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
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Oral questions Oral Report Observation

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
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Computing devices

Oral questions Oral Report Observation

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
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Painting

Imaginative Seascape Composition

By the end of the lesson, the learner should be able to:

Explain the meaning of colour temperature.
Discuss the effects created when warm colours are used for painting.
Draw a colour wheel and identify warm colours.
Appreciate warm colours in our lives.

Learners are guided to explain the meaning of colour temperature
In groups, learners are guided to discuss the effects created when warm colours are used for painting
Individually, learners are guided to draw a colour wheel and identify warm colours

Why are the colours considered warm?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 25-26
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Oral questions Oral Report Observation

Painting

Imaginative Seascape Composition

By the end of the lesson, the learner should be able to:

Explain the meaning of colour temperature.
Discuss the effects created when warm colours are used for painting.
Draw a colour wheel and identify warm colours.
Appreciate warm colours in our lives.

Learners are guided to explain the meaning of colour temperature
In groups, learners are guided to discuss the effects created when warm colours are used for painting
Individually, learners are guided to draw a colour wheel and identify warm colours

Why are the colours considered warm?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 25-26
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Oral questions Oral Report Observation

Painting

Cool colours

By the end of the lesson, the learner should be able to:

Explain the meaning of cool colours.
Draw a colour wheel that shows cool colours.
Discuss the effects created when cool colours are used in a painting.
Appreciate cool colours in our lives.

Learners are guided to explain the meaning of cool colours
Individually, learners are guided to draw a colour wheel that shows cool colours.
In groups, learners are guided to discuss the effects created when cool colours are used in a painting

Why are the colours considered cool? Which objects within your local environment have cool colours?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 26-27
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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
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Oral questions Oral Report Observation

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
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Painting

Painting an Imaginative Composition.

By the end of the lesson, the learner should be able to:

Outline the steps to painting an Imaginative Composition using warm colours.
Paint an Imaginative Composition of a Seascape using Warm Colours.
Appreciate warm colours in a painting.

In pairs or individually, learners are guided to outline the steps to painting an Imaginative Composition using warm colours
In pairs or individually, learners are guided to paint an Imaginative Composition of a Seascape using Warm Colours

Which steps have you taken to paint an imaginative composition?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 28-30
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Painting

Painting an Imaginative Composition

By the end of the lesson, the learner should be able to:

Outline the steps to painting an Imaginative Composition using cool colours.
Paint an Imaginative Composition of a Seascape using cool Colours.
Appreciate cool colours in a painting.

In pairs or individually, learners are guided to outline the steps to painting an Imaginative Composition using cool colours
In pairs or individually, learners are guided to paint an Imaginative Composition of a Seascape using cool Colours.

Which cool colours have you used to paint an imaginative composition?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 30-31
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Oral questions Oral Report Observation

Painting

Painting an Imaginative Composition

By the end of the lesson, the learner should be able to:

Outline the steps to painting an Imaginative Composition using cool colours.
Paint an Imaginative Composition of a Seascape using cool Colours.
Appreciate cool colours in a painting.

In pairs or individually, learners are guided to outline the steps to painting an Imaginative Composition using cool colours
In pairs or individually, learners are guided to paint an Imaginative Composition of a Seascape using cool Colours.

Which cool colours have you used to paint an imaginative composition?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 30-31
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Painting

Imaginative Seascape Paintings

By the end of the lesson, the learner should be able to:

Display their Imaginative Seascape paintings in an area visible to all.
Talk about their own and others' Seascape paintings.
Appreciate each other's feedback.

Learners are guided to display their Imaginative Seascape paintings in an area visible to all
In groups, learners are guided to talk about their own and others' Seascape paintings.

How did you create the advancing and receding effect in your paintings? Which warm and cool colours are identifiable in your paintings?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 31
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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
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Oral questions Oral Report Observation

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
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Oral questions Oral Report Observation

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
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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
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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
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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
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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
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Oral questions Oral Report Observation

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
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Oral questions Oral Report Observation

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
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Picture making

Draw cuboid in two-point perspective from different views: Worms Eye View

By the end of the lesson, the learner should be able to:

Outline the procedure to draw cuboid from different views.
Draw cuboid in two-point perspective from different views.
Have fun and enjoy drawing.

Individually, learners are guided to outline the procedure to draw cuboid from different views
Individually, learners are guided to draw cuboid in two-point perspective from different views

Where are the vanishing points, horizon and projection lines?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 16-17
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Picture making

Draw cuboid in two-point perspective from different views: Worms Eye View

By the end of the lesson, the learner should be able to:

Outline the procedure to draw cuboid from different views.
Draw cuboid in two-point perspective from different views.
Have fun and enjoy drawing.

Individually, learners are guided to outline the procedure to draw cuboid from different views
Individually, learners are guided to draw cuboid in two-point perspective from different views

Where are the vanishing points, horizon and projection lines?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 16-17
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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
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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
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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
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Picture making

Drawing buildings in two-point perspective and shading using cross hatching technique

By the end of the lesson, the learner should be able to:

Outline the procedure to draw two buildings in two-point perspective.
Draw buildings in two-point perspective and shading using cross hatching technique.
Have fun and enjoy drawing.

In groups, learners are guided to outline the procedure to draw two buildings in two-point perspective
In groups, learners are guided to draw buildings in two-point perspective and shading using cross hatching technique

Why did you use cross-hatching technique on your drawing?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 22-24
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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
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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
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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
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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
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Oral questions Oral Report Observation

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
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Oral questions Oral Report Observation

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
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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
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Oral questions Oral Report Observation

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
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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
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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
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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
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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
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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
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Oral questions Oral Report Observation

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
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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
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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
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Oral questions Oral Report Observation

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
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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
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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
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Oral questions Oral Report Observation

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
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Oral questions Oral Report Observation

Pitch

Reading music notes on the bass staff

By the end of the lesson, the learner should be able to:

Define the term, 'staff'
Singing melodies in treble and bass register.
Have fun and enjoy singing melodies.

Individually or in pairs, learners are guided to define the term, 'staff'
Individually or in pairs, learners are guided to singing melodies in treble and bass register

What is a bass staff?

Moran; Performing Arts Learner's Book Grade 8 pg. 31-32
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Pitch

Drawing the bass staff

By the end of the lesson, the learner should be able to:

Identify the components of bass staff.
Draw the bass staff.
Read music notes on the bass staff.
Appreciate the bass staff.

Learners are guided to identify the components of bass staff
Learners are guided to draw the bass staff.
Learners are guided to read music notes on the bass staff

Which melody can you sing comfortably?

Moran; Performing Arts Learner's Book Grade 8 pg. 32-34
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Oral questions Oral Report Observation

Pitch

Drawing the bass staff

By the end of the lesson, the learner should be able to:

Identify the components of bass staff.
Draw the bass staff.
Read music notes on the bass staff.
Appreciate the bass staff.

Learners are guided to identify the components of bass staff
Learners are guided to draw the bass staff.
Learners are guided to read music notes on the bass staff

Which melody can you sing comfortably?

