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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 |
OPENING & REPORTING |
||||||||
| 1 | 4 |
Painting
|
Painting an Imaginative Composition.
|
By the end of the
lesson, the learner
should be able to:
Outline the steps to painting an Imaginative Composition using warm colours. Paint an Imaginative Composition of a Seascape using Warm Colours. Appreciate warm colours in a painting. |
In pairs or individually, learners are guided to outline the steps to painting an Imaginative Composition using warm colours
In pairs or individually, learners are guided to paint an Imaginative Composition of a Seascape using Warm Colours |
Which steps have you taken to paint an imaginative composition?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 28-30
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 1 | 5 |
Painting
|
Painting an Imaginative Composition.
|
By the end of the
lesson, the learner
should be able to:
Outline the steps to painting an Imaginative Composition using warm colours. Paint an Imaginative Composition of a Seascape using Warm Colours. Appreciate warm colours in a painting. |
In pairs or individually, learners are guided to outline the steps to painting an Imaginative Composition using warm colours
In pairs or individually, learners are guided to paint an Imaginative Composition of a Seascape using Warm Colours |
Which steps have you taken to paint an imaginative composition?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 28-30
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 1 |
Painting
|
Painting an Imaginative Composition
|
By the end of the
lesson, the learner
should be able to:
Outline the steps to painting an Imaginative Composition using cool colours. Paint an Imaginative Composition of a Seascape using cool Colours. Appreciate cool colours in a painting. |
In pairs or individually, learners are guided to outline the steps to painting an Imaginative Composition using cool colours
In pairs or individually, learners are guided to paint an Imaginative Composition of a Seascape using cool Colours. |
Which cool colours have you used to paint an imaginative composition?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 30-31
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 2-3 |
Painting
|
Painting an Imaginative Composition
Imaginative Seascape Paintings |
By the end of the
lesson, the learner
should be able to:
Outline the steps to painting an Imaginative Composition using cool colours. Paint an Imaginative Composition of a Seascape using cool Colours. Appreciate cool colours in a painting. Display their Imaginative Seascape paintings in an area visible to all. Talk about their own and others' Seascape paintings. Appreciate each other's feedback. |
In pairs or individually, learners are guided to outline the steps to painting an Imaginative Composition using cool colours
In pairs or individually, learners are guided to paint an Imaginative Composition of a Seascape using cool Colours. Learners are guided to display their Imaginative Seascape paintings in an area visible to all In groups, learners are guided to talk about their own and others' Seascape paintings. |
Which cool colours have you used to paint an imaginative composition?
How did you create the advancing and receding effect in your paintings? Which warm and cool colours are identifiable in your paintings? |
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 30-31
Pictures Charts Realia Computing devices KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 31 Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 4 |
Painting
|
Imaginative Seascape Paintings
|
By the end of the
lesson, the learner
should be able to:
Display their Imaginative Seascape paintings in an area visible to all. Talk about their own and others' Seascape paintings. Appreciate each other's feedback. |
Learners are guided to display their Imaginative Seascape paintings in an area visible to all
In groups, learners are guided to talk about their own and others' Seascape paintings. |
How did you create the advancing and receding effect in your paintings?
Which warm and cool colours are identifiable in your paintings?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 31
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 5 |
Painting
|
Imaginative Seascape Paintings
|
By the end of the
lesson, the learner
should be able to:
Display their Imaginative Seascape paintings in an area visible to all. Talk about their own and others' Seascape paintings. Appreciate each other's feedback. |
Learners are guided to display their Imaginative Seascape paintings in an area visible to all
In groups, learners are guided to talk about their own and others' Seascape paintings. |
How did you create the advancing and receding effect in your paintings?
Which warm and cool colours are identifiable in your paintings?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 31
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 1 |
Painting
|
Symbolic Meanings of colours
|
By the end of the
lesson, the learner
should be able to:
Identify colour and their meanings. Investigate the Symbolic Meanings of colours. Appreciate the symbolic Meanings of colours. |
Learners are guided to identify colour and their meanings.
Learners are guided to investigate the Symbolic Meanings of colours |
Which emotions are aroused by colours when you observe them?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 32-33
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 2-3 |
Painting
|
Symbolic Meanings of colours
Mosaic |
By the end of the
lesson, the learner
should be able to:
Identify colour and their meanings. Investigate the Symbolic Meanings of colours. Appreciate the symbolic Meanings of colours. Explain the meaning of Mosaic. Identify the materials used to make Mosaic artwork. Draw the Mosaic pictures in learner's book 8 page 34 Have a desire to learn more about Mosaic artworks. |
Learners are guided to identify colour and their meanings.
Learners are guided to investigate the Symbolic Meanings of colours In groups, learners are guided to explain the meaning of Mosaic In groups, learners are guided to identify the materials used to make Mosaic artwork Individually, learners are guided to draw the Mosaic pictures in learner's book 8 page 34 |
Which emotions are aroused by colours when you observe them?
What is mosaic? |
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 32-33
Pictures Charts Realia Computing devices KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 34-35 Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 4 |
Painting
|
Mosaic
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of Mosaic. Identify the materials used to make Mosaic artwork. Draw the Mosaic pictures in learner's book 8 page 34 Have a desire to learn more about Mosaic artworks. |
In groups, learners are guided to explain the meaning of Mosaic
In groups, learners are guided to identify the materials used to make Mosaic artwork Individually, learners are guided to draw the Mosaic pictures in learner's book 8 page 34 |
What is mosaic?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 34-35
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 5 |
Painting
|
Samples of Mosaic
|
By the end of the
lesson, the learner
should be able to:
Identify surfaces used to decorate Mosaic. Discuss factors to consider when choosing the material for tesserae. Appreciate the surfaces used to decorate Mosaic. |
In groups, learners are guided to identify surfaces used to decorate Mosaic
In groups, learners are guided to discuss factors to consider when choosing the material for tesserae |
Which materials have been used to create the Mosaic?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 35-36
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 1 |
Painting
|
Making a paper Mosaic Landscape Pictorial Composition.
|
By the end of the
lesson, the learner
should be able to:
Making a paper Mosaic Landscape Pictorial Composition. Outline the steps to make a Mosaic landscape pictorial Composition using paper. Make a paper Mosaic landscape pictorial Composition. Have fun and enjoy making the paper Mosaic landscape pictorial Composition. |
In groups, learners are guided to making a paper Mosaic Landscape Pictorial Composition
In groups, learners are guided to outline the steps to make a Mosaic landscape pictorial Composition using paper In groups, learners are guided to make a paper Mosaic landscape pictorial Composition |
What have you learnt about paper Mosaic landscape?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 37-38
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 2-3 |
Painting
|
Making a paper Mosaic Landscape Pictorial Composition.
|
By the end of the
lesson, the learner
should be able to:
Making a paper Mosaic Landscape Pictorial Composition. Outline the steps to make a Mosaic landscape pictorial Composition using paper. Make a paper Mosaic landscape pictorial Composition. Have fun and enjoy making the paper Mosaic landscape pictorial Composition. |
In groups, learners are guided to making a paper Mosaic Landscape Pictorial Composition
In groups, learners are guided to outline the steps to make a Mosaic landscape pictorial Composition using paper In groups, learners are guided to make a paper Mosaic landscape pictorial Composition |
What have you learnt about paper Mosaic landscape?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 37-38
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 4 |
Painting
|
Making and Egg Shell Mosaic Composition of a flower.
|
By the end of the
lesson, the learner
should be able to:
Outline the steps to make a Mosaic Composition of a flower using egg smells of for different colours and their tones. Make an egg shell Mosaic Composition of a flower. Have fun and enjoy making the egg shell Mosaic Composition. |
In groups, learners are guided to outline the steps to make a Mosaic Composition of a flower using egg smells of for different colours and their tones.
In groups, learners are guided to make an egg shell Mosaic Composition of a flower |
What have you learnt about making egg shell Mosaic Composition?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 38-40
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 5 |
Painting
|
Making and Egg Shell Mosaic Composition of a flower.
|
By the end of the
lesson, the learner
should be able to:
Outline the steps to make a Mosaic Composition of a flower using egg smells of for different colours and their tones. Make an egg shell Mosaic Composition of a flower. Have fun and enjoy making the egg shell Mosaic Composition. |
In groups, learners are guided to outline the steps to make a Mosaic Composition of a flower using egg smells of for different colours and their tones.
