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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
CREATING AND EXECUTION
|
Composing Melody
|
By the end of the
lesson, the learner
should be able to:
Identify solfa syllables d, r, and m in a simple melody. Demonstrations of execution of the Kodaly hand signs for the solfa syllables d, r m. Appreciate syllables d, r, and m in a simple melody. |
In groups, pairs or individually learners are guided to:
Identify solfa syllables d, r, and m in a simple melody. Demonstrations of execution of the Kodaly hand signs for the solfa syllables d, r m. |
Which familiar song contains the solfa syllables, r, and m?
|
Creative Arts Curriculum Design Grade 4
Clay, rolling pins, water-based paint, brushes, clay cutting tools. |
Oral questions Oral Report Observation
Written exercise
|
|
| 1 | 2 |
CREATING AND EXECUTION
|
Composing Melody
|
By the end of the
lesson, the learner
should be able to:
Identify solfa syllables d, r, and m in a simple melody. Demonstrations of execution of the Kodaly hand signs for the solfa syllables d, r m. Appreciate syllables d, r, and m in a simple melody. |
In groups, pairs or individually learners are guided to:
Identify solfa syllables d, r, and m in a simple melody. Demonstrations of execution of the Kodaly hand signs for the solfa syllables d, r m. |
Which familiar song contains the solfa syllables, r, and m?
|
Creative Arts Curriculum Design Grade 4
Clay, rolling pins, water-based paint, brushes, clay cutting tools. |
Oral questions Oral Report Observation
Written exercise
|
|
| 1 | 3 |
CREATING AND EXECUTION
|
Composing Melody
|
By the end of the
lesson, the learner
should be able to:
Identify solfa syllables d, r, and m in a simple melody. Demonstrations of execution of the Kodaly hand signs for the solfa syllables d, r m. Appreciate syllables d, r, and m in a simple melody. |
In groups, pairs or individually learners are guided to:
Identify solfa syllables d, r, and m in a simple melody. Demonstrations of execution of the Kodaly hand signs for the solfa syllables d, r m. |
Which Kodaly hand signs represent the solfa syllables d and r?
|
Creative Arts Curriculum Design Grade 4
Clay, rolling pins, water-based paint, brushes, clay cutting tools. |
Oral questions Oral Report Observation
Written exercise
|
|
| 1 | 4 |
CREATING AND EXECUTION
|
Composing Melody
|
By the end of the
lesson, the learner
should be able to:
Identify solfa syllables d, r, and m in a simple melody. Demonstrations of execution of the Kodaly hand signs for the solfa syllables d, r m. Appreciate syllables d, r, and m in a simple melody. |
In groups, pairs or individually learners are guided to:
Identify solfa syllables d, r, and m in a simple melody. Demonstrations of execution of the Kodaly hand signs for the solfa syllables d, r m. |
Which Kodaly hand sign represent the solfa syllable m?
|
Creative Arts Curriculum Design Grade 4
Clay, rolling pins, water-based paint, brushes, clay cutting tools. |
Oral questions Oral Report Observation
Written exercise
|
|
| 1 | 5 |
Performance and Display
|
Athletics
|
By the end of the
lesson, the learner
should be able to:
Explain/demonstrate a medium and elongated sprint start technique, (onto your marks) Demonstrate the sprinting technique with a focus body posture, acceleration, transition and finish Observe safety of self and others. |
In groups, pairs or individually learners are guided to:
Explain/demonstrate a medium and elongated sprint start technique, (onto your marks) Demonstrate the sprinting technique with a focus body posture, acceleration, transition and finish. |
Why is appropriate posture important in sprinting?
|
Creative Arts Curriculum Design Grade 4
Athletics track, open places or marked fields with marked lines and lanes, digital devices, whistle, clapper |
Oral questions Oral Report Observation
Written exercise
|
|
| 1 | 6 |
Performance and Display
|
Athletics
|
By the end of the
lesson, the learner
should be able to:
Explain/demonstrate a medium and elongated sprint start technique, (set position). Demonstrate the sprinting technique with a focus body posture, acceleration, transition and finish Observe safety of self and others. |
In groups, pairs or individually learners are guided to:
Explain/demonstrate a medium and elongated sprint start technique, (set position). Demonstrate the sprinting technique with a focus body posture, acceleration, transition and finish. |
Why is the Kenya National Anthem performed during an athletic event?
|
Creative Arts Curriculum Design Grade 4
Athletics track, open places or marked fields with marked lines and lanes, digital devices, whistle, clapper |
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | 1 |
Performance and Display
|
Athletics
|
By the end of the
lesson, the learner
should be able to:
Explain/demonstrate a medium and elongated sprint start technique, (stance and body alignment) Demonstrate the sprinting technique with a focus body posture, acceleration, transition and finish Observe safety of self and others. |
In groups, pairs or individually learners are guided to:
Explain/demonstrate a medium and elongated sprint start technique, (stance and body alignment) Demonstrate the sprinting technique with a focus body posture, acceleration, transition and finish. |
Why is appropriate posture important in sprinting?
|
Creative Arts Curriculum Design Grade 4
Athletics track, open places or marked fields with marked lines and lanes, digital devices, whistle, clapper |
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | 2 |
Performance and Display
|
Athletics
|
By the end of the
lesson, the learner
should be able to:
Explain/demonstrate a medium and elongated sprint start technique, (reaction and take off) Demonstrate the sprinting technique with a focus body posture, acceleration, transition and finish Observe safety of self and others |
In groups, pairs or individually learners are guided to:
Explain/demonstrate a medium and elongated sprint start technique, (reaction and take off) Demonstrate the sprinting technique with a focus body posture, acceleration, transition and finish |
Why is the Kenya National Anthem performed during an athletic event?
|
Creative Arts Curriculum Design Grade 4
Athletics track, open places or marked fields with marked lines and lanes, digital devices, whistle, clapper |
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | 3 |
Performance and Display
|
Athletics
|
By the end of the
lesson, the learner
should be able to:
Explain/demonstrate a medium and elongated sprint start technique, (onto your marks, set position, stance and body alignment, reaction and take off) Demonstrate the sprinting technique with a focus body posture, acceleration, transition and finish Observe safety of self and others |
In groups, pairs or individually learners are guided to:
Explain/demonstrate a medium and elongated sprint start technique, (onto your marks, set position, stance and body alignment, reaction and take off) Demonstrate the sprinting technique with a focus body posture, acceleration, transition and finish practise a sprint in an athletics competition in groups while observing safety |
Why is appropriate posture important in sprinting?
|
Creative Arts Curriculum Design Grade 4
Athletics track, open places or marked fields with marked lines and lanes, digital devices, whistle, clapper |
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | 4 |
Performance and Display
|
Athletics
|
By the end of the
lesson, the learner
should be able to:
Explain/demonstrate a medium and elongated sprint start technique, (onto your marks, set position, stance and body alignment, reaction and take off) Demonstrate the sprinting technique with a focus body posture, acceleration, transition and finish Observe safety of self and others |
In groups, pairs or individually learners are guided to:
Explain/demonstrate a medium and elongated sprint start technique, (onto your marks, set position, stance and body alignment, reaction and take off) Demonstrate the sprinting technique with a focus body posture, acceleration, transition and finish practise a sprint in an athletics competition in groups while observing safety |
Why is the Kenya National Anthem performed during an athletic event?
|
Creative Arts Curriculum Design Grade 4
Athletics track, open places or marked fields with marked lines and lanes, digital devices, whistle, clapper |
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | 5 |
Performance and Display
|
Athletics
|
By the end of the
lesson, the learner
should be able to:
Read through the words of the Kenya National Anthem and discuss the meaning/message Sing the Kenya National Anthem in groups applying performance techniques (with accuracy in tune) Recognise the value of singing the Kenya National Anthem. |
In groups, pairs or individually learners are guided to:
Read through the words of the Kenya National Anthem and discuss the meaning/message Sing the Kenya National Anthem in groups applying performance techniques (with accuracy in tune) |
Why is appropriate posture important in sprinting?
|
Creative Arts Curriculum Design Grade 4
Athletics track, open places or marked fields with marked lines and lanes, digital devices, whistle, clapper |
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | 6 |
Performance and Display
|
Athletics
|
By the end of the
lesson, the learner
should be able to:
Read through the words of the Kenya National Anthem and discuss the meaning/message Sing the Kenya National Anthem in groups applying performance techniques (proper pronunciation of words and appropriate tempo) Recognise the value of singing the Kenya National Anthem |
In groups, pairs or individually learners are guided to:
Read through the words of the Kenya National Anthem and discuss the meaning/message Sing the Kenya National Anthem in groups applying performance techniques (proper pronunciation of words and appropriate tempo) |
Why is the Kenya National Anthem performed during an athletic event?
