If this scheme pleases you, click here to download.
| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
PERFORMING
|
Songs
Kenyan Indigenous Musical Instruments -Wind Instruments |
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 the use of songs to convey messages |
In groups, learners discuss the words in songs and how to express the mood portrayed by the words in performing the songs
|
Why do people express themselves as they sing?
|
Audio/visual recordings Recording devices Musical instruments
Foundation: Music Grade 5 learner's Book |
Observation checklists Project Portfolio Progress reports
Written Tests
|
|
| 2 | 1 |
PERFORMING
|
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 |
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 |
How do wind instruments produce sound?
|
Wind instruments
Audio visual recordings Foundation: Music Grade 5 learner's Book |
Observation check list Portfolio Aural Tests Progress reports
|
|
| 3 | 1 |
PERFORMING
|
Kenyan Indigenous Musical Instruments -Wind Instruments
|
By the end of the
lesson, the learner
should be able to:
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. |
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
Audio visual recordings Foundation:Music Grade 5 learner's Book |
Observation check list Portfolio Aural Tests Progress reports
|
|
| 4 | 1 |
PERFORMING
|
Kenyan Indigenous Musical Instruments -Wind Instruments
Western Musical Instruments-Descant recorder |
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
Foundation:Music Grade 5 learner's Book |
Observation check list Portfolio Aural Tests Progress reports
|
|
| 5 | 1 |
PERFORMING
|
Western Musical Instruments-Descant recorder
|
By the end of the
lesson, the learner
should be able to:
: 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 |
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?
|
Audio visual recordings Foundation:Music Grade 5 learner's Book |
Observation check list Portfolio Aural Tests Progress reports
|
|
| 6 | 1 |
PERFORMING
|
Western Musical Instruments-Descant recorder
Kenyan Folk Dances |
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?
|
Audio visual recordings Foundation:Music Grade 5 learner's Book |
Observation check list Portfolio Aural Tests Progress reports
|
|
| 7 | 1 |
PERFORMING
|
Kenyan Folk Dances
|
By the end of the
lesson, the learner
should be able to:
: 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 |
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
|
Which materials can be used to make costumes, body adornment or ornaments?
|
Locally available materials Foundation:Music Grade 5 learner's Book |
Observation check list Portfolio Aural Tests Progress reports
|
|
| 8 |
Mid-term break |
||||||||
| 9 | 1 |
PERFORMING
Creating/ Composing |
Kenyan Folk Dances
Rhythm |
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?
|
Locally available materials Song Melodic instruments Foundation:Music Grade 5 learner's Book |
Oral tests Aural tests
|
|
| 10 | 1 |
Creating/ Composing
|
Rhythm
|
By the end of the
lesson, the learner
should be able to:
s : Write music notes correctly and rhythms with familiar tunes Explain how music notes are related to French rhythm names Have fun creating rhythms using note symbols |
Learners practice writing the semibreve, minim, crotchet and a pair of quavers symbols. Learners clap and chant French rhythm names of musical notes displayed on flash cards
|
How are rhythmic patterns created?
|
Song excerpts Melodic instruments Foundation:Music Grade 5 learner's Book
|
Oral tests Aural tests
|
|
| 11 | 1 |
Creating/ Composing
|
Rhythm
|
By the end of the
lesson, the learner
should be able to:
s : Create simple rhythms using note symbols aurally recognize strong and weak beats in two and four beat patterns appreciate weak and strong notes |
Learners practice writing the semibreve, minim, crotchet and a pair of quavers symbols. Learners clap and chant French rhythm names of musical notes displayed on flash cards
|
How are rhythmic patterns created?
|
Song excerpts Percussion instruments Melodic instruments Foundation: Music Grade 5 learner's Book
|
Oral tests Aural tests
|
|
| 12 | 1 |
Creating/ Composing
|
Rhythm
Melody |
By the end of the
lesson, the learner
should be able to:
s : Appreciate rhythms created by self and others. Create own rhythms Describe how rhythms are created |
Individually and in groups, learners clap/tap/stamp the beat/ pulse, strong and weak beats of music. Clap/tap/use percussion instruments to imitate rhythms of songs in two and four beat patterns
|
How are rhythmic patterns created?
|
Song excerpts Percussion instruments Melodic instruments Audio recordings Foundation:Music Grade 5 learner's Book
|
Oral tests Aural tests
|
|
| 13 | 1 |
Creating/ Composing
|
Melody
|
By the end of the
lesson, the learner
should be able to:
: Create short melodies using the sol-fa syllables Play own created melodies on the descant recorder Appreciate melodies created by self and others |
Individually and in groups, learners create short melodies using the sol-fa syllables d, r, m, f and s and rhythms learnt.
Individually and in groups, learners are guided to play the melodies created using the descant recorder |
What makes a melody interesting?
|
Song excerpts Percussion instruments Melodic instruments Audio recordings of songs
Curriculum design. Foundation:Music Grade 5 learner's Book 145-151 |
Oral tests Aural tests
|
|
Your Name Comes Here