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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Painting
|
Paintings created using warm colours.
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of projection and recession. Discuss the effects created by warm and cool colours in the artwork. Draw the painting in learner's book 8 page 27 Have fun and enjoy drawing the paintings. |
Learners are guided to explain the meaning of projection and recession
In groups, learners are guided to discuss the effects created by warm and cool colours in the artwork. Individually, learners are guided to draw the painting in learner's book 8 page 27 |
What arrest has been created by the colours in the artwork?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 27-28
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 2 |
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
|
|
| 2 | 3 |
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
|
|
| 2 | 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
|
|
| 2 | 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
|
|
| 3 | 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
|
|
| 3 | 2 |
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
|
|
| 3 | 3 |
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
|
|
| 3 | 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
|
|
| 3 | 5 |
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
|
|
| 4 | 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
|
|
| 4 | 2 |
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
|
|
| 4 | 3 |
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
|
|
| 4 | 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
|
|
| 4 | 5 |
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
|
|
| 5 | 1 |
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
|
|
| 5 | 2 |
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
|
|
| 5 | 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
|
|
| 5 | 4 |
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
|
|
| 5 | 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
|
|
| 6 | 1 |
Pitch
|
Writing music notes on the bass staff.
|
By the end of the
lesson, the learner
should be able to:
State the relationship between the treble and the bass staff. Relate the staff to the keyboard Write notes on the bass staff in relation to the keyboard. Appreciate music notes on the bass staff. |
Learners are guided to state the relationship between the treble and the bass staff.
Learners are guided to relate the staff to the keyboard Learners are guided to write notes on the bass staff in relation to the keyboard. |
What is the relationship between the treble and the bass staff?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 34-36
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 2 |
Pitch
|
Writing music notes on the bass staff.
|
By the end of the
lesson, the learner
should be able to:
State the relationship between the treble and the bass staff. Relate the staff to the keyboard Write notes on the bass staff in relation to the keyboard. Appreciate music notes on the bass staff. |
Learners are guided to state the relationship between the treble and the bass staff.
Learners are guided to relate the staff to the keyboard Learners are guided to write notes on the bass staff in relation to the keyboard. |
What is the relationship between the treble and the bass staff?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 34-36
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 3 |
Pitch
|
Writing notes with accidentals on the bass staff
|
By the end of the
lesson, the learner
should be able to:
Define the term 'accidentals' used in music Write notes with accidentals on the bass staff. Appreciate the importance of accidentals in music. |
Learners are guided to define the term 'accidentals' used in music
Learners are guided to write notes with accidentals on the bass staff. |
What are accidentals?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 36-37
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 4 |
Pitch
|
Describing melodic intervals in a simple melody
|
By the end of the
lesson, the learner
should be able to:
Define the term interval. Describe intervals, the perfect 4th interval and 5th interval. Appreciate the importance of intervals. |
In pairs, learners are guided to define the term interval.
In pairs, learners are guided to describe intervals, the perfect 4th interval and 5th interval. |
What is the importance of intervals in a melody?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 46-48
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 5 |
Pitch
|
Describing melodic intervals in a simple melody
|
By the end of the
lesson, the learner
should be able to:
Define the term interval. Describe intervals, the perfect 4th interval and 5th interval. Appreciate the importance of intervals. |
In pairs, learners are guided to define the term interval.
In pairs, learners are guided to describe intervals, the perfect 4th interval and 5th interval. |
What is the importance of intervals in a melody?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 46-48
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 1 |
Pitch
|
Describing the perfect octave
|
By the end of the
lesson, the learner
should be able to:
Explain the perfect octave. Describe melodic intervals in melodies. Appreciate the perfect octave. |
In pairs, learners are guided to explain the perfect octave.
In pairs, learners are guided to describe melodic intervals in melodies |
What is a perfect octave?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 49-51
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 2 |
Rhythm
|
Performing rhythmic patterns involving tied and dotted notes and their corresponding rests
|
By the end of the
lesson, the learner
should be able to:
Explain a rhythmic pattern. Clap the dotted minim taa-aa-aa Appreciate a rhythmic pattern. |
In groups or in pairs, learners are guided to explain a rhythmic pattern.
In groups or in pairs, learners are guided to clap the dotted minim taa-aa-aa |
How do note extensions enhance rhythmic variations in music?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 9-11
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 3 |
Rhythm
|
Performing rhythmic patterns involving tied and dotted notes and their corresponding rests
|
By the end of the
lesson, the learner
should be able to:
Explain a rhythmic pattern. Clap the dotted minim taa-aa-aa Appreciate a rhythmic pattern. |
In groups or in pairs, learners are guided to explain a rhythmic pattern.
In groups or in pairs, learners are guided to clap the dotted minim taa-aa-aa |
How do note extensions enhance rhythmic variations in music?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 9-11
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 4 |
Creating and
Performing
|
Montage; Pictorial composition
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of montage. Discuss the characteristics of montage composition. Appreciate the importance of montage composition. |
Learners are guided to define the meaning of montage.
In groups, learners are guided to discuss the characteristics of montage composition. |
What is the meaning of montage composition?
What are the characteristics of montage composition?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 5 |
Creating and
Performing
|
How to create a montage pictorial composition on wild animals
|
By the end of the
lesson, the learner
should be able to:
Outline the procedure to follow when creating a montage composition based on wild animals. Create a montage composition based on wild animals. Have fun and enjoy making an interesting and appealing montage composition. |
Learners are guided to outline the procedure to follow when creating a montage composition based on wild animals.
Learners are guided to create a montage composition based on wild animals. |
How do you create a montage pictorial composition on wild animals?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Painting materials Papers Pencils Sharpeners Erasers Rulers Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 1 |
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
|
|
| 8 | 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
|
|
| 8 | 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
|
|
| 8 | 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
|
|
| 8 | 5 |
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
|
|
| 9 | 1 |
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
|
|
| 9 |
Haft term |
||||||||
| 10 | 1 |
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
|
|
| 10 | 2 |
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
|
|
| 10 | 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
|
|
| 10 | 4 |
Performing
|
Descent recorder; G major on staff notation
|
By the end of the
lesson, the learner
should be able to:
Define the term western in music. Write the scale pf G major on a staff with key signature. Sing the scale of G major ascending and descending using tonic sol-fa Enjoy singing the scale of G major. |
In groups or in pairs, learners are guided to define the term western in music.
In groups or in pairs, learners are guided to write the scale of G major on a staff with key signature. In groups or in pairs, learners are guided to sing the scale of G major ascending and descending using tonic sol-fa |
What is major scale?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 193
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 5 |
Performing
|
Descent recorder; G major on staff notation
|
By the end of the
lesson, the learner
should be able to:
Define the term western in music. Write the scale pf G major on a staff with key signature. Sing the scale of G major ascending and descending using tonic sol-fa Enjoy singing the scale of G major. |
In groups or in pairs, learners are guided to define the term western in music.
In groups or in pairs, learners are guided to write the scale of G major on a staff with key signature. In groups or in pairs, learners are guided to sing the scale of G major ascending and descending using tonic sol-fa |
What is major scale?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 193
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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| 11 | 1 |
Creating and
Performing
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Basic elements of a verse
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By the end of the
lesson, the learner
should be able to:
Define the term poem, outline and persona. Recite a poem and identify the persona. Describe the main events which take place in the poem. Appreciate the importance of a persona in a poem. |
In groups, learners are guided to demonstrate by reading aloud short verses to convey elements of a verse.
In groups, learners are guided to recite a poem and identify the persona. In groups, learners are guided to describe the main events which take place in the poem. |
What are the characteristic of a verse?