Moran; Performing Arts Learner's Book Grade 8 pg. 32-34
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Oral questions Oral Report Observation

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
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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
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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
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Pitch

Constructing the diatonic major scales

By the end of the lesson, the learner should be able to:

Explain the meaning of diatonic major scales.
Construct major scales with flats on treble and bass staff.
Construct the scale of F major.
Appreciate diatonic major scales.

In groups, learners are guided to explain the meaning of diatonic major scales
In groups, learners are guided to construct major scales with flats on treble and bass staff
In groups, learners are guided to construct the scale of F major

What is a diatonic major scale?

Moran; Performing Arts Learner's Book Grade 8 pg. 38-40
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Pitch

Construct the scale of E flat major.

By the end of the lesson, the learner should be able to:

Write the scale of E flat major with the correct order of tones and semitones.
Construct the scale of B, E and A flat major.
Enjoy constructing diatonic major scales.

In groups, learners are guided to write the scale of E flat major with the correct order of tones and semitones
In groups, learners are guided to construct the scale of B, E and A flat major.

How do you construct a diatonic major scale?

Moran; Performing Arts Learner's Book Grade 8 pg. 40-42
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Pitch

Construct the scale of E flat major.

By the end of the lesson, the learner should be able to:

Write the scale of E flat major with the correct order of tones and semitones.
Construct the scale of B, E and A flat major.
Enjoy constructing diatonic major scales.

In groups, learners are guided to write the scale of E flat major with the correct order of tones and semitones
In groups, learners are guided to construct the scale of B, E and A flat major.

How do you construct a diatonic major scale?

Moran; Performing Arts Learner's Book Grade 8 pg. 40-42
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Oral questions Oral Report Observation

Pitch

Writing major scales with key signatures

By the end of the lesson, the learner should be able to:

Explain the term, 'key signature' used in music.
Write major scales with key signatures.
Visually recognise the key signatures of C, F, B flat, E flat and A flat on sheet music.
Appreciate the use of key signatures.

In groups, learners are guided to explain the term, 'key signature' used in music.
In groups, learners are guided to write major scales with key signatures
In groups, learners are guided to visually recognise the key signatures of C, F, B flat, E flat and A flat on sheet music

What is key signature?

Moran; Performing Arts Learner's Book Grade 8 pg. 42-45
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Pitch

Performing melodies in diatonic major scale in simple time

By the end of the lesson, the learner should be able to:

State ways of Interpreting melodies on the staff.
Interpret and perform simple melodies based on major scales.
Sing familiar melodies and describe the intervals in the melodies.
Appreciate different kind of melodies.

In groups, learners are guided to state ways of Interpreting melodies on the staff.
In groups, learners are guided to interpret and perform simple melodies based on major scales
In groups, learners are guided to sing familiar melodies and describe the intervals in the melodies.

How do you describe an interval?

Moran; Performing Arts Learner's Book Grade 8 pg. 45-46
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Oral questions Oral Report Observation

Pitch

Performing melodies in diatonic major scale in simple time

By the end of the lesson, the learner should be able to:

State ways of Interpreting melodies on the staff.
Interpret and perform simple melodies based on major scales.
Sing familiar melodies and describe the intervals in the melodies.
Appreciate different kind of melodies.

In groups, learners are guided to state ways of Interpreting melodies on the staff.
In groups, learners are guided to interpret and perform simple melodies based on major scales
In groups, learners are guided to sing familiar melodies and describe the intervals in the melodies.

How do you describe an interval?

Moran; Performing Arts Learner's Book Grade 8 pg. 45-46
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Oral questions Oral Report Observation

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
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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
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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
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Pitch

Aurally recognise melodic intervals

By the end of the lesson, the learner should be able to:

Write intervals on the staff.
Aurally recognise melodic intervals.
Appreciate the importance of melodic intervals.

In groups or in pairs, learners are guided to write intervals on the staff
In groups or in pairs, learners are guided to aurally recognise melodic intervals

How do you recognise melodic intervals?

Moran; Performing Arts Learner's Book Grade 8 pg. 51-53
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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
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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
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Rhythm

Listening to music involving the dotted minim

By the end of the lesson, the learner should be able to:

Listen to the melody in learner's book 8 page 11 and sing the melody.
Extend the minim by use of a tie.
Have fun and enjoy the dotted minim rest.

In groups or in pairs, learners are guided to listen to the melody in learner's book 8 page 11 and sing the melody
In groups or in pairs, learners are guided to extend the minim by use of a tie.

Why are rests extended in music?

Moran; Performing Arts Learner's Book Grade 8 pg. 11-14
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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

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

Creating and Performing

Interpretation of subject matter

By the end of the lesson, the learner should be able to:

Identify the materials used to make montage composition.
Interpret subject matter of montage composition.
Appreciate interpretation of subject matter in montage composition.

Learners are guided to identify the materials used to make montage composition.
In groups, learners are guided to interpret subject matter of montage composition.
In groups, learners are guided to use digital devices to visit a number of websites showing montage pictures and learn more about this technique of picture making.

How to interpret subject matter of a montage composition?

Curriculum Design; Creative Arts and Sports, Grade 8
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Photographs
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Computing devices

Oral questions Oral Report Observation

Creating and Performing

Mounting surfaces

By the end of the lesson, the learner should be able to:

Identify mounting surfaces.
Collet and prepare mounting surfaces for making montage compositions.
Appreciate the use of mounting surfaces.

Learners are guided to identify mounting surfaces.
In groups, learners are guided to collect and prepare mounting surfaces for making montage compositions.

What are mounting surfaces? How to prepare mounting surfaces for making montage compositions?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Mounting surfaces

By the end of the lesson, the learner should be able to:

Identify mounting surfaces.
Collet and prepare mounting surfaces for making montage compositions.
Appreciate the use of mounting surfaces.

Learners are guided to identify mounting surfaces.
In groups, learners are guided to collect and prepare mounting surfaces for making montage compositions.

What are mounting surfaces? How to prepare mounting surfaces for making montage compositions?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Mounting surfaces

By the end of the lesson, the learner should be able to:

List the wild animals in Kenya.
Narrate what they have seen from a film or television programme concerning wild animals in Kenya.
State the importance of taking care of wild animals.
Appreciate the importance of wild animals.

In groups, learners to list the wild animals in Kenya.
In groups, learners to state the importance of taking care of wild animals.
In groups, learners to narrate what they have seen from a film or television programme concerning wild animals in Kenya

Which wild animals are referred as the big five?

Curriculum Design; Creative Arts and Sports, Grade 8
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Oral questions Oral Report Observation

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

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

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
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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
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Oral questions Oral Report Observation

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
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Oral questions Oral Report Observation

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
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Oral questions Oral Report Observation

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
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Oral questions Oral Report Observation

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
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Oral questions Oral Report Observation

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
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Realia
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Oral questions Oral Report Observation

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
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Oral questions Oral Report Observation

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
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Oral questions Oral Report Observation

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
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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
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Realia
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Oral questions Oral Report Observation

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
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Realia
Computing devices

Oral questions Oral Report Observation

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
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Oral questions Oral Report Observation

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
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Oral questions Oral Report Observation

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

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

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

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

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

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

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

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

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

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

Creating and Performing

Multi Media Art

By the end of the lesson, the learner should be able to:

Define the term dye and wax.
Recognize the materials used in wax and dye.
Appreciate the materials used in wax and dye.

