GRADE 1 CREATIVE ARTS SCHEMES OF WORK
NAME OF TEACHER………………. SCHOOL………………….. TERM III
| Wk | LSN | strand | Sub-strand | LessonLearningOutcomes | LearningExperiences | KeyInquiry Question(s) | LearningResources | Assessment Methods | Refl |
| 1 | 1 | PERFORMING AND DISPLAY | Songs ● Action songs, | Bytheendofthelesson,thelearnershould be able to: a. Identifyage-appropriateactionsongs. b. Observetheperformanceofaction songs and imitate c. enjoysingingactionsongsforself-expression. | Thelearnerisguidedto: ● watchliveorrecordedperformances of age-appropriate action songs and imitate the performances, | Whydowesing with actions? | Charts,flashcards,digital devices BookmarkCreativeAct. Gr 1 T.G pg. 54-54 BookmarkCreativeAct. Gr 1 P.B pg. 76-77 | Checklist Oralquestions observation | |
| 2 | Songs ● Action songs, | Bytheendofthelesson,thelearnershould be able to: a. Identifyage-appropriateactionsongs. b. Observetheperformanceofaction songs and imitate c. enjoysingingactionsongsforself-expression. | Thelearnerisguidedto: ● watchliveorrecordedperformances of age-appropriate action songs and imitate the performances, | Whydowesing with actions? | Charts,flashcards,digital devices BookmarkCreativeAct. Gr 1 T.G pg. 54-54 BookmarkCreativeAct. Gr 1 P.B pg. 76-77 | Checklist Oralquestions observation | |||
| 3 | Songs ● Action songs, | Bytheendofthelesson,thelearnershould be able to: a. Identifyage-appropriateactionsongs. b. Demonstratetheperformanceof action songs and imitate c. enjoysingingactionsongsforself-expression. | Thelearnerisguidedto: ● watchliveorrecordedperformances of age-appropriate action songs and imitate the performances, | Whydowesing with actions? | Charts,flashcards,digital devices BookmarkCreativeAct. Gr 1 T.G pg. 54-54 BookmarkCreativeAct. Gr 1 P.B pg. 76-77 | Checklist Oralquestions observation | |||
| 4 | ● Messageof action songs | Bytheendofthelesson,thelearnershould be able to: a. describethemessageinanaction song, b. Analyzethepertinentissuesinaction songs. c. enjoysingingactionsongsforself-expression. | Thelearnerisguidedto: ● collaboratively listen to or perform action songs based on pertinent issues andtalkaboutthemessageintheaction songs, | Whydowesing with actions? | Charts,flashcards,digital devices BookmarkCreativeAct. Gr 1 T.G pg. 54-54 BookmarkCreativeAct. Gr 1 P.B pg. 76-77 | Checklist Oralquestions observation |
| Wk | LSN | strand | Sub-strand | LessonLearningOutcomes | LearningExperiences | KeyInquiry Question(s) | LearningResources | Assessment Methods | Refl |
| 5 | ● Messageof action songs | Bytheendofthelesson,thelearnershould be able to: a. describethemessageinanaction song, b. Analyzethepertinentissuesinaction songs. c. enjoysingingactionsongsforself-expression. | Thelearnerisguidedto: ● collaboratively listen to or perform action songs based on pertinent issues andtalkaboutthemessageintheaction songs, | Whydowesing with actions? | Charts,flashcards,digital devices BookmarkCreativeAct. Gr 1 T.G pg. 54-54 BookmarkCreativeAct. Gr 1 P.B pg. 76-77 | Checklist Oralquestions observation | |||
| 6 | ● Performance techniques;-accuracy of tune | Bytheendofthelesson,thelearnershould be able to: a. describetheperformancetechniques used in action songs b. singactionsongsinunisonapplying performance techniques, c. enjoysingingactionsongsforself-expression. | Thelearnerisguidedto: ● singactionsongsinunisonfocusingon performance techniques; | Whydowesing with actions? | Charts,flashcards,digital devices BookmarkCreativeAct. Gr 1 T.G pg. 54-56 BookmarkCreativeAct. Gr 1 P.B pg. 79-81 | Checklist Oralquestions observation | |||
| 7 | ● Performance techniques;-rhythm, | Bytheendofthelesson,thelearnershould be able to: a. describetheperformancetechniques used in action songs b. singactionsongsinunisonapplying performance techniques, c. enjoysingingactionsongsforself-expression. | Thelearnerisguidedto: ● singactionsongsinunisonfocusingon performance techniques; | Whydowesing with actions? | Charts,flashcards,digital devices BookmarkCreativeAct. Gr 1 T.G pg. 54-56 BookmarkCreativeAct. Gr 1 P.B pg. 79-81 | Checklist Oralquestions observation | |||
| 2 | 1 | -clarityof words, | Bytheendofthelesson,thelearnershould be able to: a. describetheperformancetechniques used in action songs b. singactionsongsinunisonapplying performance techniques, c. enjoysingingactionsongsforself-expression. | Thelearnerisguidedto: ● singactionsongsinunisonfocusingon performance techniques; | Whydowesing with actions? | Charts,flashcards,digital devices BookmarkCreativeAct. Gr 1 T.G pg. 54-56 BookmarkCreativeAct. Gr 1 P.B pg. 79-81 | Checklist Oralquestions observation |
| Wk | LSN | strand | Sub-strand | LessonLearningOutcomes | LearningExperiences | KeyInquiry Question(s) | LearningResources | Assessment Methods | Refl |
| 2 | -clarityof words, | Bytheendofthelesson,thelearnershould be able to: a. describetheperformancetechniques used in action songs b. singactionsongsinunisonapplying performance techniques, c. enjoysingingactionsongsforself-expression. | Thelearnerisguidedto: ● singactionsongsinunisonfocusingon performance techniques; | Whydowesing with actions? | Charts,flashcards,digital devices BookmarkCreativeAct. Gr 1 T.G pg. 54-56 BookmarkCreativeAct. Gr 1 P.B pg. 79-81 | Checklist Oralquestions observation | |||
| 3 | -actions, gestures | Bytheendofthelesson,thelearnershould be able to: a. describetheperformancetechniques used in action songs b. singactionsongsinunisonapplying performance techniques, c. enjoysingingactionsongsforself-expression. | Thelearnerisguidedto: ● singactionsongsinunisonfocusingon performance techniques; | Whydowesing with actions? | Charts,flashcards,digital devices BookmarkCreativeAct. Gr 1 T.G pg. 54-56 BookmarkCreativeAct. Gr 1 P.B pg. 79-81 | Checklist Oralquestions observation | |||
| 4 | -actions, gestures | Bytheendofthelesson,thelearnershould be able to: a. describetheperformancetechniques used in action songs b. singactionsongsinunisonapplying performance techniques, c. enjoysingingactionsongsforself-expression. | Thelearnerisguidedto: ● singactionsongsinunisonfocusingon performance techniques; | Whydowesing with actions? | Charts,flashcards,digital devices BookmarkCreativeAct. Gr 1 T.G pg. 54-56 BookmarkCreativeAct. Gr 1 P.B pg. 79-81 | Checklist Oralquestions observation | |||
| 5 | – facial expressions. | Bytheendofthelesson,thelearnershould be able to: a. describetheperformancetechniques used in action songs b. singactionsongsinunisonapplying performance techniques, c. enjoysingingactionsongsforself-expression. | Thelearnerisguidedto: ● singactionsongsinunisonfocusingon performance techniques; | Whydowesing with actions? | Charts,flashcards,digital devices BookmarkCreativeAct. Gr 1 T.G pg. 54-56 BookmarkCreativeAct. Gr 1 P.B pg. 79-81 | Checklist Oralquestions observation |
| Wk | LSN | strand | Sub-strand | LessonLearningOutcomes | LearningExperiences | KeyInquiry Question(s) | LearningResources | Assessment Methods | Refl |
| 6 | -Enjoysinging action songs for self-expression | Bytheendofthelesson,thelearnershould be able to: a. describetheperformancetechniques used in action songs b. singactionsongsinunisonapplying performance techniques, c. enjoysingingactionsongsforself-expression. | Thelearnerisguidedto: ● singactionsongsinunisonfocusingon performance techniques; | Whydowesing with actions? | Charts,flashcards,digital devices BookmarkCreativeAct. Gr 1 T.G pg. 57 BookmarkCreativeAct. Gr 1 P.B pg. 82 | Checklist Oralquestions observation | |||
| 7 | Modelling | Identifying itemsmodelledusing the pinch method | Bytheendofthelesson,thelearnershould be able to: a. identifyitemsmodelledusingthepinch method, b. observepicturesofitemsmodelled using the pinch method. c. enjoymodellingitemsusingthepinch method. | Thelearnerisguidedto: ● observeactualorvirtualitems modelledusingthepinchmethod, | Whatitemsinthe Inquiry Corner, are modelled using the pinch method? | Visual aids, clay, tools, worksurface,soapand water BookmarkCreativeAct. Gr 1 T.G pg. 58 BookmarkCreativeAct. Gr 1 P.B pg. 84 | Oraltest,peer assessment, practicaltests | ||
| 3 | 1 | Identifying itemsmodelledusing the pinch method | Bytheendofthelesson,thelearnershould be able to: a. identifyitemsmodelledusingthepinch method, b. observepicturesofitemsmodelled using the pinch method. c. enjoymodellingitemsusingthepinch method. | Thelearnerisguidedto: ● observeactualorvirtualitems modelledusingthepinchmethod, | Whatitemsinthe Inquiry Corner, are modelled using the pinch method? | Visual aids, clay, tools, worksurface,soapand water BookmarkCreativeAct. Gr 1 T.G pg. 58 BookmarkCreativeAct. Gr 1 P.B pg. 84 | Oraltest,peer assessment, practicaltests | ||
| 2 | Identifying itemsmodelledusing the pinch method | Bytheendofthelesson,thelearnershould be able to: a. Definethetermpinch method. b. observepicturesofitemsmodelled using the pinch method. c. enjoymodellingitemsusingthepinch method. | Thelearnerisguidedto: ● observeactualorvirtualitems modelledusingthepinchmethod, | Whatitemsinthe Inquiry Corner, are modelled using the pinch method? | Visual aids, clay, tools, worksurface,soapand water BookmarkCreativeAct. Gr 1 T.G pg. 58 BookmarkCreativeAct. Gr 1 P.B pg. 84 | Oraltest,peer assessment, practicaltests | |||
| Wk | LSN | strand | Sub-strand | LessonLearningOutcomes | LearningExperiences | KeyInquiry Question(s) | LearningResources | Assessment Methods | Refl |
| 3 | Exploring materialsand tools used in modelling | Bytheendofthelesson,thelearnershould be able to: a. identifymaterialsandtoolsusedin modelling, b. Observepicturesofitemsusedin modelling c. enjoymodellingitemsusingthepinch method. | Thelearnerisguidedto: ● collectmaterialsandtoolsforusein the pinch method modelling. | Whatmaterials and tools are used for modelling? | Visual aids, clay, tools, worksurface,soapand water BookmarkCreativeAct. Gr 1 T.G pg. 59 BookmarkCreativeAct. Gr 1 P.B pg. 84 | Oraltest,peer assessment, practicaltests | |||
| 4 | Exploring materialsand tools used in modelling | Bytheendofthelesson,thelearnershould be able to: a. identifymaterialsandtoolsusedin modelling, b. Observepicturesofitemsusedin modelling c. enjoymodellingitemsusingthepinch method. | Thelearnerisguidedto: ● collectmaterialsandtoolsforusein the pinch method modelling. | Whatmaterials and tools are used for modelling? | Visual aids, clay, tools, worksurface,soapand water BookmarkCreativeAct. Gr 1 T.G pg. 59 BookmarkCreativeAct. Gr 1 P.B pg. 84 | Oraltest,peer assessment, practicaltests | |||
| 5 | Collecting materialsand tools used in modelling | Bytheendofthelesson,thelearnershould be able to: a. identifymaterialsandtoolsusedin modelling, b. collectmaterialsandtoolsusedin pinch modelling. c. enjoymodellingitemsusingthepinch method. | Thelearnerisguidedto: ● collectmaterialsandtoolsforusein the pinch method modelling. | Whatmaterials and tools are used for modelling? | Visual aids, clay, tools, worksurface,soapand water BookmarkCreativeAct. Gr 1 T.G pg. 59 BookmarkCreativeAct. Gr 1 P.B pg. 85 | Oraltest,peer assessment, practicaltests | |||
| 6 | Collecting materialsand tools used in modelling | Bytheendofthelesson,thelearnershould be able to: a. identifymaterialsandtoolsusedin modelling, b. collectmaterialsandtoolsusedin pinch modelling. c. enjoymodellingitemsusingthepinch method. | Thelearnerisguidedto: ● collectmaterialsandtoolsforusein the pinch method modelling. | Whatmaterials and tools are used for modelling? | Visual aids, clay, tools, worksurface,soapand water BookmarkCreativeAct. Gr 1 T.G pg. 59 BookmarkCreativeAct. Gr 1 P.B pg. 85 | Oraltest,peer assessment, practicaltests |
