesson is to emphasis that the cultivation

of positive social skills by learners is the basic ingredient of making good friends.

Have the phrase: "To have good friends, you must be a good friend" clearly written out

on a cardboard and have it hung where the class can read it.

Important Ideas:

To have good friends, you must be a good friend.


Do the learners take the initiative to be friendly? Are they kind and responsive to

one another?

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Start the class by saying last week we discussed about who

a friend is.

Say: Today we will discuss what we need to do to make

friends and to keep friends.

Write on the board: “A friend is…….”

Request the learners to give their opinions by completing

the statement.

o Rephrase the learners’ statements/answers as

appropriate and write the answer on the board.

Say, well done, you have all done well in sharing what a

friend is to you! From what you all are saying, a friend is…

(Go through the learners’ answers as written on the board).



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10 minutes Say to the class: in groups, we will act out a scenario. One

group member will play a new class member. The other

group members will play existing members of the class.

The new class member will try to make new friends with

the other members. The rest of the group will be split – half

will be very friendly and the other half will not be friendly

at all.

Divide the class into groups of four or five.

Tell the groups to have one volunteer play the role of new

member of the class. S/he should first greet others, then

mention his name, smile at other members of the group,

ask other members of the group their names, etc.

Let the other members of the group divide themselves as

friendly or not friendly, and respond according to their

roles.

Go round each of the groups to be sure that the role play

does not degenerate into fighting, while commending and

commenting as appropriate.

5 minutes Bring the class back together for a discussion by saying:

Thank you for your great roleplays. Let’s come back

together to discuss how it felt to be the new member, the

friendly classmates and the unfriendly classmates.

Allow enough time for all or almost all members to give

comments. Leading questions and or viewpoint questions

may be used.

Ask questions such as:

o How does it feel to be the new student?

o Possible answer: scary, challenging, lonely

o How do you feel while ignoring the friendly

attempts of the new kid?

o Possible answer: mean, closed off, lonely

o How did it feel to be nice to the new student?

o Possible answer: good, fulfilled, kind,

Listen attentively to each learner’s point of view.

Rephrase the various comments from the perspective of the

“new member of class” and the “existing class”.

5 minutes Summarize by saying:

o The “unfriendly children” missed the opportunity to

be friends with the “new class members” because

they were not friendly

o We all feel bad if we do not cultivate good

friendship.

Say: one basic thing that we have learnt today is that "to

have good friends, you must be a good friend."



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Point to the poster posted on the wall with the inscription,

and request the learners to read after you: "To have good

friends, you must be a good friend."

Say: well done kids! The today’s lesson has brought out the

basic ingredients of friendship which is that we first have to

be good friends.

5 minutes Conclusion

Say: let us see if we can remember the basic lesson that we

have learnt today.

Ask:

o What is the basic ingredient of making friends?

o How does it feel when others are not friendly with

you?

o How does it feel when others are friendly with you?

[Use viewpoint and leading questions such as how does

(mention the name of the learner) person feel when others

were not friendly with him/her]

Reflection:

How effective was the role play?

Did it achieve the intended outcome of making the learners “feel” what it is to be

friendly?

What was most useful about it?

What problems and challenges were encountered?



Module 5: Week 23: Lesson 1 - Making decisions

Skills: Focusing attention; apply decision-making skills to deal responsibly with daily

situations

Time: 30 minutes


1. Identify a range of decisions that are made by students, adults, and communally

2. Show appropriate initiative and independence in actions and decisions

Materials: Storytelling decision prompts (see end of the lesson plan)

Previous Knowledge: Students have learned how to focus their attention.


Throughout the lesson, make sure that students are understanding what a “good

decision” means

Important Ideas:

Students should be focused on learning to make appropriate decisions


Walk around and listen to students discussing making decisions.

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Say: Last week we talked about who we are. Part of who we

are is in the decisions we make every day.

Everyone should take a minute and think about a decision

they have already made today.

Give the students an example of a decision you made today,

ie: Today I decided to wear blue shoes; today I decided to

walk by the river on the way to school; today I decided to

eat porridge for breakfast.

After they have come up with their decision, say:

o Find all of the other students in the class who made

the same type of decision as you did this morning.

Give the students a few minutes to find the other students

who made similar decisions as they did. Go around and

encourage them to find people who made similar decisions.

Ask questions like:

o Did you make a decision about what you wore

today? What you ate?

Once they are in their groups, say:

o Each group will share what kind of decision they

made today.



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After each group has shared the type of decisions they made

today, say:

o Do you see all of the types of decisions we make

every single day? Decisions are a big, important part

of our lives. It is important that we know when we

are making decisions, what appropriate decisions for

us to make are, and how we can make decisions

individually.

7 minutes Make sure that there are five (5) groups of approximately

the same size. If they are not, you can split a large group or

combine two small groups to make even sized groups.

Say: In our small groups we will develop a story to tell the

class. I will come around to each group and give you a key

decision that you will tell a story about. You will decide

what the “right decision” is for the main character. When

we come back together as a full group, you should be ready

to tell the story to the whole class. Each member of your

group should participate in telling the story. Remember,

you want to show good decision-making in your stories!


Pass out the storytelling prompt notecards to each group.

As they are working in their groups

14 minutes Bring the whole class back together to sit in a circle for the

story telling. Invite one group at a time to share their story.

At the end of each story ask the full class:

What was the decision that this group told us a story about?

Did they make a good decision?


Ask a few students to answer the following questions:

How did it feel to make decisions?

How could you tell what were the right decisions?


Say: Every day we make a lot of decisions. We always have

the option to make a good decision. Over the next week, I

want you to think about all the decisions you make in your

life. We should all try to make good decisions.

Reflection: Were the students able to show good decision-making?



Decision Prompts for Storytelling:

These are just ideas, you can make up your own decisions that are more applicable to your

students!

1. Should I go to school today?

2. What should I wear today?

3. How should I treat my friend?



Module 6: Week 30: Lesson 1 - Ways of Addressing Conflict, Part 1

Skills: Knowledge of conflict resolution behaviors; communication and social skills to

interact effectively with others; Generating Solutions

Time: 30 minutes


1. Identify approaches to resolving conflicts constructively (three step approach: stop,

think, act)

2. Identify skills that are used in conflict resolution

Materials: poster (or if not available, write on the board): Stop, Think, Act

STOP – remove yourself from the conflict, calm yourself down, and state the conflict

without blame

THINK – think of solutions and their consequence, and select the most appropriate

one

ACT – act on the solution you decided on to solve the conflict

Previous Knowledge: the learners know the definition of a conflict, and possible causes and

effects of conflicts


Make sure that the learners correctly understand what it means to “STOP” in

the middle of a conflict

Check in constantly with your class to see if any learners are having a negative

response and addressing any strong feelings that come up with the learners.

Important Ideas: Conflict resolution helps an individual to interact with their peers and have fewer

conflicts in life.

On -going Assessment: Are the students properly understanding “STOP, THINK, ACT”? Do they

understand what it means to blame someone, and how to phrase a problem statement

without blaming?

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Say: The past two weeks, we have talked about what is a

conflict and what causes a conflict. Today we will talk

about how to resolve a conflict.

Ask: Who can remind us what causes a conflict?

Example answer: When two or more people are unable to

resolve a disagreement

8 minutes Bring out the poster that defines “STOP, THINK, ACT”

Say: In order to resolve a conflict, you must first Stop,

then Think, and finally Act. Repeat after me and clap

with each word: STOP, THINK, ACT



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The class should repeat a few times, with claps: Stop,

Think, Act.

Say: Great job. Now, you will have to remember the

steps of “Stop, Think, Act” and know what it means.

What do you think the first step, “STOP” means?

Example Answer: you should remove yourself from the

conflict, calm yourself down, and state the conflict

without blaming anyone.

Say: What does “THINK” mean?

Example Answer: think of solutions and their

consequences, and select the most appropriate one.

Say: How about “ACT”?

Example Answer: act on the solution you decided on to

solve the conflict.

Say: Great! Today we will focus on the first step,

“STOP.” We have already learned how to calm ourselves

down. Who can remind us of a few strategies to calm

down our feelings?

Example Answers: belly-breathing, counting to ten,

taking water, walking away from the situation, thinking

happy thoughts, etc.

Say: Great job remembering the calming-down

strategies. Now that we can calm ourselves down, we

have to learn how to state the conflict without placing

any blame. What does it mean to blame someone?

Example Answer: saying that the conflict or problem is

someone’s fault.

10 minutes Say: I am going to read first a problem, and then a

statement. If you think the statement blames someone,

then stand up. If it does not blame someone, stay seated.

Do you have any questions?

Say: The problem is that two students bumped into each

other and one dropped a book. The statement: You made

me drop my book!

o This is a blaming statement, so all students

should stand. Ask follow-up questions to

encourage students to stand. Continue until all

students are standing, by saying:

o This is a blaming statement because the student is

saying it is the other student’s fault.

Say: You can sit back down.

Ask: How could this statement not blame the other

student?

Example Answer: My book dropped when we bumped

into each other.



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Say: Please stand up. I am going to read more statements.

If it is a blaming statement, sit down. If it is not a

blaming problem statement, stay standing. For all of the

blaming statements, we will work together to make it a

non-blaming statement.

Read the following statements for the game. Between

each round, ask the students to stand up. For the blaming

statements, ask a student to rephrase it as a non-blaming

statement. You can add more statements if your students

are enjoying the game.

o You never share the jump rope (blaming – sit

down)

Non-blaming: We need to share the jump

rope

o We lost the football game (not blaming – stay

standing)

o You took my seat (blaming – sit down)

Non-blaming: We want to sit in the same

seat

o It’s her fault we were late (blaming – sit down)

Non-blaming: We were late

o We bumped into each other (not blaming – stay

standing)

o He spilled my drink (blaming – sit down)

Non-blaming: My drink spilled

o They were hogging the ball (blaming – sit down)

Non-blaming: We should all share the

ball


Ask: Do you remember the steps for resolving a conflict

that we learned today?

All should respond: STOP, THINK, ACT

Say: I would like each of you to think of a conflict that

you have had to address. Think about how you responded.

Then, in pairs, I would like you to come up with how you

could have used “STOP, THINK, ACT” to better resolve

the conflict. After we have all discussed in our pairs, we

will share back to the class what we discussed.

Make sure that all students are paired off. Give them just

a couple of minutes in their pairs before coming back

together to share what they discussed.



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Say: Today we learned about how to resolve conflicts

using “STOP, THINK, ACT.” We focused today on the

first step, STOP, which means you remove yourself from

the conflict, calm yourself down, and state the conflict

without blame.

Say: during our next class we will learn more about

THINK – when you think of solutions and their

consequence, and select the most appropriate one, and

ACT – when you use the solution you decided on to solve

the conflict.

Reflection:

What about this lesson do the students seem to have difficulty with?

What do they like / dislike?

After this lesson, do you hear students using “STOP, THINK, ACT” in their daily

interactions?