In groups or in pair, learners are guided to define the term dye and wax.
In groups or in pair, learners are guided to recognize the materials used in wax and dye.

What is dye? What is wax?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Multi Media Art

By the end of the lesson, the learner should be able to:

Identify the technique in tie, dye and batik.
Analyse tie and dye and batik in fabric decoration.
Appreciate the use of tie, dye and batik in fabric decorations.

In group or in pairs, learners are guided to identify the technique in tie, dye and batik.
In group or in pairs, learners are guided to analyse tie and dye and batik in fabric decoration.

How do you analyse tie and dye?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Multi Media Art

By the end of the lesson, the learner should be able to:

Identify the technique in tie, dye and batik.
Analyse tie and dye and batik in fabric decoration.
Appreciate the use of tie, dye and batik in fabric decorations.

In group or in pairs, learners are guided to identify the technique in tie, dye and batik.
In group or in pairs, learners are guided to analyse tie and dye and batik in fabric decoration.

How do you analyse tie and dye?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Multi Media Art

By the end of the lesson, the learner should be able to:

List the fabrics used in washing and ironing.
Source and prepare a recyclable cotton fabric by washing and ironing.
Appreciate types of fabrics.

In group or in pairs, learners are guided to list the fabrics used in washing and ironing.
In group or in pairs, learners are guided to source and prepare a recyclable cotton fabric by washing and ironing.

Which type of fabric are ironed?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Multi Media Art

By the end of the lesson, the learner should be able to:

Identify source of artificial dye with emphasis on pigment and fixatives.
Collaboratively prepare natural dye from the environment.
Appreciate the sources of artificial dyes.

In group or in pairs, learners are guided to identify source of artificial dye with emphasis on pigment and fixatives.
In group or in pairs, learners are guided to collaboratively prepare natural dye from the environment.

What are the sources of artificial dyes?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Multi Media Art

By the end of the lesson, the learner should be able to:

Identify source of artificial dye with emphasis on pigment and fixatives.
Collaboratively prepare natural dye from the environment.
Appreciate the sources of artificial dyes.

In group or in pairs, learners are guided to identify source of artificial dye with emphasis on pigment and fixatives.
In group or in pairs, learners are guided to collaboratively prepare natural dye from the environment.

What are the sources of artificial dyes?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Multi Media Art

By the end of the lesson, the learner should be able to:

Explain the meaning of batik in fabric.
Tie and dye to decorate a fabric for in two colours (diamond and pleating)
Appreciate the uses of batik in fabrics.

In group or in pairs, learners are guided to explain the meaning of batik in fabric.
In group or in pairs, learners are guided to tie and dye to decorate a fabric for in two colours (diamond and pleating)

What is batik in fabric?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Multi Media Art

By the end of the lesson, the learner should be able to:

Recycle candle wax and beeswax.
Prepare wax for batik from recyclable candle wax and beeswax.
Have fun and enjoy preparing wax for batik.

In group or in pairs, learners are guided to recycle candle wax and beeswax.
In group or in pairs, learners are guided to prepare wax for batik from recyclable candle wax and beeswax.

How do you preparing wax for batik?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Multi Media Art

By the end of the lesson, the learner should be able to:

Recycle candle wax and beeswax.
Prepare wax for batik from recyclable candle wax and beeswax.
Have fun and enjoy preparing wax for batik.

In group or in pairs, learners are guided to recycle candle wax and beeswax.
In group or in pairs, learners are guided to prepare wax for batik from recyclable candle wax and beeswax.

How do you preparing wax for batik?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Multi Media Art

By the end of the lesson, the learner should be able to:

Prepare the materials to use in batik the fabric.
Batik the fabric using cracked and textured techniques to make a mat.
Have fun and enjoy batiking fabrics.

In group or in pairs, learners are guided to prepare the materials to use in batik the fabric.
In group or in pairs, learners are guided to batik the fabric using cracked and textured techniques to make a mat

Which materials do use in batik the fabric?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Multi Media Art

By the end of the lesson, the learner should be able to:

List the materials used to dye or batik a curtain.
Collaboratively decorate a fabric with either tie and dye/ batik to make a curtain.
Have fun and enjoy decorating fabrics with either tie and dye/batik to make a curtain.

In group or in pairs, learners are guided to list the materials used to dye or batik a curtain
In group or in pairs, learners are guided to collaboratively decorate a fabric with either tie and dye/ batik to make a curtain

Which materials do you to dye or batik a curtain?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Multi Media Art

By the end of the lesson, the learner should be able to:

List the materials used to dye or batik a curtain.
Collaboratively decorate a fabric with either tie and dye/ batik to make a curtain.
Have fun and enjoy decorating fabrics with either tie and dye/batik to make a curtain.

In group or in pairs, learners are guided to list the materials used to dye or batik a curtain
In group or in pairs, learners are guided to collaboratively decorate a fabric with either tie and dye/ batik to make a curtain

Which materials do you to dye or batik a curtain?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Multi Media Art

By the end of the lesson, the learner should be able to:

State the techniques to use to finish a fabric.
Finish the fabric appropriately by dewaxing, ironing and trimming.
Appreciate resist methods of decorating fabric.

In pairs, learners are guided to state the techniques to use to finish a fabric.
In pairs, learners are guided to finish the fabric appropriately by dewaxing, ironing and trimming.

Which technique did you use to finish a fabric?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Multi Media Art

By the end of the lesson, the learner should be able to:

Discuss what is animation
Share experiences on animation shows you have seen.
Appreciate animation as a way of creating art.

In groups, learners are guided to discuss what is animation.
In groups, learners are guided to share experiences on animation shows you have seen.

How do you think images are made to appear to be moving and talking?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Multi Media Art

By the end of the lesson, the learner should be able to:

Discuss what is animation
Share experiences on animation shows you have seen.
Appreciate animation as a way of creating art.

In groups, learners are guided to discuss what is animation.
In groups, learners are guided to share experiences on animation shows you have seen.

How do you think images are made to appear to be moving and talking?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

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

Performing

Reading and interpreting the fingering chart for the notes on G major

By the end of the lesson, the learner should be able to:

Watch a video or a live performance of a person playing the scale of G major on the recorder.
Read the interpret the fingering chart for the notes on G major.
Practice playing individual letters of the scale of G major using the correct fingering.
Enjoy singing the scale of G using the correct fingering.

In groups or in pairs, learners are guided to watch a video or a live performance of a person playing the scale of G major on the recorder.
In groups or in pairs, learners are guided to read the interpret the fingering chart for the notes on G major.
In groups or in pairs, learners are guided to practice playing individual letters of the scale of G major using the correct fingering.

How is the G major scale played?

Moran; Performing Arts Learner's Book Grade 8 pg. 194-196
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Performing

Reading and interpreting the fingering chart for the notes on G major

By the end of the lesson, the learner should be able to:

Watch a video or a live performance of a person playing the scale of G major on the recorder.
Read the interpret the fingering chart for the notes on G major.
Practice playing individual letters of the scale of G major using the correct fingering.
Enjoy singing the scale of G using the correct fingering.

