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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 |
School opening |
||||||||
| 2 | 2 |
Physical Fitness and Health
|
Post-Assessment for Fitness
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of post-assessment tests. Prepare tools used in post assessment of fitness. Perform post-exercise assessment for cardiorespiratory endurance, speed and reaction time. Appreciate post-assessment for fitness. |
In groups, learners are guided to explain the meaning of post-assessment tests
In groups, learners are guided to prepare tools used in post assessment of fitness. In groups, learners are guided to perform post-exercise assessment for cardiorespiratory endurance, speed and reaction time |
What is post-assessment test?
|
Spotlight, Physical Education and Sports Learner's Book Grade 8 pg. 114-116
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 3 |
Physical Fitness and Health
|
Post-Assessment for Fitness
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of post-assessment tests. Prepare tools used in post assessment of fitness. Perform post-exercise assessment for cardiorespiratory endurance, speed and reaction time. Appreciate post-assessment for fitness. |
In groups, learners are guided to explain the meaning of post-assessment tests
In groups, learners are guided to prepare tools used in post assessment of fitness. In groups, learners are guided to perform post-exercise assessment for cardiorespiratory endurance, speed and reaction time |
What is post-assessment test?
|
Spotlight, Physical Education and Sports Learner's Book Grade 8 pg. 114-116
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 4 |
Physical Fitness and Health
|
Journal on post-test records
|
By the end of the
lesson, the learner
should be able to:
Create a journal Fill in the journal or creatively come up with a different way of filling the journal. Appreciate the importance of Journals. |
Individually or in pairs, learners are guided to create a journal
Individually or in pairs, learners are guided to fill in the journal or creatively come up with a different way of filling the journal |
What is a journal?
|
Spotlight, Physical Education and Sports Learner's Book Grade 8 pg. 116-117
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 5 |
Physical Fitness and Health
|
Journal on post-test records
|
By the end of the
lesson, the learner
should be able to:
Create a journal Fill in the journal or creatively come up with a different way of filling the journal. Appreciate the importance of Journals. |
Individually or in pairs, learners are guided to create a journal
Individually or in pairs, learners are guided to fill in the journal or creatively come up with a different way of filling the journal |
What is a journal?
|
Spotlight, Physical Education and Sports Learner's Book Grade 8 pg. 116-117
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 1 |
Athletics
|
Middle Distance Races
|
By the end of the
lesson, the learner
should be able to:
Discuss what is happening in learner's book 8 page 80 Describe the body positioning of the athlete in each phase. Give two examples of races started in the same way as the one on the picture. Develop a curiosity to learn more about middle distance races. |
In groups or in pairs, learners are guided to discuss what is happening in learner's book 8 page 80
In groups or in pairs, learners are guided to describe the body positioning of the athlete in each phase. In groups or in pairs, learners are guided to give two examples of races started in the same way as the one on the picture. |
What is the body position of the athlete in each phase?
|
Spotlight; Physical Education and Sports Learner's Book Grade 8 pg. 80-81
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 2 |
Athletics
|
Middle Distance Races
|
By the end of the
lesson, the learner
should be able to:
Use the link: http://tinurl.com/2p8c7cj2 to watch a video clip on stating position in middle distance races. Describe the positioning of the runner on the track. Demonstrate how the event started. Enjoy watching the video. |
In groups or in pairs, learners are guided to use the link: http://tinurl.com/2p8c7cj2 to watch a video clip on stating position in middle distance races.
In groups or in pairs, learners are guided to describe the positioning of the runner on the track. In groups or in pairs, learners are guided to demonstrate how the event started. |
Where are middle distance races performed?
|
Spotlight; Physical Education and Sports Learner's Book Grade 8 pg. 81-83
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 3 |
Athletics
|
Middle Distance Races
|
By the end of the
lesson, the learner
should be able to:
Use the link: http://tinurl.com/2p8c7cj2 to watch a video clip on stating position in middle distance races. Describe the positioning of the runner on the track. Demonstrate how the event started. Enjoy watching the video. |
In groups or in pairs, learners are guided to use the link: http://tinurl.com/2p8c7cj2 to watch a video clip on stating position in middle distance races.
