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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 3 |
Foundation of creative art and sports
|
Introduction of creative arts and sports
|
By the end of the
lesson, the learner
should be able to:
-Identify categories of creative arts -Appreciate categories of creative arts -Discuss categories of creative arts |
-In groups or pairs learners to;
- Watch clip showing creative arts -Identify the categories of creative arts -Discuss categories of creative arts and sports -Search for more information on the categories of creative arts and sports |
What are categories of creative arts and sports
|
-Video clips
-Digital devices internet Teacher’s notes |
-Oral questions
-Oral discussions
-Written test
-Observation
|
|
| 1 | 4 |
Foundation of creative art and sports
|
Introduction of creative arts and sports
|
By the end of the
lesson, the learner
should be able to:
-Identify categories of creative arts -Appreciate categories of creative arts -Discuss categories of creative arts |
-In groups or pairs learners to;
- Watch clip showing creative arts -Identify the categories of creative arts -Discuss categories of creative arts and sports -Search for more information on the categories of creative arts and sports |
What are categories of creative arts and sports
|
-Video clips
-Digital devices internet Teacher’s notes |
-Oral questions
-Oral discussions
-Written test
-Observation
|
|
| 1 | 5 |
Foundation of creative arts and sports
|
Introduction of creative arts and sports
|
By the end of the
lesson, the learner
should be able to:
-Outline the relationships among the categories of creative arts -Discuss the relationship among creative arts -Search the internet for more information and acknowledge the relationship among creative arts and sports |
-In groups, pairs learners are guided to;
-Outline relationship among categories -Discuss categories of creative and sports -use digital devices to search information |
How are categories creative arts and sports related?
|
-Digital devices
-Teacher’s notes -Internet |
-Oral Questions
-Oral Discussion
-Written tests
|
|
| 2 | 1 |
Foundation of creative arts & sports
|
Components of creative arts and sports
|
By the end of the
lesson, the learner
should be able to:
-Identify the physical fitness exercises -Search the internet -Perform physical fitness -Enjoy performing the physical fitness |
-In groups and pairs, learners to;
-Watch video clips -Identify physical fitness -Practice the physical fitness |
Which physical fitness can one perform to enhance strength?
|
-Open field
-Digital devices -Video clips |
-Observation
-Checklist
-Practical demonstration
|
|
| 2 | 2 |
Foundation of creative arts & sports
|
Components of creative arts and sports
|
By the end of the
lesson, the learner
should be able to:
-Identify the physical fitness exercises -Search the internet -Perform physical fitness -Enjoy performing the physical fitness |
-In groups and pairs, learners to;
-Watch video clips -Identify physical fitness -Practice the physical fitness |
Which physical fitness can one perform to enhance strength?
|
-Open field
-Digital devices -Video clips |
-Observation
-Checklist
-Practical demonstration
|
|
| 2 | 3 |
Foundation of creative arts & sports
|
Components of creative arts and sports
|
By the end of the
lesson, the learner
should be able to:
-Identify the physical fitness exercises -Search the internet -Perform physical fitness -Enjoy performing the physical fitness |
-In groups and pairs, learners to;
-Watch video clips -Identify physical fitness -Practice the physical fitness |
Which physical fitness can one perform to enhance strength?
|
-Open field
-Digital devices -Video clips |
-Observation
-Checklist
-Practical demonstration
|
|
| 2 | 4 |
Foundation of creative arts & sports
|
Components of creative arts and sports
|
By the end of the
lesson, the learner
should be able to:
-Identify the physical fitness exercises -Search the internet -Perform physical fitness -Enjoy performing the physical fitness |
-In groups and pairs, learners to;
-Watch video clips -Identify physical fitness -Practice the physical fitness |
Which physical fitness can one perform to enhance strength?