|
Creative Arts Curriculum Design Grade 4
Athletics track, open places or marked fields with marked lines and lanes, digital devices, whistle, clapper |
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 1 |
Performance and Display
|
Athletics
|
By the end of the
lesson, the learner
should be able to:
Read through the words of the Kenya National Anthem and discuss the meaning/message Sing the Kenya National Anthem in groups applying performance techniques (observing the appropriate etiquette) Recognise the value of singing the Kenya National Anthem. |
In groups, pairs or individually learners are guided to:
Read through the words of the Kenya National Anthem and discuss the meaning/message Sing the Kenya National Anthem in groups applying performance techniques (observing the appropriate etiquette) |
Why is appropriate posture important in sprinting?
|
Creative Arts Curriculum Design Grade 4
Athletics track, open places or marked fields with marked lines and lanes, digital devices, whistle, clapper |
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 2 |
Performance and Display
|
Athletics
|
By the end of the
lesson, the learner
should be able to:
Search for images of the Kenyan flag from virtual sources to study colours and their arrangement. Sketch the Kenyan Flag on paper using the six colours. Appreciate the Kenyan Flag. |
In groups, pairs or individually learners are guided to:
Search for images of the Kenyan flag from virtual sources to study colours and their arrangement. Sketch the Kenyan Flag on paper using the six colours. |
Why is the Kenya National Anthem performed during an athletic event?
|
Creative Arts Curriculum Design Grade 4
Athletics track, open places or marked fields with marked lines and lanes, digital devices, whistle, clapper |
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 3 |
Performance and Display
|
Athletics
|
By the end of the
lesson, the learner
should be able to:
Search for images of the Kenyan flag from virtual sources to study colours and their arrangement Paint the Kenyan Flag on paper using the six colours. Appreciate the Kenyan Flag. |
In groups, pairs or individually learners are guided to:
Search for images of the Kenyan flag from virtual sources to study colours and their arrangement Paint the Kenyan Flag on paper using the six colours. |
Why is appropriate posture important in sprinting?
|
Creative Arts Curriculum Design Grade 4
Athletics track, open places or marked fields with marked lines and lanes, digital devices, whistle, clapper |
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 4 |
Performance and Display
|
Athletics
|
By the end of the
lesson, the learner
should be able to:
Practice: - the medium start (on your marks-set-go),- sprinting technique, focus on start, arm and leg action and finish, Perform the skill of medium and elongated sprint starts and sprinting techniques for knowledge and skill development Record a sprint competition and critique the application of the techniques used (starting and sprinting). |
In groups, pairs or individually learners are guided to:
Practice: - the medium start (on your marks-set-go),- sprinting technique, focus on start, arm and leg action and finish, Perform the skill of medium and elongated sprint starts and sprinting techniques for knowledge and skill development |
Why is the Kenya National Anthem performed during an athletic event?
|
Creative Arts Curriculum Design Grade 4
Athletics track, open places or marked fields with marked lines and lanes, digital devices, whistle, clapper |
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 5 |
Performance and Display
|
Athletics
|
By the end of the
lesson, the learner
should be able to:
Sing the Kenya National Anthem during an athletics event Perform a sprint in an athletics event Record a sprint competition and critique the application of the techniques used (starting and sprinting) Recognise the value of singing the Kenya National Anthem during an athletics event. |
In groups, pairs or individually learners are guided to:
Sing the Kenya National Anthem during an athletics event Perform a sprint in an athletics event Record a sprint competition and critique the application of the techniques used (starting and sprinting) |
Why is appropriate posture important in sprinting?
|
Creative Arts Curriculum Design Grade 4
Athletics track, open places or marked fields with marked lines and lanes, digital devices, whistle, clapper |
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 6 |
Performance and Display
|
Athletics
|
By the end of the
lesson, the learner
should be able to:
Sing the Kenya National Anthem during an athletics event. Perform a sprint in an athletics event and fly the Kenyan flag. Record a sprint competition and critique the application of the techniques used (starting and sprinting). Recognise the value of flying the Kenyan flag during an athletics event. |
In groups, pairs or individually learners are guided to:
Sing the Kenya National Anthem during an athletics event. Perform a sprint in an athletics event and fly the Kenyan flag. Record a sprint competition and critique the application of the techniques used (starting and sprinting). |
Why is the Kenya National Anthem performed during an athletic event?
|
Creative Arts Curriculum Design Grade 4
Athletics track, open places or marked fields with marked lines and lanes, digital devices, whistle, clapper |
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 1 |
Performance and Display
|
Gymnastics
|
By the end of the
lesson, the learner
should be able to:
Sing patriotic songs during warm ups before performance of gymnastics with proper diction Demonstrate and perform the head balance, crab balance (start). Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment. |
In groups, pairs or individually learners are guided to:
Sing patriotic songs during warm ups before performance of gymnastics with proper diction Demonstrate and perform the head balance, crab balance (start). Use digital device to take several photographs of a person performing crab balance on centre of interest |
How does performance of rolls and balances enhance gymnastics?
|
Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs |
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 2 |
Performance and Display
|
Gymnastics
|
By the end of the
lesson, the learner
should be able to:
Sing patriotic songs during warm ups before performance of gymnastics with proper diction Demonstrate and perform the head balance, crab balance (start). Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment. |
In groups, pairs or individually learners are guided to:
Sing patriotic songs during warm ups before performance of gymnastics with proper diction Demonstrate and perform the head balance, crab balance (start). Use digital device to take several photographs of a person performing crab balance on centre of interest |
How does music support the performance of gymnastics?
|
Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs |
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 3 |
Performance and Display
|
Gymnastics
|
By the end of the
lesson, the learner
should be able to:
Sing patriotic songs during warm ups before performance of gymnastics with proper diction Demonstrate and perform the head balance, crab balance (weight distribution). Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment. |
In groups, pairs or individually learners are guided to:
Sing patriotic songs during warm ups before performance of gymnastics with proper diction Demonstrate and perform the head balance, crab balance (weight distribution). Use digital device to take several photographs of a person performing crab balance on centre of interest |
How does performance of rolls and balances enhance gymnastics?
|
Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs |
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 4 |
Performance and Display
|
Gymnastics
|
By the end of the
lesson, the learner
should be able to:
Sing patriotic songs during warm ups before performance of gymnastics with proper diction Demonstrate and perform the head balance, crab balance (weight distribution). Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment. |
In groups, pairs or individually learners are guided to:
Sing patriotic songs during warm ups before performance of gymnastics with proper diction Demonstrate and perform the head balance, crab balance (weight distribution). Use digital device to take several photographs of a person performing crab balance on centre of interest |
How does music support the performance of gymnastics?
|
Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs |
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 5 |
Performance and Display
|
Gymnastics
|
By the end of the
lesson, the learner
should be able to:
Sing patriotic songs during warm ups before performance of gymnastics with proper diction Demonstrate and perform the head balance, crab balance (balancing). Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment. |
In groups, pairs or individually learners are guided to:
Sing patriotic songs during warm ups before performance of gymnastics with proper diction Demonstrate and perform the head balance, crab balance (balancing). Use digital device to take several photographs of a person performing crab balance on centre of interest |
How does performance of rolls and balances enhance gymnastics?
|
Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs |
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 6 |
Performance and Display
|
Gymnastics
|
By the end of the
lesson, the learner
should be able to:
Sing patriotic songs during warm ups before performance of gymnastics with proper diction Demonstrate and perform the head balance, crab balance (balancing). Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment. |
In groups, pairs or individually learners are guided to:
Sing patriotic songs during warm ups before performance of gymnastics with proper diction Demonstrate and perform the head balance, crab balance (balancing). Use digital device to take several photographs of a person performing crab balance on centre of interest |
How does performance of rolls and balances enhance gymnastics?
|
Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs |
Oral questions Oral Report Observation
Written exercise
|
|
| 5 | 1 |
Performance and Display
|
Gymnastics
|
By the end of the
lesson, the learner
should be able to:
Sing patriotic songs during warm ups before performance of gymnastics with proper diction Demonstrate and perform the head balance, crab balance (leg extension). Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment. |
In groups, pairs or individually learners are guided to:
Sing patriotic songs during warm ups before performance of gymnastics with proper diction Demonstrate and perform the head balance, crab balance (leg extension). Use digital device to take several photographs of a person performing crab balance on centre of interest |
How does music support the performance of gymnastics?
