Foundations of Creative arts

Introduction of Creative Arts and Sports.

By the end of the lesson, the learner should be able to:

Brainstorm the meaning of cohesion, citizenship, patriotism and poverty.
Outline the social roles of Creative arts and sports in society.
Appreciate the roles of creative arts and sports.

Learners are guided to brainstorm the meaning of cohesion, citizenship, patriotism and poverty.
In pairs, learners are guided to outline the social roles of Creative arts and sports in society.

What are the roles of Creative arts and sports?

Creative Arts and Sports
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Foundations of Creative arts

Introduction of Creative Arts and Sports.

By the end of the lesson, the learner should be able to:

Brainstorm the meaning of cohesion, citizenship, patriotism and poverty.
Outline the social roles of Creative arts and sports in society.
Appreciate the roles of creative arts and sports.

Learners are guided to brainstorm the meaning of cohesion, citizenship, patriotism and poverty.
In pairs, learners are guided to outline the social roles of Creative arts and sports in society.

What are the roles of Creative arts and sports?

Creative Arts and Sports
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Foundations of Creative arts

Introduction of Creative Arts and Sports

By the end of the lesson, the learner should be able to:

Describe the roles of Creative Arts and Sports in society.
Make a storyboard highlighting the roles of creative arts and sports in society.
Appreciate the roles played by Creative Arts and Sports in society.

In pairs or in groups, learners are guided describe the roles of Creative Arts and Sports in society.
In pairs or in groups, learners are guided make a storyboard highlighting the roles of creative arts and sports in society.

What is the importance of Creative Arts and Sports in society?

Creative Arts and Sports
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Foundations of Creative arts

Introduction of Creative Arts and Sports

By the end of the lesson, the learner should be able to:

Describe the roles of Creative Arts and Sports in society.
Make a storyboard highlighting the roles of creative arts and sports in society.
Appreciate the roles played by Creative Arts and Sports in society.

In pairs or in groups, learners are guided describe the roles of Creative Arts and Sports in society.
In pairs or in groups, learners are guided make a storyboard highlighting the roles of creative arts and sports in society.

What is the importance of Creative Arts and Sports in society?

Creative Arts and Sports
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Painting

Imaginative Seascape Composition

By the end of the lesson, the learner should be able to:

Explain the meaning of colour temperature.
Discuss the effects created when warm colours are used for painting.
Draw a colour wheel and identify warm colours.
Appreciate warm colours in our lives.

Learners are guided to explain the meaning of colour temperature
In groups, learners are guided to discuss the effects created when warm colours are used for painting
Individually, learners are guided to draw a colour wheel and identify warm colours

Why are the colours considered warm?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 25-26
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Painting

Cool colours

By the end of the lesson, the learner should be able to:

Explain the meaning of cool colours.
Draw a colour wheel that shows cool colours.
Discuss the effects created when cool colours are used in a painting.
Appreciate cool colours in our lives.

Learners are guided to explain the meaning of cool colours
Individually, learners are guided to draw a colour wheel that shows cool colours.
In groups, learners are guided to discuss the effects created when cool colours are used in a painting

Why are the colours considered cool? Which objects within your local environment have cool colours?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 26-27
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Painting

Cool colours

By the end of the lesson, the learner should be able to:

Explain the meaning of cool colours.
Draw a colour wheel that shows cool colours.
Discuss the effects created when cool colours are used in a painting.
Appreciate cool colours in our lives.

Learners are guided to explain the meaning of cool colours
Individually, learners are guided to draw a colour wheel that shows cool colours.
In groups, learners are guided to discuss the effects created when cool colours are used in a painting

Why are the colours considered cool? Which objects within your local environment have cool colours?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 26-27
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Painting

Paintings created using warm colours.

By the end of the lesson, the learner should be able to:

Explain the meaning of projection and recession.
Discuss the effects created by warm and cool colours in the artwork.
Draw the painting in learner's book 8 page 27
Have fun and enjoy drawing the paintings.

Learners are guided to explain the meaning of projection and recession
In groups, learners are guided to discuss the effects created by warm and cool colours in the artwork.
Individually, learners are guided to draw the painting in learner's book 8 page 27

What arrest has been created by the colours in the artwork?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 27-28
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Painting

Paintings created using warm colours.