In groups, learners are guided to make an egg shell Mosaic Composition of a flower |
What have you learnt about making egg shell Mosaic Composition?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 38-40
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 1 |
Picture making
|
Two-point Linear Perspective
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of two-point linear perspective. Discuss the components of perspective in objects drawn in two-point perspective. Draw the pictures in learner's book 8 page 14. Appreciate the components of perspective in objects. |
In groups, learners are guided to explain the meaning of two-point linear perspective
In groups, learners are guided to discuss the components of perspective in objects drawn in two-point perspective Individually, learners are guided to draw the pictures in learner's book 8 page 14 |
Which eye views have been portrayed in the pictures?
How has the illusion of depth and distance been created in the pictures?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 13-15
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 2-3 |
Picture making
|
Two-point Linear Perspective
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of two-point linear perspective. Discuss the components of perspective in objects drawn in two-point perspective. Draw the pictures in learner's book 8 page 14. Appreciate the components of perspective in objects. |
In groups, learners are guided to explain the meaning of two-point linear perspective
In groups, learners are guided to discuss the components of perspective in objects drawn in two-point perspective Individually, learners are guided to draw the pictures in learner's book 8 page 14 |
Which eye views have been portrayed in the pictures?
How has the illusion of depth and distance been created in the pictures?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 13-15
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 4 |
Picture making
|
Draw cuboid in two-point perspective from different views: Worms Eye View
|
By the end of the
lesson, the learner
should be able to:
Outline the procedure to draw cuboid from different views. Draw cuboid in two-point perspective from different views. Have fun and enjoy drawing. |
Individually, learners are guided to outline the procedure to draw cuboid from different views
Individually, learners are guided to draw cuboid in two-point perspective from different views |
Where are the vanishing points, horizon and projection lines?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 16-17
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 5 |
Picture making
|
Draw cuboid in two-point perspective from different views: Worms Eye View
|
By the end of the
lesson, the learner
should be able to:
Outline the procedure to draw cuboid from different views. Draw cuboid in two-point perspective from different views. Have fun and enjoy drawing. |
Individually, learners are guided to outline the procedure to draw cuboid from different views
Individually, learners are guided to draw cuboid in two-point perspective from different views |
Where are the vanishing points, horizon and projection lines?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 16-17
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 1 |
Picture making
|
Normal Eye View
|
By the end of the
lesson, the learner
should be able to:
Outline the procedure to draw cuboid from different views. Draw a cuboid of normal eye view. Have fun and enjoy drawing cuboid of normal eye view. |
Individually, learners are guided to outline the procedure to draw cuboid from different views.
Individually, learners are guided to draw a cuboid of normal eye view |
Which view did you use when drawing your Composition?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 18-19
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 2-3 |
Picture making
|
Normal Eye View
Birds Eye View. |
By the end of the
lesson, the learner
should be able to:
Outline the procedure to draw cuboid from different views. Draw a cuboid of normal eye view. Have fun and enjoy drawing cuboid of normal eye view. Outline the procedure to draw cuboid from Birds eye view. Draw a cuboid showing birds eye view. Have fun and enjoy drawing cuboid showing birds eye view. |
Individually, learners are guided to outline the procedure to draw cuboid from different views.
Individually, learners are guided to draw a cuboid of normal eye view Individually, learners are guided to outline the procedure to draw cuboid from Birds eye view. Individually, learners are guided to draw a cuboid showing birds eye view |
Which view did you use when drawing your Composition?
How has the illusion of depth and distance been portrayed in your drawing? |
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 18-19
Pictures Charts Realia Computing devices KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 20-21 Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 4 |
Picture making
|
Birds Eye View.
|
By the end of the
lesson, the learner
should be able to:
Outline the procedure to draw cuboid from Birds eye view. Draw a cuboid showing birds eye view. Have fun and enjoy drawing cuboid showing birds eye view. |
Individually, learners are guided to outline the procedure to draw cuboid from Birds eye view.
Individually, learners are guided to draw a cuboid showing birds eye view |
How has the illusion of depth and distance been portrayed in your drawing?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 20-21
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 5 |
Picture making
|
Drawing buildings in two-point perspective and shading using cross hatching technique
|
By the end of the
lesson, the learner
should be able to:
Outline the procedure to draw two buildings in two-point perspective. Draw buildings in two-point perspective and shading using cross hatching technique. Have fun and enjoy drawing. |
In groups, learners are guided to outline the procedure to draw two buildings in two-point perspective
In groups, learners are guided to draw buildings in two-point perspective and shading using cross hatching technique |
Why did you use cross-hatching technique on your drawing?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 22-24
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 1 |
Short play
|
Elements of a short play
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of a short play. Discuss the elements of a short play. Read the short play in learner's book 8 page 144. Appreciate the elements of a short play. |
Learners are guided to explain the meaning of a short play.
