during the lesson
Ø Introduction
Ø The posing of a question to enquire from the students on whether they have ever heard of the word Henna especially, being mentioned by their relatives or seen Henna.
Ø Body
Ø The provision of a definition of what Henna tattoos are.
Ø A discussion of whether there are students that have any knowledge and understanding regarding Henna tattoos.
Ø The provision of images depicting Henna tattoos
Ø A session of question and answer to provide clarification to students on Henna tattoos.
Ø The hanging of a chart in the classroom depicting Henna tattoos as well as precise information on the logic behind them.
Ø Conclusion
Ø The students, after the class, are to be able to provide an answer with regards to how Henna is extracted.
Ø An assignment is to be given to students to investigate on how long it is anticipated to take for an individual to apply a Henna tattoo.
Ø The students to easily explain how Henna is a work of art and whether they view it as creative artwork.
Ø How will you draw the lesson ideas together so that the students can evaluate what they have learnt? How will you prepare the students for the next task?
Strategies:
– Regular questioning of the students as the lesson progresses on key concepts regarding Henna tattoos. Asking students to use their drawing materials to draw a replica of Henna tattoos. Catering for diversity is to be facilitated through the provision of opportunities for all students to show what they know and what they do not know with respect to Henna tattoos.
References
Kmietowicz, Z. (2015). “Black henna” tattoos can cause blistering and scarring, doctors warn. BMJ, h4519. doi:10.1136/bmj.h4519
Lesson 4 (400 words)
Aim (learning outcomes):
At the end of the lesson, the students should be capable of easily exploring, through differentiated instruction, the themes in various types of music and understand the cultural significance of music and more importantly, the contribution of music with respect to the concept and idea of cultural diversity.
Link to the curriculum:
Music is art, and a central theme with regards to cultural diversity hence its significance in facilitating understanding the diversity of and in the society.
Music is closely intertwined with culture and is used to confer various cultural meanings an aspect that makes it a priority to explore it.
Music is linked to and with the curriculum in that it is part of everyday life and offers a reflection to various aspects of life in general, meaning that understanding it is expected to facilitating understanding life and the society in general.
Music primarily identifies and reflects on various generations hence its pursuance is essential to facilitating understanding the history of culture and society as well.
Resources:
– Song lyrics written in small pamphlets.
– Audio songs that depict key aspects of culture and that integrate in them various musical elements such as texture, pitch and timber.
Preparation (that teacher needs to do before class)
Activities: during the lesson
Ø Introduction
– Asking students the types of music they listen to and allowing some to sing songs that they know about.
– Singing a song that is common and likely to be known by all students and that has an artistic and cultural meaning.
Ø Body
– A brief explanation of the events that are expected to take place during the lesson.
– Handing out of pamphlets with song lyrics.
– Grouping students into small groups and assigning each group a song