By the end of the lesson, the learner should be able to:

Explain the meaning of projection and recession.
Discuss the effects created by warm and cool colours in the artwork.
Draw the painting in learner's book 8 page 27
Have fun and enjoy drawing the paintings.

Learners are guided to explain the meaning of projection and recession
In groups, learners are guided to discuss the effects created by warm and cool colours in the artwork.
Individually, learners are guided to draw the painting in learner's book 8 page 27

What arrest has been created by the colours in the artwork?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 27-28
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Painting

Painting an Imaginative Composition.

By the end of the lesson, the learner should be able to:

Outline the steps to painting an Imaginative Composition using warm colours.
Paint an Imaginative Composition of a Seascape using Warm Colours.
Appreciate warm colours in a painting.

In pairs or individually, learners are guided to outline the steps to painting an Imaginative Composition using warm colours
In pairs or individually, learners are guided to paint an Imaginative Composition of a Seascape using Warm Colours

Which steps have you taken to paint an imaginative composition?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 28-30
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Painting

Painting an Imaginative Composition

By the end of the lesson, the learner should be able to:

Outline the steps to painting an Imaginative Composition using cool colours.
Paint an Imaginative Composition of a Seascape using cool Colours.
Appreciate cool colours in a painting.

In pairs or individually, learners are guided to outline the steps to painting an Imaginative Composition using cool colours
In pairs or individually, learners are guided to paint an Imaginative Composition of a Seascape using cool Colours.

Which cool colours have you used to paint an imaginative composition?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 30-31
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Painting

Painting an Imaginative Composition

By the end of the lesson, the learner should be able to:

Outline the steps to painting an Imaginative Composition using cool colours.
Paint an Imaginative Composition of a Seascape using cool Colours.
Appreciate cool colours in a painting.

In pairs or individually, learners are guided to outline the steps to painting an Imaginative Composition using cool colours
In pairs or individually, learners are guided to paint an Imaginative Composition of a Seascape using cool Colours.

Which cool colours have you used to paint an imaginative composition?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 30-31
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Painting

Imaginative Seascape Paintings

By the end of the lesson, the learner should be able to:

Display their Imaginative Seascape paintings in an area visible to all.
Talk about their own and others' Seascape paintings.
Appreciate each other's feedback.

Learners are guided to display their Imaginative Seascape paintings in an area visible to all
In groups, learners are guided to talk about their own and others' Seascape paintings.

How did you create the advancing and receding effect in your paintings? Which warm and cool colours are identifiable in your paintings?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 31
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Painting

Imaginative Seascape Paintings

By the end of the lesson, the learner should be able to:

Display their Imaginative Seascape paintings in an area visible to all.
Talk about their own and others' Seascape paintings.
Appreciate each other's feedback.

Learners are guided to display their Imaginative Seascape paintings in an area visible to all
In groups, learners are guided to talk about their own and others' Seascape paintings.

How did you create the advancing and receding effect in your paintings? Which warm and cool colours are identifiable in your paintings?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 31
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Painting

Symbolic Meanings of colours

By the end of the lesson, the learner should be able to:

Identify colour and their meanings.
Investigate the Symbolic Meanings of colours.
Appreciate the symbolic Meanings of colours.

Learners are guided to identify colour and their meanings.
Learners are guided to investigate the Symbolic Meanings of colours

Which emotions are aroused by colours when you observe them?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 32-33
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Painting

Mosaic

By the end of the lesson, the learner should be able to:

Explain the meaning of Mosaic.
Identify the materials used to make Mosaic artwork.
Draw the Mosaic pictures in learner's book 8 page 34
Have a desire to learn more about Mosaic artworks.

In groups, learners are guided to explain the meaning of Mosaic
In groups, learners are guided to identify the materials used to make Mosaic artwork
Individually, learners are guided to draw the Mosaic pictures in learner's book 8 page 34

What is mosaic?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 34-35
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Painting

Mosaic

By the end of the lesson, the learner should be able to:

Explain the meaning of Mosaic.
Identify the materials used to make Mosaic artwork.
Draw the Mosaic pictures in learner's book 8 page 34
Have a desire to learn more about Mosaic artworks.

In groups, learners are guided to explain the meaning of Mosaic
In groups, learners are guided to identify the materials used to make Mosaic artwork
Individually, learners are guided to draw the Mosaic pictures in learner's book 8 page 34

What is mosaic?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 34-35
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Painting

Mosaic

By the end of the lesson, the learner should be able to:

Explain the meaning of Mosaic.
Identify the materials used to make Mosaic artwork.
Draw the Mosaic pictures in learner's book 8 page 34
Have a desire to learn more about Mosaic artworks.

