<p>CBC Grade 7 Performing Arts Schemes of Work Free Editable Word, PDF Downloads</p>
<p><strong><u>PERFORMING ARTS </u></strong></p>
<p><strong><u>GRADE 7 SCHEMES OF WORK</u></strong></p>
<p>NAME OF THE TEACHER<u> </u>SCHOOL<u> </u> YEAR<u> III </u> TERM<u> </u></p>
<p><strong><u>Ref used:</u></strong></p>
<p><em>Grade 7 Performing arts curriculum Design</em></p>
<p><em>MTP Grade 7 Performing Arts Teachers Guide</em></p>
<p><em>MTP Grade 7 Performing Arts Learners Book</em></p>
<table width="1286">
<tbody>
<tr>
<td width="58"><strong>Week</strong></td>
<td width="51"><strong>LSN</strong></td>
<td width="110"><strong>STRAND</strong></td>
<td width="107"><strong>Sub-strand</strong></td>
<td width="248"><strong>Specific Learning Outcomes</strong></td>
<td width="127"><strong>Key Inquiry Question(s)</strong></td>
<td width="199"><strong>Learning Experiences</strong></td>
<td width="198"><strong>Learning Resources</strong></td>
<td width="124"><strong>Assessment Methods</strong></td>
<td width="61"><strong>Ref</strong></td>
<td width="4"> ;</td>
</tr>
<tr>
<td width="58">1</td>
<td width="51">1</td>
<td width="110">PERFORMING</td>
<td width="107">Verse – Persona’s point of view</td>
<td width="248">By the end of the lesson the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a) discuss how a persona’s point of view expresses meaning in a verse</p>
<p><strong>Skill</strong></p>
<p>b) rehearse the verse to internalize the persona.</p>
<p><strong>Attitude</strong></p>
<p>c) Develop curiosity in defining the persona point of view.</td>
<td width="127">1. How do we use verse</p>
<p>performance to express issues in</p>
<p>society?</p>
<p>2. How do we make the presentation of a verse interesting and memorable?</td>
<td width="199">The learner is guided to:</p>
<p>• read the verse script to</p>
<p>brainstorm, with other</p>
<p>learners, the meaning</p>
<p>conveyed by the persona’s</p>
<p>view</p>
<p>• rehearse the verse to</p>
<p>internalize the persona’s</p>
<p>message</p>
<p> ;</td>
<td width="198">Exercise books</p>
<p>ICT devices</p>
<p>Observation checklists</p>
<p>Portfolio</p>
<p>Anecdotal record</p>
<p><strong><em>MTP Performing Arts T.G pg. 129-131</em></strong></p>
<p><strong><em> </em></strong></p>
<p><strong><em>MTP Performing Arts P.b pg. 130</em></strong></td>
<td width="124">Oral presentations</p>
<p>Written tests</p>
<p>Question and answer</p>
<p>Assignments</p>
<p>Participatory</p>
<p>assessment</p>
<p>Peer assessment</td>
<td width="61"> ;</td>
<td width="4"> ;</td>
</tr>
<tr>
<td width="58"> ;</td>
<td width="51">2</td>
<td width="110"> ;</td>
<td width="107">Verse – using voice techniques in a performance</td>
<td width="248">By the end of the lesson the learner should be able to:</p>
<p><strong>Knowledge </strong></p>
<p>a) state the persona’s point of view.</p>
<p><strong>Skill</strong></p>
<p>b) perform a verse using voice techniques to convey the intended message.</p>
<p><strong>Attitude</strong></p>
<p>c) Develop curiosity in defining the persona point of view.</td>
<td width="127">1. How do we use verse</p>
<p>performance to express issues in</p>
<p>society?</p>
<p>2. How do we make the presentation of a verse interesting and memorable?</td>
<td width="199">The learner is guided to:</p>
<p>• perform a verse before an</p>
<p>audience while employing the use of voice, body and</p>
<p>movement to deliver the</p>
<p>message</p>
<p> ;</td>
<td width="198">Exercise books</p>
<p>ICT devices</p>
<p>Observation checklists</p>
<p>Portfolio</p>
<p>Anecdotal record</p>
<p><strong><em>MTP Performing Arts T.G pg. 131-132</em></strong></p>
<p><strong><em> </em></strong></p>
<p><strong><em>MTP Performing Arts P.b pg. 130-131</em></strong></td>
<td width="124">Oral presentations</p>
<p>Written tests</p>
<p>Question and answer</p>
<p>Assignments</p>
<p>Participatory</p>
<p>assessment</p>
<p>Peer assessment</td>
<td width="61"> ;</td>
<td width="4"> ;</td>
</tr>
<tr>
<td width="58"> ;</td>
<td width="51">3</td>
<td width="110"> ;</td>
<td width="107">Verse – Using body and space appropriately in a performance</td>
<td width="248">By the end of the lesson the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a) state ways in which verse performance express issues in the society.</p>
<p><strong>Skill</strong></p>
<p>b) use body and spaceappropriately in performing a verse to convey the intended message.</p>
<p><strong>Attitude</strong></p>
<p>c) Develop curiosity in defining the persona point of view.</td>
<td width="127">1. How do we use verse</p>
<p>performance to express issues in</p>
<p>society?</p>
<p>2. How do we make the presentation of a verse interesting and memorable?</td>
<td width="199">The learner is guided to:</p>
<p>• perform a verse before an</p>
<p>audience while employing the use of voice, body and</p>
