|
Week |
Lesson |
Strand |
Sub strand |
Specific learning outcome |
Key inquiry question |
Learning experiences |
Learning resources |
Assessment |
Remarks |
|
1 |
1 |
PERFOR MING |
Songs |
By the end of the of the sub strand the learner should be able to: identify different types of songs performed for different purposes in the community; |
During which occasions do you sing? |
Learners are guided to observe a variety of live or recorded songs and be probed to identify possible occasions of performance of the songs. |
Audio-visual excerpts of relevant music Musical instruments Print music material- Music scores, song books Resource persons Recording devices |
Signed questions, portfolio, observation, check lists, adjudication using performance rubric |
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|
2 |
1 |
PERFOR MING |
Songs |
By the end of the of the sub strand the learner should be able to: sing a variety of age appropriate songs in unison paying attention to accuracy |
During which occasions do you sing? |
Learners sign sing various types of songs: Kenyan folksongs, lullabies, patriotic songs, action songs, sacred songs and topical songs on pertinent and contemporary issues in unison paying attention to accuracy in rhythm |
Audio-visual excerpts of relevant music Musical instruments Print music material- Music scores, song books Resource persons Recording devices |
Signed questions, portfolio, observation, check lists, adjudication using performance rubric |
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|
3 |
1 |
PERFOR MING |
Songs |
By the end of the of the sub strand the learner should be able to: sign sing all verses of the Kenya National Anthem in English Kiswahili for cohesion and peaceful coexistence |
When is the national anthem sung? How should we behave when singing the national anthem? |
Learners are guided in watching/listening to live or recorded performance of the three verses of the Kenyan national Anthem with keen interest in posture and text Learners are guided in sign singing all the verses of the Kenya National Anthem in English paying attention to posture and appropriate etiquette |
Audio-visual excerpts of relevant music Musical instruments Print music material- Music scores, song books Resource persons Recording devices |
Signed questions, portfolio, observation, check lists, adjudication using performance rubric |
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|
4 |
1 |
PERFOR MING |
Songs |
By the end of the of the sub strand the learner should be able to: sign sing 3-part rounds, keeping to the respective parts for enjoyment |
When is the national anthem sung? How should we behave when singing the national anthem? |
Learners are guided individually and in groups to sign sing 3part rounds paying attention to entries and keeping to respective part. |
Audio-visual excerpts of relevant music Musical instruments Print music material- Music scores, song books Resource persons Recording devices |
Signed questions, portfolio, observation, check lists, adjudication using performance rubric |
|
|
5 |
1 |
PERFOR MING |
Songs |
By the end of the of the sub strand the learner should be able to: execute the elements of music while singing |
Which songs do you sing during different occasions such as birthdays |
While sign singing learners are guided in applying tools and techniques of musicianship such as good posture, and clear signing techniques |
Audio-visual excerpts of relevant music Musical instruments Print music material- Music scores, song books Resource persons Recording devices |
Signed questions, portfolio, observation, check lists, adjudication using performance rubric |
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|
6 |
1 |
PERFOR MING |
Songs |
By the end of the of the sub strand the learner should be able to: use signing techniques in singing a variety of songs for effective communication |
What do some of the songs you sing at home/school talk about? |
Individually or in groups learners are guided in sign singing a variety of songs paying attention to the elements of music such as beat, and rhythm |
Audio-visual excerpts of relevant music Musical instruments Print music material- Music scores, song books Resource persons Recording devices |
Signed questions, portfolio, observation, check lists, adjudication using performance rubric |
|
|
7 |
1 |
PERFOR MING |
Songs |
By the end of the of the sub strand the learner should be able to: express ideas, feelings and emotions through sign singing |
What do some of the songs you sing at home/school talk about? |
Individually or in groups learners are guided in sign singing a variety of songs paying attention to the elements of music such as beat, and rhythm |
Audio-visual excerpts of relevant music Musical instruments Print music material- Music scores, song books Resource persons Recording devices |
Signed questions, portfolio, observation, check lists, adjudication using performance rubric |
|
|
8 |
1 |
|
Signed Singing games |
By the end of the of the sub strand the learner should be able to: perform various signed singing games drawn from local and other cultures |
Do you sing as you play? What songs do you sing during play? |
Learners are guided to watch a variety of live or recorded singing games from the locality and from other cultures |
Costumes and props Audio-visual excerpts of relevant music |
Signed questions, portfolio, observation, check lists, adjudication using performance rubric |
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|
9 |
1 |
|
Signed Singing games |
By the end of the of the sub strand the learner should be able to: the aspects of signed, movement, game, props and costumes in performing signed singing games |
Do you sing as you play? What songs do you sing during play? |
Learners perform age appropriate signed singing games with game aspects, movements and proper use of props and costumes observing safe |
Costumes and props Audio-visual excerpts of relevant music |
Signed questions, portfolio, observation, check lists, adjudication using performance rubric |
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|
10 |
1 |
|
Signed Singing games |
By the end of the of the sub strand the learner should be able to: performs signed singing games with coordinated body movements |
What roles do you like taking when performing singing games? |
Learners perform age appropriate signed singing games with game aspects, movements and proper use of props and costumes observing safe |
Costumes and props Audio-visual excerpts of relevant music |
Signed questions, portfolio, observation, check lists, adjudication using performance rubric |
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