| Wk | LSN | strand | Sub-strand | LessonLearningOutcomes | LearningExperiences | KeyInquiry Question(s) | LearningResources | Assessment Methods | Refl |
| 7 | Modelling itemsusing the pinch method modelling | Bytheendofthelesson,thelearnershould be able to: a. identifymaterialsandtoolsusedin modelling, b. modelitemsusingthe pinch method, c. enjoymodellingitemsusingthepinch method. | Thelearnerisguidedto: ● modelsimpleobjectsusingthepinch method, | Whatitemswould you like tomodel? | Visual aids, clay, tools, worksurface,soapand water BookmarkCreativeAct. Gr 1 T.G pg. 59 BookmarkCreativeAct. Gr 1 P.B pg. 85 | Oraltest,peer assessment, practicaltests | |||
| 4 | 1 | Modelling itemsusing the pinch method modelling | Bytheendofthelesson,thelearnershould be able to: a. identifythestepsinvolvedinpinch method modelling b. modelitemsusingthe pinch method, c. enjoymodellingitemsusingthepinch method. | Thelearnerisguidedto: ● modelsimpleobjectsusingthepinch method, | Whatitemswould you like tomodel? | Visual aids, clay, tools, worksurface,soapand water BookmarkCreativeAct. Gr 1 T.G pg. 59 BookmarkCreativeAct. Gr 1 P.B pg. 85 | Oraltest,peer assessment,practicaltests | ||
| 2 | Modelling itemsusing the pinch method modelling | Bytheendofthelesson,thelearnershould be able to: a. identifythestepsinvolvedinpinch method modelling b. modelitemsusingthe pinch method, c. enjoymodellingitemsusingthepinchmethod. | Thelearnerisguidedto: ● modelsimpleobjectsusingthepinch method, | Whatitemswould you like tomodel? | Visual aids, clay, tools, worksurface,soapand water BookmarkCreativeAct. Gr 1 T.G pg. 59 BookmarkCreativeAct. Gr 1 P.B pg. 85 | Oraltest,peer assessment, practicaltests | |||
| 3 | Making a simplepinch pot | Bytheendofthelesson,thelearnershould be able to: a. Describehowtomakeapotusing pinch method. b. modelasimplepinchpot. c. enjoymodellingitemsusingthepinch method. | Thelearnerisguidedto: ● modelsimplepinchpotusingthepinch method, | Whatitemswould you like tomodel? | Visual aids, clay, tools, worksurface,soapand water BookmarkCreativeAct. Gr 1 T.G pg. 60 BookmarkCreativeAct. Gr 1 P.B pg. 85-86 | Oraltest,peerassessment, practicaltests | |||
| 4 | Making a simplepinch pot | Bytheendofthelesson,thelearnershould be able to: a. Describehowtomakeapotusing pinch method. b. modelasimplepinchpot. c. enjoymodellingitemsusingthepinch method. | Thelearnerisguidedto: ● modelsimplepinchpotusingthepinch method, | Whatitemswould you like tomodel? | Visual aids, clay, tools, worksurface,soapand water BookmarkCreativeAct. Gr 1 T.G pg. 60 BookmarkCreativeAct. Gr 1 P.B pg. 85-86 | Oraltest,peer assessment, practicaltests |
| Wk | LSN | strand | Sub-strand | LessonLearningOutcomes | LearningExperiences | KeyInquiry Question(s) | LearningResources | Assessment Methods | Refl |
| 5 | Making a simplepinch pot | Bytheendofthelesson,thelearnershould be able to: a. Describehowtomakeapotusing pinch method. b. modelasimplepinchpot. c. enjoymodellingitemsusingthepinch method. | Thelearnerisguidedto: ● modelsimplepinchpotusingthepinch method, | Whatitemswould you like tomodel? | Visual aids, clay, tools, worksurface,soapand water BookmarkCreativeAct. Gr 1 T.G pg. 60 BookmarkCreativeAct. Gr 1 P.B pg. 85-86 | Oraltest,peer assessment, practicaltests | |||
| 6 | Sharingand discussing | Bytheendofthelesson,thelearnershould be able to: a. identifyitemsmodelledusingthepinch method, b. Displayandtalkaboutotherswork. c. enjoymodellingitemsusingthepinch method. | Thelearnerisguidedto: ● showcase,talkabout own andothers’ work. | Whatitemswould you like tomodel? | Visual aids, clay, tools, worksurface,soapand water BookmarkCreativeAct. Gr 1 T.G pg. 60 BookmarkCreativeAct. Gr 1 P.B pg. 85-86 | Oraltest,peer assessment, practicaltests | |||
| 7 | Percussion musical instruments | Identifying musical instruments ● Percussion musical instruments: Shakers, | Bytheendofthelesson,thelearnershould be able to: a. identify percussion musical instrumentsfromdiverseindigenous Kenyan communities, b. Observepicturesofdifferent percussion instrument. c. appreciate percussion musical instrumentsfromdiverseKenyan cultural communities. | Thelearnerisguidedto: ● searchforpercussioninstruments from print and electronic media and identify them by name, | 1. Why are percussion musical instruments played? 2. How can percussion instrumentsbe improvised? | Digital device, music room, plastic tins, tin cans, pebbles, seeds BookmarkCreativeAct. Gr 1 T.G pg. 61-62 BookmarkCreativeAct. Gr 1 P.B pg. 88-89 | Writtentest,oral presentation, observation, checklist | ||
| 5 | 1 | Identifying musical instruments ● Percussion musical instruments: jingles | Bytheendofthelesson,thelearnershould be able to: a. identify percussion musical instrumentsfromdiverseindigenous Kenyan communities, b. Observepicturesofdifferent percussion instrument. c. appreciate percussion musical instrumentsfromdiverseKenyan cultural communities. | Thelearnerisguidedto: ● searchforpercussioninstruments from print and electronic media and identify them by name, | 1. Why are percussion musical instruments played? 2. How can percussion instrumentsbe improvised? | Digital device, music room, plastic tins, tin cans, pebbles, seeds BookmarkCreativeAct. Gr 1 T.G pg. 61-62 BookmarkCreativeAct. Gr 1 P.B pg. 88-89 | Writtentest,oral presentation, observation, checklist |
| Wk | LSN | strand | Sub-strand | LessonLearningOutcomes | LearningExperiences | KeyInquiry Question(s) | LearningResources | Assessment Methods | Refl |
| 2 | Identifying musical instruments ● Percussion musical instruments: drums. | Bytheendofthelesson,thelearnershould be able to: a. identify percussion musical instrumentsfromdiverseindigenous Kenyan communities, b. Observepicturesofdifferent percussion instrument. c. appreciate percussion musical instrumentsfromdiverseKenyan cultural communities. | Thelearnerisguidedto: ● searchforpercussioninstruments from print and electronic media and identify them by name, | 1. Why are percussion musical instruments played? 2. How can percussion instrumentsbe improvised? | Digital device, music room, plastic tins, tin cans, pebbles, seeds BookmarkCreativeAct. Gr 1 T.G pg. 61-62 BookmarkCreativeAct. Gr 1 P.B pg. 88-89 | Writtentest,oral presentation, observation, checklist | |||
| 3 | Identifying musical instruments Materials for makingmusical instruments | Bytheendofthelesson,thelearnershouldbe able to: a. identifymaterialsthatcanbeusedto improvise a percussion instrument. b. Observepicturesofmaterialsusedin improvisingapercussioninstrument. c. appreciate percussion musical instrumentsfromdiverseKenyancultural communities. | Thelearnerisguidedto: ● responsibly collect appropriate availablematerialsandimprovisea shaker or jingle, | 1. Why are percussion musical instruments played? 2. How can percussion instrumentsbe improvised? | Digital device, music room, plastic tins, tin cans, pebbles, seeds BookmarkCreativeAct. Gr 1 T.G pg. 62 BookmarkCreativeAct. Gr 1 P.B pg. 90 | Writtentest,oral presentation, observation, checklist | |||
| 4 | Identifying musical instruments Materials for makingmusical instruments | Bytheendofthelesson,thelearnershouldbe able to: a. identifymaterialsthatcanbeusedto improvise a percussion instrument. b. Observepicturesofmaterialsusedin improvisingapercussioninstrument. c. appreciate percussion musical instrumentsfromdiverseKenyancultural communities. | Thelearnerisguidedto: ● responsibly collect appropriate availablematerialsandimprovisea shaker or jingle, | 1. Why are percussion musical instruments played? 2. How can percussion instrumentsbe improvised? | Digital device, music room, plastic tins, tin cans, pebbles, seeds BookmarkCreativeAct. Gr 1 T.G pg. 62 BookmarkCreativeAct. Gr 1 P.B pg. 90 | Writtentest,oral presentation, observation, checklist | |||
| 5 | Collecting Materials for makingmusical instruments | Bytheendofthelesson,thelearnershould be able to: a. identifymaterialsthatcanbeusedto improvise a percussion instrument. b. Collectmaterialsusedinimprovisinga percussion instrument. c. appreciatepercussionmusical instrumentsfromdiverseKenyan cultural communities. | Thelearnerisguidedto: ● responsibly collect appropriate availablematerialsandimprovisea shaker or jingle, | 1. Why are percussion musical instruments played? 2. How can percussion instrumentsbe improvised? | Digital device, music room, plastic tins, tin cans, pebbles, seeds BookmarkCreativeAct. Gr 1 T.G pg. 62 BookmarkCreativeAct. Gr 1 P.B pg. 90 | Writtentest,oral presentation, observation, checklist |
| Wk | LSN | strand | Sub-strand | LessonLearning Outcomes | Learning Experiences | KeyInquiryQuestion(s) | Learning Resources | AssessmentMethods | Refl |
| 6 | Collecting Materials for makingmusical instruments | Bytheendofthelesson,thelearnershouldbe able to: a. identifymaterialsthatcanbeusedto improvise a percussion instrument. b. Collectmaterialsusedinimprovisinga percussion instrument. c. appreciatepercussionmusical instrumentsfromdiverseKenyancultural communities. | Thelearnerisguidedto: ● responsibly collect appropriate availablematerialsandimprovisea shaker or jingle, ● display and positively talk about percussion instruments improvised by peersandselfandstorethemforfuture use, | 1. Why are percussion musical instruments played? 2. How can percussion instrumentsbe improvised? | Digital device, music room, plastic tins, tin cans, pebbles, seeds BookmarkCreativeAct. Gr 1 T.G pg. 62 BookmarkCreativeAct. Gr 1 P.B pg. 90 | Writtentest,oral presentation, observation, checklist | |||
| 7 | Identifying musical instruments ● Improvising a shaker | Bytheendofthelesson,thelearnershouldbe able to: a. identifypercussionmusicalinstruments from diverse indigenous Kenyan communities, b. improviseapercussionmusicalinstrument using locally available materials, c. appreciatepercussionmusicalinstruments from diverseKenyan cultural communities. | Thelearnerisguidedto: ● responsibly collect appropriate availablematerialsandimprovisea shaker or jingle, ● display and positively talk about percussion instruments improvised by peersandselfandstorethemforfuture use, | 1. Why are percussion musical instruments played? 2. How can percussion instrumentsbe improvised? | Digital device, music room, plastic tins, tin cans, pebbles, seeds BookmarkCreativeAct. Gr 1 T.G pg. 63 BookmarkCreativeAct. Gr 1 P.B pg. 91 | Writtentest,oral presentation, observation, checklist | |||
| 6 | 1 | Identifying musical instruments ● Improvising a shaker | Bytheendofthelesson,thelearnershouldbe able to: a. identifypercussionmusicalinstruments from diverse indigenous Kenyan communities, b. improvise a percussion musical instrumentusinglocallyavailable materials, c. appreciatepercussionmusical instrumentsfromdiverseKenyancultural communities. | Thelearnerisguidedto: ● responsibly collect appropriate availablematerialsandimprovisea shaker or jingle, ● display and positively talk about percussion instruments improvised by peersandselfandstorethemforfuture use, | 1. Why are percussion musical instruments played? 2. How can percussion instrumentsbe improvised? | Digital device, music room, plastic tins, tin cans, pebbles, seeds BookmarkCreativeAct. Gr 1 T.G pg. 63 BookmarkCreativeAct. Gr 1 P.B pg. 91 | Writtentest,oral presentation, observation, checklist | ||
| 2 | Identifying musical instruments ● Improvising a shaker | Bytheendofthelesson,thelearnershouldbe able to: a. identifypercussionmusicalinstruments from diverse indigenous Kenyan communities, b. improvise a percussion musical instrumentusinglocallyavailable materials, c. appreciate percussion musical instrumentsfromdiverseKenyancultural communities. | Thelearnerisguidedto: ● responsibly collect appropriate availablematerialsandimprovisea shaker or jingle, ● display and positively talk about percussion instruments improvised by peersandselfandstorethemforfuture use, | 1. Why are percussion musical instruments played? 2. How can percussion instrumentsbe improvised? | Digital device, music room, plastic tins, tin cans, pebbles, seeds BookmarkCreativeAct. Gr 1 T.G pg. 63 BookmarkCreativeAct. Gr 1 P.B pg. 91 | Writtentest,oral presentation, observation, checklist |
| Wk | LSN | strand | Sub-strand | LessonLearning Outcomes | Learning Experiences | KeyInquiryQuestion(s) | Learning Resources | AssessmentMethods | Refl |
| 3 | Playinga musical instrument-shaking | Bytheendofthelesson,thelearnershouldbe able to: a. identifythemethodsofplayinga percussion instrument b. playapercussionmusicalinstrumentfor enjoyment, c. appreciatepercussionmusical instrumentsfromdiverseKenyancultural communities. | Thelearnerisguidedto: ● visit actual or virtual sites to watchorobservehowpercussion instruments are played, ● practicethemethodsofplaying shakers, jingles and drums, | 1. Why are percussion musical instruments played? 2. How can percussion instrumentsbe improvised? | Digital device, music room, plastic tins, tin cans, pebbles, seeds BookmarkCreativeAct. Gr 1 T.G pg. 63 BookmarkCreativeAct. Gr 1 P.B pg. 92 | Writtentest,oral presentation, observation, checklist | |||
| 4 | Hitting | Bytheendofthelesson,thelearnershouldbe able to: a. identifythemethodsofplayinga percussion instrument b. playapercussionmusicalinstrumentfor enjoyment, c. appreciate percussion musical instrumentsfromdiverseKenyancultural communities. | Thelearnerisguidedto: ● visit actual or virtual sites to watchorobservehowpercussion instruments are played, ● practicethemethodsofplaying shakers, jingles and drums, | 1. Why are percussion musical instruments played? 2. How can percussion instrumentsbe improvised? | Digital device, music room, plastic tins, tin cans, pebbles, seeds BookmarkCreativeAct. Gr 1 T.G pg. 63 BookmarkCreativeAct. Gr 1 P.B pg. 92 | Writtentest,oral presentation, observation, checklist | |||
| 5 | Scrapping | Bytheendofthelesson,thelearnershouldbe able to: a. identifythemethodsofplayinga percussion instrument b. playapercussionmusicalinstrumentfor enjoyment, c. appreciatepercussionmusical instrumentsfromdiverseKenyancultural communities. | Thelearnerisguidedto: ● visit actual or virtual sites to watchorobservehowpercussion instruments are played, ● practicethemethodsofplaying shakers, jingles and drums, | 1. Why are percussion musical instruments played? 2. How can percussion instrumentsbe improvised? | Digital device, music room, plastic tins, tin cans, pebbles, seeds BookmarkCreativeAct. Gr 1 T.G pg. 63 BookmarkCreativeAct. Gr 1 P.B pg. 92 | Writtentest,oral presentation, observation, checklist | |||
| 6 | Playing musical instrument using body movements | Bytheendofthelesson,thelearnershould be able to: a. identify percussion musical instrumentsfromdiverseindigenous Kenyan communities, b. playapercussionmusicalinstrument for enjoyment, c. appreciate percussion musical instrumentsfromdiverseKenyan cultural communities. | Thelearnerisguidedto: ● play a percussion musical instrumenttoaccompanysinging. | 1. Why are percussion musical instruments played? 2. How can percussion instrumentsbe improvised? | Digital device, music room, plastic tins, tin cans, pebbles, seeds BookmarkCreativeAct. Gr 1 T.G pg. 60 BookmarkCreativeAct. Gr 1 P.B pg. 92 | Writtentest,oral presentation, observation, checklist |
| Wk | LSN | strand | Sub-strand | LessonLearning Outcomes | Learning Experiences | KeyInquiryQuestion(s) | Learning Resources | AssessmentMethods | Refl |
| 7 | APPRECIATIO N | Musicalsounds (soundsinthe immediate environment-sources of sounds-Birds, | Bytheendofthelesson,thelearnershould be able to: a. identify sounds in the local environmentforauraldiscrimination, b. Observeorwatchbirdsmaking sounds. c. enjoylisteningtoandtalkingabout music. | Thelearnerisguidedto: ● keenlylistentosounds(birds,humans, animals, objects) within the school environment and identify their sources, | 1 Why is it importantto listen to music? 2.Howdoes listening to musicmake you feel? | Outside space, digital devices, pictures of animals,birdsandobjects Bookmark Creative Act. Gr 1 T.G pg. 64-65 BookmarkCreativeAct. Gr 1 P.B pg. 93-94 | Oraltests,aural test, written tests, peer assessment | ||
| 7 | 1 | animals, | Bytheendofthelesson,thelearnershould be able to: a. identify sounds in the local environmentforauraldiscrimination, b. Observeorwatchanimalsmaking sounds. c. enjoylisteningtoandtalkingabout music. | Thelearnerisguidedto: ● keenlylistentosounds(birds,humans, animals, objects) within the school environment and identify their sources, | 1 Why is it importantto listen to music? 2.Howdoes listening to musicmake you feel? | Outside space, digital devices, pictures of animals,birdsandobjects Bookmark Creative Act. Gr 1 T.G pg. 64-65 BookmarkCreativeAct. Gr 1 P.B pg. 93-94 | Oraltests,aural test, written tests, peer assessment | ||
| 2 | humans | Bytheendofthelesson,thelearnershould be able to: a. identify sounds in the local environmentforauraldiscrimination, b. Observeorwatchhumansmaking sounds. c. enjoylisteningtoandtalkingabout music. | Thelearnerisguidedto: ● keenlylistentosounds(birds,humans, animals, objects) within the school environment and identify their sources, | 1 Why is it importantto listen to music? 2.Howdoes listening to musicmake you feel? | Outside space, digital devices, pictures of animals,birdsandobjects Bookmark Creative Act. Gr 1 T.G pg. 64-65 BookmarkCreativeAct. Gr 1 P.B pg. 93-94 | Oraltests,aural test, written tests, peer assessment | |||
| 3 | objects | Bytheendofthelesson,thelearnershould be able to: a. identify sounds in the local environmentforauraldiscrimination, b. Observeorwatchobjectsmaking sounds. c. enjoylisteningtoandtalkingabout music. | Thelearnerisguidedto: ● keenlylistentosounds(birds,humans, animals, objects) within the school environment and identify their sources, | 1 Why is it importantto listen to music? 2.Howdoes listening to musicmake you feel? | Outside space, digital devices, pictures of animals,birdsandobjects Bookmark Creative Act. Gr 1 T.G pg. 64-65 BookmarkCreativeAct. Gr 1 P.B pg. 93-94 | Oraltests,aural test, written tests, peer assessment |
| Wk | LSN | strand | Sub-strand | LessonLearning Outcomes | Learning Experiences | KeyInquiryQuestion(s) | Learning Resources | AssessmentMethods | Refl |
| 4 | ● Elementsof music: – Pitch-High or lowsound | Bytheendofthelesson,thelearnershould be able to: a. describetheelementsofmusicas used in a song, b. Listentohighandlowsoundsinthe environment. c. enjoylisteningtoandtalkingabout music. | Thelearnerisguidedto: ● identifyhighandlowsounds from the environment, | 1 Why is it importantto listen to music? 2.Howdoes listening to musicmake you feel? | Outside space, digital devices, pictures of animals,birdsandobjects Bookmark Creative Act. Gr 1 T.G pg. 65 BookmarkCreativeAct. Gr 1 P.B pg. 94-95 | Oraltests,aural test, written tests, peer assessment | |||
| 5 | ● Elementsof music: – Pitch-High or lowsound | Bytheendofthelesson,thelearnershould be able to: a. describetheelementsofmusicas used in a song, b. Listentohighandlowsoundsinthe environment. c. enjoylisteningtoandtalkingabout music. | Thelearnerisguidedto: ● identifyhighandlowsounds from the environment, ● collaboratively listen to live/recordedmusicanddescribe itspitch,usingappropriateterminology such as;high/ low, | 1 Why is it importantto listen to music? 2.Howdoes listening to musicmake you feel? | Outside space, digital devices, pictures of animals,birdsandobjects Bookmark Creative Act. Gr 1 T.G pg. 65 BookmarkCreativeAct. Gr 1 P.B pg. 94-95 | Oraltests,aural test, written tests, peer assessment | |||
| 6 | ● Elementsof music: – Volume-Loud orsoftsound, – | Bytheendofthelesson,thelearnershould be able to: a. describetheelementsofmusicas used in a song, b. Describethevolumeofasound listened to. c. enjoylisteningtoandtalkingabout music. | Thelearnerisguidedto: ● collaboratively listen to live/recordedmusicanddescribe itsvolumeusingappropriateterminology such as; loud/soft, | 1 Why is it importantto listen to music? 2.Howdoes listening to musicmake you feel? | Outside space, digital devices, pictures of animals,birdsandobjects Bookmark Creative Act. Gr 1 T.G pg. 66 BookmarkCreativeAct. Gr 1 P.B pg. 95 | Oraltests,aural test, written tests, peer assessment | |||
| 7 | ● Elementsof music: – Volume-Loud orsoftsound, – | Bytheendofthelesson,thelearnershould be able to: a. describetheelementsofmusicas used in a song, b. Describethevolumeofasound listened to. c. enjoylisteningtoandtalkingabout music. | Thelearnerisguidedto: ● collaboratively listen to live/recordedmusicanddescribe itsvolumeusingappropriateterminology such as; loud/soft, | 1 Why is it importantto listen to music? 2.Howdoes listening to musicmake you feel? | Outside space, digital devices, pictures of animals,birdsandobjects Bookmark Creative Act. Gr 1 T.G pg. 66 BookmarkCreativeAct. Gr 1 P.B pg. 95 | Oraltests,aural test, written tests, peer assessment |
| Wk | LSN | strand | Sub-strand | LessonLearning Outcomes | Learning Experiences | KeyInquiryQuestion(s) | Learning Resources | AssessmentMethods | Refl |
| 8 | 1 | ● Elementsof music: -Speed Fast/slow sound | Bytheendofthelesson,thelearnershould be able to: a. describetheelementsofmusicas used in a song, b. Describethespeedofasound listened to. c. enjoylisteningtoandtalkingabout music. | Thelearnerisguidedto: ● collaboratively listen to live/recordedmusicanddescribe itsspeedusingappropriateterminology such as; fast/slow | 1 Why is it importantto listen to music? 2.Howdoes listening to musicmake you feel? | Outside space, digital devices, pictures of animals,birdsandobjects Bookmark Creative Act. Gr 1 T.G pg. 66 BookmarkCreativeAct. Gr 1 P.B pg. 96 | Oraltests,aural test, written tests, peer assessment | ||
| 2 | ● Elementsofmusic: -Speed Fast/slow sound | Bytheendofthelesson,thelearnershould be able to: a. describetheelementsofmusicas used in a song, b. Describethespeedofasound listened to. c. enjoylisteningtoandtalkingabout music. | Thelearnerisguidedto: ● collaboratively listen to live/recordedmusicanddescribe itsspeedusingappropriateterminology such as; fast/slow | 1 Why is it importantto listen to music? 2.Howdoes listening to musicmake you feel? | Outside space, digital devices, pictures of animals,birdsandobjects Bookmark Creative Act. Gr 1 T.G pg. 66 BookmarkCreativeAct. Gr 1 P.B pg. 97 | Oraltests,aural test, written tests, peer assessment | |||
| 3 | Imitating soundsinthe environment | Bytheendofthelesson,thelearnershould be able to: a. identify sounds in the local environmentforauraldiscrimination, b. respondtosoundsintheenvironment for self-expression, c. enjoylisteningtoandtalkingabout music. | Thelearnerisguidedto: ● listentoandrespondimaginativelyto sounds in the environment through; movement, imitation or talking aboutit, | 1 Why is it importantto listen to music? 2.Howdoes listening to musicmake you feel? | Outside space, digital devices, pictures of animals,birdsandobjects Bookmark Creative Act. Gr 1 T.G pg. 66 BookmarkCreativeAct. Gr 1 P.B pg. 97 | Oraltests,aural test, written tests, peer assessment | |||
| 4 | Mood in the song (happy andsad song) | Bytheendofthelesson,thelearnershould be able to: a. describethemoodofsongsfor emotional expression, b. Talkaboutthemoodexpressedin various songs. c. enjoylisteningtoandtalkingabout music. | Thelearnerisguidedto: ● talkaboutthemoodofselectedpieces of short music either as happy or sad. | 1 Why is it importantto listen to music? 2.Howdoes listening to musicmake you feel? | Outside space, digital devices, pictures of animals,birdsandobjects Bookmark Creative Act. Gr 1 T.G pg. 66-67 BookmarkCreativeAct. Gr 1 P.B pg. 97 | Oraltests,aural test, written tests, peer assessment |
| Wk | LSN | strand | Sub-strand | LessonLearning Outcomes | Learning Experiences | KeyInquiryQuestion(s) | Learning Resources | AssessmentMethods | Refl |
| 5 | Mood in the song (happy andsad song) | Bytheendofthelesson,thelearnershould be able to: a. describethemoodofsongsfor emotional expression, b. Talkaboutthemoodexpressedin various songs. c. enjoylisteningtoandtalkingabout music. | Thelearnerisguidedto: ● talkaboutthemoodofselectedpieces of short music either as happy or sad. | 1 Why is it importantto listen to music? 2.Howdoes listening to musicmake you feel? | Outside space, digital devices, pictures of animals,birdsandobjects Bookmark Creative Act. Gr 1 T.G pg. 66-67 BookmarkCreativeAct. Gr 1 P.B pg. 97 | Oraltests,aural test, written tests, peer assessment | |||
| 6 | Mood in the song (happy andsad song) | Bytheendofthelesson,thelearnershould be able to: a. describethemoodofsongsfor emotional expression, b. Talkaboutthemoodexpressedin various songs. c. enjoylisteningtoandtalkingabout music. | Thelearnerisguidedto: ● talkaboutthemoodofselectedpieces of short music either as happy or sad. | 1 Why is it importantto listen to music? 2.Howdoes listening to musicmake you feel? | Outside space, digital devices, pictures of animals,birdsandobjects Bookmark Creative Act. Gr 1 T.G pg. 67-68 BookmarkCreativeAct. Gr 1 P.B pg. 98-99 | Oraltests,aural test, written tests, peer assessment | |||
| 7 | Water safety awareness ● Water dangers ● Montage | Waterpoints at home | Bytheendofthelesson,thelearnershould be able to: a. recognizedifferentwaterpoints around the home environment, b. Identifydifferentwaterpointsat home. c. appreciatewatersafetyathomefor life skills, | Thelearnerisguidedto: ● observepicturesofdifferentwater points at home and share with peers, | 1. Howcanwater points at home be dangerous? 2. Whatmaterials are used to make a montage? | Digitaldevice,water sources BookmarkCreativeAct. Gr 1 T.G pg. 69 BookmarkCreativeAct. Gr 1 P.B pg. 100 | Practicaltests, oral presentations, observation, checklist | ||
| 9 | 1 | Waterpoints at home | Bytheendofthelesson,thelearnershould be able to: a. recognizedifferentwaterpoints around the home environment, b. Identifydifferentwaterpointsat home. c. appreciatewatersafetyathomefor life skills, | Thelearnerisguidedto: ● observepicturesofdifferentwater points at home and share with peers, | 1. Howcanwater points at home be dangerous? 2. Whatmaterials are used to make amontage? | Digitaldevice,water sources BookmarkCreativeAct. Gr 1 T.G pg. 69 BookmarkCreativeAct. Gr 1 P.B pg. 100 | Practicaltests, oral presentations, observation, checklist |
| Wk | LSN | strand | Sub-strand | LessonLearning Outcomes | Learning Experiences | KeyInquiryQuestion(s) | Learning Resources | AssessmentMethods | Refl |
| 2 | Different waterpoints and bodies | Bytheendofthelesson,thelearnershould be able to: a. recognizedifferentwaterpoints around the home environment, b. talkaboutdifferentwaterpointsand bodies. c. appreciatewatersafetyathomefor life skills, | Thelearnerisguidedto: ● observepicturesofdifferentwater points at home and share with peers, ● talkabout waterpointsat home, | 1. Howcanwater points at home be dangerous? 2. Whatmaterials are used to make a montage? | Digitaldevice,water sources BookmarkCreativeAct. Gr 1 T.G pg. 70 BookmarkCreativeAct. Gr 1 P.B pg. 100-101 | Practicaltests, oral presentations, observation, checklist | |||
| 3 | Different waterpoints and bodies | Bytheendofthelesson,thelearnershould be able to: a. recognizedifferentwaterpoints around the home environment, b. talkaboutdifferentwaterpointsand bodies. c. appreciatewatersafetyathomefor life skills, | Thelearnerisguidedto: ● observepicturesofdifferentwater points at home and share with peers, ● talkabout waterpointsat home, | 1. Howcanwater points at home be dangerous? 2. Whatmaterials are used to make a montage? | Digitaldevice,water sources BookmarkCreativeAct. Gr 1 T.G pg. 70 BookmarkCreativeAct. Gr 1 P.B pg. 100-101 | Practicaltests, oral presentations, observation, checklist | |||
| 4 | Dangers of waterpoints at home (drowning,) | Bytheendofthelesson,thelearnershould be able to: a. identifywaterdangersarisingfrom water points at home, b. Observepicturesofdangersatwater points at home. c. appreciatewatersafetyathomefor life skills, | Thelearnerisguidedto: ● talkaboutthedangersofwaterpoints at home with peers, . | 1. Howcanwater points at home be dangerous? 2. Whatmaterials are used to make a montage? | Digitaldevice,water sources BookmarkCreativeAct. Gr 1 T.G pg. 70 BookmarkCreativeAct. Gr 1 P.B pg. 101-102 | Practicaltests, oral presentations, observation, checklist | |||
| 5 | Dangers of waterpoints at home ( injuries) | Bytheendofthelesson,thelearnershould be able to: a. identifywaterdangersarisingfrom water points at home, b. Observepicturesofdangersatwater points at home. c. appreciatewatersafetyathomefor life skills, | Thelearnerisguidedto: ● talkaboutthedangersofwaterpoints at home with peers, . | 1. Howcanwater points at home be dangerous? 2. Whatmaterials are used to make a montage? | Digitaldevice,water sources BookmarkCreativeAct. Gr 1 T.G pg. 70 BookmarkCreativeAct. Gr 1 P.B pg. 101-102 | Practicaltests, oral presentations, observation, checklist |
| Wk | LSN | strand | Sub-strand | LessonLearning Outcomes | Learning Experiences | KeyInquiryQuestion(s) | Learning Resources | AssessmentMethods | Refl |
| 6 | Dangers of waterpoints at home (death) | Bytheendofthelesson,thelearnershould be able to: a. identifywaterdangersarisingfrom water points at home, b. Observepicturesofdangersatwater points at home c. appreciatewatersafetyathomefor life skills, | Thelearnerisguidedto: ● talkaboutthedangersofwaterpoints at home with peers, . | 1. Howcanwater points at home be dangerous? 2. Whatmaterials are used to make a montage? | Digitaldevice,water sources BookmarkCreativeAct. Gr 1 T.G pg. 70 BookmarkCreativeAct. Gr 1 P.B pg. 101-102 | Practicaltests, oral presentations, observation, checklist | |||
| 7 | Collecting pictures of water points | Bytheendofthelesson,thelearnershould be able to: a. identifypicturesofdifferentwater points. b. Collectpicturesofdifferentwater points c. appreciatewatersafetyathomefor life skills, | Thelearnerisguidedto: ● collectpicturesoffamiliarwater pointsfrommagazines,newspapers among others, | 1. Howcanwater points at home be dangerous? 2. Whatmaterials are used to make a montage? | Digitaldevice,water sources BookmarkCreativeAct. Gr 1 T.G pg. 71 BookmarkCreativeAct. Gr 1 P.B pg. 102-103 | Practicaltests, oral presentations, observation, checklist | |||
| ENDYEARASSESSMENT/CLOSING | |||||||||
| Collecting pictures of water points | Bytheendofthelesson,thelearnershould be able to: a. identifypicturesofdifferentwater points. b. Collectpicturesofdifferentwater points c. appreciatewatersafetyathomefor life skills, | Thelearnerisguidedto: ● collectpicturesoffamiliarwater pointsfrommagazines,newspapers among others, | 1. Howcanwater points at home be dangerous? 2. Whatmaterials are used to make a montage? | Digitaldevice,water sources BookmarkCreativeAct. Gr 1 T.G pg. 71 BookmarkCreativeAct. Gr 1 P.B pg. 102-103 | Practicaltests, oral presentations, observation, checklist | ||||
| Sortingand cutting out pictures | Bytheendofthelesson,thelearnershould be able to: a. identifypicturesofdifferentwater points. b. Sortandcutpicturesofdifferent water points c. appreciatewatersafetyathomefor life skills, | Thelearnerisguidedto: ● sortandcut outthepictures, | 1. Howcanwater points at home be dangerous? 2. Whatmaterials are used to make a montage? | Digitaldevice,water sources BookmarkCreativeAct. Gr 1 T.G pg. 71 BookmarkCreativeAct. Gr 1 P.B pg. 103-104 | Practicaltests, oral presentations, observation, checklist | ||||
| Sortingand cutting out pictures | Bytheendofthelesson,thelearnershould be able to: a. identifypicturesofdifferentwaterpoints. b. Sortandcutpicturesofdifferent water points c. appreciatewatersafetyathomefor life skills, | Thelearnerisguidedto: ● sortandcut outthepictures, | 1. Howcanwater points at home be dangerous? 2. Whatmaterials are used to make a montage? | Digitaldevice,water sources BookmarkCreativeAct. Gr 1 T.G pg. 71 BookmarkCreativeAct. Gr 1 P.B pg. 103-104 | Practicaltests, oral presentations, observation, checklist | ||||
| ● Montage | Bytheendofthelesson,thelearnershould be able to: a. identifyasinginggametoperform, b. makeamontageofwaterpoints around the home environment, c. appreciatewatersafetyathomefor life skills, | Thelearnerisguidedto: ● stickusinggluesideby sidethe picturesonastiffpapertomakea simple montage, ● performasinginggameaboutthe dangers of water, | 1. Howcanwater points at home be dangerous? 2. Whatmaterials are used to make a montage? | Digitaldevice,water sources BookmarkCreativeAct. Gr 1 T.G pg. 71 BookmarkCreativeAct. Gr 1 P.B pg. 104 | Practicaltests, oral presentations, observation, checklist |
| ● Montage | Bytheendofthelesson,thelearnershould be able to: a. identifywaterdangersarisingfrom water points at home, b. makeamontageofwaterpoints around the home environment, c. appreciatewatersafetyathomefor life skills, | Thelearnerisguidedto: | 1.How canwater | Digitaldevice,water | Practicaltests, | |||||
| sources BookmarkCreativeAct. Gr 1 T.G pg. 71-72 BookmarkCreativeAct. Gr 1 P.B pg. 105-106 | ||||||||||
| pointsat home be dangerous? 2.Whatmaterials are used to make a montage? | oral presentations, observation, checklist | |||||||||
| ● show the montage work and talk aboutwaystobesafearoundwater points at homes, | ||||||||||
| ● Montage | Bytheendofthelesson,thelearnershould be able to: a. identifywaterdangersarisingfrom water points at home, b. narratewaysofapplyingsafety around water points at home c. appreciatewatersafetyathomefor life skills, | Thelearnerisguidedto: | 1.How canwater | Digitaldevice,water | Practicaltests, | |||||
| sources BookmarkCreativeAct. Gr 1 T.G pg. 71-72 BookmarkCreativeAct. Gr 1 P.B pg. 105-106 | ||||||||||
| pointsat home be dangerous? 2.Whatmaterials are used to make a montage? | oral presentations, observation, checklist | |||||||||
| ● observesafetymeasuresaroundwater points at home by exercising self-discipline. | ||||||||||
| 3-7 | END YEAR ASSESSMENT/C LOSING | |||||||||
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