Creating and Performing in Creative arts and Sports.

Handball.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the materials to use in weaving a handball goal net.
Outline the steps to follow in weaving a hand ball goal net using lark's head macrame knots.
Search the internet for a clip showing weaving of a hand ball goal net using the larks head macrame knots.
Acknowledge the steps in weaving a hand ball goal net.

In groups,learners are guided in;
searching the internet for suitable and available materials to make a handball goal net.
watch a clip showing how to weave a handball goal net using the lark's head macrame knots.
identify and describe the steps followed in weaving a handball goal net using lark's head macrame knots.

Which locally available materials can be used to weave a handball goal net?

Suitable weaving materials.
Digital devices.
Video clips.

Observation. Oral discussions. Oral questions.

Creating and Performing in Creative arts and Sports.

Handball.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Weave a handball goal net using the lark's head macrame knots.
Appreciate each other's effort in weaving a handball net goal net.

In groups,learners are guided to;
observe the teacher as he or she demonstrates how to weave the handball goal net.
collaboratively weave a handball goal net while observing the knots,size of the net and finishing.

How do you weave a handball goal net?

open field.
Weaving materials.

Observation checklists. Assessment rubrics. Practical demonstration.

Creating and Performing in Creative arts and Sports.

Handball.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Fix the net onto the goal posts .
Use the nets to practice shooting in a handball game.

In groups,learners are guided to;
fix the weaved nets onto the goal posts .
use the the fixed nets to practice shooting in a handball game.

How do you fix a handball goal net on the goal posts?

Weaved handball goal net.
Handball goal posts.
Open field.
Handball .

Observation checklists. Practical Activity.

Creating and Performing in Creative arts and Sports.

Handball.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the types of passes used in handball.
Describe the types of passes used in handball.
Search the internet for clips on the types of passes used in handball.
Acknowledge the passes used in handball.

In groups,pairs,learners are guided to;
watch a clip on the types of passes used in handball game.
identify the passes used in a handball game.
describe stages of execution of the types of passes used in handball game.

What types of passes are used in handball game?

Digital devices.
Top Scholar PE and Sports pg 18-20.
Video clips.
Pictures.

Assessment rubric. Oral questions. Oral discussions. Written tests Practical demonstration.

Creating and Performing in Creative arts and Sports.

Handball.

By the end of the lesson, the learner should be able to:
;
Demonstrate the passing skills in handball.
Appreciate each other's effort in passing the handball.

Individually,in groups,learners are guided to;
practice the jump,side and flick pass in handball.
Use digital devices to record themselves as they practice and different types of pass in handball.

How do you pass in a handball game? What are the qualities of a good pass?

Open field.
Handball.
Digital devices.
Top Scholar PE and Sports pg 20-21.

Observation checklists. Assessment rubric. Practical Activity.

Creating and Performing in Creative arts and Sports.

Handball.

By the end of the lesson, the learner should be able to:
;
Identify the types of dribbling in a handball game.
Describe the types of dribbling as used in handball game.
Search the internet for clips on the types of dribbling in a handball game.
Acknowledge the different types of dribbling used in handball.

In groups,learners are guided to:
explain the meaning of dribbling.
watch a clip on dribbling and identify the types of dribbling.
describe the different types of dribbling from the clip watched.

What is dribbling? What are the types of dribbling in a handball game?

Top Scholar PE and Sports pg 29.
Digital devices.
Video Clips.
Pictures.

Oral questions. Oral discussions. Written tests. Assessment rubrics.

Creating and Performing in Creative arts and Sports.

Handball.

By the end of the lesson, the learner should be able to:
;
Execute dribbling in handball for skill acquisition.
Appreciate each other's effort in dribbling in handball game.

In groups, individually,learners are guided to;
use different grills to practice a high and low dribble.
Record themselves as they practice the high and low dribbling.

How do you dribble in a handball game?

Open Field.
Handball pitch.
Handball.
Top Scholar PE and Sports pg 30-31.

Observation checklists. Assessment rubric. Practical Activities.

Creating and Performing in Creative arts and Sports.

Handball.

By the end of the lesson, the learner should be able to:
;
Identify the different types of shots in a handball game.
Describe the types of shots in handball game.
Search the internet for clips on the types of shots in handball.
Acknowledge the different types of shots in handball game.

