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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Creating And Performing
|
Indigenous Kenyan Crafts
|
By the end of the
lesson, the learner
should be able to:
-Describe coil techniques in pottery -Identify different techniques used in pottery -Appreciate different coil techniques in pottery - Discuss different techniques used in pottery -Use digital devices to search for information on techniques in pottery |
- Brainstorm different coil techniques in pottery
- use digital device to Search for information on coil techniques - Discuss different techniques in pottery |
What are the different coil techniques in pottery?
|
Digital resources
Textbooks Teachers notes |
Observation
Assessment rubrics
Written notes
Oral questions.
|
|
| 1 | 2 |
Creating And Performing
|
Indigenous Kenyan Crafts
|
By the end of the
lesson, the learner
should be able to:
- .Identify source of clay -Explore areas where they can get clay. -Prepare clay by removing impurities -Appreciate clay as the preferred material for pottery. |
-Play with clay by preparing, removing impurities, drying, kneading, and weighing
-Watch a virtual or live showing of preparation of clay -Record as they source clay and prepare using digital devices. |
Why is clay the preferred material for pottery?
|
-digital resources
-Textbooks -teachers notes |
-Observation
-Assessment rubrics
-Checklists
-practical activity
|
|
| 1 | 3 |
Creating And Performing
|
Indigenous Kenyan Crafts
|
By the end of the
lesson, the learner
should be able to:
- .Identify source of clay -Explore areas where they can get clay. -Prepare clay by removing impurities -Appreciate clay as the preferred material for pottery. |
-Play with clay by preparing, removing impurities, drying, kneading, and weighing
-Watch a virtual or live showing of preparation of clay -Record as they source clay and prepare using digital devices. |
Why is clay the preferred material for pottery?
|
-digital resources
-Textbooks -teachers notes |
-Observation
-Assessment rubrics
-Checklists
-practical activity
|
|
| 1 | 4 |
Creating And Performing
|
Indigenous Kenyan Crafts
|
By the end of the
lesson, the learner
should be able to:
-Make coils of uniform thickness - Outline the procedure of preparing coils -Watch a live or virtual of preparing coils Enjoy making coils |
-Make coils of uniform thickness
-Watch a virtual or live to learn how to make coils -Search information on the internet -Outline the procedure of making coils in pottery - Record themselves making coils |
How do you make coils of uniform thickness?
What are the procedures of making coils?
|
-digital devices
-Observation -practical activity -demonstration -checklist |
-Observation
-Assessment rubrics
|
|
| 1 | 5 |
Creating And Performing
|
Indigenous Kenyan Crafts
|
By the end of the
lesson, the learner
should be able to:
-Model a vessel using coil method -Join clay to form a vessel -Observe keenly as the teacher demonstrates -Have fun in making a vessel with coil method |
-Model a vessel using coil method - Join clay to form a vessel -Observe keenly as the teacher demonstrates - Get a resource personnel. - Have fun in making a vessel with coil method -Record themselves for future reference |
How do you model a vessel using coil method?
What are the procedures of making a vessel?
|
-digital devices
-ResourcePersonnel -Exhibitions -textbook |
-Observation
-demonstration
-Assessment rubrics
-Oral questions
-Checklists
|
|
| 2 | 1 |
Creating And Performing
|
Indigenous Kenyan Crafts
|
By the end of the
lesson, the learner
should be able to:
-Identify the tools of smoothing in pottery -Smoothen inside -follow the procedures of smothering -Admire each others efforts. |
-Smoothen inside
- Watch a virtual or live showing ways of smothering - Outline the procedures -Search for information on the Internet on How to smooth-en. |
How do you smoothen clay?
|
-Tools
-digital devices -video clips -Textbooks |
-Assessment rubrics
-Checklists
-Observation
|
|
| 2 | 2 |
Creating And Performing
|
Indigenous Kenyan Crafts
|
By the end of the
lesson, the learner
should be able to:
-Identify the tools of smoothing in pottery -Smoothen inside -follow the procedures of smothering -Admire each others efforts. |
-Smoothen inside
- Watch a virtual or live showing ways of smothering - Outline the procedures -Search for information on the Internet on How to smooth-en. |
How do you smoothen clay?
