Lesson Note – Pre-Nursery First Term Social Studies Week 2 – 3

Introduction to Lesson Note – Pre-Nursery First Term Social Studies Week 2 – 3

I wrote this Lesson Note – Pre-Nursery First Term Social Studies Week 2 – 3 based on the Nigerian National Early Childhood Education Curriculum. Particularly, I used the Pre-Nursery Schemes of Work based on the latest 9-YEAR BASIC EDUCATION CURRICULUM by NERDC. Click here to get the Scheme.

Since the SCHEME OF WORK is based on the national curriculum, this lesson note is suitable for use in any Nigerian school that adopts the NATIONAL CURRICULUM.

Major Focus of this Lesson Note – Pre-Nursery First Term Social Studies Week 2 – 3

As with the rest of our notes, the primary focus of this lesson note is to present an enriched content for the topic. This lesson notes, also like the rest, provide guide for teachers on how to deliver the content to attain the topic objectives.

Leading Guide to Adapting this Lesson Note for Lesson Plan

I wrote this lesson note in outline of STANDARD LESSON PLANS. However, I advise teachers that want to use this note for official purpose – i.e. to create their lesson plans which they will submit to their supervisors – should get our PROFESSIONAL LESSON PLAN TEMPLATE. The layout of the template makes it easy for teachers to write a professional lesson plan and easily.

REMARK: If you find the terms lesson plan and lesson notes confusing, CLICK HERE TO QUICKLY READ OUR ARTICLE ON THEIR DIFFERENCES.

To the Pre-Nursery Social Studies Teacher

This topic lays the foundation to form social skills in young learners in the areas of social interaction, personal security and inculcation of patriotism.

I have often opined that the students of a school are its number one marketing agents (or officers, if you will). This is only possible when the students derive certain feeling of prestige in the school. This induces loyalty. And such ideologies must be formed from the students’ earliest years – in the school. When else is most suitable but at such a period as now when the students are earliest in years as well as in the school?

Teachers should make it a point of duty to sell the school to the young learners in this class. Once they buy the school, it will aid the learners to learn better and also the school to set off on the path to SUSTAINABLE GROWTH.

Lesson Note – Pre-Nursery First Term Social Studies Week 2 – 3

Class: Pre-Nursery

Term: First

Week: 2 – 3

Subject: Social Studies

Topic: Learning the name of the School – the Proprietor(ress) and Headmaster(mistress)

OBJECTIVES

At the end of the lesson, the pupils should have attained the following:

• Mention the name of the school in response to question or in a dialogue
• Internalize the need to engage in social interaction
• (Where pupil can already identify the letters of the alphabet), Spell the name of the school

PRESENTATION of Lesson Note Pre-Nursery First Term Social Studies Week 2 – 3

1.  Introduction – Storytelling

The teacher introduces the lesson through a short classroom story that illustrates the objectives of the lesson. CLICK HERE TO SEE THE SHORT CLASSROOM STORY THAT I RECOMMEND.

In telling the story, teachers should note that I deliberately wrote the story in simple sentences to aid easy assimilation. Based on educational psychology, at this age; children find short simple sentences easier to understand than others. Hence, teachers should observe this even while narrating the story – indeed in all conversation with children.

More so, I avoided pronouns in the story. That is in attempt to further simplifies things for easy comprehension. Teachers should try as much as possible to narrate the story in a language most suitable for the learners. Note that you may also narrate the story in local dialect, provided all the pupils understand the vernacular.

Stage Evaluation Question

2.  Name of the School

Following step 1 above, the teacher asks the pupils if they would rather be Okopi or Amedu? Ask if they will like to be smart so as to receive gifts or not smart without reward.

All should say yes, except those that may not have understood. To the later, the teachers make effort to make them understand by repeating the story and re-asking/reforming the question if necessary.

Subsequently, the teacher tells the pupils that if they want to be smart; they have to be able to tell the name of their school also. However, before that; the teacher teaches the pupils that a school is a place where we go to learn. Thereafter, the teacher makes the meaning of school into question which s/he teaches the pupils the answer – and recites the Q & A with them many times:

Teacher (Question): What is a school?

Pupils: School is a place where we go to learn.

Thence, s/he demands if any of the pupils can tell the class the name of the school. Succeeding the ensuing discussion, the teacher displays the crafted name of the school. Then s/he pronounces the name clearly many times and asks the pupils to repeat after him/her each time.

The teacher pronounces the name and asks individual child to pronounce him/her while the teacher listens.

S/he ensures that each child is able to pronounce it well before moving to the next child. The teacher corrects and repeats several times if necessary. Pay attention to children that may have problem pronouncing one or more sound. Note this so as to practice more of such with the child.

Stage Evaluation Questions

1. What is a school?
2. What is the name of your school?

3.  Dialogue

a)  General

Once the teacher ascertains that every child is able to pronounce the name of the school correctly, s/he teaches the pupils how to answer question of their school.

S/he teaches that if someone asks “what is the name of your school?”; they should answer: “The name of my school is ———-.”

Following this, the teacher practices with answering the question with the class. S/he asks the class while they answer uniformly.

Teacher: What is the name of you school?

Class (All pupils): The name of my school is —————————–

The teacher repeats this with the class several times.

b)  Teacher vs Pupil

After the general dialogue, the teacher asks the pupils individually while each of pupil answers. The teacher may precede the question with greeting.

c)  Role-Playing

Succeeding the teacher vs pupils’ dialogue; the teacher makes the pupils to take the role of the visitor (interviewer). Such pupil goes out of the class, then re-enters; starting from the teacher to individual pupil, greets and asks what is the name of your school? The teacher and the pupils play along by answering accordingly.

Upon the pupil’s re-entry:

Teacher: Good morning, John.

Pupil (John): Good morning, Ms. Ruth. How are you?

Teacher: I am fine, thank you.

Pupil (John): What is the name of your school?

Teacher: The name of my school is ———————

Pupil (John): Good! You are smart!! Have this gift

Pupils take turns to ask teacher. Afterwards, teacher may pair pupils to repeat same.

4.  More About the School

Succeeding step 3 above, the teacher teaches the pupils just one or two glories of the school. And s/he clearly tells the pupils how the school is the best for them to learn. First, the teacher explains the categories of school viz public, missionary schools, one person owned private school and many people owned private school

a)  The Proprietor of the School

If it is a private (sole proprietorship), the teacher teaches the pupils the name of the proprietor/proprietress. To do this, the teacher displays the picture of the proprietor (tress) and explains that s/he is the owner of the school.

The teacher may as well arrange for the proprietor (ress) to visit the class at this point. Or the class may visit the proprietor (tress) at his/her office.

If, however the school is owned by partnership, the teacher may display and teach the pupils the name of the chairman and/or board members as may be displayed at strategic place(s) in the school.

For a public school, the teacher teaches the pupils that people (workers) in the area come together, contributed money and built the school so that they (the pupils) can learn because learning is good. As such, the school is owned by the community, mission or government. Accordingly, as people come together to do good; the pupils have the collective responsibility to make they do not destroy public properties so others can benefit as well. This is where the teacher teaches the pupils about cooperation and patriotism.

Stage Evaluation Exercise

Prior to proceeding to the next step, the teacher leads the pupils to recite the answer to questions on the owner of the school:

Teacher: Do you attend a public or private school?

Pupils: I attend a public/private school.

Teacher: Who is the owner of your school?

Pupils: The owner of my is Mr/Mrs. _____________, the government; or the Baptist Church mission/Al-Furqan Islamic Foundation.

b)  Head Teacher

After teaching the ownership of the school, the teacher teaches the pupils about the leadership of the school.

S/he shows the picture of the head teacher and teaches them his/her name. The teacher also explains that the head teacher is the person who controls everything and everybody in the school.

At this point, the teacher teaches the pupils respect for authority. S/he explains that everybody in the school must respect the head teacher just as every student must respect the teachers.

Stage Evaluation Questions

Succeeding the explanations above, the teacher assesses the pupils’ understanding of the latest content by asking them the following questions:

1. The person who controls all the teachers and students in a school is called ____________
2. Display the picture of the head teacher alongside that of the school owner and ask the pupil to identify them
3. What is the name of the headteacher of ___________ school?
4. All the teachers and students must respect the ___________
5. Students must respect teachers, true or false?

Rhyme

Prior to concluding the Lesson Note Pre-Nursery First Term Social Studies Week 2 – 3; the teacher teaches the pupils the school’s solidarity rhyme – rhyme of that praises the school.

If there is none, the teacher may as well formulate one. And sings with the pupils many times.

EVALUATION

In the concluding part of the lesson, the teacher summarizes the entire lesson into a set of question and answer which s/he recites with the pupils several times – generally and individually.

1. What is a school?
2. What is the name of your school?
3. Do you attend a public school or a private school?
4. Who is the owner of your school?
5. Display the picture of the proprietor, proprietress, chairperson of school board/governor and headteacher. Then ask pupil to identify the owner of the school.
6. The person who controls all the teachers and students in a school is called ____________
7. Display the picture of the proprietor, proprietress, chairperson of school board/governor and headteacher. Then ask pupil to identify the headteacher of the school.
8. What is the name of the headteacher of ___________ school?
9. All the teachers and students must respect the ___________
10. Students must respect teachers, true or false?

Points to note during oral evaluation on Lesson Note – Pre-Nursery First Term Social Studies Week 2 – 3

Teacher should do this exercise individually for the pupils. S/he may ask the pupils the questions at random period – early in the morning when pupils arrive school; during break time; etc. Teachers may not ask the entire 10 questions at a goal but spread it across intervals. The questions should come amidst regular discussions. Teacher may use help of other staff member. Demand will staff members to ask different pupils at different time and give you feedback. Follow every question with an encourage feedback. If possible, always give gifts to pupils who answers correctly.

Conclusion

The teacher concludes the lesson by noting individual pupil’s performance and providing feedback – more practice guide for each pupil.

Last line

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