2024 SCHEME OF WORK

CREATIVE ARTS AND SPORTS

GRADE EIGHT
TERM 2
SCHOOL GRADE LEARNING AREA TERM YEAR
GRADE 8 CREATIVE ARTS AND SPORTS 2 2024

W LSN Strand Sub-strand Specific-Learning outcomes Learning Experience Key Inquiry Question(S) Learning Assessment Reflection
K Resources Methods
1 1 Creating and Montage; Pictorial By the end of the lesson, the learner should Learners are guided to define the What is the meaning of montage Curriculum Design; Creative Oral
Performing composition be able to: meaning of montage. composition? Arts and Sports, Grade 8 questions
Oral Report
a) Explain the meaning of montage. In groups, learners are guided to What are the characteristics of Pictures Observation
b) Discuss the characteristics of discuss the characteristics of montage composition? Photographs
montage composition. montage composition. Digital devices
c) Appreciate the importance of Computing devices
montage composition.

2 Creating and Interpretation of subject By the end of the lesson, the learner should Learners are guided to identify the How to interpret subject matter Oral
Performing matter be able to: materials used to make montage of a montage composition? Pictures questions
composition. Photographs Oral Report
a) Identify the materials used to make Digital devices Observation
montage composition. In groups, learners are guided to Computing devices
b) Interpret subject matter of montage interpret subject matter of
composition. montage composition.
c) Appreciate interpretation of subject
matter in montage composition. In groups, learners are guided to
use digital devices to visit a
number of websites showing
montage pictures and learn more
about this technique of picture
making.

3 Creating and Mounting surfaces By the end of the lesson, the learner should Learners are guided to identify What are mounting surfaces? Oral
Performing be able to: mounting surfaces. questions
How to prepare mounting Pictures Oral Report
a) Identify mounting surfaces. In groups, learners are guided to surfaces for making montage Photographs Observation
collect and prepare mounting compositions? Digital devices

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 b) Collet and prepare mounting surfaces for making montage Computing devices
surfaces for making montage compositions.
compositions.
c) Appreciate the use of mounting
surfaces.

4 Creating and Mounting surfaces By the end of the lesson, the learner should In groups, learners to list the wild Which wild animals are referred Oral
Performing be able to: animals in Kenya. as the big five? Pictures questions
Photographs Oral Report
a) List the wild animals in Kenya. In groups, learners to state the Digital devices Observation
b) Narrate what they have seen from a importance of taking care of wild Computing devices
film or television programme animals.
concerning wild animals in Kenya.
c) State the importance of taking care In groups, learners to narrate what
of wild animals. they have seen from a film or
d) Appreciate the importance of wild television programme concerning
animals. wild animals in Kenya

5 Creating and How to create a montage By the end of the lesson, the learner should Learners are guided to outline the How do you create a montage Oral
Performing pictorial composition on be able to: procedure to follow when creating pictorial composition on wild Painting materials questions
wild animals a montage composition based on animals? Papers Oral Report
a) Outline the procedure to follow wild animals. Pencils Observation
when creating a montage Sharpeners
composition based on wild animals. Learners are guided to create a Erasers
b) Create a montage composition montage composition based on Rulers
based on wild animals. wild animals. Pictures
c) Have fun and enjoy making an Photographs
interesting and appealing montage Digital devices
composition. Computing devices

2 1 Athletics Middle Distance Races By the end of the lesson, the learner should In groups or in pairs, learners are What is the body position of the Spotlight; Physical Education Oral
be able to: guided to discuss what is athlete in each phase? and Sports Learner’s Book questions
happening in learner’s book 8 Grade 8 pg. 80-81 Oral Report
a) Discuss what is happening in page 80 Observation
learner’s book 8 page 80
Pictures
b) Describe the body positioning of In groups or in pairs, learners are
the athlete in each phase. Charts
guided to describe the body Realia
c) Give two examples of races started positioning of the athlete in each
in the same way as the one on the Computing devices
phase.
picture.
d) Develop a curiosity to learn more In groups or in pairs, learners are
about middle distance races. guided to give two examples of
races started in the same way as
the one on the picture.
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2 Athletics Middle Distance Races By the end of the lesson, the learner should In groups or in pairs, learners are Where are middle distance races Spotlight; Physical Education Oral
be able to: guided to use the link: performed? and Sports Learner’s Book questions
http://tinurl.com/2p8c7cj2 to Grade 8 pg. 81-83 Oral Report
a) Use the link: watch a video clip on stating Observation
http://tinurl.com/2p8c7cj2 to watch position in middle distance races. Pictures
a video clip on stating position in
middle distance races. Charts
In groups or in pairs, learners are Realia
b) Describe the positioning of the guided to describe the positioning
runner on the track. Computing devices
of the runner on the track.
c) Demonstrate how the event started.
d) Enjoy watching the video. In groups or in pairs, learners are
guided to demonstrate how the
event started.

