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| WK | LSN | STRAND | SUB-STRAND | LESSON_LEARNING_OUTCOMES | LEARNING_EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 |
Picture making
|
Two-point Linear Perspective
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of two-point linear perspective. Discuss the components of perspective in objects drawn in two-point perspective. Draw the pictures in learner's book 8 page 14. Appreciate the components of perspective in objects. |
In groups, learners are guided to explain the meaning of two-point linear perspective
In groups, learners are guided to discuss the components of perspective in objects drawn in two-point perspective Individually, learners are guided to draw the pictures in learner's book 8 page 14 |
Which eye views have been portrayed in the pictures?
How has the illusion of depth and distance been created in the pictures?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 13-15
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 1 | 3 |
Picture making
|
Two-point Linear Perspective
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of two-point linear perspective. Discuss the components of perspective in objects drawn in two-point perspective. Draw the pictures in learner's book 8 page 14. Appreciate the components of perspective in objects. |
In groups, learners are guided to explain the meaning of two-point linear perspective
In groups, learners are guided to discuss the components of perspective in objects drawn in two-point perspective Individually, learners are guided to draw the pictures in learner's book 8 page 14 |
Which eye views have been portrayed in the pictures?
How has the illusion of depth and distance been created in the pictures?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 13-15
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 1 | 4 |
Picture making
|
Draw cuboid in two-point perspective from different views: Worms Eye View
|
By the end of the
lesson, the learner
should be able to:
Outline the procedure to draw cuboid from different views. Draw cuboid in two-point perspective from different views. Have fun and enjoy drawing. |
Individually, learners are guided to outline the procedure to draw cuboid from different views
Individually, learners are guided to draw cuboid in two-point perspective from different views |
Where are the vanishing points, horizon and projection lines?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 16-17
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 1 | 5 |
Picture making
|
Draw cuboid in two-point perspective from different views: Worms Eye View
|
By the end of the
lesson, the learner
should be able to:
Outline the procedure to draw cuboid from different views. Draw cuboid in two-point perspective from different views. Have fun and enjoy drawing. |
Individually, learners are guided to outline the procedure to draw cuboid from different views
Individually, learners are guided to draw cuboid in two-point perspective from different views |
Where are the vanishing points, horizon and projection lines?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 16-17
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 1 |
Picture making
|
Normal Eye View
|
By the end of the
lesson, the learner
should be able to:
Outline the procedure to draw cuboid from different views. Draw a cuboid of normal eye view. Have fun and enjoy drawing cuboid of normal eye view. |
Individually, learners are guided to outline the procedure to draw cuboid from different views.
Individually, learners are guided to draw a cuboid of normal eye view |
Which view did you use when drawing your Composition?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 18-19
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 2 |
Picture making
|
Normal Eye View
|
By the end of the
lesson, the learner
should be able to:
Outline the procedure to draw cuboid from different views. Draw a cuboid of normal eye view. Have fun and enjoy drawing cuboid of normal eye view. |
Individually, learners are guided to outline the procedure to draw cuboid from different views.
Individually, learners are guided to draw a cuboid of normal eye view |
Which view did you use when drawing your Composition?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 18-19
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 3 |
Picture making
|
Birds Eye View.
|
By the end of the
lesson, the learner
should be able to:
Outline the procedure to draw cuboid from Birds eye view. Draw a cuboid showing birds eye view. Have fun and enjoy drawing cuboid showing birds eye view. |
Individually, learners are guided to outline the procedure to draw cuboid from Birds eye view.
Individually, learners are guided to draw a cuboid showing birds eye view |
How has the illusion of depth and distance been portrayed in your drawing?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 20-21
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 4 |
Picture making
|
Birds Eye View.
|
By the end of the
lesson, the learner
should be able to:
Outline the procedure to draw cuboid from Birds eye view. Draw a cuboid showing birds eye view. Have fun and enjoy drawing cuboid showing birds eye view. |
Individually, learners are guided to outline the procedure to draw cuboid from Birds eye view.
