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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
CREATION & EXPLORATION
|
Drawing - shapes
|
By the end of the
lesson, the learner
should be able to:
identify shapes found in the environment, Watch a video clip on shapes and talk about them Appreciate drawing basic shapes as an essential skill. |
How are shapes identified?
|
Learner is guided to:
in groups, search for or watch videoclips on shapes and talk about them:
(such as human, plants, animal androcks, flowers, trees, houses, circle,square, rectangle, triangle, oval),
|
Pencils
Crayons Charcoal paper Know more art and craft Teachers guide Grd 1 pg. 8-13 |
Question and answer
Portfolio
Discussion,
Observation
Demonstration
|
|
| 1 | 2 |
CREATION & EXPLORATION
|
shapes
|
By the end of the
lesson, the learner
should be able to:
identify shapes found in the environment, Watch a video clip on shapes and talk about them appreciate drawing basic shapes as an essential skill. |
How are shapes identified?
|
Learner is guided to:
in groups, search for or watch videoclips on shapes and talk about them:
(such as human, plants, animal androcks, flowers, trees, houses, circle,
square, rectangle, triangle, oval),
|
Pencils
Crayons Charcoal paper Know more art and craft Teachers guide Grd 1 pg. 8-13 |
Question and answer
Portfolio
Discussion,
Observation
Demonstration
|
|
| 1 | 3 |
CREATION & EXPLORATION
|
shapes
|
By the end of the
lesson, the learner
should be able to:
identify shapes found in the environment, Watch a video clip on shapes and talk about them appreciate drawing basic shapes as an essential skill. |
How are shapes identified?
|
Learner is guided to:
in groups, search for or watch videoclips on shapes and talk about them:
(such as human, plants, animal androcks, flowers, trees, houses, circle,
square, rectangle, triangle, oval),
|
Pencils
Crayons Charcoal paper Know more art and craft Teachers guide Grd 1 pg. 8-13 |
Question and answer
Portfolio
Discussion,
Observation
Demonstration
|
|
| 1 | 4 |
Practical
|
Forms
|
By the end of the
lesson, the learner
should be able to:
identify shapes found in the environment, demonstrate the various shapes in the environment, appreciate drawing basic shapes as an essential skill. |
What are forms?
|
Learner is guided to:
in groups, take a walk around theschool environment and identifyshapes of forms (such as human,plants, animal and rocks, flowers,trees, houses, circle, square,rectangle, triangle, oval),
|
Know more art and craft, TG Book Grade 3 pg. 1-5
Paper, pencil, picture of animals, ICT devices |
Observation
Oral questions
discussions
|
|
| 1 | 5 |
Practical
|
Forms
|
By the end of the
lesson, the learner
should be able to:
identify shapes found in the environment, demonstrate the various shapes in the environment, appreciate drawing basic shapes as an essential skill. |
What are forms?
|
Learner is guided to:
in groups, take a walk around theschool environment and identifyshapes of forms (such as human,plants, animal and rocks, flowers,trees, houses, circle, square,rectangle, triangle, oval),
|
Know more art and craft, TG Book Grade 3 pg. 1-5
Paper, pencil, picture of animals, ICT devices |
Observation
Oral questions
discussions
|
|
| 1 | 6 |
Practical
|
Forms
|
By the end of the
lesson, the learner
should be able to:
identify shapes found in the environment, demonstrate the various shapes in the environment, appreciate drawing basic shapes as an essential skill. |
What are forms?
|
Learner is guided to:
in groups, take a walk around theschool environment and identifyshapes of forms (such as human,plants, animal and rocks, flowers,trees, houses, circle, square,rectangle, triangle, oval),
|
Know more art and craft, TG Book Grade 3 pg. 1-5
Paper, pencil, picture of animals, ICT devices |
Observation
Oral questions
discussions
|
|
| 1 | 7 |
Practical
|
Forms
|
By the end of the
lesson, the learner
should be able to:
identify shapes found in the environment, sing songs about shapes, appreciate drawing basic shapes as an essential skill. |
What are forms?
|
Learner is guided to:
in groups, sing action songs
incorporating movement and
formation of shapes of forms they
observe in the environment,
|
Know more art and craft, TG Book Grade 3 pg. 1-5
Paper, pencil, picture of animals, ICT devices |
Observation
Oral questions
discussions
|
|
| 1 | 8 |
Practical
|
Forms
|
By the end of the
lesson, the learner
should be able to:
identify shapes found in the environment, sing action songs on basic shapes for creativity, appreciate drawing basic shapes as an essential skill. |
What are forms?
|
Learner is guided to:
in groups, sing action songs
incorporating movement and
formation of shapes of forms they
observe in the environment,
|
Know more art and craft, TG Book Grade 3 pg. 6-10
Paper, pencil, picture of animals, ICT devices, rubber erasers |
Observation
Oral questions
discussions
|
|
| 1 | 9 |
Practical
|
Forms
|
By the end of the
lesson, the learner
should be able to:
identify shapes found in the environment, sing action songs on basic shapes for creativity appreciate drawing basic shapes as an essential skill. |
What are forms?
|
Learner is guided to:
in groups, sing action songs
incorporating movement and
formation of shapes of forms they
observe in the environment,
|
Know more art and craft, TG Book Grade 3 pg. 6-10
Paper, pencil, picture of animals, ICT devices, rubber erasers |
Observation
Oral questions
discussions
|
|
| 2 | 1 |
Practical
|
Materials for modelling human figure
|
By the end of the
lesson, the learner
should be able to:
identify locally available materials for modelling human and animal figures, assemble materials for modelling human and animal figures, appreciate drawing basic shapes as an essential skill. |
How can we model human figures?
|
Learner is guided to:
in groups, select appropriate locally
available materials for modeling
human figure and animals ( clay or
plasticine)
|
Know more art and craft, TG Book Grade 3 pg. 6-10
Paper, pencil, picture of animals, ICT devices, rubber erasers |
Observation
Oral questions
discussions
|
|
| 2 | 2 |
Practical
|
Materials for modelling human figure
|
By the end of the
lesson, the learner
should be able to:
identify locally available materials for modelling human and animal figures, assemble materials for modelling human and animal figures, appreciate drawing basic shapes as an essential skill. |
How can we model human figures?
|
Learner is guided to:
in groups, select appropriate locally
available materials for modeling
human figure and animals ( clay or
plasticine)
|
Know more art and craft, TG Book Grade 3 pg. 6-10
Paper, pencil, picture of animals, ICT devices, rubber erasers |
Observation
Oral questions
discussions
|
|
| 2 | 3 |
Practical
|
Materials for modelling human figure
|
By the end of the
lesson, the learner
should be able to:
identify locally available materials for modelling human and animal figures, assemble materials for modelling human and animal figures, appreciate drawing basic shapes as an essential skill. |
How can we model human figures?
|
Learner is guided to:
in groups, select appropriate locally
available materials for modeling
human figure and animals ( clay or
plasticine)
|
Know more art and craft, TG Book Grade 3 pg. 6-10
Paper, pencil, picture of animals, ICT devices, rubber erasers |
Observation
Oral questions
discussions
|
|
| 2 | 4 |
Practical
|
Materials for modelling human figure
|
By the end of the
lesson, the learner
should be able to:
identify locally available materials for modelling human and animal figures, assemble materials for modelling human and animal figures, appreciate drawing basic shapes as an essential skill. |
How can we model human figures?
|
Learner is guided to:
in groups, select appropriate locally
available materials for modeling
human figure and animals ( clay or
plasticine)
|
Know more art and craft, TG Book Grade 3 pg. 6-10
Paper, pencil, picture of animals, ICT devices, rubber erasers |
Observation
Oral questions
discussions
|
|
| 2 | 5 |
Drawing
|
Basic shapes
|
By the end of the
lesson, the learner
should be able to:
state the basic shapes in Geometry draw basic shapes found in the environment, model shapes of forms found in the environment, appreciate drawing basic shapes as an essential skill. |
What are the basic shapes?
|
Learner is guided to:
individually draw basic geometric and organic shapes found in the
environment,
|
Pencils
Crayons Charcoal paper Know more art and craft Teachers guide Grd 1 pg. 8-13 |
Question and answer
Portfolio
Discussion,
Observation
Demonstration
|
|
| 2 | 6 |
Practical
|
Model of human and animal figures
|
By the end of the
lesson, the learner
should be able to:
state the basic shapes in Geometry Model human and animal figures using pinch, rolling or ball technique, appreciate drawing basic shapes as an essential skill. |
How can we model human and animal figures?
|
Learner is guided to:
individually model human and animal figures (pinch, rolling, or ball
technique),
display artworks for peer feedback,
|
Know more art and craft, TG Book Grade 3 pg. 6-10
Paper, pencil, picture of animals, ICT devices, rubber erasers |
Observation
Oral questions
discussions
|
|
| 2 | 7 |
Practical
|
Model of human and animal figures
|
By the end of the
lesson, the learner
should be able to:
state the basic shapes in Geometry Model human and animal figures using pinch, rolling or ball technique, appreciate drawing basic shapes as an essential skill. |
How can we model human and animal figures?
|
Learner is guided to:
individually model human and animal figures (pinch, rolling, or ball
technique),
display artworks for peer feedback,
|
Know more art and craft, TG Book Grade 3 pg. 6-10
Paper, pencil, picture of animals, ICT devices, rubber erasers |
Observation
Oral questions
discussions
|
|
| 2 | 8 |
Rhythm
|
Ways of creating rhythm
|
By the end of the
lesson, the learner
should be able to:
identify ways of creating rhythm for skill development, watch a live recording on ways of creating rhythms. Desire to learn more ways of creating rhythm. |
How are rhythms made?
|
Learner is guided to:
in groups, watch live or recorded
performances of various way of
creating rhythms and talk about them (
singing, marching, walking, reciting,
whistling, snapping, clapping,
stamping, flapping, smacking, rubbing,
clicking, humming, patting),
|
A repertoire of simple familiar tunes
Klb Visionary Music Act. Teachers guide Grade 3 pg.69-70 |
Signed questions, portfolio, observation, check lists, adjudication using performance rubric
|
|
| 2 | 9 |
Rhythm
|
Ways of creating rhythm
|
By the end of the
lesson, the learner
should be able to:
identify ways of creating rhythm for skill development, watch a live recording on ways of creating rhythms. Desire to learn more ways of creating rhythm. |
How are rhythms made?
|
Learner is guided to:
in groups, watch live or recorded
performances of various way of
creating rhythms and talk about them (
singing, marching, walking, reciting,
whistling, snapping, clapping,
stamping, flapping, smacking, rubbing,
clicking, humming, patting),
|
A repertoire of simple familiar tunes
Klb Visionary Music Act. Teachers guide Grade 3 pg.69-70 |
Signed questions, portfolio, observation, check lists, adjudication using performance rubric
|
|
| 3 | 1 |
Rhythm
|
Ways of creating rhythm
|
By the end of the
lesson, the learner
should be able to:
identify ways of creating rhythm for skill development, watch a live recording on ways of creating rhythms. Desire to learn more ways of creating rhythm. |
How are rhythms made?
|
Learner is guided to:
in groups, watch live or recorded
performances of various way of
creating rhythms and talk about them (
singing, marching, walking, reciting,
whistling, snapping, clapping,
stamping, flapping, smacking, rubbing,
clicking, humming, patting),
|
A repertoire of simple familiar tunes
Klb Visionary Music Act. Teachers guide Grade 3 pg.69-70 |
Signed questions, portfolio, observation, check lists, adjudication using performance rubric
|
|
| 3 | 2 |
Rhythm
|
Using body percussion
|
By the end of the
lesson, the learner
should be able to:
Define the term body percussion sing songs as they maintain beat for rhythmic development, appreciate using body percussion in maintaining beats. |
How can we use body percussion during performance?
|
Learner is guided to:
in groups, sing simple songs as they
maintain the beat in (marching,
walking, reciting),
individually sing a simple song as they maintain beat using body percussions (snapping, clapping, stamping, flapping, rubbing, rubbing, patting),
|
Audio-visual excerpts of a variety of songs
• Audio visual equipment • Musical instruments • Music print material i.e. Music scores of songs and the Kenya National Anthem KLB Visionary Music Act. T.G Grade 1 pg. 54-56 |
Signed questions, portfolio, observation,
check lists, adjudication using performance rubric
|
|
| 3 | 3 |
Rhythm
|
Using body percussion
|
By the end of the
lesson, the learner
should be able to:
Define the term body percussion sing songs as they maintain beat for rhythmic development, appreciate using body percussion in maintaining beats. |
How can we use body percussion during performance?
|
Learner is guided to:
in groups, sing simple songs as they
maintain the beat in (marching,
walking, reciting),
individually sing a simple song as they maintain beat using body percussions (snapping, clapping, stamping, flapping, rubbing, rubbing, patting),
|
Audio-visual excerpts of a variety of songs
• Audio visual equipment • Musical instruments • Music print material i.e. Music scores of songs and the Kenya National Anthem KLB Visionary Music Act. T.G Grade 1 pg. 54-56 |
Signed questions, portfolio, observation,
check lists, adjudication using performance rubric
|
|
| 3 | 4 |
Rhythm
|
Using body percussion
|
By the end of the
lesson, the learner
should be able to:
Define the term body percussion sing songs as they maintain beat for rhythmic development, appreciate using body percussion in maintaining beats. |
How can we use body percussion during performance?
|
Learner is guided to:
in groups, sing simple songs as they
make body movements to bring out
various rhythms (walking, twisting, turning, marching, nodding, stamping,
skipping, hopping among others),
|
Audio-visual excerpts of a variety of songs
• Audio visual equipment • Musical instruments • Music print material i.e. Music scores of songs and the Kenya National Anthem KLB Visionary Music Act. T.G Grade 1 pg. 54-56 |
Signed questions, portfolio, observation,
check lists, adjudication using performance rubric
|
|
| 3 | 5 |
Practical
|
Using Body percussion
|
By the end of the
lesson, the learner
should be able to:
Define the term body percussion make body movements to reflect various rhythms in simple songs, appreciate using body percussion in maintaining beats. |
How can we use body percussion during performance?
|
Learner is guided to:
individually use body percussions to
provide rhythmic accompaniments to
familiar simple songs sung,
|
Audio-visual excerpts of a variety of songs
• Audio visual equipment • Musical instruments • Music print material i.e. Music scores of songs and the Kenya National Anthem KLB Visionary Music Act. T.G Grade 1 pg. 54-56 |
Signed questions, portfolio, observation,
check lists, adjudication using performance rubric
|
|
| 3 | 6 |
Practical
|
Using Body percussion
|
By the end of the
lesson, the learner
should be able to:
Define the term body percussion make body movements to reflect various rhythms in simple songs, appreciate using body percussion in maintaining beats. |
How can we use body percussion during performance?
|
Learner is guided to:
individually use body percussions to
provide rhythmic accompaniments to
familiar simple songs sung,
|
Audio-visual excerpts of a variety of songs
• Audio visual equipment • Musical instruments • Music print material i.e. Music scores of songs and the Kenya National Anthem KLB Visionary Music Act. T.G Grade 1 pg. 54-56 |
Signed questions, portfolio, observation,
check lists, adjudication using performance rubric
|
|
| 3 | 7 |
Practical
|
Using Body percussion
|
By the end of the
lesson, the learner
should be able to:
Define the term body percussion make body movements to reflect various rhythms in simple songs, appreciate using body percussion in maintaining beats. |
How can we use body percussion during performance?
|
Learner is guided to:
individually use body percussions to
provide rhythmic accompaniments to
familiar simple songs sung,
|
Audio-visual excerpts of a variety of songs
• Audio visual equipment • Musical instruments • Music print material i.e. Music scores of songs and the Kenya National Anthem KLB Visionary Music Act. T.G Grade 1 pg. 54-56 |
Signed questions, portfolio, observation,
check lists, adjudication using performance rubric
|
|
| 3 | 8 |
Practical
|
Improvising rhythms
|
By the end of the
lesson, the learner
should be able to:
identify ways of creating rhythm for skill development, improvise rhythmic accompaniment for songs, appreciate rhythmic improvisation for rhythmic development. |
What are the ways of improvising rhythms?
|
Learner is guided to:
in pairs, improvise rhythmic
accompaniment to songs,
|
Relevant songs
Flash cards, recorded rhythms Items that produce constant beat KLB Visionary Music Activities Grade 2 Teachers guide pg. 71-73 |
Oral questions
Aural method
Rubrics
Observation
Adjudication
|
|
| 3 | 9 |
Practical
|
Improvising rhythms
|
By the end of the
lesson, the learner
should be able to:
identify ways of creating rhythm for skill development, improvise rhythmic accompaniment for songs, appreciate rhythmic improvisation for rhythmic development. |
What are the ways of improvising rhythms?
|
Learner is guided to:
in pairs, improvise rhythmic
accompaniment to songs,
|
Relevant songs
Flash cards, recorded rhythms Items that produce constant beat KLB Visionary Music Activities Grade 2 Teachers guide pg. 71-73 |
Oral questions
Aural method
Rubrics
Observation
Adjudication
|
|
| 4 | 1 |
Practical
|
Improvising rhythms
|
By the end of the
lesson, the learner
should be able to:
identify ways of creating rhythm for skill development, improvise rhythmic accompaniment for songs, appreciate rhythmic improvisation for rhythmic development. |
What are the ways of improvising rhythms?
|
Learner is guided to:
in pairs, improvise rhythmic
accompaniment to songs,
|
Relevant songs
Flash cards, recorded rhythms Items that produce constant beat KLB Visionary Music Activities Grade 2 Teachers guide pg. 71-73 |
Oral questions
Aural method
Rubrics
Observation
Adjudication
|
|
| 4 | 2 |
Practical
|
Making paper hats
|
By the end of the
lesson, the learner
should be able to:
identify materials for making paper hats, make paper hats using folding and pleating for use in rhythmic chant performance, appreciate making paper hats of different shapes. |
How do we make paper hats?
|
Learner is guided to:
select locally reusable paper for
making paper hats while observing
hygiene,
make paper hats using folding and
pleating techniques
|
Know more art and craft, TG Book Grade 3 pg. 92-97
Assorted paper, cutting tools, adhesives, rulers, ICT devices |
Observation
Oral questions
discussions
|
|
| 4 | 3 |
Practical
|
Making paper hats
|
By the end of the
lesson, the learner
should be able to:
identify materials for making paper hats, make paper hats using folding and pleating for use in rhythmic chant performance, appreciate making paper hats of different shapes. |
How do we make paper hats?
|
Learner is guided to:
select locally reusable paper for
making paper hats while observing
hygiene,
make paper hats using folding and
pleating techniques
|
Know more art and craft, TG Book Grade 3 pg. 92-97
Assorted paper, cutting tools, adhesives, rulers, ICT devices |
Observation
Oral questions
discussions
|
|
| 4 | 4 |
Practical
|
Making paper hats
|
By the end of the
lesson, the learner
should be able to:
identify materials for making paper hats, make paper hats using folding and pleating for use in rhythmic chant performance, appreciate making paper hats of different shapes. |
How do we make paper hats?
|
Learner is guided to:
select locally reusable paper for
making paper hats while observing
hygiene,
make paper hats using folding and
pleating techniques
|
Know more art and craft, TG Book Grade 3 pg. 92-97
Assorted paper, cutting tools, adhesives, rulers, ICT devices |
Observation
Oral questions
discussions
|
|
| 4 | 5 |
Practical
|
Making paper hats
|
By the end of the
lesson, the learner
should be able to:
identify materials for making paper hats, make paper hats using folding and pleating for use in rhythmic chant performance, appreciate making paper hats of different shapes. |
How do we make paper hats?
|
Learner is guided to:
select locally reusable paper for
making paper hats while observing
hygiene,
make paper hats using folding and
pleating techniques
|
Know more art and craft, TG Book Grade 3 pg. 92-97
Assorted paper, cutting tools, adhesives, rulers, ICT devices |
Observation
Oral questions
discussions
|
|
| 4 | 6 |
Practical
|
Reciting rhythms
|
By the end of the
lesson, the learner
should be able to:
identify a rhythmic chant for performance. recite rhythmic chants for rhythmic development, appreciate rhythmic improvisation for rhythmic development. |
What is a rhythmic chant?
|
Learner is guided to:
in groups, search for appropriate
rhythmic chants for performance
individually, recite rhythmic chants as they make body movements,
in groups, recite rhythmic chants as
they make body movements in their
costumes (paper hats) and perform
before an audience,
|
Relevant songs
Flash cards, recorded rhythms Items that produce constant beat KLB Visionary Music Activities Grade 2 Teachers guide pg. 73-76 |
Oral questions
Aural method
Rubrics
Observation
Adjudication
|
|
| 4 | 7 |
Melody
|
Melodic tunes
|
By the end of the
lesson, the learner
should be able to:
identify short melodic sentences in simple tunes for skill development, Listen to familiar tunes and sing along them. appreciate simple phrases in forming a melody. |
How are melodies varied?
|
Learner is guided to:
individually, listen to simple familiar
tunes availed to them and sing along,
|
A repertoire of simple familiar tunes
ICT devices and equipment KLB Visionary Music Activities Grade 2 Teachers guide pg. 78-79 |
Oral questions
Aural method
Rubrics
Observation
Adjudication
|
|
| 4 | 8 |
Melody
|
Melodic tunes
|
By the end of the
lesson, the learner
should be able to:
identify short melodic sentences in simple tunes for skill development, Listen to familiar tunes and sing along them. appreciate simple phrases in forming a melody. |
How are melodies varied?
|
Learner is guided to:
individually, listen to simple familiar
tunes availed to them and sing along,
|
A repertoire of simple familiar tunes
ICT devices and equipment KLB Visionary Music Activities Grade 2 Teachers guide pg. 78-79 |
Oral questions
Aural method
Rubrics
Observation
Adjudication
|
|
| 4 | 9 |
Melody
|
Melodic tunes
|
By the end of the
lesson, the learner
should be able to:
identify short melodic sentences in simple tunes for skill development, Listen to familiar tunes and sing along them. appreciate simple phrases in forming a melody. |
How are melodies varied?
|
Learner is guided to:
individually, listen to simple familiar
tunes availed to them and sing along,
|
A repertoire of simple familiar tunes
ICT devices and equipment KLB Visionary Music Activities Grade 2 Teachers guide pg. 78-79 |
Oral questions
Aural method
Rubrics
Observation
Adjudication
|
|
| 5 | 1 |
Melody
|
Singing familiar tunes
|
By the end of the
lesson, the learner
should be able to:
identify short melodic sentences in simple tunes for skill development, sing simple melodic sentences for shape recognition, appreciate simple phrases in forming a melody. |
What is a tune?
|
Learner is guided to:
in groups, sing simple familiar tunes
and identify melodic sentences
(similar and different phrases)
|
ICT devices and equipment
KLB Visionary Music Activities Grade 2 Teachers guide pg. 83-85 |
Oral questions
Aural method
Rubrics
Observation
Adjudication
|
|
| 5 | 2 |
Melody
|
Singing familiar tunes
|
By the end of the
lesson, the learner
should be able to:
identify short melodic sentences in simple tunes for skill development, sing simple melodic sentences for shape recognition, appreciate simple phrases in forming a melody. |
What is a tune?
|
Learner is guided to:
in groups, sing simple familiar tunes
and identify melodic sentences
(similar and different phrases)
|
ICT devices and equipment
KLB Visionary Music Activities Grade 2 Teachers guide pg. 83-85 |
Oral questions
Aural method
Rubrics
Observation
Adjudication
|
|
| 5 | 3 |
Melody
|
Singing familiar tunes
|
By the end of the
lesson, the learner
should be able to:
identify short melodic sentences in simple tunes for skill development, sing simple melodic sentences for shape recognition, appreciate simple phrases in forming a melody. |
What is a tune?
|
Learner is guided to:
in groups, sing simple familiar tunes
and identify melodic sentences
(similar and different phrases)
|
ICT devices and equipment
KLB Visionary Music Activities Grade 2 Teachers guide pg. 83-85 |
Oral questions
Aural method
Rubrics
Observation
Adjudication
|
|
| 5 | 4 |
Melody
|
Singing familiar tunes
|
By the end of the
lesson, the learner
should be able to:
identify short melodic sentences in simple tunes for skill development, imitate simple melodies for enjoyment, appreciate simple phrases in forming a melody. |
What is a tune?
|
Learner is guided to:
individually, imitate simple familiar
tunes played to them (humming,
whistling, miming, among others)
|
ICT devices and equipment
KLB Visionary Music Activities Grade 2 Teachers guide pg. 83-85 |
Oral questions
Aural method
Rubrics
Observation
Adjudication
|
|
| 5 | 5 |
Melody
|
Singing familiar tunes
|
By the end of the
lesson, the learner
should be able to:
identify short melodic sentences in simple tunes for skill development, imitate simple melodies for enjoyment, appreciate simple phrases in forming a melody. |
What is a tune?
|
Learner is guided to:
individually, imitate simple familiar
tunes played to them (humming,
whistling, miming, among others)
|
ICT devices and equipment
KLB Visionary Music Activities Grade 2 Teachers guide pg. 83-85 |
Oral questions
Aural method
Rubrics
Observation
Adjudication
|
|
| 5 | 6 |
Practical
|
Using shapes to identify melodic sentences
|
By the end of the
lesson, the learner
should be able to:
name the basic shapes, use basic shapes for representation of melodic sentences in simple songs, appreciate simple phrases in forming a melody. |
How can we identify melodic sentences using shapes?
|
Learner is guided to:
in pairs, use basic shapes to identify
melodic sentences which are similar
and different, (similar and different
phrases)
|
Identical glass bottles
water ICT equipment sticks for hitting bottles Klb Visionary Music Act. Teachers guide Grade 3 pg.82-84 |
Signed questions,
portfolio, observation, check lists, adjudication using performance rubric
|
|
| 5 | 7 |
Practical
|
Using shapes to identify melodic sentences
|
By the end of the
lesson, the learner
should be able to:
name the basic shapes, use basic shapes for representation of melodic sentences in simple songs, appreciate simple phrases in forming a melody. |
How can we identify melodic sentences using shapes?