|
-Tools
-digital devices -video clips -Textbooks |
-Assessment rubrics
-Checklists
-Observation
|
|
| 2 | 3 |
Creating And Performing
|
Indigenous Kenyan Crafts
|
By the end of the
lesson, the learner
should be able to:
-Decorate the slightly dry vessel by incising - Dry under shade - Appreciate incising as a way of decorating in pottery - Search on how to do incising from the library or digital devices |
-Decorate the slightly dry vessel by incising dry under shade
-Search information on the internet on incision -Record themselves -Dry under the shade. |
Why we dry clay work under a shade?
How do we decorate through incising?
|
-digital devices
-video clips -Textbooks |
-Assessment rubrics
-checklist
-Observation
-demonstration
|
|
| 2 | 4 |
Creating And Performing
|
Indigenous Kenyan Crafts
|
By the end of the
lesson, the learner
should be able to:
-Define the term kiln - Identify what is a kiln -Prepare a kiln -Appreciate drying vessel on a kiln |
-Define the term kiln
- Prepare a kiln -Collaboratively dry a vessel by using an open pit kiln -record themselves using digital devices |
How do you dry a vessel using Kiln?
What is kiln in pottery?
|
-digital devices
-video clips -Textbooks |
-Assessment rubrics
-checklist
-Observation
-demonstration
|
|
| 2 | 5 |
Creating And Performing
|
Indigenous Kenyan Crafts
|
By the end of the
lesson, the learner
should be able to:
-Define the term frame loom -Identify what is a frame loom - Discuss the frame loom - Acknowledge the frame loom |
-Define the term frame loom
-Identify what is a frame loom - Explore actual or virtual resource to study making a frame loom. |
What is a frame loom?
|
-Open pit kiln
-digital devices teachers notes textbook |
-demonstration
-Assessment rubrics
-Cheklists
-practical activity
|
|
| 3 | 1 |
Creating And Performing
|
Indigenous Kenyan Crafts
|
By the end of the
lesson, the learner
should be able to:
-Collaboratively make a a joint frame loom - Discuss how to make a joint frame loom -Watch a virtual or live of a wooden frame loom - Enjoy while making a wooden frame loom -Search on the materials needed to make a joint frame. |
-Collaboratively make a wooden joint frame c equal spacing nails -Outline the procedure of making a wooden frame loom. -Identify materials for making a wooden frame - Watch a virtual or live of a wooden frame loom -Record themselves |
What is a frame loom?
|
|
-demonstration
-Assessment rubrics
-Cheklists
-practical activity
|
|
| 3 | 2 |
Creating And Performing
|
Indigenous Kenyan Crafts
|
By the end of the
lesson, the learner
should be able to:
-Collaboratively make a a joint frame loom - Discuss how to make a joint frame loom -Watch a virtual or live of a wooden frame loom - Enjoy while making a wooden frame loom -Search on the materials needed to make a joint frame. |
-Collaboratively make a wooden joint frame c equal spacing nails -Outline the procedure of making a wooden frame loom. -Identify materials for making a wooden frame - Watch a virtual or live of a wooden frame loom -Record themselves |
What is a frame loom?
|
|
-demonstration
-Assessment rubrics
-Cheklists
-practical activity
|
|
| 3 | 3 |
Creating And Performing
|
Indigenous Kenyan Crafts
|
By the end of the
lesson, the learner
should be able to:
-make a fabric using 2/- twill wearing -Explore actual and virtual resources -Discuss how to make a 2/- twill wearing technique. |
-Explore a actual or virtual resources to study making a frame loom and 2/- twill weaves
-Record themselves -Discuss as they make a fabric using twill weaving |
How do you make a fabric using 2/- twill weaving technique?
|
-digital devices
-Wooden frame -Article -textbook teachers notes. |
-Assessment rubrics
-Observation
-checklist
-Peer assesment.
|
|
| 3 | 4 |
Creating And Performing
|
Indigenous Kenyan Crafts
|
By the end of the
lesson, the learner
should be able to:
-Display the woven articles -Discuss the woven articles made -record themselves as they Display Admire each other effort in making woven articles |
-Display and critique own and others woven articles
-record themselves for future reference -Analyse the woven articles. |
How is a fabric woven?
|
-digital devices
-Wooden frame -Article -textbook -teachers notes |
-Assessment rubrics
-Observation
-demonstration
-Peer assesment
-Checklists
|
|
| 3 | 5 |
Creating And Performing
|
Indigenous Kenyan Crafts
|
By the end of the
lesson, the learner
should be able to:
-Display the woven articles -Discuss the woven articles made -record themselves as they Display Admire each other effort in making woven articles |
-Display and critique own and others woven articles
-record themselves for future reference -Analyse the woven articles. |
How is a fabric woven?
|
-digital devices
-Wooden frame -Article -textbook -teachers notes |
-Assessment rubrics
-Observation
-demonstration
-Peer assesment
-Checklists
|
|
| 4 | 1 |
Creating And Performing
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
-Identify the standing dive - Use digital resources to search for information on a standing dive - Describe the standing dive as used in swimming - Appreciate standing dive |
-Use digital or print resources to Search for information
-an instructor to Demonstrate standing dive -Discuss the standing dive. |
What is standing dive?
|
-Swimming pool
-resource personnel -digital devices |
-Assessment rubrics
-practical activities
-Observation Schedule
-checklist
|
|
| 4 | 2 |
Creating And Performing
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
- describe body position in standing dive. -Watch a live or virtual to describe body position in standing dive -Demonstrate the body position -Acknowledge body position in standing dive |
-Watch a live or virtual to describe body position in standing dive -A resource person to demonstrate the body position in standing dive -Search on the internet on body position |
What is body position in standing dive?
|
-pictures
-digital resources -video clips |
-Assessment rubrics
-practical activity
-demonstration
|
|
| 4 | 3 |
Creating And Performing
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
-Outline the tips of standing dive -Describe the tips on standing dive -Describe the tips used in standing dives -Search on the Internet -Appreciate the tips Use in standing dive. |
-Outline scatting positions, push off, entry and guide as tips of standing dive
-Discuss the tips -Search on the Internet for more information -short notes |
What are tips in standing dive?
|
-digital devices
-Charts -teachers notes -pictures -Swimming pol |
-checklist
-Assessment
rubrics
-Oral discussion
-Written notes
|
|
| 4 | 4 |
Creating And Performing
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
-Outline the tips of standing dive -Describe the tips on standing dive -Describe the tips used in standing dives -Search on the Internet -Appreciate the tips Use in standing dive. |
-Outline scatting positions, push off, entry and guide as tips of standing dive
-Discuss the tips -Search on the Internet for more information -short notes |
What are tips in standing dive?
|
-digital devices
-Charts -teachers notes -pictures -Swimming pol |
-checklist
-Assessment
rubrics
-Oral discussion
-Written notes
|
|
| 4 | 5 |
Creating And Performing
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
-Identify phases of standing dives -Demonstrate phases of standing dive in Swimming -Observe as a resource person Demonstrate -Watch a live or virtual on phases of stranding dive -Appreciate the phases in standing dive |
-Demonstrate the primary phases of standing dive as preparation,jump,flight and entry.
-Observe as the resource person demonstrate. -Watch a live or virtual -Discuss the phases of standing dive. |
What are the phases of standing dive?
How can you demonstrate phases in standing dive?
|
-Swimming pool
-digital devices -textbook -resource person |
-demonstration
-Observation
-Schedule
-Checklists
-Assessment rubrics
|
|
| 5 | 1 |
Creating And Performing
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
-Perform standing dive in Swimming -Practice standing dive while observing safety -a resource person to Demonstrate -Watch video clips -Appreciate each others efforts in executing standing dive. |
-Perform standing dive while observing safety
-Use digital devices to record themselves -Observe rules -Observe as a resource person demonstrates. |
How do you perform standing dive effectively?
|
-Swimming pool
-digital devices -resource person |
-Observation
-Schedule
-Checklists
Assessment rubrics
|
|
| 5 | 2 |
Creating And Performing
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
-Identify butterfly stroke -Use digital devices to Search more on butterfly strokes -Describe butterfly stroke -Watch alive or virtual demonstration -Appreciate butterfly stroke |
-Watch a live or virtual demonstration to Identify butterfly stroke
-Search for information -Observe a performance from a resource person |
What is a butterfly stroke?
|
-Swimming pool
-resource person -digital devices |
-Assessment rubrics
-practical activities
-Oral discussion
-Oral question
-Observation
-Schedule
|
|
| 5 | 3 |
Creating And Performing
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
-Identify butterfly stroke -Use digital devices to Search more on butterfly strokes -Describe butterfly stroke -Watch alive or virtual demonstration -Appreciate butterfly stroke |
-Watch a live or virtual demonstration to Identify butterfly stroke
-Search for information -Observe a performance from a resource person |
What is a butterfly stroke?
|
-Swimming pool
-resource person -digital devices |
-Assessment rubrics
-practical activities
-Oral discussion
-Oral question
-Observation
-Schedule
|
|
| 5 | 4 |
Creating And Performing
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
-Define synchrony in butterfly stroke -Discuss importance of synchrony in butterfly stroke -Appreciate the importance of synchrony in butterfly stroke - Use digital resources to search synchrony. -Describe synchrony. |
-Brainstorm and Present meaning synchrony
-Use digital or print resources to Search synchrony -State importance of synchrony in a butterfly stroke |
Why is synchrony important in butterfly stroke?
|
-pictures
-digital resources -textbook |
-Oral discussion
-Oral questions
-Written tests
-Assessment rubrics
-checklist
|
|
| 5 | 5 |
Creating And Performing
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
-Explain the tips in butterfly stroke -Describe the tips in butterfly stroke -Appreciate the tips in butterfly stroke -Search on the internet |
-outline arm action, head movements legs, breathing and hand entry as tips in butterfly swimming. -Discuss the tips -Search n the internet -Write short notes |
What are tips in butterfly stroke?
|
-digital devices
-Charts -Techers notes - pictures -Swimming pool |
-checklist
-Assessment rubric
-Oral discussion
-Written texts
|
|
| 6 | 1 |
Creating And Performing
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
-Identify the phases in butterfly stroke -Demonstrate the phases in butterfly stroke -Observe as a resource person demonstrates. -Watch a live or virtual on phases of butterfly stroke - Appreciate the phases in butterfly stroke |
-Demonstrate phases of butterfly stoke which are the push, pull and the recovery
-Observe the resource person -Watch a live or virtual -Discuss the phases of butterfly stroke |
Which are the phases of butterfly stroke?
How can you demonstrate phases in butterfly stroke?
|
-Swimming pool
-digital devices -textbook -resource person |
-demonstration
-Observation
-Schedule
-checklist
-Assessment rubrics
|
|
| 6 | 2 |
Creating And Performing
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
-Identify the phases in butterfly stroke -Demonstrate the phases in butterfly stroke -Observe as a resource person demonstrates. -Watch a live or virtual on phases of butterfly stroke - Appreciate the phases in butterfly stroke |
-Demonstrate phases of butterfly stoke which are the push, pull and the recovery
-Observe the resource person -Watch a live or virtual -Discuss the phases of butterfly stroke |
Which are the phases of butterfly stroke?
How can you demonstrate phases in butterfly stroke?
|
-Swimming pool
-digital devices -textbook -resource person |
-demonstration
-Observation
-Schedule
-checklist
-Assessment rubrics
|
|
| 6 | 3 |
Creating And Performing
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
-Perform butterfly stroke in swimming -Practice butterfly stroke observing safety -Demonstration from a resource person -Appreciate each others efforts |
-Preform butterfly stroke observing safety
-Use digital devices -Observe rules in butterfly stroke -Observe as a resource person demonstrates. |
How do you perform butterfly effectively?
|
-Swimming pool
-digital devices -resource person |
-Observation
-Schedule
-checklist
-Assessment rubrics
|
|
| 6 | 4 |
Creating And Performing
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
-Apply butterfly stroke and standing dive in a mini Swimming competition safety -Observe the rules learnt -record the game for future reference -Appreciate Swimming as a life skill |
-Apply skills learning in Swimming game in a in competition
-record the performance -Peer Assessment with justice. |
How can swimming skills be performed safely?
|
-Teams -Swimming pool
-textbook -digital devices -instructor -Costumes |
-Observation
-checklist
-Oral questions
-Assessment rubrics
-play
|
|
| 6 | 5 |
Appreciation in creative arts
|
Analysis of Creative Arts and Sports
|
By the end of the
lesson, the learner
should be able to:
-Research on the criteria for evaluating a play - Discuss on the criteria for evaluating a play -Appreciate on the criteria for evaluating a play |
-Research on the criteria for evaluating a play
- Discuss on the criteria for evaluating a play - Appreciate on the criteria for evaluating a play |
How do you evaluate a play?
|
-digital devices
-notes -Textbooks -portfolios -video clips |
-Group analysis
-checklist
-Oral discussion
-Assesmtn
-rubrics
|
|
| 7 | 1 |
Appreciation in creative arts
|
Analysis of Creative Arts and Sports
|
By the end of the
lesson, the learner
should be able to:
-Analyze a play performance -In groups Discuss the analysis of a play performance -Peer review and give feedback on the analysis of a play. |
-Analyze a given play performance to evaluate theme setting,conflict-resolution,of of voice,use of body movements ,interaction, audience involvement,props,costumes,overall impression. |
Why is analysis important skill I creative arts and sports?
|
-digital devices
-portfolio notes -Text books |
-groups
-analysis
-Oral discussion
-Written tests
-Assesmet rubrics
-performance analysis
|
|
| 7 | 2 |
Appreciation in creative arts
|
Analysis of Creative Arts and Sports
|
By the end of the
lesson, the learner
should be able to:
-Analyze a play performance -In groups Discuss the analysis of a play performance -Peer review and give feedback on the analysis of a play. |
-Analyze a given play performance to evaluate theme setting,conflict-resolution,of of voice,use of body movements ,interaction, audience involvement,props,costumes,overall impression. |
Why is analysis important skill I creative arts and sports?
|
-digital devices
-portfolio notes -Text books |
-groups
-analysis
-Oral discussion
-Written tests
-Assesmet rubrics
-performance analysis
|
|
| 7 | 3 |
Appreciation in creative arts
|
Analysis of Creative Arts and Sports
|
By the end of the
lesson, the learner
should be able to:
-Examine ethical practices in sports -Discuss ethical issues in sports(anti doping) -Present ethical issues n sports -Acknowledge the ethical issues |
-Discuss ethical issues on sports(anti doping)
-Peer review and give feedback -Collaborate to Discuss ethical issues in sports |
How do you examine ethical practices in sports?
|
-digital devices
-video clips -Textbooks. |
-Peer Assessment
-Assessment rubrics
-Peer review
|
|
| 7 | 4 |
Appreciation in creative arts
|
Analysis of Creative Arts and Sports
|
By the end of the
lesson, the learner
should be able to:
-Research How to Analyse a solo vocal piece of music. -Discuss on analyses of a solo piece of Music -Explain How to Analyse a solo vocal piece of Music -explore on analysis -Appreciate to Research on How to Analyse a solo piece of Music |
-Research on How to Analyse a a solo vocal piece of Music
-Explain How to Analyse -Present the Research for Peer Assessment |
-How do you Research How to Analyse a solo vocal
-Text books
|
-digital devices
-video clips -Textbooks |
-Peer Assessment rubrics
-Peer review and feedback
|
|
| 7 | 5 |
Appreciation in creative arts
|
Analysis of Creative Arts and Sports
|
By the end of the
lesson, the learner
should be able to:
-Research How to Analyse a solo vocal piece of music. -Discuss on analyses of a solo piece of Music -Explain How to Analyse a solo vocal piece of Music -explore on analysis -Appreciate to Research on How to Analyse a solo piece of Music |
-Research on How to Analyse a a solo vocal piece of Music
-Explain How to Analyse -Present the Research for Peer Assessment |
-How do you Research How to Analyse a solo vocal
-Text books
|
-digital devices
-video clips -Textbooks |
-Peer Assessment rubrics
-Peer review and feedback
|
|
| 8 | 1 |
Appreciation in creative arts
|
Analysis of Creative Arts and Sports
|
By the end of the
lesson, the learner
should be able to:
-Analyse a solo vocal piece of music. -Discuss time signature 2/4,3/4,4/- -Explain performance direction -Present the analysis of a vocal piece of music -Appreciate a solo piece of music analysis |
-Listen to and analyse a solo vocal piece of music
-Discuss time signature 2/4,3/4,4/- -Brainstorm performance direction repeat and dynamics -Collaborate in making analysis and present |
How do you analyse a a solo vocal piece of music?
|
-digital devices
-video clips -notes -Textbooks |
-Peer review and feedback
-performance analysis
-Group analysis
|
|
| 8 | 2 |
Appreciation in creative arts
|
Analysis of Creative Arts and Sports
|
By the end of the
lesson, the learner
should be able to:
-Visit an actual or virtual galleries -Listen keenly to a resource person -record for future reference using digital devices -Enjoy the Visit to see and Analyse artworks |
-Visit an actual or virtual galleries to see and Analyse artworks
-record themselves during the trip -explore more on the galleries -Listen to a resource person. |
Why is it important to visit an actual or virtual gallery for analysis of artwork.
|
-digital devices
-resource person -Gallery -artwork |
-groups
-analysis and presentation
|
|
| 8 | 3 |
Appreciation in creative arts
|
Analysis of Creative Arts and Sports
|
By the end of the
lesson, the learner
should be able to:
-create a catalogue of the exhibited artworks -Define what is a catalogue -critique exhibited artworks for inspiration |
-create a catalogue consisting of name type of artworks, Medium subject
-Matter/them function -Make critical judgements essays |
What is a catalogue?
How do you create a catalogue?
|
-essays
-catalogue |
-Peer review and feedback
Group analysis
Essay(central judgement)
|
|
| 8 | 4 |
Appreciation in creative arts
|
Analysis of Creative Arts and Sports
|
By the end of the
lesson, the learner
should be able to:
-create a catalogue of the exhibited artworks -Define what is a catalogue -critique exhibited artworks for inspiration |
-create a catalogue consisting of name type of artworks, Medium subject
-Matter/them function -Make critical judgements essays |
What is a catalogue?
How do you create a catalogue?
|
-essays
-catalogue |
-Peer review and feedback
Group analysis
Essay(central judgement)
|
|
| 8 | 5 |
Appreciation in creative arts
|
Analysis of Creative Arts and Sports
|
By the end of the
lesson, the learner
should be able to:
-Discuss ethical issues in creative arts and sport -Debate on ethical issues -Discuss to reflect the work of art for inspiration and mentors-hip. -Appreciate the Role of analysis in adding Value to creative arts and sports |
-Brainstorm ethical issues in creative arts
-Debate on ethical issues -Discuss the work of art on inspiration and mentor-ship -Use digital devices to record themselves for future reference. |
What are ethical issues in creative arts and sports?
How does art reflect on the work of inspiration and mentor-ship.
|
-digital devices
-textbook |
-Peer Assessment
-Assessment rubrics
-Checklists
-Oral discussion
|
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