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Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Digital devices Computing devices |
Oral questions Oral Report Observation
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| 11 | 2 |
Creating and
Performing
|
Theme in verse
|
By the end of the
lesson, the learner
should be able to:
Identify an issue affecting their local community and brainstorm on the various themes you can say about it. Create a web diagram showing an issue and the various themes that can be developed from it. Have a desire to curb pertinent and contemporary issues in the society. |
In groups or in pairs, learners are guided to identify an issue affecting their local community and brainstorm on the various themes you can say about it.
In groups or in pairs, learners are guided to create a web diagram showing an issue and the various themes that can be developed from it. |
How does verse address pertinent and contemporary issues in the society?
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Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 3 |
Creating and
Performing
|
Theme in verse
|
By the end of the
lesson, the learner
should be able to:
Identify an issue affecting their local community and brainstorm on the various themes you can say about it. Create a web diagram showing an issue and the various themes that can be developed from it. Have a desire to curb pertinent and contemporary issues in the society. |
In groups or in pairs, learners are guided to identify an issue affecting their local community and brainstorm on the various themes you can say about it.
In groups or in pairs, learners are guided to create a web diagram showing an issue and the various themes that can be developed from it. |
How does verse address pertinent and contemporary issues in the society?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 4 |
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
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| 11 | 5 |
Indigenous Kenya craft
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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
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|
| 12 | 1 |
Swimming
|
Inverted breaststroke
|
By the end of the
lesson, the learner
should be able to:
Use digital devices to watch video clips on inverted breaststroke and observe the body position. Practise warm up activities such as, squats, knee to chest pose and toes touch. Appreciate the safety instructions to observe when swimming. |
In groups, learners are guided to use digital devices to watch video clips on inverted breaststroke and observe the body position.
In groups, learners are guided to practise warm up activities such as, squats, knee to chest pose and toes touch. |
Which swimming strokes are performed in an inverted position?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 2 |
Swimming
|
Inverted breaststroke
|
By the end of the
lesson, the learner
should be able to:
Use digital devices to watch video clips on inverted breaststroke and observe the body position. Practise warm up activities such as, squats, knee to chest pose and toes touch. Appreciate the safety instructions to observe when swimming. |
In groups, learners are guided to use digital devices to watch video clips on inverted breaststroke and observe the body position.
In groups, learners are guided to practise warm up activities such as, squats, knee to chest pose and toes touch. |
Which swimming strokes are performed in an inverted position?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 3 |
Swimming
|
Tuck dive from an elevated position.
|
By the end of the
lesson, the learner
should be able to:
State the safety measures to observe during a tuck dive. Practice the tuck dive from the edge of the springboard with and without a hurdle approach. Have fun and enjoy tuck surface dive. |
In groups, learners are guided to state the safety measures to observe during a tuck dive.
In groups, learners are guided to practice the tuck dive from the edge of the springboard with and without a hurdle approach |
What safety measures should be observe during a tuck dive?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 4 |
Swimming
|
Tuck dive from an elevated position.
|
By the end of the
lesson, the learner
should be able to:
State the safety measures to observe during a tuck dive. Practice the tuck dive from the edge of the springboard with and without a hurdle approach. Have fun and enjoy tuck surface dive. |
In groups, learners are guided to state the safety measures to observe during a tuck dive.
In groups, learners are guided to practice the tuck dive from the edge of the springboard with and without a hurdle approach |
What safety measures should be observe during a tuck dive?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 5 |
Swimming
|
Water treading
|
By the end of the
lesson, the learner
should be able to:
State the safety measure to observe when water treading. Practise progression from water treading to inverted breaststroke while observing. Acknowledge own and others' efforts while performing water treading and inverted breaststroke skills in swimming. |
In groups, learners are guided to state the safety measure to observe when water treading.
In groups, learners are guided to practise progression from water treading to inverted breaststroke while observing. In groups, learners are guided to observe others as they apply the skills of water treading and inverted breaststroke and give feedback. |
Why is water treading skill important?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
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