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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Foundations of Creative arts
|
Introduction of Creative Arts and Sports.
|
By the end of the
lesson, the learner
should be able to:
Brainstorm the meaning of cohesion, citizenship, patriotism and poverty. Outline the social roles of Creative arts and sports in society. Appreciate the roles of creative arts and sports. |
Learners are guided to brainstorm the meaning of cohesion, citizenship, patriotism and poverty.
In pairs, learners are guided to outline the social roles of Creative arts and sports in society. |
What are the roles of Creative arts and sports?
|
Creative Arts and Sports
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 2 |
Foundations of Creative arts
Painting |
Introduction of Creative Arts and Sports
Imaginative Seascape Composition |
By the end of the
lesson, the learner
should be able to:
Describe the roles of Creative Arts and Sports in society. Make a storyboard highlighting the roles of creative arts and sports in society. Appreciate the roles played by Creative Arts and Sports in society. |
In pairs or in groups, learners are guided describe the roles of Creative Arts and Sports in society.
In pairs or in groups, learners are guided make a storyboard highlighting the roles of creative arts and sports in society. |
What is the importance of Creative Arts and Sports in society?
|
Creative Arts and Sports
Pictures Charts Realia Computing devices KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 25-26 |
Oral questions Oral Report Observation
|
|
| 2 | 3 |
Painting
|
Cool colours
Paintings created using warm 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
Pictures Charts Realia Computing devices KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 27-28 |
Oral questions Oral Report Observation
|
|
| 2 | 4 |
Painting
|
Painting an Imaginative Composition.
Painting an Imaginative Composition Imaginative Seascape Paintings |
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
Pictures Charts Realia Computing devices KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 30-31 KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 31 |
Oral questions Oral Report Observation
|
|
| 2 | 5 |
Painting
|
Symbolic Meanings of colours
Mosaic |
By the end of the
lesson, the learner
should be able to:
Identify colour and their meanings. Investigate the Symbolic Meanings of colours. Appreciate the symbolic Meanings of colours. |
Learners are guided to identify colour and their meanings.
Learners are guided to investigate the Symbolic Meanings of colours |
Which emotions are aroused by colours when you observe them?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 32-33
Pictures Charts Realia Computing devices KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 34-35 |
Oral questions Oral Report Observation
|
|
| 3 | 1 |
Painting
|
Samples of Mosaic
Making a paper Mosaic Landscape Pictorial Composition. |
By the end of the
lesson, the learner
should be able to:
Identify surfaces used to decorate Mosaic. Discuss factors to consider when choosing the material for tesserae. Appreciate the surfaces used to decorate Mosaic. |
In groups, learners are guided to identify surfaces used to decorate Mosaic
In groups, learners are guided to discuss factors to consider when choosing the material for tesserae |
Which materials have been used to create the Mosaic?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 35-36
Pictures Charts Realia Computing devices KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 37-38 |
Oral questions Oral Report Observation
|
|
| 3 | 2 |
Painting
Picture making Picture making |
Making and Egg Shell Mosaic Composition of a flower.
Two-point Linear Perspective 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 steps to make a Mosaic Composition of a flower using egg smells of for different colours and their tones. Make an egg shell Mosaic Composition of a flower. Have fun and enjoy making the egg shell Mosaic Composition. |
In groups, learners are guided to outline the steps to make a Mosaic Composition of a flower using egg smells of for different colours and their tones.
In groups, learners are guided to make an egg shell Mosaic Composition of a flower |
What have you learnt about making egg shell Mosaic Composition?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 38-40
Pictures Charts Realia Computing devices KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 13-15 KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 16-17 |
Oral questions Oral Report Observation
|
|
| 3 | 3 |
Picture making
|
Normal Eye View
Birds Eye View. |
By the end of the
lesson, the learner
should be able to:
Outline the procedure to draw cuboid from different views. Draw a cuboid of normal eye view. Have fun and enjoy drawing cuboid of normal eye view. |
Individually, learners are guided to outline the procedure to draw cuboid from different views.
Individually, learners are guided to draw a cuboid of normal eye view |
Which view did you use when drawing your Composition?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 18-19
Pictures Charts Realia Computing devices KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 20-21 |
Oral questions Oral Report Observation
|
|
| 3 | 4 |
Picture making
Short play |
Drawing buildings in two-point perspective and shading using cross hatching technique
Elements of a short play |
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
Pictures Charts Realia Computing devices Moran; Performing Arts Learner's Book Grade 8 pg. 144-146 |
Oral questions Oral Report Observation
|
|
| 3 | 5 |
Short play
|
Developing a scenario with a clear storyline for a short play.