|
Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs |
Oral questions Oral Report Observation
Written exercise
|
|
| 5 | 2 |
Performance and Display
|
Gymnastics
|
By the end of the
lesson, the learner
should be able to:
Sing patriotic songs during warm ups before performance of gymnastics with proper diction Demonstrate and perform the head balance, crab balance (leg extension). Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment. |
In groups, pairs or individually learners are guided to:
Sing patriotic songs during warm ups before performance of gymnastics with proper diction Demonstrate and perform the head balance, crab balance (leg extension). Use digital device to take several photographs of a person performing crab balance on centre of interest |
How does performance of rolls and balances enhance gymnastics?
|
Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs |
Oral questions Oral Report Observation
Written exercise
|
|
| 5 | 3 |
Performance and Display
|
Gymnastics
|
By the end of the
lesson, the learner
should be able to:
Sing patriotic songs during warm ups before performance of gymnastics with proper diction Demonstrate and perform the head balance, crab balance (descent). Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment. |
In groups, pairs or individually learners are guided to:
Sing patriotic songs during warm ups before performance of gymnastics with proper diction Demonstrate and perform the head balance, crab balance (descent). Use digital device to take several photographs of a person performing crab balance on centre of interest |
How does music support the performance of gymnastics?
|
Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs |
Oral questions Oral Report Observation
Written exercise
|
|
| 5 | 4 |
Performance and Display
|
Gymnastics
|
By the end of the
lesson, the learner
should be able to:
Sing patriotic songs during warm ups before performance of gymnastics with proper diction Demonstrate and perform the head balance, crab balance (descent). Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment. |
In groups, pairs or individually learners are guided to:
Sing patriotic songs during warm ups before performance of gymnastics with proper diction Demonstrate and perform the head balance, crab balance (descent). Use digital device to take several photographs of a person performing crab balance on centre of interest |
How does performance of rolls and balances enhance gymnastics?
|
Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs |
Oral questions Oral Report Observation
Written exercise
|
|
| 5 | 5 |
Performance and Display
|
Gymnastics
|
By the end of the
lesson, the learner
should be able to:
Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities Demonstrate and perform the backward and side roll (stance) skill progression in gymnastics Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment. |
In groups, pairs or individually learners are guided to:
Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities Demonstrate and perform the backward and side roll (stance) skill progression in gymnastics Take turns to recite French rhythm names of a rhythmic pattern involving taa (stance), and ta-te (progression) as they perform the side roll in pairs. Use digital device to take several photographs of a person performing side roll on centre of interest. |
How does performance of rolls and balances enhance gymnastics?
|
Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs |
Oral questions Oral Report Observation
Written exercise
|
|
| 5 | 6 |
Performance and Display
|
Gymnastics
|
By the end of the
lesson, the learner
should be able to:
Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities Demonstrate and perform the backward and side roll (stance) skill progression in gymnastics Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment. |
In groups, pairs or individually learners are guided to:
Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities Demonstrate and perform the backward and side roll (stance) skill progression in gymnastics Take turns to recite French rhythm names of a rhythmic pattern involving taa (stance), and ta-te (progression) as they perform the side roll in pairs. Use digital device to take several photographs of a person performing side roll on centre of interest. |
How does music support the performance of gymnastics?
|
Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs |
Oral questions Oral Report Observation
Written exercise
|
|
| 6 | 1 |
Performance and Display
|
Gymnastics
|
By the end of the
lesson, the learner
should be able to:
Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities Demonstrate and perform the backward and side roll (initiation) skill progression in gymnastics Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment. |
In groups, pairs or individually learners are guided to:
Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities Demonstrate and perform the backward and side roll (initiation) skill progression in gymnastics Take turns to recite French rhythm names of a rhythmic pattern involving taa (stance), and ta-te (progression) as they perform the side roll in pairs . Use digital device to take several photographs of a person performing side roll on centre of interest. |
How does performance of rolls and balances enhance gymnastics?
|
Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs |
Oral questions Oral Report Observation
Written exercise
|
|
| 6 | 2 |
Performance and Display
|
Gymnastics
|
By the end of the
lesson, the learner
should be able to:
Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities Demonstrate and perform the backward and side roll (initiation) skill progression in gymnastics Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment. |
In groups, pairs or individually learners are guided to:
Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities Demonstrate and perform the backward and side roll (initiation) skill progression in gymnastics Take turns to recite French rhythm names of a rhythmic pattern involving taa (stance), and ta-te (progression) as they perform the side roll in pairs . Use digital device to take several photographs of a person performing side roll on centre of interest. |
How does performance of rolls and balances enhance gymnastics?
|
Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs |
Oral questions Oral Report Observation
Written exercise
|
|
| 6 | 3 |
Performance and Display
|
Gymnastics
|
By the end of the
lesson, the learner
should be able to:
Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities Demonstrate and perform the backward and side roll (initiation) skill progression in gymnastics Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment. |
In groups, pairs or individually learners are guided to:
Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities Demonstrate and perform the backward and side roll (initiation) skill progression in gymnastics Take turns to recite French rhythm names of a rhythmic pattern involving taa (stance), and ta-te (progression) as they perform the side roll in pairs . Use digital device to take several photographs of a person performing side roll on centre of interest. |
How does music support the performance of gymnastics?
|
Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs |
Oral questions Oral Report Observation
Written exercise
|
|
| 6 | 4 |
Performance and Display
|
Gymnastics
|
By the end of the
lesson, the learner
should be able to:
Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities Demonstrate and perform the backward and side roll (rolling phase) skill progression in gymnastics Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment. |
In groups, pairs or individually learners are guided to:
Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities Demonstrate and perform the backward and side roll (rolling phase) skill progression in gymnastics Take turns to recite French rhythm names of a rhythmic pattern involving taa (stance), and ta-te (progression) as they perform the side roll in pairs . Use digital device to take several photographs of a person performing side roll on centre of interest. |
How does performance of rolls and balances enhance gymnastics?
|
Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs |
Oral questions Oral Report Observation
Written exercise
|
|
| 6 | 5 |
Performance and Display
|
Gymnastics
|
By the end of the
lesson, the learner
should be able to:
Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities Demonstrate and perform the backward and side roll (rolling phase) skill progression in gymnastics Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment. |
In groups, pairs or individually learners are guided to:
Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities Demonstrate and perform the backward and side roll (rolling phase) skill progression in gymnastics Take turns to recite French rhythm names of a rhythmic pattern involving taa (stance), and ta-te (progression) as they perform the side roll in pairs . Use digital device to take several photographs of a person performing side roll on centre of interest. |
How does music support the performance of gymnastics?
|
Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs |
Oral questions Oral Report Observation
Written exercise
|
|
| 6 | 6 |
Performance and Display
|
Gymnastics
|
By the end of the
lesson, the learner
should be able to:
Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities Demonstrate and perform the backward and side roll (compilation) skill progression in gymnastics Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment. |
In groups, pairs or individually learners are guided to:
Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities Demonstrate and perform the backward and side roll (compilation) skill progression in gymnastics Take turns to recite French rhythm names of a rhythmic pattern involving taa (stance), and ta-te (progression) as they perform the side roll in pairs . Use digital device to take several photographs of a person performing side roll on centre of interest. |
How does performance of rolls and balances enhance gymnastics?
|
Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 1 |
Performance and Display
|
Gymnastics
|
By the end of the
lesson, the learner
should be able to:
Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities Demonstrate and perform the backward and side roll (compilation) skill progression in gymnastics Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment. |
In groups, pairs or individually learners are guided to:
Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities Demonstrate and perform the backward and side roll (compilation) skill progression in gymnastics Take turns to recite French rhythm names of a rhythmic pattern involving taa (stance), and ta-te (progression) as they perform the side roll in pairs. Use digital device to take several photographs of a person performing side roll on centre of interest. |
How does music support the performance of gymnastics?
|
Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 2 |
Performance and Display
|
Gymnastics
|
By the end of the
lesson, the learner
should be able to:
Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities Demonstrate and perform the backward and side roll (spotting) skill progression in gymnastics Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment. |
In groups, pairs or individually learners are guided to:
Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities Demonstrate and perform the backward and side roll (spotting) skill progression in gymnastics Take turns to recite French rhythm names of a rhythmic pattern involving taa (stance), and ta-te (progression) as they perform the side roll in pairs . Use digital device to take several photographs of a person performing side roll on centre of interest. |
How does performance of rolls and balances enhance gymnastics?