|
-Open field
-Digital devices -Video clips |
-Observation
-Checklist
-Practical demonstration
|
|
| 2 | 5 |
Foundation of creative arts and sports
|
Components of creative arts and sports
|
By the end of the
lesson, the learner
should be able to:
-Execute the basic elements pitch and rhythm) -Recognize and execute the basic elements -Enjoy singing songs while exuiting the pitch and rhythm |
-In groups, pairs learners are;
-sing familiar tunes to recognize and execute basic elements -Use digital devices -group music notes in 2/4 times |
How are components of creative arts created and applied?
|
-Familiar songs
-Digital devices |
-Checklist Assessments
|
|
| 3 | 1 |
Foundation of creative arts and sports
|
Introduction to creative arts ad sports
|
By the end of the
lesson, the learner
should be able to:
-Create a chart on the categories of creative and sports -Collect images of creative arts and sports |
-In groups learners are guided to;
-Collaboratively collect images -Share the materials and paste them on manila -Decorate the chart neatly and display the chart in class |
What are categories of creative arts and sports?
|
-Manilla papers
-Pictures -Glue -Teachers notes |
-Checklists
-Observations
-Practical activity
|
|
| 3 | 2 |
Foundation of creative arts and sports
|
Introduction to creative arts ad sports
|
By the end of the
lesson, the learner
should be able to:
-Create a chart on the categories of creative and sports -Collect images of creative arts and sports |
-In groups learners are guided to;
-Collaboratively collect images -Share the materials and paste them on manila -Decorate the chart neatly and display the chart in class |
What are categories of creative arts and sports?
|
-Manilla papers
-Pictures -Glue -Teachers notes |
-Checklists
-Observations
-Practical activity
|
|
| 3 | 3 |
Foundation of creative and sports
|
Introduction to creative arts and sports
|
By the end of the
lesson, the learner
should be able to:
-Identify the roles of creative arts -Discuss the roles -Prepare posters to show the roles of creative arts _Acknowledge the roles played by creative arts and sports |
In groups, pairs, learners are guided:
-Brainstorm the role of creative art and sports -Discuss the roles of creative arts -search internet for more information |
What are the categories of creative arts and sports?
|
Teachers notes digital devices internet posters
|
-Oral questions
-Oral discussions
-Written test assessments gital devices internet postersports? sportss and sportsticipation for personal and social well-being
|
|
| 3 | 4 |
Foundation of creative and sports
|
Introduction to creative arts and sports
|
By the end of the
lesson, the learner
should be able to:
-Identify the roles of creative arts -Discuss the roles -Prepare posters to show the roles of creative arts _Acknowledge the roles played by creative arts and sports |
In groups, pairs, learners are guided:
-Brainstorm the role of creative art and sports -Discuss the roles of creative arts -search internet for more information |
What are the categories of creative arts and sports?
|
Teachers notes digital devices internet posters
|
-Oral questions
-Oral discussions
-Written test assessments gital devices internet postersports? sportss and sportsticipation for personal and social well-being
|
|
| 3 | 5 |
Foundation of creative and sports
|
Introduction to creative arts and sports
|
By the end of the
lesson, the learner
should be able to:
-Search the internet -Discuss the roles of creative arts -Appreciate the roles of creative arts |
In groups and pairs
-Discuss the roles of creative arts -Search the internet -Outline the roles of creative arts |
What are the roles played by creative arts and sports in the society?
|
Teachers notes
|
-Oral questions
-Oral discussions
|
|
| 4 | 1 |
Foundation of creative and sports
|
Components of creative arts and sports
|
By the end of the
lesson, the learner
should be able to:
-Describe pitch (treble staff and ledger lines -Draw the piano keyboard -Group music notes in 2/4 time -Appreciate the components of creative arts and sports |
-Draw the piano keyboard
-Group music notes in 2/4 time -Excute the basic elements of music -watch video |
How are the components of creative arts and sports inter-related
|
-Familiar songs tunes
-Digital devices |
-Written test
-Oral questions
|
|
| 4 | 2 |
Foundation of creative and sports
|
Components of creative arts and sports
|
By the end of the
lesson, the learner
should be able to:
-Describe pitch (treble staff and ledger lines -Draw the piano keyboard -Group music notes in 2/4 time -Appreciate the components of creative arts and sports |
-Draw the piano keyboard
-Group music notes in 2/4 time -Excute the basic elements of music -watch video |
How are the components of creative arts and sports inter-related
|
-Familiar songs tunes
-Digital devices |
-Written test
-Oral questions
|
|
| 4 | 3 |
Creating and performing
|
Drawing and painting
|
By the end of the
lesson, the learner
should be able to:
-Identify the different types of lines in art -Discuss the types of line as elements and principle of arts -Appreciate different types of lines used in art -Examine lines as an element and principle of art -Describe lines as elements and principle of art |
In groups or pairs
-To study visual and actual sample drawing -Examine lines as an element and principle of art -identify lines used in the sample drawing -Describe line as elements and principle of art |
Why is line considered a fundamental element?
-Which types of lines are used as element of art?
|
-Teachers note
-Sample drawings |
Assessment rubrics
-Observation checklist
-Oral questions
|
|
| 4 | 4 |
Creating and performing
|
Drawing and painting
|
By the end of the
lesson, the learner
should be able to:
-Identify the different types of lines in art -Discuss the types of line as elements and principle of arts -Appreciate different types of lines used in art -Examine lines as an element and principle of art -Describe lines as elements and principle of art |
In groups or pairs
-To study visual and actual sample drawing -Examine lines as an element and principle of art -identify lines used in the sample drawing -Describe line as elements and principle of art |
Why is line considered a fundamental element?
-Which types of lines are used as element of art?
|
-Teachers note
-Sample drawings |
Assessment rubrics
-Observation checklist
-Oral questions
|
|
| 4 | 5 |
Creating and performing
|
Drawing and painting
|
By the end of the
lesson, the learner
should be able to:
-Define tone as an element of art -Define tone as an element of art -State the meaning of time as an element of art -Appreciate the role of tone as an element of art |
In groups, pairs of individually learners are guided to;
-State the meaning of tone as an element of art -Study virtual and actual sample drawing -Analyse tone/value as element of art |
What is tone as an element of art?
|
-Sample drawing
-Teaching notes -Internet -Digital devices |
-Assessments rubrics
-checklist
-Oral questions
-Observations
|
|
| 5 | 1 |
Creating and performing
|
Drawing and painting
|
By the end of the
lesson, the learner
should be able to:
-Define balance as a principle of art --Identify different types of balance -appreciate balance in creating visual harmony and stability |
In groups, pairs learners are guided to
-Define balance as a principle -Discuss it significance in composition -Study examples of artworks showcasing different types of balance |
What is balance as a principle of art?
|
-Artwork and drawings
-Samples digital devices internet -Teachers notes |
-Assessment rubrics
-Observation
-Checklist
-Oral questions
|
|
| 5 | 2 |
Creating and performing
|
Drawing and painting
|
By the end of the
lesson, the learner
should be able to:
-Define balance as a principle of art --Identify different types of balance -appreciate balance in creating visual harmony and stability |
In groups, pairs learners are guided to
-Define balance as a principle -Discuss it significance in composition -Study examples of artworks showcasing different types of balance |
What is balance as a principle of art?
|
-Artwork and drawings
-Samples digital devices internet -Teachers notes |
-Assessment rubrics
-Observation
-Checklist
-Oral questions
|
|
| 5 | 3 |
Creating and painting
|
Drawing and painting
|
By the end of the
lesson, the learner
should be able to:
-Analyse artworks that exhibit various forms of balance -Draw set up balls using any media focusing on balance of forms in a space. -Draw a picture to apply balance -Enjoy drawing the pictures |
-Observe the pictures
-Draw set up of balls using any media focusing on balance -Analyse drawings/ artwork showing different forms of balance |
How is balance achieved in drawing
|
Drawing samples
-Digital devices -Teachers notes |
-Assessment rubrics
-Observation
-Oral questions
|
|
| 5 | 4 |
Creating and performing
|
Drawing and painting
|
By the end of the
lesson, the learner
should be able to:
-Identify cool and warm colours on the colours wheel -discuss the characteristic and visual effects of cool and warm colours -Analyse cool and warm colours for colour temperature -Appreciate the use of warm and cool colours in artwork |
In groups, pairs learners are guided to;
-Study the colour wheels presented -Create tone on the drawing using smudging considering blending considering blending and variation of tones -Draw a colour wheel -Analyse artwork that show warm colours and cool colours |
What is painting?
What is the difference between warm and cool colours?
|
-Teachers notes
-Internet -Colour wheels -Digital devices |
-Assessment rubrics
-Oral questions
-Written tests
-Checklist
-Observation
|
|
| 5 | 5 |
Creating and performing
|
Drawing and painting
|
By the end of the
lesson, the learner
should be able to:
-Identify cool and warm colours on the colours wheel -discuss the characteristic and visual effects of cool and warm colours -Analyse cool and warm colours for colour temperature -Appreciate the use of warm and cool colours in artwork |
In groups, pairs learners are guided to;
-Study the colour wheels presented -Create tone on the drawing using smudging considering blending considering blending and variation of tones -Draw a colour wheel -Analyse artwork that show warm colours and cool colours |
What is painting?
What is the difference between warm and cool colours?
|
-Teachers notes
-Internet -Colour wheels -Digital devices |
-Assessment rubrics
-Oral questions
-Written tests
-Checklist
-Observation
|
|
| 6 | 1 |
Creating and performing
|
Drawing & Painting
|
By the end of the
lesson, the learner
should be able to:
-Paint scenery based on colour temperature -Pain an imaginative sea scape using either warm or cool colours -Mat mount pictures -Appreciate own and others pictorial composition |
The learner is guided to:
-Paint an imaginative landscape -Mat mount pictures -Display the artworks and take turn to talk about own and others work |
What emotions do different colours evoke in us when we look at them?
|
-Colour wheels
-Teachers notes -Paint -Drawing books |
-Assessment
-Oral questions
-Written questions
|
|
| 6 | 2 |
Creating and performing
|
Drawing & Painting
|
By the end of the
lesson, the learner
should be able to:
-Paint scenery based on colour temperature -Pain an imaginative sea scape using either warm or cool colours -Mat mount pictures -Appreciate own and others pictorial composition |
The learner is guided to:
-Paint an imaginative landscape -Mat mount pictures -Display the artworks and take turn to talk about own and others work |
What emotions do different colours evoke in us when we look at them?
|
-Colour wheels
-Teachers notes -Paint -Drawing books |
-Assessment
-Oral questions
-Written questions
|
|
| 6 | 3 |
Creating and performing
|
Drawing & Painting
|
By the end of the
lesson, the learner
should be able to:
-Paint scenery based on colour temperature -Pain an imaginative sea scape using either warm or cool colours -Mat mount pictures -Appreciate own and others pictorial composition |
The learner is guided to:
-Paint an imaginative landscape -Mat mount pictures -Display the artworks and take turn to talk about own and others work |
What emotions do different colours evoke in us when we look at them?
|
-Colour wheels
-Teachers notes -Paint -Drawing books |
-Assessment
-Oral questions
-Written questions
|
|
| 6 | 4 |
Creating and performing
|
Rhythm
|
By the end of the
lesson, the learner
should be able to:
-Outline factors to consider in creating rhythmic pattern -Describe the time signature in composing rhythm -Search the internet for clips |
In groups, pairs learners are guided to:
-Search and listen to a song to identify the basic elements of music from the song -Search the internet for clips on the time signatures |
What constitutes rhythm in music?
|
-Video clips
-Digital devices -Teachers notes |
-Practical demonstration
-Check lists
-Oral discussions
|
|
| 6 | 4-5 |
Creating and performing
|
Rhythm
|
By the end of the
lesson, the learner
should be able to:
-Outline factors to consider in creating rhythmic pattern -Describe the time signature in composing rhythm -Search the internet for clips |
In groups, pairs learners are guided to:
-Search and listen to a song to identify the basic elements of music from the song -Search the internet for clips on the time signatures |
What constitutes rhythm in music?