Researching important social issues to address in a short play. |
By the end of the
lesson, the learner
should be able to:
Define the term, "scenario" Discuss the sources of different scenarios. Appreciate the sources of scenarios. |
Learners are guided to define the term, "scenario"
In groups, learners are guided to discuss the sources of different scenarios. |
What are the sources of scenarios?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 146-147
Pictures Charts Realia Computing devices Moran; Performing Arts Learner's Book Grade 8 pg. 147-148 |
Oral questions Oral Report Observation
|
|
| 4 | 1 |
Short play
|
Developing a scenario for a short play.
Writing a short play script. Describing setting |
By the end of the
lesson, the learner
should be able to:
Illustrate each of the issues that they have researched on using specific stories as examples. Develop a scenario for a short play. Have a desire to write a short play script. |
In groups, learners are guided to illustrate each of the issues that they have researched on using specific stories as examples
In groups, learners are guided to develop a scenario for a short play |
How can you develop a clear storyline for a short play?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 148-149
Pictures Charts Realia Computing devices Moran; Performing Arts Learner's Book Grade 8 pg. 149-151 Moran; Performing Arts Learner's Book Grade 8 pg. 151-152 |
Oral questions Oral Report Observation
|
|
| 4 | 2 |
Short play
|
Describing characters
Developing characters in a short play |
By the end of the
lesson, the learner
should be able to:
Explain the meaning of characters. Examine how characters develops a plot. Appreciate the importance of characters in a plot. |
Learners are guided to explain the meaning of characters
Learners are guided to examine how characters develops a plot |
Why are characters considered to be very important in a short play?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 152-153
Pictures Charts Realia Computing devices Moran; Performing Arts Learner's Book Grade 8 pg. 153-154 |
Oral questions Oral Report Observation
|
|
| 4 | 3 |
Short play
|
Outline the short play story and develop action.
Developing dialogue and action for characters in a short play. |
By the end of the
lesson, the learner
should be able to:
Give their short play an interesting title and expand the scenarios to outline a proper plot structure that includes the beginning, the middles and the ending. Break down the scenes with details of action, character and setting. Appreciate the short play story. |
Learners are guided to give their short play an interesting title and expand the scenarios to outline a proper plot structure that includes the beginning, the middles and the ending
Learners are guided to break down the scenes with details of action, character and setting |
How do you develop action?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 155-156
Pictures Charts Realia Computing devices Moran; Performing Arts Learner's Book Grade 8 pg. 156-157 |
Oral questions Oral Report Observation
|
|
| 4 | 4 |
Short play
Physical Fitness and Health Physical Fitness and Health |
Writing a short play script
Post-Assessment for Fitness Journal on post-test records |
By the end of the
lesson, the learner
should be able to:
Study a published short play script such as 'Kupotoka' Write a 2-5-minute short play script in the correct format. Appreciate a short play script. |
Learners are guided to study a published short play script such as 'Kupotoka'
Learners are guided to write a 2-5-minute short play script in the correct format |
Who are the characters in your story?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 157
Pictures Charts Realia Computing devices Spotlight, Physical Education and Sports Learner's Book Grade 8 pg. 114-116 Spotlight, Physical Education and Sports Learner's Book Grade 8 pg. 116-117 |
Oral questions Oral Report Observation
|
|
| 4 | 5 |
Pitch
|
Reading music notes on the bass staff
Drawing 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
Pictures Charts Realia Computing devices Moran; Performing Arts Learner's Book Grade 8 pg. 32-34 |
Oral questions Oral Report Observation
|
|
| 5 | 1 |
Pitch
|
Writing music notes on the bass staff.
Writing notes with accidentals on the bass staff |
By the end of the
lesson, the learner
should be able to:
State the relationship between the treble and the bass staff. Relate the staff to the keyboard Write notes on the bass staff in relation to the keyboard. Appreciate music notes on the bass staff. |
Learners are guided to state the relationship between the treble and the bass staff.
Learners are guided to relate the staff to the keyboard Learners are guided to write notes on the bass staff in relation to the keyboard. |
What is the relationship between the treble and the bass staff?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 34-36
Pictures Charts Realia Computing devices Moran; Performing Arts Learner's Book Grade 8 pg. 36-37 |
Oral questions Oral Report Observation
|
|
| 5 | 2 |
Pitch
|
Constructing the diatonic major scales
Construct the scale of E flat major. Writing major scales with key signatures |
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
Pictures Charts Realia Computing devices Moran; Performing Arts Learner's Book Grade 8 pg. 40-42 Moran; Performing Arts Learner's Book Grade 8 pg. 42-45 |
Oral questions Oral Report Observation
|
|
| 5 | 3 |
Pitch
|
Performing melodies in diatonic major scale in simple time
Describing melodic intervals in a simple melody |
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
Pictures Charts Realia Computing devices Moran; Performing Arts Learner's Book Grade 8 pg. 46-48 |
Oral questions Oral Report Observation
|
|
| 5 | 4 |
Pitch
|
Describing the perfect octave
Aurally recognise melodic intervals |
By the end of the
lesson, the learner
should be able to:
Explain the perfect octave. Describe melodic intervals in melodies. Appreciate the perfect octave. |
In pairs, learners are guided to explain the perfect octave.
In pairs, learners are guided to describe melodic intervals in melodies |
What is a perfect octave?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 49-51
Pictures Charts Realia Computing devices Moran; Performing Arts Learner's Book Grade 8 pg. 51-53 |
Oral questions Oral Report Observation
|
|
| 5 | 5 |
Rhythm
Creating and Performing |
Performing rhythmic patterns involving tied and dotted notes and their corresponding rests
Listening to music involving the dotted minim Montage; Pictorial composition |
By the end of the
lesson, the learner
should be able to:
Explain a rhythmic pattern. Clap the dotted minim taa-aa-aa Appreciate a rhythmic pattern. |
In groups or in pairs, learners are guided to explain a rhythmic pattern.
In groups or in pairs, learners are guided to clap the dotted minim taa-aa-aa |
How do note extensions enhance rhythmic variations in music?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 9-11
Pictures Charts Realia Computing devices Moran; Performing Arts Learner's Book Grade 8 pg. 11-14 Curriculum Design; Creative Arts and Sports, Grade 8 Photographs Digital devices |
Oral questions Oral Report Observation
|
|
| 6 | 1 |
Creating and
Performing
|
Interpretation of subject matter
Mounting surfaces |
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
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 2 |
Creating and
Performing
|
Mounting surfaces
How to create a montage pictorial composition on wild animals |
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
Pictures Photographs Digital devices Computing devices Painting materials Papers Pencils Sharpeners Erasers Rulers |
Oral questions Oral Report Observation
|
|
| 6 | 3 |
Athletics
|
Middle Distance Races
|
By the end of the
lesson, the learner
should be able to:
Discuss what is happening in learner's book 8 page 80 Describe the body positioning of the athlete in each phase. Give two examples of races started in the same way as the one on the picture. Develop a curiosity to learn more about middle distance races. |
In groups or in pairs, learners are guided to discuss what is happening in learner's book 8 page 80
In groups or in pairs, learners are guided to describe the body positioning of the athlete in each phase. In groups or in pairs, learners are guided to give two examples of races started in the same way as the one on the picture. |
What is the body position of the athlete in each phase?
|
Spotlight; Physical Education and Sports Learner's Book Grade 8 pg. 80-81
Pictures Charts Realia Computing devices Spotlight; Physical Education and Sports Learner's Book Grade 8 pg. 81-83 |
Oral questions Oral Report Observation
|
|
| 6 | 4 |
Athletics
Creating and Performing |
Middle Distance Races
Describing melodic intervals in a simple melody. |
By the end of the
lesson, the learner
should be able to:
Identify the facility where middle distance races are performed during athletics competitions. Outline the process of performing the take- off position. Perform the middle- distance races. Have fun and enjoy performing the middle- distance races. |
In groups or in pairs, learners are guided to identify the facility where middle distance races are performed during athletics competitions.
In groups or in pairs, learners are guided to outline the process of performing the take- off position. In groups or in pairs, learners are guided to perform the middle- distance races. |
What is the position of the runner on the track?
|
Spotlight; Physical Education and Sports Learner's Book Grade 8 pg. 83-85
Pictures Charts Realia Computing devices Spotlight; Physical Education and Sports Learner's Book Grade 8 pg. 85-86 Curriculum Design; Creative Arts and Sports, Grade 8 |
Oral questions Oral Report Observation
|
|
| 6 | 5 |
Creating and
Performing
|
Construction of major scales of C,G,D and A
The scale C major |
By the end of the
lesson, the learner
should be able to:
Sing the scale of C, G, D and A major ascending and descending using appropriate pitching. Sing simple melodies using tonic sol-fa and hand signs using metre and tone set. Identify opening pitch, rhythmic patterns and sing entire selection while keeping a steady beat. Appreciate music written in staff notation. |
In groups or in pairs, learners are guided to sing the scale of C, G, D and A major ascending and descending using appropriate pitching.
In groups or in pairs, learners are guided to sing simple melodies using tonic sol-fa and hand signs using metre and tone set. In groups or in pairs, learners are guided to identify opening pitch, rhythmic patterns and sing entire selection while keeping a steady beat. |
How do you construct major scales of C, G, D and A major on treble staff?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 1 |
Creating and
Performing
|
The scale of G and D major.
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:
Construct the diatonic major scales on treble staff. Construct major scales of G and D on treble staff. Sing the scales of G and D ascending and descending using appropriate pitching. Have fun and enjoy singing. |
In groups or in pairs, learners are guided to construct the diatonic major scales on treble staff.
In groups or in pairs, learners are guided to construct major scales of G and D on treble staff. In groups or in pairs, learners are guided to sing the scales of G and D ascending and descending using appropriate pitching. |
How are different musical features used in interpreting music in a staff notation?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 2 |
Games; Netball
|
Chest pass in Netball
Dodging and marking in Netball Dodging and marking 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
|
|
| 7 | 3 |
Games; Netball
|
Footwork in Netball
|
By the end of the
lesson, the learner
should be able to:
Explain the role of pivoting during a game of Netball. Use digital device to watch a video clip and observe the compilation of footwork skills in Netball. Demonstrate double foot landing, single foot landing and pivoting. Have fun practicing footwork in Netball. |
In groups, learners to explain the role of pivoting during a game of Netball.
In groups, learners are guided to use digital device to watch a video clip and observe the compilation of footwork skills in Netball In groups, learners are guided to demonstrate double foot landing, single foot landing and pivoting |
What is the role of pivoting during a game of Netball?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 4 |
Games; Netball
|
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
|
|
| 7 | 5 |
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
|
|
| 8 | 1 |
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
|
|
| 8 | 2 |
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
|
|
| 8 | 3 |
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 Digital devices |
Oral questions Oral Report Observation
|
|
| 8 | 4 |
Performing
|
Descent recorder; G major on staff notation
Reading and interpreting the fingering chart for the notes on G major |
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 Moran; Performing Arts Learner's Book Grade 8 pg. 194-196 |
Oral questions Oral Report Observation
|
|
| 8 | 5 |
Performing
|
Appropriate techniques for playing the descant recorder
Identifying techniques used in descant recorder performances |
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 Moran; Performing Arts Learner's Book Grade 8 pg. 198-199 |
Oral questions Oral Report Observation
|
|
| 9 | 1 |
Creating and
Performing
|
Basic elements of a verse
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
|
|
| 9 | 2 |
Creating and
Performing
|
Theme in verse
Voice techniques in reading and reciting a 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?
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Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Digital devices Computing devices |
Oral questions Oral Report Observation
|
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| 9 | 3 |
Creating and
Performing
|
Use of body and space techniques in a verse.
Verse Identify a theme for a verse script |
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?
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Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Digital devices Computing devices |
Oral questions Oral Report Observation
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| 9 | 4 |
Creating and
Performing
|
Verse; Writing a poem
Verse; Using poetic devices to write a verse |
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?
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Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Digital devices Computing devices |
Oral questions Oral Report Observation
|
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| 9 | 5 |
Creating and
Performing
|
Verse; Improvising props
Verse Persona's point of view Verse |
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
|
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| 10 | 1 |
Creating and
Performing
|
Verse; Using body and space appropriately in a performance
Verse; Appreciating verse 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
|
|
| 10 | 2 |
Creating and
Performing
|
Use of body, voice and space aids to effectively communicate the intended message
Use of costumes and props to enhance communication in a narrative |
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?
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Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Digital devices Computing devices |
Oral questions Oral Report Observation
|
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| 10 | 3 |
Creating and
Performing
|
Verse; criteria for evaluating a verse performance
Examine main characters and events in verse Use of body, voice and space in a verse |
By the end of the
lesson, the learner
should be able to:
Examine the criteria for evaluating a verse performance Watch a video clip on verse performance. Appreciate the use of verse to communicate issues in society. |
In groups or in pairs, learners are guided to examine the criteria for evaluating a verse performance
In groups or in pairs, learners are guided to watch a video clip on verse performance. |
What does one look for when evaluating a verse?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 4 |
Creating and
Performing
Creating and Performing |
Using verse to communicate issues in society
Elements of a cultural creative dance. |
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 Spotlight; Performing Arts Learner's Book Grade 8 pg. 34-35 Photographs |
Oral questions Oral Report Observation
|
|
| 10 | 5 |
Creating and Performing
|
Developing plot for a cultural creative dance
The role of songs and instruments in the 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 Spotlight; Performing Arts Learner's Book Grade 8 pg. 37-39 |
Oral questions Oral Report Observation
|
|
| 11 | 1 |
Creating and Performing
|
Making simple dance movements to varied cultural idioms
Functions of cultural creative dances in the society Creating a storyline for a cultural creative dance |
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 Spotlight; Performing Arts Learner's Book Grade 8 pg. 41-42 Spotlight; Performing Arts Learner's Book Grade 8 pg. 71-73 |
Oral questions Oral Report Observation
|
|
| 11 | 2 |
Creating and Performing
|
Creating dance steps, formations and patterns for the cultural creative dance
Making costumes, make-up, ornaments and props |
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 Spotlight; Performing Arts Learner's Book Grade 8 pg. 75-76 |
Oral questions Oral Report Observation
|
|
| 11 | 3 |
Creating and Performing
|
Writing a script for the cultural creative performance
Ideas and themes in a cultural creative dance |
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 Spotlight; Performing Arts Learner's Book Grade 8 pg. 132-134 |
Oral questions Oral Report Observation
|
|
| 11 | 4 |
Creating and Performing
|
Playing musical instruments to enrich performance
Kenyan Folk Dance |
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
|
|
| 11 | 5 |
Indigenous Kenya craft
|
Basketry; Coil and stitch technique
Types of coils Selecting and collecting materials for 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
|
|
| 12 | 1 |
Indigenous Kenya craft
|
Preparation of materials used in coil and stitch technique basketry; Natural materials
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 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
|
|
| 12 | 2 |
Swimming
|
Inverted breaststroke
|
By the end of the
lesson, the learner
should be able to:
Use digital devices to watch video clips on inverted breaststroke and observe the body position. Practise warm up activities such as, squats, knee to chest pose and toes touch. Appreciate the safety instructions to observe when swimming. |
In groups, learners are guided to use digital devices to watch video clips on inverted breaststroke and observe the body position.
In groups, learners are guided to practise warm up activities such as, squats, knee to chest pose and toes touch. |
Which swimming strokes are performed in an inverted position?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 3 |
Swimming
|
Inverted breaststroke
Tuck dive from an elevated position. Tuck dive from an elevated position. |
By the end of the
lesson, the learner
should be able to:
Outline the drills used to perform inverted breaststroke. Practise the inverted breaststroke using the drills on learner's book. Have fun and enjoy participating in swimming activities. |
In groups, learners are guided to outline the drills used to perform inverted breaststroke.
In groups, learners are guided to practise the inverted breaststroke using the drills on learner's book |
What are the similarities between the breaststroke and the inverted breaststroke?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 4 |
Swimming
|
Water treading
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of water treading. Watch a video from digital devices of people practicing water treading. Appreciate the importance of water treading. |
In groups, learners are guided to explain the meaning of water treading.
In groups, learners are guided to watch a video from digital devices of people practicing water treading. In groups, learners are guided to write short points about the video. |
What is water treading?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 5 |
Creating and Performing
Appreciation in Creative Arts and Sports Appreciation in Creative Arts and Sports |
Kenyan indigenous games Tagging
Analysis of Creative Arts and Sports. Analysis of Creative Arts and Sports |
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
|
|
| 13 |
Midterm |
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