If this scheme pleases you, click here to download.
| WK | LSN | STRAND | S-STRAND | LESSON_LEARNING_OUTCOMES | CORE COMPETENCE | VALUES | L_EXPERIENCES | KEY INQUIRY QUESTIONS | L RESOURCES | ASSESSMENT METHODS | REMARKS |
|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 5 |
PERFORMANCE
|
musical Rhymes
|
By the end of the
lesson, the learner
should be able to:
; recite simple rhymes for enjoyment |
Communicatio n and collaboration
Digital literacy
|
Love Respect
|
Guide learners in groups to listen to recorded rhymes listen specialists demonstrate rhyming rhyme in pairs or small groups present own composed rhymes |
Which rhyme do you recite?
Whose rhyme do you like most
|
Realia Charts
|
Observ ation Oral questions Written questions
|
|
| 2 | 1 |
PERFORMANCE
|
musical Rhymes
|
By the end of the
lesson, the learner
should be able to:
; recite simple rhymes for enjoyment demonstrate the ability to recite simple rhymes for fun |
Communicatio n and collaboration
Critical thinking and problem solving
Digital literacy
|
Love Respect
|
Guide learners in groups to listen to recorded rhymes
listen specialists demonstrate rhyming rhyme in pairs or small groups present own composed rhymes |
Which rhyme do you recite?
Whose rhyme do you like most
|
Realia
|
Observat ion Oral questions Written questions
|
|
| 2 | 2 |
PERFORMANCE
|
musical Rhymes
|
By the end of the
lesson, the learner
should be able to:
; demonstrate the ability to recite simple rhymes for fun Appreciate different rhymes |
Communicatio n and collaboration
Critical thinking and problem solving
Digital literacy
|
Love Respect
|
"
Guide learners in groups to listen to recorded rhymes listen specialists demonstrate rhyming rhyme in pairs or small groups " present own composed rhymes |
Which rhyme do you recite?
Whose rhyme do you like most
|
Realia charts
|
Observatio n
Written question
|
|
| 2 | 3 |
PERFORMANCE
|
musical Rhymes
|
By the end of the
lesson, the learner
should be able to:
; demonstrate the ability to recite simple rhymes for fun Appreciate different rhymes |
Communicatio n and collaboration
Critical thinking and problem solving
Digital literacy
|
Love Respect
|
"
Guide learners in groups to listen to recorded rhymes listen specialists demonstrate rhyming rhyme in pairs or small groups " present own composed rhymes |
Which rhyme do you recite?
Whose rhyme do you like most
|
Realia charts
|
Observatio n
Written question
|
|
| 2 | 4 |
PERFORMANCE
|
Singing games
|
By the end of the
lesson, the learner
should be able to:
strand the leaner ; Identify simple singing games for enjoyment Perform simple singing games for fun |
Self efficacy
Imaginative and creative
|
Respect
Responsibilit y
|
"
Guide learners to perform singing games freely. identify props to accompany singing games." perform singing games from different cultures in groups and in pairs. watch a video on singing games from different cultures. perform singing games from different culture in groups and in pairs. |
Which singing games do you enjoy most?
Which costumes do you use
|
Realia charts
|
Observation Oral questions
|
|
| 2 | 5 |
PERFORMANCE
|
Singing games
|
By the end of the
lesson, the learner
should be able to:
strand the leaner ; Identify simple singing games for enjoyment Perform simple singing games for fun |
Self efficacy
Imaginative and creative
|
Respect
Responsibilit y
|
"
Guide learners to perform singing games freely. identify props to accompany singing games." perform singing games from different cultures in groups and in pairs. watch a video on singing games from different cultures. perform singing games from different culture in groups and in pairs. |
Which singing games do you enjoy most?
Which costumes do you use
|
Realia charts
|
Observation Oral questions
|
|
| 3 | 1 |
PERFORMANCE
|
Play simple musical Instrum ent
|
By the end of the
lesson, the learner
should be able to:
strand the identify various ICT devices that produce music for fun |
"Communicatio n and collaboration
Critical thinking and problem solving"
"
Imaginative"
and creative
|
"
Respect Unity Peace
Patience"
Responsibilit y
|
"
Learners to be guided to name various electronic gadgets devices to listen and respond to music" " music from various ICT devices" " of the body as they play music from various ICT devices they use, operate and store electronic gadgets" |
Which game do you like playing?
Whom do you enjoy playing with
|
Realia Charts
|
.Observat ion 2.Oral questions 3.written questions
|
|
| 3 | 2 |
LISTENING AND RESPONDI NG
|
Musical
Sounds
Musical Sounds |
By the end of the
lesson, the learner
should be able to:
leaner Identify various sound made by various animals from the environment for familiarization leaner name various sound made by various animals from the environment for familiarization |
critical thinking problem solving
|
Unity peace
|
Learners identify various sounds from the environment
Learners name various sounds from the environment |
Which sounds did you listen to?
|
Charts realia
|
Observatio oral questions
|
|
| 3 | 3 |
MUSICAL RHYTHM
|
Creating and composing rhythmic patterns
|
By the end of the
lesson, the learner
should be able to:
Produce rhythmic patterns using body for strength and body coordination |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Guide learners to; create free rhythmic pattern
|
What percussion instruments do we use to create rhythmic patterns
|
Realia charts
|
Observation Oral questions
|
|
| 3 | 4 |
MUSICAL RHYTHM
|
Creating and composing rhythmic patterns
|
By the end of the
lesson, the learner
should be able to:
Creating various rhythmic patterns for talent development |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Practice playing simple percussion instruments in pairs and in small groups
|
What percussion instruments do we use to create rhythmic patterns
|
Realia charts
|
Observation Oral questions
|
|
| 3 | 5 |
MUSICAL RHYTHM
|
Creating and composing rhythmic
patterns
|
By the end of the
lesson, the learner
should be able to:
Play simple percussion instruments for fun |
Critical thinking
Communication and
collaboration
|
Unity Peace humility
|
Practice playing simple percussion instruments in pairs and in small groups
|
What percussion instruments do we use to create
rhythmic
patterns
|
Realia charts
|
Observation Oral questions
|
|
| 4 | 1 |
PERFORMANCE
|
Dance
|
By the end of the
lesson, the learner
should be able to:
learner ; Perform a free dancing style for enjoyment. dance in pairs and groups for co-operation |
Communication and collaboration Critical thinking and problem solving
|
Love Respect Unity
Responsibility
|
"
Guide learners to dance freely in pairs, small groups or individually. " " guided to watch a video clip on free dancing style " dance individually, in pairs and groups |
Which dancing style do you love most?
Whom will you dance with?
Which costumes would
you use while dancing
|
Realia Charts pictures
|
1.Observ ation 2.Oral question s
|
|
| 4 | 2 |
PERFORMANCE
|
Dance
|
By the end of the
lesson, the learner
should be able to:
learner ; Perform a free dancing style for enjoyment. dance in pairs and groups for co-operation |
Communication and collaboration Critical thinking and problem solving
|
Love
Respect Unity Responsibility
|
"
Guide learners to dance freely in pairs, small groups or individually. " " guided to watch a video clip on free dancing style " dance individually, in pairs and groups |
Which dancing style do you love most?
Whom will you dance with?
Which costumes would you use while
dancing
|
Realia Charts pictures
|
.Observa tion 2.Oral question s
|
|
| 4 | 3 |
PERFORMANCE
|
Dance
|
By the end of the
lesson, the learner
should be able to:
learner ; Perform a free dancing style for enjoyment. dance in pairs and groups for co-operation |
Communication and collaboration Critical thinking and problem solving
|
Love Respect Unity
Responsibility
|
"
Guide learners to dance freely in pairs, small groups or individually. " " guided to watch a video clip on free dancing style " dance individually, in pairs and groups " Organize learner to dance individually, in pairs and groups " " observe a variety of dance. " " respond to tempo and rhythms through body movement " " perform traditional dance using improvised costumes" |
Which dancing style do you love most?
Whom will you dance with?
Which costumes would you use while dancing
|
Realia Charts pictures
|
.Observa tion 2.Oral question s
|
|
| 4 | 4 |
PERFORMANCE
|
Dance
|
By the end of the
lesson, the learner
should be able to:
learner ; respond to changes in tempo and rhythms through body movement for enjoyment perform traditional dances within the locality to enhance culture |
Communication and collaboration Critical thinking and problem solving
Self efficacy
|
Love Respect
Responsibility
|
"
Guide learners to dance freely in pairs, small groups or individually. be guided to watch a video clip on free dancing style " " dance individually, in pairs and groups Organize learner to dance individually, in pairs and groups " " observe a variety of dance. " " respond to tempo and rhythms through body movement " " perform traditional dance using improvised costumes" |
Which dancing style do you love most?
Whom will you dance with?
Which costumes would you use while dancing
|
Realia Charts pictures
|
Observat ion
|
|
| 4 | 5 |
PERFORMANCE
|
Dance
|
By the end of the
lesson, the learner
should be able to:
learner ; respond to changes in tempo and rhythms through body movement for enjoyment perform traditional dances within the locality to enhance culture |
Communication and collaboration Critical thinking and problem solving
Self efficacy
|
Love Respect
Responsibility
|
"
Guide learners to dance freely in pairs, small groups or individually. be guided to watch a video clip on free dancing style " " dance individually, in pairs and groups Organize learner to dance individually, in pairs and groups " " observe a variety of dance. " " respond to tempo and rhythms through body movement " " perform traditional dance using improvised costumes" |
Which dancing style do you love most?
Whom will you dance with?
Which costumes would you use while dancing
|
Realia Charts pictures
|
Observat ion
|
|
| 5 | 1 |
PERFORMANCE
|
Musical Rhymes
Musical Rhymes |
By the end of the
lesson, the learner
should be able to:
learner ; recite rhymes with repetitive phrases and rhythmic patterns display the ability to recite simple rhymes perform simple rhymes for entertainment |
Communication and collaboration Critical thinking and problem solving
Self efficacy
|
Love Respect
Responsibility
|
"
Organize learners in groups to recite different rhymes " " rhymes. " " learner to perform simple rhymes through dramatization. " " interact with each other during play to enhance social play. " " sing and perform actions rhymes e.g. Baa baa black sheep " " appreciate self and others talents as they perform simple rhymes" learnertoperformsimplerhymesthroughdramatization. interactwitheachotherduringplaytoenhancesocialplay. singandperformactionsrhymese.g.Baabaablacksheep appreciateselfandotherstalentsastheyperformsimplerhymes |
What rhyme did you recite?
Whom did you recite the rhyme with?
Which rhyme did you love most?
|
Realia Charts pictures
|
Observation Oral question s
|
|
| 5 | 2 |
PERFORMANCE
|
Musical Rhymes
|
By the end of the
lesson, the learner
should be able to:
learner ; display the ability to recite simple rhymes perform simple rhymes for entertainment |
Communication and collaboration Critical thinking and problem solving
|
Love Respect
Responsibility
|
"
Organize learners in groups to recite different rhymes " " rhymes. " " learner to perform simple rhymes through dramatization. " " interact with each other during play to enhance social play. " " sing and perform actions rhymes e.g. Baa baa black sheep " |
What rhyme did you recite?
Whom did you recite the rhyme with?
Which rhyme did you love most?
|
Realia Charts pictures
|
Observa tion Oral question s
|
|
| 5 | 3 |
PERFORMANCE
|
Musical Rhymes
|
By the end of the
lesson, the learner
should be able to:
learner ; recite a range of musical rhymes to enhance creativity appreciate others talents as they perform simple rhymes |
Communication and collaboration Critical thinking and problem solving
|
Love Respect
Responsibility
|
"
Organize learners in groups to recite different rhymes " " rhymes. " " learner to perform simple rhymes through dramatization. " " interact with each other during play to enhance social play. " " sing and perform actions rhymes e.g. Baa baa black sheep " " appreciate self and others talents as they perform simple rhymes" |
What rhyme did you recite?
Whom did you recite the rhyme with?
Which rhyme did you love most?
|
Realia Charts pictures
|
Observation Oral question s
|
|
| 5 | 4 |
PERFORMANCE
|
Musical
Rhymes
Rhythmic Patterns |
By the end of the
lesson, the learner
should be able to:
learner ; a) appreciate others talents as they perform simple rhymes a) identify musical instruments used for performing rhythmic patterns e.g. percussion |
Communication and collaboration Critical thinking and problem solving
|
Love Respect
Responsibility
|
"
Organize learners in groups to recite different rhymes " " rhymes. " " learner to perform simple rhymes through dramatization. " " interact with each other during play to enhance social play. " "sing and perform actions rhymes e.g. Baa baa black sheep s to appreciate self and others talents as they perform simple rhymes" Guidelearnerstoidentifypercussioninstruments guidedtoobservephotosshowingthedifferentpercussioninstruments insmallgroups,pairsandindividuallytocreate |
What rhyme did you recite?
Whom did you recite the rhyme with?
Which rhyme did you love most?
|
Realia Charts pictures
|
Observation Oral question s
|
|
| 5 | 5 |
PERFORMANCE
|
Singing
Games
|
By the end of the
lesson, the learner
should be able to:
learner identify different cultural singing games for harmonious core existence |
Our diversity Social cohesion
|
Unity and love
|
Guide learners to listen to and sing songs from different cultural backgrounds
|
Which is your favourite singing game
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 1 |
PERFORMANCE
|
Singing
Games
|
By the end of the
lesson, the learner
should be able to:
learner list different cultural singing games for harmonious core existence |
Our diversity Social cohesion
|
Unity and love
|
Guide learners to have fun and enjoy as they sing and dance
|
Which is your favourite singing game
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 2 |
PERFORMANCE
|
Singing
Games
|
By the end of the
lesson, the learner
should be able to:
learner perform varied cultural singing games using props for enjoyment |
Our diversity Social cohesion
|
Unity and love
|
Guide learners to have fun and enjoy as they sing and dance
|
Which is your favourite singing game
|
Charts Realia
|
Observatio oral questions
|
|
| 6 | 3 |
PERFORMANCE
|
Singing
Games
|
By the end of the
lesson, the learner
should be able to:
learner express feelings through singing games for appreciation |
Our diversity Social cohesion
|
Unity and love
|
Learners to be encouraged to sing and dance cooperatively in pairs and small groups
|
Which is your favourite music
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 4 |
PERFORMANCE
|
Singing
Games
|
By the end of the
lesson, the learner
should be able to:
learner express feelings through singing games for appreciation |
Our diversity Social cohesion
|
Unity and love
|
Learners to be encouraged to sing and dance cooperatively in pairs and small groups
|
Which is your favourite music
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 5 |
PERFORMANCE
|
Play simple musical instruments
Play simple musical instruments |
By the end of the
lesson, the learner
should be able to:
learner identify various music ICT device for familiarization play simple musical instruments for enjoyment |
Our diversity Social cohesion
|
Unity and love
|
Guide learners to play music using ICT device e.g. piano, guitar
|
Which is your favourite music
|
Charts realia
|
Observatio oral questions
|
|
| 7 |
Midterm break |
||||||||||
| 8 | 1 |
PERFORMANCE
|
Play simple
musical instruments
|
By the end of the
lesson, the learner
should be able to:
" strand the learner" "display ability to play various simple musical instruments including ICT device " |
Our diversity Social cohesion
|
Unity and love
|
"
Guide learners to" play music using ICT device e.g. piano, guitar |
Which is your
favourit e music
|
Charts
realia |
"Observatio
oral"
questions
|
|
| 8 | 2 |
PERFORMANCE
|
Play simple musical instruments
|
By the end of the
lesson, the learner
should be able to:
play simple instruments and make movement for talent development |
Our diversity Social cohesion
|
Unity and love
|
Guide learners to play music using ICT device e.g. piano, guitar |
Which is your favourite music
|
Charts realia
|
Observatio oral questions
|
|
| 8 | 3 |
PERFORMANCE
|
Musical
Sounds
Musical Sounds |
By the end of the
lesson, the learner
should be able to:
learner ; listen to sounds from the environment for familiarisation learner ; imitate sounds made from the environment for vocal development |
Our diversity Social cohesion
|
Unity and love
|
Guide learners to imitate the different sounds within the environment
Learners could be guided to record sound within their environment and play the recorded sounds back |
Which sound do you like to imitate?
|
Charts realia
|
Observatio oral questions
|
|
| 8 | 4 |
PERFORMANCE
|
Musical
Sounds
|
By the end of the
lesson, the learner
should be able to:
learner ; appreciate sounds from the environment for correct response |
Our diversity Social cohesion
|
Unity and love
|
Learners could be guided to record sound within their environment and play the recorded sounds back
|
Which sound do you like to imitate?
|
Charts realia
|
Observatio oral questions
|
|
| 8 | 5 |
PERFORMANCE
|
simple musical instrument s
|
By the end of the
lesson, the learner
should be able to:
lesson the learner ; identify various music ICT device for familiarization |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Guide learners to interact with ICT device
|
What are some of the gadgets used for playing music
|
Realia charts
|
Observation Oral questions
|
|
| 9 | 1 |
PERFORMANCE
|
simple musical instrument s
simple musical instrument s |
By the end of the
lesson, the learner
should be able to:
lesson the learner ; play simple musical instruments for enjoyment lesson the learner ; display ability to play various simple musical instruments including ICT device |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Guide learners to play music using ICT device e.g. piano, guitar
Guide learners to play virtual instruments downloaded on mobile phones or tablets |
What are some of the gadgets used for playing music
|
Realia charts
|
Observation Oral questions
|
|
| 9 | 2 |
PERFORMANCE
|
simple musical instrument s
|
By the end of the
lesson, the learner
should be able to:
lesson the learner ; play simple instruments and make movement for talent development |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Guide learners to play virtual instruments downloaded on mobile phones or tablets
|
How do you play music on/from the gadget you love
|
Realia charts
|
Observation Oral questions
|
|
| 9 | 3 |
LISTENING AND RESPONDING
|
Musical
Sounds
|
By the end of the
lesson, the learner
should be able to:
lesson the learner ; listen to sounds from the environment for familiarisation |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Guide learners to interact with the sounds within the school environment
|
Which musical sound do you enjoy listening to
|
Realia charts
|
Observation Oral questions
|
|
| 9 | 4 |
LISTENING AND RESPONDING
|
Musical
Sounds
|
By the end of the
lesson, the learner
should be able to:
lesson the learner ; imitate sounds made from the environment for vocal development |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Guide learners to imitate the different sounds within the environment
|
Which sound do you like to imitate
|
Realia charts
|
Observation Oral questions
|
|
| 9 | 5 |
LISTENING AND RESPONDING
|
Musical
Sounds
|
By the end of the
lesson, the learner
should be able to:
lesson the learner ; appreciate sounds from the environment for correct response |
Critical thinking Communication and
collaboration
|
Unity Peace
humility
|
Guide learners to name sources of sound from within
the school environment. |
Which musical sound do you
enjoy listening to
|
Realia charts
|
Observation Oral
questions
|
|
| 15 |
Report |
||||||||||
Your Name Comes Here