|
-Video clips
-Digital devices -Teachers notes |
-Practical demonstration
-Check lists
-Oral discussions
|
|
| 7 |
midterm |
||||||||
| 8 | 1 |
Creating and performing
|
Rhythm
|
By the end of the
lesson, the learner
should be able to:
-Compose a four bar rhythmic pattern in 2/4 time -Write rhythmic patterns in 2/4 time -Appreciate time signatures in composing of rhythmic patterns |
In groups, pairs learners are guided to;
-write notes equivalent to the crochet beats using different colours to make 2/4 time -use digital devices to compose a four bar rhythmic pattern in 2/4 time |
What is importance of time signature in composing rhythmic patterns?
|
Digital devices
|
-Checklist
-Practical activities
-Assessment rubric
|
|
| 8 | 2 |
Creating and performing
|
Rhythm
|
By the end of the
lesson, the learner
should be able to:
-Describe values and tests in composing French rhythmic pattern 9ta-aa-aa-aa) ta-te -Make rhythmic pattern (French -Enjoy composing rhythmic French patterns |
-Describe the values rests in composing rhythmic patterns
-Compose rhythmic patterns -Use digital devices to compose French rhythmic |
How do we compose French rhythmic pattern?
|
Digital devices
|
-Oral questions
-Assessment rubrics
|
|
| 8 | 3 |
Creating and performing
|
Composing rhythm
|
By the end of the
lesson, the learner
should be able to:
-Define the term monotone -Discuss how to write rhythmic of music on monotone -Enjoy writing rhythms of melodies dictated by the teacher |
-Define the term monotone
-Discuss how to write rhythmic patterns on monotone |
-What is importance of writing rhythm on monotone?
-How do you write a rhythm of music on monotone?
|
-Digital devices
-Charts |
-Oral discussions
-Assessment rubrics
-Oral presentations
|
|
| 8 | 4 |
Creating and performing
|
Composing rhythm
|
By the end of the
lesson, the learner
should be able to:
-Define the term monotone -Discuss how to write rhythmic of music on monotone -Enjoy writing rhythms of melodies dictated by the teacher |
-Define the term monotone
-Discuss how to write rhythmic patterns on monotone |
-What is importance of writing rhythm on monotone?
-How do you write a rhythm of music on monotone?
|
-Digital devices
-Charts |
-Oral discussions
-Assessment rubrics
-Oral presentations
|
|
| 8 | 5 |
Creating and performing
|
Rhythm
|
By the end of the
lesson, the learner
should be able to:
-Describe variation of note as used in composure of rhythmic patterns -Search for clips on variation notes in composing rhythmic patterns -Appreciate variation of notes in composing rhythmic patterns |
In groups, learners are guided to;
-Watch video clips on variation of notes in composing rhythmic patterns -Discuss the variation of notes -Practice composing of rhythmic pattern following variation of notes |
How can one compose a rhythmic pattern using notes?
|
-Tunes (Purple haze)
Video clips -Digital devices -Teachers notes -Performing arts Page 7 |
-Portfolio
-Check lists
Practical activities
|
|
| 9 | 1 |
Creating and performing
|
Rhythm
|
By the end of the
lesson, the learner
should be able to:
-Identify body movements that accompany rhythmic patterns -Discuss body movement in composing of rhythmic patterns -Appreciate variation of notes in composing rhythmic patterns |
In groups, learners are guided to:
-List body movement that accompany body movement - Discuss the body movements in composing of rhythm patterns for warm up -Improvise rhythmic patterns for warm up routine |
How can you ensure body movements accompany a rhythmic pattern?
|
-Teacher’s notes
-Digital devices |
-Check list
-Practical activities
-observation
-Assessment rubric
|
|
| 9 | 2 |
Creating and performing
|
Composing rhythm
|
By the end of the
lesson, the learner
should be able to:
-Identity French rhythmic names -Discuss the French rhythmic names -Prepare charts showing French rhythmic names -Appreciate the French rhythmic names |
In groups, pairs learners are guided to:
-List body movement that accompany rhythmic patterns -Discuss the body movements -Select the body movements to accompany rhythmic patterns for warm up -Prepare charts showing French rhythmic movement |
What are French rhythmic names?
|
Digital devices
-Video clips -Teachers notes -Performing arts Page 7-10 |
-Observation
-Checklist
-Written tests
|
|
| 9 | 3 |
Creating and performing
|
Rhythm
|
By the end of the
lesson, the learner
should be able to:
-Practice performing the French rhythmic names -Record using digital services -Compose a song using French rhythms -Perform the composed song -Enjoy practicing French rhythmic names |
In groups, pairs or individual learners are guided to:
-Listen to audios on French rhythms -Record themselves and peer assess the performance -Use French rhythmic sounds to compose simple songs |
How do you rate the rhythmic names?
How can you compose a song using the French rhythmic patterns
|
-Audios
-Digital devices -Video clips -Performing arts Page 10-12 |
-Check list
-Portfolio8
-Observation
-Practical demonstration
-Peer assessments
|
|
| 9 | 4 |
Creating and performing
|
Rhythm
|
By the end of the
lesson, the learner
should be able to:
-Practice performing the French rhythmic names -Record using digital services -Compose a song using French rhythms -Perform the composed song -Enjoy practicing French rhythmic names |
In groups, pairs or individual learners are guided to:
-Listen to audios on French rhythms -Record themselves and peer assess the performance -Use French rhythmic sounds to compose simple songs |
How do you rate the rhythmic names?
How can you compose a song using the French rhythmic patterns
|
-Audios
-Digital devices -Video clips -Performing arts Page 10-12 |
-Check list
-Portfolio8
-Observation
-Practical demonstration
-Peer assessments
|
|
| 9 | 5 |
Creating and performing
|
Javelin and Sculpture
|
By the end of the
lesson, the learner
should be able to:
-Describe the javelin appearance from the photo -Identify materials for carving in sculpture -Sketch a javelin implement on charts or books -Enjoy drawing the javelin Implement |
In groups learners are guided to:
-Observe actual or visual images of javelin with general shape, length, weight and thickness -Draw a javelin implement on charts or books |
What materials can be used to make a javelin conserving the environment?
|
-Photos
-Pictures and images of javelins -Top scholar PE and sports Page 43 -Digital 43 -Digital devices |
-Observation
-Checklists
-Portfolios
-Oral questions
|
|
| 10 | 1 |
Creating and performing
|
Javelin and sculpture
|
By the end of the
lesson, the learner
should be able to:
-Carve a javelin according to the right specification -Finish the javelin using appropriate technique -Observe safety while handling tools and materials -Appreciate each other’s carved javelin |
In pairs or individual
-use the selected materials and tools to carve a javelin -Finish the javelin focusing on shape pointedness and craftsmanship -Finish using appropriate techniques -Observe safety while handling tool |
-How do you carve a javelin?
-Which safety considerations are important in carving of javelin?
|
-Selected materials and tools
-Sketched images -Top scholar PE and sports Page 43 |
-Portfolio
-Observation
-Checklists
-Practical activities
|
|
| 10 | 2 |
Creating and performing
|
Javelin and sculpture
|
By the end of the
lesson, the learner
should be able to:
-Carve a javelin according to the right specification -Finish the javelin using appropriate technique -Observe safety while handling tools and materials -Appreciate each other’s carved javelin |
In pairs or individual
-use the selected materials and tools to carve a javelin -Finish the javelin focusing on shape pointedness and craftsmanship -Finish using appropriate techniques -Observe safety while handling tool |
-How do you carve a javelin?