|
Learner is guided to:
in pairs, use basic shapes to identify
melodic sentences which are similar
and different, (similar and different
phrases)
|
Identical glass bottles
water ICT equipment sticks for hitting bottles Klb Visionary Music Act. Teachers guide Grade 3 pg.82-84 |
Signed questions,
portfolio, observation, check lists, adjudication using performance rubric
|
|
| 5 | 8 |
Practical
|
Using shapes to identify melodic sentences
|
By the end of the
lesson, the learner
should be able to:
name the basic shapes, use basic shapes for representation of melodic sentences in simple songs, appreciate simple phrases in forming a melody. |
How can we identify melodic sentences using shapes?
|
Learner is guided to:
in pairs, use basic shapes to identify
melodic sentences which are similar
and different, (similar and different
phrases)
|
Identical glass bottles
water ICT equipment sticks for hitting bottles Klb Visionary Music Act. Teachers guide Grade 3 pg.82-84 |
Signed questions,
portfolio, observation, check lists, adjudication using performance rubric
|
|
| 5 | 9 |
Practical
|
Pitch
|
By the end of the
lesson, the learner
should be able to:
define the term pitch, Listen to a song and identify highness and lowness appreciate simple phrases in forming a melody. |
What is pitch?
|
Learner is guided to:
in pairs, listen to simple songs and
take turns to identify highness and
lowness,
|
Digital devices Recordings of
different voices Klb Visionary Music Act. Teachers guide Grade 3 pg.88-89 |
Signed questions, portfolio, observation, check lists, adjudication using performance rubric
|
|
| 6 | 1 |
Practical
|
Pitch
|
By the end of the
lesson, the learner
should be able to:
define the term pitch, Listen to a song and identify highness and lowness appreciate simple phrases in forming a melody. |
What is pitch?
|
Learner is guided to:
in pairs, listen to simple songs and
take turns to identify highness and
lowness,
|
Digital devices Recordings of
different voices Klb Visionary Music Act. Teachers guide Grade 3 pg.88-89 |
Signed questions, portfolio, observation, check lists, adjudication using performance rubric
|
|
| 6 | 2 |
Practical
|
Pitch
|
By the end of the
lesson, the learner
should be able to:
define the term pitch, Listen to a song and identify highness and lowness appreciate simple phrases in forming a melody. |
What is pitch?
|
Learner is guided to:
in pairs, listen to simple songs and
take turns to identify highness and
lowness,
|
Digital devices Recordings of
different voices Klb Visionary Music Act. Teachers guide Grade 3 pg.88-89 |
Signed questions, portfolio, observation, check lists, adjudication using performance rubric
|
|
| 6 | 3 |
Practical
|
Using body movements in melody
|
By the end of the
lesson, the learner
should be able to:
identify the different types of body movements, make body movements to represent different melodic phrases in simple songs, appreciate simple phrases in forming a melody. |
How can we use our body movement in melodic phrases?
|
Learner is guided to:
in groups, sing simple songs and
make varied body movements to
represent melodic phrases in the song
and record the performances.
|
Audio-visual excerpts of a variety of songs
• Audio visual equipment • Musical instruments • Music print material i.e. Music scores of songs and the Kenya National Anthem KLB Visionary Music Act. T.G Grade 1 pg. 66-68 |
Signed questions, portfolio, observation,
check lists, adjudication using performance rubric
|
|
| 6 | 4 |
Practical
|
Using body movements in melody
|
By the end of the
lesson, the learner
should be able to:
identify the different types of body movements, make body movements to represent different melodic phrases in simple songs, appreciate simple phrases in forming a melody. |
How can we use our body movement in melodic phrases?
|
Learner is guided to:
in groups, sing simple songs and
make varied body movements to
represent melodic phrases in the song
and record the performances.
|
Audio-visual excerpts of a variety of songs
• Audio visual equipment • Musical instruments • Music print material i.e. Music scores of songs and the Kenya National Anthem KLB Visionary Music Act. T.G Grade 1 pg. 66-68 |
Signed questions, portfolio, observation,
check lists, adjudication using performance rubric
|
|
| 6 | 5 |
Practical
|
Using body movements in melody
|
By the end of the
lesson, the learner
should be able to:
identify the different types of body movements, make body movements to represent different melodic phrases in simple songs, appreciate simple phrases in forming a melody. |
How can we use our body movement in melodic phrases?
|
Learner is guided to:
in groups, sing simple songs and
make varied body movements to
represent melodic phrases in the song
and record the performances.
|
Audio-visual excerpts of a variety of songs
• Audio visual equipment • Musical instruments • Music print material i.e. Music scores of songs and the Kenya National Anthem KLB Visionary Music Act. T.G Grade 1 pg. 66-68 |
Signed questions, portfolio, observation,
check lists, adjudication using performance rubric
|
|
| 6 | 6 |
PERFORMANCE AND DISPLAY
|
Turning Directions
|
By the end of the
lesson, the learner
should be able to:
identify the different directions of performing turning through practice, Observe pictures of turning in different directions, appreciate turning as a basic skill for body coordination. |
In which directions does the body turn?
|
Learner is guided to:
in groups, turn and talk about
various directions of turning (left
right, half, combination, full),
|
Field markers, field, bean bags, and ropes
Digital devices such as computers and mobile phones Video clip of animals turning for example the donkeys, dog’s cats and lions Foundation movement activities Teachers guide Grade 2 pg. 67-76 |
Observation 2.Oral questions
Observation
|
|
| 6 | 7 |
PERFORMANCE AND DISPLAY
|
Making simple costumes
|
By the end of the
lesson, the learner
should be able to:
identify materials for making costumes, assemble locally available materials for making a costume, appreciate turning as a basic skill for body coordination. |
How can we make simple costumes?
|
Learner is guided to:
in groups, identify and collect
locally available materials that can
be used to make simple, costumes
for using,
|
Audio-visual excerpts singing games
• Audio-visual equipment • Costumes and props KLB Visionary Music Act. T.G Grade 1 pg. 34-37 |
Signed questions, portfolio, observation,
adjudication, check lists
|
|
| 6 | 8 |
PERFORMANCE AND DISPLAY
|
Making simple costumes
|
By the end of the
lesson, the learner
should be able to:
identify materials for making costumes, assemble locally available materials for making a costume, appreciate turning as a basic skill for body coordination. |
How can we make simple costumes?
|
Learner is guided to:
in groups, identify and collect
locally available materials that can
be used to make simple, costumes
for using,
|
Audio-visual excerpts singing games
• Audio-visual equipment • Costumes and props KLB Visionary Music Act. T.G Grade 1 pg. 34-37 |
Signed questions, portfolio, observation,
adjudication, check lists
|
|
| 6 | 9 |
PERFORMANCE AND DISPLAY
|
Making simple costumes
|
By the end of the
lesson, the learner
should be able to:
identify materials for making costumes, assemble locally available materials for making a costume, appreciate turning as a basic skill for body coordination. |
How can we make simple costumes?
|
Learner is guided to:
make simple costumes to be used
for turning using the locally
available materials,
|
Audio-visual excerpts singing games
• Audio-visual equipment • Costumes and props KLB Visionary Music Act. T.G Grade 1 pg. 34-37 |
Signed questions, portfolio, observation,
adjudication, check lists
|
|
| 7 | 1 |
PERFORMANCE AND DISPLAY
|
Making simple costumes
|
By the end of the
lesson, the learner
should be able to:
identify materials for making costumes, make simple costumes to be used while turning in different directions, appreciate turning as a basic skill for body coordination. |
How can we make simple costumes?
|
Learner is guided to:
make simple costumes to be used
for turning using the locally
available materials,
|
Audio-visual excerpts singing games
• Audio-visual equipment • Costumes and props KLB Visionary Music Act. T.G Grade 1 pg. 34-37 |
Signed questions, portfolio, observation,
adjudication, check lists
|
|
| 7 | 2 |
PERFORMANCE AND DISPLAY
|
Making simple costumes
|
By the end of the
lesson, the learner
should be able to:
identify materials for making costumes, make simple costumes to be used while turning in different directions, appreciate turning as a basic skill for body coordination. |
How can we make simple costumes?
|
Learner is guided to:
make simple costumes to be used
for turning using the locally
available materials,
|
Audio-visual excerpts singing games
• Audio-visual equipment • Costumes and props KLB Visionary Music Act. T.G Grade 1 pg. 34-37 |
Signed questions, portfolio, observation,
adjudication, check lists
|
|
| 7 | 3 |
PERFORMANCE AND DISPLAY
|
Making simple costumes
|
By the end of the
lesson, the learner
should be able to:
identify materials for making costumes, make simple costumes to be used while turning in different directions, appreciate turning as a basic skill for body coordination. |
How can we make simple costumes?
|
Learner is guided to:
make simple costumes to be used
for turning using the locally
available materials,
|
Audio-visual excerpts singing games
• Audio-visual equipment • Costumes and props KLB Visionary Music Act. T.G Grade 1 pg. 34-37 |
Signed questions, portfolio, observation,
adjudication, check lists
|
|
| 7 | 4 |
PERFORMANCE AND DISPLAY
|
Making simple costumes
|
By the end of the
lesson, the learner
should be able to:
identify materials for making costumes, make simple costumes to be used while turning in different directions, appreciate turning as a basic skill for body coordination. |
How can we make simple costumes?
|
|
Audio-visual excerpts singing games
• Audio-visual equipment • Costumes and props KLB Visionary Music Act. T.G Grade 1 pg. 34-37 |
Signed questions, portfolio, observation,
adjudication, check lists
|
|
| 7 | 5 |
PERFORMANCE AND DISPLAY
|
Turning in different directions -left right
|
By the end of the
lesson, the learner
should be able to:
identify the different directions of performing turning through practice, perform turning in different directions for body coordination, appreciate turning as a basic skill for body coordination. |
What is turning?
|
Learner is guided to:
individually perform turning in
different directions (left, right, half,
combination, full)
|
Field markers, field, bean bags, and ropes
Digital devices such as computers and mobile phones Video clip of animals turning for example the donkeys, dog’s cats and lions Foundation movement activities Teachers guide Grade 2 pg. 67-76 |
Observation 2.Oral questions
Observation
|
|
| 7 | 6 |
PERFORMANCE AND DISPLAY
|
Turning in different directions -left right
|
By the end of the
lesson, the learner
should be able to:
identify the different directions of performing turning through practice, perform turning in different directions for body coordination, appreciate turning as a basic skill for body coordination. |
What is turning?
|
Learner is guided to:
individually perform turning in
different directions (left, right, half,
combination, full)
|
Field markers, field, bean bags, and ropes
Digital devices such as computers and mobile phones Video clip of animals turning for example the donkeys, dog’s cats and lions Foundation movement activities Teachers guide Grade 2 pg. 67-76 |
Observation 2.Oral questions
Observation
|
|
| 7 | 7 |
PERFORMANCE AND DISPLAY
|
Half
|
By the end of the
lesson, the learner
should be able to:
identify the different directions of performing turning through practice, perform turning in different directions for body coordination, appreciate turning as a basic skill for body coordination. |
What is turning?
|
Learner is guided to:
individually perform turning in
different directions (left, right, half,
combination, full)
|
Field markers, field, bean bags, and ropes
Digital devices such as computers and mobile phones Video clip of animals turning for example the donkeys, dog’s cats and lions Foundation movement activities Teachers guide Grade 2 pg. 67-76 |
Observation 2.Oral questions
Observation
|
|
| 7 | 8 |
PERFORMANCE AND DISPLAY
|
Combination
|
By the end of the
lesson, the learner
should be able to:
identify the different directions of performing turning through practice, perform turning in different directions for body coordination, appreciate turning as a basic skill for body coordination. |
What is turning?
|
Learner is guided to:
individually perform turning in
different directions (left, right, half,
combination, full)
|
Field markers, field, bean bags, and ropes
Digital devices such as computers and mobile phones Video clip of animals turning for example the donkeys, dog’s cats and lions Foundation movement activities Teachers guide Grade 2 pg. 67-76 |
Observation 2.Oral questions
Observation
|
|
| 7 | 9 |
PERFORMANCE AND DISPLAY
|
Full
|
By the end of the
lesson, the learner
should be able to:
identify the different directions of performing turning through practice, perform turning in different directions for body coordination, appreciate turning as a basic skill for body coordination. |
What is turning?
|
Learner is guided to:
individually perform turning in
different directions (left, right, half,
combination, full)
|
Field markers, field, bean bags, and ropes
Digital devices such as computers and mobile phones Video clip of animals turning for example the donkeys, dog’s cats and lions Foundation movement activities Teachers guide Grade 2 pg. 67-76 |
Observation 2.Oral questions
Observation
|
|
| 8 | 1 |
PERFORMANCE AND DISPLAY
|
Turning in different directions
|
By the end of the
lesson, the learner
should be able to:
perform turning in different directions for body coordination, sing songs while making patterns using turning in different directions, appreciate turning as a basic skill for body coordination. |
What are the directions in turning?
|
Learner is guided to:
in groups, perform turning in
different directions (left, right and
combination, full)
sing action songs and make patterns
while turning in different directions,
Individually, practice turning for
enjoyment.