In groups, pairs, learners are guided to;
watch clips from the internet showing the different types of shots in handball.
identify the different types of shots in handball game.
discuss and demonstrate the different types of shots in handball game.

What are the different types of shots in handball game?

Top Scholar PE and Sports pg 32-34.
Digital devices.
Video clips.
Pictures.

Oral questions. Written tests. Oral discussions. Assessment rubric.

Creating and Performing in Creative arts and Sports.

Handball

By the end of the lesson, the learner should be able to:
;
Execute jump shot in handball game.
Appreciate each other's effort in shooting using the jump shot.

In groups, individually, learners are guided to;

observe the teacher as he/she demonstrates the jump shot.
practice the jump shot using drills and record themselves using digital devices.

How do you perform a jump shot?

Top Scholar PE and Sports pg 35-36.
Open Field.
Handball pitch.
Handball.

Observation checklists. Assessment rubric.

Creating and Performing in Creative arts and Sports.

Handball.

By the end of the lesson, the learner should be able to:
;
Apply passing, dribbling and shooting skills in a mini game while observing safety and without gender bias.
Value each other's effort in passing, dribbling and shooting in a mini handball game.

In teams,learners are guided to!
play a mini handball game applying the passing, dribbling and shooting skills learnt.

How does playing handball enhance health of an individual?

Teams.
Handball.
Handball pitch.

Observation checklists. Assessment rubric. Play.

Creating and Performing in Creative arts and Sports.

Handball (Assessment)

By the end of the lesson, the learner should be able to:
;
Attempt the questions on Handball.

In pairs or individually,learners are guided to;
Answer the questions on the End of Handball assessment.

Assessment books.
Top Scholar PE and Sports pg 36.

Written tests. Assessment rubric.

Creating and Performing in Creative arts and Sports.

Composing Melody.

By the end of the lesson, the learner should be able to:
;
Outline the qualities of a good melody.
Discuss the qualities of a good melody in reference to the melodies sung.
Sing the melody in learner's book using tonic sol-fas and hand signs.
Acknowledge the qualities of a good melody.

In groups,pairs,learners are guided to;
sing familiar tunes to outline the qualities of a good melody.
discuss the qualities of a good melody in reference to the melodies sung.

What are the qualities of a good melody?

MTP Performing Arts pg 69-70.
Songs.
Digital devices.

Oral presentation. Oral discussion. Written tests.

Creating and Performing in Creative arts and Sports.

Composing Melody.

By the end of the lesson, the learner should be able to:
;
Outline steps that guide one in composing a four-bar melody in C major.
Compose four-bar melodies in C major.
Enjoy composing four-bar melodies in C major.

In groups,learners are guided to;
search for steps one should follow in composing a four-bar melody.
Create and notate four-bar melodies in C major and in 2/4 time using the treble staff
perform the composed four-bar melodies in C major.

How do you compose a four-bar melodies in C major?

MTP Performing Arts pg 71-73.
Digital devices.

Portfolios. checklists.

Creating and Performing in Creative arts and Sports.

Composing Melody

By the end of the lesson, the learner should be able to:
;
Outline the steps to follow in creating a card design inspired by composed melodies.
Discuss the steps to follow in creating a card design inspired by composed melodies.
Search the internet for clips and more information on creating a card design.

In groups,pairs, learners are guided to;
search the internet for information and clips on steps in creating a card design.
outline the steps to follow in creating a card design inspired by composed melody.
discuss the steps in creating a card design inspired by composed melody.

Which steps do you follow in creating a card design?

Digital devices.
Internet.
Video clips
Teachers notes

Oral questions. Oral discussion. Checklists. Assessment rubric.

Creating and Performing in Creative arts and Sports.

Composing Melody .

By the end of the lesson, the learner should be able to:
;
Create a card design inspired by the composed melody.
Appreciate the use of melody in creative arts and sports for expression.

In groups, pairs, individually,learners are guided to;
design a decorated one-fold window seasonal card inspired by the melody composed,
cut out a window on the front page of card.
create illustrations inspired by the melody inside the window,
embellish the window with found objects (papers, buttons,beads,straws) and music notations signs.
include the melody.
sign the card card using calligraphy.

How do you create a card design inspired by a composed melody?

Creating materials

Observation checklists. Assessment rubrics. Portfolios.

Creating and Performing in Creative arts and Sports.

Composing Melody.

By the end of the lesson, the learner should be able to:
;
Perform simple pieces of music in C major using voice or any other western instrument.
Enjoy performing the simple pieces of music in C major.

In pairs, groups,learners are guided to;
observe the teacher as he/she demonstrates performing pieces of music in C major.
watch clips showing performance of simple pieces of music in C major.
collaborate in performing simple pieces of music in C major and record themselves using digital devices.

In pairs, groups,learners are guided to; observe the teacher as he/she demonstrates performing pieces of music in C major. perform simple pieces of music in C major and record themselves using digital devices.

Musical instruments.
Music in C major.
Digital devices.

Observation checklists. Practical Activities. Assessment rubric.

Creating and Performing in Creative arts and Sports.

Composing Melody.

By the end of the lesson, the learner should be able to:
;
Perform simple pieces of music in C major using voice or any other western instrument.
Enjoy performing the simple pieces of music in C major.

In pairs, groups,learners are guided to;
observe the teacher as he/she demonstrates performing pieces of music in C major.
watch clips showing performance of simple pieces of music in C major.
collaborate in performing simple pieces of music in C major and record themselves using digital devices.

In pairs, groups,learners are guided to; observe the teacher as he/she demonstrates performing pieces of music in C major. perform simple pieces of music in C major and record themselves using digital devices.

Musical instruments.
Music in C major.
Digital devices.

Observation checklists. Practical Activities. Assessment rubric.

Creating and Performing in Creative arts and Sports.

Composing Melody Composing Melody.

By the end of the lesson, the learner should be able to:
;
Perform simple pieces of music in C major.
Perform melodies with curwen hand signs and other gestures or body movements to create a warm-up routine.
Appreciate the use of melodies in Creative Arts and Sports for expression.

In groups,pairs,learners are guided to;
perform melodies with Curwen hand signs and other gestures or body movements to create warm-up routine.
give feedback on melodies composed by self and others.

How do Musical, Visual Arts and Physical fitness skills contribute to composing melody?

Melodies.
Open Field
Digital devices.

Observation checklists. Practical Activities. Assessment rubric.

Creating and Performing in Creative arts and Sports.

Composing Melody Composing Melody.

By the end of the lesson, the learner should be able to:
;
Perform simple pieces of music in C major.
Perform melodies with curwen hand signs and other gestures or body movements to create a warm-up routine.
Appreciate the use of melodies in Creative Arts and Sports for expression.

In groups,pairs,learners are guided to;
perform melodies with Curwen hand signs and other gestures or body movements to create warm-up routine.
give feedback on melodies composed by self and others.

How do Musical, Visual Arts and Physical fitness skills contribute to composing melody?

Melodies.
Open Field
Digital devices.

Observation checklists. Practical Activities. Assessment rubric.

Creating and Performing.

Storytelling and Animation.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the features of a narrative.
Discuss the features of a narrative.
Search the internet or library for a narrative .
Acknowledge the features of a narrative.

In groups,pairs,learners are guided to;
Search the internet or library for narratives.
Study the narratives and identify the features of a narrative.
Discuss the features of narratives.
Make short notes on the features of a narrative.

What is a story/narrative? What are the features of narratives?

Teachers notes.
MTP Performing Arts pg 47-48.
Narratives .
Digital devices.

Assessment rubrics. Written tests. Oral questions.

Creating and Performing.

Storytelling and Animation.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the techniques used in storytelling.
Describe the techniques used in storytelling.
Appreciate the techniques used in storytelling.

In groups,pairs,learners are guided to;
Watch a live or recorded performance of a narrative.
Identify the techniques used in the storytelling of the narrative.
Discuss and present the storytelling techniques used in narratives.

Which techniques are used in storytelling?

MTP Performing Arts pg 49.
Digital devices.
Recorded narratives.

Assessment rubric. Written tests. Observation. Oral questions.

Creating and Performing.

Storytelling and Animation.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Select a narrative from the library or internet for presentation.
Use storytelling techniques in presenting the selected narrative.
Enjoy storytelling using the storytelling techniques.

In groups,pairs,learners are guided to;
collaborate in searching and selecting a narrative from the internet or library for presentation.
present the selected narrative using the storytelling techniques.
use digital devices to record themselves and peers to assess the presentation and give feedback.

How can you ensure you use the storytelling techniques while presenting a narrative?

Digital devices.
Library.
Narratives

Practical work. Observation schedule. Checklists. Assessment rubric.

Creating and Performing.

Storytelling and Animation.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Select a narrative from the library or internet for presentation.
Use storytelling techniques in presenting the selected narrative.
Enjoy storytelling using the storytelling techniques.

In groups,pairs,learners are guided to;
collaborate in searching and selecting a narrative from the internet or library for presentation.
present the selected narrative using the storytelling techniques.
use digital devices to record themselves and peers to assess the presentation and give feedback.

How can you ensure you use the storytelling techniques while presenting a narrative?

Digital devices.
Library.
Narratives

Practical work. Observation schedule. Checklists. Assessment rubric.

Creating and Performing.

Storytelling and Animation.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify a pertinent and contemporary issue in society for storytelling.
Compose a 3 to 5 minute story addressing the pertinent and contemporary issue in society.
Recognize the power of storytelling in addressing pertinent and contemporary issues in society.

In groups,pairs,learners are guided to;
identify at least one pertinent and contemporary issue in society for storytelling.
collaborate in composing a story addressing the selected and identified pertinent and contemporary issue in society.
use a digital device to compose a story addressing at least one pertinent and contemporary issue in the society.
present their composed story in class for peer assessment.

How can you compose a story addressing a pertinent and contemporary issue in the society?

Digital devices.
Internet.

Assessment rubric. Checklists. Observation schedule.

Creating and Performing.

Storytelling and Animation.

By the end of the lesson, the learner should be able to:
Identify the qualities of a good flipbook.
Search the internet for qualities of a good flipbook.
Acknowledge the qualities of a good flipbook.

In groups,pairs,learners are guided to;
search the internet for the meaning of flipbook and qualities of a good flipbook.
observe pictures of flipbbooks and real flipbooks.
describe the qualities of good flipbook and present in class.
summarize the qualities of a good flipbook in their note books.

What is a flipbook? What are the qualities of a good flipbook?

Teacher's Notes.
Digital devices.
Internet.
Flipbooks.
pictures.
Top Scholar Visual Arts pg 43-45.

Assessment rubric. Written tests. Oral questions. Checklists. Observation

Creating and Performing.

Storytelling and Animation.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the key elements of a compelling storyline.
Develop a well structured storyline for a given scenario incorporating all the elements.
Demonstrate increased confidence in their ability to craft a compelling and meaningful storyline.

In groups,learners are guided to;
identify the key elements of any storyline.
develop characters for a story.
collaborate in arranging milestones in a sequential order (beginning, middle and end) to create a short story.
compose a short story.

What are the key elements of a storyline?

Digital devices.
Internet.
Teacher's Notes.

Assessment rubrics. Checklists. Practical work. Portfolios.

Creating and Performing.

Storytelling and Animation.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the key elements of a compelling storyline.
Develop a well structured storyline for a given scenario incorporating all the elements.
Demonstrate increased confidence in their ability to craft a compelling and meaningful storyline.

In groups,learners are guided to;
identify the key elements of any storyline.
develop characters for a story.
collaborate in arranging milestones in a sequential order (beginning, middle and end) to create a short story.
compose a short story.

What are the key elements of a storyline?

Digital devices.
Internet.
Teacher's Notes.

Assessment rubrics. Checklists. Practical work. Portfolios.

Creating and Performing.

Storytelling and Animation.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the key elements of a compelling storyline.
Develop a well structured storyline for a given scenario incorporating all the elements.
Demonstrate increased confidence in their ability to craft a compelling and meaningful storyline.

In groups,learners are guided to;
identify the key elements of any storyline.
develop characters for a story.
collaborate in arranging milestones in a sequential order (beginning, middle and end) to create a short story.
compose a short story.

What are the key elements of a storyline?

Digital devices.
Internet.
Teacher's Notes.

Assessment rubrics. Checklists. Practical work. Portfolios.

Creating and Performing.

Storytelling and Animation.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Perform their short story to an audience.
Appreciate each other's effort in performing the short story.

In groups,learners are guided to:
rehearse the short story for performance.
perform a short story to an audience.
record the narration using digital devices and avail it on a digital platform.

How can storytelling be made interesting?

Storytelling resources: books,

Assessment rubric. Checklists. Observation. Practical task. Oral presentation.

Creating and Performing.

Storytelling and Animation.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Perform their short story to an audience.
Appreciate each other's effort in performing the short story.

In groups,learners are guided to:
rehearse the short story for performance.
perform a short story to an audience.
record the narration using digital devices and avail it on a digital platform.

How can storytelling be made interesting?

Storytelling resources: books,

Assessment rubric. Checklists. Observation. Practical task. Oral presentation.

Creating and Performing.

Storytelling and Animation.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the techniques involved in creating flipbook animation.
Create a basic flipbook animation using the traditional pen and paper methods.
Demonstrate a sense of creativity and innovation in designing unique and visually appealing flipbook animations.

In groups,pairs, individually,learners are guided to;
outline the techniques used in creating flipbook animation.
watch a clip on making of a flipbook.
draw a sequence of a moving character to create a flipbook animation focusing on sequencing images, positioning of objects on subsequent pages and storyline.
finish and present the flipbook with focus on craftsmanship in use of materials and tools, collating the papers and binding of papers.
riffle the flipbook by emphasising on frequency of images, speed of flick per second to animate the story.

Which locally available materials can you use to create a flipbook animation? What techniques are used in creating flipbook animation?

Locally available materials;Pens,marker pens, pencil.
Papers.
Scissors.
Stapler and pins.
Top Scholar Visual Arts pg 44 & pg 46-49.

Assessment rubric. Project. Practical Task. Observation Checklist.

Creating and Performing.

Storytelling and Animation.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the techniques involved in creating flipbook animation.
Create a basic flipbook animation using the traditional pen and paper methods.
Demonstrate a sense of creativity and innovation in designing unique and visually appealing flipbook animations.

In groups,pairs, individually,learners are guided to;
outline the techniques used in creating flipbook animation.
watch a clip on making of a flipbook.
draw a sequence of a moving character to create a flipbook animation focusing on sequencing images, positioning of objects on subsequent pages and storyline.
finish and present the flipbook with focus on craftsmanship in use of materials and tools, collating the papers and binding of papers.
riffle the flipbook by emphasising on frequency of images, speed of flick per second to animate the story.

Which locally available materials can you use to create a flipbook animation? What techniques are used in creating flipbook animation?

Locally available materials;Pens,marker pens, pencil.
Papers.
Scissors.
Stapler and pins.
Top Scholar Visual Arts pg 44 & pg 46-49.

Assessment rubric. Project. Practical Task. Observation Checklist.

Creating and Performing.

Football.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the skills used in football.
Describe the skills used in football.
Search the internet for the football skills.
Appreciate the skills used in football.

In groups,pairs,learners are guided to:
identify the skills used in football.
describe how to perform the skills used in football.
use digital devices to search the internet for clips on the identified football skills.

Which football skills do you know?

Teacher's notes
Digital devices.
Internet.
Video clips.
Spotlight PE and Sports Grade 8 pg 39.

Assessment rubrics. Written tests. Observation. Checklists.

Creating and Performing.

Football.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Define the term Trapping as used in football.
Outline the procedure of performing trapping skill in football.
Search the internet for clips on how to perform trapping skill in football.
Appreciate the use of trapping skill in football.

In groups,pairs,learners are guided to;
state the meaning of trapping in football.
outline the procedure of performing the trapping skill in football.
watch video clips on the foot,thigh and chest trapping skill in football.
discuss the trapping skill in football.

What is trapping in football? How do you perform the foot,thigh and chest trapping skill?

Teacher's Notes.
Digital devices.
Internet.
Video clips on foot,thigh and chest trapping skills.

Assessment rubrics. Observation. Written tests. Oral questions and discussions.

Creating and Performing.

Football.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Execute the trapping skill in football on the school field.
Appreciate each other's effort as they perform the trapping skill in football.

In pairs, groups and individually learners are guided to;
warm up before performing the trapping skill.
collaborate in performing the chest,thigh and foot trapping skill in football.
record using digital devices as they perform the trapping skill.

How do you perform the chest,thigh and foot trapping skill?

School field.
Digital devices.
Soccer balls.

Checklists. Assessment rubrics. Observation schedule.

Creating and Performing.

Football.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Define the term dribbling as used in football.
Identify the types of dribble in football.
Describe how to perform the dribbling skill in football.
Appreciate the use of dribbling skill in football.

In groups,pairs,learners are guided to:
state the meaning of dribbling as used in football.
identify the types of dribble in football.
search and watch clips showing how dribbling skill are done(inside and outside of the foot, double and single dribbling)
describe how to perform the single and double dribbling in football.

What is dribbling in football? What is the difference between a double and single dribble techniques in soccer?

Spotlight PE and Sports pg 45-47.
Pictures.
Digital devices.
Video clips.
Teacher's notes.

Assessment rubrics. Written tests. Observation. Oral questions.

Creating and Performing.

Football.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Search and watch clips showing famous football executing the dribbling skills.
Perform the dribbling skill in football.
Appreciate each other's effort in executing the dribbling skill.

Individually, in pairs or groups,learners are guided to;
use digital devices to search and watch clips of famous footballers performing dribbling skill.
perform the dribbling skill in the school field and record themselves using digital devices.

How do you perform the dribbling skill in. football?

School field.
Soccer balls.
Digital devices.
Internet.
Video clips of famous footballers dribbling.

Assessment rubrics. Checklists. Observation schedule. Practical task.

Creating and Performing.

Football.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Search and watch clips showing famous football executing the dribbling skills.
Perform the dribbling skill in football.
Appreciate each other's effort in executing the dribbling skill.

Individually, in pairs or groups,learners are guided to;
use digital devices to search and watch clips of famous footballers performing dribbling skill.
perform the dribbling skill in the school field and record themselves using digital devices.

How do you perform the dribbling skill in. football?

School field.
Soccer balls.
Digital devices.
Internet.
Video clips of famous footballers dribbling.

Assessment rubrics. Checklists. Observation schedule. Practical task.

Creating and Performing.

Football.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the techniques of shooting in football .
Describe the shooting techniques used in football.
Desire to perform the shooting techniques in a football game.

In groups,pairs,learners are guided to;
brainstorm and present on some of the shooting techniques used in football.
identify the shooting techniques used in football.
search the internet for information on the techniques used in shooting and types of shots.
discuss the different techniques of shooting and types of shots in football.

What is shooting in football? What types of shots do you know in football? Which techniques are used in shooting in football?

Digital devices.
Spotlight PE and Sports Grade 8 pg 39-41.
Internet.
Teacher's notes.

Assessment rubric. Checklists. Written tests. Oral questions.

Creating and Performing.

Football.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Search the internet for clips on shooting techniques used in football.
Execute shooting skill in football.
Appreciate each other's effort in performing the shooting skill in football.

In groups,pairs, individually,learners are guided to:
use digital devices to watch clips of shooting skill in football.
individually learner to demonstrate confidence as he or she perform the shooting skill in football.

How do you shoot in a football game?

Digital devices.
Video clips.
School Field.
Soccer balls.

Assessment rubrics. Checklists. Observation schedule. Practical work.

Creating and Performing.

Football.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify locally available materials that can be used to improvise crayons for drawing.
Collect the identified locally available materials for improvisation of drawing crayons.

In groups,pairs,learners are guided to;
collaborate in identifying the locally available materials that can be used to improvise crayons for drawing.
search the internet for the appropriate locally available materials that can be used to improvise crayons for drawing.
collect the identified locally available materials for improvisation of drawing crayons.

Which locally available materials can be used in making improvised crayons for drawing?

Environment.
Digital devices.

Practical work. Checklists.

Creating and Performing.

Football.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline the procedure for making improvised crayons for drawing.
Make improvised crayons for drawing.
Value team effort in making improvised crayons for drawing.

In groups,pairs,learners are guided to;
outline the procedure for making improvised crayons for drawing.
watch a clip on making improvised crayons.
collaborate in making improvised crayons for drawing.
display their prepared crayons for assessment.

How do you make improvised crayons for drawing using locally available materials?

School compound.
Locally available materials; Candle wax, colour pigment, source of heat)

Assessment rubric. Checklists. Observation schedule. Peer assessment. Practical work.

Creating and Performing.

Football.

By the end of the lesson, the learner should be able to:
lesson, be able to;
State the meaning of Crayon etching.
Describe the procedure of crayon etching .
Search the internet for clips on crayon etching art technique.
Appreciate the use of crayon etching art technique in expressing one's ideas.

In groups,pairs,learners are guided to;
explain the meaning of crayon etching.
search the internet and outline the procedure of crayon etching.
discuss the process of creating a crayon etching.
watch clips showing the crayon etching art techniques.

What is crayon etching? How is crayon etching done?

Teacher's notes
Digital devices.
Print materials.
Video clips.
Internet.

Assessment rubric. Oral questions. Oral discussion.

Creating and Performing.

Football.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Create a pictorial composition using crayon etching inspired by football game.
Value team effort in crayon etched drawing.

In groups,pairs, individually,learners are guided to;
outline the steps for creating a crayon etching inspired by football game.
source to cut out images inspired by the football skills.
apply crayon to fill the paper in varried shapes.
coat the surface with black media and trace the images to create a composition.
scratch creatively within the outline on the black media.
display their work for assessment.

How can you create a pictorial composition using crayon etching?

Crayons.
Wax paper.
Printing papers.
Black ink.
Working area in the environment.

Assessment rubrics. Checklists. Observation. Practical work. Portfolios.

Creating and Performing.

Football.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Create a pictorial composition using crayon etching inspired by football game.
Value team effort in crayon etched drawing.

In groups,pairs, individually,learners are guided to;
outline the steps for creating a crayon etching inspired by football game.
source to cut out images inspired by the football skills.
apply crayon to fill the paper in varried shapes.
coat the surface with black media and trace the images to create a composition.
scratch creatively within the outline on the black media.
display their work for assessment.

How can you create a pictorial composition using crayon etching?

Crayons.
Wax paper.
Printing papers.
Black ink.
Working area in the environment.

Assessment rubrics. Checklists. Observation. Practical work. Portfolios.

Creating and Performing.

Multi Media Art.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Define the term Motif.
Identify the types of patterns created from motifs.
Discuss ways of creating alternate repeat patterns.
Acknowledge the types of patterns created from motifs.

In groups, pairs or individually,learners are guided to;
state the meaning of motif.
identify and describe the types of patterns created from motifs.
study actual and virtual samples of alternate repeat patterns in stencil painting.
discuss several ways of creating alternate repeat patterns.

What is a motif? Which ways can one use to create alternate repeat patterns?

Top Scholar Visual Arts pg 50-52.
Teacher's notes.
Samples of alternate repeat patterns.

Assessment rubrics. Written tests. Oral questions. Oral discussion. observation. Checklists.

Creating and Performing.

Multi Media Art.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Define the term organic shapes as used in stencil printing.
Outline steps of making motifs from organic shapes.
Search the internet for clips showing how to make motifs from organic shapes.
Appreciate organic shapes used in making motifs.

In groups,pairs,learners are guided to;
search from the textbook the meaning of organic shapes and give examples.
outline steps of making motifs from organic shapes.
identify organic shapes from pictures and environment.
practice making motifs from organic shapes.
watch clips on making of motifs from organic shapes.

What are organic shapes?

Top Scholar Visual Arts pg 57-58.
Teacher's notes.
Pictures.
Environment.

Assessment rubric. Oral questions. Checklists. Written tests.

Creating and Performing.

Multi Media Art.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Design a motifs from organic shapes.
Enjoy designing motifs from organic shapes.

Individually or in pairs, groups,learners are guided to;
design motifs from organic shapes inspired by the environment such as flowers,leaves etc
display their designed motifs in class for peer assessment.

Why is a motif from an organic form very interesting?

Top Scholar Visual Arts pg 57-58.
Drawing books.
Pencils and Erasers.

Assessment rubrics. Checklists. Peer Assessment. Written test. Practical work. Observation.

Creating and Performing.

Multi Media Art.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline the procedure of preparing a stencil using organic shape.
Describe how to prepare a stencil using organic shape.
Desire to prepare stencils using organic shapes.

In groups,pairs,learners are guided to;
outline the procedure of preparing a stencil using organic shapes.
discuss how to prepare stencils using organic shapes.
practice preparing stencils using organic shapes.

How do you prepare stencils using organic shapes? What is stencil printing?

Teacher's Notes
Top Scholar Visual Arts pg 58-59.
Digital devices.
Pictures.

Assessment rubrics. Oral questions. Checklists.

Creating and Performing.

Multi Media Art.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Prepare stencils using organic shapes.
Appreciate each other's effort in preparing stencils using organic shapes.

Individually or in pairs or groups,learners are guided to;
prepare a stencil based on motif focusing on positive and negative space.
display their prepared stencil for assessment.

What is the difference between a positive and negative stencil?

Top Scholar Visual Arts pg 58-59.
Pictures.
Drawing books.
pencils and erasers.
Razors.

Assessment rubrics. Portfolios. Practical task. Checklists. Observation schedule.