MUSIC SCHEME OF WORK GRADE 5 TERM 2

NAME

TSC NO.

SCHOOL
Wk Lsn Strand/ Sub strand Specific learning Key inquiry Learning experiences Learning Resources Assessment Ref
Theme outcomes Questions methods

1 PERFOR Kenyan folk By the end of the sub 1. Why is it In group’s learners performfolk  Audio/visual a)
MING songs strand, the learner should important to learn songs from diverse communities  recordings of folk Observatio
: be able to: folk songs from with coordinated body songs n
movements observing safety and  Recording devices
Appreciatin a. Apply the right different etiquette. and take turnsto checklists
g instrument in performing communitiesin  Musical instruments
practice the use of appropriate
1 performing a given folksong Kenya? instruments to to accompany the
folksongs
folk b. perform folk songs 2. What makes a folk accompany a folk song
drawn from diverse song?  Resource persons
 Foundation Music
songs from communitiesin a group collect pictures and b) Project:
Act. Grade 5
Kenyan c. appreciate performing recordings of Kenyan folk
Learners Bk. pg.19- c) Portfolio
cultures folksongs drawn from songs from classroom use
21 d) Progres
diverse communities in
 Foundation Music sreports
Kenya
Act. Grade 5 TG
pg.23

1 Kenya By the end of the sub 1. What are Learners  Resource persons a)
n strand,the learner should wind viewreal/pictures/videos of  Wind instrument Observatio
Indigen be able to: instruments? Kenyanindigenous wind  Locally available ncheck list
ous a. name different wind 2. How do wind instruments and name them.  materials for b) Portfolio
Musica instruments used by instruments Learners are guided to identify
l variousindigenous produce parts of a wind instrument and
2 Instruments - communities in Kenya discuss how they are
Wind b. define the term sound? manipulated to producesound. making c) Aura
Instrume windinstruments 3. Which  wind instruments lTests
 Audio visual
nts c. Appreciate the materialscan be d) Progres
 recordings of wind
importance of wind used in making sreports
instrument in music wind instruments?  instruments
4. How can one care  Foundation Music
and maintain a wind Act. Grade 5
instrument? Learners Bk. pg.22-
24
 Foundation Music
Act. Grade 5 TG
pg.31
 1 Part of wind By the end of the sub strand, 1. What are wind In group’s learners are  Resource persons a)
instrument the learner should be able to: instruments? guided on how to care and  Wind instrument Observation
a. identify parts of a wind 2. How do wind maintain a wind  Locally available check list
instrument and their role instruments produce instrument.  materials for b) Portfolio
b. draw and label the parts of a sound? Learners observe hygiene making c) Aural
wind instrument 3. Which materials measures as they share and  wind instruments Tests
 Audio visual
c. Appreciate the importance can be used in taketurns to practice how to d) Progress
3 of wind instrument in music making wind producesound in a wind  recordings of wind
reports
instruments? instrument.  instruments
4. How can one care  Foundation Music
and maintain a wind Act. Grade 5
instrument? Learners Bk. pg.25-
28
 Foundation Music
Act. Grade 5 TG
pg.31-32
1 Playing a wind By the end of the sub strand, 1. What are wind In group’s learners are  Resource persons a)
instrument the learner should be able to: instruments? guided on how to care and  Wind instrument Observation
a. care and maintain a wind 2. How do wind maintain a wind  Locally available check list
instrument instruments produce instrument.  materials for b) Portfolio
b. Appreciate the importance sound? Learners observe hygiene making c) Aural
of wind instrument in music 3. Which materials measures as they share and  wind instruments Tests
4 c. make a wind instrument can be used in taketurns to practice how to  Audio visual d) Progress
 recordings of wind
using locally available making wind producesound in a wind reports
materials instruments? instrument.  instruments
d. demonstrate ability to play 4. How can one care  Foundation Music
a wind instrument and maintain a wind Act. Grade 5
instrument? Learners Bk. pg.28-
30
 Foundation MusicAct.
Grade 5 TGpg.32

6 1 The role of a wind By the end of the sub strand,
instrument in the learner should be able to:
making music a. make a wind instrument
using locally available
materials
b. demonstrate ability to play
5 
a wind instrument
c. Appreciate the role of a
wind instrument in music
making.
1. What are wind In groups learners brainstorm on  Resource persons a)
instruments? materials to be collected for  Wind instrument Observation
2. How do wind making a wind instrument and  Locally available check list
instruments produce the precautionsto take while  materials for b) Portfolio
sound? collecting the materials. making c) Aural
3. Which materials In groups learners discuss the  wind instruments Tests
Audio visual
can be used in procedure of making a wind d) Progress
 recordings of wind
making wind instrument. reports
instruments? Individually or in groups,  instruments
4. How can one care learners make a wind  Foundation Music
and maintain a wind instrument using locally Act. Grade 5
instrument? available materials Learners Bk. pg.31-
33
whileobserving safety.

1 Western Musical By the end of the sub strand,
Instruments- the learner should be able
Descant to:
Recorder – a. play notes B A G C D on
playing notes B, the descant recorder
A, G and new b. Define the term descant
notes C and D recorder
6 c. Appreciate the importance
of a descant recorder
1 Western Musical By the end of the sub strand,
Instruments- the learner should be able
Descant to:
Recorder – a. Mention ways of producing
melodies using a good tone while playing
notes B, A, G, C the descant recorder
7 and D b. play a melody built on the
notes B A G C D on the
descant recorder
c. Appreciate the importance
of a descant recorder
1 Western Musical By the end of the sub strand,
Instruments- the learner should be able
Descant to:
Recorder-playing a. discuss ways of producing
melodies on the different pitches on the
8 descant recorder descant recorder
b. play a melody built on the
notes B A G C D on the
descant recorder
c. Appreciate playing
melodies using the descant
recorder.
 Foundation Music
Act. Grade 5 TG
pg.32
1. How are different In pairs or in groups, learners  Resource persons a)
pitches produced on a brainstorm on the hygiene  Descant recorder Observation
descant recorder? measures in the use of the  Recorder books check list
2. How is a good descant recorder.  Audio visual b) Portfolio
tone produced while Individually or in group learners  recordings of c) Aural
playing the descant play the notes recorder Tests
recorder? B A and G observing the  Foundation Music d) Progress
correct fingering. Act. Grade 5 reports
Learners observe the fingering Learners Bk. pg.34-
chart of the new notesC and D 37
introduced.  Foundation Music
Learners watch Act. Grade 5 TG
video/demonstration on how to pg.42
play notes C and D.
1. How are different Individually or in group  Resource persons a)
pitches produced on a Learners are guided to play  Descant recorder Observation
descant recorder? notes G A B C D on the descant  Recorder books check list
2. How is a good recorder with appropriate  Audio visual b) Portfolio
tone produced while fingering.  recordings of c) Aural
playing the descant Learners practice fingering and
recorder Tests
recorder? breathe control while playing  Foundation Music d) Progress
melodiesbased on the notes Act. Grade 5 reports
G A B C D on the descant Learners Bk. pg.38-
recorder, guided by the teacher. 40
 Foundation Music
Act. Grade 5 TG
pg.42-43
1. How are different Individually or in group  Resource persons a)
pitches produced on a Learners are guided to play  Descant recorder Observation
descant recorder? notes G A B C D on the descant  Recorder books check list
2. How is a good recorder with appropriate  Audio visual b) Portfolio
tone produced while fingering.
 recordings of c) Aural
playing the descant Learners practice proper f
recorder Tests
recorder? fingering and breathe control d) Progress
 Foundation Music
while playing melodiesbased on Act. Grade 5 reports
the notes Learners Bk. pg.40-
G A B C D on the descant 41
recorder, guided by the teacher.  Foundation Music
Act. Grade 5 TG
pg.44
 1 Kenyan By the end of the sub strand,
Folk the learner should be able to:
Dances : a. discuss the roles of
participants in a participants in a folk dance
folk song b. Define the term dance.
c. appreciate the role of
participants, costumes,
9 body adornment, ornaments
in a folk dance
1 Kenyan By the end of the sub strand,
Folk the learner should be able to:
Dances : Roles of a. Define the term dance.
ornaments/costu b. Discuss the roles of
mes in a folk costumes, ornaments and
dance body adornment in a folk
dance.
10
c. appreciate the role of
participants, costumes,
body adornment, ornaments
in a folk dance
11 END OF TERM ASSESSMENT AND CLOSING
1. What is the role of Learners to watch a  Locally available a)
costumes, body live/recorded performance of a  materials to make Observation
adornment and folk dance and identify;  body ornaments checklist
ornaments in a costumes, instruments, body  Audio/visual b) Portfolio
dance? adornments and ornaments.  recordings of folk
2. What is the role of learners brainstorm on the  dances
different participants roles of costumes, ornaments  Resource persons
in a dance? and body adornment in a folk  Musical
3. Which materials dance. instruments
can be used to make group’s learners discuss  Foundation Music
costumes, body the roles of different Act. Grade 5
Learners Bk. pg.42-
adornment or participants in a dance (soloist,
43
ornaments? chorus/response group,
 Foundation Music
instrumentalist and dancers). Act. Grade 5 TG
Learners use digital devices pg.50-51
to download and watch various
Kenyan folk dances..
1. What is the role of Learners to watch alive/recorded  Locally available a)
costumes, body performance of afolk dance and  materials to make Observation
adornment and identify; costumes, instruments,  body ornaments checklist
ornaments in a body adornments and  Audio/visual b) Portfolio
dance? ornaments.  recordings of folk
2. What is the role of Learners brainstorm on the  dances
different participants roles of costumes, ornaments  Resource persons
 Musical
in a dance? and body adornment in a folk
3. Which materials dance. instruments
can be used to make In group’s learners discuss the  Foundation Music
costumes, body roles of different participants Act. Grade 5
adornment or in a dance (soloist, Learners Bk. pg.44-
49
ornaments? chorus/response group,
instrumentalist and dancers).  Foundation Music
Act. Grade 5 TG
Learners use digital devices to pg.51
download and watch various
Kenyan folk dances..