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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 |
Foundations of Creative arts
|
Introduction of Creative Arts and Sports.
|
By the end of the
lesson, the learner
should be able to:
Brainstorm the meaning of cohesion, citizenship, patriotism and poverty. Outline the social roles of Creative arts and sports in society. Appreciate the roles of creative arts and sports. |
Learners are guided to brainstorm the meaning of cohesion, citizenship, patriotism and poverty.
In pairs, learners are guided to outline the social roles of Creative arts and sports in society. |
What are the roles of Creative arts and sports?
|
Creative Arts and Sports
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 1 | 3 |
Foundations of Creative arts
|
Introduction of Creative Arts and Sports.
|
By the end of the
lesson, the learner
should be able to:
Brainstorm the meaning of cohesion, citizenship, patriotism and poverty. Outline the social roles of Creative arts and sports in society. Appreciate the roles of creative arts and sports. |
Learners are guided to brainstorm the meaning of cohesion, citizenship, patriotism and poverty.
In pairs, learners are guided to outline the social roles of Creative arts and sports in society. |
What are the roles of Creative arts and sports?
|
Creative Arts and Sports
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 1 | 4 |
Foundations of Creative arts
|
Introduction of Creative Arts and Sports
|
By the end of the
lesson, the learner
should be able to:
Describe the roles of Creative Arts and Sports in society. Make a storyboard highlighting the roles of creative arts and sports in society. Appreciate the roles played by Creative Arts and Sports in society. |
In pairs or in groups, learners are guided describe the roles of Creative Arts and Sports in society.
In pairs or in groups, learners are guided make a storyboard highlighting the roles of creative arts and sports in society. |
What is the importance of Creative Arts and Sports in society?
|
Creative Arts and Sports
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 1 | 5 |
Foundations of Creative arts
|
Introduction of Creative Arts and Sports
|
By the end of the
lesson, the learner
should be able to:
Describe the roles of Creative Arts and Sports in society. Make a storyboard highlighting the roles of creative arts and sports in society. Appreciate the roles played by Creative Arts and Sports in society. |
In pairs or in groups, learners are guided describe the roles of Creative Arts and Sports in society.
In pairs or in groups, learners are guided make a storyboard highlighting the roles of creative arts and sports in society. |
What is the importance of Creative Arts and Sports in society?
|
Creative Arts and Sports
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 1 |
Short play
|
Elements of a short play
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of a short play. Discuss the elements of a short play. Read the short play in learner's book 8 page 144. Appreciate the elements of a short play. |
Learners are guided to explain the meaning of a short play.
In groups, learners are guided to discuss the elements of a short play. In groups, learners are guided to read the short play in learner's book 8 page 144 |
What makes a short play interesting?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 144-146
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 2 |
Short play
|
Elements of a short play
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of a short play. Discuss the elements of a short play. Read the short play in learner's book 8 page 144. Appreciate the elements of a short play. |
Learners are guided to explain the meaning of a short play.
In groups, learners are guided to discuss the elements of a short play. In groups, learners are guided to read the short play in learner's book 8 page 144 |
What makes a short play interesting?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 144-146
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 3 |
Short play
|
Developing a scenario with a clear storyline for a short play.
|
By the end of the
lesson, the learner
should be able to:
Define the term, "scenario" Discuss the sources of different scenarios. Appreciate the sources of scenarios. |
Learners are guided to define the term, "scenario"
In groups, learners are guided to discuss the sources of different scenarios. |
What are the sources of scenarios?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 146-147
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 4 |
Short play
|
Researching important social issues to address in a short play.
|
By the end of the
lesson, the learner
should be able to:
Research important issues or problems that exist in different Kenyan communities. Discuss the important issues or problems that exist in different Kenyan communities. Discuss the aspects of Consumer education. Appreciate the ways to save this issues. |
In groups, learners are guided to research important issues or problems that exist in different Kenyan communities
In groups, learners are guided to discuss the important issues or problems that exist in different Kenyan communities. In groups, learners are guided to discuss the aspects of Consumer education |
Which scenarios can be developed into a short play on types of consumers in the society?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 147-148
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 5 |
Short play
|
Researching important social issues to address in a short play.
|
By the end of the
lesson, the learner
should be able to:
Research important issues or problems that exist in different Kenyan communities. Discuss the important issues or problems that exist in different Kenyan communities. Discuss the aspects of Consumer education. Appreciate the ways to save this issues. |
In groups, learners are guided to research important issues or problems that exist in different Kenyan communities
In groups, learners are guided to discuss the important issues or problems that exist in different Kenyan communities. In groups, learners are guided to discuss the aspects of Consumer education |
Which scenarios can be developed into a short play on types of consumers in the society?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 147-148
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 1 |
Short play
|
Developing a scenario for a short play.
|
By the end of the
lesson, the learner
should be able to:
Illustrate each of the issues that they have researched on using specific stories as examples. Develop a scenario for a short play. Have a desire to write a short play script. |
In groups, learners are guided to illustrate each of the issues that they have researched on using specific stories as examples
In groups, learners are guided to develop a scenario for a short play |
How can you develop a clear storyline for a short play?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 148-149
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 2 |
Short play
|
Developing a scenario for a short play.
|
By the end of the
lesson, the learner
should be able to:
Illustrate each of the issues that they have researched on using specific stories as examples. Develop a scenario for a short play. Have a desire to write a short play script. |
In groups, learners are guided to illustrate each of the issues that they have researched on using specific stories as examples
In groups, learners are guided to develop a scenario for a short play |
How can you develop a clear storyline for a short play?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 148-149
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 3 |
Short play
|
Writing a short play script.
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of conflict. Discuss how characters in a scenario contribute to the development of conflict. Examine how conflict develops a plot. Appreciate the use of conflict to develop a plot. |
In groups, learners are guided to explain the meaning of conflict
In groups, learners are guided to discuss how characters in a scenario contribute to the development of conflict In groups, learners are guided to examine how conflict develops a plot |
Why is conflict considered to very important in a short play?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 149-151
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 4 |
Short play
|
Writing a short play script.
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of conflict. Discuss how characters in a scenario contribute to the development of conflict. Examine how conflict develops a plot. Appreciate the use of conflict to develop a plot. |
In groups, learners are guided to explain the meaning of conflict
In groups, learners are guided to discuss how characters in a scenario contribute to the development of conflict In groups, learners are guided to examine how conflict develops a plot |
Why is conflict considered to very important in a short play?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 149-151
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 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
|
|
| 4 | 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
|
|
| 4 | 2 |
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
|
|
| 4 | 3 |
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
|
|
| 4 | 4 |
Short play
|
Developing characters in a short play
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of character development. Draw a table and describe characters in their short play. Appreciate the characters in a short play. |
Learners are guided to explain the meaning of character development
Learners are guided to draw a table and describe characters in their short play |
What is character development in a story?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 153-154
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 5 |
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 | 1 |
Short play
|
Outline the short play story and develop action.
|
By the end of the
lesson, the learner
should be able to:
Give their short play an interesting title and expand the scenarios to outline a proper plot structure that includes the beginning, the middles and the ending. Break down the scenes with details of action, character and setting. Appreciate the short play story. |
Learners are guided to give their short play an interesting title and expand the scenarios to outline a proper plot structure that includes the beginning, the middles and the ending
Learners are guided to break down the scenes with details of action, character and setting |
How do you develop action?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 155-156
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 2 |
Short play
|
Developing dialogue and action for characters in a short play.
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of dialogue. Develop a dialogue and actions for characters in a short play. Appreciate the importance of dialogue. |
In groups, learners are guided to explain the meaning of dialogue
In groups, learners are guided to develop a dialogue and actions for characters in a short play |
What is a dialogue?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 156-157
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 3 |
Short play
|
Developing dialogue and action for characters in a short play.
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of dialogue. Develop a dialogue and actions for characters in a short play. Appreciate the importance of dialogue. |
In groups, learners are guided to explain the meaning of dialogue
In groups, learners are guided to develop a dialogue and actions for characters in a short play |
What is a dialogue?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 156-157
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 4 |
Short play
|
Writing a short play script
|
By the end of the
lesson, the learner
should be able to:
Study a published short play script such as 'Kupotoka' Write a 2-5-minute short play script in the correct format. Appreciate a short play script. |
Learners are guided to study a published short play script such as 'Kupotoka'
Learners are guided to write a 2-5-minute short play script in the correct format |
Who are the characters in your story?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 157
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 5 |
Short play
|
Writing a short play script
|
By the end of the
lesson, the learner
should be able to:
Study a published short play script such as 'Kupotoka' Write a 2-5-minute short play script in the correct format. Appreciate a short play script. |
Learners are guided to study a published short play script such as 'Kupotoka'
Learners are guided to write a 2-5-minute short play script in the correct format |
Who are the characters in your story?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 157
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 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
|
|
| 6 | 2 |
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
|
|
| 6 | 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
|
|
| 6 | 4 |
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
|
|
| 6 | 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
|
|
| 7 | 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
|
|
| 7 | 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
|
|
| 7 | 3 |
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
|
|
| 7 | 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
|
|
| 7 | 4-5 |
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 |
MIDTERM |
||||||||
| 9 | 1 |
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
|
|
| 9 | 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
|
|
| 9 | 3 |
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
|
|
| 9 | 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
|
|
| 9 | 5 |
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
|
|
| 10 | 1 |
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
|
|
| 10 | 2 |
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
|
|
| 10 | 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
|
|
| 10 | 4 |
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
|
|
| 10 | 5 |
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
|
|
| 11 | 1 |
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
|
|
| 11 | 2 |
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
|
|
| 11 | 3 |
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
|
|
| 11 | 4 |
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
|
|
| 11 | 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
|
|
| 12 | 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
|
|
| 12 | 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
|
|
| 12 | 3 |
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
|
|
| 12 | 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
|
|
| 12 | 5 |
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
|
|
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