If this scheme pleases you, click here to download.
| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 |
OPENNER ASSESSMENT |
||||||||
| 2 | 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
|
|
| 2 | 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
|
|
| 2 | 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
|
|
| 2 | 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
|
|
| 2 | 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
|
|
| 2 | 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
|
|
| 2 | 7 |
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
|
|
| 3 | 1 |
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
|
|
| 3 | 2 |
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
|
|
| 3 | 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
|
|
| 3 | 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
|
|
| 3 | 5 |
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
|
|
| 3 | 6 |
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
|
|
| 3 | 7 |
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
|
|
| 4 | 1 |
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
|
|
| 4 | 2 |
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
|
|
| 4 | 3 |
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
|
|
| 4 | 4 |
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
|
|
| 4 | 5 |
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
|
|
| 4 | 6 |
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
|
|
| 4 | 7 |
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
|
|
| 5 | 1 |
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
|
|
| 5 | 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
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
|
|
| 5 | 3 |
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
|
|
| 5 | 4 |
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
|
|
| 5 | 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
|
|
| 5 | 6 |
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
|
|
| 5 | 7 |
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
|
|
| 6 | 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
|
|
| 6 | 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
|
|
| 6 | 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
|
|
| 6 | 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
|
|
| 6 | 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
|
|
| 6 | 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
|
|
| 6 | 7 |
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
|
|
| 7 | 1 |
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
|
|
| 7 | 2 |
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
|
|
| 7 | 3 |
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
|
|
| 7 | 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, 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
|
|
| 7 | 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, 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
|
|
| 7 | 6 |
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
|
|
| 7 | 7 |
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
|
|
| 8 |
MIDTERM |
||||||||
| 9 | 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, 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
|
|
| 9 | 2 |
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
|
|
| 9 | 3 |
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
|
|
| 9 | 4 |
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
|
|
| 9 | 5 |
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
|
|
| 9 | 6 |
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
|
|
| 9 | 7 |
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
|
|
| 10 | 1 |
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
|
|
| 10 | 2 |
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
|
|
| 10 | 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
|
|
| 10 | 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
|
|
| 10 | 5 |
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
|
|
| 10 | 6 |
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
|
|
| 10 | 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
|
|
| 11 | 1 |
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
|
|
| 11 | 2 |
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
|
|
| 11 | 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
|
|
| 11 | 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?
|
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
|
|
| 11 | 5 |
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
|
|
| 11 | 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
|
|
| 11 | 7 |
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
|
|
| 12 | 1 |
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
|
|
| 12 | 2 |
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
|
|
| 12 | 3 |
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
|
|
| 12 | 4 |
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
|
|
| 12 | 5 |
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
|
|
| 12 | 6 |
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
|
|
| 12 | 7 |
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
|
|
| 13 |
END TERM ASSESSMENTS |
||||||||
Your Name Comes Here