In groups or in pairs, learners are guided to watch a video or a live performance of a person playing the scale of G major on the recorder.
In groups or in pairs, learners are guided to read the interpret the fingering chart for the notes on G major.
In groups or in pairs, learners are guided to practice playing individual letters of the scale of G major using the correct fingering.

How is the G major scale played?

Moran; Performing Arts Learner's Book Grade 8 pg. 194-196
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Performing

Appropriate techniques for playing the descant recorder

By the end of the lesson, the learner should be able to:

Watch descant recorder performances.
Identifying techniques used in descant recorder performances.
Apply and demonstrate the fingering and pinching techniques as they play simple tunes.
Appreciate the techniques used in descant recorder performances.

In groups or in pairs, learners are guided to watch descant recorder performances.
In groups or in pairs, learners are guided to identifying techniques used in descant recorder performances.
In groups or in pairs, learners are guided to apply and demonstrate the fingering and pinching techniques as they play simple tunes.

Which part of the fingers is used in order to cover the holes correctly? What is the role of the thumb finger on each hand?

Moran; Performing Arts Learner's Book Grade 8 pg. 197-198
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Performing

Identifying techniques used in descant recorder performances

By the end of the lesson, the learner should be able to:

Define the term embouchure and tonguing.
Practise playing the scale by separating individual notes using the tonguing technique.
Play a simple melody using tonguing and slurring.
Enjoy singing a simple melody using tonging and slurring.

In groups or in pairs, learners are guided to define the term embouchure and tonguing.
In groups or in pairs, learners are guided to practice playing the scale by separating individual notes using the tonguing technique.
In groups or in pairs, learners are guided to play a simple melody using tonguing and slurring.

How will you achieve balanced and blended sounds on your instruments together?

Moran; Performing Arts Learner's Book Grade 8 pg. 198-199
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Performing

Identifying techniques used in descant recorder performances

By the end of the lesson, the learner should be able to:

Define the term embouchure and tonguing.
Practise playing the scale by separating individual notes using the tonguing technique.
Play a simple melody using tonguing and slurring.
Enjoy singing a simple melody using tonging and slurring.

In groups or in pairs, learners are guided to define the term embouchure and tonguing.
In groups or in pairs, learners are guided to practice playing the scale by separating individual notes using the tonguing technique.
In groups or in pairs, learners are guided to play a simple melody using tonguing and slurring.

How will you achieve balanced and blended sounds on your instruments together?

Moran; Performing Arts Learner's Book Grade 8 pg. 198-199
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Basic elements of a verse

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?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Basic elements of a verse

By the end of the lesson, the learner should be able to:

Describe the basic elements of a verse.
Watch a recorded performance of a verse to identify, in collaboration with others, elements of a verse.
Describe how the language is used in a verse.
Enjoy watching the recorded performance?

In groups or in pairs, learners are guided to describe the basic elements of a verse.
In groups or in pairs, learners are guided to watch a recorded performance of a verse to identify, in collaboration with others, elements of a verse.

How is the language used in a verse?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Basic elements of a verse

By the end of the lesson, the learner should be able to:

Describe the basic elements of a verse.
Watch a recorded performance of a verse to identify, in collaboration with others, elements of a verse.
Describe how the language is used in a verse.
Enjoy watching the recorded performance?

In groups or in pairs, learners are guided to describe the basic elements of a verse.
In groups or in pairs, learners are guided to watch a recorded performance of a verse to identify, in collaboration with others, elements of a verse.

How is the language used in a verse?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Theme in verse

By the end of the lesson, the learner should be able to:

Explain the meaning of a theme.
Discuss theme in verse in relation to issues affecting society.
Watch videos of short verses and identify poetic use of language, meanings and emotions conveyed
Appreciate the use of themes language in communicating meaning.

In groups or in pairs, learners are guided to explain the meaning of a theme.
In groups or in pairs, learners are guided to discuss theme in verse in relation to issues affecting society.
In groups or in pairs, learners are guided to watch videos of short verses and identify poetic use of language, meanings and emotions conveyed

What is a theme in poems?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

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

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

Creating and Performing

Voice techniques in reading and reciting a verse

By the end of the lesson, the learner should be able to:

Read aloud short verses to convey meaning and emotions.
Use voice techniques in reading and reciting verse to enhance message delivery.
Appreciate the use of poetic language in communicating meaning.

In groups or in pairs, learners are guided to read aloud short verses to convey meaning and emotions.
In groups or in pairs, learners are guided to use voice techniques in reading and reciting verse to enhance message delivery.

How would you use language in a verse?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

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

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

Creating and Performing

Verse Identify a theme for a verse script

By the end of the lesson, the learner should be able to:

Watch live or recorded verse performances to help identify pertinent issues in society which can be addressed through verse.
Identify an appropriate theme in society for a verse script in a group.
Appreciate appropriate themes to address specific issues in the community.

Learners are guided in pairs, in groups or individually to:
Watch live or recorded verse performances to help identify pertinent issues in society which can be addressed through verse.
In groups or in pairs, learners are guided to identify an appropriate theme in society for a verse script in a group.

How can you read a poem in order to bring out its meaning? How is a verse structured?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Verse; Writing a poem

By the end of the lesson, the learner should be able to:

Explain what they understand by the theme of child rights, care and protection.
Script a verse with a clear structure and developed persona to address the selected theme in the community in collaboration with other learners
Appreciate creative verse writing to address specific issues in the community.

Learners are guided in pairs, in groups or individually to: explain what they understand by the theme of child rights, care and protection.
Learners are guided in pairs, in groups or individually to: Choose a topic from the theme, narrate their experience based on the topic of choice
Learners are guided in pairs, in groups or individually to script a verse with a clear structure and developed persona to address the selected theme in the community in collaboration with other learners.

What is a theme of a verse? From which sources do poets get the idea for writing their poems?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Verse; Writing a poem

By the end of the lesson, the learner should be able to:

Explain what they understand by the theme of child rights, care and protection.
Script a verse with a clear structure and developed persona to address the selected theme in the community in collaboration with other learners
Appreciate creative verse writing to address specific issues in the community.

Learners are guided in pairs, in groups or individually to: explain what they understand by the theme of child rights, care and protection.
Learners are guided in pairs, in groups or individually to: Choose a topic from the theme, narrate their experience based on the topic of choice
Learners are guided in pairs, in groups or individually to script a verse with a clear structure and developed persona to address the selected theme in the community in collaboration with other learners.

What is a theme of a verse? From which sources do poets get the idea for writing their poems?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Verse; Using poetic devices to write a verse

By the end of the lesson, the learner should be able to:

Identify poetic devices from a playing activity.
Draft a verse script with a clear structure and developed persona using poetic devices.
Have fun revising and proofreading the script to improve it.

Learners are guided in pairs, in groups or individually to identify poetic devices from a playing activity.
Learners are guided in pairs, in groups or individually to draft a verse script with a clear structure and developed persona using poetic devices.

Who is a persona in a poem? What is a draft?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Verse; Improvising props

By the end of the lesson, the learner should be able to:

Gather relevant materials for making props from within and without the school.
Create relevant props using locally available materials to enhance verse delivery.
Take pride in the improvised props.

Learners are guided in pairs, in groups or individually to gather relevant materials for making props from within and without the school.
Learners are guided in pairs, in groups or individually to create relevant props using locally available materials to enhance verse delivery.

How can you improvise a television using locally available materials? Which effects are created by choice of diction, themes and props?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Verse; Improvising props

By the end of the lesson, the learner should be able to:

Gather relevant materials for making props from within and without the school.
Create relevant props using locally available materials to enhance verse delivery.
Take pride in the improvised props.

Learners are guided in pairs, in groups or individually to gather relevant materials for making props from within and without the school.
Learners are guided in pairs, in groups or individually to create relevant props using locally available materials to enhance verse delivery.

How can you improvise a television using locally available materials? Which effects are created by choice of diction, themes and props?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Verse Persona's point of view

By the end of the lesson, the learner should be able to:

Discuss how a persona's point of view expresses meaning in a verse.
Rehearse the verse to internalize the persona.
Appreciate the use of persona in poems.

In groups or in pairs, learners are guided to discuss how a persona's point of view expresses meaning in a verse.
In groups or in pairs, learners are guided to rehearse the verse to internalize the persona.

What is the theme of the verse?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Verse

By the end of the lesson, the learner should be able to:

Brainstorm how one would use verbal technique to enhance performance of a selected verse.
Perform a verse using voice techniques to convey the intended message.
Appreciate the use of verbal techniques to enhance performance.

In groups or in pairs, learners are guided to brainstorm how one would use verbal technique to enhance performance of a selected verse.
In groups or in pairs, learners are guided to perform a verse using voice techniques to convey the intended message.

How do we make the presentation of a verse interesting and memorable?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Verse

By the end of the lesson, the learner should be able to:

Brainstorm how one would use verbal technique to enhance performance of a selected verse.
Perform a verse using voice techniques to convey the intended message.
Appreciate the use of verbal techniques to enhance performance.

In groups or in pairs, learners are guided to brainstorm how one would use verbal technique to enhance performance of a selected verse.
In groups or in pairs, learners are guided to perform a verse using voice techniques to convey the intended message.

How do we make the presentation of a verse interesting and memorable?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Verse; Using body and space appropriately in a performance

By the end of the lesson, the learner should be able to:

State ways in which verse performance express issues in the society.
Use body and space appropriately in performing a verse to convey the intended message.
Develop curiosity in defining the persona point of view.

In groups or in pairs, learners are guided to state ways in which verse performance express issues in the society.
In groups or in pairs, learners are guided to use body and space appropriately in performing a verse to convey the intended message.

Which kind of body language should be used when reciting a poem?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Verse; Appreciating verse performance

By the end of the lesson, the learner should be able to:

List ways we can make presentation of a verse interesting and memorable.
Watch a video clip on verse performance features.
Appreciate the use of poetic language, voice, paralinguistic features and stage movements as complementary elements in verse performance.

In groups or in pairs, learners are guided to list ways we can make presentation of a verse interesting and memorable.
In groups or in pairs, learners are guided to watch a video clip on verse performance features.

How do we make the presentation of a verse interesting and memorable?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Verse; Appreciating verse performance

By the end of the lesson, the learner should be able to:

List ways we can make presentation of a verse interesting and memorable.
Watch a video clip on verse performance features.
Appreciate the use of poetic language, voice, paralinguistic features and stage movements as complementary elements in verse performance.

In groups or in pairs, learners are guided to list ways we can make presentation of a verse interesting and memorable.
In groups or in pairs, learners are guided to watch a video clip on verse performance features.

How do we make the presentation of a verse interesting and memorable?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Use of body, voice and space aids to effectively communicate the intended message

By the end of the lesson, the learner should be able to:

Explain how the use of body, voice and space aids to effectively communicate the intended message.
Demonstrate the use of body, voice and space.
Appreciate the narrative as a tool of addressing contemporary issues in society.

In groups or in pairs, learners are guided to explain how the use of body, voice and space aids to effectively communicate the intended message.
In groups or in pairs, learners are guided to demonstrate the use of body, voice and space

How does character development in narratives mirror the society?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Use of costumes and props to enhance communication in a narrative

By the end of the lesson, the learner should be able to:

Explain the role of the costumes and props in a narrative
Demonstrate the use of costume and props enhances communication in narrative
Appreciate the narrative as a tool of addressing contemporary issues in society.

In groups or in pairs, learners are guided to explain the role of the costumes and props in a narrative.
In groups or in pairs, learners are guided to demonstrate the use of costume and props enhances communication in narrative.

What is the role of costume and decor in the narration process?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Use of costumes and props to enhance communication in a narrative

By the end of the lesson, the learner should be able to:

Explain the role of the costumes and props in a narrative
Demonstrate the use of costume and props enhances communication in narrative
Appreciate the narrative as a tool of addressing contemporary issues in society.

In groups or in pairs, learners are guided to explain the role of the costumes and props in a narrative.
In groups or in pairs, learners are guided to demonstrate the use of costume and props enhances communication in narrative.

What is the role of costume and decor in the narration process?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Verse; criteria for evaluating a verse performance

By the end of the lesson, the learner should be able to:

Examine the criteria for evaluating a verse performance
Watch a video clip on verse performance.
Appreciate the use of verse to communicate issues in society.

In groups or in pairs, learners are guided to examine the criteria for evaluating a verse performance
In groups or in pairs, learners are guided to watch a video clip on verse performance.

What does one look for when evaluating a verse?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Examine main characters and events in verse

By the end of the lesson, the learner should be able to:

Examine main characters and events in a verse.
Comment on the
significance of the values promoted in verse.
Appreciate the use of verse to communicate issues in society.

In groups or in pairs, learners are guided to Examine main characters and events in a verse.
In groups or in pairs, learners are guided to Comment on the significance of the values
promoted in verse

What is the role of verse in shaping the learner's perspective in society?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Examine main characters and events in verse

By the end of the lesson, the learner should be able to:

Examine main characters and events in a verse.
Comment on the
significance of the values promoted in verse.
Appreciate the use of verse to communicate issues in society.

In groups or in pairs, learners are guided to Examine main characters and events in a verse.
In groups or in pairs, learners are guided to Comment on the significance of the values
promoted in verse

What is the role of verse in shaping the learner's perspective in society?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Use of body, voice and space in a verse

By the end of the lesson, the learner should be able to:

State the meaning of a verse.
Analyze the use of body, voice and space to effectively communicate topical concerns in verse.
Appreciate the use of verse to communicate issues in society.

In groups or in pairs, learners are guided to state the meaning of a verse
In groups or in pairs, learners are guided to analyze the use of body, voice and space to effectively communicate topical concerns in verse.

What is a verse?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Using verse to communicate issues in society

By the end of the lesson, the learner should be able to:

Analyze the use of body, voice and space to effectively communicate topical concerns in verse.
Demonstrate the use of a verse to communicate issues in the society.
Appreciate the use of verse to communicate issues in society.

In groups or in pairs, learners are guided to analyze the use of body, voice and space to
effectively communicate
topical concerns in verse
In groups or in pairs, learners are guided to demonstrate the use of a verse to communicate issues in the society.

How do these elements help communicate the message better?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Using verse to communicate issues in society

By the end of the lesson, the learner should be able to:

Analyze the use of body, voice and space to effectively communicate topical concerns in verse.
Demonstrate the use of a verse to communicate issues in the society.
Appreciate the use of verse to communicate issues in society.

In groups or in pairs, learners are guided to analyze the use of body, voice and space to
effectively communicate
topical concerns in verse
In groups or in pairs, learners are guided to demonstrate the use of a verse to communicate issues in the society.

How do these elements help communicate the message better?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Elements of a cultural creative dance.

By the end of the lesson, the learner should be able to:

Explain the meaning of culture.
Study the picture in learner's book 8 and answer the questions that follows.
Have a desire to learn more about cultural creative dances.

In pairs, learners are guided to explain the meaning of culture.
In pairs, learners are guided to Study the picture in learner's book 8 page 34 and answer the questions that follows.
In pairs, learners are guided to discuss the elements of a cultural creative dance.

What is culture? What is cultural creative dance?

Spotlight; Performing Arts Learner's Book Grade 8 pg. 34-35
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Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Developing plot for a cultural creative dance

By the end of the lesson, the learner should be able to:

Brainstorm and list five issues affecting their community that can be addressed through a cultural creative dance.
Watch a cultural creative dance using the link: https://tinyurl.com/cyba7ms5
Appreciate the importance of developing plot for a cultural creative dance.

In small groups, learners are guided to brainstorm and list five issues affecting their community that can be addressed through a cultural creative dance.
In small groups, learners are guided to Watch a cultural creative dance using the link: https://tinyurl.com/cyba7ms5
In small groups, learners are guided to develop a plot for a cultural creative dance that will address the issue. Come up with events that will form the beginning, conflict, rising action climax resolution.

How are the events in a cultural creative dance presented?

Spotlight; Performing Arts Learner's Book Grade 8 pg. 35-37
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Developing plot for a cultural creative dance

By the end of the lesson, the learner should be able to:

Brainstorm and list five issues affecting their community that can be addressed through a cultural creative dance.
Watch a cultural creative dance using the link: https://tinyurl.com/cyba7ms5
Appreciate the importance of developing plot for a cultural creative dance.

In small groups, learners are guided to brainstorm and list five issues affecting their community that can be addressed through a cultural creative dance.
In small groups, learners are guided to Watch a cultural creative dance using the link: https://tinyurl.com/cyba7ms5
In small groups, learners are guided to develop a plot for a cultural creative dance that will address the issue. Come up with events that will form the beginning, conflict, rising action climax resolution.

How are the events in a cultural creative dance presented?

Spotlight; Performing Arts Learner's Book Grade 8 pg. 35-37
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

The role of songs and instruments in the cultural creative dance

By the end of the lesson, the learner should be able to:

Name the musical instruments that are used in the cultural creative dances of their community.
Explain the role played by musical instruments in a cultural creative dances.
Appreciate the role of songs and instruments in the cultural creative dance.

Learners are guided to name the musical instruments that are used in the cultural creative dances of their community.
As a class, learners are guided to sing the folk song in learner's book 8 page 38
Learners to research and explain in groups the role played by musical instruments in a cultural creative dances.

How are the songs and musical instruments used in cultural creative dances?

Spotlight; Performing Arts Learner's Book Grade 8 pg. 37-39
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Making simple dance movements to varied cultural idioms

By the end of the lesson, the learner should be able to:

Develop a simple plot for a cultural creative dance that will aid in addressing any issue affecting their community.
Creatively improvise dance movements that can be used to demonstrate different actions such as, farming, selling, winnowing, milking and digging.
Enjoy making simple dance movements to varied cultural idioms.

In pairs, learners are guided to develop a simple plot for a cultural creative dance that will aid in addressing any issue affecting their community.
In pairs, learners are guided to creatively improvise dance movements that can be used to demonstrate different actions such as, farming, selling, winnowing, milking and digging.
In pairs, learners are guided to demonstrate the dance steps and movements in synchronized, unified and well

Which skills would you demonstrate?

Spotlight; Performing Arts Learner's Book Grade 8 pg. 39-40
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Making simple dance movements to varied cultural idioms

By the end of the lesson, the learner should be able to:

Develop a simple plot for a cultural creative dance that will aid in addressing any issue affecting their community.
Creatively improvise dance movements that can be used to demonstrate different actions such as, farming, selling, winnowing, milking and digging.
Enjoy making simple dance movements to varied cultural idioms.

In pairs, learners are guided to develop a simple plot for a cultural creative dance that will aid in addressing any issue affecting their community.
In pairs, learners are guided to creatively improvise dance movements that can be used to demonstrate different actions such as, farming, selling, winnowing, milking and digging.
In pairs, learners are guided to demonstrate the dance steps and movements in synchronized, unified and well

Which skills would you demonstrate?

Spotlight; Performing Arts Learner's Book Grade 8 pg. 39-40
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Functions of cultural creative dances in the society

By the end of the lesson, the learner should be able to:

Watch cultural creative dances from the Kenya National Drama and Film Festivals.
List down the functions of cultural creative dance in the society.
Appreciate the functions of cultural creative dances in the society.

With the help of your teacher, learners to watch cultural creative dances from the Kenya National Drama and Film Festivals.
With the help of your teacher, learners to try and figure out the story conveyed in the dances by paying attention to the dramatization.
With the help of your teacher, learners to List down the functions of cultural creative dance in the society.

How does cultural creative dance benefit the community from which it is derived or originates?

Spotlight; Performing Arts Learner's Book Grade 8 pg. 41-42
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Creating a storyline for a cultural creative dance

By the end of the lesson, the learner should be able to:

Outline the steps to follow to create a storyline for a cultural creative dance.
Choose songs to develop the theme of the storyline in a cultural creative dance.
Appreciate the importance of a theme in a storyline in a cultural creative dance.

In groups, the learners are guided to outline the steps to follow to create a storyline for a cultural creative dance.
In groups, the learners are guided to choose songs to develop the theme of the storyline in a cultural creative dance.
In groups, the learners are guided to practise singing the songs they choose.

What criteria would you use to choose songs for a cultural creative dance?

Spotlight; Performing Arts Learner's Book Grade 8 pg. 71-73
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Creating a storyline for a cultural creative dance

By the end of the lesson, the learner should be able to:

Outline the steps to follow to create a storyline for a cultural creative dance.
Choose songs to develop the theme of the storyline in a cultural creative dance.
Appreciate the importance of a theme in a storyline in a cultural creative dance.

In groups, the learners are guided to outline the steps to follow to create a storyline for a cultural creative dance.
In groups, the learners are guided to choose songs to develop the theme of the storyline in a cultural creative dance.
In groups, the learners are guided to practise singing the songs they choose.

What criteria would you use to choose songs for a cultural creative dance?

Spotlight; Performing Arts Learner's Book Grade 8 pg. 71-73
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Creating dance steps, formations and patterns for the cultural creative dance

By the end of the lesson, the learner should be able to:

Watch the short link provided to see how some simple dance moves are made. https://timyurl.com/ykvyyc78
Create their own relevant and appropriate dance steps, patterns and formations.
Have fun and enjoy creating dance steps, formations and patterns for the cultural creative dance.

In groups, learners are guided to watch the short link provided to see how some simple dance moves are made. https://timyurl.com/ykvyyc78
In groups, learners are guided to create their own relevant and appropriate dance steps, patterns and formations.
In groups, learners are guided to practise and rehearse the dance steps.

How do music, body and space help in creating formations and patterns to develop the storyline in the cultural creative dance?

Spotlight; Performing Arts Learner's Book Grade 8 pg. 73-75
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Making costumes, make-up, ornaments and props

By the end of the lesson, the learner should be able to:

Identify the characters that one would use for the storyline for a cultural creative dance.
Source for costumes, make-ups, ornaments and props.
Appreciate the importance of making costumes, make-up, ornaments and props.

In groups, learners are guided to identify the characters that one would use for the storyline for a cultural creative dance.
In groups, learners are guided to discuss the costumes, ornaments, props and make-up that would portray the character and mood of the cultural creative dance for the storyline.
In groups, learners are guided to source for costumes, make-ups, ornaments and props.

What would you consider whole making or selecting costumes, make-up ornaments or props to use in a cultural creative dance?

Spotlight; Performing Arts Learner's Book Grade 8 pg. 75-76
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Making costumes, make-up, ornaments and props

By the end of the lesson, the learner should be able to:

Identify the characters that one would use for the storyline for a cultural creative dance.
Source for costumes, make-ups, ornaments and props.
Appreciate the importance of making costumes, make-up, ornaments and props.

In groups, learners are guided to identify the characters that one would use for the storyline for a cultural creative dance.
In groups, learners are guided to discuss the costumes, ornaments, props and make-up that would portray the character and mood of the cultural creative dance for the storyline.
In groups, learners are guided to source for costumes, make-ups, ornaments and props.

What would you consider whole making or selecting costumes, make-up ornaments or props to use in a cultural creative dance?

Spotlight; Performing Arts Learner's Book Grade 8 pg. 75-76
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Writing a script for the cultural creative performance

By the end of the lesson, the learner should be able to:

Identify the components of a cultural creative dance script.
Write a script for the cultural creative performance.
Appreciate different types of folk dances.

Learners are guided to identify the components of a cultural creative dance script.
Learners are guided to write a script for the cultural creative performance.
Learners are guided to state the importance of including action, characters, patterns and formations while writing a script for a cultural creative dance.

What are the components of a cultural creative dance script?

Spotlight; Performing Arts Learner's Book Grade 8 pg. 76-79
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Ideas and themes in a cultural creative dance

By the end of the lesson, the learner should be able to:

Identify the ideas or milestone of the cultural creative dance. Describe how they are organised and expressed by the performers.
Choose a theme for a cultural dance and explain ways in which they can interpret the theme and ideas in a performance of a cultural creative dance.
Appreciate the ideas and themes in a cultural creative dance.

In groups, learners are guided to identify the ideas or milestone of the cultural creative dance. Describe how they are organised and expressed by the performers.
In groups, learners are guided to choose a theme for a cultural dance and explain ways in which they can interpret the theme and ideas in a performance of a cultural creative dance.
In groups, learners are guided to sing songs to communicate messages in a cultural creative dance story.

Which ideas and themes can be addressed using a cultural creative dance? How do we organise ideas in a cultural creative dance?

Spotlight; Performing Arts Learner's Book Grade 8 pg. 132-134
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Ideas and themes in a cultural creative dance

By the end of the lesson, the learner should be able to:

Identify the ideas or milestone of the cultural creative dance. Describe how they are organised and expressed by the performers.
Choose a theme for a cultural dance and explain ways in which they can interpret the theme and ideas in a performance of a cultural creative dance.
Appreciate the ideas and themes in a cultural creative dance.

In groups, learners are guided to identify the ideas or milestone of the cultural creative dance. Describe how they are organised and expressed by the performers.
In groups, learners are guided to choose a theme for a cultural dance and explain ways in which they can interpret the theme and ideas in a performance of a cultural creative dance.
In groups, learners are guided to sing songs to communicate messages in a cultural creative dance story.

Which ideas and themes can be addressed using a cultural creative dance? How do we organise ideas in a cultural creative dance?

Spotlight; Performing Arts Learner's Book Grade 8 pg. 132-134
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Playing musical instruments to enrich performance

By the end of the lesson, the learner should be able to:

State the role of musical instruments in a cultural creative dance.
Demonstrate how they can dance to simple music beats with smooth transitions responding to tempo.
Have fun and enjoy playing musical instruments to enrich performance.

In groups, learners are guided to state the role of musical instruments in a cultural creative dance.
In groups, learners are guided to observe and discuss how the dance formations help to convey the message in the cultural creative dance.
In groups, learners are guided to demonstrate how they can dance to simple music beats with smooth transitions responding to tempo.

How do musical instruments contribute to the message of a cultural creative dance?

Spotlight; Performing Arts Learner's Book Grade 8 pg. 134-137
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Kenyan Folk Dance

By the end of the lesson, the learner should be able to:

Identify what makes a good folk dance performance.
Perform a folk dance from a Kenyan community.
Appreciate different cultures through performing folk dances from diverse Kenyan communities and casted masks.

As a class, learners are guided to identify what makes a good folk dance performance.
As a class, learners are guided to perform a folk dance from a Kenyan community.
As a class, learners are guided to give feedback on own and others' make-up and dance techniques

How do folk dances represent Kenyan culture? What makes a good folk dance performance?

Oral questions Oral Report Observation

Creating and Performing

Kenyan Folk Dance

By the end of the lesson, the learner should be able to:

Identify what makes a good folk dance performance.
Perform a folk dance from a Kenyan community.
Appreciate different cultures through performing folk dances from diverse Kenyan communities and casted masks.

As a class, learners are guided to identify what makes a good folk dance performance.
As a class, learners are guided to perform a folk dance from a Kenyan community.
As a class, learners are guided to give feedback on own and others' make-up and dance techniques

How do folk dances represent Kenyan culture? What makes a good folk dance performance?

Oral questions Oral Report Observation

Indigenous Kenya craft

Basketry; Coil and stitch technique

By the end of the lesson, the learner should be able to:

Identify coil and stitch technique.
Classify the materials used in coil and stitch technique into natural and man-made.
Appreciate coil and stitch technique used in basketry.

In groups, learners are guided to identify coil and stitch technique.
In groups, learners are guided to classify the materials used in coil and stitch technique into natural and man-made.
In groups, learners are guided to use digital devices to watch a video on samples of basketry items.

What other man-made and natural materials can be used in basketry? What man-made and natural materials in your locality can be used for coil and stitch technique?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Indigenous Kenya craft

Types of coils

By the end of the lesson, the learner should be able to:

Identify types of coil used in coil and stitch technique.
Arrange the items collected in terms of uniformity of coils in a decreasing order.
Appreciate the importance of maintaining the uniformity of coils.

In groups, learners are guided to identify types of coil used in coil and stitch technique.
In groups, learners are guided to state the importance of maintaining uniformity of coils.
In pairs, learners are guided to arrange the items collected in terms of uniformity of coils in a decreasing order.

What types of coils are used in coil and stitch technique? How to maintain uniformity of coils?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Indigenous Kenya craft

Types of coils

By the end of the lesson, the learner should be able to:

Identify types of coil used in coil and stitch technique.
Arrange the items collected in terms of uniformity of coils in a decreasing order.
Appreciate the importance of maintaining the uniformity of coils.

In groups, learners are guided to identify types of coil used in coil and stitch technique.
In groups, learners are guided to state the importance of maintaining uniformity of coils.
In pairs, learners are guided to arrange the items collected in terms of uniformity of coils in a decreasing order.

What types of coils are used in coil and stitch technique? How to maintain uniformity of coils?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Indigenous Kenya craft

Selecting and collecting materials for coil and stitch technique

By the end of the lesson, the learner should be able to:

Explain the meaning of good craftsmanship.
Select and collect materials for coil and stitch technique.
Appreciate the importance of selecting materials that have characteristics that suit its purpose.

In groups, learners are guided to define the meaning of good craftsmanship.
In groups, learners are guided to identify the characteristics for selecting materials for making a floor mat.
In groups, learners are guided to select and collect materials for coil and stitch technique.

What do you consider when selecting materials for coil and stitch technique?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Indigenous Kenya craft

Preparation of materials used in coil and stitch technique basketry; Natural materials

By the end of the lesson, the learner should be able to:

Identify natural materials used in coil and stitch technique.
Prepare natural materials used in coil and stitch technique.
Appreciate the method of preparing natural materials used in coil and stitch technique.

In groups, learners are guided to identify natural materials used in coil and stitch technique.
In groups, learners are guided to identify the method of preparation of natural materials used in coil and stitch technique.
In groups, learners are guided to prepare natural materials used in coil and stitch technique.

How to prepare natural materials used in coil and stitch technique?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Indigenous Kenya craft

Preparation of materials used in coil and stitch technique basketry; Natural materials

By the end of the lesson, the learner should be able to:

Identify natural materials used in coil and stitch technique.
Prepare natural materials used in coil and stitch technique.
Appreciate the method of preparing natural materials used in coil and stitch technique.

In groups, learners are guided to identify natural materials used in coil and stitch technique.
In groups, learners are guided to identify the method of preparation of natural materials used in coil and stitch technique.
In groups, learners are guided to prepare natural materials used in coil and stitch technique.

How to prepare natural materials used in coil and stitch technique?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Indigenous Kenya craft

Preparation of materials used in coil and stitch technique basketry; Man-made materials

By the end of the lesson, the learner should be able to:

Identify man-made materials used in coil and stitch technique.
Prepare man-made materials used in coil and stitch technique.
Appreciate the method of preparing man-made materials used in coil and stitch technique.

In groups, learners are guided to identify man-made materials used in coil and stitch technique.
In groups, learners are guided to identify the method of preparation of man-made materials used in coil and stitch technique.
In groups, learners are guided to prepare the materials selected depending on their type and the design of the floor may he/she is making by dyeing, tearing then plating or rolling.

How to prepare man-made materials used in coil and stitch technique?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Kenyan indigenous games Tagging

By the end of the lesson, the learner should be able to:

Watch virtual or live performance of indigenous tagging games and identify types of games observed.
Demonstrate skills in different indigenous tagging games while observing safety.
Appreciate the importance of indigenous tagging games.

As a class, learners are guided to watch virtual or live performance of indigenous tagging games and identify types of games observed.
As a class, learners are guided to demonstrate skills in different indigenous tagging games while observing safety.
As a class, learners are guided to state the importance of indigenous tagging games.

How do indigenous tagging skills enhance physical fitness?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Kenyan indigenous games Tagging

By the end of the lesson, the learner should be able to:

Watch virtual or live performance of indigenous tagging games and identify types of games observed.
Demonstrate skills in different indigenous tagging games while observing safety.
Appreciate the importance of indigenous tagging games.

As a class, learners are guided to watch virtual or live performance of indigenous tagging games and identify types of games observed.
As a class, learners are guided to demonstrate skills in different indigenous tagging games while observing safety.
As a class, learners are guided to state the importance of indigenous tagging games.

How do indigenous tagging skills enhance physical fitness?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Kenyan indigenous games Tagging

By the end of the lesson, the learner should be able to:

Practise different indigenous tagging games while observing safety.
Perform indigenous tagging games using musical rhythm for coordination.
Appreciate the role played by indigenous tagging games for enjoyment.

In groups, learners to state the safety measures to observe when performing indigenous tagging games.
In groups, learners to practise different indigenous tagging games while observing safety.
In groups, learners to Perform indigenous tagging games using musical rhythm for coordination

Why is tagging considered an indigenous game?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports.

By the end of the lesson, the learner should be able to:

Brainstorm to interpret criteria for evaluating different categories of Creative Arts and Sports.
Examine the criteria for evaluating Creative Arts and Sports.
Appreciate the importance of analysis of Creative Arts and Sports.

In groups, learners are guided to brainstorm to interpret criteria for evaluating different categories of Creative Arts and Sports (netball, Kenyan folk dance, play and 3-D Arts)
In groups, learners are guided to watch, listen to, read or observe selected Creative Arts and Sports performances for analysis.
In groups, learners are guided to evaluate a 3D Visual art work.

Why is analysis an important skill in Creative Arts and Sports?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports.

By the end of the lesson, the learner should be able to:

Brainstorm to interpret criteria for evaluating different categories of Creative Arts and Sports.
Examine the criteria for evaluating Creative Arts and Sports.
Appreciate the importance of analysis of Creative Arts and Sports.

In groups, learners are guided to brainstorm to interpret criteria for evaluating different categories of Creative Arts and Sports (netball, Kenyan folk dance, play and 3-D Arts)
In groups, learners are guided to watch, listen to, read or observe selected Creative Arts and Sports performances for analysis.
In groups, learners are guided to evaluate a 3D Visual art work.

Why is analysis an important skill in Creative Arts and Sports?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports

By the end of the lesson, the learner should be able to:

Brainstorm the criteria to evaluate a verse performance.
Analyse a verse performance
Analyse a netball game in line with the sports values.
Appreciate the role of analysis in adding value to Creative Arts and Sports.

In groups, learners are guided to analyse a folk dance from a Kenyan community.
In groups, learners are guided to analyse a 3D artwork paying attention to: (-organisations of the work balance, proportion, dominance), - subject matter (what is happening - topic), -theme - what is the artist saying) Judgement: Evaluating the Artwork),
In groups, learners are guided to evaluate the verse performance while considering elements such as theme, use of voice, body, space, props, and audience involvement.

Why is analysis an important skill in Creative Arts and Sports?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation