Week

Lesson

Strand

Sub-Strand

Specific Learning Outcome

Key Inquiry Question

Learning Experiences

Learning Resources

Assessment

Remarks

1

Musical Instruments

By the end of the sub-strand the learner should be able to: name different types of wind instrument

Which instruments are played by blowing?

Which part of the body do you use when playing wind instruments?

Learners watch videos/pictures of different types of wind instruments being played.

Learners watch audio-visual recordings of instruments and guided in identifying the instruments visually.

Signed questions, portfolio, observation, check lists, adjudication using performance rubric

Musical instruments

Locally available materials for improvising instruments

Audiovisual excerpts of relevant music

2

Musical Instruments

By the end of the Sub strand the learner should be able to identify different improvised wind instruments visually and aurally used to accompany song and dance

Which instruments are played by blowing?

Which part of the body do you use when playing wind instruments?

Learners watch videos/pictures of different types of wind instruments being played.

Learners watch audio-visual recordings of instruments and guided in identifying the instruments visually.

Signed questions, portfolio, observation, check lists, adjudication using performance rubric

Musical instruments

Locally available materials for improvising instruments

Audiovisual excerpts of relevant music

3

Musical Instruments

By the end of the Sub strand the learner should be able to demonstrate the ability to play a wind instrument for confidence

Would you prefer to play the instrument alone or with friends?

How do you feel playing different instruments

Learners are guided to apply appropriate skills of holding, blowing, fingering and breath control when playing different wind instruments such as pipes, whistles, recorder and bottles.

Individually and in groups, learners improvise different wind instruments as accompaniment.

Signed questions, portfolio, observation, check lists, adjudication using performance rubric

Musical instruments

Locally available materials for improvising instruments

Audiovisual excerpts of relevant music

4

Musical Instruments

By the end of the Sub strand the learner should be able to improvise accompaniments to songs and dances using improvised wind instrument for creativity and imagination

Would you prefer to play the instrument alone or with friends?

How do you feel playing different instruments

Learners are guided to apply appropriate skills of holding, blowing, fingering and breath control when playing different wind instruments such as pipes, whistles, recorder and bottles.

Individually and in groups, learners improvise different wind instruments as accompaniment.

Signed questions, portfolio, observation, check lists, adjudication using performance rubric

Musical instruments

Locally available materials for improvising instruments

Audiovisual excerpts of relevant music

5

Musical Instruments

By the end of the Sub strand the learner should be able to improvise local music instruments and securely store them for safety;

Would you prefer to play the instrument alone or with friends?

How do you feel playing different instruments

Learners are guided in observing safety using locally available materials to improvise wind instruments such as reeds, pipes, bottles.

Signed questions, portfolio, observation, check lists, adjudication using performance rubric

Musical instruments

Locally available materials for improvising instruments

Audiovisual excerpts of relevant music

6

Musical Instruments

By the end of the Sub strand the learner should be able to appreciate own improvised musical instruments and those of others for peaceful co-existence

Would you prefer to play the instrument alone or with friends?

How do you feel playing different instruments

Learners are guided in observing safety using locally available materials to improvise wind instruments such as reeds, pipes, bottles.

Signed questions, portfolio, observation, check lists, adjudication using performance rubric

Musical instruments

Locally available materials for improvising instruments

Audiovisual excerpts of relevant music

7

Dance

By the end of the Sub strand the learner should be able to: use body movements that are part of daily experience in a variety of ways in dance for orientation to dance

Name the Kenyan communities that live in your locality

Which dances are performed in the community?

Learners should be exposed to various relevant live and recordings of dances for experience and appreciation.

Learners identify and use body movements that are part of daily experiences such as greetings, waving, digging, grinding, sweeping, and pounding in dance

Audio-visual excerpts of dance

Musical instruments

Costumes and props

Signed questions, portfolio, observation, check lists, adjudication using performance rubric

8

Dance

By the end of the Sub strand the learner should be able to: record a local dance for digital literacy or perform and record a dance for digital literacy; use dance to express feelings, emotions and ideas for enjoyment

Name the Kenyan communities that live in your locality

Which dances are performed in the community?

Learners should be exposed to various relevant live and recordings of dances for experience and appreciation.

Learners identify and use body movements that are part of daily experiences such as greetings, waving, digging, grinding, sweeping, and pounding in dance

Audio-visual excerpts of dance

Musical instruments

Costumes and props

Signed questions, portfolio, observation, check lists, adjudication using performance rubric

9

Dance

By the end of the Sub strand the learner should be able to: apply locomotors and non-locomotors movements in own dance for creativity; observe basic elements of dance during performance

During which occasions are dances performed?

Learners should be exposed to various relevant live and recordings of dances for experience and appreciation.

Learners identify and use body movements that are part of daily experiences such as greetings, waving, digging, grinding, sweeping, and pounding in dance

Audio-visual excerpts of dance

Musical instruments

Costumes and props

Signed questions, portfolio, observation, check lists, adjudication using performance rubric

10

Dance

By the end of the Sub strand the learner should be able to: observe safety during dance performance; practice etiquette during dance performance for endearment

During which occasions are dances performed?

Learners are guided in using functional dance movements to communicate ideas, feelings and emotions.

Learners use different body zones and body parts in dance

Audio-visual excerpts of dance

Musical instruments

Costumes and props

Signed questions, portfolio, observation, check lists, adjudication using performance rubric

11

END OF TERM ASSESSMENT AND CLOSING