Performing

Songs
Songs

By the end of the lesson, the learner should be able to:
"
strand the learner, should"
be able to: sign name types
of songs performed for
different purposes in the
community; sign a variety
of simple songs in unison
from different cultures for
enjoyment, cultural
preservation, and
advancement
be able to demonstrate the
steady beat (pulse) by
tapping/ stamping/clapping
when sign
singing familiar songs for
beat
familiarization

"Learners sign name types
of songs performed in the"
community.
Learners are guided to observe am variety of
live or recorded songs
and be probed to identify
possible occasions of
when the
songs are performed

"During which" activities do you sing while at home?

"Audio-visual
excerpts of a variety"
of songs
Audio visual
equipment
Musical
instruments
Music print
material i.e. Music
scores of songs and
the Kenya National
Anthem
Audio-visual excerpts of a variety
scores and

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

Performing

Songs
Songs

By the end of the lesson, the learner should be able to:
be able to sign verse 1 of the Kenya national anthem in English for cohesion and peaceful co-existence;
be able to state the official occasions during which the national anthem is performed for
self-esteem

Learners are guided in sign signing various types of songs e.g. story songs, lullabies, patriotic songs, action songs, sacred songs and other topical songs on pertinent and contemporary issues paying attention to accuracy in rhythm.
Learners are guided in applying expressive elements of music (loud, soft, fast, slow) while sign singing different
types of songs.
Learners are guided in applying expressive elements of music (loud, soft, fast, slow) while
sign singing different types of songs.

Which songs do you like singing?

Audio-visual excerpts of a variety of songs
Audio visual equipment
Musical instruments
Music print material i.e. Music scores of songs and the Kenya National Anthem

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

Performing

Songs
Songs

By the end of the lesson, the learner should be able to:
be able to apply expressive elements of music through sign singing for communication
be able to express ideas, feelings and emotions through sign singing for creativity;

Learners are guided in identifying and
discussing important issues in topical and patriotic songs such as social cohesion, health etc.
Learners are guided in identifying the beat in familiar
songs by tapping, clapping and dynamics to express feelings,
ideas and emotions while sign
singing.
In groups, learners are guided in
sign singing and dramatizing of
stories and action songs Individually and in groupslearners are guided in sign singing verse 1 of the Kenya National anthem paying
attention to accuracy in sign and, rhythm.

How do you feel when you sing?

Audio-visual excerpts of a variety
"of songs
Audio visual equipment
Musical instruments
Music print material i.e. Music scores of songs and the Kenya National
Anthem"
Audio-visual excerpts of a variety of songs
Music print material i.e. Music scores of songs and the Kenya National Anthem

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

Performing

Songs
Singing Games

By the end of the lesson, the learner should be able to:
" be able to appreciate and enjoy sign singing songs
from diverse cultures;"
appreciate sign singing songs from diverse cultures for enjoyment.
be able to:
perform various signed singing games drawn from
the local culture for enjoyment;

In pairs and in groups learners
sign songs from diverse cultural
sources
Learners are guided to watch a variety of live or recorded singing games from the locality

"What do the songs that you sing talk about?" When do we sing the Kenya National anthem?

"Audio-visual excerpts of a variety of songs
Audio visual equipment"
"Musical instruments
Music print material i.e. Music scores of songs and
the Kenya National Anthem"
Audio-visual excerpts singing games
Audio-visual equipment
Costumes and props

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

Performing

Singing Games
Singing Games

By the end of the lesson, the learner should be able to:
be able to apply the aspects of sign singing, movement, props and costumes in performing signed singing games for creativity and imagination
observe safety during performance of signed singing games;
be able to practice etiquette during performance of signed singing games and share available resources equitably for integrity appreciate performing signed singing games from the local culture for
enjoyment.

Learners perform age appropriate signed singing games with game aspects, movements and proper use of props and costumes observing safety
In groups and individually learners are guided in performing signed singing games from the local cultures

Name some of the materials or objects used during play.

Audio-visual excerpts singing games
Audio-visual equipment
Costumes and props

Signed questions, portfolio, observation, adjudication, check lists

CREATING/ COMPOSING MUSIC

Dance
Rhythm

By the end of the lesson, the learner should be able to:
learner
identify repetition and variations to rhythms in familiar tunes in order to use the technique in varying other tunes and own composition
create simple rhythmic accompaniments to songs and stories/poems/rhymes using voice, body percussions or improvised percussion instruments as a basis of compositional skills,

Learners listen to live/recorded music of familiar tunes with repetition and variations in rhythm and are guided in identifying the variations Learners take nature walks to identify different sounds in the environment that are
Learners listen to live/recorded music of familiar tunes with repetition and variations in rhythm and are guided in identifying the variations . Learners take nature walks to identify different sounds in the environment that are rhythmical

Name animals in the environment that make repeated rhythmic sounds

Realia charts

Observation Oral questions

CREATING/ COMPOSING MUSIC

Melody
Melody

By the end of the lesson, the learner should be able to:
learner record and playback constant rhythmic sounds from the environment on a digital device for digital literacy
identify melodic sounds from the environment for aural discrimination,
,

In pairs or in groups create own rhythms by tapping/clapping in accompaniment to simple songs and stories
In groups or individually, learners record constant rhythmic sounds from the environment on digital devices
"Learners listen to sounds in the environment (live or recoded) and are guided to identify rhythmic and melodic sounds
Learners imitate sounds made by animals and birds such as the cuckoo and the crested crane.
Learners listen to live/recorded familiar tunes with variations in the"
melody and are guided in identifying the variations

Which objects make a repeated constant sound?

Realia Charts

Observation Oral questions

CREATING/ COMPOSING MUSIC

Melody
Melody

By the end of the lesson, the learner should be able to:
identify melodic variations in simple familiar tunes to enhance listening skills and as a basis for composition,
:identify melodic sounds from the environment for aural discrimination

Learners listen to sounds in the environment (live or recoded) and are guided to identify rhythmic and melodic sounds
Learners imitate sounds made by animals and birds such as the cuckoo and the crested crane.

What is the difference between these sounds

Realia Charts

Observation Oral questions written questions

CREATING/ COMPOSING MUSIC

Melody
Melody

By the end of the lesson, the learner should be able to:
identify melodic variations in simple familiar tunes to enhance listening skills and as a basis for composition
:
: identify melodic variations in simple familiar tunes to enhance listening skills and as a basis for composition

Learners imitate sounds made by animals and birds such as the cuckoo and the crested crane

Which animals in the environment make melodic sounds

Realia charts

Observation Oral questions

CREATING/ COMPOSING MUSIC

Melody

By the end of the lesson, the learner should be able to:
: create simple melodic variations in familiar tunes as a basis for composition and for enjoyment

Learners are guided in groups and individually to sing familiar tunes, introducing melodic variations

What is the difference between these sounds

Realia charts

Observation Oral questions