In groups or in pairs, learners are guided to describe the positioning of the runner on the track. In groups or in pairs, learners are guided to demonstrate how the event started. |
Where are middle distance races performed?
|
Spotlight; Physical Education and Sports Learner's Book Grade 8 pg. 81-83
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 4 |
Athletics
|
Middle Distance Races
|
By the end of the
lesson, the learner
should be able to:
Identify the facility where middle distance races are performed during athletics competitions. Outline the process of performing the take- off position. Perform the middle- distance races. Have fun and enjoy performing the middle- distance races. |
In groups or in pairs, learners are guided to identify the facility where middle distance races are performed during athletics competitions.
In groups or in pairs, learners are guided to outline the process of performing the take- off position. In groups or in pairs, learners are guided to perform the middle- distance races. |
What is the position of the runner on the track?
|
Spotlight; Physical Education and Sports Learner's Book Grade 8 pg. 83-85
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 5 |
Athletics
|
Middle Distance Races
|
By the end of the
lesson, the learner
should be able to:
Identify the facility where middle distance races are performed during athletics competitions. Outline the process of performing the take- off position. Perform the middle- distance races. Have fun and enjoy performing the middle- distance races. |
In groups or in pairs, learners are guided to identify the facility where middle distance races are performed during athletics competitions.
In groups or in pairs, learners are guided to outline the process of performing the take- off position. In groups or in pairs, learners are guided to perform the middle- distance races. |
What is the position of the runner on the track?
|
Spotlight; Physical Education and Sports Learner's Book Grade 8 pg. 83-85
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 1 |
Athletics
|
Middle Distance Races
|
By the end of the
lesson, the learner
should be able to:
Identify the safety measures to observe before engaging in any middle distance racing activities. Demonstrate take-off position, pacing, stride length and recovery. Apply the take- off position, pacing, stride length and recovery in middle distance race. Have fun and enjoy performing the middle- distance races. |
In groups or in pairs, learners are guided to identify the safety measures to observe before engaging in any middle distance racing activities.
In groups or in pairs, learners are guided to demonstrate take-off position, pacing, stride length and recovery. In groups or in pairs, learners are guided to apply the take- off position, pacing, stride length and recovery in middle distance race. |
How do you perform the middle distance races?
|
Spotlight; Physical Education and Sports Learner's Book Grade 8 pg. 85-86
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 2 |
Athletics
|
Middle Distance Races
|
By the end of the
lesson, the learner
should be able to:
Identify the safety measures to observe before engaging in any middle distance racing activities. Demonstrate take-off position, pacing, stride length and recovery. Apply the take- off position, pacing, stride length and recovery in middle distance race. Have fun and enjoy performing the middle- distance races. |
In groups or in pairs, learners are guided to identify the safety measures to observe before engaging in any middle distance racing activities.
In groups or in pairs, learners are guided to demonstrate take-off position, pacing, stride length and recovery. In groups or in pairs, learners are guided to apply the take- off position, pacing, stride length and recovery in middle distance race. |
How do you perform the middle distance races?
|
Spotlight; Physical Education and Sports Learner's Book Grade 8 pg. 85-86
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 3 |
Creating and
Performing
|
Describing melodic intervals in a simple melody.
|
By the end of the
lesson, the learner
should be able to:
Use digital devices and musical instrument to sound intervals. Discuss and describe intervals dictated to them. Write intervals of music using tonic sol-fa and staff notation in groups. Appreciate music written in major keys on treble staff. |
In groups or in pairs, learners are guided to use digital devices and musical instrument to sound intervals.
In groups or in pairs, learners are guided to discuss and describe intervals dictated to them In groups or in pairs, learners are guided to discuss and describe intervals dictated to them |
How are different musical features used in interpreting music in staff notation?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 4 |
Creating and
Performing
|
Describing melodic intervals in a simple melody.
|
By the end of the
lesson, the learner
should be able to:
Use digital devices and musical instrument to sound intervals. Discuss and describe intervals dictated to them. Write intervals of music using tonic sol-fa and staff notation in groups. Appreciate music written in major keys on treble staff. |
In groups or in pairs, learners are guided to use digital devices and musical instrument to sound intervals.
In groups or in pairs, learners are guided to discuss and describe intervals dictated to them In groups or in pairs, learners are guided to discuss and describe intervals dictated to them |
How are different musical features used in interpreting music in staff notation?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 5 |
Creating and
Performing
|
Construction of major scales of C,G,D and A
|
By the end of the
lesson, the learner
should be able to:
Sing the scale of C, G, D and A major ascending and descending using appropriate pitching. Sing simple melodies using tonic sol-fa and hand signs using metre and tone set. Identify opening pitch, rhythmic patterns and sing entire selection while keeping a steady beat. Appreciate music written in staff notation. |
In groups or in pairs, learners are guided to sing the scale of C, G, D and A major ascending and descending using appropriate pitching.
In groups or in pairs, learners are guided to sing simple melodies using tonic sol-fa and hand signs using metre and tone set. In groups or in pairs, learners are guided to identify opening pitch, rhythmic patterns and sing entire selection while keeping a steady beat. |
How do you construct major scales of C, G, D and A major on treble staff?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 1 |
Creating and
Performing
|
The scale C major
|
By the end of the
lesson, the learner
should be able to:
Use a piano keyboard to play white keys starting from C to C'. Sing melodies with scalic motion and different pitch levels. Sing the C major scale ascending and descending using tonic sol-fa Appreciate music scale written in staff notation. |
In groups or in pairs, learners are guided to use a piano keyboard to play white keys starting from C to C'.
In groups or in pairs, learners are guided to sing melodies with scalic motion and different pitch levels. In groups or in pairs, learners are guided to sing the C major scale ascending and descending using tonic sol-fa |
How do we read the melody based on the scale of C major?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 2 |
Creating and
Performing
|
The scale C major
|
By the end of the
lesson, the learner
should be able to:
Use a piano keyboard to play white keys starting from C to C'. Sing melodies with scalic motion and different pitch levels. Sing the C major scale ascending and descending using tonic sol-fa Appreciate music scale written in staff notation. |
In groups or in pairs, learners are guided to use a piano keyboard to play white keys starting from C to C'.
In groups or in pairs, learners are guided to sing melodies with scalic motion and different pitch levels. In groups or in pairs, learners are guided to sing the C major scale ascending and descending using tonic sol-fa |
How do we read the melody based on the scale of C major?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 3 |
Creating and
Performing
|
The scale of G and D major.
|
By the end of the
lesson, the learner
should be able to:
Construct the diatonic major scales on treble staff. Construct major scales of G and D on treble staff. Sing the scales of G and D ascending and descending using appropriate pitching. Have fun and enjoy singing. |
In groups or in pairs, learners are guided to construct the diatonic major scales on treble staff.
In groups or in pairs, learners are guided to construct major scales of G and D on treble staff. In groups or in pairs, learners are guided to sing the scales of G and D ascending and descending using appropriate pitching. |
How are different musical features used in interpreting music in a staff notation?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 4 |
Creating and
Performing
|
The scale of G and D major.
|
By the end of the
lesson, the learner
should be able to:
Construct the diatonic major scales on treble staff. Construct major scales of G and D on treble staff. Sing the scales of G and D ascending and descending using appropriate pitching. Have fun and enjoy singing. |
In groups or in pairs, learners are guided to construct the diatonic major scales on treble staff.
In groups or in pairs, learners are guided to construct major scales of G and D on treble staff. In groups or in pairs, learners are guided to sing the scales of G and D ascending and descending using appropriate pitching. |
How are different musical features used in interpreting music in a staff notation?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 5 |
Creating and
Performing
|
Interpret simple melodies in the key of C,D,G and A major
|
By the end of the
lesson, the learner
should be able to:
Sing simple melodies in C, G, D and A major ascending and descending using appropriate pitching. Read simple melodies in major keys on treble staff. Appreciate different types of melodies. |
In groups or in pairs, learners are guided to sing simple melodies in C, G, D and A major ascending and descending using appropriate pitching.
In groups or in pairs, learners are guided to read simple melodies in major keys on treble staff. |
How do you play melodies using a western music instrument?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 1 |
Games; Netball
|
Chest pass in Netball
|
By the end of the
lesson, the learner
should be able to:
Use digital device to watch a video clip and observe the chest pass in netball. Demonstrate chest pass in netball by positioning the body arms and legs Have fun practicing how to chest pass in netball. |
In groups, learners are guided to use digital device to watch a video clip and observe the chest pass in netball.
In groups, learners to demonstrate chest pass in netball by positioning the body arms and legs |
What is netball?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 2 |
Games; Netball
|
Chest pass in Netball
|
By the end of the
lesson, the learner
should be able to:
Use digital device to watch a video clip and observe the chest pass in netball. Demonstrate chest pass in netball by positioning the body arms and legs Have fun practicing how to chest pass in netball. |
In groups, learners are guided to use digital device to watch a video clip and observe the chest pass in netball.
In groups, learners to demonstrate chest pass in netball by positioning the body arms and legs |
What is netball?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 3 |
Games; Netball
|
Chest pass in Netball
|
By the end of the
lesson, the learner
should be able to:
Use digital device to watch a video clip and observe the chest pass in netball. Demonstrate chest pass in netball by positioning the body arms and legs Have fun practicing how to chest pass in netball. |
In groups, learners are guided to use digital device to watch a video clip and observe the chest pass in netball.
In groups, learners to demonstrate chest pass in netball by positioning the body arms and legs |
What is netball?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 4 |
Games; Netball
|
Dodging and marking in Netball
|
By the end of the
lesson, the learner
should be able to:
Define dodging and marking. Use digital device to watch a video clip and observe the dodge and marking in netball. Demonstrate dodge and marking in netball. Have fun practicing how to dodge and marking in netball. |
Learners to define dodging and marking.
In groups, learners to use digital device to watch a video clip and observe the dodge and marking in netball In groups, learners are guided to demonstrate dodge and marking in netball |
Why do you think the players are close to each other?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 5 |
Games; Netball
|
Dodging and marking in Netball
|
By the end of the
lesson, the learner
should be able to:
Identify the drills in dodging and marking. Play the dodge challenger game. Have fun and enjoy playing dodge and marking in netball. |
In groups, learners to identify the drills in dodging and marking
In groups, learners are guided to play the dodge challenger game |
Why should two players look at the same direction?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 1 |
Games; Netball
|
Footwork in Netball
|
By the end of the
lesson, the learner
should be able to:
Explain the role of pivoting during a game of Netball. Use digital device to watch a video clip and observe the compilation of footwork skills in Netball. Demonstrate double foot landing, single foot landing and pivoting. Have fun practicing footwork in Netball. |
In groups, learners to explain the role of pivoting during a game of Netball.
In groups, learners are guided to use digital device to watch a video clip and observe the compilation of footwork skills in Netball In groups, learners are guided to demonstrate double foot landing, single foot landing and pivoting |
What is the role of pivoting during a game of Netball?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 2 |
Games; Netball
|
Footwork in Netball
|
By the end of the
lesson, the learner
should be able to:
Explain the role of pivoting during a game of Netball. Use digital device to watch a video clip and observe the compilation of footwork skills in Netball. Demonstrate double foot landing, single foot landing and pivoting. Have fun practicing footwork in Netball. |
In groups, learners to explain the role of pivoting during a game of Netball.
In groups, learners are guided to use digital device to watch a video clip and observe the compilation of footwork skills in Netball In groups, learners are guided to demonstrate double foot landing, single foot landing and pivoting |
What is the role of pivoting during a game of Netball?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 3 |
Games; Netball
|
Footwork in Netball
|
By the end of the
lesson, the learner
should be able to:
Explain the role of pivoting during a game of Netball. Use digital device to watch a video clip and observe the compilation of footwork skills in Netball. Demonstrate double foot landing, single foot landing and pivoting. Have fun practicing footwork in Netball. |
In groups, learners to explain the role of pivoting during a game of Netball.
In groups, learners are guided to use digital device to watch a video clip and observe the compilation of footwork skills in Netball In groups, learners are guided to demonstrate double foot landing, single foot landing and pivoting |
What is the role of pivoting during a game of Netball?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 4 |
Games; Netball
|
Footwork in Netball
|
By the end of the
lesson, the learner
should be able to:
Explain how to mark a player with a ball during a Netball match. Practise footwork techniques in Netball games such as, the beeline, the sickle. Have fun playing netball games. |
In groups, learners to explain how to mark a player with a ball during a Netball match
In groups, learners are guided to practice footwork techniques in Netball games such as, the beeline, the sickle |
How do you mark a player with a ball during Netball match?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 5 |
Games; Netball
|
Footwork in Netball
|
By the end of the
lesson, the learner
should be able to:
Explain how to mark a player with a ball during a Netball match. Practise footwork techniques in Netball games such as, the beeline, the sickle. Have fun playing netball games. |
In groups, learners to explain how to mark a player with a ball during a Netball match
In groups, learners are guided to practice footwork techniques in Netball games such as, the beeline, the sickle |
How do you mark a player with a ball during Netball match?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 1 |
Games; Netball
|
Multi Media Art
|
By the end of the
lesson, the learner
should be able to:
Watch a flip book animation from a digital device and discuss your observations. List the tools and materials used when creating a flip book animation. Appreciate flip book animations. |
Learners are guided in pairs, in groups or individually to:
Watch a flip book animation from a digital device and discuss your observations. List the tools and materials used when creating a flip book animation. |
What is a flip book in animation?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 2 |
Games; Netball
|
Multi Media Art
|
By the end of the
lesson, the learner
should be able to:
Watch a flip book animation from a digital device and discuss your observations. List the tools and materials used when creating a flip book animation. Appreciate flip book animations. |
Learners are guided in pairs, in groups or individually to:
Watch a flip book animation from a digital device and discuss your observations. List the tools and materials used when creating a flip book animation. |
What is a flip book in animation?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 3 |
Games; Netball
|
Multi Media Art
|
By the end of the
lesson, the learner
should be able to:
Discuss things to consider when creating a flip book animation. Write down factors to ensure creation of a smooth transition Appreciate creating a flip book animation. |
Learners are guided in pairs, in groups or individually to:
Discuss things to consider when creating a flip book animation. Write down factors to ensure creation of a smooth transition |
how do we create a flip book animation?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 4 |
Games; Netball
|
Multi Media Art
|
By the end of the
lesson, the learner
should be able to:
Discuss things to consider when creating a flip book animation. Write down factors to ensure creation of a smooth transition Appreciate creating a flip book animation. |
Learners are guided in pairs, in groups or individually to:
Discuss things to consider when creating a flip book animation. Write down factors to ensure creation of a smooth transition |
how do we create a flip book animation?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 5 |
Creating and
Performing
|
Use of body and space techniques in a verse.
|
By the end of the
lesson, the learner
should be able to:
Watch a video clip on how to use body and space techniques in a verse. Perform a verse using their bodies as a media of communication through gestures. Appreciate the narrative as a tool for addressing issues in the society. |
In groups or in pairs, learners are guided to watch a video clip on how to use body and space techniques in a verse.
In groups or in pairs, learners are guided to perform a verse using their bodies as a media of communication through gestures. |
How can the body communicate without use of words?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 1 |
Creating and
Performing
|
Verse; Improvising props
|
By the end of the
lesson, the learner
should be able to:
Gather relevant materials for making props from within and without the school. Create relevant props using locally available materials to enhance verse delivery. Take pride in the improvised props. |
Learners are guided in pairs, in groups or individually to gather relevant materials for making props from within and without the school.
Learners are guided in pairs, in groups or individually to create relevant props using locally available materials to enhance verse delivery. |
How can you improvise a television using locally available materials?
Which effects are created by choice of diction, themes and props?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 1-2 |
Creating and
Performing
|
Verse; Improvising props
|
By the end of the
lesson, the learner
should be able to:
Gather relevant materials for making props from within and without the school. Create relevant props using locally available materials to enhance verse delivery. Take pride in the improvised props. |
Learners are guided in pairs, in groups or individually to gather relevant materials for making props from within and without the school.
Learners are guided in pairs, in groups or individually to create relevant props using locally available materials to enhance verse delivery. |
How can you improvise a television using locally available materials?
Which effects are created by choice of diction, themes and props?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 9 |
Haft term |
||||||||
| 10 | 1 |
Creating and
Performing
|
Verse; Appreciating verse performance
|
By the end of the
lesson, the learner
should be able to:
List ways we can make presentation of a verse interesting and memorable. Watch a video clip on verse performance features. Appreciate the use of poetic language, voice, paralinguistic features and stage movements as complementary elements in verse performance. |
In groups or in pairs, learners are guided to list ways we can make presentation of a verse interesting and memorable.
In groups or in pairs, learners are guided to watch a video clip on verse performance features. |
How do we make the presentation of a verse interesting and memorable?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 2 |
Creating and
Performing
|
Verse; Appreciating verse performance
|
By the end of the
lesson, the learner
should be able to:
List ways we can make presentation of a verse interesting and memorable. Watch a video clip on verse performance features. Appreciate the use of poetic language, voice, paralinguistic features and stage movements as complementary elements in verse performance. |
In groups or in pairs, learners are guided to list ways we can make presentation of a verse interesting and memorable.
In groups or in pairs, learners are guided to watch a video clip on verse performance features. |
How do we make the presentation of a verse interesting and memorable?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 3 |
Creating and
Performing
|
Verse; criteria for evaluating a verse performance
|
By the end of the
lesson, the learner
should be able to:
Examine the criteria for evaluating a verse performance Watch a video clip on verse performance. Appreciate the use of verse to communicate issues in society. |
In groups or in pairs, learners are guided to examine the criteria for evaluating a verse performance
In groups or in pairs, learners are guided to watch a video clip on verse performance. |
What does one look for when evaluating a verse?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 4 |
Creating and
Performing
|
Verse; criteria for evaluating a verse performance
|
By the end of the
lesson, the learner
should be able to:
Examine the criteria for evaluating a verse performance Watch a video clip on verse performance. Appreciate the use of verse to communicate issues in society. |
In groups or in pairs, learners are guided to examine the criteria for evaluating a verse performance
In groups or in pairs, learners are guided to watch a video clip on verse performance. |
What does one look for when evaluating a verse?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 5 |
Creating and Performing
|
The role of songs and instruments in the cultural creative dance
|
By the end of the
lesson, the learner
should be able to:
Name the musical instruments that are used in the cultural creative dances of their community. Explain the role played by musical instruments in a cultural creative dances. Appreciate the role of songs and instruments in the cultural creative dance. |
Learners are guided to name the musical instruments that are used in the cultural creative dances of their community.
As a class, learners are guided to sing the folk song in learner's book 8 page 38 Learners to research and explain in groups the role played by musical instruments in a cultural creative dances. |
How are the songs and musical instruments used in cultural creative dances?
|
Spotlight; Performing Arts Learner's Book Grade 8 pg. 37-39
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 1 |
Creating and Performing
|
Making simple dance movements to varied cultural idioms
|
By the end of the
lesson, the learner
should be able to:
Develop a simple plot for a cultural creative dance that will aid in addressing any issue affecting their community. Creatively improvise dance movements that can be used to demonstrate different actions such as, farming, selling, winnowing, milking and digging. Enjoy making simple dance movements to varied cultural idioms. |
In pairs, learners are guided to develop a simple plot for a cultural creative dance that will aid in addressing any issue affecting their community.
In pairs, learners are guided to creatively improvise dance movements that can be used to demonstrate different actions such as, farming, selling, winnowing, milking and digging. In pairs, learners are guided to demonstrate the dance steps and movements in synchronized, unified and well |
Which skills would you demonstrate?
|
Spotlight; Performing Arts Learner's Book Grade 8 pg. 39-40
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 2 |
Creating and Performing
|
Making simple dance movements to varied cultural idioms
|
By the end of the
lesson, the learner
should be able to:
Develop a simple plot for a cultural creative dance that will aid in addressing any issue affecting their community. Creatively improvise dance movements that can be used to demonstrate different actions such as, farming, selling, winnowing, milking and digging. Enjoy making simple dance movements to varied cultural idioms. |
In pairs, learners are guided to develop a simple plot for a cultural creative dance that will aid in addressing any issue affecting their community.
In pairs, learners are guided to creatively improvise dance movements that can be used to demonstrate different actions such as, farming, selling, winnowing, milking and digging. In pairs, learners are guided to demonstrate the dance steps and movements in synchronized, unified and well |
Which skills would you demonstrate?
|
Spotlight; Performing Arts Learner's Book Grade 8 pg. 39-40
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 3 |
Creating and Performing
|
Functions of cultural creative dances in the society
|
By the end of the
lesson, the learner
should be able to:
Watch cultural creative dances from the Kenya National Drama and Film Festivals. List down the functions of cultural creative dance in the society. Appreciate the functions of cultural creative dances in the society. |
With the help of your teacher, learners to watch cultural creative dances from the Kenya National Drama and Film Festivals.
With the help of your teacher, learners to try and figure out the story conveyed in the dances by paying attention to the dramatization. With the help of your teacher, learners to List down the functions of cultural creative dance in the society. |
How does cultural creative dance benefit the community from which it is derived or originates?
|
Spotlight; Performing Arts Learner's Book Grade 8 pg. 41-42
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 4 |
Creating and Performing
|
Functions of cultural creative dances in the society
|
By the end of the
lesson, the learner
should be able to:
Watch cultural creative dances from the Kenya National Drama and Film Festivals. List down the functions of cultural creative dance in the society. Appreciate the functions of cultural creative dances in the society. |
With the help of your teacher, learners to watch cultural creative dances from the Kenya National Drama and Film Festivals.
With the help of your teacher, learners to try and figure out the story conveyed in the dances by paying attention to the dramatization. With the help of your teacher, learners to List down the functions of cultural creative dance in the society. |
How does cultural creative dance benefit the community from which it is derived or originates?
|
Spotlight; Performing Arts Learner's Book Grade 8 pg. 41-42
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 5 |
Creating and Performing
|
Making costumes, make-up, ornaments and props
|
By the end of the
lesson, the learner
should be able to:
Identify the characters that one would use for the storyline for a cultural creative dance. Source for costumes, make-ups, ornaments and props. Appreciate the importance of making costumes, make-up, ornaments and props. |
In groups, learners are guided to identify the characters that one would use for the storyline for a cultural creative dance.
In groups, learners are guided to discuss the costumes, ornaments, props and make-up that would portray the character and mood of the cultural creative dance for the storyline. In groups, learners are guided to source for costumes, make-ups, ornaments and props. |
What would you consider whole making or selecting costumes, make-up ornaments or props to use in a cultural creative dance?
|
Spotlight; Performing Arts Learner's Book Grade 8 pg. 75-76
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 1 |
Creating and Performing
|
Playing musical instruments to enrich performance
|
By the end of the
lesson, the learner
should be able to:
State the role of musical instruments in a cultural creative dance. Demonstrate how they can dance to simple music beats with smooth transitions responding to tempo. Have fun and enjoy playing musical instruments to enrich performance. |
In groups, learners are guided to state the role of musical instruments in a cultural creative dance.
In groups, learners are guided to observe and discuss how the dance formations help to convey the message in the cultural creative dance. In groups, learners are guided to demonstrate how they can dance to simple music beats with smooth transitions responding to tempo. |
How do musical instruments contribute to the message of a cultural creative dance?
|
Spotlight; Performing Arts Learner's Book Grade 8 pg. 134-137
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 2 |
Creating and Performing
|
Playing musical instruments to enrich performance
|
By the end of the
lesson, the learner
should be able to:
State the role of musical instruments in a cultural creative dance. Demonstrate how they can dance to simple music beats with smooth transitions responding to tempo. Have fun and enjoy playing musical instruments to enrich performance. |
In groups, learners are guided to state the role of musical instruments in a cultural creative dance.
In groups, learners are guided to observe and discuss how the dance formations help to convey the message in the cultural creative dance. In groups, learners are guided to demonstrate how they can dance to simple music beats with smooth transitions responding to tempo. |
How do musical instruments contribute to the message of a cultural creative dance?
|
Spotlight; Performing Arts Learner's Book Grade 8 pg. 134-137
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 3 |
Creating and Performing
|
Playing musical instruments to enrich performance
|
By the end of the
lesson, the learner
should be able to:
State the role of musical instruments in a cultural creative dance. Demonstrate how they can dance to simple music beats with smooth transitions responding to tempo. Have fun and enjoy playing musical instruments to enrich performance. |
In groups, learners are guided to state the role of musical instruments in a cultural creative dance.
In groups, learners are guided to observe and discuss how the dance formations help to convey the message in the cultural creative dance. In groups, learners are guided to demonstrate how they can dance to simple music beats with smooth transitions responding to tempo. |
How do musical instruments contribute to the message of a cultural creative dance?
|
Spotlight; Performing Arts Learner's Book Grade 8 pg. 134-137
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 4 |
Creating and Performing
|
Kenyan Folk Dance
|
By the end of the
lesson, the learner
should be able to:
Identify what makes a good folk dance performance. Perform a folk dance from a Kenyan community. Appreciate different cultures through performing folk dances from diverse Kenyan communities and casted masks. |
As a class, learners are guided to identify what makes a good folk dance performance.
As a class, learners are guided to perform a folk dance from a Kenyan community. As a class, learners are guided to give feedback on own and others' make-up and dance techniques |
How do folk dances represent Kenyan culture?
What makes a good folk dance performance?
|
|
Oral questions Oral Report Observation
|
|
| 12 | 5 |
Creating and Performing
|
Kenyan Folk Dance
|
By the end of the
lesson, the learner
should be able to:
Identify what makes a good folk dance performance. Perform a folk dance from a Kenyan community. Appreciate different cultures through performing folk dances from diverse Kenyan communities and casted masks. |
As a class, learners are guided to identify what makes a good folk dance performance.
As a class, learners are guided to perform a folk dance from a Kenyan community. As a class, learners are guided to give feedback on own and others' make-up and dance techniques |
How do folk dances represent Kenyan culture?
What makes a good folk dance performance?
|
|
Oral questions Oral Report Observation
|
|
| 13 | 1 |
Indigenous Kenya craft
|
Basketry; Coil and stitch technique
|
By the end of the
lesson, the learner
should be able to:
Identify coil and stitch technique. Classify the materials used in coil and stitch technique into natural and man-made. Appreciate coil and stitch technique used in basketry. |
In groups, learners are guided to identify coil and stitch technique.
In groups, learners are guided to classify the materials used in coil and stitch technique into natural and man-made. In groups, learners are guided to use digital devices to watch a video on samples of basketry items. |
What other man-made and natural materials can be used in basketry?
What man-made and natural materials in your locality can be used for coil and stitch technique?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 13 | 2 |
Indigenous Kenya craft
|
Types of coils
|
By the end of the
lesson, the learner
should be able to:
Identify types of coil used in coil and stitch technique. Arrange the items collected in terms of uniformity of coils in a decreasing order. Appreciate the importance of maintaining the uniformity of coils. |
In groups, learners are guided to identify types of coil used in coil and stitch technique.
In groups, 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 types of coils are used in coil and stitch technique?
How to maintain uniformity of coils?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 13 | 3 |
Indigenous Kenya craft
|
Types of coils
|
By the end of the
lesson, the learner
should be able to:
Identify types of coil used in coil and stitch technique. Arrange the items collected in terms of uniformity of coils in a decreasing order. Appreciate the importance of maintaining the uniformity of coils. |
In groups, learners are guided to identify types of coil used in coil and stitch technique.
In groups, 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 types of coils are used in coil and stitch technique?
How to maintain uniformity of coils?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 13 | 4 |
Indigenous Kenya craft
|
Preparation of materials used in coil and stitch technique basketry; Natural materials
|
By the end of the
lesson, the learner
should be able to:
Identify natural materials used in coil and stitch technique. Prepare natural materials used in coil and stitch technique. Appreciate the method of preparing natural materials used in coil and stitch technique. |
In groups, learners are guided to identify natural materials used in coil and stitch technique.
In groups, learners are guided to identify the method of preparation of natural materials used in coil and stitch technique. In groups, learners are guided to prepare natural materials used in coil and stitch technique. |
How to prepare natural materials used in coil and stitch technique?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 13 | 5 |
Indigenous Kenya craft
|
Preparation of materials used in coil and stitch technique basketry; Natural materials
|
By the end of the
lesson, the learner
should be able to:
Identify natural materials used in coil and stitch technique. Prepare natural materials used in coil and stitch technique. Appreciate the method of preparing natural materials used in coil and stitch technique. |
In groups, learners are guided to identify natural materials used in coil and stitch technique.
In groups, learners are guided to identify the method of preparation of natural materials used in coil and stitch technique. In groups, learners are guided to prepare natural materials used in coil and stitch technique. |
How to prepare natural materials used in coil and stitch technique?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
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