In groups, learners are guided to explain the meaning of Mosaic
In groups, learners are guided to identify the materials used to make Mosaic artwork
Individually, learners are guided to draw the Mosaic pictures in learner's book 8 page 34

What is mosaic?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 34-35
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Painting

Samples of Mosaic

By the end of the lesson, the learner should be able to:

Identify surfaces used to decorate Mosaic.
Discuss factors to consider when choosing the material for tesserae.
Appreciate the surfaces used to decorate Mosaic.

In groups, learners are guided to identify surfaces used to decorate Mosaic
In groups, learners are guided to discuss factors to consider when choosing the material for tesserae

Which materials have been used to create the Mosaic?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 35-36
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Painting

Samples of Mosaic

By the end of the lesson, the learner should be able to:

Identify surfaces used to decorate Mosaic.
Discuss factors to consider when choosing the material for tesserae.
Appreciate the surfaces used to decorate Mosaic.

In groups, learners are guided to identify surfaces used to decorate Mosaic
In groups, learners are guided to discuss factors to consider when choosing the material for tesserae

Which materials have been used to create the Mosaic?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 35-36
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Painting

Making a paper Mosaic Landscape Pictorial Composition.

By the end of the lesson, the learner should be able to:

Making a paper Mosaic Landscape Pictorial Composition.
Outline the steps to make a Mosaic landscape pictorial Composition using paper.
Make a paper Mosaic landscape pictorial Composition.
Have fun and enjoy making the paper Mosaic landscape pictorial Composition.

In groups, learners are guided to making a paper Mosaic Landscape Pictorial Composition
In groups, learners are guided to outline the steps to make a Mosaic landscape pictorial Composition using paper
In groups, learners are guided to make a paper Mosaic landscape pictorial Composition

What have you learnt about paper Mosaic landscape?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 37-38
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Painting

Making and Egg Shell Mosaic Composition of a flower.

By the end of the lesson, the learner should be able to:

Outline the steps to make a Mosaic Composition of a flower using egg smells of for different colours and their tones.
Make an egg shell Mosaic Composition of a flower.
Have fun and enjoy making the egg shell Mosaic Composition.

In groups, learners are guided to outline the steps to make a Mosaic Composition of a flower using egg smells of for different colours and their tones.
In groups, learners are guided to make an egg shell Mosaic Composition of a flower

What have you learnt about making egg shell Mosaic Composition?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 38-40
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Painting

Making and Egg Shell Mosaic Composition of a flower.

By the end of the lesson, the learner should be able to:

Outline the steps to make a Mosaic Composition of a flower using egg smells of for different colours and their tones.
Make an egg shell Mosaic Composition of a flower.
Have fun and enjoy making the egg shell Mosaic Composition.

In groups, learners are guided to outline the steps to make a Mosaic Composition of a flower using egg smells of for different colours and their tones.
In groups, learners are guided to make an egg shell Mosaic Composition of a flower

What have you learnt about making egg shell Mosaic Composition?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 38-40
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Physical Fitness and Health

Post-Assessment for Fitness

By the end of the lesson, the learner should be able to:

Explain the meaning of post-assessment tests.
Prepare tools used in post assessment of fitness.
Perform post-exercise assessment for cardiorespiratory endurance, speed and reaction time.
Appreciate post-assessment for fitness.

In groups, learners are guided to explain the meaning of post-assessment tests
In groups, learners are guided to prepare tools used in post assessment of fitness.
In groups, learners are guided to perform post-exercise assessment for cardiorespiratory endurance, speed and reaction time

What is post-assessment test?

Spotlight, Physical Education and Sports Learner's Book Grade 8 pg. 114-116
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Physical Fitness and Health

Post-Assessment for Fitness

By the end of the lesson, the learner should be able to:

Explain the meaning of post-assessment tests.
Prepare tools used in post assessment of fitness.
Perform post-exercise assessment for cardiorespiratory endurance, speed and reaction time.
Appreciate post-assessment for fitness.

In groups, learners are guided to explain the meaning of post-assessment tests
In groups, learners are guided to prepare tools used in post assessment of fitness.
In groups, learners are guided to perform post-exercise assessment for cardiorespiratory endurance, speed and reaction time

What is post-assessment test?