In groups, learners are guided to discuss the elements of a short play. In groups, learners are guided to read the short play in learner's book 8 page 144 |
What makes a short play interesting?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 144-146
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 2-3 |
Short play
|
Elements of a short play
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of a short play. Discuss the elements of a short play. Read the short play in learner's book 8 page 144. Appreciate the elements of a short play. |
Learners are guided to explain the meaning of a short play.
In groups, learners are guided to discuss the elements of a short play. In groups, learners are guided to read the short play in learner's book 8 page 144 |
What makes a short play interesting?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 144-146
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 4 |
Short play
|
Developing a scenario with a clear storyline for a short play.
|
By the end of the
lesson, the learner
should be able to:
Define the term, "scenario" Discuss the sources of different scenarios. Appreciate the sources of scenarios. |
Learners are guided to define the term, "scenario"
In groups, learners are guided to discuss the sources of different scenarios. |
What are the sources of scenarios?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 146-147
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 4-5 |
Short play
|
Developing a scenario with a clear storyline for a short play.
|
By the end of the
lesson, the learner
should be able to:
Define the term, "scenario" Discuss the sources of different scenarios. Appreciate the sources of scenarios. |
Learners are guided to define the term, "scenario"
In groups, learners are guided to discuss the sources of different scenarios. |
What are the sources of scenarios?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 146-147
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 |
MIDTERM BREAK |
||||||||
| 9 | 1 |
Short play
|
Researching important social issues to address in a short play.
|
By the end of the
lesson, the learner
should be able to:
Research important issues or problems that exist in different Kenyan communities. Discuss the important issues or problems that exist in different Kenyan communities. Discuss the aspects of Consumer education. Appreciate the ways to save this issues. |
In groups, learners are guided to research important issues or problems that exist in different Kenyan communities
In groups, learners are guided to discuss the important issues or problems that exist in different Kenyan communities. In groups, learners are guided to discuss the aspects of Consumer education |
Which scenarios can be developed into a short play on types of consumers in the society?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 147-148
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 2-3 |
Short play
|
Researching important social issues to address in a short play.
|
By the end of the
lesson, the learner
should be able to:
Research important issues or problems that exist in different Kenyan communities. Discuss the important issues or problems that exist in different Kenyan communities. Discuss the aspects of Consumer education. Appreciate the ways to save this issues. |
In groups, learners are guided to research important issues or problems that exist in different Kenyan communities
In groups, learners are guided to discuss the important issues or problems that exist in different Kenyan communities. In groups, learners are guided to discuss the aspects of Consumer education |
Which scenarios can be developed into a short play on types of consumers in the society?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 147-148
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 4 |
Short play
|
Developing a scenario for a short play.
|
By the end of the
lesson, the learner
should be able to:
Illustrate each of the issues that they have researched on using specific stories as examples. Develop a scenario for a short play. Have a desire to write a short play script. |
In groups, learners are guided to illustrate each of the issues that they have researched on using specific stories as examples
In groups, learners are guided to develop a scenario for a short play |
How can you develop a clear storyline for a short play?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 148-149
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 5 |
Short play
|
Developing a scenario for a short play.
|
By the end of the
lesson, the learner
should be able to:
Illustrate each of the issues that they have researched on using specific stories as examples. Develop a scenario for a short play. Have a desire to write a short play script. |
In groups, learners are guided to illustrate each of the issues that they have researched on using specific stories as examples
In groups, learners are guided to develop a scenario for a short play |
How can you develop a clear storyline for a short play?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 148-149
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 1 |
Short play
|
Writing a short play script.
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of conflict. Discuss how characters in a scenario contribute to the development of conflict. Examine how conflict develops a plot. Appreciate the use of conflict to develop a plot. |
In groups, learners are guided to explain the meaning of conflict
In groups, learners are guided to discuss how characters in a scenario contribute to the development of conflict In groups, learners are guided to examine how conflict develops a plot |
Why is conflict considered to very important in a short play?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 149-151
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 2-3 |
Short play
|
Writing a short play script.
Describing setting |
By the end of the
lesson, the learner
should be able to:
Explain the meaning of conflict. Discuss how characters in a scenario contribute to the development of conflict. Examine how conflict develops a plot. Appreciate the use of conflict to develop a plot. Explain the meaning of setting Examine how setting develops a plot. Appreciate the importance of setting in a plot. |
In groups, learners are guided to explain the meaning of conflict
In groups, learners are guided to discuss how characters in a scenario contribute to the development of conflict In groups, learners are guided to examine how conflict develops a plot Learners are guided to explain the meaning of setting Learners are guided to examine how setting develops a plot |
Why is conflict considered to very important in a short play?
Why is setting considered to be very important in a short play? |
Moran; Performing Arts Learner's Book Grade 8 pg. 149-151
Pictures Charts Realia Computing devices Moran; Performing Arts Learner's Book Grade 8 pg. 151-152 Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 4 |
Short play
|
Describing setting
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of setting Examine how setting develops a plot. Appreciate the importance of setting in a plot. |
Learners are guided to explain the meaning of setting
Learners are guided to examine how setting develops a plot |
Why is setting considered to be very important in a short play?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 151-152
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 5 |
Short play
|
Describing characters
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of characters. Examine how characters develops a plot. Appreciate the importance of characters in a plot. |
Learners are guided to explain the meaning of characters
Learners are guided to examine how characters develops a plot |
Why are characters considered to be very important in a short play?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 152-153
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 1 |
Short play
|
Developing characters in a short play
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of character development. Draw a table and describe characters in their short play. Appreciate the characters in a short play. |
Learners are guided to explain the meaning of character development
Learners are guided to draw a table and describe characters in their short play |
What is character development in a story?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 153-154
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 2-3 |
Short play
|
Developing characters in a short play
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of character development. Draw a table and describe characters in their short play. Appreciate the characters in a short play. |
Learners are guided to explain the meaning of character development
Learners are guided to draw a table and describe characters in their short play |
What is character development in a story?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 153-154
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 4 |
Short play
|
Developing characters in a short play
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of character development. Draw a table and describe characters in their short play. Appreciate the characters in a short play. |
Learners are guided to explain the meaning of character development
Learners are guided to draw a table and describe characters in their short play |
What is character development in a story?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 153-154
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 5 |
Short play
|
Outline the short play story and develop action.
|
By the end of the
lesson, the learner
should be able to:
Give their short play an interesting title and expand the scenarios to outline a proper plot structure that includes the beginning, the middles and the ending. Break down the scenes with details of action, character and setting. Appreciate the short play story. |
Learners are guided to give their short play an interesting title and expand the scenarios to outline a proper plot structure that includes the beginning, the middles and the ending
Learners are guided to break down the scenes with details of action, character and setting |
How do you develop action?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 155-156
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 1 |
Short play
|
Developing dialogue and action for characters in a short play.
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of dialogue. Develop a dialogue and actions for characters in a short play. Appreciate the importance of dialogue. |
In groups, learners are guided to explain the meaning of dialogue
In groups, learners are guided to develop a dialogue and actions for characters in a short play |
What is a dialogue?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 156-157
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 2-3 |
Short play
|
Developing dialogue and action for characters in a short play.
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of dialogue. Develop a dialogue and actions for characters in a short play. Appreciate the importance of dialogue. |
In groups, learners are guided to explain the meaning of dialogue
In groups, learners are guided to develop a dialogue and actions for characters in a short play |
What is a dialogue?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 156-157
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 4 |
Short play
|
Writing a short play script
|
By the end of the
lesson, the learner
should be able to:
Study a published short play script such as 'Kupotoka' Write a 2-5-minute short play script in the correct format. Appreciate a short play script. |
Learners are guided to study a published short play script such as 'Kupotoka'
Learners are guided to write a 2-5-minute short play script in the correct format |
Who are the characters in your story?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 157
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 4-5 |
Short play
|
Writing a short play script
|
By the end of the
lesson, the learner
should be able to:
Study a published short play script such as 'Kupotoka' Write a 2-5-minute short play script in the correct format. Appreciate a short play script. |
Learners are guided to study a published short play script such as 'Kupotoka'
Learners are guided to write a 2-5-minute short play script in the correct format |
Who are the characters in your story?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 157
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 13 |
END TERM EXAMINATION & ASSESSMENT |
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