-Which safety considerations are important in carving of javelin?
|
-Selected materials and tools
-Sketched images -Top scholar PE and sports Page 43 |
-Portfolio
-Observation
-Checklists
-Practical activities
|
|
| 10 | 3 |
Creating and performing
|
Javelin and sculpture
|
By the end of the
lesson, the learner
should be able to:
-Carve a javelin according to the right specification -Finish the javelin using appropriate technique -Observe safety while handling tools and materials -Appreciate each other’s carved javelin |
In pairs or individual
-use the selected materials and tools to carve a javelin -Finish the javelin focusing on shape pointedness and craftsmanship -Finish using appropriate techniques -Observe safety while handling tool |
-How do you carve a javelin?
-Which safety considerations are important in carving of javelin?
|
-Selected materials and tools
-Sketched images -Top scholar PE and sports Page 43 |
-Portfolio
-Observation
-Checklists
-Practical activities
|
|
| 10 | 4 |
Creating and performing
|
Javelin and sculpture
|
By the end of the
lesson, the learner
should be able to:
-Carve a javelin according to the right specification -Finish the javelin using appropriate technique -Observe safety while handling tools and materials -Appreciate each other’s carved javelin |
In pairs or individual
-use the selected materials and tools to carve a javelin -Finish the javelin focusing on shape pointedness and craftsmanship -Finish using appropriate techniques -Observe safety while handling tool |
-How do you carve a javelin?
-Which safety considerations are important in carving of javelin?
|
-Selected materials and tools
-Sketched images -Top scholar PE and sports Page 43 |
-Portfolio
-Observation
-Checklists
-Practical activities
|
|
| 10 | 5 |
Creating and performing
|
Javelin and Sculpture
|
By the end of the
lesson, the learner
should be able to:
-Phases of throwing a javelin from a clip -Discuss the phases of throwing a javelin -Search the internet for video clips on phases of throwing a javelin |
In pairs or groups, learners are guided to:
-Use digital devices -Discuss the phases of throwing a javelin -Note down the phases of throwing javelin in note books |
What are phases of throwing a javelin
|
-Digital devices
-Video clips -Top scholar PE &Sports Page 4-46 |
-Assessment rubric
-Observation
-Oral questions
-Oral discussions
-Written tests
|
|
| 11 | 1 |
Creating and performing
|
Javelin and sculpture
|
By the end of the
lesson, the learner
should be able to:
-Perform a javelin throw following the throwing phases -Observe the phases of throwing a javelin -Enjoy throwing a javelin |
In pairs of groups learners are guided to:
-Observe phases of throwing a javelin -Perform a javelin throw -Observe safety |
How do you throw a javelin?
|
-Digital devices
-Video clips Top scholar PE & sports Page 44-46 |
-Assessment rubric
-Observation
-Oral questions and discussions
-Written tests
|
|
| 11 | 2 |
Creating and performing
|
Javelin and sculpture
|
By the end of the
lesson, the learner
should be able to:
-Decorate the javelin using appropriate technique -Finish the javelin using appropriate techniques -Appreciate the decoration through sanding, texting or smoking |
-Carve a javelin while observing sketching image
-Apply Africa pattern decorative technique |
How do we decorate a javelin?
|
Teachers notes devices pictures
|
-Observation
-Checklists
-Practical
-Assessment rubric
|
|
| 11 | 3 |
Creating and performing
|
Javelin and sculpture
|
By the end of the
lesson, the learner
should be able to:
-Decorate the javelin using appropriate technique -Finish the javelin using appropriate techniques -Appreciate the decoration through sanding, texting or smoking |
-Carve a javelin while observing sketching image
-Apply Africa pattern decorative technique |
How do we decorate a javelin?