|
Field markers, field, bean bags, and ropes
Digital devices such as computers and mobile phones Video clip of animals turning for example the donkeys, dog’s cats and lions Foundation movement activities Teachers guide Grade 2 pg. 67-76 |
Observation 2.Oral questions
Observation
|
|
| 8 | 2 |
PERFORMANCE AND DISPLAY
|
Turning in different directions
|
By the end of the
lesson, the learner
should be able to:
perform turning in different directions for body coordination, sing songs while making patterns using turning in different directions, appreciate turning as a basic skill for body coordination. |
What are the directions in turning?
|
Learner is guided to:
in groups, perform turning in
different directions (left, right and
combination, full)
sing action songs and make patterns
while turning in different directions,
Individually, practice turning for
enjoyment.
|
Field markers, field, bean bags, and ropes
Digital devices such as computers and mobile phones Video clip of animals turning for example the donkeys, dog’s cats and lions Foundation movement activities Teachers guide Grade 2 pg. 67-76 |
Observation 2.Oral questions
Observation
|
|
| 8 | 3 |
PERFORMANCE AND DISPLAY
|
Turning in different directions
|
By the end of the
lesson, the learner
should be able to:
perform turning in different directions for body coordination, sing songs while making patterns using turning in different directions, appreciate turning as a basic skill for body coordination. |
What are the directions in turning?
|
Learner is guided to:
in groups, perform turning in
different directions (left, right and
combination, full)
sing action songs and make patterns
while turning in different directions,
Individually, practice turning for
enjoyment.
|
Field markers, field, bean bags, and ropes
Digital devices such as computers and mobile phones Video clip of animals turning for example the donkeys, dog’s cats and lions Foundation movement activities Teachers guide Grade 2 pg. 67-76 |
Observation 2.Oral questions
Observation
|
|
| 8 | 4 |
PERFORMANCE AND DISPLAY
|
Turning in different pathways
|
By the end of the
lesson, the learner
should be able to:
perform turning in different pathways for body coordination, sing songs while making patterns using turning in different directions appreciate turning as a basic skill for body coordination. |
What are the directions in turning?
|
Learner is guided to:
in groups, perform turning in
different pathways
(line, circular, curved, zigzag),
sing action songs and make patterns
while turning in different directions,
Individually, practice turning for
enjoyment.
|
Field markers, field, bean bags, and ropes
Digital devices such as computers and mobile phones Video clip of animals turning for example the donkeys, dog’s cats and lions Foundation movement activities Teachers guide Grade 2 pg. 67-76 |
Observation 2.Oral questions
Observation
|
|
| 8 | 5 |
PERFORMING AND DISPLAY
|
African Style Singing Games
|
By the end of the
lesson, the learner
should be able to:
Watch a live or recorded performance of singing game in African style and talk about: costumes used Props Identify ornaments and props for use while performing a singing game. Appreciate African singing games |
In groups, pairs or individually learners are guided to:
Watch a live or recorded performance of singing game in African style and talk about: costumes used Props Identify ornaments and props for use while performing a singing game. |
Which game songs are used in an African style singing game?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books |
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 6 |
PERFORMING AND DISPLAY
|
African Style Singing Games
|
By the end of the
lesson, the learner
should be able to:
Identify and collect locally available materials for making simple ornaments and props (inedible seeds, buttons, soft rubber) Make simple single strand beaded ornaments (necklaces, bracelets, armlet , anklets) while performing singing games for skill acquisition. Display ornaments for positive critique by peers |
In groups, pairs or individually learners are guided to:
Identify and collect locally available materials for making simple ornaments and props (inedible seeds, buttons, soft rubber) Make simple single strand beaded ornaments (necklaces, bracelets, armlet , anklets) while performing singing games for skill acquisition. Store the ornaments in a working portfolio for future use |
Which game songs are used in an African style singing game?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books |
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 7 |
PERFORMING AND DISPLAY
|
African Style Singing Games
|
By the end of the
lesson, the learner
should be able to:
Identify and collect locally available materials for making simple ornaments and props (inedible seeds, buttons, soft rubber) Make simple props for performing the singing game while performing singing games for skill acquisition. Display props for positive critique by peers |
In groups, pairs or individually learners are guided to:
Identify and collect locally available materials for making simple ornaments and props (inedible seeds, buttons, soft rubber) Make simple props for performing the singing game while performing singing games for skill acquisition. Store the ornaments in a working portfolio for future use |
Why are singing games performed?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books |
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 8 |
PERFORMING AND DISPLAY
|
African Style Singing Games
|
By the end of the
lesson, the learner
should be able to:
Practice singing appropriate songs in African style singing games Sing appropriate game songs in African style for enjoyment. Appreciate performing African singing games |
In groups, pairs or individually learners are guided to:
Practice singing appropriate songs in African style singing games Sing appropriate game songs in African style for enjoyment. |
Which game songs are used in an African style singing game?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures |
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 9 |
PERFORMING AND DISPLAY
|
African Style Singing Games
|
By the end of the
lesson, the learner
should be able to:
Make a variety of body movements while performing the African style singing game using appropriate and varied props and costumes (walking). Perform African singing games while making different line formations in groups. Enjoy performing African singing games from diverse Kenyan communities. |
In groups, pairs or individually learners are guided to:
Make a variety of body movements while performing the African style singing game using appropriate and varied props and costumes (walking). Perform African singing games while making different line formations in groups Perform an African singing game before an audience and virtually record the performances and share with peers for feedback |
Why are singing games performed?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books |
Oral questions Oral Report Observation
Written exercise
|
|
| 9 | 1 |
PERFORMING AND DISPLAY
|
African Style Singing Games
|
By the end of the
lesson, the learner
should be able to:
Make a variety of body movements while performing the African style singing game using appropriate and varied props and costumes (swinging). Perform African singing games while making different line formations in groups. Enjoy performing African singing games from diverse Kenyan communities. |
In groups, pairs or individually learners are guided to:
Make a variety of body movements while performing the African style singing game using appropriate and varied props and costumes (swinging). Perform African singing games while making different line formations in groups. Perform an African singing game before an audience and virtually record the performances and share with peers for feedback |
Which game songs are used in an African style singing game?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books |
Oral questions Oral Report Observation
Written exercise
|
|
| 9 | 2 |
PERFORMING AND DISPLAY
|
African Style Singing Games
|
By the end of the
lesson, the learner
should be able to:
Make a variety of body movements while performing the African style singing game using appropriate and varied props and costumes (swinging). Perform African singing games while making different line formations in groups. Enjoy performing African singing games from diverse Kenyan communities. |
In groups, pairs or individually learners are guided to:
Make a variety of body movements while performing the African style singing game using appropriate and varied props and costumes (swinging). Perform African singing games while making different line formations in groups. Perform an African singing game before an audience and virtually record the performances and share with peers for feedback |
Why are singing games performed?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books |
Oral questions Oral Report Observation
Written exercise
|
|
| 9 | 3 |
PERFORMING AND DISPLAY
|
African Style Singing Games
|
By the end of the
lesson, the learner
should be able to:
Make a variety of body movements while performing the African style singing game using appropriate and varied props and costumes (swaying). Perform African singing games while making different line formations in groups. Enjoy performing African singing games from diverse Kenyan communities. |
In groups, pairs or individually learners are guided to:
Make a variety of body movements while performing the African style singing game using appropriate and varied props and costumes (swaying). Perform African singing games while making different line formations in groups. Perform an African singing game before an audience and virtually record the performances and share with peers for feedback |
Which game songs are used in an African style singing game?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books |
Oral questions Oral Report Observation
Written exercise
|
|
| 9 | 4 |
PERFORMING AND DISPLAY
|
African Style Singing Games
|
By the end of the
lesson, the learner
should be able to:
Make a variety of body movements while performing the African style singing game using appropriate and varied props and costumes (swaying). Perform African singing games while making different line formations in groups. Enjoy performing African singing games from diverse Kenyan communities. |
In groups, pairs or individually learners are guided to:
Make a variety of body movements while performing the African style singing game using appropriate and varied props and costumes (swaying). Perform African singing games while making different line formations in groups. Perform an African singing game before an audience and virtually record the performances and share with peers for feedback |
Why are singing games performed?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books |
Oral questions Oral Report Observation
Written exercise
|
|
| 9 | 5 |
PERFORMING AND DISPLAY
|
African Style Singing Games
|
By the end of the
lesson, the learner
should be able to:
Make a variety of body movements while performing the African style singing game using appropriate and varied props and costumes (turning). Perform African singing games while making different line formations in groups. Enjoy performing African singing games from diverse Kenyan communities. |
In groups, pairs or individually learners are guided to:
Make a variety of body movements while performing the African style singing game using appropriate and varied props and costumes (turning). Perform African singing games while making different line formations in groups. Perform an African singing game before an audience and virtually record the performances and share with peers for feedback |
Which game songs are used in an African style singing game?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books |
Oral questions Oral Report Observation
Written exercise
|
|
| 9 | 6 |
PERFORMING AND DISPLAY
|
African Style Singing Games
|
By the end of the
lesson, the learner
should be able to:
Make a variety of body movements while performing the African style singing game using appropriate and varied props and costumes (bending). Perform African singing games while making different line formations in groups. Enjoy performing African singing games from diverse Kenyan communities. |
In groups, pairs or individually learners are guided to:
Make a variety of body movements while performing the African style singing game using appropriate and varied props and costumes (bending). Perform African singing games while making different line formations in groups. Perform an African singing game before an audience and virtually record the performances and share with peers for feedback |
Which game songs are used in an African style singing game?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books |
Oral questions Oral Report Observation
Written exercise
|
|
| 9 | 7 |
PERFORMING AND DISPLAY
|
African Style Singing Games
|
By the end of the
lesson, the learner
should be able to:
Make a variety of body movements while performing the African style singing game using appropriate and varied props and costumes (bending). Perform African singing games while making different line formations in groups. Enjoy performing African singing games from diverse Kenyan communities. |
In groups, pairs or individually learners are guided to:
Make a variety of body movements while performing the African style singing game using appropriate and varied props and costumes (bending). Perform African singing games while making different line formations in groups. Perform an African singing game before an audience and virtually record the performances and share with peers for feedback |
Why are singing games performed?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books |
Oral questions Oral Report Observation
Written exercise
|
|
| 9 | 8 |
PERFORMING AND DISPLAY
|
African Style Singing Games
|
By the end of the
lesson, the learner
should be able to:
Make a variety of body movements while performing the African style singing game using appropriate and varied props and costumes (skipping). Perform African singing games while making different line formations in groups. Enjoy performing African singing games from diverse Kenyan communities. |
In groups, pairs or individually learners are guided to:
Make a variety of body movements while performing the African style singing game using appropriate and varied props and costumes (skipping). Perform African singing games while making different line formations in groups. Perform an African singing game before an audience and virtually record the performances and share with peers for feedback |
Which game songs are used in an African style singing game?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books |
Oral questions Oral Report Observation
Written exercise
|
|
| 9 | 9 |
PERFORMING AND DISPLAY
|
African Style Singing Games
|
By the end of the
lesson, the learner
should be able to:
Make a variety of body movements while performing the African style singing game using appropriate and varied props and costumes (skipping). Perform African singing games while making different line formations in groups. Enjoy performing African singing games from diverse Kenyan communities. |
In groups, pairs or individually learners are guided to:
Make a variety of body movements while performing the African style singing game using appropriate and varied props and costumes (skipping). Perform African singing games while making different line formations in groups. Perform an African singing game before an audience and virtually record the performances and share with peers for feedback |
Why are singing games performed?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books |
Oral questions Oral Report Observation
Written exercise
|
|
| 10 | 1 |
PERFORMING AND DISPLAY
|
African Style Singing Games
|
By the end of the
lesson, the learner
should be able to:
Make a variety of body movements while performing the African style singing game using appropriate and varied props and costumes (running). Perform African singing games while making different line formations in groups. Enjoy performing African singing games from diverse Kenyan communities. |
In groups, pairs or individually learners are guided to:
Make a variety of body movements while performing the African style singing game using appropriate and varied props and costumes (running). Perform African singing games while making different line formations in groups. Perform an African singing game before an audience and virtually record the performances and share with peers for feedback |
Which game songs are used in an African style singing game?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books |
Oral questions Oral Report Observation
Written exercise
|
|
| 10 | 2 |
PERFORMING AND DISPLAY
|
African Style Singing Games
|
By the end of the
lesson, the learner
should be able to:
Make a variety of body movements while performing the African style singing game using appropriate and varied props and costumes (jumping). Perform African singing games while making different line formations in groups. Enjoy performing African singing games from diverse Kenyan communities. |
In groups, pairs or individually learners are guided to:
Make a variety of body movements while performing the African style singing game using appropriate and varied props and costumes (jumping). Perform African singing games while making different line formations in groups. Perform an African singing game before an audience and virtually record the performances and share with peers for feedback |
Why are singing games performed?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books |
Oral questions Oral Report Observation
Written exercise
|
|
| 10 | 3 |
PERFORMING AND DISPLAY
|
African Style Singing Games
|
By the end of the
lesson, the learner
should be able to:
Make a variety of body movements while performing the African style singing game using appropriate and varied props and costumes (hopping). Perform African singing games while making different line formations in groups. Enjoy performing African singing games from diverse Kenyan communities. |
In groups, pairs or individually learners are guided to:
Make a variety of body movements while performing the African style singing game using appropriate and varied props and costumes (hopping). Perform African singing games while making different line formations in groups. Perform an African singing game before an audience and virtually record the performances and share with peers for feedback |
Which game songs are used in an African style singing game?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books |
Oral questions Oral Report Observation
Written exercise
|
|
| 10 | 4 |
PERFORMING AND DISPLAY
|
African Style Singing Games
|
By the end of the
lesson, the learner
should be able to:
Make a variety of body movements while performing the African style singing game using appropriate and varied props and costumes (sliding). Perform African singing games while making different line formations in groups. Enjoy performing African singing games from diverse Kenyan communities. |
In groups, pairs or individually learners are guided to:
Make a variety of body movements while performing the African style singing game using appropriate and varied props and costumes (sliding). Perform African singing games while making different line formations in groups. Perform an African singing game before an audience and virtually record the performances and share with peers for feedback |
Why are singing games performed?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books |
Oral questions Oral Report Observation
Written exercise
|
|
| 10 | 5 |
PERFORMING AND DISPLAY
|
Hopping
|
By the end of the
lesson, the learner
should be able to:
Identify different directions of hopping through practice for space awareness. Hop and clearly talk about different directions of hopping for fitness. Appreciate hopping in different directions for fitness. |
In groups, pairs or individually learners are guided to:
Identify different directions of hopping through practice for space awareness. Hop and clearly talk about different directions of hopping for fitness. |
Why is hopping activity important?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books Open space |
Oral questions Oral Report Observation
Written exercise
|
|
| 10 | 6 |
PERFORMING AND DISPLAY
|
Hopping
|
By the end of the
lesson, the learner
should be able to:
Identify different directions of hopping through practice for space awareness. Hop for height in different directions and pathways directions (forward). Appreciate hopping in different directions for fitness. |
In groups, pairs or individually learners are guided to:
Identify different directions of hopping through practice for space awareness. Hop for height in different directions and pathways directions (forward). |
Why is hopping activity important?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books Open space |
Oral questions Oral Report Observation
Written exercise
|
|
| 10 | 7 |
PERFORMING AND DISPLAY
|
Hopping
|
By the end of the
lesson, the learner
should be able to:
Identify different directions of hopping through practice for space awareness. Hop for height in different directions and pathways directions (backward). Appreciate hopping in different directions for fitness. |
In groups, pairs or individually learners are guided to:
Identify different directions of hopping through practice for space awareness. Hop for height in different directions and pathways directions (backward). |
Why is hopping activity important?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books Open space |
Oral questions Oral Report Observation
Written exercise
|
|
| 10 | 8 |
PERFORMING AND DISPLAY
|
Hopping
|
By the end of the
lesson, the learner
should be able to:
Identify different directions of hopping through practice for space awareness. Hop for height in different directions and pathways directions (backward). Appreciate hopping in different directions for fitness. |
In groups, pairs or individually learners are guided to:
Identify different directions of hopping through practice for space awareness. Hop for height in different directions and pathways directions (backward). |
Why is hopping activity important?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books Open space |
Oral questions Oral Report Observation
Written exercise
|
|
| 10 | 9 |
PERFORMING AND DISPLAY
|
Hopping
|
By the end of the
lesson, the learner
should be able to:
Identify different directions of hopping through practice for space awareness. Hop for height in different directions and pathways directions (to the right). Appreciate hopping in different directions for fitness. |
In groups, pairs or individually learners are guided to:
Identify different directions of hopping through practice for space awareness. Hop for height in different directions and pathways directions (to the right). |
Why is hopping activity important?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books Open space |
Oral questions Oral Report Observation
Written exercise
|
|
| 11 | 1 |
PERFORMING AND DISPLAY
|
Hopping
|
By the end of the
lesson, the learner
should be able to:
Identify different directions of hopping through practice for space awareness. Hop for height in different directions and pathways directions (to the right). Appreciate hopping in different directions for fitness. |
In groups, pairs or individually learners are guided to:
Identify different directions of hopping through practice for space awareness. Hop for height in different directions and pathways directions (to the right). |
Why is hopping activity important?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books Open space |
Oral questions Oral Report Observation
Written exercise
|
|
| 11 | 2 |
PERFORMING AND DISPLAY
|
Hopping
|
By the end of the
lesson, the learner
should be able to:
Identify different directions of hopping through practice for space awareness. Hop for height in different directions and pathways directions (to the left). Appreciate hopping in different directions for fitness. |
In groups, pairs or individually learners are guided to:
Identify different directions of hopping through practice for space awareness. Hop for height in different directions and pathways directions (to the left). |
Why is hopping activity important?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books Open space |
Oral questions Oral Report Observation
Written exercise
|
|
| 11 | 3 |
PERFORMING AND DISPLAY
|
Hopping
|
By the end of the
lesson, the learner
should be able to:
Identify different directions of hopping through practice for space awareness. Hop for height in different directions and pathways directions (to the left). Appreciate hopping in different directions for fitness. |
In groups, pairs or individually learners are guided to:
Identify different directions of hopping through practice for space awareness. Hop for height in different directions and pathways directions (to the left). |
Why is hopping activity important?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books Open space |
Oral questions Oral Report Observation
Written exercise
|
|
| 11 | 4 |
PERFORMING AND DISPLAY
|
Hopping
|
By the end of the
lesson, the learner
should be able to:
Make pattern formations while hopping in different directions pathways for strength pathways (straight,). Sing action songs while hopping in different directions for self esteem. Appreciate hopping in different directions for fitness. |
In groups, pairs or individually learners are guided to:
Make pattern formations while hopping in different directions pathways for strength pathways (straight,). Sing action songs while hopping in different directions for self esteem |
Why is hopping activity important?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books Open space |
Oral questions Oral Report Observation
Written exercise
|
|
| 11 | 5 |
PERFORMING AND DISPLAY
|
Hopping
|
By the end of the
lesson, the learner
should be able to:
Make pattern formations while hopping in different directions pathways for strength pathways (straight,). Sing action songs while hopping in different directions for self esteem Appreciate hopping in different directions for fitness. |
In groups, pairs or individually learners are guided to:
Make pattern formations while hopping in different directions pathways for strength pathways (straight,). Sing action songs while hopping in different directions for self esteem |
Why is hopping activity important?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books Open space |
Oral questions Oral Report Observation
Written exercise
|
|
| 11 | 6 |
PERFORMING AND DISPLAY
|
Hopping
|
By the end of the
lesson, the learner
should be able to:
Make pattern formations while hopping in different directions pathways for strength pathways ( curved). Sing action songs while hopping in different directions for self esteem. Appreciate hopping in different directions for fitness. |
In groups, pairs or individually learners are guided to:
Make pattern formations while hopping in different directions pathways for strength pathways ( curved). Sing action songs while hopping in different directions for self esteem |
Why is hopping activity important?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books Open space |
Oral questions Oral Report Observation
Written exercise
|
|
| 11 | 7 |
PERFORMING AND DISPLAY
|
Hopping
|
By the end of the
lesson, the learner
should be able to:
Make pattern formations while hopping in different directions pathways for strength pathways (circular). Sing action songs while hopping in different directions for self esteem Appreciate hopping in different directions for fitness. |
In groups, pairs or individually learners are guided to:
Make pattern formations while hopping in different directions pathways for strength pathways (circular). Sing action songs while hopping in different directions for self esteem |
Why is hopping activity important?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books Open space |
Oral questions Oral Report Observation
Written exercise
|
|
| 11 | 8 |
PERFORMING AND DISPLAY
|
Hopping
|
By the end of the
lesson, the learner
should be able to:
Make pattern formations while hopping in different directions pathways for strength pathways (circular). Sing action songs while hopping in different directions for self esteem Appreciate hopping in different directions for fitness. |
In groups, pairs or individually learners are guided to:
Make pattern formations while hopping in different directions pathways for strength pathways (circular). Sing action songs while hopping in different directions for self esteem. |
Why is hopping activity important?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books Open space |
Oral questions Oral Report Observation
Written exercise
|
|
| 11 | 9 |
PERFORMING AND DISPLAY
|
Hopping
|
By the end of the
lesson, the learner
should be able to:
Make pattern formations while hopping in different directions pathways for strength pathways (zigzag). Sing action songs while hopping in different directions for self esteem Appreciate hopping in different directions for fitness. |
In groups, pairs or individually learners are guided to:
Make pattern formations while hopping in different directions pathways for strength pathways (zigzag). Sing action songs while hopping in different directions for self esteem |
Why is hopping activity important?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books Open space |
Oral questions Oral Report Observation
Written exercise
|
|
| 12 | 1 |
PERFORMING AND DISPLAY
|
Hopping
|
By the end of the
lesson, the learner
should be able to:
Make pattern formations while hopping in different directions pathways for strength pathways (zigzag). Sing action songs while hopping in different directions for self esteem Appreciate hopping in different directions for fitness. |
In groups, pairs or individually learners are guided to:
Make pattern formations while hopping in different directions pathways for strength pathways (zigzag). Sing action songs while hopping in different directions for self esteem |
Why is hopping activity important?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books Open space |
Oral questions Oral Report Observation
Written exercise
|
|
| 12 | 2 |
PERFORMING AND DISPLAY
|
Hopping
|
By the end of the
lesson, the learner
should be able to:
Colour pictures of hopping skills using varied dry media (pencils, charcoal, crayons, pastels) Observe rules and safety while playing simple games using the hop skill while singing action songs Enjoy hopping for height and distance in different directions and pathways for assessment. |
In groups, pairs or individually learners are guided to:
Colour pictures of hopping skills using varied dry media (pencils, charcoal, crayons, pastels) Observe rules and safety while playing simple games using the hop skill while singing action songs |
Why is hopping activity important?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books Open space |
Oral questions Oral Report Observation
Written exercise
|
|
| 12 | 3 |
PERFORMING AND DISPLAY
|
Hopping
|
By the end of the
lesson, the learner
should be able to:
Colour pictures of hopping skills using varied dry media (pencils, charcoal, crayons, pastels) Observe rules and safety while playing simple games using the hop skill while singing action songs Enjoy hopping for height and distance in different directions and pathways for assessment. |
In groups, pairs or individually learners are guided to:
Colour pictures of hopping skills using varied dry media (pencils, charcoal, crayons, pastels) Observe rules and safety while playing simple games using the hop skill while singing action songs |
Why is hopping activity important?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books Open space |
Oral questions Oral Report Observation
Written exercise
|
|
| 12 | 4 |
PERFORMING AND DISPLAY
|
Kicking
|
By the end of the
lesson, the learner
should be able to:
Kick the ball and talk about different parts of the body that can be used Identify body parts that are used when kicking a ball to different directions through practice for body awareness Appreciate kicking the ball as a fundamental skill in games. |
In groups, pairs or individually learners are guided to:
Kick the ball and talk about different parts of the body that can be used Identify body parts that are used when kicking a ball to different directions through practice for body awareness |
What is done when kicking a ball?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books Open space |
Oral questions Oral Report Observation
Written exercise
|
|
| 12 | 5 |
PERFORMING AND DISPLAY
|
Kicking
|
By the end of the
lesson, the learner
should be able to:
Collect safe locally available reusable materials in the environment ( absorbent paper, glue, water) Improvise a ball using papier mache technique Appreciate critical thinking and problem solving skills. |
In groups, pairs or individually learners are guided to:
Collect safe locally available reusable materials in the environment ( absorbent paper, glue, water) Improvise a ball using papier mache technique |
What is done when kicking a ball?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books Open space |
Oral questions Oral Report Observation
Written exercise
|
|
| 12 | 6 |
PERFORMING AND DISPLAY
|
Kicking
|
By the end of the
lesson, the learner
should be able to:
Kick the ball in different levels and directions: level (low) Sing action songs while kicking a ball in different directions. Develop communication and collaboration skills with others while kicking the ball in different directions |
In groups, pairs or individually learners are guided to:
Kick the ball in different levels and directions: level (low) Sing action songs while kicking a ball in different directions. |
What is done when kicking a ball?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books Open space |
Oral questions Oral Report Observation
Written exercise
|
|
| 12 | 7 |
PERFORMING AND DISPLAY
|
Kicking
|
By the end of the
lesson, the learner
should be able to:
Kick the ball in different levels and directions: level (medium) Sing action songs while kicking a ball in different directions. Develop communication and collaboration skills with others while kicking the ball in different directions |
In groups, pairs or individually learners are guided to:
Kick the ball in different levels and directions: level (medium) Sing action songs while kicking a ball in different directions. |
What is done when kicking a ball?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books Open space |
Oral questions Oral Report Observation
Written exercise
|
|
| 12 | 8 |
PERFORMING AND DISPLAY
|
Kicking
|
By the end of the
lesson, the learner
should be able to:
Kick the ball in different levels and directions: level (high) Sing action songs while kicking a ball in different directions. Develop communication and collaboration skills with others while kicking the ball in different directions |
In groups, pairs or individually learners are guided to:
Kick the ball in different levels and directions: level (high) Sing action songs while kicking a ball in different directions. |
What is done when kicking a ball?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books Open space |
Oral questions Oral Report Observation
Written exercise
|
|
| 12 | 9 |
PERFORMING AND DISPLAY
|
Kicking
|
By the end of the
lesson, the learner
should be able to:
Kick the ball in different levels and directions: direction (forward). Sing action songs while kicking a ball in different directions Observe safety and rules while kicking a ball in different directions as a skill. |
In groups, pairs or individually learners are guided to:
Kick the ball in different levels and directions: direction (forward). Sing action songs while kicking a ball in different directions |
What is done when kicking a ball?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books Open space |
Oral questions Oral Report Observation
Written exercise
|
|
| 13 | 1 |
PERFORMING AND DISPLAY
|
Kicking
|
By the end of the
lesson, the learner
should be able to:
Kick the ball in different levels and directions: direction (sideways). Sing action songs while kicking a ball in different directions Observe safety and rules while kicking a ball in different directions as a skill. |
In groups, pairs or individually learners are guided to:
Kick the ball in different levels and directions: direction (sideways). Sing action songs while kicking a ball in different directions |
What is done when kicking a ball?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books Open space |
Oral questions Oral Report Observation
Written exercise
|
|
| 13 | 2 |
PERFORMING AND DISPLAY
|
Kicking
|
By the end of the
lesson, the learner
should be able to:
Kick the ball in different levels and directions: direction (backward). Sing action songs while kicking a ball in different directions Observe safety and rules while kicking a ball in different directions as a skill. |
In groups, pairs or individually learners are guided to:
Kick the ball in different levels and directions: direction (backward). Sing action songs while kicking a ball in different directions |
What is done when kicking a ball?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books Open space |
Oral questions Oral Report Observation
Written exercise
|
|
| 13 | 3 |
PERFORMING AND DISPLAY
|
Kicking
|
By the end of the
lesson, the learner
should be able to:
Explain the safety rules to be observed while kicking a ball in different path ways. Practice kicking a ball in different pathways and directions pathways (circular) Demonstrate peace as they practice kicking a ball in different pathways without hurting others. |
In groups, pairs or individually learners are guided to:
Explain the safety rules to be observed while kicking a ball in different path ways. Practice kicking a ball in different pathways and directions pathways (circular) |
What is done when kicking a ball?
|
Creative Arts Curriculum Design Grade 2
Flash cards Digital devices Musical instruments Pictures Reference books Open space |
Oral questions Oral Report Observation
Written exercise
|
|
| 13 | 4 |
PERFORMING AND DISPLAY
|
Kicking
|
By the end of the
lesson, the learner
should be able to:
Explain the safety rules to be observed while kicking a ball in different path ways. Practice kicking a ball in different pathways and directions pathways (circular) Demonstrate peace as they practice kicking a ball in different pathways without hurting others. |
In groups, pairs or individually learners are guided to:
Explain the safety rules to be observed while kicking a ball in different path ways. Practice kicking a ball in different pathways and directions pathways (circular) |
What is done when kicking a ball?
|
Creative Arts Curriculum Design Grade 2
Open space Field makers Landing mats Group makers Resource persons Improvised balls |
Oral questions Oral Report Observation
Written exercise
|
|
| 13 | 5 |
PERFORMING AND DISPLAY
|
Kicking
|
By the end of the
lesson, the learner
should be able to:
Explain the safety rules to be observed while kicking a ball in different path ways. Practice kicking a ball in different pathways and directions pathways (curved) Demonstrate peace as they practice kicking a ball in different pathways without hurting others. |
In groups, pairs or individually learners are guided to:
Explain the safety rules to be observed while kicking a ball in different path ways. Practice kicking a ball in different pathways and directions pathways (curved) |
What is done when kicking a ball?
|
Creative Arts Curriculum Design Grade 2
Open space Field makers Landing mats Group makers Resource persons Improvised balls |
Oral questions Oral Report Observation
Written exercise
|
|
| 13 | 6 |
PERFORMING AND DISPLAY
|
Kicking
|
By the end of the
lesson, the learner
should be able to:
Explain the safety rules to be observed while kicking a ball in different path ways. Practice kicking a ball in different pathways and directions pathways (straight) Demonstrate peace as they practice kicking a ball in different pathways without hurting others. |
In groups, pairs or individually learners are guided to:
Explain the safety rules to be observed while kicking a ball in different path ways. Practice kicking a ball in different pathways and directions pathways (straight) |
What is done when kicking a ball?
|
Creative Arts Curriculum Design Grade 2
Open space Field makers Landing mats Group makers Resource persons Improvised balls |
Oral questions Oral Report Observation
Written exercise
|
|
| 13 | 7 |
PERFORMING AND DISPLAY
|
Kicking
|
By the end of the
lesson, the learner
should be able to:
Explain the safety rules to be observed while kicking a ball in different path ways. Practice kicking a ball in different pathways and directions pathways (straight) Demonstrate peace as they practice kicking a ball in different pathways without hurting others. |
In groups, pairs or individually learners are guided to:
Explain the safety rules to be observed while kicking a ball in different path ways. Practice kicking a ball in different pathways and directions pathways (straight) |
What is done when kicking a ball?
|
Creative Arts Curriculum Design Grade 2
Open space Field makers Landing mats Group makers Resource persons Improvised balls |
Oral questions Oral Report Observation
Written exercise
|
|
| 13 | 8 |
PERFORMING AND DISPLAY
|
Kicking
|
By the end of the
lesson, the learner
should be able to:
Explain the safety rules to be observed while kicking a ball in different path ways. Practice kicking a ball in different pathways and directions pathways (zig zag ) Demonstrate peace as they practice kicking a ball in different pathways without hurting others. |
In groups, pairs or individually learners are guided to:
Explain the safety rules to be observed while kicking a ball in different path ways. Practice kicking a ball in different pathways and directions pathways (zig zag ) |
What is done when kicking a ball?
|
Creative Arts Curriculum Design Grade 2
Open space Field makers Landing mats Group makers Resource persons Improvised balls |
Oral questions Oral Report Observation
Written exercise
|
|
| 13 | 9 |
PERFORMING AND DISPLAY
|
Kicking
|
By the end of the
lesson, the learner
should be able to:
Explain the safety rules to be observed while kicking a ball in different path ways. Practice kicking a ball in different pathways and directions pathways (zig zag ) Demonstrate peace as they practice kicking a ball in different pathways without hurting others. |
In groups, pairs or individually learners are guided to:
Explain the safety rules to be observed while kicking a ball in different path ways. Practice kicking a ball in different pathways and directions pathways (zig zag ) |
What is done when kicking a ball?
|
Creative Arts Curriculum Design Grade 2
Open space Field makers Landing mats Group makers Resource persons Improvised balls |
Oral questions Oral Report Observation
Written exercise
|
|
| 14 | 1 |
PERFORMING AND DISPLAY
|
Kicking
|
By the end of the
lesson, the learner
should be able to:
Use digital devices to look for simple games that use kicking as a skill. Identify safety and rules to e observed while playing simple games using kicking as a skill. Enjoy communicating effectively with others when playing simple games. |
In groups, pairs or individually learners are guided to:
Use digital devices to look for simple games that use kicking as a skill. Identify safety and rules to e observed while playing simple games using kicking as a skill |
What is done when kicking a ball?
|
Creative Arts Curriculum Design Grade 2
Open space Field makers Landing mats Group makers Resource persons Improvised balls |
Oral questions Oral Report Observation
Written exercise
|
|
| 14 | 2 |
PERFORMING AND DISPLAY
|
Kicking
|
By the end of the
lesson, the learner
should be able to:
Identify simple games that use kicking as a skill. Observe safety and rules while playing simple games using kicking as a skill. Enjoy communicating effectively with others when playing simple games. |
In groups, pairs or individually learners are guided to:
Identify simple games that use kicking as a skill. Observe safety and rules while playing simple games using kicking as a skill. |
What is done when kicking a ball?
|
Creative Arts Curriculum Design Grade 2
Open space Field makers Landing mats Group makers Resource persons Improvised balls |
Oral questions Oral Report Observation
Written exercise
|
|
| 14 | 3 |
PERFORMING AND DISPLAY
|
Playing Musical Instrument (Wind)
|
By the end of the
lesson, the learner
should be able to:
Listen to and watch audio visual recordings and pictures of varied music instruments Identify various wind instruments for cultural expression. Appreciate various wind instruments |
In groups, pairs or individually learners are guided to:
Listen to and watch audio visual recordings and pictures of varied music instruments Identify various wind instruments for cultural expression. |
How are wind instruments played?
|
Creative Arts Curriculum Design Grade 2
Reusable locally available Resource persons Digital devices Musical instruments |
Oral questions Oral Report Observation
Written exercise
|
|
| 14 | 4 |
PERFORMING AND DISPLAY
|
Playing Musical Instrument (Wind)
|
By the end of the
lesson, the learner
should be able to:
Visually and aurally identify and talk about the wind instruments from the recordings and pictures Imitate playing the wind instruments, individually. Enjoy imitating the wind instruments |
In groups, pairs or individually learners are guided to:
Visually and aurally identify and talk about the wind instruments from the recordings and pictures Imitate playing the wind instruments, individually. |
How are wind instruments played?
|
Creative Arts Curriculum Design Grade 2
Open space Reusable locally available Resource persons Digital devices Musical instruments |
Oral questions Oral Report Observation
Written exercise
|
|
| 14 | 5 |
PERFORMING AND DISPLAY
|
Playing Musical Instrument (Wind)
|
By the end of the
lesson, the learner
should be able to:
Visually and aurally identify and talk about the wind instruments from the recordings and pictures Imitate playing the wind instruments, individually. Enjoy imitating the wind instruments |
In groups, pairs or individually learners are guided to:
Visually and aurally identify and talk about the wind instruments from the recordings and pictures Imitate playing the wind instruments, individually. |
How are wind instruments played?
|
Creative Arts Curriculum Design Grade 2
Open space Reusable locally available Resource persons Digital devices Musical instruments |
Oral questions Oral Report Observation
Written exercise
|
|
| 14 | 6 |
PERFORMING AND DISPLAY
|
Playing Musical Instrument (Wind)
|
By the end of the
lesson, the learner
should be able to:
Identify materials that can be used to decorate a wind instrument using mosaic technique (flute) Draw and decorate a wind instrument using mosaic technique (using any locally available materials: paper, buttons, beads, adhesive ) Display their work for peer feedback |
In groups, pairs or individually learners are guided to:
Identify materials that can be used to decorate a wind instrument using mosaic technique (flute) Draw and decorate a wind instrument using mosaic technique (using any locally available materials: paper, buttons, beads, adhesive ) |
How are wind instruments played?
|
Creative Arts Curriculum Design Grade 2
Open space Reusable locally available Resource persons Digital devices Musical instruments |
Oral questions Oral Report Observation
Written exercise
|
|
| 14 | 7 |
PERFORMING AND DISPLAY
|
Playing Musical Instrument (Wind)
|
By the end of the
lesson, the learner
should be able to:
Identify locally available tools materials that can be used to make a wind instrument (reeds, straws, maize stalks) Improvise a wind instrument for skill acquisition Take pride in their improvised wind instruments. |
In groups, pairs or individually learners are guided to:
Identify locally available tools materials that can be used to make a wind instrument (reeds, straws, maize stalks) Improvise a wind instrument for skill acquisition |
How are wind instruments played?
|
Creative Arts Curriculum Design Grade 2
Open space Reusable locally available Resource persons Digital devices Musical instruments |
Oral questions Oral Report Observation
Written exercise
|
|
| 14 | 8 |
PERFORMING AND DISPLAY
|
Playing Musical Instrument (Wind)
|
By the end of the
lesson, the learner
should be able to:
Identify locally available tools materials that can be used to make a wind instrument (pawpaw stalks, bamboo stems) Improvise a wind instrument for skill acquisition Take pride in their improvised wind instruments. |
In groups, pairs or individually learners are guided to:
Identify locally available tools materials that can be used to make a wind instrument (pawpaw stalks, bamboo stems) Improvise a wind instrument for skill acquisition |
How are wind instruments played?
|
Creative Arts Curriculum Design Grade 2
Open space Reusable locally available Resource persons Digital devices Musical instruments |
Oral questions Oral Report Observation
Written exercise
|
|
| 14 | 9 |
PERFORMING AND DISPLAY
|
Playing Musical Instrument (Wind)
|
By the end of the
lesson, the learner
should be able to:
Identify locally available tools materials that can be used to make a wind instrument (pawpaw stalks, bamboo stems) Improvise a wind instrument for skill acquisition Take pride in their improvised wind instruments. |
In groups, pairs or individually learners are guided to:
Identify locally available tools materials that can be used to make a wind instrument (pawpaw stalks, bamboo stems) Improvise a wind instrument for skill acquisition |
How are wind instruments played?
|
Creative Arts Curriculum Design Grade 2
Open space Reusable locally available Resource persons Digital devices Musical instruments |
Oral questions Oral Report Observation
Written exercise
|
|
| 15 | 1 |
PERFORMING AND DISPLAY
|
Playing Musical Instrument (Wind)
|
By the end of the
lesson, the learner
should be able to:
Explain the skill of holding a flute. Play the improvised wind instrument (apply the skill of holding). Enjoy playing an improvised wind instruments |
In groups, pairs or individually learners are guided to:
Explain the skill of holding a flute. Play the improvised wind instrument (apply the skill of holding). |
How are wind instruments played?
|
Creative Arts Curriculum Design Grade 2
Open space Reusable locally available Resource persons Digital devices Musical instruments |
Oral questions Oral Report Observation
Written exercise
|
|
| 15 | 2 |
PERFORMING AND DISPLAY
|
Playing Musical Instrument (Wind)
|
By the end of the
lesson, the learner
should be able to:
Explain the skill of holding a flute. Play the improvised wind instrument (apply the skill of holding). Enjoy playing an improvised wind instruments |
In groups, pairs or individually learners are guided to:
Explain the skill of holding a flute. Play the improvised wind instrument (apply the skill of holding). |
How are wind instruments played?
|
Creative Arts Curriculum Design Grade 2
Open space Reusable locally available Resource persons Digital devices Musical instruments |
Oral questions Oral Report Observation
Written exercise
|
|
| 15 | 3 |
PERFORMING AND DISPLAY
|
Playing Musical Instrument (Wind)
|
By the end of the
lesson, the learner
should be able to:
Explain the skill of blowing a flute. Play the improvised wind instrument (apply the skill of blowing). Enjoy playing an improvised wind instruments |
In groups, pairs or individually learners are guided to:
Explain the skill of blowing a flute. Play the improvised wind instrument (apply the skill of blowing). |
How are wind instruments played?
|
Creative Arts Curriculum Design Grade 2
Open space Reusable locally available Resource persons Digital devices Musical instruments |
Oral questions Oral Report Observation
Written exercise
|
|
| 15 | 4 |
PERFORMING AND DISPLAY
|
Playing Musical Instrument (Wind)
|
By the end of the
lesson, the learner
should be able to:
Explain the skill of blowing a flute. Play the improvised wind instrument (apply the skill of blowing). Enjoy playing an improvised wind instruments |
In groups, pairs or individually learners are guided to:
Explain the skill of blowing a flute. Play the improvised wind instrument (apply the skill of blowing). |
How are wind instruments played?
|
Creative Arts Curriculum Design Grade 2
Open space Reusable locally available Resource persons Digital devices Musical instruments |
Oral questions Oral Report Observation
Written exercise
|
|
| 15 | 5 |
PERFORMING AND DISPLAY
|
Playing Musical Instrument (Wind)
|
By the end of the
lesson, the learner
should be able to:
Explain the skills of holding and blowing a flute. Play the improvised wind instrument (apply the skills of holding and blowing). Enjoy playing an improvised wind instruments |
In groups, pairs or individually learners are guided to:
Explain the skills of holding and blowing a flute. Play the improvised wind instrument (apply the skills of holding and blowing). |
How are wind instruments played?
|
Creative Arts Curriculum Design Grade 2
Open space Reusable locally available Resource persons Digital devices Musical instruments |
Oral questions Oral Report Observation
Written exercise
|
|
| 15 | 6 |
PERFORMING AND DISPLAY
|
Playing Musical Instrument (Wind)
|
By the end of the
lesson, the learner
should be able to:
Make different body movements while playing the improvised wind instrument. Practice playing the improvised wind instrument for fluency. Enjoy playing the improvised wind instrument for fluency and enjoyment. |
In groups, pairs or individually learners are guided to:
Make different body movements while playing the improvised wind instrument. Practice playing the improvised wind instrument for fluency. |
How are wind instruments played?
|
Creative Arts Curriculum Design Grade 2
Open space Reusable locally available Resource persons Digital devices Musical instruments |
Oral questions Oral Report Observation
Written exercise
|
|
| 15 | 7 |
PERFORMING AND DISPLAY
|
Playing Musical Instrument (Wind)
|
By the end of the
lesson, the learner
should be able to:
Make different body movements while playing the improvised wind instrument. Practice playing the improvised wind instrument for fluency. Enjoy playing the improvised wind instrument for fluency and enjoyment. |
In groups, pairs or individually learners are guided to:
Make different body movements while playing the improvised wind instrument. Practice playing the improvised wind instrument for fluency. |
How are wind instruments played?
|
Creative Arts Curriculum Design Grade 2
Open space Reusable locally available Resource persons Digital devices Musical instruments |
Oral questions Oral Report Observation
Written exercise
|
|
| 15 | 8 |
PERFORMING AND DISPLAY
|
Playing Musical Instrument (Wind)
|
By the end of the
lesson, the learner
should be able to:
Make different body movements while playing the improvised wind instrument. Practice playing the improvised wind instrument for fluency. Enjoy playing the improvised wind instrument for fluency and enjoyment. |
In groups, pairs or individually learners are guided to:
Make different body movements while playing the improvised wind instrument. Practice playing the improvised wind instrument for fluency. |
How are wind instruments played?
|
Creative Arts Curriculum Design Grade 2
Open space Reusable locally available Resource persons Digital devices Musical instruments |
Oral questions Oral Report Observation
Written exercise
|
|
| 15 | 9 |
PERFORMING AND DISPLAY
|
Playing Musical Instrument (Wind)
|
By the end of the
lesson, the learner
should be able to:
Make different body movements while playing the improvised wind instrument. Practice playing the improvised wind instrument for fluency. Enjoy playing the improvised wind instrument for fluency and enjoyment. |
In groups, pairs or individually learners are guided to:
Make different body movements while playing the improvised wind instrument. Practice playing the improvised wind instrument for fluency. |
How are wind instruments played?
|
Creative Arts Curriculum Design Grade 2
Open space Reusable locally available Resource persons Digital devices Musical instruments |
Oral questions Oral Report Observation
Written exercise
|
|
| 16 | 1 |
PERFORMING AND DISPLAY
|
Playing Musical Instrument (Wind)
|
By the end of the
lesson, the learner
should be able to:
Make different body movements while playing the improvised wind instrument. Practice playing the improvised wind instrument for fluency. Enjoy playing the improvised wind instrument for fluency and enjoyment. |
In groups, pairs or individually learners are guided to:
Make different body movements while playing the improvised wind instrument. Practice playing the improvised wind instrument for fluency. |
How are wind instruments played?
|
Creative Arts Curriculum Design Grade 2
Open space Reusable locally available Resource persons Digital devices Musical instruments |
Oral questions Oral Report Observation
Written exercise
|
|
| 16 | 2 |
Performing And Displaying
|
Kicking
|
By the end of the
lesson, the learner
should be able to:
lesson, s : Name the parts of the body that are in use when kicking a ball for body awareness Watch a video clip of people kicking. Appreciate others opinion by discussing the skills from the video. |
Learners to answer questions on the parts of the body in use when kicking a ball.
Learners to name the parts of the body that are in use when kicking for body awareness. Learners to watch a video clip of kicking. |
How can the ball be kicked using different parts of the leg?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 16 | 3 |
Performing And Displaying
|
Kicking
|
By the end of the
lesson, the learner
should be able to:
lesson, s : Perform kicking in different ways. Practise kicking backwards, to the right, left and forward Appreciate the strength, coordination, balance that comes with kicking. |
Learners in groups are guided to watch a video clip of people kicking.
Learners to practise kicking backwards, to the right, left and forward |
What is kicking?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 16 | 4 |
Performing And Displaying
|
Kicking
|
By the end of the
lesson, the learner
should be able to:
lesson, s : Identify the physical activities that can be performed using a ball. Practice kicking in different directions forward, backward individually and in groups Appreciate the strength, coordination, balance that comes with kicking. |
Learners to identify the physical activities that can be performed using a ball.
Learners to practice kicking in different ways by: -kicking in different directions - forward - backward |
What did you enjoy most about kicking a ball? Why?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 16 | 5 |
Performing And Displaying
|
Kicking
|
By the end of the
lesson, the learner
should be able to:
lesson, s : Watch a video of kicking in different directions Practice kicking to the right, to the left circular, straight, curved and zigzag Appreciate feedback from the teacher and others. |
Learners to practice kicking in different ways by:
-Kicking in different directions -to the right - to the left - straight - curved - zigzag |
How many different directions can you kick?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 16 | 6 |
Performing And Displaying
|
Kicking
|
By the end of the
lesson, the learner
should be able to:
lesson, s : Watch a video of kicking slowly, moderate and fasts Practise kicking slowly, moderate and faster forming different shapes Have fun kicking while forming different shapes such as a square, circle etc. |
Learners to kick in varying tempo such as moderate, slowly and fast and make shapes (square, circle, rectangle etc.)
Learners to practise kicking slowly, moderate and faster forming different shapes. |
What tempo have you best mastered?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 16 | 7 |
Performing And Displaying
|
Kicking
|
By the end of the
lesson, the learner
should be able to:
lesson, s : Walk and make letters of the alphabet such as A, C, D, I, L. Practise individually and in groups to make letters of the alphabet when kicking a ball. Appreciate kicking for strength, coordination and balance. |
Learners to establish relationships such as mirroring, over, under, through, on beside, along and between.
Learners in groups are guided to walk and make letters of the alphabet such as such as A, C, D, I, L using a ball. |
Which letters can you make while kicking a ball?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 16 | 8 |
Performing And Displaying
|
Kicking
|
By the end of the
lesson, the learner
should be able to:
lesson, s : Walk and make numbers such as 6, 7, 8 Make a combination of levels, pathways, tempo and kick a ball. Enjoy playing games that involve kicking a ball. |
Learners in groups to walk and make numbers such as 6, 7, 8
Learners to make a combination of levels, pathways, tempo and kick a ball. |
Which numbers can you make while kicking a ball?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 16 | 9 |
Performing And Displaying
|
Kicking
|
By the end of the
lesson, the learner
should be able to:
lesson, s : Use a digital device to watch videos on various kicking games. Play simple games using kicking balls. Obey rules when kicking a ball for own and others safety. |
Learners to play simple games using kicking balls.
Learners to obey rules as they play simple games using kicking balls |
Which digital games do you know about kicking?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 17 | 1 |
Performing And Displaying
|
Kicking
|
By the end of the
lesson, the learner
should be able to:
Name the physical activities that can be performed using kicking balls. Practise kicking various playing balls in different ways for strength, co-ordination, endurance and balance. Appreciate kicking for strength, co-ordination, endurance and balance. |
Learners are guided to name the name the physical activities that can be performed using kicking balls.
Learners to practise kipping in different ways for strength, coordination, endurance and balance. |
What physical activities can be performed using kicking balls?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 17 | 2 |
Performing And Displaying
|
Kicking
|
By the end of the
lesson, the learner
should be able to:
State how many directions they can kick. Kick a ball with a partner atleast three directions. Enjoy kicking playing balls. |
In pairs, learners to state how many directions they can skip.
In pairs, learners to skip with a partner atleast three directions. |
How many different directions can you skip?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 17 | 3 |
Performing And Displaying
|
Kicking
|
By the end of the
lesson, the learner
should be able to:
Explain why legs are important when kicking a ball. State the importance of kicking. Make appropriate play items for creativity and imagination. Appreciate the importance of kicking. |
Learners to explain why arms are important when kicking.
Learners to state the importance of kicking. In groups, learners to make appropriate play items for creativity and imagination |
Why do you think legs are important when kicking?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 17 | 4 |
Performing And Displaying
|
Kicking
|
By the end of the
lesson, the learner
should be able to:
State and explain what they enjoy most about kicking. Play simple games that involve kicking. Have fun and enjoy playing simple games that involve kicking. |
Learners to state and explain what they enjoy most about kicking.
In groups, learners are guided to play simple games that involve kicking. |
What did you enjoy the most about kicking? Why?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 17 | 5 |
Performing And Displaying
|
Plaited Ornament (single stranded)
|
By the end of the
lesson, the learner
should be able to:
Identify from ICT media samples of plaited bracelets ornaments using local techniques and materials. Experiment with local materials and techniques to make plaited bracelets ornaments. Appreciate different types of ornaments. |
In groups, learners are guided to identify from ICT media samples of plaited bracelets ornaments using local techniques and materials.
In groups, learners are guided to experiment with local materials and techniques to make plaited bracelets ornaments. |
What are ornaments?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 17 | 6 |
Performing And Displaying
|
Plaited Ornament (single stranded)
|
By the end of the
lesson, the learner
should be able to:
Identify the tools to make a single strand bracelet. Make bracelets using single strand techniques as observed from the sample. Have fun and enjoy making a single strand bracelet. |
In groups, learners are guided to identify the tools to make a single strand bracelet.
In groups, learners are guided to make bracelets using single strand techniques as observed from the sample. |
What will you use to make a single strand bracelets?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 17 | 7 |
Performing And Displaying
|
Plaited Ornament (single stranded)
|
By the end of the
lesson, the learner
should be able to:
Identify materials used to make single strand bracelet. Make single strand bracelet using coloured wood, coloured bones or coloured plastics. Enjoy making bracelets using single strand technique. |
In groups, learners are guided to identify materials used to make single strand bracelet.
In groups, learners are guided to make single strand bracelet using coloured wood, coloured bones or coloured plastics. |
How can one make bracelets using single strand technique?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 17 | 8 |
Performing And Displaying
|
Plaited Ornament (single stranded)
|
By the end of the
lesson, the learner
should be able to:
Outline the process of making single strand bracelet. Compose a traditional song and use bracelets as costumes. Appreciate own and others work. Have fun and enjoy singing a traditional song. |
In groups, learners are guided to outline the process of making single strand bracelet.
In groups, learners are guided to compose a traditional song and use bracelets as costumes. |
How can learners borrow creative ideas from their locality on ornament making?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 17 | 9 |
Performing And Displaying
|
Plaited Ornament (single stranded)
|
By the end of the
lesson, the learner
should be able to:
Identify the materials used to make the single strand bracelet shown. Observe beaded ornaments from samples or ICT media. Appreciate materials used to make beaded ornaments. |
In groups, learners are guided to identify the materials used to make the single strand bracelet shown.
In groups, learners are guided to observe beaded ornaments from samples or ICT media. |
What materials can be used from the environment in making beads?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 18 | 1 |
Performing And Displaying
|
Plaited Ornament (single stranded)
|
By the end of the
lesson, the learner
should be able to:
Outline the process of creating bracelets using single strand plating technique. Practice creating single strand bracelets. Enjoy making single strand bracelets. |
In groups, learners are guided to outline the process of creating bracelets using single strand plating technique.
In groups, learners are guided to practice creating single strand bracelets. |
What beads would you attach to a bracelet?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 18 | 2 |
Performing And Displaying
|
Egg Roll and Swan Balance
|
By the end of the
lesson, the learner
should be able to:
Identify body parts used to perform an egg roll. Demonstrate the egg roll. Enjoy demonstrating the egg roll. |
In groups, learners are guided to talk about different directions the body moves during an egg roll.
In groups, learners are guided to identify body parts used to perform an egg roll. In groups, learners are guided to demonstrate the egg roll. |
Which body parts are used in performing egg rolls?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 18 | 3 |
Performing And Displaying
|
Egg Roll and Swan Balance
|
By the end of the
lesson, the learner
should be able to:
Identify body parts used to perform a swan balance Demonstrate the swan balance. Enjoy demonstrating the swan balance. |
In groups, learners are guided to talk about different directions the body moves during a swan balance.
In groups, learners are guided to identify body parts used to perform swan balance. In groups, learners are guided to demonstrate the swan balance. |
Which body parts are used in performing swan balance?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 18 | 4 |
Performing And Displaying
|
Egg Roll and Swan Balance
|
By the end of the
lesson, the learner
should be able to:
Identify reusable materials within the environment to be used as markers. collect and share reusable materials within the environment to be used as markers. Appreciate the importance of observing safety precautions. |
In groups, learners are guided to identify reusable materials within the environment to be used as markers.
In groups, learners are guided to collect and share reusable materials within the environment to be used as markers as they observe safety precautions. |
Which reusable materials are used as markers?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 18 | 5 |
Performing And Displaying
|
Egg Roll and Swan Balance
|
By the end of the
lesson, the learner
should be able to:
Improvise the markers using the collected reusable materials. Mark the field using the improvised markers. Have fun and enjoy marking the field. |
In groups, learners are guided to improvise the markers using the collected reusable materials.
In groups, learners are guided to mark the field using the improvised marker |
What have you improvised to be used as markers?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 18 | 6 |
Performing And Displaying
|
Egg Roll and Swan Balance
|
By the end of the
lesson, the learner
should be able to:
Identify the steps of performing swan balance. Practise swan balance. Sing action songs while performing swan balance. Enjoy performing swan balance. |
In groups, learners are guided to identify the steps of performing swan balance.
In groups, learners are guided to practise swan balance. In groups, learners are guided to sing action songs while performing swan balance. |
Why is it necessary to mark performing areas when performing swan balances
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 18 | 7 |
Performing And Displaying
|
Wind Musical Instruments
|
By the end of the
lesson, the learner
should be able to:
Name wind instruments used in music making for familiarization. Watch wind instruments on ICT devices. Have a desire to learn more about musical instruments. |
In groups, learners are guided to name wind instruments used in music making for familiarization.
In groups, learners are guided to watch wind instruments on ICT devices. In groups, learners are guided to observe pictures of wind instruments being played. |
Which instruments are played while singing and dancing?
How are the instruments played?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 18 | 8 |
Performing And Displaying
|
Wind Musical Instruments
|
By the end of the
lesson, the learner
should be able to:
Identifying wind instruments visually and aurally. Recognise the difference from one instrument to the other. Appreciate different types of wind instruments. |
In groups, learners are guided to identify wind instruments visually and aurally.
In groups, learners are guided to recognise the difference from one instrument to the other. |
Which instruments are played by blowing?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 18 | 9 |
Performing And Displaying
|
Wind Musical Instruments
|
By the end of the
lesson, the learner
should be able to:
Identify the parts of their body they can use while playing a wind instrument. Demonstrate the skills of playing a wind instrument for skill development. Enjoy playing the wind instruments. |
In groups, learners are guided to identify the parts of their body they can use while playing a wind instrument.
In groups, learners are guided to perform finger manipulation exercises for physical warm up of the fingers. In groups, learners are guided to demonstrate the skills of playing a wind instrument for skill development. |
How are wind instruments held while playing?
Which parts of your body can you use while playing a wind instrument?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 19 | 1 |
Performing And Displaying
|
Wind Musical Instruments
|
By the end of the
lesson, the learner
should be able to:
Identify ways of keeping wind instruments safe. Play wind instruments in groups and individually. Appreciate the ways of keeping wind instruments safe. |
In groups, learners are guided to watch the playing of wind instruments on ICT devices.
In groups, learners are guided to identify ways of keeping wind instruments safe. Learners to play wind instruments in groups and individually. |
What should be done to keep wind instruments safe?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 19 | 2 |
Performing And Displaying
|
Wind Musical Instruments
|
By the end of the
lesson, the learner
should be able to:
Collect and gather materials to be used in making simple wind instruments. Make simple wind instruments in groups and individually. Enjoy making a simple wind instruments. |
In groups, learners are guided to collect and gather materials to be used in making simple wind instruments.
Learners to make simple wind instruments in groups and individually. In groups, learners are guided to watch others play the improvised wind instruments. |
What materials are used to make wind instruments?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 19 | 3 |
Performing And Displaying
|
Wind Musical Instruments
|
By the end of the
lesson, the learner
should be able to:
Play the improvised wind instruments to accompany familiar songs. Play improvised percussions, wind and wind instruments in an ensemble. Have fun and enjoy playing the improvised wind instruments. |
In groups, learners are guided to observe safety in improvisation and use of wind instruments.
In groups, learners are guided to play the improvised wind instruments to accompany familiar songs. In groups, learners are guided to play improvised percussions, wind instruments in an ensemble. |
How are improvised wind instruments made?
What should be done to keep wind instruments safe?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
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| 19 | 4 |
Performing And Displaying
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Wind Musical Instruments
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By the end of the
lesson, the learner
should be able to:
Use internet resources for further research on wind instruments. Watch video clips of performances with instruments. Enjoy playing real instruments. |
In groups, learners are guided to use internet resources for further research on wind instruments.
In groups, learners are guided to watch video clips of performances with instruments. In groups, learners are guided to play real instruments. |
What are musical instruments used for?
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Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
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| 19 | 5 |
Performing And Displaying
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Wind Musical Instruments
Modelling (Coiling technique) |
By the end of the
lesson, the learner
should be able to:
Operate simple virtual programmes on ICT devices in groups and individually. Play virtual wind instruments. Enjoy playing virtual wind instruments. |
Learners are guided to operate simple virtual programmes on ICT devices in groups and individually.
In groups, learners are guided to play virtual wind instruments. In groups, learners are guided to accompany familiar songs with wind instruments. |
Why are wind instruments played?
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Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
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| 19 | 6 |
Performing And Displaying
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Modelling (Coiling technique)
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By the end of the
lesson, the learner
should be able to:
Identify types of coil used in coil technique. Arrange the items collected in terms of uniformity of coils in a decreasing order. Appreciate the importance of maintaining the uniformity of coils. |
Learners are guided to identify types of coil used in coil technique.
Learners are guided to state the importance of maintaining uniformity of coils. In pairs, learners are guided to arrange the items collected in terms of uniformity of coils in a decreasing order. |
What do you consider when selecting materials for coil technique?
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Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
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| 19 | 7 |
Performing And Displaying
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Modelling (Coiling technique)
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By the end of the
lesson, the learner
should be able to:
Identify items made by coil method. Select and collect materials for coil technique. Appreciate the importance of selecting materials that have characteristics that suit its purpose. |
Learners are guided to define the meaning of good craftsmanship.
In groups, learners are guided to identify items made by coil method. In groups, learners are guided to select and collect materials for coil and stitch technique. |
What materials are used for modelling?
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Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
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| 19 | 8 |
Performing And Displaying
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Modelling (Coiling technique)
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By the end of the
lesson, the learner
should be able to:
Identify natural materials used in coil technique. Model items using coil method. Appreciate modelling using coiling technique |
Learners are guided to identify natural materials used in coil technique.
In groups, learners are guided to prepare natural materials used in coil technique In groups, learners are guided to model items using coil method. |
What items would you like to model?
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Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
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| 19 | 9 |
Performing And Displaying
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Songs
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By the end of the
lesson, the learner
should be able to:
Explain the meaning of topical songs. observe actual or virtual performances of topical songs. Have a desire to learn more about topical songs. |
In groups, learners are guided to observe actual or virtual performances of topical songs and describe what a topical song is.
In groups, learners are guided to collaboratively listen to the words. |
What are topical songs?
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Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
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| 20 | 1 |
Performing And Displaying
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Songs
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By the end of the
lesson, the learner
should be able to:
Perform age appropriate topical songs applying accuracy of tune and rhythm. Describe the message of the song. Have fun and enjoy singing the song. |
As a class, learners are guided to perform age appropriate topical songs applying accuracy of tune and rhythm.
As a class, learners are guided to sing topical songs on pertinent issues such as hygiene. As a class, learners are guided to describe the message of the song. |
Which song have you sung?
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Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
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| 20 | 2 |
Performing And Displaying
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Songs
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By the end of the
lesson, the learner
should be able to:
Perform age appropriate topical songs applying clarity of words gestures and facial expressions. Describe the message of the song. Have fun and enjoy singing the song. |
As a class, learners are guided to perform age appropriate topical songs applying clarity of words gestures and facial expressions.
As a class, learners are guided to sing topical songs on pertinent issues road safety. As a class, learners are guided to describe the message of the song. |
Why are topical songs performed?
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Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
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| 20 | 3 |
Appreciation
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Singing Games-
Western Style
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By the end of the
lesson, the learner
should be able to:
Watch live or recorded performances in Western style singing games from different Western countries. Identify the participants in a Western style singing games performance. Appreciate the importance of Western style. |
In groups, learners are guided to watch live or recorded performances in Western style singing games from different Western countries.
In groups, learners are guided to identify the participants in a Western style singing games performance. |
Which songs do children like singing?
What is Western style?
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Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
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| 20 | 4 |
Appreciation
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Singing Games-
Western Style
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By the end of the
lesson, the learner
should be able to:
Watch a live or recorded singing game and talk about its message. Identify costumes used in a Western style singing game performance. Appreciate the importance of costumes in Western style performance. |
In groups, learners are guided to watch a live or recorded singing game and talk about its message.
In groups, learners are guided to identify costumes used in a Western style singing game performance. |
Which costume did you like the most?
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Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
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| 20 | 5 |
Appreciation
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Singing Games-
Western Style
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By the end of the
lesson, the learner
should be able to:
Identify props used in a Western style singing game. Demonstrate types of props used in Western style singing game. Appreciate types of props used in a Western style singing game. |
In groups, learners are guided to identify props used in a Western style singing game.
In groups, learners are guided to demonstrate types of props used in Western style singing game. |
Which kind of props did you like the most?
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Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
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| 20 | 6 |
Appreciation
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Singing Games-
Western Style
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By the end of the
lesson, the learner
should be able to:
Discuss the body movements used in a singing game performance. Demonstrate the body movements used in a singing game performance. appreciate the aspects in the performances of a singing game in Western style. |
In groups, learners are guided to discuss the body movements used in a singing game performance.
In groups, learners are guided to demonstrate the body movements used in a singing game performance. |
What makes a singing game interesting?
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Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
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| 20 | 7 |
Appreciation
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Water Safety Awareness
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By the end of the
lesson, the learner
should be able to:
Observe pictures of different water points within your school and share with peers. Identify different water points in your school. Appreciate the importance of water points. |
In groups, learners are guided to observe pictures of different water points within your school and share with peers.
In groups, learners are guided to identify different water points in your school. |
What are water points?
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Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
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| 20 | 8 |
Appreciation
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Water Safety Awareness
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By the end of the
lesson, the learner
should be able to:
Talk about dangers of water points in your school with peers. Explain water dangers arising from water points in your school. Appreciate the importance of water safety. |
In groups, learners are guided to talk about dangers of water points in your school with peers.
In groups, learners are guided to explain water dangers arising from water points in your school. |
Why is
water safety around the school environment important?
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Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
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| 20 | 9 |
Appreciation
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Water Safety Awareness
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By the end of the
lesson, the learner
should be able to:
Talk about ways of observing safety around water points in your locality. Narrate ways of applying water safety precautions in the school Appreciate water safety at school for life skills. |
In groups, learners are guided to talk about ways of observing safety around water points in your locality.
In groups, learners are guided to perform singing games on water safety around water points in school. In groups, learners are guided to narrate ways of applying water safety precautions in the school |
Which
safety precautions should be taken when near water points in the school?
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Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
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