Individually, learners are guided to draw a cuboid showing birds eye view |
How has the illusion of depth and distance been portrayed in your drawing?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 20-21
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 5 |
Picture making
|
Drawing buildings in two-point perspective and shading using cross hatching technique
|
By the end of the
lesson, the learner
should be able to:
Outline the procedure to draw two buildings in two-point perspective. Draw buildings in two-point perspective and shading using cross hatching technique. Have fun and enjoy drawing. |
In groups, learners are guided to outline the procedure to draw two buildings in two-point perspective
In groups, learners are guided to draw buildings in two-point perspective and shading using cross hatching technique |
Why did you use cross-hatching technique on your drawing?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 22-24
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 1 |
Short play
|
Elements of a short play
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of a short play. Discuss the elements of a short play. Read the short play in learner's book 8 page 144. Appreciate the elements of a short play. |
Learners are guided to explain the meaning of a short play.
In groups, learners are guided to discuss the elements of a short play. In groups, learners are guided to read the short play in learner's book 8 page 144 |
What makes a short play interesting?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 144-146
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 2 |
Short play
|
Elements of a short play
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of a short play. Discuss the elements of a short play. Read the short play in learner's book 8 page 144. Appreciate the elements of a short play. |
Learners are guided to explain the meaning of a short play.
In groups, learners are guided to discuss the elements of a short play. In groups, learners are guided to read the short play in learner's book 8 page 144 |
What makes a short play interesting?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 144-146
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 3 |
Short play
|
Elements of a short play
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of a short play. Discuss the elements of a short play. Read the short play in learner's book 8 page 144. Appreciate the elements of a short play. |
Learners are guided to explain the meaning of a short play.
In groups, learners are guided to discuss the elements of a short play. In groups, learners are guided to read the short play in learner's book 8 page 144 |
What makes a short play interesting?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 144-146
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 4 |
Short play
|
Developing a scenario with a clear storyline for a short play.
|
By the end of the
lesson, the learner
should be able to:
Define the term, "scenario" Discuss the sources of different scenarios. Appreciate the sources of scenarios. |
Learners are guided to define the term, "scenario"
In groups, learners are guided to discuss the sources of different scenarios. |
What are the sources of scenarios?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 146-147
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 5 |
Short play
|
Developing a scenario with a clear storyline for a short play.
|
By the end of the
lesson, the learner
should be able to:
Define the term, "scenario" Discuss the sources of different scenarios. Appreciate the sources of scenarios. |
Learners are guided to define the term, "scenario"
In groups, learners are guided to discuss the sources of different scenarios. |
What are the sources of scenarios?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 146-147
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 1 |
Short play
|
Researching important social issues to address in a short play.
|
By the end of the
lesson, the learner
should be able to:
Research important issues or problems that exist in different Kenyan communities. Discuss the important issues or problems that exist in different Kenyan communities. Discuss the aspects of Consumer education. Appreciate the ways to save this issues. |
In groups, learners are guided to research important issues or problems that exist in different Kenyan communities
In groups, learners are guided to discuss the important issues or problems that exist in different Kenyan communities. In groups, learners are guided to discuss the aspects of Consumer education |
Which scenarios can be developed into a short play on types of consumers in the society?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 147-148
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 2 |
Short play
|
Researching important social issues to address in a short play.
|
By the end of the
lesson, the learner
should be able to:
Research important issues or problems that exist in different Kenyan communities. Discuss the important issues or problems that exist in different Kenyan communities. Discuss the aspects of Consumer education. Appreciate the ways to save this issues. |
In groups, learners are guided to research important issues or problems that exist in different Kenyan communities
In groups, learners are guided to discuss the important issues or problems that exist in different Kenyan communities. In groups, learners are guided to discuss the aspects of Consumer education |
Which scenarios can be developed into a short play on types of consumers in the society?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 147-148
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 3 |
Short play
|
Developing a scenario for a short play.
|
By the end of the
lesson, the learner
should be able to:
Illustrate each of the issues that they have researched on using specific stories as examples. Develop a scenario for a short play. Have a desire to write a short play script. |
In groups, learners are guided to illustrate each of the issues that they have researched on using specific stories as examples
In groups, learners are guided to develop a scenario for a short play |
How can you develop a clear storyline for a short play?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 148-149
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 4 |
Short play
|
Developing a scenario for a short play.
|
By the end of the
lesson, the learner
should be able to:
Illustrate each of the issues that they have researched on using specific stories as examples. Develop a scenario for a short play. Have a desire to write a short play script. |
In groups, learners are guided to illustrate each of the issues that they have researched on using specific stories as examples
In groups, learners are guided to develop a scenario for a short play |
How can you develop a clear storyline for a short play?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 148-149
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 5 |
Short play
|
Writing a short play script.
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of conflict. Discuss how characters in a scenario contribute to the development of conflict. Examine how conflict develops a plot. Appreciate the use of conflict to develop a plot. |
In groups, learners are guided to explain the meaning of conflict
In groups, learners are guided to discuss how characters in a scenario contribute to the development of conflict In groups, learners are guided to examine how conflict develops a plot |
Why is conflict considered to very important in a short play?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 149-151
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 1 |
Short play
|
Describing setting
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of setting Examine how setting develops a plot. Appreciate the importance of setting in a plot. |
Learners are guided to explain the meaning of setting
Learners are guided to examine how setting develops a plot |
Why is setting considered to be very important in a short play?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 151-152
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 2 |
Short play
|
Describing setting
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of setting Examine how setting develops a plot. Appreciate the importance of setting in a plot. |
Learners are guided to explain the meaning of setting
Learners are guided to examine how setting develops a plot |
Why is setting considered to be very important in a short play?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 151-152
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 3 |
Short play
|
Describing setting
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of setting Examine how setting develops a plot. Appreciate the importance of setting in a plot. |
Learners are guided to explain the meaning of setting
Learners are guided to examine how setting develops a plot |
Why is setting considered to be very important in a short play?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 151-152
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 4 |
Short play
|
Describing characters
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of characters. Examine how characters develops a plot. Appreciate the importance of characters in a plot. |
Learners are guided to explain the meaning of characters
Learners are guided to examine how characters develops a plot |
Why are characters considered to be very important in a short play?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 152-153
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 5 |
Short play
|
Describing characters
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of characters. Examine how characters develops a plot. Appreciate the importance of characters in a plot. |
Learners are guided to explain the meaning of characters
Learners are guided to examine how characters develops a plot |
Why are characters considered to be very important in a short play?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 152-153
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 1 |
Short play
|
Developing characters in a short play
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of character development. Draw a table and describe characters in their short play. Appreciate the characters in a short play. |
Learners are guided to explain the meaning of character development
Learners are guided to draw a table and describe characters in their short play |
What is character development in a story?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 153-154
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 2 |
Short play
|
Developing characters in a short play
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of character development. Draw a table and describe characters in their short play. Appreciate the characters in a short play. |
Learners are guided to explain the meaning of character development
Learners are guided to draw a table and describe characters in their short play |
What is character development in a story?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 153-154
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 3 |
Short play
|
Outline the short play story and develop action.
|
By the end of the
lesson, the learner
should be able to:
Give their short play an interesting title and expand the scenarios to outline a proper plot structure that includes the beginning, the middles and the ending. Break down the scenes with details of action, character and setting. Appreciate the short play story. |
Learners are guided to give their short play an interesting title and expand the scenarios to outline a proper plot structure that includes the beginning, the middles and the ending
Learners are guided to break down the scenes with details of action, character and setting |
How do you develop action?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 155-156
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 4 |
Short play
|
Outline the short play story and develop action.
|
By the end of the
lesson, the learner
should be able to:
Give their short play an interesting title and expand the scenarios to outline a proper plot structure that includes the beginning, the middles and the ending. Break down the scenes with details of action, character and setting. Appreciate the short play story. |
Learners are guided to give their short play an interesting title and expand the scenarios to outline a proper plot structure that includes the beginning, the middles and the ending
Learners are guided to break down the scenes with details of action, character and setting |
How do you develop action?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 155-156
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 5 |
Short play
|
Developing dialogue and action for characters in a short play.
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of dialogue. Develop a dialogue and actions for characters in a short play. Appreciate the importance of dialogue. |
In groups, learners are guided to explain the meaning of dialogue
In groups, learners are guided to develop a dialogue and actions for characters in a short play |
What is a dialogue?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 156-157
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 1 |
Short play
|
Writing a short play script
|
By the end of the
lesson, the learner
should be able to:
Study a published short play script such as 'Kupotoka' Write a 2-5-minute short play script in the correct format. Appreciate a short play script. |
Learners are guided to study a published short play script such as 'Kupotoka'
Learners are guided to write a 2-5-minute short play script in the correct format |
Who are the characters in your story?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 157
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 2 |
Short play
|
Writing a short play script
|
By the end of the
lesson, the learner
should be able to:
Study a published short play script such as 'Kupotoka' Write a 2-5-minute short play script in the correct format. Appreciate a short play script. |
Learners are guided to study a published short play script such as 'Kupotoka'
Learners are guided to write a 2-5-minute short play script in the correct format |
Who are the characters in your story?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 157
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 3 |
Short play
|
Writing a short play script
|
By the end of the
lesson, the learner
should be able to:
Study a published short play script such as 'Kupotoka' Write a 2-5-minute short play script in the correct format. Appreciate a short play script. |
Learners are guided to study a published short play script such as 'Kupotoka'
Learners are guided to write a 2-5-minute short play script in the correct format |
Who are the characters in your story?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 157
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 4 |
Short play
|
Writing a short play script
|
By the end of the
lesson, the learner
should be able to:
Study a published short play script such as 'Kupotoka' Write a 2-5-minute short play script in the correct format. Appreciate a short play script. |
Learners are guided to study a published short play script such as 'Kupotoka'
Learners are guided to write a 2-5-minute short play script in the correct format |
Who are the characters in your story?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 157
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 5 |
Physical Fitness and Health
|
Post-Assessment for Fitness
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of post-assessment tests. Prepare tools used in post assessment of fitness. Perform post-exercise assessment for cardiorespiratory endurance, speed and reaction time. Appreciate post-assessment for fitness. |
In groups, learners are guided to explain the meaning of post-assessment tests
In groups, learners are guided to prepare tools used in post assessment of fitness. In groups, learners are guided to perform post-exercise assessment for cardiorespiratory endurance, speed and reaction time |
What is post-assessment test?
|
Spotlight, Physical Education and Sports Learner's Book Grade 8 pg. 114-116
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 |
MID TERM BREAK |
||||||||
| 9 | 1 |
Physical Fitness and Health
|
Journal on post-test records
|
By the end of the
lesson, the learner
should be able to:
Create a journal Fill in the journal or creatively come up with a different way of filling the journal. Appreciate the importance of Journals. |
Individually or in pairs, learners are guided to create a journal
Individually or in pairs, learners are guided to fill in the journal or creatively come up with a different way of filling the journal |
What is a journal?
|
Spotlight, Physical Education and Sports Learner's Book Grade 8 pg. 116-117
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 2 |
Physical Fitness and Health
|
Journal on post-test records
|
By the end of the
lesson, the learner
should be able to:
Create a journal Fill in the journal or creatively come up with a different way of filling the journal. Appreciate the importance of Journals. |
Individually or in pairs, learners are guided to create a journal
Individually or in pairs, learners are guided to fill in the journal or creatively come up with a different way of filling the journal |
What is a journal?
|
Spotlight, Physical Education and Sports Learner's Book Grade 8 pg. 116-117
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 3 |
Physical Fitness and Health
|
Journal on post-test records
|
By the end of the
lesson, the learner
should be able to:
Create a journal Fill in the journal or creatively come up with a different way of filling the journal. Appreciate the importance of Journals. |
Individually or in pairs, learners are guided to create a journal
Individually or in pairs, learners are guided to fill in the journal or creatively come up with a different way of filling the journal |
What is a journal?
|
Spotlight, Physical Education and Sports Learner's Book Grade 8 pg. 116-117
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 4 |
Pitch
|
Reading music notes on the bass staff
|
By the end of the
lesson, the learner
should be able to:
Define the term, 'staff' Singing melodies in treble and bass register. Have fun and enjoy singing melodies. |
Individually or in pairs, learners are guided to define the term, 'staff'
Individually or in pairs, learners are guided to singing melodies in treble and bass register |
What is a bass staff?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 31-32
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 5 |
Pitch
|
Reading music notes on the bass staff
|
By the end of the
lesson, the learner
should be able to:
Define the term, 'staff' Singing melodies in treble and bass register. Have fun and enjoy singing melodies. |
Individually or in pairs, learners are guided to define the term, 'staff'
Individually or in pairs, learners are guided to singing melodies in treble and bass register |
What is a bass staff?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 31-32
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 1 |
Pitch
|
Drawing the bass staff
|
By the end of the
lesson, the learner
should be able to:
Identify the components of bass staff. Draw the bass staff. Read music notes on the bass staff. Appreciate the bass staff. |
Learners are guided to identify the components of bass staff
Learners are guided to draw the bass staff. Learners are guided to read music notes on the bass staff |
Which melody can you sing comfortably?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 32-34
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 2 |
Pitch
|
Drawing the bass staff
|
By the end of the
lesson, the learner
should be able to:
Identify the components of bass staff. Draw the bass staff. Read music notes on the bass staff. Appreciate the bass staff. |
Learners are guided to identify the components of bass staff
Learners are guided to draw the bass staff. Learners are guided to read music notes on the bass staff |
Which melody can you sing comfortably?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 32-34
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 3 |
Pitch
|
Writing music notes on the bass staff.
|
By the end of the
lesson, the learner
should be able to:
State the relationship between the treble and the bass staff. Relate the staff to the keyboard Write notes on the bass staff in relation to the keyboard. Appreciate music notes on the bass staff. |
Learners are guided to state the relationship between the treble and the bass staff.
Learners are guided to relate the staff to the keyboard Learners are guided to write notes on the bass staff in relation to the keyboard. |
What is the relationship between the treble and the bass staff?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 34-36
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 4 |
Pitch
|
Writing music notes on the bass staff.
|
By the end of the
lesson, the learner
should be able to:
State the relationship between the treble and the bass staff. Relate the staff to the keyboard Write notes on the bass staff in relation to the keyboard. Appreciate music notes on the bass staff. |
Learners are guided to state the relationship between the treble and the bass staff.
Learners are guided to relate the staff to the keyboard Learners are guided to write notes on the bass staff in relation to the keyboard. |
What is the relationship between the treble and the bass staff?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 34-36
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 5 |
Pitch
|
Writing notes with accidentals on the bass staff
|
By the end of the
lesson, the learner
should be able to:
Define the term 'accidentals' used in music Write notes with accidentals on the bass staff. Appreciate the importance of accidentals in music. |
Learners are guided to define the term 'accidentals' used in music
Learners are guided to write notes with accidentals on the bass staff. |
What are accidentals?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 36-37
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 1 |
Pitch
|
Constructing the diatonic major scales
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of diatonic major scales. Construct major scales with flats on treble and bass staff. Construct the scale of F major. Appreciate diatonic major scales. |
In groups, learners are guided to explain the meaning of diatonic major scales
In groups, learners are guided to construct major scales with flats on treble and bass staff In groups, learners are guided to construct the scale of F major |
What is a diatonic major scale?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 38-40
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 2 |
Pitch
|
Constructing the diatonic major scales
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of diatonic major scales. Construct major scales with flats on treble and bass staff. Construct the scale of F major. Appreciate diatonic major scales. |
In groups, learners are guided to explain the meaning of diatonic major scales
In groups, learners are guided to construct major scales with flats on treble and bass staff In groups, learners are guided to construct the scale of F major |
What is a diatonic major scale?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 38-40
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 3 |
Pitch
|
Constructing the diatonic major scales
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of diatonic major scales. Construct major scales with flats on treble and bass staff. Construct the scale of F major. Appreciate diatonic major scales. |
In groups, learners are guided to explain the meaning of diatonic major scales
In groups, learners are guided to construct major scales with flats on treble and bass staff In groups, learners are guided to construct the scale of F major |
What is a diatonic major scale?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 38-40
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 4 |
Pitch
|
Construct the scale of E flat major.
|
By the end of the
lesson, the learner
should be able to:
Write the scale of E flat major with the correct order of tones and semitones. Construct the scale of B, E and A flat major. Enjoy constructing diatonic major scales. |
In groups, learners are guided to write the scale of E flat major with the correct order of tones and semitones
In groups, learners are guided to construct the scale of B, E and A flat major. |
How do you construct a diatonic major scale?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 40-42
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 5 |
Pitch
|
Construct the scale of E flat major.
|
By the end of the
lesson, the learner
should be able to:
Write the scale of E flat major with the correct order of tones and semitones. Construct the scale of B, E and A flat major. Enjoy constructing diatonic major scales. |
In groups, learners are guided to write the scale of E flat major with the correct order of tones and semitones
In groups, learners are guided to construct the scale of B, E and A flat major. |
How do you construct a diatonic major scale?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 40-42
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 1 |
Pitch
|
Writing major scales with key signatures
|
By the end of the
lesson, the learner
should be able to:
Explain the term, 'key signature' used in music. Write major scales with key signatures. Visually recognise the key signatures of C, F, B flat, E flat and A flat on sheet music. Appreciate the use of key signatures. |
In groups, learners are guided to explain the term, 'key signature' used in music.
In groups, learners are guided to write major scales with key signatures In groups, learners are guided to visually recognise the key signatures of C, F, B flat, E flat and A flat on sheet music |
What is key signature?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 42-45
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 2 |
Pitch
|
Writing major scales with key signatures
|
By the end of the
lesson, the learner
should be able to:
Explain the term, 'key signature' used in music. Write major scales with key signatures. Visually recognise the key signatures of C, F, B flat, E flat and A flat on sheet music. Appreciate the use of key signatures. |
In groups, learners are guided to explain the term, 'key signature' used in music.
In groups, learners are guided to write major scales with key signatures In groups, learners are guided to visually recognise the key signatures of C, F, B flat, E flat and A flat on sheet music |
What is key signature?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 42-45
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 3 |
Pitch
|
Performing melodies in diatonic major scale in simple time
|
By the end of the
lesson, the learner
should be able to:
State ways of Interpreting melodies on the staff. Interpret and perform simple melodies based on major scales. Sing familiar melodies and describe the intervals in the melodies. Appreciate different kind of melodies. |
In groups, learners are guided to state ways of Interpreting melodies on the staff.
In groups, learners are guided to interpret and perform simple melodies based on major scales In groups, learners are guided to sing familiar melodies and describe the intervals in the melodies. |
How do you describe an interval?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 45-46
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 4 |
Pitch
|
Performing melodies in diatonic major scale in simple time
|
By the end of the
lesson, the learner
should be able to:
State ways of Interpreting melodies on the staff. Interpret and perform simple melodies based on major scales. Sing familiar melodies and describe the intervals in the melodies. Appreciate different kind of melodies. |
In groups, learners are guided to state ways of Interpreting melodies on the staff.
In groups, learners are guided to interpret and perform simple melodies based on major scales In groups, learners are guided to sing familiar melodies and describe the intervals in the melodies. |
How do you describe an interval?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 45-46
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 5 |
Pitch
|
Describing melodic intervals in a simple melody
|
By the end of the
lesson, the learner
should be able to:
Define the term interval. Describe intervals, the perfect 4th interval and 5th interval. Appreciate the importance of intervals. |
In pairs, learners are guided to define the term interval.
In pairs, learners are guided to describe intervals, the perfect 4th interval and 5th interval. |
What is the importance of intervals in a melody?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 46-48
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 13 | 1 |
Pitch
|
Describing the perfect octave
|
By the end of the
lesson, the learner
should be able to:
Explain the perfect octave. Describe melodic intervals in melodies. Appreciate the perfect octave. |
In pairs, learners are guided to explain the perfect octave.
In pairs, learners are guided to describe melodic intervals in melodies |
What is a perfect octave?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 49-51
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 13 | 2 |
Pitch
|
Describing the perfect octave
|
By the end of the
lesson, the learner
should be able to:
Explain the perfect octave. Describe melodic intervals in melodies. Appreciate the perfect octave. |
In pairs, learners are guided to explain the perfect octave.
In pairs, learners are guided to describe melodic intervals in melodies |
What is a perfect octave?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 49-51
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 13 | 3 |
Pitch
|
Describing the perfect octave
|
By the end of the
lesson, the learner
should be able to:
Explain the perfect octave. Describe melodic intervals in melodies. Appreciate the perfect octave. |
In pairs, learners are guided to explain the perfect octave.
In pairs, learners are guided to describe melodic intervals in melodies |
What is a perfect octave?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 49-51
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 13 | 4 |
Pitch
|
Aurally recognise melodic intervals
|
By the end of the
lesson, the learner
should be able to:
Write intervals on the staff. Aurally recognise melodic intervals. Appreciate the importance of melodic intervals. |
In groups or in pairs, learners are guided to write intervals on the staff
In groups or in pairs, learners are guided to aurally recognise melodic intervals |
How do you recognise melodic intervals?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 51-53
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 13 | 5 |
Pitch
|
Aurally recognise melodic intervals
|
By the end of the
lesson, the learner
should be able to:
Write intervals on the staff. Aurally recognise melodic intervals. Appreciate the importance of melodic intervals. |
In groups or in pairs, learners are guided to write intervals on the staff
In groups or in pairs, learners are guided to aurally recognise melodic intervals |
How do you recognise melodic intervals?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 51-53
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
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