|
Teachers notes devices pictures
|
-Observation
-Checklists
-Practical
-Assessment rubric
|
|
| 11 | 4 |
preforming and Creating
|
Javelin and sculpture
|
By the end of the
lesson, the learner
should be able to:
-Identify the types of grips used in javelin from a clip -Demonstrate different types of grips -Practice the phases in javelin using different grills -Acknowledge the different types of javelin grips -Enjoy practicing the phases of javelin using different grills |
In groups, learners are guided to:
-Use digital devices to watch a clip -Identify the types of javelin grips -Describe the different types of javelin grips -use the different grills to practice the phase of javelin |
Which safety measures should one follow while throwing a javelin
|
-Open filled javelins
-Digital devices -Top scholar PE & sports Page 47-48 |
-Observation
-Checklists
-Assessment rubric
|
|
| 11 | 5 |
preforming and Creating
|
Javelin and sculpture
|
By the end of the
lesson, the learner
should be able to:
-Identify the types of grips used in javelin from a clip -Demonstrate different types of grips -Practice the phases in javelin using different grills -Acknowledge the different types of javelin grips -Enjoy practicing the phases of javelin using different grills |
In groups, learners are guided to:
-Use digital devices to watch a clip -Identify the types of javelin grips -Describe the different types of javelin grips -use the different grills to practice the phase of javelin |
Which safety measures should one follow while throwing a javelin
|
-Open filled javelins
-Digital devices -Top scholar PE & sports Page 47-48 |
-Observation
-Checklists
-Assessment rubric
|
|
| 12 | 1 |
Creating and performing
|
Javelin and Sculpture
|
By the end of the
lesson, the learner
should be able to:
-Execute the javelin throw following the throwing phases for skill acquisition -Use digital devices to record as they practice -Appreciate each other’s throwing efforts by feedback |
In groups, individually learners are guided to:
-Practice javelin throw while deserving the fire phases and basic rules -Use digital devices to record as they practice |
How do you throw the javelin
|
-Top scholar PE and sports
Page 44-46 -Open field Javelins |
-Assessment rubrics
-Observation
-Checklist
|
|
| 12 | 2 |
Creating and performing
|
Javelin and Sculpture
|
By the end of the
lesson, the learner
should be able to:
-Execute the javelin throw following the throwing phases for skill acquisition -Use digital devices to record as they practice -Appreciate each other’s throwing efforts by feedback |
In groups, individually learners are guided to:
-Practice javelin throw while deserving the fire phases and basic rules -Use digital devices to record as they practice |
How do you throw the javelin
|
-Top scholar PE and sports
Page 44-46 -Open field Javelins |
-Assessment rubrics
-Observation
-Checklist
|
|
| 12 | 3 |
Creating and performing
|
Javelin and Sculpture
|
By the end of the
lesson, the learner
should be able to:
-Execute the javelin throw following the throwing phases for skill acquisition -Use digital devices to record as they practice -Appreciate each other’s throwing efforts by feedback |
In groups, individually learners are guided to:
-Practice javelin throw while deserving the fire phases and basic rules -Use digital devices to record as they practice |
How do you throw the javelin
|
-Top scholar PE and sports
Page 44-46 -Open field Javelins |
-Assessment rubrics
-Observation
-Checklist
|
|
| 12 | 4 |
Creative and performance
|
Melody
|
By the end of the
lesson, the learner
should be able to:
-Discuss the qualities of a good melody in reference to the melodies sung -Sing the melody in learner’s book using tonic sol-fas and hand signs -Acknowledge the qualities of a good melody |
In groups the learner is guided:
-Make familiar tunes to outline the qualities of a good melody -Discuss the qualities of a good melody in reference to the melodies sung |
How do you compose a good melody?
|
-Songs
-Digital devices |
-Oral discussion
-Written tests
|
|
| 12 | 5 |
Creative and performance
|
Melody
|
By the end of the
lesson, the learner
should be able to:
-Discuss the qualities of a good melody in reference to the melodies sung -Sing the melody in learner’s book using tonic sol-fas and hand signs -Acknowledge the qualities of a good melody |
In groups the learner is guided:
-Make familiar tunes to outline the qualities of a good melody -Discuss the qualities of a good melody in reference to the melodies sung |
How do you compose a good melody?
|
-Songs
-Digital devices |
-Oral discussion
-Written tests
|
|
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