Regional Exams DATE . . . . . . . . . . . . . . . . . . . . . . . . . . . TIME . . . . . . . . . . . . . . . . . . . .
CLASS INFORMATION
| NUMBER OF STUDENTS | |||||
| REGISTERED | PRESENT | ||||
| GIRLS | BOYS | TOTAL | GIRLS | BOYS | TOTAL |
| . | |||||
2. Main Competence
1.0 Create works of art
3. Specific Competence
1.1 Master the fundamentals of singing and acting
4. Main Activity
Act using actions and speech, and perform silent acting (mime)
5. Specific Activities
Identify differences between acting with speech and silent acting
6. Teaching and Learning Resources
Masks, costumes, solfa charts, recorded songs and musical instruments
Teaching and Learning Resources::
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
REFERENCES: Sports And Arts For Primary Schools Student Book Standard Five, By T.I.E
TEACHING AND LEARNING PROCESS
| Stage | Duration | Teaching Activities | Learning Activities | Assessment Criteria |
|---|---|---|---|---|
| Introduction | 10 minutes | Demonstrate a short example related to identify differences between acting with speech and silent acting and ask learners to describe what they observe. | Observe the example, discuss prior knowledge and prepare for the activity: identify differences between acting with speech and silent acting. | Learners demonstrated prior understanding of the task: identify differences between acting with speech and silent acting. |
| Competence Development | 30 minutes | Model the techniques needed to identify differences between acting with speech and silent acting, organise paired or group practice and give feedback on expression, rhythm and coordination. | Follow the demonstration, practise how to identify differences between acting with speech and silent acting and work cooperatively with peers. | Learners practised how to identify differences between acting with speech and silent acting using the demonstrated techniques. |
| Creation | 20 minutes | Guide groups to prepare a brief performance demonstrating the skill practised. | Create and present a short singing or acting performance using the skills learnt. | The performance communicates its intended message using appropriate voice, movement and rhythm. |
| Assessment | 20 minutes | Use an observation checklist to assess the ability to identify differences between acting with speech and silent acting, provide feedback and guide corrections. | Demonstrate the completed task, receive feedback and improve the performance or product. | Learners were able to identify differences between acting with speech and silent acting accurately and safely. |
REMARKS :
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .