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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Performance and Display
|
Performing a Kenyan Folk Dance
|
By the end of the
lesson, the learner
should be able to:
Identify types of folk songs performed by indigenous Kenyan communities Describe components of a Kenyan folk dance: participants (soloist, chorus/response, instrumentalist, dancers), body movement, costumes. Appreciate the role of folk dance in the society. |
In groups, pairs or individually learners are guided to:
Identify types of folk songs performed by indigenous Kenyan communities Describe components of a Kenyan folk dance: participants (soloist, chorus/response, instrumentalist, dancers), body movement, costumes. |
What is the role costumes of in Kenyan folk dance?
|
Creative Arts Curriculum Design Grade 5
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Portfolio, observation schedule, exit tickets, skill progression charts, swimming performance analysis
|
|
| 2 | 2 |
Performance and Display
|
Performing a Kenyan Folk Dance
|
By the end of the
lesson, the learner
should be able to:
Identify types of folk songs performed by indigenous Kenyan communities Describe components of a Kenyan folk dance: participants (soloist, chorus/response, instrumentalist, dancers), body movement, costumes. Appreciate the role of folk dance in the society. |
In groups, pairs or individually learners are guided to:
Identify types of folk songs performed by indigenous Kenyan communities Describe components of a Kenyan folk dance: participants (soloist, chorus/response, instrumentalist, dancers), body movement, costumes. |
What is the role costumes of in Kenyan folk dance?
|
Creative Arts Curriculum Design Grade 5
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Portfolio, observation schedule, exit tickets, skill progression charts, swimming performance analysis
|
|
| 2 | 3 |
Performance and Display
|
Performing a Kenyan Folk Dance
|
By the end of the
lesson, the learner
should be able to:
Identify types of folk songs performed by indigenous Kenyan communities Describe components of a Kenyan folk dance: body decorations, ornaments and formations Appreciate the role of folk dance in the society. |
In groups, pairs or individually learners are guided to:
Identify types of folk songs performed by indigenous Kenyan communities Describe components of a Kenyan folk dance: body decorations, ornaments and formations |
What is the role body decorations of in Kenyan folk dance?
|
Creative Arts Curriculum Design Grade 5
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Portfolio, observation schedule, exit tickets, skill progression charts, swimming performance analysis
|
|
| 2 | 4 |
Performance and Display
|
Performing a Kenyan Folk Dance
|
By the end of the
lesson, the learner
should be able to:
Identify types of folk songs performed by indigenous Kenyan communities Describe components of a Kenyan folk dance: occasion, songs, props and instruments Appreciate the role of folk dance in the society. |
In groups, pairs or individually learners are guided to:
Identify types of folk songs performed by indigenous Kenyan communities Describe components of a Kenyan folk dance: occasion, songs, props and instruments |
What is the role props and instruments of in Kenyan folk dance?
|
Creative Arts Curriculum Design Grade 5
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Portfolio, observation schedule, exit tickets, skill progression charts, swimming performance analysis
|
|
| 2 | 5 |
Performance and Display
|
Performing a Kenyan Folk Dance
|
By the end of the
lesson, the learner
should be able to:
Identify types of folk songs performed by indigenous Kenyan communities Describe components of a Kenyan folk dance: occasion, songs, props and instruments Appreciate the role of folk dance in the society. |
In groups, pairs or individually learners are guided to:
Identify types of folk songs performed by indigenous Kenyan communities Describe components of a Kenyan folk dance: occasion, songs, props and instruments |
What is the role props and instruments of in Kenyan folk dance?
|
Creative Arts Curriculum Design Grade 5
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Portfolio, observation schedule, exit tickets, skill progression charts, swimming performance analysis
|
|
| 2 | 6 |
Performance and Display
|
Performing a Kenyan Folk Dance
|
By the end of the
lesson, the learner
should be able to:
Discuss the roles of costumes, ornaments and body adornment in a folk dance. Make ornaments (necklace) using recyclable materials to enhance performance of a kenyan folk dance Appreciate the role of folk dance in the society. |
In groups, pairs or individually learners are guided to:
Discuss the roles of costumes, ornaments and body adornment in a folk dance. Make ornaments (necklace) using recyclable materials to enhance performance of a kenyan folk dance |
Why is it important to perform a folk song?
|
Creative Arts Curriculum Design Grade 5
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Portfolio, observation schedule, exit tickets, skill progression charts, swimming performance analysis
|
|
| 3 | 1 |
Performance and Display
|
Performing a Kenyan Folk Dance
|
By the end of the
lesson, the learner
should be able to:
Discuss the roles of costumes, ornaments and body adornment in a folk dance. Make ornaments (earrings) using recyclable materials to enhance performance of a kenyan folk dance Appreciate the role of folk dance in the society. |
In groups, pairs or individually learners are guided to:
Discuss the roles of costumes, ornaments and body adornment in a folk dance. Make ornaments (earrings) using recyclable materials to enhance performance of a kenyan folk dance |
Which materials do you need to make earrings for folk dance performance?
|
Creative Arts Curriculum Design Grade 5
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Portfolio, observation schedule, exit tickets, skill progression charts, swimming performance analysis
|
|
| 3 | 2 |
Performance and Display
|
Performing a Kenyan Folk Dance
|
By the end of the
lesson, the learner
should be able to:
Discuss the roles of costumes, ornaments and body adornment in a folk dance. Make ornaments (earrings) using recyclable materials to enhance performance of a kenyan folk dance Appreciate the role of folk dance in the society. |
In groups, pairs or individually learners are guided to:
Discuss the roles of costumes, ornaments and body adornment in a folk dance. Make ornaments (earrings) using recyclable materials to enhance performance of a kenyan folk dance |
Which materials do you need to make earrings for folk dance performance?
|
Creative Arts Curriculum Design Grade 5
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Portfolio, observation schedule, exit tickets, skill progression charts, swimming performance analysis
|
|
| 3 | 3 |
Performance and Display
|
Performing a Kenyan Folk Dance
|
By the end of the
lesson, the learner
should be able to:
Discuss the roles of costumes, ornaments and body adornment in a folk dance. Make ornaments (bungles) using recyclable materials to enhance performance of a kenyan folk dance Appreciate the role of folk dance in the society. |
In groups, pairs or individually learners are guided to:
Discuss the roles of costumes, ornaments and body adornment in a folk dance. Make ornaments (bungles) using recyclable materials to enhance performance of a kenyan folk dance |
Which materials do you need to make bungles for folk dance performance?
|
Creative Arts Curriculum Design Grade 5
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Portfolio, observation schedule, exit tickets, skill progression charts, swimming performance analysis
|
|
| 3 | 4 |
Performance and Display
|
Performing a Kenyan Folk Dance
|
By the end of the
lesson, the learner
should be able to:
Warm up activities (stretching) before a folk dance performance Take up different roles and practise a kenyan folk dance Enjoy performing Kenyan folk dances. |
In groups, pairs or individually learners are guided to:
Warm up activities (stretching) before a folk dance performance Take up different roles and practise a kenyan folk dance |
Why should you warm up before a folk dance performance?
|
Creative Arts Curriculum Design Grade 5
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Portfolio, observation schedule, exit tickets, skill progression charts, swimming performance analysis
|
|
| 3 | 5 |
Performance and Display
|
Performing a Kenyan Folk Dance
|
By the end of the
lesson, the learner
should be able to:
Warm up activities (stretching) before a folk dance performance Take up different roles and practise a kenyan folk dance Enjoy performing Kenyan folk dances. |
In groups, pairs or individually learners are guided to:
Warm up activities (stretching) before a folk dance performance Take up different roles and practise a kenyan folk dance |
Why should you warm up before a folk dance performance?
|
Creative Arts Curriculum Design Grade 5
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Portfolio, observation schedule, exit tickets, skill progression charts, swimming performance analysis
|
|
| 3 | 6 |
Performance and Display
|
Performing a Kenyan Folk Dance
|
By the end of the
lesson, the learner
should be able to:
Identify the role of folk dance in the society. Describe the importance of Kenyan folk dance. Appreciate the role of folk dance in the society. |
In groups, pairs or individually learners are guided to:
Identify the role of folk dance in the society. Describe the importance of Kenyan folk dance. |
Why is it important to perform a folk song?
|
Creative Arts Curriculum Design Grade 5
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Portfolio, observation schedule, exit tickets, skill progression charts, swimming performance analysis
|
|
| 4 | 1 |
Performance and Display
|
Performing a Kenyan Folk Dance
|
By the end of the
lesson, the learner
should be able to:
Identify the aspects of a folk dance. Explain how to care for costumes, props and ornaments used during folk dance. Appreciate the compopnents of a folk dance. |
In groups, pairs or individually learners are guided to:
Identify the aspects of a folk dance. Explain how to care for costumes, props and ornaments used during folk dance. |
What are the aspects of a folk dance?
|
Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and Kenyan folk songs |
Observation schedule, aural and oral tests.
|
|
| 4 | 2 |
Performance and Display
|
Performing a Kenyan Folk Dance
|
By the end of the
lesson, the learner
should be able to:
Identify the aspects of a folk dance. Explain how to care for costumes, props and ornaments used during folk dance. Appreciate the compopnents of a folk dance. |
In groups, pairs or individually learners are guided to:
Identify the aspects of a folk dance. Explain how to care for costumes, props and ornaments used during folk dance. |
What are the aspects of a folk dance?
|
Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and Kenyan folk songs |
Observation schedule, aural and oral tests.
|
|
| 4 | 3 |
Performance and Display
|
Performing a Kenyan Folk Dance
|
By the end of the
lesson, the learner
should be able to:
Practise the use of songs, body movements, and formations in a folk dance. Perform a kenyan folk dance wearing ornaments Appreciate the role of folk dance in the society. |
In groups, pairs or individually learners are guided to:
Practise the use of songs, body movements, and formations in a folk dance. Perform a kenyan folk dance wearing ornaments. |
How do the aspects of body in a folk dance contribute to its performance?
|
Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and Kenyan folk songs |
Observation schedule, aural and oral tests.
|
|
| 4 | 4 |
Performance and Display
|
Performing a Kenyan Folk Dance
|
By the end of the
lesson, the learner
should be able to:
Practise the use of songs, body movements, and formations in a folk dance. Perform a kenyan folk dance wearing ornaments Appreciate the role of folk dance in the society. |
In groups, pairs or individually learners are guided to:
Practise the use of songs, body movements, and formations in a folk dance. Perform a kenyan folk dance wearing ornaments. |
How do the aspects of body in a folk dance contribute to its performance?
|
Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and Kenyan folk songs |
Observation schedule, aural and oral tests.
|
|
| 4 | 5 |
Performance and Display
|
Performing a Kenyan Folk Dance
|
By the end of the
lesson, the learner
should be able to:
Practise the use of patterns, instruments and costumes in a folk dance. Perform a kenyan folk dance wearing costumes Appreciate the role of folk dance in the society. |
In groups, pairs or individually learners are guided to:
Practise the use of patterns, instruments and costumes in a folk dance. Perform a kenyan folk dance wearing costumes |
How do the aspects of energy in a folk dance contribute to its performance?
|
Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and Kenyan folk songs |
Observation schedule, aural and oral tests.
|
|
| 4 | 6 |
Performance and Display
|
Performing a Kenyan Folk Dance
|
By the end of the
lesson, the learner
should be able to:
Practise the use of body adornment, ornaments and props in a folk dance. Perform a kenyan folk dance wearing body adornments Appreciate the role of folk dance in the society. |
In groups, pairs or individually learners are guided to:
Practise the use of body adornment, ornaments and props in a folk dance. Perform a kenyan folk dance wearing body adornments |
How do the aspects of space in a folk dance contribute to its performance?
|
Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and Kenyan folk songs, pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 5 | 1 |
Performance and Display
|
Playing the Descant recorder
|
By the end of the
lesson, the learner
should be able to:
Mention the parts of a descant recorder. Draw a descant reccorder Appreciate the descant recorder |
Learners are guided in pairs, in groups or individually to:
Look at the picture of the descant recorder and say what they see on it Mention the parts of a descant recorder |
What can you see on a descant recorder?
|
Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 5 | 2 |
Performance and Display
|
Playing the Descant recorder
|
By the end of the
lesson, the learner
should be able to:
Mention the parts of a descant recorder. Draw a descant reccorder Appreciate the descant recorder |
Learners are guided in pairs, in groups or individually to:
Look at the picture of the descant recorder and say what they see on it Mention the parts of a descant recorder |
What can you see on a descant recorder?
|
Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 5 | 3 |
Performance and Display
|
Playing the Descant recorder
|
By the end of the
lesson, the learner
should be able to:
Sit and hold the descant recorder correctly Make sounds on the descant recorder playing notes G A B C’ D’ Enjoy playing the pitches G A B C’ D’ with a partner |
Learners are guided in pairs, in groups or individually to:
Sit and hold the descant recorder correctly Make sounds on the descant recorder playing notes G A B C’ D’ Play the pitches G A B C’ D’ with a partner |
Where should you place your left and right hands when playing the descant recorder?
What is the role of the holes in the descant recorder?
|
Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 5 | 4 |
Performance and Display
|
Playing the Descant recorder
|
By the end of the
lesson, the learner
should be able to:
Sit and hold the descant recorder correctly Make sounds on the descant recorder playing notes G A B C’ D’ Enjoy playing the pitches G A B C’ D’ with a partner |
Learners are guided in pairs, in groups or individually to:
Sit and hold the descant recorder correctly Make sounds on the descant recorder playing notes G A B C’ D’ Play the pitches G A B C’ D’ with a partner |
Where should you place your left and right hands when playing the descant recorder?
What is the role of the holes in the descant recorder?
|
Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 5 | 5 |
Performance and Display
|
Playing the Descant recorder
|
By the end of the
lesson, the learner
should be able to:
Listen to the notes G A B C’ D’ played by the teacher and play them back Play the notes G A B C’ D’ Have fun playing different tunes using the descant recorder |
Learners are guided in pairs, in groups or individually to:
Listen to the notes G A B C’ D’ played by the teacher and play them back Play the notes G A B C’ D’ Play different tunes using the descant recorder |
Which is the four-step process of playing the descant recorder?
|
Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 5 | 6 |
Performance and Display
|
Playing the Descant recorder
|
By the end of the
lesson, the learner
should be able to:
Listen to the notes G A B C’ D’ played by the teacher and play them back Play the notes G A B C’ D’ Have fun playing different tunes using the descant recorder |
Learners are guided in pairs, in groups or individually to:
Listen to the notes G A B C’ D’ played by the teacher and play them back Play the notes G A B C’ D’ Play different tunes using the descant recorder |
Which is the four-step process of playing the descant recorder?
|
Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 6 | 1 |
Performance and Display
|
Playing the Descant recorder
|
By the end of the
lesson, the learner
should be able to:
Play the notes shown on the observe the baroque fingering chart for note C’ and D’ Practice fingering the notes C’ and D’ on the descant recorder Enjoy making their own tunes using the notes G A B C’ D’ |
Learners are guided in pairs, in groups or individually to:
Play the notes shown on the observe the baroque fingering chart for note C’ and D’ Practice fingering the notes C’ and D’ on the descant recorder Name he song of the tune they have just played |
Which notes are shown on the drawings?
What is the name to the song you have just played?
|
Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 6 | 2 |
Performance and Display
|
Playing the Descant recorder
|
By the end of the
lesson, the learner
should be able to:
- s : Identify notes B A G C D on the descant recorder Play notes B A G C D on the descant recorder Enjoy playing notes B A G C D on the descant recorder |
Learners are guided in pairs, in groups or individually to:
Identify notes B A G C D on the descant recorder Play notes B A G C D on the descant recorder |
How are different pitches produced on a descant recorder?
|
Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and songs, pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 6 | 3 |
Performance and Display
|
Playing the Descant recorder
|
By the end of the
lesson, the learner
should be able to:
- s : Identify notes B A G C D on the descant recorder Play notes B A G C D on the descant recorder Enjoy playing notes B A G C D on the descant recorder |
Learners are guided in pairs, in groups or individually to:
Identify notes B A G C D on the descant recorder Play notes B A G C D on the descant recorder |
How are different pitches produced on a descant recorder?
|
Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and songs, pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 6 | 4 |
Performance and Display
|
Playing the Descant recorder
|
By the end of the
lesson, the learner
should be able to:
- : Play a melody built on the notes B A G C D on the descant recorder Practice proper fingering while playing melodies based on the notes G A B C’ D’ on the descant recorder Have fun playing melodies using the descant recorder |
Learners are guided in pairs, in groups or individually to:
Play a melody built on the notes B A G C D on the descant recorder Practice proper fingering while playing melodies based on the notes G A B C’ D’ on the descant recorder |
How is a good tone produced while playing the descant recorder?
|
Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and Kenyan folk songs, pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 6 | 5 |
Performance and Display
|
Playing the Descant recorder
|
By the end of the
lesson, the learner
should be able to:
- : Play a melody built on the notes B A G C D on the descant recorder Practice proper fingering while playing melodies based on the notes G A B C’ D’ on the descant recorder Have fun playing melodies using the descant recorder |
Learners are guided in pairs, in groups or individually to:
Play a melody built on the notes B A G C D on the descant recorder Practice proper fingering while playing melodies based on the notes G A B C’ D’ on the descant recorder |
How is a good tone produced while playing the descant recorder?
|
Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 6 | 6 |
Performance and Display
|
Playing the Descant recorder
|
By the end of the
lesson, the learner
should be able to:
- : Play a melody built on the notes B A G C D on the descant recorder Practice proper fingering while playing melodies based on the notes G A B C’ D’ on the descant recorder Have fun playing melodies using the descant recorder |
Learners are guided in pairs, in groups or individually to:
Play a melody built on the notes B A G C D on the descant recorder Practice proper fingering while playing melodies based on the notes G A B C’ D’ on the descant recorder |
How is a good tone produced while playing the descant recorder?
|
Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 7 | 1 |
Performance and Display
|
Playing the Descant recorder
|
By the end of the
lesson, the learner
should be able to:
- : Identify notes B A G C D on the descant recorder Practice proper breathe control while playing melodies based on the notes G A B C’ D’ on the descant recorder Have fun playing melodies using the descant recorder |
Learners are guided in pairs, in groups or individually to:
Identify notes B A G C D on the descant recorder Practice proper breathe control while playing melodies based on the notes G A B C’ D’ on the descant recorder |
How is a good tone produced while playing the descant recorder?
|
Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and Kenyan folk songs, pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 7 | 2 |
Performance and Display
|
Playing the Descant recorder
|
By the end of the
lesson, the learner
should be able to:
- : Identify notes B A G C D on the descant recorder Practice proper breathe control while playing melodies based on the notes G A B C’ D’ on the descant recorder Have fun playing melodies using the descant recorder |
Learners are guided in pairs, in groups or individually to:
Identify notes B A G C D on the descant recorder Practice proper breathe control while playing melodies based on the notes G A B C’ D’ on the descant recorder |
How is a good tone produced while playing the descant recorder?
|
Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and Kenyan folk songs, pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 7 | 3 |
Performance and Display
|
Playing the Descant recorder
|
By the end of the
lesson, the learner
should be able to:
- : Identify notes B A G C D on the descant recorder Practice proper breathe control while playing melodies based on the notes G A B C’ D’ on the descant recorder Have fun playing melodies using the descant recorder |
Learners are guided in pairs, in groups or individually to:
Identify notes B A G C D on the descant recorder Practice proper breathe control while playing melodies based on the notes G A B C’ D’ on the descant recorder |
How is a good tone produced while playing the descant recorder?
|
Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and Kenyan folk songs, pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 7 | 4 |
Performance and Display
|
Playing the Descant recorder
|
By the end of the
lesson, the learner
should be able to:
- : Identify notes B A G C D on the descant recorder Practice proper tone quality while playing melodies based on the notes G A B C’ D’ on the descant recorder Have fun playing melodies using the descant recorder |
Learners are guided in pairs, in groups or individually to:
Identify notes B A G C D on the descant recorder Practice proper tone quality while playing melodies based on the notes G A B C’ D’ on the descant recorder |
How is a good tone produced while playing the descant recorder?
|
Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 7 | 5 |
Performance and Display
|
Playing the Descant recorder
|
By the end of the
lesson, the learner
should be able to:
- : Identify notes B A G C D on the descant recorder Practice proper tone quality while playing melodies based on the notes G A B C’ D’ on the descant recorder Have fun playing melodies using the descant recorder |
Learners are guided in pairs, in groups or individually to:
Identify notes B A G C D on the descant recorder Practice proper tone quality while playing melodies based on the notes G A B C’ D’ on the descant recorder |
How is a good tone produced while playing the descant recorder?
|
Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 7 | 6 |
Performance and Display
|
Playing the Descant recorder
|
By the end of the
lesson, the learner
should be able to:
- : Identify notes B A G C D on the descant recorder Practice proper tone quality while playing melodies based on the notes G A B C’ D’ on the descant recorder Have fun playing melodies using the descant recorder |
Learners are guided in pairs, in groups or individually to:
Identify notes B A G C D on the descant recorder Practice proper tone quality while playing melodies based on the notes G A B C’ D’ on the descant recorder |
How is a good tone produced while playing the descant recorder?
|
Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 8 | 1 |
Performance and Display
|
Playing the Descant recorder
|
By the end of the
lesson, the learner
should be able to:
Create a random repeat pattern based on the notes G A B C’ D’. Print random repeat patterns on paper with the stencils using contrasting colours (dabbing/ spraying method) Appreciate playing melodies using the descant recorder. |
In groups, pairs or individually learners are guided to:
Create a random repeat pattern based on the notes G A B C’ D’. Print random repeat patterns on paper with the stencils using contrasting colours (dabbing/ spraying method) |
How is a good tone produced on the descant recorder?
|
Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 8 | 2 |
Performance and Display
|
Playing the Descant recorder
|
By the end of the
lesson, the learner
should be able to:
Create a random repeat pattern based on the notes G A B C’ D’. Print random repeat patterns on paper with the stencils using contrasting colours (dabbing/ spraying method) Appreciate playing melodies using the descant recorder. |
In groups, pairs or individually learners are guided to:
Create a random repeat pattern based on the notes G A B C’ D’. Print random repeat patterns on paper with the stencils using contrasting colours (dabbing/ spraying method) |
How is a good tone produced on the descant recorder?
|
Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument |
Observation schedule, aural and oral tests.
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| 8 | 3 |
Performance and Display
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Playing the Descant recorder
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By the end of the
lesson, the learner
should be able to:
Create a random repeat pattern based on the notes G A B C’ D’. Print random repeat patterns on paper with the stencils using contrasting colours (dabbing/ spraying method) Appreciate playing melodies using the descant recorder. |
In groups, pairs or individually learners are guided to:
Create a random repeat pattern based on the notes G A B C’ D’. Print random repeat patterns on paper with the stencils using contrasting colours (dabbing/ spraying method) |
How is a good tone produced on the descant recorder?
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Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 8 | 4 |
Performance and Display
|
Playing the Descant recorder
|
By the end of the
lesson, the learner
should be able to:
Explain how to play notes G A B C’ D’ ascending on a descant recorder. Play notes G A B C’ D’ ascending on a descant recorder. Appreciate playing melodies using the descant recorder. |
Learners are guided in pairs, in groups or individually to:
Explain how to play notes G A B C’ D’ ascending on a descant recorder. Play notes G A B C’ D’ ascending during a cool down after a gymnastic session. |
How are notes G A B C’ D’ played ascending on the descant recorder?
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Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and Kenyan folk songs, pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 8 | 5 |
Performance and Display
|
Playing the Descant recorder
|
By the end of the
lesson, the learner
should be able to:
Explain how to play notes G A B C’ D’ ascending on a descant recorder. Play notes G A B C’ D’ ascending on a descant recorder. Appreciate playing melodies using the descant recorder. |
Learners are guided in pairs, in groups or individually to:
Explain how to play notes G A B C’ D’ ascending on a descant recorder. Play notes G A B C’ D’ ascending during a cool down after a gymnastic session. |
How are notes G A B C’ D’ played ascending on the descant recorder?
|
Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and Kenyan folk songs, pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 8 | 6 |
Performance and Display
|
Playing the Descant recorder
|
By the end of the
lesson, the learner
should be able to:
Explain how to play notes G A B C’ D’ ascending on a descant recorder. Play notes G A B C’ D’ ascending on a descant recorder. Appreciate playing melodies using the descant recorder. |
Learners are guided in pairs, in groups or individually to:
Explain how to play notes G A B C’ D’ ascending on a descant recorder. Play notes G A B C’ D’ ascending during a cool down after a gymnastic session. |
How are notes G A B C’ D’ played ascending on the descant recorder?
|
Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and Kenyan folk songs, pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 9 | 1 |
Performance and Display
|
Playing the Descant recorder
|
By the end of the
lesson, the learner
should be able to:
Explain how to play notes G A B C’ D’ descending on a descant recorder. Play notes G A B C’ D’ descending on a descant recorder. Appreciate playing melodies using the descant recorder. |
Learners are guided in pairs, in groups or individually to:
Explain how to play notes G A B C’ D’ descending on a descant recorder. Play notes G A B C’ D’ descending during a cool down after a gymnastic session. |
How are notes G A B C’ D’ played descending on the descant recorder?
|
Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 9 | 2 |
Performance and Display
|
Playing the Descant recorder
|
By the end of the
lesson, the learner
should be able to:
Explain how to play notes G A B C’ D’ descending on a descant recorder. Play notes G A B C’ D’ descending on a descant recorder. Appreciate playing melodies using the descant recorder. |
Learners are guided in pairs, in groups or individually to:
Explain how to play notes G A B C’ D’ descending on a descant recorder. Play notes G A B C’ D’ descending during a cool down after a gymnastic session. |
How are notes G A B C’ D’ played descending on the descant recorder?
|
Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument |
Observation schedule, aural and oral tests.
|
|
| 9 | 3 |
Performance and Display
|
Playing the Descant recorder
|
By the end of the
lesson, the learner
should be able to:
Explain how to play notes G A B C’ D’ descending on a descant recorder. Play notes G A B C’ D’ descending on a descant recorder. Appreciate playing melodies using the descant recorder. |
Learners are guided in pairs, in groups or individually to:
Explain how to play notes G A B C’ D’ descending on a descant recorder. Play notes G A B C’ D’ descending during a cool down after a gymnastic session. |
How are notes G A B C’ D’ played descending on the descant recorder?
|
Creative Arts Curriculum Design Grade 5
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 9 | 4 |
Performance and Display
|
Playing the Descant recorder
|
By the end of the
lesson, the learner
should be able to:
Explain how to play notes G A B C’ D’ descending on a descant recorder. Play notes G A B C’ D’ descending on a descant recorder. Appreciate playing melodies using the descant recorder. |
Learners are guided in pairs, in groups or individually to:
Explain how to play notes G A B C’ D’ descending on a descant recorder. Play notes G A B C’ D’ descending during a cool down after a gymnastic session. |
How are notes G A B C’ D’ played descending on the descant recorder?
|
Creative Arts Curriculum Design Grade 5
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 9 | 5 |
Performance and Display
|
Playing the Descant recorder
|
By the end of the
lesson, the learner
should be able to:
Connects to digital resources to search for information on how notes are played on the descant recorder. Play a melody built on the notes B A G C D on the descant recorder Enjoy playing melodies on the descant recorder. |
In groups, pairs or individually learners are guided to:
Connects to digital resources to search for information on how notes are played on the descant recorder. Play a melody built on the notes B A G C D on the descant recorder |
Which melody built on the notes B A G C D are you playing?
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Creative Arts Curriculum Design Grade 5
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 9 | 6 |
Performance and Display
|
Playing the Descant recorder
|
By the end of the
lesson, the learner
should be able to:
Mention the parts of a descant recorder Explain how to care for a descant recorder Appreciate the descant recorder |
Learners are guided in pairs, in groups or individually to:
Mention the parts of a descant recorder Explain how to care for a descant recorder |
Which are the parts of a descant recorder?
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Creative Arts Curriculum Design Grade 5
Audio visual equipment, display boards, display props |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
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| 10 | 1 |
Performance and Display
|
Playing the Descant recorder
|
By the end of the
lesson, the learner
should be able to:
Mention the parts of a descant recorder Explain how to observe hygiene when playing the descant recorder Appreciate the descant recorder |
Learners are guided in pairs, in groups or individually to:
Mention the parts of a descant recorder Observe hygiene when playing the descant recorder Write down hygiene measures to observe |
Which hygiene measures should you observe?
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Creative Arts Curriculum Design Grade 5
Audio visual equipment, display boards, display props, mounting papers, |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 10 | 2 |
Performance and Display
|
Playing the Descant recorder
|
By the end of the
lesson, the learner
should be able to:
Mention the parts of a descant recorder Explain how to observe hygiene when playing the descant recorder Appreciate the descant recorder |
Learners are guided in pairs, in groups or individually to:
Mention the parts of a descant recorder Observe hygiene when playing the descant recorder Write down hygiene measures to observe |
Which hygiene measures should you observe?
|
Creative Arts Curriculum Design Grade 5
Audio visual equipment, display boards, display props, mounting papers, |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
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| 10 | 3 |
APPRECIATION IN CREATIVE ARTS
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Analysis of Creative Arts works
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By the end of the
lesson, the learner
should be able to:
Explain the concept of appreciation in creative arts. Analyse works of art displayed in the e- galleries for inspiration and mentorship based on (type of art and material) 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. Analyse works of art displayed in the e- galleries for inspiration and mentorship based on (type of art and material) |
How does type of art and material describe the concept of appreciation in Creative Arts?
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Creative Arts Curriculum Design Grade 5
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 10 | 4 |
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. Analyse works of art displayed in the e- galleries for inspiration and mentorship based on (type of art and material) 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. Analyse works of art displayed in the e- galleries for inspiration and mentorship based on (type of art and material) |
How does type of art and material describe the concept of appreciation in Creative Arts?
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Creative Arts Curriculum Design Grade 5
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 10 | 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. Analyse works of art displayed in the e- galleries for inspiration and mentorship based on (media, meaning and 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. Analyse works of art displayed in the e- galleries for inspiration and mentorship based on (media, meaning and aesthetic) |
How does media, meaning and aesthetic describe the concept of appreciation in Creative Arts?
|
Creative Arts Curriculum Design Grade 5
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 10 | 6 |
APPRECIATION IN CREATIVE ARTS
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Showcase artworks (still life drawings, painting, card) Observe artwork and critique considering; type of art, materials, media and aesthetic Value appreciation of Creative Arts works drawn from various cultural backgrounds |
In groups, pairs or individually learners are guided to:
Showcase artwork in the portfolio in appropriate areas within the school, (still life drawings, painting, card) Observe artwork and talk about own and others work considering; type of art, materials, media and aesthetic |
What is the importance of type of art and materials in Creative Arts?
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Creative Arts Curriculum Design Grade 5
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 11 | 1 |
APPRECIATION IN CREATIVE ARTS
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Showcase artworks (a puppet, mosaic and ornaments) Observe artwork and critique considering; type of art, materials, media and aesthetic Value appreciation of Creative Arts works drawn from various cultural backgrounds |
In groups, pairs or individually learners are guided to:
Showcase artwork in the portfolio in appropriate areas within the school, (a puppet, mosaic and ornaments) Observe artwork and talk about own and others work considering; type of art, materials, media and aesthetic |
What is the importance of media and aesthetic in Creative Arts?
|
Creative Arts Curriculum Design Grade 5
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 11 | 2 |
APPRECIATION IN CREATIVE ARTS
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Showcase artworks (a puppet, mosaic and ornaments) Observe artwork and critique considering; type of art, materials, media and aesthetic Value appreciation of Creative Arts works drawn from various cultural backgrounds |
In groups, pairs or individually learners are guided to:
Showcase artwork in the portfolio in appropriate areas within the school, (a puppet, mosaic and ornaments) Observe artwork and talk about own and others work considering; type of art, materials, media and aesthetic |
What is the importance of media and aesthetic in Creative Arts?
|
Creative Arts Curriculum Design Grade 5
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 11 | 3 |
APPRECIATION IN CREATIVE ARTS
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Showcase artworks (a puppet, mosaic and ornaments) Observe artwork and critique considering; type of art, materials, media and aesthetic Value appreciation of Creative Arts works drawn from various cultural backgrounds |
In groups, pairs or individually learners are guided to:
Showcase artwork in the portfolio in appropriate areas within the school, (a puppet, mosaic and ornaments) Observe artwork and talk about own and others work considering; type of art, materials, media and aesthetic |
What is the importance of media and aesthetic in Creative Arts?
|
Creative Arts Curriculum Design Grade 5
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 11 | 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 (Origin-community, occasion, participants, songs, body movements, formations) 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 (Origin-community, occasion, participants, songs, body movements, formations) |
What is the importance of body movements and formations in Kenyan folk song performance?
|
Creative Arts Curriculum Design Grade 5
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 11 | 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 (Instruments, costumes, body adornment, ornaments and props) 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 (Instruments, costumes, body adornment, ornaments and props) |
What is the importance of ornaments and props in Kenyan folk song performance?
|
Creative Arts Curriculum Design Grade 5
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 11 | 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 (Instruments, costumes, body adornment, ornaments and props) 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 (Instruments, costumes, body adornment, ornaments and props) |
What is the importance of ornaments and props in Kenyan folk song performance?
|
Creative Arts Curriculum Design Grade 5
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 12 | 1 |
APPRECIATION IN CREATIVE ARTS
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Sing the first stanza of the East African Community Anthem in English and Kiswahili Analyse the East African Community Anthem based on message, values to foster patriotism. Appreciate the East African Community Anthem |
In groups, pairs or individually learners are guided to:
Sing the first stanza of the East African Community Anthem in English and Kiswahili Analyse the East African Community Anthem based on message, values to foster patriotism. |
What values does the East African Community Anthem?
|
Creative Arts Curriculum Design Grade 5
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 12 | 2 |
APPRECIATION IN CREATIVE ARTS
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Sing the last two stanzas of the East African Community Anthem in English and Kiswahili Analyse the East African Community Anthem based on occasion and etiquette to foster patriotism. Appreciate the East African Community Anthem |
In groups, pairs or individually learners are guided to:
Sing the last two stanzas of the East African Community Anthem in English and Kiswahili Analyse the East African Community Anthem based on occasion and etiquette to foster patriotism. |
What message does the East African Community Anthem?
|
Creative Arts Curriculum Design Grade 5
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 12 | 3 |
APPRECIATION IN CREATIVE ARTS
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Sing the last two stanzas of the East African Community Anthem in English and Kiswahili Analyse the East African Community Anthem based on occasion and etiquette to foster patriotism. Appreciate the East African Community Anthem |
In groups, pairs or individually learners are guided to:
Sing the last two stanzas of the East African Community Anthem in English and Kiswahili Analyse the East African Community Anthem based on occasion and etiquette to foster patriotism. |
What message does the East African Community Anthem?
|
Creative Arts Curriculum Design Grade 5
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 12 | 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 Football, Athletics and Rounders event as a class 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 Football, Athletics and Rounders event as a class |
How is teamwork important in games and sports event?
|
Creative Arts Curriculum Design Grade 5
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 12 | 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 Gymnastics and Swimming events as a class 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 Gymnastics and Swimming events as a class |
How is safety for self and others important in games and sports event?
|
Creative Arts Curriculum Design Grade 5
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 12 | 6 |
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 Gymnastics and Swimming events as a class 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 Gymnastics and Swimming events as a class |
How is safety for self and others important in games and sports event?
|
Creative Arts Curriculum Design Grade 5
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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