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| WK | LSN | STRAND | SUB-STRAND | LESSON_LEARNING_OUTCOMES | LEARNING_EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
PERFORMING
|
Songs
Songs |
By the end of the lesson, the learner should be able to:
Identify different types of songs Sing different types of songs with expressions to convey the mood of the piece. appreciate different types songs. |
In groups, learners are guided to ,identify different types of songs. In groups, learners sing different types song with expressions to convey the mood of the piece.
|
Why do people express themselves as they sing?
|
Audio/visual recordings Recording devices ,
Grade 5 KLB Visionary learners' book Pg 1-3 |
Observation Written exercise
|
|
| 2 | 1 |
PERFORMING
|
Songs
|
By the end of the lesson, the learner should be able to:
s : discuss the words used in the songs(religious) demonstrate different ways in which religious song are performed. appreciate songs from different religions by performing them. |
In groups, learners discuss the words used in the song. In groups, learners to demonstrate different ways in which religious songs are performed.
|
Why do people express themselves as they sing?
|
Audio/visual recordings Recording devices,
Grade 5 KLB Visionary learners book Pg 1-3 |
Observation Written exercise
|
|
| 3 | 1 |
PERFORMING
|
Songs
Songs |
By the end of the lesson, the learner should be able to:
s : Explain what patriotic song are. perform a variety of patriotic songs. watch and perform a patriotic song on an internet enabled devices |
In groups, learners practice singing different types of songs (patriotic, wedding and topical ,religious)with proper facial expression and gestures to convey the mood of the piece. In groups, learners to watch videos and perform patriotic songs .
|
What is the importance of a patriotic song?
|
Audio/visual recordings Recording devices,
Grade 5 KLB Visionary learners' book Pg 4-7 |
Observation Written exercise
|
|
| 4 | 1 |
PERFORMING
|
songs
|
By the end of the lesson, the learner should be able to:
:Explain the meaning of topical songs. :perform songs based on different topics and time given :appreciate topical songs by learning different messages in topical songs |
In groups, learners discuss topical songs based on different topics
|
What entails a good singing?
|
Audio/visual recordings Recording devices,
Grade 5 KLB Visionary learners' book Pg 8-15 |
Observation Written exercise
|
|
| 5 | 1 |
PERFORMING
|
Kenyan Folk songs
|
By the end of the lesson, the learner should be able to:
: :Identify occasions when East African Anthem is sung. :Sing the East African Anthem in kiswahili with accuracy in tune and clear articulation of words :Perform and record East African Anthem using a device. |
In groups, learners discuss the meaning of the words of the East African community anthem and the values learnt from the anthem. Learners practice singing the East African Anthem in kiswahili with accuracy in tune .
|
Why is the East African Anthem important?
|
Audio/visual recordings Recording devices Musical instruments
Curriculum Design Grade 5 Grade 5 KLB Visionary learners' book Pg 28-31 Grade 5 KLB Visionary learners' book Pg 31-37 |
Observation Written exercise
|
|
| 6 | 1 |
PERFORMING
|
Kenyan Folk songs
|
By the end of the
lesson, the learner
should be able to:
: Identify safety precautions when performing Perform folk songs from different communities with co-ordinated body movements Acquire skills to play with a variety of instrumental accompaniment |
Learners share and take turns to practice the use of appropriate instruments to accompany a folk song
|
Why is it important to learn folk songs from different communities in Kenya?
|
Audio/visual recordings Recording devices Musical instruments
Curriculum Design Grade 5 Grade 5 KLB Visionary learners' book Pg 38-49 |
Observation checklists Project Portfolio Progress reports
Written Tests
|
|
| 7 | 1 |
PERFORMING
|
Kenyan Indigenous Musical Instruments -Wind Instruments
|
By the end of the
lesson, the learner
should be able to:
Identify different wind instruments used by various indigenous communities Name different wind instruments used by various indigenous communities in Kenya Desire to use indigenous wind instruments |
Learners view real/pictures/videos of Kenyan indigenous wind instruments and name them.
|
How do wind instruments produce sound?
|
Wind instruments
Locally available materials Audio visual recordings Curriculum design Grade 5 Grade 5 KLB Visionary learners' book Pg 50-58 |
Observation check list Portfolio Aural Tests Progress reports
|
|
| 8 | 1 |
PERFORMING
|
Kenyan Indigenous Musical Instruments -Wind Instruments
Kenyan Indigenous Musical Instruments -Wind Instruments |
By the end of the
lesson, the learner
should be able to:
Identify parts of a wind instrument and their role Identify parts on a wind instrument that are manipulated to produce sound Showcase the role of each part of the wind instruments Appreciate wind instruments s : Discuss how to care and maintain a wind instrument Enjoy caring and maintaining wind instruments Demonstrate ability to play a wind instrument Appreciate the role of a wind instrument in music making. |
Learners are guided to identify parts of a wind instrument and discuss how they are manipulated to produce sound.
In groups learners are guided on how to care and maintain a wind instrument Individually and in groups learners share/take turns to play different wind instruments borrowed from the community to accompany song and dance guided by the teacher |
How do wind instruments produce sound?
|
Wind instruments
Locally available materials Audio visual recordings Curriculum design Grade 5 Grade 5 KLB Visionary learners' book Pg 58-61 Grade 5 KLB Visionary learners' book Pg 62-69 |
Observation check list Portfolio Aural Tests Progress reports
|
|
| 9 | 1 |
PERFORMING
|
Kenyan Indigenous Musical Instruments -Wind Instruments
|
By the end of the
lesson, the learner
should be able to:
s : Identify locally available materials to make wind instruments PROJECT: Make a wind instrument using locally available materials. |
groups, learners brainstorm on materials to be collected for making a wind instrument and the precautions to take while collecting the materials.
In groups, learners discuss the procedure of making a wind instrument |
Which materials can be used in making wind instruments?
|
Wind instruments
Locally available materials Audio visual recordings Curriculum design Grade 5 Grade 5 KLB Visionary learners' book Pg70-72 |
Observation check list Portfolio Aural Tests Progress reports
|
|
| 10 | 1 |
PERFORMING
|
Western Musical Instruments-Descant recorder
Western Musical Instruments-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 Discuss the hygiene measures in the use of the descant recorder play notes B A G C D on the descant recorder : play a melody built on the notes B A G C D on the descant recorder practice proper fingering and breathe control while playing melodies appreciate playing melodies using the descant recorder |
n pairs/groups, learners brainstorm on the hygiene measures in the use of the descant recorder. Individually and in groups, learners play the notes B A and G observing the correct fingering
Learners practice proper fingering and breathe control while playing melodies based on the notes G A B C D on the descant recorder, guided by the teacher. |
How are different pitches produced on a descant recorder?
|
Wind instruments
Locally available materials Audio visual recordings Curriculum design Grade 5 Grade 5 KLB Visionary learners' book Pg 73-79 Grade 5 KLB Visionary learners' book Pg 79-83 |
Observation check list Portfolio Aural Tests Progress reports
|
|
| 11 | 1 |
PERFORMING
|
Western Musical Instruments-Descant recorder
|
By the end of the
lesson, the learner
should be able to:
: notes B A G C D on the descant recorder practice proper fingering and breathe control while playing melodies appreciate playing melodies using the descant recorder |
Learners practice proper fingering and breathe control while playing melodies based on the notes G A B C D on the descant recorder, guided by the teacher.
|
How is a good tone produced while playing the descant recorder?
|
Wind instruments
Locally available materials Audio visual recordings Curriculum design Grade 5 Grade 5 KLB Visionary learners' book Pg 83-85 |
Observation check list Portfolio Aural Tests Progress reports
|
|
| 12 | 1 |
PERFORMING
|
Kenyan Folk Dances
Kenyan Folk Dances |
By the end of the
lesson, the learner
should be able to:
s : Identify the roles of participants in a folk dance discuss the roles of different participants in a dance appreciate the role played all participants in a dance : use costumes, body adornments and ornaments in a folk dance appreciate the role of participants, costumes, body adornment, ornaments in a folk dance explain the importance of costumes, ornaments and body adornment in folk dance |
Learners watch a live/recorded performance of a folk dance and identify; costumes, instruments, body adornments and ornaments
In groups learners practice a Kenyan folk dance with authentic movements and formations guided by the teacher/resource person. The learners should take different roles |
What is the role of different participants in a dance?
|
Wind instruments
Locally available materials Audio visual recordings Curriculum design Grade 5 Grade 5 KLB Visionary learners' book Pg 86-91 Grade 5 KLB Visionary learners' book Pg 91-101 |
Observation check list Portfolio Aural Tests Progress reports
|
|
| 13 | 1 |
PERFORMING
|
Kenyan Folk Dances
|
By the end of the
lesson, the learner
should be able to:
Identify materials used for making costumes, ornaments and body adornments Project: Make a costume or an ornament using locally available materials Enjoy using the costume or ornaments when singing folk dance |
Learners make a costume, ornaments, and body adornments from locally available materials for a selected dance observing safety measures
|
Which materials can be used to make costumes, body adornment or ornaments?
|
Wind instruments
Locally available materials Audio visual recordings Curriculum design Grade 5 101-107 |
Oral tests Aural tests
|
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