3 Athletics Middle Distance Races By the end of the lesson, the learner shouldIn groups or in pairs, learners are What is the position of the Spotlight; Physical Education Oral
be able to: guided to identify the facility runner on the track? and Sports Learner’s Book questions
where middle distance races are Grade 8 pg. 83-85 Oral Report
a) Identify the facility where middle performed during athletics Observation
distance races are performed during competitions.
Pictures
athletics competitions.
b) Outline the process of performing Charts
In groups or in pairs, learners are Realia
the take- off position. guided to outline the process of
c) Perform the middle- distance races. performing the take- off position. Computing devices
d) Have fun and enjoy performing the
middle- distance races. In groups or in pairs, learners are
guided to perform the middle-
distance races.

4 Athletics Middle Distance Races By the end of the lesson, the learner should In groups or in pairs, learners are How do you perform the middle Spotlight; Physical Education Oral
be able to: guided to identify the safety distance races? and Sports Learner’s Book questions
measures to observe before Grade 8 pg. 85-86 Oral Report
a) Identify the safety measures to engaging in any middle distance Observation
observe before engaging in any racing activities. Pictures
middle distance racing activities.
b) Demonstrate take-off position, Charts
In groups or in pairs, learners are Realia
pacing, stride length and recovery. guided to demonstrate take-off
c) Apply the take- off position, Computing devices
position, pacing, stride length and
pacing, stride length and recovery recovery.
in middle distance race.
d) Have fun and enjoy performing the In groups or in pairs, learners are
middle- distance races. guided to apply the take- off

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 position, pacing, stride length and
recovery in middle distance race.

5 Creating and Describing melodic By the end of the lesson, the learner should In groups or in pairs, learners are How are different musical Oral
Performing intervals in a simple be able to: guided to use digital devices and features used in interpreting Pictures questions
melody. musical instrument to sound music in staff notation? Realia Oral Report
a) Use digital devices and musical intervals. Computing devices Observation
instrument to sound intervals.
b) Discuss and describe intervals In groups or in pairs, learners are
dictated to them. guided to discuss and describe
c) Write intervals of music using tonic intervals dictated to them
sol-fa and staff notation in groups.
d) Appreciate music written in major In groups or in pairs, learners are
keys on treble staff. guided to discuss and describe
intervals dictated to them

3 1 Creating and Construction of major By the end of the lesson, the learner should In groups or in pairs, learners are How do you construct major Oral
Performing scales of C,G,D and A be able to: guided to sing the scale of C, G, D scales of C, G, D and A major Pictures questions
and A major ascending and on treble staff? Realia Oral Report
a) Sing the scale of C, G, D and A descending using appropriate Computing devices Observation
major ascending and descending pitching.
using appropriate pitching.
b) Sing simple melodies using tonic In groups or in pairs, learners are
sol-fa and hand signs using metre guided to sing simple melodies
and tone set. using tonic sol-fa and hand signs
c) Identify opening pitch, rhythmic using metre and tone set.
patterns and sing entire selection
while keeping a steady beat. In groups or in pairs, learners are
d) Appreciate music written in staff guided to identify opening pitch,
notation. rhythmic patterns and sing entire
selection while keeping a steady
beat.

2 Creating and The scale C major By the end of the lesson, the learner should In groups or in pairs, learners are How do we read the melody Oral
Performing be able to: guided to use a piano keyboard to based on the scale of C major? Pictures questions
play white keys starting from C to Realia Oral Report
a) Use a piano keyboard to play white C'. Computing devices Observation
keys starting from C to C'.
b) Sing melodies with scalic motion In groups or in pairs, learners are
and different pitch levels. guided to sing melodies with
c) Sing the C major scale ascending scalic motion and different pitch
and descending using tonic sol-fa levels.

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 d) Appreciate music scale written in
staff notation. In groups or in pairs, learners are
guided to sing the C major scale
ascending and descending using
tonic sol-fa

3 Creating and The scale of G and D By the end of the lesson, the learner should In groups or in pairs, learners are How are different musical Pictures Oral
Performing major. be able to: guided to construct the diatonic features used in interpreting Realia questions
major scales on treble staff. music in a staff notation? Computing devices Oral Report
a) Construct the diatonic major scales Observation
on treble staff. In groups or in pairs, learners are
b) Construct major scales of G and D guided to construct major scales
on treble staff. of G and D on treble staff.
c) Sing the scales of G and D
ascending and descending using In groups or in pairs, learners are
appropriate pitching. guided to sing the scales of G and
d) Have fun and enjoy singing. D ascending and descending using
appropriate pitching.

4 Creating and Interpret simple melodies By the end of the lesson, the learner should In groups or in pairs, learners are How do you play melodies using Pictures Oral
Performing in the key of C,D,G and be able to: guided to sing simple melodies in a western music instrument? Realia questions
A major C, G, D and A major ascending Computing devices Oral Report
a) Sing simple melodies in C, G, D and descending using appropriate Observation
and A major ascending and pitching.
descending using appropriate
pitching. In groups or in pairs, learners are
b) Read simple melodies in major guided to read simple melodies in
keys on treble staff. major keys on treble staff.
c) Appreciate different types of
melodies.

5 Games; Netball Chest pass in Netball By the end of the lesson, the learner should In groups, learners are guided to What is netball? Pictures Oral
be able to: use digital device to watch a video Realia questions
clip and observe the chest pass in Computing devices Oral Report
a) Use digital device to watch a video netball. Observation
clip and observe the chest pass in
netball. In groups, learners to demonstrate
b) Demonstrate chest pass in netball chest pass in netball by
by positioning the body arms and positioning the body arms and
legs
legs
c) Have fun practicing how to chest
pass in netball.

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4 1 Games; Netball Dodging and marking in By the end of the lesson, the learner should Learners to define dodging and Why do you think the players Pictures Oral
Netball be able to: marking. are close to each other? Realia questions
Computing devices Oral Report
a) Define dodging and marking. In groups, learners to use digital Observation
b) Use digital device to watch a video device to watch a video clip and
clip and observe the dodge and observe the dodge and marking in
marking in netball. netball
c) Demonstrate dodge and marking in
netball. In groups, learners are guided to
d) Have fun practicing how to dodge demonstrate dodge and marking
and marking in netball. in netball

2 Games; Netball Dodging and marking in By the end of the lesson, the learner should In groups, learners to identify the Why should two players look at Pictures Oral
Netball be able to: drills in dodging and marking the same direction? Realia questions
Computing devices Oral Report
a) Identify the drills in dodging and In groups, learners are guided to Observation
marking. play the dodge challenger game
b) Play the dodge challenger game.
c) Have fun and enjoy playing dodge
and marking in netball.

3 Games; Netball Footwork in Netball By the end of the lesson, the learner should In groups, learners to explain the What is the role of pivoting Pictures Oral
be able to: role of pivoting during a game of during a game of Netball? Realia questions
Netball. Computing devices Oral Report
a) Explain the role of pivoting during Observation
a game of Netball. In groups, learners are guided to
b) Use digital device to watch a video use digital device to watch a video
clip and observe the compilation of clip and observe the compilation
footwork skills in Netball. of footwork skills in Netball
c) Demonstrate double foot landing,
single foot landing and pivoting. In groups, learners are guided to
d) Have fun practicing footwork in demonstrate double foot landing,
Netball. single foot landing and pivoting

4 Games; Netball Footwork in Netball By the end of the lesson, the learner should In groups, learners to explain how How do you mark a player with Oral
be able to: to mark a player with a ball during a ball during Netball match? Pictures questions
a Netball match Realia Oral Report
a) Explain how to mark a player with Computing devices Observation
a ball during a Netball match. In groups, learners are guided to
b) Practise footwork techniques in practice footwork techniques in
Netball games such as, the beeline, Netball games such as, the
the sickle. beeline, the sickle
c) Have fun playing netball games.

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 5 Games; Netball Multi Media Art By the end of the lesson, the learner should Learners are guided in pairs, in What is a flip book in Oral
be able to: groups or individually to: animation? Pictures questions
Realia Oral Report
a) Watch a flip book animation from a Watch a flip book animation from Observation
digital device and discuss your a digital device and discuss your Computing devices
observations. observations.
b) List the tools and materials used
when creating a flip book List the tools and materials used
animation. when creating a flip book
c) Appreciate flip book animations. animation.

5 1 Games; Netball Multi Media Art By the end of the lesson, the learner should Learners are guided in pairs, in how do we create a flip book Oral
be able to: groups or individually to: animation? Pictures questions
Realia Oral Report
a) Discuss things to consider when Discuss things to consider when Observation
creating a flip book animation. creating a flip book animation. Computing devices
b) Write down factors to ensure
creation of a smooth transition Write down factors to ensure
c) Appreciate creating a flip book creation of a smooth transition
animation.

2 Creating and Multi Media Art By the end of the lesson, the learner should In groups or in pair, learners are What is dye? Oral
Performing be able to: guided to define the term dye and Pictures questions
wax. What is wax? Realia Oral Report
a) Define the term dye and wax. Observation
Computing devices
b) Recognize the materials used in In groups or in pair, learners are
wax and dye. guided to recognize the materials
c) Appreciate the materials used in used in wax and dye.
wax and dye.

3 Creating and Multi Media Art By the end of the lesson, the learner should In group or in pairs, learners are How do you analyse tie and dye? Oral
Performing be able to: guided to identify the technique in Pictures questions
tie, dye and batik. Realia Oral Report
a) Identify the technique in tie, dye Observation
Computing devices
and batik. In group or in pairs, learners are
b) Analyse tie and dye and batik in guided to analyse tie and dye and
fabric decoration. batik in fabric decoration.
c) Appreciate the use of tie, dye and
batik in fabric decorations.

4 Creating and Multi Media Art By the end of the lesson, the learner should In group or in pairs, learners are Which type of fabric are ironed? Oral
Performing be able to: guided to list the fabrics used in Pictures questions
washing and ironing. Realia Oral Report
a) List the fabrics used in washing and Observation
Computing devices
ironing.

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 b) Source and prepare a recyclable In group or in pairs, learners are
cotton fabric by washing and guided to source and prepare a
ironing. recyclable cotton fabric by
c) Appreciate types of fabrics. washing and ironing.

5 Creating and Multi Media Art By the end of the lesson, the learner should In group or in pairs, learners are What are the sources of artificial Oral
Performing be able to: guided to identify source of dyes? Pictures questions
artificial dye with emphasis on Realia Oral Report
a) Identify source of artificial dye pigment and fixatives. Observation
Computing devices
with emphasis on pigment and
fixatives. In group or in pairs, learners are
b) Collaboratively prepare natural dye guided to collaboratively prepare
from the environment. natural dye from the environment.
c) Appreciate the sources of artificial
dyes.

6 1 Creating and Multi Media Art By the end of the lesson, the learner should In group or in pairs, learners are What is batik in fabric? Oral
Performing be able to: guided to explain the meaning of Pictures questions
batik in fabric. Realia Oral Report
a) Explain the meaning of batik in Observation
Computing devices
fabric. In group or in pairs, learners are
b) Tie and dye to decorate a fabric for guided to tie and dye to decorate a
in two colours (diamond and fabric for in two colours (diamond
pleating) and pleating)
c) Appreciate the uses of batik in
fabrics.

2 Creating and Multi Media Art By the end of the lesson, the learner should In group or in pairs, learners are How do you preparing wax for Oral
Performing be able to: guided to recycle candle wax and batik? Pictures questions
beeswax. Realia Oral Report
a) Recycle candle wax and beeswax. Observation
Computing devices
b) Prepare wax for batik from In group or in pairs, learners are
recyclable candle wax and guided to prepare wax for batik
beeswax. from recyclable candle wax and
c) Have fun and enjoy preparing wax beeswax.
for batik.

3 Creating and Multi Media Art By the end of the lesson, the learner should In group or in pairs, learners are Which materials do use in batik Oral
Performing be able to: guided to prepare the materials to the fabric? Pictures questions
use in batik the fabric. Realia Oral Report
a) Prepare the materials to use in batik Observation
Computing devices
the fabric. In group or in pairs, learners are
b) Batik the fabric using cracked and guided to batik the fabric using
textured techniques to make a mat. cracked and textured techniques
to make a mat
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 c) Have fun and enjoy batiking
fabrics.

4 Creating and Multi Media Art By the end of the lesson, the learner should In group or in pairs, learners are Which materials do you to dye Oral
Performing be able to: guided to list the materials used to or batik a curtain? Pictures questions
dye or batik a curtain Realia Oral Report
a) List the materials used to dye or Observation
Computing devices
batik a curtain. In group or in pairs, learners are
b) Collaboratively decorate a fabric guided to collaboratively decorate
with either tie and dye/ batik to a fabric with either tie and dye/
make a curtain. batik to make a curtain
c) Have fun and enjoy decorating
fabrics with either tie and dye/batik
to make a curtain.

5 Creating and Multi Media Art By the end of the lesson, the learner should In pairs, learners are guided to Which technique did you use to Oral
Performing be able to: state the techniques to use to finish a fabric? Pictures questions
finish a fabric. Realia Oral Report
a) State the techniques to use to finish Observation
Computing devices
a fabric. In pairs, learners are guided to
b) Finish the fabric appropriately by finish the fabric appropriately by
dewaxing, ironing and trimming. dewaxing, ironing and trimming.
c) Appreciate resist methods of
decorating fabric.

7 1 Creating and Multi Media Art By the end of the lesson, the learner should In groups, learners are guided to How do you think images are Oral
Performing be able to: discuss what is animation. made to appear to be moving Pictures questions
and talking? Digital devices Oral Report
a) Discuss what is animation In groups, learners are guided to Observation
Computing devices
b) Share experiences on animation share experiences on animation
shows you have seen. shows you have seen.
c) Appreciate animation as a way of
creating art.

2 Performing Descent recorder; G By the end of the lesson, the learner should In groups or in pairs, learners are What is major scale? Moran; Performing Arts Oral
major on staff notation be able to: guided to define the term western Learner’s Book Grade 8 pg. 193 questions
in music. Oral Report
a) Define the term western in music. Observation
Pictures
b) Write the scale pf G major on a
Charts
staff with key signature. In groups or in pairs, learners are
c) Sing the scale of G major Realia
guided to write the scale of G Computing devices
ascending and descending using major on a staff with key
tonic sol-fa signature.
d) Enjoy singing the scale of G major.
In groups or in pairs, learners are
guided to sing the scale of G

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 major ascending and descending
using tonic sol-fa

3 Performing Reading and interpreting By the end of the lesson, the learner should In groups or in pairs, learners are How is the G major scale Moran; Performing Arts Oral
the fingering chart for the be able to: guided to watch a video or a live played? Learner’s Book Grade 8 pg. 194- questions
notes on G major performance of a person playing 196 Oral Report
a) Watch a video or a live the scale of G major on the Observation
performance of a person playing recorder. Pictures
the scale of G major on the
recorder. Charts
In groups or in pairs, learners are Realia
b) Read the interpret the fingering guided to read the interpret the
chart for the notes on G major. Computing devices
fingering chart for the notes on G
c) Practice playing individual letters major.
of the scale of G major using the
correct fingering. In groups or in pairs, learners are
d) Enjoy singing the scale of G using guided to practice playing
the correct fingering. individual letters of the scale of G
major using the correct fingering.

4 Performing Appropriate techniques By the end of the lesson, the learner should In groups or in pairs, learners are Which part of the fingers is used Moran; Performing Arts Oral
for playing the descant be able to: guided to watch descant recorder in order to cover the holes Learner’s Book Grade 8 pg. 197- questions
recorder performances. correctly? 198 Oral Report
a) Watch descant recorder Observation
performances. In groups or in pairs, learners are What is the role of the thumb Pictures
b) Identifying techniques used in guided to identifying techniques finger on each hand? Charts
descant recorder performances. used in descant recorder
c) Apply and demonstrate the Realia
performances.
fingering and pinching techniques Computing devices
as they play simple tunes. In groups or in pairs, learners are
d) Appreciate the techniques used in guided to apply and demonstrate
descant recorder performances. the fingering and pinching
techniques as they play simple
tunes.

5 Performing Identifying techniques By the end of the lesson, the learner should In groups or in pairs, learners are How will you achieve balanced Moran; Performing Arts Oral
used in descant recorder be able to: guided to define the term and blended sounds on your Learner’s Book Grade 8 pg. 198- questions
performances embouchure and tonguing. instruments together? 199 Oral Report
a) Define the term embouchure and Observation
tonguing. In groups or in pairs, learners are Pictures
b) Practise playing the scale by guided to practice playing the
separating individual notes using Charts
scale by separating individual Realia
the tonguing technique. notes using the tonguing
c) Play a simple melody using Computing devices
technique.
tonguing and slurring.

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 d) Enjoy singing a simple melody In groups or in pairs, learners are
using tonging and slurring. guided to play a simple melody
using tonguing and slurring.

8 HALF TERM BREAK

9 1 Creating and Basic elements of a verse By the end of the lesson, the learner should In groups, learners are guided to What are the characteristic of a Oral
Performing be able to: demonstrate by reading aloud verse? Pictures questions
short verses to convey elements of Digital devices Oral Report
a) Define the term poem, outline and Observation
a verse. Computing devices
persona.
b) Recite a poem and identify the
persona. In groups, learners are guided to
c) Describe the main events which recite a poem and identify the
take place in the poem. persona.
d) Appreciate the importance of a
persona in a poem. In groups, learners are guided to
describe the main events which
take place in the poem.

2 Creating and Basic elements of a verse By the end of the lesson, the learner should In groups or in pairs, learners are How is the language used in a Oral
Performing be able to: guided to describe the basic verse? Pictures questions
elements of a verse. Digital devices Oral Report
a) Describe the basic elements of a Computing devices Observation
verse. In groups or in pairs, learners are
b) Watch a recorded performance of a guided to watch a recorded
verse to identify, in collaboration performance of a verse to identify,
with others, elements of a verse. in collaboration with others,
c) Describe how the language is used elements of a verse.
in a verse.
d) Enjoy watching the recorded
performance?

3 Creating and Theme in verse By the end of the lesson, the learner should In groups or in pairs, learners are What is a theme in poems? Oral
Performing be able to: guided to explain the meaning of Pictures questions
a theme. Digital devices Oral Report
a) Explain the meaning of a theme. Computing devices Observation
b) Discuss theme in verse in relation In groups or in pairs, learners are
to issues affecting society. guided to discuss theme in verse
c) Watch videos of short verses and in relation to issues affecting
identify poetic use of language, society.
meanings and emotions conveyed
d) Appreciate the use of themes In groups or in pairs, learners are
language in communicating guided to watch videos of short
meaning. verses and identify poetic use of
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 language, meanings and emotions
conveyed

4 Creating and Theme in verse By the end of the lesson, the learner should In groups or in pairs, learners are How does verse address Oral
Performing be able to: guided to identify an issue pertinent and contemporary Pictures questions
affecting their local community issues in the society? Digital devices Oral Report
a) Identify an issue affecting their and brainstorm on the various Computing devices Observation
local community and brainstorm on themes you can say about it.
the various themes you can say
about it. In groups or in pairs, learners are
b) Create a web diagram showing an guided to create a web diagram
issue and the various themes that showing an issue and the various
can be developed from it. themes that can be developed
c) Have a desire to curb pertinent and from it.
contemporary issues in the society.

5 Creating and Voice techniques in By the end of the lesson, the learner should In groups or in pairs, learners are How would you use language in Oral
Performing reading and reciting a be able to: guided to read aloud short verses a verse? Pictures questions
verse to convey meaning and emotions. Digital devices Oral Report
a) Read aloud short verses to convey Computing devices Observation
meaning and emotions. In groups or in pairs, learners are
b) Use voice techniques in reading guided to use voice techniques in
and reciting verse to enhance reading and reciting verse to
message delivery. enhance message delivery.
c) Appreciate the use of poetic
language in communicating
meaning.

10 1 Creating and Use of body and space By the end of the lesson, the learner should In groups or in pairs, learners are How can the body communicate Oral
Performing techniques in a verse. be able to: guided to watch a video clip on without use of words? Pictures questions
how to use body and space Digital devices Oral Report
a) Watch a video clip on how to use techniques in a verse. Computing devices Observation
body and space techniques in a
verse. In groups or in pairs, learners are
b) Perform a verse using their bodies guided to perform a verse using
as a media of communication their bodies as a media of
through gestures. communication through gestures.
c) Appreciate the narrative as a tool
for addressing issues in the society.

2 Creating and Verse By the end of the lesson, the learner should Learners are guided in pairs, in How can you read a poem in Oral
Performing Identify a theme for a be able to: groups or individually to: order to bring out its meaning? Pictures questions
verse script Watch live or recorded verse Digital devices Oral Report
performances to help identify How is a verse structured? Observation
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 a) Watch live or recorded verse pertinent issues in society which Computing devices
performances to help identify can be addressed through verse.
pertinent issues in society which
can be addressed through verse. In groups or in pairs, learners are
b) Identify an appropriate theme in guided to identify an appropriate
society for a verse script in a group. theme in society for a verse script
c) Appreciate appropriate themes to in a group.
address specific issues in the
community.

3 Creating and Verse; Writing a poem By the end of the lesson, the learner should Learners are guided in pairs, in What is a theme of a verse? Oral
Performing be able to: groups or individually to: explain Pictures questions
what they understand by the From which sources do poets get Digital devices Oral Report
a) Explain what they understand by theme of child rights, care and the idea for writing their poems? Computing devices Observation
the theme of child rights, care and protection.
protection.
b) Script a verse with a clear structure Learners are guided in pairs, in
and developed persona to address groups or individually to: Choose
the selected theme in the a topic from the theme, narrate
community in collaboration with their experience based on the
other learners topic of choice
c) Appreciate creative verse writing to
address specific issues in the Learners are guided in pairs, in
community. groups or individually to script a
verse with a clear structure and
developed persona to address the
selected theme in the community
in collaboration with other
learners.

4 Creating and Verse; Using poetic By the end of the lesson, the learner should Learners are guided in pairs, in Who is a persona in a poem? Pictures Oral
Performing devices to write a verse be able to: groups or individually to identify Digital devices questions
poetic devices from a playing What is a draft? Computing devices Oral Report
a) Identify poetic devices from a activity. Observation
playing activity.
b) Draft a verse script with a clear Learners are guided in pairs, in
structure and developed persona groups or individually to draft a
using poetic devices. verse script with a clear structure
c) Have fun revising and proofreading and developed persona using
the script to improve it. poetic devices.

5 Creating and Verse; Improvising props By the end of the lesson, the learner should Learners are guided in pairs, in How can you improvise a Pictures Oral
Performing be able to: groups or individually to gather television using locally available Digital devices questions
relevant materials for making materials? Computing devices Oral Report
props from within and without the Observation
school.
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 a) Gather relevant materials for Which effects are created by
making props from within and Learners are guided in pairs, in choice of diction, themes and
without the school. groups or individually to create props?
b) Create relevant props using locally relevant props using locally
available materials to enhance available materials to enhance
verse delivery. verse delivery.
c) Take pride in the improvised props.

11 1 Creating and Verse Persona’s point of By the end of the lesson the learner should In groups or in pairs, learners are What is the theme of the verse? Pictures Oral
Performing view be able to: guided to discuss how a persona’s Digital devices questions
point of view expresses meaning Computing devices Oral Report
a) Discuss how a persona’s point of in a verse. Observation
view expresses meaning in a verse.
b) Rehearse the verse to internalize In groups or in pairs, learners are
the persona. guided to rehearse the verse to
c) Appreciate the use of persona in internalize the persona.
poems.

2 Creating and Verse – using voice By the end of the lesson the learner should In groups or in pairs, learners are How do we make the Pictures Oral
Performing techniques in a be able to: guided to brainstorm how one presentation of a verse Digital devices questions
performance would use verbal technique to interesting and memorable? Computing devices Oral Report
a) Brainstorm how one would use enhance performance of a selected Observation
verbal technique to enhance verse.
performance of a selected verse.
b) Perform a verse using voice In groups or in pairs, learners are
techniques to convey the intended guided to perform a verse using
message. voice techniques to convey the
c) Appreciate the use of verbal intended message.
techniques to enhance performance.

3 Creating and Verse; Using body and By the end of the lesson the learner should In groups or in pairs, learners are Which kind of body language Pictures Oral
Performing space appropriately in a be able to: guided to state ways in which should be used when reciting a Digital devices questions
performance verse performance express issues poem? Computing devices Oral Report
a) State ways in which verse in the society. Observation
performance express issues in the
society. In groups or in pairs, learners are
b) Use body and space appropriately guided to use body and space
in performing a verse to convey the appropriately in performing a
intended message. verse to convey the intended
c) Develop curiosity in defining the message.
persona point of view.

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 4 Creating and Verse; Appreciating By the end of the lesson the learner should In groups or in pairs, learners are How do we make the Pictures Oral
Performing verse performance be able to: guided to list ways we can make presentation of a verse Digital devices questions
presentation of a verse interesting interesting and memorable? Computing devices Oral Report
a) List ways we can make and memorable. Observation
presentation of a verse interesting
and memorable.
b) Watch a video clip on verse In groups or in pairs, learners are
performance features. guided to watch a video clip on
c) Appreciate the use of poetic verse performance features.
language, voice, paralinguistic
features and stage movements as
complementary elements in verse
performance.

5 Creating and Use of body, voice and By the end of the lesson the learner should In groups or in pairs, learners are How does character Pictures Oral
Performing space aids to effectively be able to: guided to explain how the use of development in narratives mirror Digital devices questions
communicate the body, voice and space aids to the society? Computing devices Oral Report
a) Explain how the use of body, voice effectively communicate the Observation
intended message
and space aids to effectively intended message.
communicate the intended
message. In groups or in pairs, learners are
b) Demonstrate the use of body, voice guided to demonstrate the use of
and space. body, voice and space
c) Appreciate the narrative as a tool of
addressing contemporary issues in
society.

12 1 Creating and Use of costumes and By the end of the lesson the learner should In groups or in pairs, learners are What is the role of costume and Pictures Oral
Performing props to enhance be able to: guided to explain the role of the decor in the narration process? Digital devices questions
communication in a costumes and props in a narrative. Computing devices Oral Report
a) Explain the role of the costumes Observation
narrative
and props in a narrative
b) Demonstrate the use of costume In groups or in pairs, learners are
and props enhances communication guided to demonstrate the use of
in narrative costume and props enhances
c) Appreciate the narrative as a tool of communication in narrative.
addressing contemporary issues in
society.

2 Creating and Verse; criteria for By the end of the lesson the learner should In groups or in pairs, learners are What does one look for when Pictures Oral
Performing evaluating a verse be able to: guided to examine the criteria for evaluating a verse? Digital devices questions
performance evaluating a verse performance Computing devices Oral Report
a) Examine the criteria for evaluating Observation
a verse performance In groups or in pairs, learners are
b) Watch a video clip on verse guided to watch a video clip on
performance. verse performance.

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 c) Appreciate the use of verse to
communicate issues in society.

3 Creating and Examine main characters By the end of the lesson the learner should In groups or in pairs, learners are What is the role of verse in Pictures Oral
Performing and events in verse be able to: guided to Examine main shaping the learner’s perspective Digital devices questions
characters and events in a verse. in society? Computing devices Oral Report
a) Examine main characters and Observation
events in a verse. In groups or in pairs, learners are
b) Comment on the guided to Comment on the
significance of the values promoted significance of the values
in verse. promoted in verse
c) Appreciate the use of verse to
communicate issues in society.

4 Creating and Use of body, voice and By the end of the lesson the learner should In groups or in pairs, learners are What is a verse? Pictures Oral
Performing space in a verse be able to: guided to state the meaning of a Digital devices questions
verse Computing devices Oral Report
a) State the meaning of a verse. Observation
b) Analyze the use of body, voice and In groups or in pairs, learners are
space to effectively communicate guided to analyze the use of body,
topical concerns in verse. voice and space to effectively
c) Appreciate the use of verse to communicate topical concerns in
communicate issues in society. verse.

5 Creating and Using verse to By the end of the lesson the learner should In groups or in pairs, learners are How do these elements help Pictures Oral
Performing communicate issues in be able to: guided to analyze the use of body, communicate the message Digital devices questions
society voice and space to better? Computing devices Oral Report
a) Analyze the use of body, voice and effectively communicate Observation
space to effectively communicate topical concerns in verse
topical concerns in verse.
b) Demonstrate the use of a verse to In groups or in pairs, learners are
communicate issues in the society. guided to demonstrate the use of a
c) Appreciate the use of verse to verse to communicate issues in
communicate issues in society. the society.

13 REVISION

14 ASSESSMENT

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