<p>movement to deliver the</p>
<p>message</p>
<p> ;</td>
<td width="198">Exercise books</p>
<p>ICT devices</p>
<p>Observation checklists</p>
<p>Portfolio</p>
<p>Anecdotal record</p>
<p><strong><em>MTP Performing Arts T.G pg. 132-133</em></strong></p>
<p><strong><em> </em></strong></p>
<p><strong><em>MTP Performing Arts P.b pg. 131-133</em></strong></td>
<td width="124">Oral presentations</p>
<p>Written tests</p>
<p>Question and answer</p>
<p>Assignments</p>
<p>Participatory</p>
<p>assessment</p>
<p>Peer assessment</td>
<td width="61"> ;</td>
<td width="4"> ;</td>
</tr>
<tr>
<td width="58">2</td>
<td width="51">1</td>
<td width="110"> ;</td>
<td width="107">Verse – appreciating verse performance</td>
<td width="248">By the end of the lesson the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a) list ways we can make presentation of a verse interesting and memorable.</p>
<p><strong>Skill</strong></p>
<p>b) Watch a video clip on verse performance features.</p>
<p><strong>Attitude</strong></p>
<p>c) appreciate the use of poetic language, voice, paralinguistic features and stage movements as complementary elements in verse performance.</td>
<td width="127">1. How do we use verse</p>
<p>performance to express issues in</p>
<p>society?</p>
<p>2. How do we make the presentation of a verse interesting and memorable?</td>
<td width="199">The learner is guided to:</p>
<p>• watch live or recorded verse performances to identify</p>
<p>performance features</p>
<p>• reflect on individual</p>
<p>performance based on</p>
<p>appraisal from other learners.</td>
<td width="198">Exercise books</p>
<p>ICT devices</p>
<p>Observation checklists</p>
<p>Portfolio</p>
<p>Anecdotal record</p>
<p><strong><em>MTP Performing Arts T.G pg. 133-134</em></strong></p>
<p><strong><em> </em></strong></p>
<p><strong><em>MTP Performing Arts P.b pg. 134</em></strong></td>
<td width="124">Oral presentations</p>
<p>Written tests</p>
<p>Question and answer</p>
<p>Assignments</p>
<p>Participatory</p>
<p>assessment</p>
<p>Peer assessment</td>
<td width="61"> ;</td>
<td width="4"> ;</td>
</tr>
<tr>
<td width="58"> ;</td>
<td width="51">2</td>
<td width="110"> ;</td>
<td width="107">Skit –describing a scenario for a skit</td>
<td width="248">By the end of the lesson the</p>
<p>learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a) describe a scenario on a</p>
<p>selected theme on a pertinent and contemporary issue</p>
<p><strong>Skill</strong></p>
<p>b) audition and cast appropriately for the skit.</p>
<p><strong>Attitude</strong></p>
<p>c) appreciate the use of skit in addressing pertinent issues in society.</td>
<td width="127">1. How do we</p>
<p>present a skit on stage?</p>
<p>2. How do we</p>
<p>role-play a</p>
<p>character on</p>
<p>stage?</p>
<p>3. What role do props and costumes play to enhance the performance of a skit?</td>
<td width="199">The learner is guided to:</p>
<p>• research and create a scenario, in a group, based on a contemporary issue such gender education, animal welfare education</p>
<p>• watch a live or recorded</p>
<p>performance and is guided to execute plot</p>
<p>• examine a given scenario of a skit, identify and take up a role, in a group</p>
<p> ;</td>
<td width="198">Exercise books</p>
<p>ICT devices</p>
<p>Observation checklists</p>
<p>Portfolio</p>
<p>Anecdotal records</p>
<p>Internet connectivity</p>
<p><strong><em>MTP Performing Arts T.G pg. 134-138</em></strong></p>
<p><strong><em> </em></strong></p>
<p><strong><em>MTP Performing Arts P.b pg. 133-135</em></strong></td>
<td width="124">Oral presentations</p>
<p>Written tests</p>
<p>Work reports</td>
<td width="61"> ;</td>
<td width="4"> ;</td>
</tr>
<tr>
<td width="58"> ;</td>
<td width="51">3</td>
<td width="110"> ;</td>
<td width="107">Skit – interpreting milestones and performing in a skit</td>
<td width="248">By the end of the lesson the</p>
<p>learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a) define milestones in a skit.</p>
<p><strong>Skill</strong></p>
<p>b) interpret milestones andperform a devised skit, ingroups.</p>
<p><strong>Attitude</strong></p>
<p>c) appreciate the use of skit in addressing pertinent issues in society.</td>
<td width="127">1. How do we</p>
<p>present a skit on stage?</p>
<p>2. How do we</p>
<p>role-play a</p>
<p>character on</p>
<p>stage?</p>
<p>3. What role do props and costumes play to enhance the performance of a skit?</td>
<td width="199">The learner is guided to:</p>
<p>• perform a skit on a pertinent issue in the society before an audience in the school and the community</td>
<td width="198">Exercise books</p>
<p>ICT devices</p>
<p>Observation checklists</p>
<p>Portfolio</p>
<p>Anecdotal records</p>
<p>Internet connectivity</p>
<p><strong><em>MTP Performing Arts T.G pg. 134-138</em></strong></p>
<p><strong><em> </em></strong></p>
<p><strong><em>MTP Performing Arts P.b pg. 133-135</em></strong></td>
<td width="124">Oral presentations</p>
<p>Written tests</p>
<p>Work reports</td>
<td width="61"> ;</td>
<td width="4"> ;</td>
</tr>
<tr>
<td width="58">3</td>
<td width="51">1</td>
<td width="110"> ;</td>
<td width="107">Skit – manipulating voice, body and space to deliver a skit</td>
<td width="248">By the end of the lesson the</p>
<p>learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a) identify the role of props and costumes.</p>
<p><strong>Skill</strong></p>
<p>b) manipulate voice, body andspace to effectively deliver amessage using a skit</p>
<p><strong>Attitude</strong></p>
<p>c) appreciate the use of skit inaddressing pertinent issues insociety.</td>
<td width="127">1. How do we</p>
<p>present a skit on stage?</p>
<p>2. How do we</p>
<p>role-play a</p>
<p>character on</p>
<p>stage?</p>
<p>3. What role do props and costumes play to enhance the performance of a skit?</td>
<td width="199">The learner is guided to:</p>
<p>• rehearse the skit focusing on character development through use of voice, body and space</p>
<p> ;</td>
<td width="198">Exercise books</p>
<p>ICT devices</p>
<p>Observation checklists</p>
<p>Portfolio</p>
<p>Anecdotal records</p>
<p>Internet connectivity</p>
<p><strong><em>MTP Performing Arts T.G pg. 140-141</em></strong></p>
<p><strong><em> </em></strong></p>
<p><strong><em>MTP Performing Arts P.b pg. 137-138</em></strong></td>
<td width="124">Oral presentations</p>
<p>Written tests</p>
<p>Work reports</td>
<td width="61"> ;</td>
<td width="4"> ;</td>
</tr>
<tr>
<td width="58"> ;</td>
<td width="51">2</td>
<td width="110"> ;</td>
<td width="107">Skit –use of props, costumes and make up in a skit</td>
<td width="248">By the end of the lesson the</p>
<p>learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a) identify the role of props and costumes in a play.</p>
<p><strong>Skill</strong></p>
<p>b) use props, costume and makeup to enhance performance of a skit on a given theme.</p>
<p><strong>Attitude</strong></p>
<p>c) appreciate the use of skit inaddressing pertinent issues insociety.</p>
<p><strong>Project</strong></p>
<p>a) stage a five-minute skit in</p>
<p>class/school</td>
<td width="127">1. How do we</p>
<p>present a skit on stage?</p>
<p>2. How do we</p>
<p>role-play a</p>
<p>character on</p>
<p>stage?</p>
<p>3. What role do props and costumes play to enhance the performance of a skit?</td>
<td width="199">The learner is guided to:</p>
<p>• use appropriate costumes and props in performance</p>
<p><strong><em>Project Task:</em></strong></p>
<p>• script a skit based on a pertinent and contemporary issue in society</p>
<p>• cast for the skit</p>
<p>• rehearse the skit</p>
<p>• design and collect costume and props for the skit</p>
<p>• stage a full presentation of the skit in class</p>
<p>• get feedback from the class.</td>
<td width="198">Exercise books</p>
<p>ICT devices</p>
<p>Observation checklists</p>
<p>Portfolio</p>
<p>Anecdotal records</p>
<p>Internet connectivity</p>
<p><strong><em>MTP Performing Arts T.G pg. 141-144</em></strong></p>
<p><strong><em> </em></strong></p>
<p><strong><em>MTP Performing Arts P.b pg. 138-140</em></strong></td>
<td width="124">Oral presentations</p>
<p>Written tests</p>
<p>Work reports</td>
<td width="61"> ;</td>
<td width="4"> ;</td>
</tr>
<tr>
<td width="58"> ;</td>
<td width="51">3</td>
<td width="110">CRITICAL APPRECIATION</td>
<td width="107">Kenyan Folk Music – medium of performance in Kenyan folk music</td>
<td width="248">By the end of the lesson the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a) identify the medium of</p>
<p>performance in a Kenyan folk music performance.</p>
<p><strong>Skill</strong></p>
<p>b) listen to Kenyan folk music and identify its components</p>
<p><strong>Attitude</strong></p>
<p>c) appreciate different cultures through analyzing folk music from diverse Kenyan communities.</td>
<td width="127">1. What values can one acquire from folk music in Kenya?2. How are different styles of performance applied in Kenyan folk music?3. How do different performance media enrich folk music?</p>
<p> ;</td>
<td width="199">The learner is guided to:</p>
<p>• watch videos or live</p>
<p>performances of Kenyan folk music and is guided to</p>
<p>identify the medium of</p>
<p>performance (vocal and/or</p>
<p>vocal and instrumental)</p>
<p>• watch videos or live</p>
<p>performances and identify the components in the folk music (performers, songs,</p>
<p>instruments/voice, costumes and props, dance movements)</p>
<p> ;</td>
<td width="198">Exercise books</p>
<p>ICT devices</p>
<p>Observation checklists</p>
<p>Portfolio</p>
<p>Anecdotal records</p>
<p>Internet connectivity</p>
<p><strong><em>MTP Performing Arts T.G pg. 145-150</em></strong></p>
<p><strong><em> </em></strong></p>
<p><strong><em>MTP Performing Arts P.b pg.141-144</em></strong></td>
<td width="124">Oral presentations</p>
<p>Written tests</p>
<p>Work reports</td>
<td width="61"> ;</td>
<td width="4"> ;</td>
</tr>
<tr>
<td width="58">4</td>
<td width="51">1</td>
<td width="110"> ;</td>
<td width="107">Messages and values in Kenyan folk music performance</td>
<td width="248">By the end of the lesson the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a) discuss the messages and</p>
<p>values in Kenyan folk music</p>
<p>performances</p>
<p>b) describe the style of</p>
<p>performance in Kenyan folk</p>
<p>music using appropriate</p>
<p>terminology.</p>
<p><strong>Skill</strong></p>
<p>c) express personal feelings</p>
<p>towards Kenyan folk music</p>
<p>experienced from</p>
<p>performances</p>
<p><strong>Attitude</strong></p>
<p>d) appreciate different cultures through analyzing folk music from diverse Kenyan communities.</td>
<td width="127">1. What values can one acquire from folk music in Kenya?2. How are different styles of performance applied in Kenyan folk music?3. How do different performance media enrich folk music?</p>
<p> ;</td>
<td width="199">The learner is guided to:</p>
<p>• individually and in groups discuss messages and values portrayed in Kenyan folk music</p>
<p>• discuss the styles of</p>
<p>traditional performance (</p>
<p>solo, solo-response and</p>
<p>choral)</p>
<p>• discuss personal feelings,</p>
<p>mood and attitudesexperienced from folk</p>
<p>performances watched or</p>
<p>listened to</p>
<p>• analyze Kenyan folk music performances within the community and on mass media.</td>
<td width="198">Exercise books</p>
<p>ICT devices</p>
<p>Observation checklists</p>
<p>Portfolio</p>
<p>Anecdotal records</p>
<p>Internet connectivity</p>
<p><strong><em>MTP Performing Arts T.G pg. 151-153</em></strong></p>
<p><strong><em> </em></strong></p>
<p><strong><em>MTP Performing Arts P.b pg. 145-147</em></strong></td>
<td width="124">Oral presentations</p>
<p>Written tests</p>
<p>Work reports</td>
<td width="61"> ;</td>
<td width="4"> ;</td>
</tr>
<tr>
<td width="58"> ;</td>
<td width="51">2</td>
<td width="110"> ;</td>
<td width="107">Kenyan Folk dance – components of Kenyan folk dance performance</td>
<td width="248">By the end of the lesson the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a) analyze the components of a Kenyan folk dance</p>
<p>performance</p>
<p><strong>Skill</strong></p>
<p>b) examine the messages and values in a Kenyan folk</p>
<p>dance performance.</p>
<p><strong>Attitude</strong></p>
<p>c) appreciate analyzing folk</p>
<p>dance from diverse Kenyan</p>
<p>communities.</td>
<td width="127">1. What constitutes</p>
<p>a folk dance?</p>
<p>2. How can a</p>
<p>dance be used as a medium of</p>
<p>communication?</p>
<p>3. What should one consider in analyzing a Kenyan folk dance?</td>
<td width="199">The learner is guided to:</p>
<p>• watch live or recorded</p>
<p>performances of Kenyan folk dances for general appreciation</p>
<p>• listen to or watch performances, pick out and discuss distinct components of a Kenyan folk dance; song, ornamentation, instrumental accompaniment,</p>
<p>costumes and décor, props and artifacts, dance steps, formations and patterns, transitions, audience, division of roles</td>
<td width="198">Exercise books</p>
<p>ICT devices</p>
<p>Observation checklists</p>
<p>Portfolio</p>
<p>Anecdotal records</p>
<p>Internet connectivity</p>
<p><strong><em>MTP Performing Arts T.G pg. 154-156</em></strong></p>
<p><strong><em> </em></strong></p>
<p><strong><em>MTP Performing Arts P.b pg.149-150</em></strong></td>
<td width="124">Oral presentations</p>
<p>Written tests</p>
<p>Work reports</td>
<td width="61"> ;</td>
<td width="4"> ;</td>
</tr>
<tr>
<td width="58"> ;</td>
<td width="51">3</td>
<td width="110"> ;</td>
<td width="107">Analyzing folk dance from diverse Kenyan communities</td>
<td width="248">By the end of the lesson the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a) Outline the main events in a Kenyan folk dance performance.</p>
<p><strong>Skill</strong></p>
<p>b) critique a Kenyan folk dance using a given criterion.</p>
<p><strong>Attitude</strong></p>
<p>c) appreciate analyzing folk</p>
<p>dance from diverse Kenyan</p>
<p>communities.</td>
<td width="127">1. What constitutes</p>
<p>a folk dance?</p>
<p>2. How can a</p>
<p>dance be used as a medium of</p>
<p>communication?</p>
<p>3. What should one consider in analyzing a Kenyan folk dance?</td>
<td width="199">The learner is guided to:</p>
<p>• watch live or recorded dance performances and discuss messages and values in a Kenyan folk dance</p>
<p>• write a summary of events (plot) in a Kenyan folk dance performance individually and in groups</p>
<p>• critique recorded or live</p>
<p>performances of Kenyan folk dances from various communitiesusing a given criteria</td>
<td width="198">Exercise books</p>
<p>ICT devices</p>
<p>Observation checklists</p>
<p>Portfolio</p>
<p>Anecdotal records</p>
<p>Internet connectivity</p>
<p><strong><em>MTP Performing Arts T.G pg. 157-159</em></strong></p>
<p><strong><em> </em></strong></p>
<p><strong><em>MTP Performing Arts P.b pg.150-151</em></strong></td>
<td width="124">Oral presentations</p>
<p>Written tests</p>
<p>Work reports</td>
<td width="61"> ;</td>
<td width="4"> ;</td>
</tr>
<tr>
<td width="58">5</td>
<td width="51">1</td>
<td width="110"> ;</td>
<td width="107">Narrative – themes addressed in the script and performance of a narrative.</td>
<td width="248">By the end of the lesson the learner should be able to:</p>
<p><strong>Knowledge &; skill</strong></p>
<p>a) identify and illustrate the</p>
<p>theme addressed in the script and performance of a narrative</p>
<p>b) identify the various narration techniques used in the narration process and state their effectiveness in the narration process</p>
<p><strong>Attitude</strong></p>
<p>c) appreciate the narrative as a tool of addressing</p>
<p>contemporary issues in society.</td>
<td width="127">1. How can pertinent issues in society be addressed in narratives?2. How does character development in narratives mirror the society?</td>
<td width="199">The learner is guided to:</p>
<p>• stage live performance of a narrative on guided themes</p>
<p>• evaluate others’ performance in groups or pairs</p>
<p>• identify and discuss how</p>
<p>pertinent issues in society are highlighted through</p>
<p>performance of narratives</p>
<p> ;</td>
<td width="198">Exercise books</p>
<p>ICT devices</p>
<p>Observation checklists</p>
<p>Portfolio</p>
<p>Anecdotal records</p>
<p>Internet connectivity</p>
<p><strong><em>MTP Performing Arts T.G pg. 159-163</em></strong></p>
<p><strong><em> </em></strong></p>
<p><strong><em>MTP Performing Arts P.b pg.151-154</em></strong></td>
<td width="124">Oral presentations</p>
<p>Written tests</p>
<p>Work reports</td>
<td width="61"> ;</td>
<td width="4"> ;</td>
</tr>
<tr>
<td width="58"> ;</td>
<td width="51">2</td>
<td width="110"> ;</td>
<td width="107">Use of body, voice and space aids to effectively communicate the intended message</td>
<td width="248">By the end of the lesson the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a) explain how the use of body, voice and space aids to effectively communicate the intended message.</p>
<p><strong>Skill</strong></p>
<p>b) demonstrate the use of body, voice and space.</p>
<p><strong>Attitude</strong></p>
<p>c) appreciate the narrative as a tool of addressingcontemporary issues in society.</td>
<td width="127">1. How can pertinent issues in society be addressed in narratives?2. How does character development in narratives mirror the society?</td>
<td width="199">The learner is guided to:</p>
<p>• watch live performances of narrative to identify and discuss the various performance elements; body, space, voice, message, storyline and narration style</p>
<p>• discuss the role of the audience in the narration process</p>
<p> ;</p>
<p> ;</td>
<td width="198">Exercise books</p>
<p>ICT devices</p>
<p>Observation checklists</p>
<p>Portfolio</p>
<p>Anecdotal records</p>
<p>Internet connectivity</p>
<p><strong><em>MTP Performing Arts T.G pg. 163-164</em></strong></p>
<p><strong><em> </em></strong></p>
<p><strong><em>MTP Performing Arts P.b pg.154-156</em></strong></td>
<td width="124">Oral presentations</p>
<p>Written tests</p>
<p>Work reports</td>
<td width="61"> ;</td>
<td width="4"> ;</td>
</tr>
<tr>
<td width="58"> ;</td>
<td width="51">3</td>
<td width="110"> ;</td>
<td width="107">Use of costumes and props to enhance communication in a narrative</td>
<td width="248">By the end of the lesson the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a) explain the role of the costumes and props in a narrative</p>
<p><strong>Skill</strong></p>
<p>b) Demonstrate the use ofcostume and props enhancescommunication in narrative</p>
<p><strong>Attitude</strong></p>
<p>c) appreciate the narrative as a tool of addressingcontemporary issues in society.</td>
<td width="127">3. What attributes define an effective narrator?4. What is the role of costume and decor in the narration process?</p>
<p> ;</td>
<td width="199">The learner is guided to:</p>
<p>• visit a performing gallery</p>
<p>nearby and participate in</p>
<p>watching and critiquing the</p>
<p>narrative performances</p>
<p>• discuss how props and costume enhance communication in the</p>
<p>narration process in groups or pairs</td>
<td width="198">Exercise books</p>
<p>ICT devices</p>
<p>Observation checklists</p>
<p>Portfolio</p>
<p>Anecdotal records</p>
<p>Internet connectivity</p>
<p><strong><em>MTP Performing Arts T.G pg. 165-167</em></strong></p>
<p><strong><em> </em></strong></p>
<p><strong><em>MTP Performing Arts P.b pg.156-158</em></strong></td>
<td width="124">Oral presentations</p>
<p>Written tests</p>
<p>Work reports</td>
<td width="61"> ;</td>
<td width="4"> ;</td>
</tr>
<tr>
<td width="58">6</td>
<td width="51">1</td>
<td width="110"> ;</td>
<td width="107">Verse –criteria for evaluating a verse performance</td>
<td width="248">By the end of the lesson the learner should be able to:</p>
<p><strong>Knowledge </strong></p>
<p>a) examine the criteria for</p>
<p>evaluating a verse performance</p>
<p><strong>Skill</strong></p>
<p>b) watch a video clip on verse performance.</p>
<p><strong>Attitude</strong></p>
<p>c) appreciate the use of verse to communicate issues in society.</td>
<td width="127">1. What does one look for when evaluating a verse?2. What is the role of verse in shaping the learner’s perspective in society?</p>
<p> ;</td>
<td width="199">The learner is guided to:</p>
<p>• research on the criteria for evaluating a verse; body, voice, movement, theme, poetic language</p>
<p>• watch live or recorded</p>
<p>performances of verse while paying attention to key events in the verse</p>
<p>• constructively evaluate verse performances with a view to suggesting improvements</td>
<td width="198">Exercise books</p>
<p>ICT devices</p>
<p>Observation checklists</p>
<p>Portfolio</p>
<p>Anecdotal records</p>
<p>Internet connectivity</p>
<p><strong><em>MTP Performing Arts T.G pg. 168-170</em></strong></p>
<p><strong><em> </em></strong></p>
<p><strong><em>MTP Performing Arts P.b pg.158-159</em></strong></td>
<td width="124">Oral presentations</p>
<p>Written tests</p>
<p>Work reports</td>
<td width="61"> ;</td>
<td width="4"> ;</td>
</tr>
<tr>
<td width="58"> ;</td>
<td width="51">2</td>
<td width="110"> ;</td>
<td width="107">Examine main characters and events in verse</td>
<td width="248">By the end of the lesson the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a) examine main characters</p>
<p>and events in a verse.</p>
<p><strong>Skill</strong></p>
<p>b) comment on the</p>
<p>significance of the values</p>
<p>promoted in verse</p>
<p><strong>Attitude</strong></p>
<p>c) appreciate the use of verse to communicate issues in society.</td>
<td width="127">1. What does one look for when evaluating a verse?2. What is the role of verse in shaping the learner’s perspective in society?</p>
<p> ;</td>
<td width="199">The learner is guided to:</p>
<p>• analyze, in groups, traits of characters presented in the verse and relate them to own experiences</p>
<p> ;</td>
<td width="198">Exercise books</p>
<p>ICT devices</p>
<p>Observation checklists</p>
<p>Portfolio</p>
<p>Anecdotal records</p>
<p>Internet connectivity</p>
<p><strong><em>MTP Performing Arts T.G pg. 171</em></strong></p>
<p><strong><em> </em></strong></p>
<p><strong><em>MTP Performing Arts P.b pg.159-160</em></strong></td>
<td width="124">Oral presentations</p>
<p>Written tests</p>
<p>Work reports</td>
<td width="61"> ;</td>
<td width="4"> ;</td>
</tr>
<tr>
<td width="58"> ;</td>
<td width="51">3</td>
<td width="110"> ;</td>
<td width="107">Use of body, voice and space in a verse</td>
<td width="248">By the end of the lesson the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a) state the meaning of a verse.</p>
<p><strong>Skill</strong></p>
<p>b) analyze the use of body,voice and space toeffectively communicatetopical concerns in verse.</p>
<p><strong>Attitude </strong></p>
<p>c) appreciate the use of verse to communicate issues in society.</td>
<td width="127">1. What does one look for when evaluating a verse?2. What is the role of verse in shaping the learner’s perspective in society?</p>
<p> ;</td>
<td width="199">The learner is guided to:</p>
<p>• present orally and in writing own or group appraisal of a performance</p>
<p>• relate stage conflicts and</p>
<p>resolutions in a verse to real life situations.</td>
<td width="198">Exercise books</p>
<p>ICT devices</p>
<p>Observation checklists</p>
<p>Portfolio</p>
<p>Anecdotal records</p>
<p>Internet connectivity</p>
<p><strong><em>MTP Performing Arts T.G pg. 171</em></strong></p>
<p><strong><em> </em></strong></p>
<p><strong><em>MTP Performing Arts P.b pg.160</em></strong></td>
<td width="124">Oral presentations</p>
<p>Written tests</p>
<p>Work reports</td>
<td width="61"> ;</td>
<td width="4"> ;</td>
</tr>
<tr>
<td width="58">7</td>
<td width="51">1</td>
<td width="110"> ;</td>
<td width="107">Using verse to communicate issues in society</td>
<td width="248">By the end of the lesson the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a) analyze the use of body,</p>
<p>voice and space to</p>
<p>effectively communicate</p>
<p>topical concerns in verse.</p>
<p><strong>Skill</strong></p>
<p>b) demonstrate the use of a verse to communicate issues in the society.</p>
<p><strong>Attitude</strong></p>
<p>c) appreciate the use of verse to communicate issues in society.</td>
<td width="127">1. What does one look for when evaluating a verse?2. What is the role of verse in shaping the learner’s perspective in society?</p>
<p> ;</td>
<td width="199">The learner is guided to:</p>
<p>• brainstorm with others how the various performance elements combine to aid delivery of the message</p>
<p> ;</td>
<td width="198">Exercise books</p>
<p>ICT devices</p>
<p>Observation checklists</p>
<p>Portfolio</p>
<p>Anecdotal records</p>
<p>Internet connectivity</p>
<p><strong><em>MTP Performing Arts T.G pg. 172</em></strong></p>
<p><strong><em> </em></strong></p>
<p><strong><em>MTP Performing Arts P.b pg.161</em></strong></td>
<td width="124">Oral presentations</p>
<p>Written tests</p>
<p>Work reports</td>
<td width="61"> ;</td>
<td width="4"> ;</td>
</tr>
<tr>
<td width="58"> ;</td>
<td width="51">2</td>
<td width="110"> ;</td>
<td width="107">Skit – use of the plot to communicate the message in a skit</td>
<td width="248">By the end of the lesson, the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a) discuss how character</p>
<p>development is achieved in a</p>
<p>skit</p>
<p><strong>Skill</strong></p>
<p>b) examine how plot is used to communicate the intended message in a skit.</p>
<p><strong>Attitude</strong></p>
<p>c) appreciate the role of the skit in society</td>
<td width="127">1. How is plot used in</p>
<p>communicating a message in a skit?</p>
<p>2. How is a character</p>
<p>developed in a skit?</p>
<p> ;</td>
<td width="199">The learner is guided to:</p>
<p>• watch live or recorded</p>
<p>performances of skits and</p>
<p>discusses how the various</p>
<p>elements aid in</p>
<p>communicating the</p>
<p>intended message</p>
<p>(scenario, storyline,</p>
<p>milestones, plot, conflict,</p>
<p>characterization, language,</p>
<p>improvisation, use of</p>
<p>voice and body)</p>
<p> ;</td>
<td width="198">Exercise books</p>
<p>ICT devices</p>
<p>Observation checklists</p>
<p>Portfolio</p>
<p>Anecdotal records</p>
<p>Internet connectivity</p>
<p><strong><em>MTP Performing Arts T.G pg. 173-176</em></strong></p>
<p><strong><em> </em></strong></p>
<p><strong><em>MTP Performing Arts P.b pg.162-164</em></strong></td>
<td width="124">Oral presentations</p>
<p>Written tests</p>
<p>Work reports</td>
<td width="61"> ;</td>
<td width="4"> ;</td>
</tr>
<tr>
<td width="58"> ;</td>
<td width="51">3</td>
<td width="110"> ;</td>
<td width="107">How themes in a skit can help address moral issues</td>
<td width="248">By the end of the lesson, the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a) evaluate how thematic concerns in a skit can help addresses moral issues</p>
<p><strong>Skill</strong></p>
<p>b) analyze how body, voice and space can effectively be used to communicate messages in a skit.</p>
<p><strong>Attitude</strong></p>
<p>c) appreciate the role of the skit in society</td>
<td width="127">3. How do themes</p>
<p>addressed in skits shape moral issues</p>
<p>in society?</td>
<td width="199">The learner is guided to:</p>
<p>• watch live or recorded</p>
<p>performances of skits and</p>
<p>discusses how the various</p>
<p>elements aid in</p>
<p>communicating the</p>
<p>intended message</p>
<p>(scenario, storyline,</p>
<p>milestones, plot, conflict,</p>
<p>characterization, language,</p>
<p>improvisation, use of</p>
<p>voice and body)</p>
<p> ;</td>
<td width="198">Exercise books</p>
<p>ICT devices</p>
<p>Observation checklists</p>
<p>Portfolio</p>
<p>Anecdotal records</p>
<p>Internet connectivity</p>
<p><strong><em>MTP Performing Arts T.G pg. 177</em></strong></p>
<p><strong><em> </em></strong></p>
<p><strong><em>MTP Performing Arts P.b pg.164-165</em></strong></td>
<td width="124">Oral presentations</p>
<p>Written tests</p>
<p>Work reports</td>
<td width="61"> ;</td>
<td width="4"> ;</td>
</tr>
<tr>
<td width="58">8</td>
<td width="51">1</td>
<td width="110"> ;</td>
<td width="107">Role of costumes and make up in depicting characters in a skit</td>
<td width="248">By the end of the lesson, the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a) state the role of skit in addressing issues in the society.</p>
<p><strong>Skill</strong></p>
<p>b) examine the role of costume and make-up in depicting theintended characters in a skit.</p>
<p><strong>Attitude</strong></p>
<p>c) appreciate the role of the skit in society</td>
<td width="127">4. In what ways can body, voice and space be used to communicate in a skit?</p>
<p>5. What is the role of costume and makeup in a skit?</td>
<td width="199">The learner is guided to:</p>
<p>• evaluate performances by</p>
<p>others to appraise</p>
<p>qualities of a good</p>
<p>performance. (storyline,</p>
<p>acting, language and style,</p>
<p>costume and make-up,</p>
<p>props, use of space)</td>
<td width="198">Exercise books</p>
<p>ICT devices</p>
<p>Observation checklists</p>
<p>Portfolio</p>
<p>Anecdotal records</p>
<p>Internet connectivity</p>
<p><strong><em>MTP Performing Arts T.G pg. 178-179</em></strong></p>
<p><strong><em> </em></strong></p>
<p><strong><em>MTP Performing Arts P.b pg.165-167</em></strong></td>
<td width="124">Oral presentations</p>
<p>Written tests</p>
<p>Work reports</td>
<td width="61"> ;</td>
<td width="4"> ;</td>
</tr>
<tr>
<td width="58"> ;</td>
<td width="51">2</td>
<td width="110">PERFORMING ART IN SOCIETY</td>
<td width="107">Performing arts in society – social and economic role of performing arts</td>
<td width="248">By the end of the lesson,</p>
<p>the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a) discuss the social and</p>
<p>economic role of</p>
<p>Performing Arts in</p>
<p>Society.</p>
<p><strong>Skill</strong></p>
<p>b) watch a video on songs, dances, narratives and skit to identify economic and social roles of P.A in society.</p>
<p><strong>Attitude</strong></p>
<p>d) appreciate the place of</p>
<p>Performing Arts in</p>
<p>society</td>
<td width="127">1. Why do we need</p>
<p>Performing Arts in society?</p>
<p> ;</td>
<td width="199">The learner is guided to:</p>
<p>• watch live or recorded songs, dances, verses, narratives and skits to identify the social and</p>
<p>economic roles of Performing Arts in society</p>
<p>• in groups research in the</p>
<p>community and in the digital space and reports on the role of Performing Arts in society</p>
<p> ;</td>
<td width="198">Exercise books</p>
<p>ICT devices</p>
<p>Observation checklists</p>
<p>Portfolio</p>
<p>Anecdotal records</p>
<p>Internet connectivity</p>
<p><strong><em>MTP Performing Arts T.G pg. 181-184</em></strong></p>
<p><strong><em> </em></strong></p>
<p><strong><em>MTP Performing Arts P.b pg.168-169</em></strong></td>
<td width="124">Oral presentations</p>
<p>Written tests</p>
<p>Work reports</td>
<td width="61"> ;</td>
<td width="4"> ;</td>
</tr>
<tr>
<td width="58"> ;</td>
<td width="51">2</td>
<td width="110"> ;</td>
<td width="107">Performing arts platform</td>
<td width="248">By the end of the lesson,</p>
<p>the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a) state the social and economic roles of PA in the society</p>
<p><strong>Skill</strong></p>
<p>b) utilize the PerformingArts platforms andcontexts in furthering the role of Performing Arts in society.</p>
<p><strong>Attitude</strong></p>
<p>c) appreciate the place ofPerforming Arts insociety</td>
<td width="127">2. How can</p>
<p>Performing Arts</p>
<p>products be</p>
<p>availed to the</p>
<p>wider society?</p>
<p> ;</td>
<td width="199">The learner is guided to:</p>
<p>• participate in festivals,</p>
<p>celebrations, ceremonies and talent fairs within and without the school to exhibit or illustrate the place of Performing Arts in society</p>
<p>• discuss how Performing Arts can be utilized to address societal issues such as: peace, integrity</p>
<p> ;</td>
<td width="198">Exercise books</p>
<p>ICT devices</p>
<p>Observation checklists</p>
<p>Portfolio</p>
<p>Anecdotal records</p>
<p>Internet connectivity</p>
<p><strong><em>MTP Performing Arts T.G pg. 184-185</em></strong></p>
<p><strong><em> </em></strong></p>
<p><strong><em>MTP Performing Arts P.b pg.169-170</em></strong></td>
<td width="124">Oral presentations</p>
<p>Written tests</p>
<p>Work reports</td>
<td width="61"> ;</td>
<td width="4"> ;</td>
</tr>
<tr>
<td width="58"> ;</td>
<td width="51">3</td>
<td width="110"> ;</td>
<td width="107">Applying lessons learnt in performing arts</td>
<td width="248">By the end of the lesson,</p>
<p>the learner should be able to:</p>
<p><strong>Knowledge</strong></p>
<p>a) identify lesson leant from performing arts.</p>
<p><strong>Skill</strong></p>
<p>b) apply lessons learnt inPerforming Arts to reallife situations.</p>
<p><strong>Attitude</strong></p>
<p>c) appreciate the place ofPerforming Arts insociety</td>
<td width="127">3. How can lessons learnt in Performing Arts be applied in real life situations?</td>
<td width="199">The learner is guided to:</p>
<p>• discuss lessons learnt from Performing Arts and identify</td>
<td width="198">Exercise books</p>
<p>ICT devices</p>
<p>Observation checklists</p>
<p>Portfolio</p>
<p>Anecdotal records</p>
<p>Internet connectivity</p>
<p><strong><em>MTP Performing Arts T.G pg. 185-186</em></strong></p>
<p><strong><em> </em></strong></p>
<p><strong><em>MTP Performing Arts P.b pg.170-171</em></strong></td>
<td width="124">Oral presentations</p>
<p>Written tests</p>
<p>Work reports</td>
<td width="61"> ;</td>
<td width="4"> ;</td>
</tr>
<tr>
<td width="58">9</td>
<td width="51">1-3</td>
<td colspan="9" width="1177"><strong>END YEAR ASSESSMENT/CLOSING.</strong></td>
</tr>
</tbody>
</table>
<p><u> </u></p>

