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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
|
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
|
|
| 1 | 2 |
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
|
|
| 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
Locally available materials Audio visual recordings Curriculum design Grade 5 Grade 5 KLB Visionary learners' book Pg 58-61 |
Observation check list Portfolio Aural Tests Progress reports
|
|
| 2 | 2 |
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
Locally available materials Audio visual recordings Curriculum design Grade 5 Grade 5 KLB Visionary learners' book Pg 58-61 |
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
Locally available materials Audio visual recordings Curriculum design Grade 5 Grade 5 KLB Visionary learners' book Pg 62-69 |
Observation check list Portfolio Aural Tests Progress reports
|
|
| 3 | 2 |
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
Locally available materials Audio visual recordings Curriculum design Grade 5 Grade 5 KLB Visionary learners' book Pg 62-69 |
Observation check list Portfolio Aural Tests Progress reports
|
|
| 4 | 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
|
|
| 4 | 2 |
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
|
|
| 5 | 1 |
PERFORMING
|
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 |
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
|
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 |
Observation check list Portfolio Aural Tests Progress reports
|
|
| 5 | 2 |
PERFORMING
|
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 |
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
|
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 |
Observation check list Portfolio Aural Tests Progress reports
|
|
| 6 | 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?
|
Wind instruments
Locally available materials Audio visual recordings Curriculum design Grade 5 Grade 5 KLB Visionary learners' book Pg 79-83 |
Observation check list Portfolio Aural Tests Progress reports
|
|
| 6 | 2 |
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?
|
Wind instruments
Locally available materials Audio visual recordings Curriculum design Grade 5 Grade 5 KLB Visionary learners' book Pg 79-83 |
Observation check list Portfolio Aural Tests Progress reports
|
|
| 7 | 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
|
|
| 7-8 |
Mid term Break |
||||||||
| 9 | 1 |
PERFORMING
|
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 |
Learners watch a live/recorded performance of a folk dance and identify; costumes, instruments, body adornments and ornaments
|
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 |
Observation check list Portfolio Aural Tests Progress reports
|
|
| 9 | 2 |
PERFORMING
|
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 |
Learners watch a live/recorded performance of a folk dance and identify; costumes, instruments, body adornments and ornaments
|
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 |
Observation check list Portfolio Aural Tests Progress reports
|
|
| 10 | 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?
|
Wind instruments
Locally available materials Audio visual recordings Curriculum design Grade 5 Grade 5 KLB Visionary learners' book Pg 91-101 |
Observation check list Portfolio Aural Tests Progress reports
|
|
| 10 | 2 |
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?
|
Wind instruments
Locally available materials Audio visual recordings Curriculum design Grade 5 Grade 5 KLB Visionary learners' book Pg 91-101 |
Observation check list Portfolio Aural Tests Progress reports
|
|
| 11 | 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
|
|
| 11 | 2 |
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
|
|
| 12 | 1 |
Creating/ Composing
|
Rhythm
|
By the end of the
lesson, the learner
should be able to:
Identify notes a rhythmic pattern using a French rhythm Interpret French rhythm names in a rhythmic pattern Enjoy sing in French rhythm |
Learners listen to/sing familiar/simple songs and are guided in identifying the notes (semibreve, minim, crotchet and quaver) using their French rhythm names (taa-aa-aa-aa, taa-aa, taa, and ta-te)
|
How are rhythmic patterns created?
|
Song excerpts Percussion instruments Melodic instruments Audio recordings of songs
Curriculum design Grade 5 108-113 |
Oral tests Aural tests
|
|
| 12 | 2 |
Creating/ Composing
|
Rhythm
|
By the end of the
lesson, the learner
should be able to:
Identify notes a rhythmic pattern using a French rhythm Interpret French rhythm names in a rhythmic pattern Enjoy sing in French rhythm |
Learners listen to/sing familiar/simple songs and are guided in identifying the notes (semibreve, minim, crotchet and quaver) using their French rhythm names (taa-aa-aa-aa, taa-aa, taa, and ta-te)
|
How are rhythmic patterns created?
|
Song excerpts Percussion instruments Melodic instruments Audio recordings of songs
Curriculum design Grade 5 108-113 |
Oral tests Aural tests
|
|
| 13 | 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 Percussion instruments Melodic instruments Audio recordings of songs
Curriculum design Grade 5 113-122 |
Oral tests Aural tests
|
|
| 13 | 2 |
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 Percussion instruments Melodic instruments Audio recordings of songs
Curriculum design Grade 5 113-122 |
Oral tests Aural tests
|
|
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