|
Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 3 |
Performance and Display
|
Gymnastics
|
By the end of the
lesson, the learner
should be able to:
Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities Demonstrate and perform the backward and side roll (spotting) skill progression in gymnastics Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment. |
In groups, pairs or individually learners are guided to:
Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities Demonstrate and perform the backward and side roll (spotting) skill progression in gymnastics Take turns to recite French rhythm names of a rhythmic pattern involving taa (stance), and ta-te (progression) as they perform the side roll in pairs. Use digital device to take several photographs of a person performing side roll on centre of interest. |
How does music support the performance of gymnastics?
|
Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 4 |
Performance and Display
|
Descant Recorder
|
By the end of the
lesson, the learner
should be able to:
Explore the descant recorder and identify the parts (head joint, middle joint and foot joint, finger holes) Practice holding and blowing the descant recorder Enjoy exploring the descant recorder. |
In groups, pairs or individually learners are guided to:
Explore the descant recorder and identify the parts (head joint, middle joint and foot joint, finger holes) Practice holding and blowing the descant recorder |
How can a good tone be produced on the descant recorder?
|
Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque fingering chart, Recorder melodies based on G, A B. |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 5 |
Performance and Display
|
Descant Recorder
|
By the end of the
lesson, the learner
should be able to:
Explore the descant recorder and identify the parts (head joint, middle joint and foot joint, finger holes) Assemble and disassemble the descant recorder Enjoy exploring the descant recorder. |
In groups, pairs or individually learners are guided to:
Explore the descant recorder and identify the parts (head joint, middle joint and foot joint, finger holes) Assemble and disassemble the descant recorder |
How can a good tone be produced on the descant recorder?
|
Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque fingering chart, Recorder melodies based on G, A B. |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 6 |
Performance and Display
|
Descant Recorder
|
By the end of the
lesson, the learner
should be able to:
Brainstorm on ways of caring for and maintaining a descant recorder and its importance; - observing hygiene - proper storage - proper handling Care for and maintain a descant recorder Appreciate care and hygiene for a descant recorder. |
In groups, pairs or individually learners are guided to:
Brainstorm on ways of caring for and maintaining a descant recorder and its importance; - observing hygiene - proper storage - proper handling Care for and maintain a descant recorder |
How can a good tone be produced on the descant recorder?
|
Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque fingering chart, Recorder melodies based on G, A B. |
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 1 |
Performance and Display
|
Descant Recorder
|
By the end of the
lesson, the learner
should be able to:
Brainstorm on ways of caring for and maintaining a descant recorder and its importance; - observing hygiene - proper storage - proper handling Care for and maintain a descant recorder Appreciate care and hygiene for a descant recorder. |
In groups, pairs or individually learners are guided to:
Brainstorm on ways of caring for and maintaining a descant recorder and its importance; - observing hygiene - proper storage - proper handling Care for and maintain a descant recorder |
How can a good tone be produced on the descant recorder?
|
Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque fingering chart, Recorder melodies based on G, A B. |
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 2 |
Performance and Display
|
Descant Recorder
|
By the end of the
lesson, the learner
should be able to:
Explain how to hold and blow the descant recorder with appropriate fingering Practice holding and blowing the descant recorder with appropriate fingering Have fun holding and blowing the descant recorder with appropriate fingering. |
In groups, pairs or individually learners are guided to:
Explain how to hold and blow the descant recorder with appropriate fingering Practice holding and blowing the descant recorder with appropriate fingering |
How can a good tone be produced on the descant recorder?
|
Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque fingering chart, Recorder melodies based on G, A B. |
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 3 |
Performance and Display
|
Descant Recorder
|
By the end of the
lesson, the learner
should be able to:
Explain how to hold and blow the descant recorder with appropriate fingering Practice holding and blowing the descant recorder with appropriate fingering Enjoy holding and blowing the descant recorder with appropriate fingering. |
In groups, pairs or individually learners are guided to:
Explain how to hold and blow the descant recorder with appropriate fingering Practice holding and blowing the descant recorder with appropriate fingering |
How can a good tone be produced on the descant recorder?
|
Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque fingering chart, Recorder melodies based on G, A B. |
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 4 |
Performance and Display
|
Descant Recorder
|
By the end of the
lesson, the learner
should be able to:
Collect recyclable materials such as yarns, pieces of cloth, leather. Make a descant recorder case by stitching the fabric/ leather or crocheting the yarns considering colour variation Appreciate own and others work. |
In groups, pairs or individually learners are guided to:
Collect recyclable materials such as yarns, pieces of cloth, leather. Make a descant recorder case by stitching the fabric/ leather or crocheting the yarns considering colour variation Embellish the case with found objects |
How can a good tone be produced on the descant recorder?
|
Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque fingering chart, Recorder melodies based on G, A B. |
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 5 |
Performance and Display
|
Descant Recorder
|
By the end of the
lesson, the learner
should be able to:
Collect recyclable materials such as yarns, pieces of cloth, leather. Make a descant recorder case by stitching the fabric/ leather or crocheting the yarns considering colour variation Appreciate own and others work. |
In groups, pairs or individually learners are guided to:
Collect recyclable materials such as yarns, pieces of cloth, leather. Make a descant recorder case by stitching the fabric/ leather or crocheting the yarns considering colour variation Embellish the case with found objects |
How can a good tone be produced on the descant recorder?
|
Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque fingering chart, Recorder melodies based on G, A B. |
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 6 |
Performance and Display
|
Descant Recorder
|
By the end of the
lesson, the learner
should be able to:
Use digital devices to search and watch recordings on how to play notes G A and B on the descant recorder Practice playing notes G A and B using appropriate techniques (posture, fingering and blowing), individually and in groups. Enjoy playing notes G A and B on the descant recorder |
In groups, pairs or individually learners are guided to:
Use digital devices to search and watch recordings on how to play notes G A and B on the descant recorder Practice playing notes G A and B using appropriate techniques (posture, fingering and blowing), individually and in groups. |
How can a good tone be produced on the descant recorder?
|
Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque fingering chart, Recorder melodies based on G, A B. |
Oral questions Oral Report Observation
Written exercise
|
|
| 9 | 1 |
Performance and Display
|
Descant Recorder
|
By the end of the
lesson, the learner
should be able to:
Use digital devices to search and watch recordings on how to play notes G A and B on the descant recorder Practice playing notes G A and B using appropriate techniques (posture, fingering and blowing), individually and in groups. Enjoy playing notes G A and B on the descant recorder. |
In groups, pairs or individually learners are guided to:
Use digital devices to search and watch recordings on how to play notes G A and B on the descant recorder Practice playing notes G A and B using appropriate techniques (posture, fingering and blowing), individually and in groups. |
How can a good tone be produced on the descant recorder?
|
Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque fingering chart, Recorder melodies based on G, A B. |
Oral questions Oral Report Observation
Written exercise
|
|
| 9 | 2 |
Performance and Display
|
Descant Recorder
|
By the end of the
lesson, the learner
should be able to:
Use digital devices to search and watch recordings on how to play notes G A and B on the descant recorder Practice playing notes G A and B using appropriate techniques (posture, fingering and blowing), individually and in groups. Enjoy playing notes G A and B on the descant recorder. |
In groups, pairs or individually learners are guided to:
Use digital devices to search and watch recordings on how to play notes G A and B on the descant recorder Practice playing notes G A and B using appropriate techniques (posture, fingering and blowing), individually and in groups. |
How can a good tone be produced on the descant recorder?
|
Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque fingering chart, Recorder melodies based on G, A B. |
Oral questions Oral Report Observation
Written exercise
|
|
| 9 | 3 |
Performance and Display
|
Descant Recorder
|
By the end of the
lesson, the learner
should be able to:
Use digital devices to search and watch recordings on how to play notes G A and B on the descant recorder Practice playing notes G A and B using appropriate techniques (posture, fingering and blowing), individually and in groups. Enjoy playing notes G A and B on the descant recorder. |
In groups, pairs or individually learners are guided to:
Use digital devices to search and watch recordings on how to play notes G A and B on the descant recorder Practice playing notes G A and B using appropriate techniques (posture, fingering and blowing), individually and in groups. |
How can a good tone be produced on the descant recorder?
|
Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque fingering chart, Recorder melodies based on G, A B. |
Oral questions Oral Report Observation
Written exercise
|
|
| 9 | 4 |
Performance and Display
|
Descant Recorder
|
By the end of the
lesson, the learner
should be able to:
Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups. Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement. Enjoy playing melodies on the descant recorder. |
In groups, pairs or individually learners are guided to:
Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups. Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement. |
How can a good tone be produced on the descant recorder?
|
Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque fingering chart, Recorder melodies based on G, A B. |
Oral questions Oral Report Observation
Written exercise
|
|
| 9 | 5 |
Performance and Display
|
Descant Recorder
|
By the end of the
lesson, the learner
should be able to:
Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups. Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement. Enjoy playing melodies on the descant recorder. |
In groups, pairs or individually learners are guided to:
Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups. Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement. |
How can a good tone be produced on the descant recorder?
|
Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque fingering chart, Recorder melodies based on G, A B. |
Oral questions Oral Report Observation
Written exercise
|
|
| 9 | 6 |
Performance and Display
|
Descant Recorder
|
By the end of the
lesson, the learner
should be able to:
Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups. Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement. Enjoy playing melodies on the descant recorder. |
In groups, pairs or individually learners are guided to:
Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups. Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement. |
How can a good tone be produced on the descant recorder?
|
Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque fingering chart, Recorder melodies based on G, A B. |
Oral questions Oral Report Observation
Written exercise
|
|
| 10 | 1 |
Performance and Display
|
Descant Recorder
|
By the end of the
lesson, the learner
should be able to:
Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups. Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement. Enjoy playing melodies on the descant recorder. |
In groups, pairs or individually learners are guided to:
Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups. Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement. |
How can a good tone be produced on the descant recorder?
|
Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque fingering chart, Recorder melodies based on G, A B. |
Oral questions Oral Report Observation
Written exercise
|
|
| 10 | 2 |
Performance and Display
|
Descant Recorder
|
By the end of the
lesson, the learner
should be able to:
Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups. Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement. Enjoy playing melodies on the descant recorder. |
In groups, pairs or individually learners are guided to:
Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups. Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement. |
How can a good tone be produced on the descant recorder?
|
Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque fingering chart, Recorder melodies based on G, A B. |
Oral questions Oral Report Observation
Written exercise
|
|
| 10 | 3 |
Performance and Display
|
Descant Recorder
|
By the end of the
lesson, the learner
should be able to:
Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups. Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement. Enjoy playing melodies on the descant recorder. |
In groups, pairs or individually learners are guided to:
Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups. Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement. |
How can a good tone be produced on the descant recorder?
|
Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque fingering chart, Recorder melodies based on G, A B. |
Oral questions Oral Report Observation
Written exercise
|
|
| 10 | 4 |
Performance and Display
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
Discuss why swimming is an essential life skill. Watch an actual or virtual performance/illustration of crouch surface dive Appreciate swimming as an essential skill. |
In groups, pairs or individually learners are guided to:
Discuss why swimming is an essential life skill. Watch an actual or virtual performance/illustration of crouch surface dive |
Why is Swimming an essential life skill?
|
Creative Arts Curriculum Design Grade 4
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Oral questions Oral Report Observation
Written exercise
|
|
| 10 | 5 |
Performance and Display
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
Explain/demonstrate the crouch surface dive considering the progression (stance) Perform the skills of crouch surface dive in swimming Appreciate your own and others' efforts in performing the crouch surface dive. |
In groups, pairs or individually learners are guided to:
Explain/demonstrate the crouch surface dive considering the progression (stance) Perform the skills of crouch surface dive in swimming |
Why is the centre of interest important in photography?
|
Creative Arts Curriculum Design Grade 4
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Oral questions Oral Report Observation
Written exercise
|
|
| 10 | 6 |
Performance and Display
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
Explain/demonstrate the crouch surface dive considering the progression (push-off) Perform the skills of crouch surface dive in swimming Appreciate your own and others' efforts in performing the crouch surface dive. |
In groups, pairs or individually learners are guided to:
Explain/demonstrate the crouch surface dive considering the progression (push-off) Perform the skills of crouch surface dive in swimming |
Why is Swimming an essential life skill?
|
Creative Arts Curriculum Design Grade 4
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Oral questions Oral Report Observation
Written exercise
|
|
| 11 | 1 |
Performance and Display
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
Explain/demonstrate the crouch surface dive considering the progression (descent) Perform the skills of crouch surface dive in swimming Appreciate your own and others' efforts in performing the crouch surface dive. |
In groups, pairs or individually learners are guided to:
Explain/demonstrate the crouch surface dive considering the progression (descent) Perform the skills of crouch surface dive in swimming |
Why is the centre of interest important in photography?
|
Creative Arts Curriculum Design Grade 4
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Oral questions Oral Report Observation
Written exercise
|
|
| 11 | 2 |
Performance and Display
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
Explain/demonstrate the crouch surface dive considering the progression (entry). Perform the skills of crouch surface dive in swimming. Appreciate your own and others' efforts in performing the crouch surface dive. |
In groups, pairs or individually learners are guided to:
Explain/demonstrate the crouch surface dive considering the progression (entry). Perform the skills of crouch surface dive in swimming. |
Why is the centre of interest important in photography?
|
Creative Arts Curriculum Design Grade 4
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Oral questions Oral Report Observation
Written exercise
|
|
| 11 | 3 |
Performance and Display
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
Explain/demonstrate the crouch surface dive considering the progression (transition) Perform the skills of crouch surface dive in swimming. Appreciate your own and others' efforts in performing the standing surface dive. |
In groups, pairs or individually learners are guided to:
Explain/demonstrate the crouch surface dive considering the progression (transition) Perform the skills of crouch surface dive in swimming. |
Why is Swimming an essential life skill?
|
Creative Arts Curriculum Design Grade 4
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Oral questions Oral Report Observation
Written exercise
|
|
| 11 | 4 |
Performance and Display
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
Explain/demonstrate the crouch surface dive considering the progression (stance, push-off, descent, entry, transition) Perform the skills of crouch surface dive in swimming Appreciate your own and others' efforts in performing the crouch surface dive. |
In groups, pairs or individually learners are guided to:
Explain/demonstrate the crouch surface dive considering the progression (stance, push-off, descent, entry, transition) Perform the skills of crouch surface dive in swimming |
Why is the centre of interest important in photography?
|
Creative Arts Curriculum Design Grade 4
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Oral questions Oral Report Observation
Written exercise
|
|
| 11 | 5 |
Performance and Display
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
Discuss why swimming is an essential life skill. Watch an actual or virtual performance/illustration of standing surface dive Appreciate swimming as an essential skill. |
In groups, pairs or individually learners are guided to:
Discuss why swimming is an essential life skill. Watch an actual or virtual performance/illustration of standing surface dive |
Why is Swimming an essential life skill?
|
Creative Arts Curriculum Design Grade 4
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Oral questions Oral Report Observation
Written exercise
|
|
| 11 | 6 |
Performance and Display
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
Explain/demonstrate the standing surface dive considering the progression (stance) Perform the skills of standing surface dive in swimming Appreciate your own and others' efforts in performing the standing surface dive. |
In groups, pairs or individually learners are guided to:
Explain/demonstrate the standing surface dive considering the progression (stance) Perform the skills of standing surface dive in swimming |
Why is the centre of interest important in photography?
|
Creative Arts Curriculum Design Grade 4
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Oral questions Oral Report Observation
Written exercise
|
|
| 12 | 1 |
Performance and Display
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
Explain/demonstrate the standing surface dive considering the progression (push-off) Perform the skills of standing surface dive in swimming Appreciate your own and others' efforts in performing the standing surface dive. |
In groups, pairs or individually learners are guided to:
Explain/demonstrate the standing surface dive considering the progression (push-off) Perform the skills of standing surface dive in swimming |
Why is Swimming an essential life skill?
|
Creative Arts Curriculum Design Grade 4
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Oral questions Oral Report Observation
Written exercise
|
|
| 12 | 2 |
Performance and Display
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
Explain/demonstrate the standing surface dive considering the progression (descent) Perform the skills of standing surface dive in swimming Appreciate your own and others' efforts in performing the standing surface dive. |
In groups, pairs or individually learners are guided to:
Explain/demonstrate the standing surface dive considering the progression (descent) Perform the skills of standing surface dive in swimming |
Why is the centre of interest important in photography?
|
Creative Arts Curriculum Design Grade 4
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Oral questions Oral Report Observation
Written exercise
|
|
| 12 | 3 |
Performance and Display
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
Explain/demonstrate the standing surface dive considering the progression (entry) Perform the skills of standing surface dive in swimming Appreciate your own and others' efforts in performing the standing surface dive. |
In groups, pairs or individually learners are guided to:
Explain/demonstrate the standing surface dive considering the progression (entry) Perform the skills of standing surface dive in swimming |
Why is Swimming an essential life skill?
|
Creative Arts Curriculum Design Grade 4
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Oral questions Oral Report Observation
Written exercise
|
|
| 12 | 4 |
Performance and Display
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
Explain/demonstrate the standing surface dive considering the progression (transition) Perform the skills of standing surface dive in swimming Appreciate your own and others' efforts in performing the standing surface dive. |
In groups, pairs or individually learners are guided to:
Explain/demonstrate the standing surface dive considering the progression (transition) Perform the skills of standing surface dive in swimming |
Why is the centre of interest important in photography?
|
Creative Arts Curriculum Design Grade 4
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Oral questions Oral Report Observation
Written exercise
|
|
| 12 | 5 |
Performance and Display
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
Explain/demonstrate the standing surface dive considering the progression (stance, push-off, descent, entry, transition) Perform the skills of standing surface dive in swimming Appreciate your own and others' efforts in performing the standing surface dive. |
In groups, pairs or individually learners are guided to:
Explain/demonstrate the standing surface dive considering the progression (stance, push-off, descent, entry, transition) Perform the skills of standing surface dive in swimming |
Why is Swimming an essential life skill?
|
Creative Arts Curriculum Design Grade 4
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Oral questions Oral Report Observation
Written exercise
|
|
| 12 | 6 |
Performance and Display
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
Explain the standing surface dive considering the progression (stance) Demonstrate the standing surface dive considering the progression (stance,) Appreciate your own and others' efforts in performing the standing surface dive. |
In groups, pairs or individually learners are guided to:
Explain standing surface dive considering the progression (stance) Perform the skills (stance) of standing surface dive in swimming Use digital device to take several photographs of a person performing a crouch and standing surface dives |
Why is the skill (stance) essential in swimming?
|
Creative Arts Curriculum Design Grade 4
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Portfolio, observation schedule, exit tickets, skill progression charts, swimming performance analysis
|
|
| 13 | 1 |
Performance and Display
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
Explain the standing surface dive considering the progression (push-off) Demonstrate the standing surface dive considering the progression (push-off) Develop responsibility as they observes own and others safety while performing standing surface dive |
In groups, pairs or individually learners are guided to:
Explain standing surface dive considering the progression (push-off) Perform the skills (push-off) of standing surface dive in swimming Use digital device to take several photographs of a person performing a crouch and standing surface dives |
Why is the skill (push-off) essential in swimming?
|
Creative Arts Curriculum Design Grade 4
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Portfolio, observation schedule, exit tickets, skill progression charts, swimming performance analysis
|
|
| 13 | 2 |
Performance and Display
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
Explain the standing surface dive considering the progression (descent) Demonstrate the standing surface dive considering the progression (descent) Appreciate your own and others' efforts in performing the standing surface dive. |
In groups, pairs or individually learners are guided to:
Explain standing surface dive considering the progression (descent) Perform the skills (descent) of standing surface dive in swimming Use digital device to take several photographs of a person performing a crouch and standing surface dives |
Why is the skill (descent) essential in swimming?
|
Creative Arts Curriculum Design Grade 4
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Portfolio, observation schedule, exit tickets, skill progression charts, swimming performance analysis
|
|
| 13 | 3 |
Performance and Display
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
Explain the standing surface dive considering the progression (entry) Demonstrate the standing surface dive considering the progression (entry) Develop responsibility as they observes own and others safety while performing standing surface dive |
In groups, pairs or individually learners are guided to:
Explain standing surface dive considering the progression (entry) Perform the skills (entry) of standing surface dive in swimming Use digital device to take several photographs of a person performing a crouch and standing surface dives |
Why is the skill (entry) essential in swimming?
|
Creative Arts Curriculum Design Grade 4
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Portfolio, observation schedule, exit tickets, skill progression charts, swimming performance analysis
|
|
| 13 | 4 |
Performance and Display
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
Explain the standing surface dive considering the progression (entry) Demonstrate the standing surface dive considering the progression (entry) Develop responsibility as they observes own and others safety while performing standing surface dive |
In groups, pairs or individually learners are guided to:
Explain standing surface dive considering the progression (entry) Perform the skills (entry) of standing surface dive in swimming Use digital device to take several photographs of a person performing a crouch and standing surface dives |
Why is the skill (entry) essential in swimming?
|
Creative Arts Curriculum Design Grade 4
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Portfolio, observation schedule, exit tickets, skill progression charts, swimming performance analysis
|
|
| 13 | 5 |
Performance and Display
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
Explain the standing surface dive considering the progression (transition) Demonstrate the standing surface dive considering the progression (transition) Develop responsibility as they observes own and others safety while performing standing surface dive |
In groups, pairs or individually learners are guided to:
Explain standing surface dive considering the progression (transition) Perform the skills (transition) of standing surface dive in swimming Use digital device to take several photographs of a person performing a crouch and standing surface dives |
Why is the skill (transition) essential in swimming?
|
Creative Arts Curriculum Design Grade 4
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Portfolio, observation schedule, exit tickets, skill progression charts, swimming performance analysis
|
|
| 13 | 6 |
Performance and Display
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
Explain the standing surface dive considering the progression (transition) Demonstrate the standing surface dive considering the progression (transition) Develop responsibility as they observes own and others safety while performing standing surface dive |
In groups, pairs or individually learners are guided to:
Explain standing surface dive considering the progression (transition) Perform the skills (transition) of standing surface dive in swimming Use digital device to take several photographs of a person performing a crouch and standing surface dives |
Why is the skill (transition) essential in swimming?
|
Creative Arts Curriculum Design Grade 4
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Portfolio, observation schedule, exit tickets, skill progression charts, swimming performance analysis
|
|
| 14 | 1 |
Performance and Display
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
Explain the skills of crouch and standing surface dives in swimming Take a photograph of the crouch and standing surface dives with focus on centre of interest Appreciate your own and others' efforts in performing the standing surface dive. |
In groups, pairs or individually learners are guided to:
Explain the skills of crouch and standing surface dives in swimming Take a photograph of the crouch and standing surface dives with focus on centre of interest |
Why is the centre of interest important in photography?
|
Creative Arts Curriculum Design Grade 4
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Portfolio, observation schedule, exit tickets, skill progression charts, swimming performance analysis
|
|
| 14 | 2 |
Performance and Display
|
Songs
|
By the end of the
lesson, the learner
should be able to:
Identify types of songs (sacred songs) Sing sacred songs with accuracy in tempo, pitch, rhythm and dynamics Have fun singing sacred songs. |
In groups, pairs or individually learners are guided to:
Identify types of songs (sacred songs) Sing sacred songs with accuracy in tempo, pitch, rhythm and dynamics |
What message do sacred songs convey?
|
Creative Arts Curriculum Design Grade 4
Recording of sacred, patriotic and topical and Kenyan folk songs |
Observation schedule, aural and oral tests.
|
|
| 14 | 3 |
Performance and Display
|
Songs
|
By the end of the
lesson, the learner
should be able to:
Identify types of songs (patriotic songs) Sing patriotic songs with accuracy in tempo, pitch, rhythm and dynamics Have fun singing patriotic songs. |
In groups, pairs or individually learners are guided to:
Identify types of songs (patriotic songs) Sing patriotic songs with accuracy in tempo, pitch, rhythm and dynamics |
What message do patriotic songs convey?
|
Creative Arts Curriculum Design Grade 4
Recording of sacred, patriotic and topical and Kenyan folk songs |
Observation schedule, aural and oral tests.
|
|
| 14 | 4 |
Performance and Display
|
Songs
|
By the end of the
lesson, the learner
should be able to:
Identify types of songs (topical songs) Sing topical songs with accuracy in tempo, pitch, rhythm and dynamics Have fun singing topical songs. |
In groups, pairs or individually learners are guided to:
Identify types of songs (topical songs) Sing topical songs with accuracy in tempo, pitch, rhythm and dynamics |
What message do topical songs convey?
|
Creative Arts Curriculum Design Grade 4
Recording of sacred, patriotic and topical and Kenyan folk songs |
Observation schedule, aural and oral tests.
|
|
| 14 | 5 |
Performance and Display
|
Songs
|
By the end of the
lesson, the learner
should be able to:
Identify types of folk songs performed by indigenous Kenyan communities Discuss the messages and mood of different types of folk songs (work, funeral and naming songs). Value types of Indigenous folk songs from different Kenyan communities. |
In groups, pairs or individually learners are guided to:
Identify types of folk songs performed by indigenous Kenyan communities Discuss the messages and mood of different types of folk songs (work, funeral an, naming songs) |
Which types of folk songs do you know?
|
Creative Arts Curriculum Design Grade 4
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 14 | 6 |
Performance and Display
|
Songs
|
By the end of the
lesson, the learner
should be able to:
Identify types of folk songs performed by indigenous Kenyan communities Discuss the messages and mood of different types of folk songs(initiation, marriage and worship songs). Value types of Indigenous folk songs from different Kenyan communities. |
In groups, pairs or individually learners are guided to:
Identify types of folk songs performed by indigenous Kenyan communities Discuss the messages and mood of different types of folk songs(initiation, marriage and worship songs) |
What is mood in a folk song?
|
Creative Arts Curriculum Design Grade 4
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 15 | 1 |
Performance and Display
|
Songs
|
By the end of the
lesson, the learner
should be able to:
Identify the fabric decoration techniques used by the local community, (tie -dye or beadwork) Decorate a costume for a folk song using an appropriate technique Develop creativity as they decorate costumes for performing folk song. |
In groups, pairs or individually learners are guided to:
Identify the fabric decoration techniques used by the local community, (tie -dye or beadwork) Decorate a costume for a folk song using an appropriate technique |
How do kikuyu, Kamba, luo communities decorate costumes for performing folk songs?
|
Creative Arts Curriculum Design Grade 4
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 15 | 2 |
Performance and Display
|
Songs
|
By the end of the
lesson, the learner
should be able to:
Identify the fabric decoration techniques used by the local community, (tie -dye or beadwork) Decorate a costume for a folk song using an appropriate technique Develop creativity as they decorate costumes for performing folk song. |
In groups, pairs or individually learners are guided to:
Identify the fabric decoration techniques used by the local community, (tie -dye or beadwork) Decorate a costume for a folk song using an appropriate technique |
How do luhya, kisii, maasai communities decorate costumes for performing folk songs?
|
Creative Arts Curriculum Design Grade 4
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 15 | 3 |
Performance and Display
|
Songs
|
By the end of the
lesson, the learner
should be able to:
Identify songs from different communities and classify them as work songs. Perform an indigenous Kenyan folk song on work. Value performing Indigenous folk songs from different Kenyan communities |
In groups, pairs or individually learners are guided to:
Identify songs from different communities and classify them as work songs. Perform an indigenous Kenyan folk song on work. |
What message does work songs contain?
|
Creative Arts Curriculum Design Grade 4
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 15 | 4 |
Performance and Display
|
Songs
|
By the end of the
lesson, the learner
should be able to:
Identify songs from different communities and classify them as funeral songs. Perform an indigenous Kenyan folk song on funeral. Value performing Indigenous folk songs from different Kenyan communities |
In groups, pairs or individually learners are guided to:
Identify songs from different communities and classify them as funeral songs. Perform an indigenous Kenyan folk song on funeral. |
What message does funeral songs contain?
|
Creative Arts Curriculum Design Grade 4
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 15 | 5 |
Performance and Display
|
Songs
|
By the end of the
lesson, the learner
should be able to:
Identify songs from different communities and classify them as naming songs. Perform an indigenous Kenyan folk song on naming. Value performing Indigenous folk songs from different Kenyan communities |
In groups, pairs or individually learners are guided to:
Identify songs from different communities and classify them as naming songs. Perform an indigenous Kenyan folk song on naming. |
What message does naming songs contain?
|
Creative Arts Curriculum Design Grade 4
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 15 | 6 |
Performance and Display
|
Songs
|
By the end of the
lesson, the learner
should be able to:
Identify songs from different communities and classify them as initiation songs. Perform an indigenous Kenyan folk song on initiation. Value performing Indigenous folk songs from different Kenyan communities |
In groups, pairs or individually learners are guided to:
Identify songs from different communities and classify them as initiation songs. Perform an indigenous Kenyan folk song on initiation. |
What message does initiation songs contain?
|
Creative Arts Curriculum Design Grade 4
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 16 | 1 |
Performance and Display
|
Songs
|
By the end of the
lesson, the learner
should be able to:
Identify songs from different communities and classify them as marriage songs. Perform an indigenous Kenyan folk marriage Value performing Indigenous folk songs from different Kenyan communities |
In groups, pairs or individually learners are guided to:
Identify songs from different communities and classify them as marriage songs. Perform an indigenous Kenyan folk marriage |
What message does marriage songs contain?
|
Creative Arts Curriculum Design Grade 4
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 16 | 2 |
Performance and Display
|
Songs
|
By the end of the
lesson, the learner
should be able to:
Identify songs from different communities and classify them as marriage songs. Perform an indigenous Kenyan folk marriage Value performing Indigenous folk songs from different Kenyan communities |
In groups, pairs or individually learners are guided to:
Identify songs from different communities and classify them as marriage songs. Perform an indigenous Kenyan folk marriage |
What message does marriage songs contain?
|
Creative Arts Curriculum Design Grade 4
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 16 | 3 |
Performance and Display
|
Songs
|
By the end of the
lesson, the learner
should be able to:
Identify songs from different communities and classify them as worship songs. Perform an indigenous Kenyan folk song on worship Value performing Indigenous folk songs from different Kenyan communities |
In groups, pairs or individually learners are guided to:
Identify songs from different communities and classify them as worship songs. Perform an indigenous Kenyan folk song on worship |
What message does worship songs contain?
|
Creative Arts Curriculum Design Grade 4
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 16 | 4 |
Performance and Display
|
Songs
|
By the end of the
lesson, the learner
should be able to:
Name different percussion instruments Practice playing percussion instruments to accompany a folksong using appropriate technique (hitting) Appreciate the role of percussion instruments in performances. |
In groups, pairs or individually learners are guided to:
Name different percussion instruments Practice playing percussion instruments to accompany a folksong using appropriate technique (hitting) |
Which percussion instruments are for hitting?
|
Creative Arts Curriculum Design Grade 4
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 16 | 5 |
Performance and Display
|
Songs
|
By the end of the
lesson, the learner
should be able to:
Name different percussion instruments Practice playing percussion instruments to accompany a folksong using appropriate technique (shaking) Appreciate the role of percussion instruments in performances. |
In groups, pairs or individually learners are guided to:
Name different percussion instruments Practice playing percussion instruments to accompany a folksong using appropriate technique (shaking) |
Which percussion instruments are for shaking?
|
Creative Arts Curriculum Design Grade 4
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 16 | 6 |
Performance and Display
|
Songs
|
By the end of the
lesson, the learner
should be able to:
Name different percussion instruments Practice playing percussion instruments to accompany a folksong using appropriate technique (plucking) Appreciate the role of percussion instruments in performances. |
In groups, pairs or individually learners are guided to:
Name different percussion instruments Practice playing percussion instruments to accompany a folksong using appropriate technique (plucking) |
Which percussion instruments are for plucking?
|
Creative Arts Curriculum Design Grade 4
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 17 | 1 |
Performance and Display
|
Songs
|
By the end of the
lesson, the learner
should be able to:
Describe the factors that contribute towards a good performance Perform different folk songs with correct diction, accompanied by a percussion instrument Appreciate the role of correct diction in performances. |
In groups, pairs or individually learners are guided to:
Describe the factors that contribute towards a good performance Perform different folk songs with correct diction, accompanied by a percussion instrument |
How does correct diction contribute towards a good performance
?
|
Creative Arts Curriculum Design Grade 4
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 17 | 2 |
Performance and Display
|
Songs
|
By the end of the
lesson, the learner
should be able to:
Describe the factors that contribute towards a good performance Perform different folk songs with appropriate facial expressions accompanied by a percussion instrument Appreciate the role of appropriate facial expressions in performances. |
In groups, pairs or individually learners are guided to:
Describe the factors that contribute towards a good performance Perform different folk songs with appropriate facial expressions accompanied by a percussion instrument |
How does good facial expression contribute towards a good performance
?
|
Creative Arts Curriculum Design Grade 4
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 17 | 3 |
Performance and Display
|
Songs
|
By the end of the
lesson, the learner
should be able to:
Describe the factors that contribute towards a good performance Perform different folk songs with appropriate gestures accompanied by a percussion instrument Appreciate the role of appropriate gestures in performances. |
In groups, pairs or individually learners are guided to:
Describe the factors that contribute towards a good performance Perform different folk songs with appropriate gestures accompanied by a percussion instrument |
How does good gestures contribute towards a good performance
?
|
Creative Arts Curriculum Design Grade 4
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 17 | 4 |
Performance and Display
|
Songs
|
By the end of the
lesson, the learner
should be able to:
Identify safety, care and maintenance practices while handling percussion instruments Handle percussion instruments with care, observe safety and maintenance practices. Appreciate the role of percussion instruments in performances. |
In groups, pairs or individually learners are guided to:
Identify safety, care and maintenance practices while handling percussion instruments Handle percussion instruments with care, observe safety and maintenance practices. |
How should percussion instruments be handled?
|
Creative Arts Curriculum Design Grade 4
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 17 | 5 |
Appreciation in Creative Arts
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Explain the concept of appreciation in creative arts. Describe the concept of appreciation in Creative Arts (behaviour, aesthetic) Appreciate the concept of appreciation in creative arts. |
In groups, pairs or individually learners are guided to:
Explain the concept of appreciation in creative arts. Describe the concept of appreciation in Creative Arts (behaviour, aesthetic) |
How does behaviour describe the concept of appreciation in Creative Arts?
|
Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 17 | 6 |
Appreciation in Creative Arts
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Explain the concept of appreciation in creative arts. Describe the concept of appreciation in Creative Arts (skills, message) Appreciate the concept of appreciation in creative arts. |
In groups, pairs or individually learners are guided to:
Explain the concept of appreciation in creative arts. Describe the concept of appreciation in Creative Arts (skills, message) |
How does message describe the concept of appreciation in Creative Arts?
|
Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 18 | 1 |
Appreciation in Creative Arts
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Explain the concept of appreciation in creative arts. Describe the concept of appreciation in Creative Arts (behaviour, feedback, care) Appreciate the concept of appreciation in creative arts. |
In groups, pairs or individually learners are guided to:
Explain the concept of appreciation in creative arts. Describe the concept of appreciation in Creative Arts (behaviour, feedback, care) |
How does behaviour describe the concept of appreciation in Creative Arts?
|
Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 18 | 2 |
Appreciation in Creative Arts
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Prepare previously created artworks for display (drawings) Showcase own and peers’ artworks in a gallery Critique displayed artworks for appreciation |
In groups, pairs or individually learners are guided to:
Prepare previously created artworks for display (drawings) Showcase own and peers’ artworks in a gallery |
How can previously created artworks such as drawings be recreated?
|
Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 18 | 3 |
Appreciation in Creative Arts
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Prepare previously created artworks for display (painting) Showcase own and peers’ artworks in a gallery Critique displayed artworks for appreciation |
In groups, pairs or individually learners are guided to:
Prepare previously created artworks for display (painting) Showcase own and peers’ artworks in a gallery |
How can previously created artworks such as painting be recreated?
|
Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 18 | 4 |
Appreciation in Creative Arts
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Prepare previously created artworks for display (photographs) Showcase own and peers’ artworks in a gallery Critique displayed artworks for appreciation |
In groups, pairs or individually learners are guided to:
Prepare previously created artworks for display (photographs) Showcase own and peers’ artworks in a gallery |
How can previously created artworks such as photographs be recreated?
|
Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 18 | 5 |
Appreciation in Creative Arts
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Prepare previously created artworks for display (musical instruments) Showcase own and peers’ artworks in a gallery Critique displayed artworks for appreciation |
In groups, pairs or individually learners are guided to:
Prepare previously created artworks for display (musical instruments) Showcase own and peers’ artworks in a gallery |
How can previously created artworks such as musical instruments be recreated?
|
Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 18 | 6 |
Appreciation in Creative Arts
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Prepare previously created artworks for display (balls) Showcase own and peers’ artworks in a gallery Critique displayed artworks for appreciation |
In groups, pairs or individually learners are guided to:
Prepare previously created artworks for display (balls) Showcase own and peers’ artworks in a gallery |
How can previously created artworks such as balls be recreated?
|
Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 19 | 1 |
Appreciation in Creative Arts
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Prepare previously created artworks for display (clay slabs) Showcase own and peers’ artworks in a gallery Critique displayed artworks for appreciation |
In groups, pairs or individually learners are guided to:
Prepare previously created artworks for display (clay slabs) Showcase own and peers’ artworks in a gallery |
How can previously created artworks such as clay slabs be recreated?
|
Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 19 | 2 |
Appreciation in Creative Arts
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Prepare previously created artworks for display (recorder cases) Showcase own and peers’ artworks in a gallery Critique displayed artworks for appreciation |
In groups, pairs or individually learners are guided to:
Prepare previously created artworks for display (recorder cases) Showcase own and peers’ artworks in a gallery |
How can previously created artworks such as recorder cases be recreated?
|
Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 19 | 3 |
Appreciation in Creative Arts
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Discuss the importance of analysis in Creative Arts Describe a Kenyan folk song performance using appropriate terminologies such as (type of artwork) Value appreciation of Creative Arts works through analysis. |
In groups, pairs or individually learners are guided to:
Discuss the importance of analysis in Creative Arts Describe a Kenyan folk song performance using appropriate terminologies such as (type of artwork) |
What is the importance of type of artwork in Creative Arts?
|
Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 19 | 4 |
Appreciation in Creative Arts
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Discuss the importance of analysis in Creative Arts Describe a Kenyan folk song performance using appropriate terminologies such as (materials used) Value appreciation of Creative Arts works through analysis. |
In groups, pairs or individually learners are guided to:
Discuss the importance of analysis in Creative Arts Describe a Kenyan folk song performance using appropriate terminologies such as (materials used) |
What is the importance of materials used in Creative Arts?
|
Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 19 | 5 |
Appreciation in Creative Arts
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Discuss the importance of analysis in Creative Arts Describe a Kenyan folk song performance using appropriate terminologies such as (media used) Value appreciation of Creative Arts works through analysis. |
In groups, pairs or individually learners are guided to:
Discuss the importance of analysis in Creative Arts Describe a Kenyan folk song performance using appropriate terminologies such as (media used) |
What is the importance of media used in Creative Arts?
|
Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 19 | 6 |
Appreciation in Creative Arts
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Discuss the importance of analysis in Creative Arts Describe a Kenyan folk song performance using appropriate terminologies such as (craftsmanship) Value appreciation of Creative Arts works through analysis. |
In groups, pairs or individually learners are guided to:
Discuss the importance of analysis in Creative Arts Describe a Kenyan folk song performance using appropriate terminologies such as (craftsmanship) |
What is the importance of craftsmanship in Creative Arts?
|
Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 20 | 1 |
Appreciation in Creative Arts
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Identify Kenyan music of various genres Describe how to undertake critical analysis of Kenyan folk songs focusing on community of origin and type/occasion Appreciate critical analysis in creative arts |
In groups, pairs or individually learners are guided to:
Identify Kenyan music of various genres Describe how to undertake critical analysis of Kenyan folk songs focusing on community of origin and type/occasion |
What is the importance of community of origin in analysis of Creative Arts?
|
Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 20 | 2 |
Appreciation in Creative Arts
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Sing Kenyan music of various genres Describe how to undertake critical analysis of Kenyan folk songs focusing on instrumentation. Appreciate critical analysis in creative arts |
In groups, pairs or individually learners are guided to:
Sing Kenyan music of various genres Describe how to undertake critical analysis of Kenyan folk songs focusing on instrumentation. |
What is the importance of instrumentation in analysis of Creative Arts?
|
Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 20 | 3 |
Appreciation in Creative Arts
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Identify Kenyan music of various genres Describe how to undertake critical analysis of Kenyan folk songs focusing on participants (soloist, instrumentalist, singers) Appreciate critical analysis in creative arts |
In groups, pairs or individually learners are guided to:
Sing Kenyan music of various genres Describe how to undertake critical analysis of Kenyan folk songs focusing on participants (soloist, instrumentalist, singers) |
What is the importance of participants in analysis of Creative Arts?
|
Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 20 | 4 |
Appreciation in Creative Arts
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Explain how teamwork is important in games and sports event Participate in netball events for fun and for inter class/inter school championships Appreciate the performances with focus on teamwork |
In groups, pairs or individually learners are guided to:
Explain how teamwork is important in games and sports event Participate in netball events for fun and for inter class/inter school championships |
How is teamwork important in games and sports event?
|
Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 20 | 5 |
Appreciation in Creative Arts
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Explain how safety for self and others is important in games and sports event Participate in athletics events for fun and for inter class/inter school championships Appreciate the performances with focus on safety for self and others |
In groups, pairs or individually learners are guided to:
Explain how safety for self and others is important in games and sports event Participate in athletics events for fun and for inter class/inter school championships |
How is safety for self and others important in games and sports event?
|
Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 20 | 6 |
Appreciation in Creative Arts
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Explain how sportsmanship is important in games and sports event Participate in gymnastics events for fun and for inter class/inter school championships Appreciate the performances with focus on sportsmanship |
In groups, pairs or individually learners are guided to:
Explain how sportsmanship is important in games and sports event Participate in gymnastics events for fun and for inter class/inter school championships |
How is sportsmanship important in games and sports event?
|
Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
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