Spotlight, Physical Education and Sports Learner's Book Grade 8 pg. 114-116
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Physical Fitness and Health

Journal on post-test records

By the end of the lesson, the learner should be able to:

Create a journal
Fill in the journal or creatively come up with a different way of filling the journal.
Appreciate the importance of Journals.

Individually or in pairs, learners are guided to create a journal
Individually or in pairs, learners are guided to fill in the journal or creatively come up with a different way of filling the journal

What is a journal?

Spotlight, Physical Education and Sports Learner's Book Grade 8 pg. 116-117
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Physical Fitness and Health

Journal on post-test records

By the end of the lesson, the learner should be able to:

Create a journal
Fill in the journal or creatively come up with a different way of filling the journal.
Appreciate the importance of Journals.

Individually or in pairs, learners are guided to create a journal
Individually or in pairs, learners are guided to fill in the journal or creatively come up with a different way of filling the journal

What is a journal?

Spotlight, Physical Education and Sports Learner's Book Grade 8 pg. 116-117
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Rhythm

composing four-bar rhythms 

By the end of the lesson, the learner should be able to:

Explain a rhythmic pattern.
Clap the rhythm in 3/4 time
Appreciate a rhythmic pattern.

In groups or in pairs, learners are guided to explain a rhythmic pattern.
In groups or in pairs, learners are guided to clap the rhythm in 3/4 time.

How do note extensions enhance rhythmic variations in music?

Moran; Performing Arts Learner's Book Grade 8 pg. 9-11
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Rhythm

Composing four-bar rhythms 

By the end of the lesson, the learner should be able to:  
  Identify four-bar rhythmic patterns .      Sing the songs in four -bar rhythmic pattern.         Enjoy singing songs in four -bar rhythmic pattern      

In groups or in pairs, learners are guided to listen to  identify four -bar rhythmic patterns.
In groups or in pairs, learners are guided to watch video clips with songs in four -bar rhythmic patterns.

Why are rests extended in music?

Moran; Performing Arts Learner's Book Grade 8 pg. 11-14
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Rhythm

Composing four-bar rhythms 

By the end of the lesson, the learner should be able to:  
  Identify four-bar rhythmic patterns .      Sing the songs in four -bar rhythmic pattern.         Enjoy singing songs in four -bar rhythmic pattern      

In groups or in pairs, learners are guided to listen to  identify four -bar rhythmic patterns.
In groups or in pairs, learners are guided to watch video clips with songs in four -bar rhythmic patterns.

Why are rests extended in music?

Moran; Performing Arts Learner's Book Grade 8 pg. 11-14
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Montage; Pictorial composition

By the end of the lesson, the learner should be able to:

Explain the meaning of montage.
Discuss the characteristics of montage composition.
Appreciate the importance of montage composition.

Learners are guided to define the meaning of montage.
In groups, learners are guided to discuss the characteristics of montage composition.

What is the meaning of montage composition? What are the characteristics of montage composition?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Montage; Pictorial composition

By the end of the lesson, the learner should be able to:

Explain the meaning of montage.
Discuss the characteristics of montage composition.
Appreciate the importance of montage composition.

Learners are guided to define the meaning of montage.
In groups, learners are guided to discuss the characteristics of montage composition.

What is the meaning of montage composition? What are the characteristics of montage composition?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Interpretation of subject matter

By the end of the lesson, the learner should be able to:

Identify the materials used to make montage composition.
Interpret subject matter of montage composition.
Appreciate interpretation of subject matter in montage composition.

Learners are guided to identify the materials used to make montage composition.
In groups, learners are guided to interpret subject matter of montage composition.
In groups, learners are guided to use digital devices to visit a number of websites showing montage pictures and learn more about this technique of picture making.

How to interpret subject matter of a montage composition?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Interpretation of subject matter

By the end of the lesson, the learner should be able to:

Identify the materials used to make montage composition.
Interpret subject matter of montage composition.
Appreciate interpretation of subject matter in montage composition.

Learners are guided to identify the materials used to make montage composition.
In groups, learners are guided to interpret subject matter of montage composition.
In groups, learners are guided to use digital devices to visit a number of websites showing montage pictures and learn more about this technique of picture making.

How to interpret subject matter of a montage composition?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Mounting surfaces

By the end of the lesson, the learner should be able to:

Identify mounting surfaces.
Collet and prepare mounting surfaces for making montage compositions.
Appreciate the use of mounting surfaces.

Learners are guided to identify mounting surfaces.
In groups, learners are guided to collect and prepare mounting surfaces for making montage compositions.

What are mounting surfaces? How to prepare mounting surfaces for making montage compositions?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Mounting surfaces

By the end of the lesson, the learner should be able to:

List the wild animals in Kenya.
Narrate what they have seen from a film or television programme concerning wild animals in Kenya.
State the importance of taking care of wild animals.
Appreciate the importance of wild animals.

In groups, learners to list the wild animals in Kenya.
In groups, learners to state the importance of taking care of wild animals.
In groups, learners to narrate what they have seen from a film or television programme concerning wild animals in Kenya

Which wild animals are referred as the big five?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Mounting surfaces

By the end of the lesson, the learner should be able to:

List the wild animals in Kenya.
Narrate what they have seen from a film or television programme concerning wild animals in Kenya.
State the importance of taking care of wild animals.
Appreciate the importance of wild animals.

In groups, learners to list the wild animals in Kenya.
In groups, learners to state the importance of taking care of wild animals.
In groups, learners to narrate what they have seen from a film or television programme concerning wild animals in Kenya

Which wild animals are referred as the big five?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

How to create a montage pictorial composition on wild animals

By the end of the lesson, the learner should be able to:

Outline the procedure to follow when creating a montage composition based on wild animals.
Create a montage composition based on wild animals.
Have fun and enjoy making an interesting and appealing montage composition.

Learners are guided to outline the procedure to follow when creating a montage composition based on wild animals.
Learners are guided to create a montage composition based on wild animals.

How do you create a montage pictorial composition on wild animals?

Curriculum Design; Creative Arts and Sports, Grade 8
Painting materials
Papers
Pencils
Sharpeners
Erasers
Rulers
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

How to create a montage pictorial composition on wild animals

By the end of the lesson, the learner should be able to:

Outline the procedure to follow when creating a montage composition based on wild animals.
Create a montage composition based on wild animals.
Have fun and enjoy making an interesting and appealing montage composition.

Learners are guided to outline the procedure to follow when creating a montage composition based on wild animals.
Learners are guided to create a montage composition based on wild animals.

How do you create a montage pictorial composition on wild animals?

Curriculum Design; Creative Arts and Sports, Grade 8
Painting materials
Papers
Pencils
Sharpeners
Erasers
Rulers
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Athletics

Middle Distance Races

By the end of the lesson, the learner should be able to:

Discuss what is happening in learner's book 8 page 80
Describe the body positioning of the athlete in each phase.
Give two examples of races started in the same way as the one on the picture.
Develop a curiosity to learn more about middle distance races.

In groups or in pairs, learners are guided to discuss what is happening in learner's book 8 page 80
In groups or in pairs, learners are guided to describe the body positioning of the athlete in each phase.
In groups or in pairs, learners are guided to give two examples of races started in the same way as the one on the picture.

What is the body position of the athlete in each phase?

Spotlight; Physical Education and Sports Learner's Book Grade 8 pg. 80-81
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Athletics

Middle Distance Races

By the end of the lesson, the learner should be able to:

Use the link: http://tinurl.com/2p8c7cj2 to watch a video clip on stating position in middle distance races.
Describe the positioning of the runner on the track.
Demonstrate how the event started.
Enjoy watching the video.

In groups or in pairs, learners are guided to use the link: http://tinurl.com/2p8c7cj2 to watch a video clip on stating position in middle distance races.
In groups or in pairs, learners are guided to describe the positioning of the runner on the track.
In groups or in pairs, learners are guided to demonstrate how the event started.

Where are middle distance races performed?

Spotlight; Physical Education and Sports Learner's Book Grade 8 pg. 81-83
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Athletics

Middle Distance Races

By the end of the lesson, the learner should be able to:

Use the link: http://tinurl.com/2p8c7cj2 to watch a video clip on stating position in middle distance races.
Describe the positioning of the runner on the track.
Demonstrate how the event started.
Enjoy watching the video.

In groups or in pairs, learners are guided to use the link: http://tinurl.com/2p8c7cj2 to watch a video clip on stating position in middle distance races.
In groups or in pairs, learners are guided to describe the positioning of the runner on the track.
In groups or in pairs, learners are guided to demonstrate how the event started.

Where are middle distance races performed?

Spotlight; Physical Education and Sports Learner's Book Grade 8 pg. 81-83
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Athletics

Middle Distance Races

By the end of the lesson, the learner should be able to:

Use the link: http://tinurl.com/2p8c7cj2 to watch a video clip on stating position in middle distance races.
Describe the positioning of the runner on the track.
Demonstrate how the event started.
Enjoy watching the video.

In groups or in pairs, learners are guided to use the link: http://tinurl.com/2p8c7cj2 to watch a video clip on stating position in middle distance races.
In groups or in pairs, learners are guided to describe the positioning of the runner on the track.
In groups or in pairs, learners are guided to demonstrate how the event started.

Where are middle distance races performed?

Spotlight; Physical Education and Sports Learner's Book Grade 8 pg. 81-83
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Athletics

Middle Distance Races

By the end of the lesson, the learner should be able to:

Identify the facility where middle distance races are performed during athletics competitions.
Outline the process of performing the take- off position.
Perform the middle- distance races.
Have fun and enjoy performing the middle- distance races.

In groups or in pairs, learners are guided to identify the facility where middle distance races are performed during athletics competitions.
In groups or in pairs, learners are guided to outline the process of performing the take- off position.
In groups or in pairs, learners are guided to perform the middle- distance races.

What is the position of the runner on the track?

Spotlight; Physical Education and Sports Learner's Book Grade 8 pg. 83-85
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Oral questions Oral Report Observation

Athletics

Middle Distance Races

By the end of the lesson, the learner should be able to:

Identify the safety measures to observe before engaging in any middle distance racing activities.
Demonstrate take-off position, pacing, stride length and recovery.
Apply the take- off position, pacing, stride length and recovery in middle distance race.
Have fun and enjoy performing the middle- distance races.

In groups or in pairs, learners are guided to identify the safety measures to observe before engaging in any middle distance racing activities.
In groups or in pairs, learners are guided to demonstrate take-off position, pacing, stride length and recovery.
In groups or in pairs, learners are guided to apply the take- off position, pacing, stride length and recovery in middle distance race.

How do you perform the middle distance races?

Spotlight; Physical Education and Sports Learner's Book Grade 8 pg. 85-86
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Oral questions Oral Report Observation

Creating and Performing

Describing melodic intervals in a simple melody.

By the end of the lesson, the learner should be able to:

Use digital devices and musical instrument to sound intervals.
Discuss and describe intervals dictated to them.
Write intervals of music using tonic sol-fa and staff notation in groups.
Appreciate music written in major keys on treble staff.

In groups or in pairs, learners are guided to use digital devices and musical instrument to sound intervals.
In groups or in pairs, learners are guided to discuss and describe intervals dictated to them
In groups or in pairs, learners are guided to discuss and describe intervals dictated to them

How are different musical features used in interpreting music in staff notation?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Describing melodic intervals in a simple melody.

By the end of the lesson, the learner should be able to:

Use digital devices and musical instrument to sound intervals.
Discuss and describe intervals dictated to them.
Write intervals of music using tonic sol-fa and staff notation in groups.
Appreciate music written in major keys on treble staff.

In groups or in pairs, learners are guided to use digital devices and musical instrument to sound intervals.
In groups or in pairs, learners are guided to discuss and describe intervals dictated to them
In groups or in pairs, learners are guided to discuss and describe intervals dictated to them

How are different musical features used in interpreting music in staff notation?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Describing melodic intervals in a simple melody.

By the end of the lesson, the learner should be able to:

Use digital devices and musical instrument to sound intervals.
Discuss and describe intervals dictated to them.
Write intervals of music using tonic sol-fa and staff notation in groups.
Appreciate music written in major keys on treble staff.

In groups or in pairs, learners are guided to use digital devices and musical instrument to sound intervals.
In groups or in pairs, learners are guided to discuss and describe intervals dictated to them
In groups or in pairs, learners are guided to discuss and describe intervals dictated to them

How are different musical features used in interpreting music in staff notation?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Construction of major scales of C,G,D and A

By the end of the lesson, the learner should be able to:

Sing the scale of C, G, D and A major ascending and descending using appropriate pitching.
Sing simple melodies using tonic sol-fa and hand signs using metre and tone set.
Identify opening pitch, rhythmic patterns and sing entire selection while keeping a steady beat.
Appreciate music written in staff notation.

In groups or in pairs, learners are guided to sing the scale of C, G, D and A major ascending and descending using appropriate pitching.
In groups or in pairs, learners are guided to sing simple melodies using tonic sol-fa and hand signs using metre and tone set.
In groups or in pairs, learners are guided to identify opening pitch, rhythmic patterns and sing entire selection while keeping a steady beat.

How do you construct major scales of C, G, D and A major on treble staff?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Construction of major scales of C,G,D and A

By the end of the lesson, the learner should be able to:

Sing the scale of C, G, D and A major ascending and descending using appropriate pitching.
Sing simple melodies using tonic sol-fa and hand signs using metre and tone set.
Identify opening pitch, rhythmic patterns and sing entire selection while keeping a steady beat.
Appreciate music written in staff notation.

In groups or in pairs, learners are guided to sing the scale of C, G, D and A major ascending and descending using appropriate pitching.
In groups or in pairs, learners are guided to sing simple melodies using tonic sol-fa and hand signs using metre and tone set.
In groups or in pairs, learners are guided to identify opening pitch, rhythmic patterns and sing entire selection while keeping a steady beat.

How do you construct major scales of C, G, D and A major on treble staff?

Curriculum Design; Creative Arts and Sports, Grade 8
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Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing

The scale C major

By the end of the lesson, the learner should be able to:

Use a piano keyboard to play white keys starting from C to C'.
Sing melodies with scalic motion and different pitch levels.
Sing the C major scale ascending and descending using tonic sol-fa
Appreciate music scale written in staff notation.

In groups or in pairs, learners are guided to use a piano keyboard to play white keys starting from C to C'.
In groups or in pairs, learners are guided to sing melodies with scalic motion and different pitch levels.
In groups or in pairs, learners are guided to sing the C major scale ascending and descending using tonic sol-fa

How do we read the melody based on the scale of C major?

Curriculum Design; Creative Arts and Sports, Grade 8
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Creating and Performing

The scale of G and D major.

By the end of the lesson, the learner should be able to:

Construct the diatonic major scales on treble staff.
Construct major scales of G and D on treble staff.
Sing the scales of G and D ascending and descending using appropriate pitching.
Have fun and enjoy singing.

In groups or in pairs, learners are guided to construct the diatonic major scales on treble staff.
In groups or in pairs, learners are guided to construct major scales of G and D on treble staff.
In groups or in pairs, learners are guided to sing the scales of G and D ascending and descending using appropriate pitching.

How are different musical features used in interpreting music in a staff notation?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing

The scale of G and D major.

By the end of the lesson, the learner should be able to:

Construct the diatonic major scales on treble staff.
Construct major scales of G and D on treble staff.
Sing the scales of G and D ascending and descending using appropriate pitching.
Have fun and enjoy singing.

In groups or in pairs, learners are guided to construct the diatonic major scales on treble staff.
In groups or in pairs, learners are guided to construct major scales of G and D on treble staff.
In groups or in pairs, learners are guided to sing the scales of G and D ascending and descending using appropriate pitching.

How are different musical features used in interpreting music in a staff notation?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Interpret simple melodies in the key of C,D,G and A major

By the end of the lesson, the learner should be able to:

Sing simple melodies in C, G, D and A major ascending and descending using appropriate pitching.
Read simple melodies in major keys on treble staff.
Appreciate different types of melodies.

In groups or in pairs, learners are guided to sing simple melodies in C, G, D and A major ascending and descending using appropriate pitching.
In groups or in pairs, learners are guided to read simple melodies in major keys on treble staff.

How do you play melodies using a western music instrument?

Curriculum Design; Creative Arts and Sports, Grade 8
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Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Interpret simple melodies in the key of C,D,G and A major

By the end of the lesson, the learner should be able to:

Sing simple melodies in C, G, D and A major ascending and descending using appropriate pitching.
Read simple melodies in major keys on treble staff.
Appreciate different types of melodies.

In groups or in pairs, learners are guided to sing simple melodies in C, G, D and A major ascending and descending using appropriate pitching.
In groups or in pairs, learners are guided to read simple melodies in major keys on treble staff.

How do you play melodies using a western music instrument?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation