SECTION A: PERFORMING ARTS
Question 1
1.1 Integration Across the Curriculum
In the introduction to the performing arts lesson, I would integrate across the curriculum by
discussing different habitats and animals around the world. Since bears are not found in Africa, I
could introduce learners to African animals like lions or elephants, comparing them to bears. This
would integrate natural science by teaching about various ecosystems. I could also incorporate
geography by showing where bears live on a world map. Additionally, I could use a language activity
by exploring storytelling, comparing African folklore to the bear hunt story.
1.2 Foundation Phase Outcome
An appropriate Foundation Phase outcome that can be taught through the bear hunt story is:
“Listens to stories and retells in sequence.” This story helps learners develop listening and
sequencing skills. They will need to listen carefully to the repetitive parts and retell the order of the
events in the story, which improves comprehension and language development.
1.3 Warm-up Activity
A suitable warm-up activity aligned with the theme could involve asking learners to pretend to be
animals. They can act like different animals from the story, such as walking like a bear or swaying like
grass. This will energize them and get them excited for the lesson.
1.4 Sensory Awareness Activity
For a sensory awareness activity, I would set up different sensory stations related to the story. For
example:
Grass station: Have learners feel strips of paper or fabric to represent the swishy grass.
Mud station: Use a tray of soft clay or mud for learners to feel the squishiness.
Water station: Let learners dip their hands in water to represent the river. These hands-on
experiences would make the story more real and engaging.
Question 2
,2.1 Lesson Plan Body
Grade: Grade 1
Selected Outcome: “Listens to stories and retells in sequence.”
Lesson Activities:
Introduction (5 minutes): Show pictures of different animals, including bears. Ask learners if they
know where these animals live and introduce the bear hunt story.
Watch the Video (10 minutes): Play the Bear Hunt video, encouraging learners to join in with
repetitive phrases like "Swish! Swish!" and "Splash! Splash!"
Dramatization (10 minutes): Have the learners act out the story by pretending to go through the
grass, mud, and river.
Retelling the Story (5 minutes): Ask learners to retell the story using key phrases and actions from
the video, reinforcing their understanding of the sequence of events.
2.2 Assessing the Outcome
To determine if learners have achieved the outcome, I will observe how well they participate in
retelling the story. I will ask individual learners to recall specific parts of the story in the correct order
and listen for the key phrases they remember.
2.3 Cooling Down Exercise
For the cool-down, I would have the learners sit in a circle and take slow deep breaths, pretending
they are tiptoeing away from the bear quietly. They can also stretch their arms and legs as if they are
stretching out after the long adventure.
2.4 Five Skills Developed
Physical Development: Learners will improve coordination by acting out the different parts of the
story.
Cognitive Development: Retelling the sequence of the story helps with memory and comprehension.
Social Development: Acting together in the dramatization promotes teamwork.
, Emotional Development: The story allows learners to explore feelings of fear and excitement in a
safe environment.
Language Development: Listening to and repeating phrases from the story builds vocabulary and
language skills.
Question 3
3.1 March Time Signature
The time signature for a march is A (4/4 time).
3.2 Body Percussion
For the line “We are going on a bear hunt,” I would suggest the following body percussion actions:
Clap on "We are"
Tap thighs on "going on"
Stamp feet on "a bear"
Snap fingers on "hunt" These actions match the rhythm of the line and create engagement through
movement.
3.3 Teaching Emotions with Storyline and Tempo
I would use the changing tempo of the story to teach emotions. For example:
Slow tempo when walking through the cave can represent fear or nervousness.
Fast tempo when running away from the bear can show excitement and panic. By adjusting the
speed and intensity of movements, learners will understand how different emotions feel and how
they are expressed through movement and storytelling.
SECTION B: VISUAL ARTS
Question 1
1.1 Integration Across the Curriculum
In the introduction to the performing arts lesson, I would integrate across the curriculum by
discussing different habitats and animals around the world. Since bears are not found in Africa, I
could introduce learners to African animals like lions or elephants, comparing them to bears. This
would integrate natural science by teaching about various ecosystems. I could also incorporate
geography by showing where bears live on a world map. Additionally, I could use a language activity
by exploring storytelling, comparing African folklore to the bear hunt story.
1.2 Foundation Phase Outcome
An appropriate Foundation Phase outcome that can be taught through the bear hunt story is:
“Listens to stories and retells in sequence.” This story helps learners develop listening and
sequencing skills. They will need to listen carefully to the repetitive parts and retell the order of the
events in the story, which improves comprehension and language development.
1.3 Warm-up Activity
A suitable warm-up activity aligned with the theme could involve asking learners to pretend to be
animals. They can act like different animals from the story, such as walking like a bear or swaying like
grass. This will energize them and get them excited for the lesson.
1.4 Sensory Awareness Activity
For a sensory awareness activity, I would set up different sensory stations related to the story. For
example:
Grass station: Have learners feel strips of paper or fabric to represent the swishy grass.
Mud station: Use a tray of soft clay or mud for learners to feel the squishiness.
Water station: Let learners dip their hands in water to represent the river. These hands-on
experiences would make the story more real and engaging.
Question 2
,2.1 Lesson Plan Body
Grade: Grade 1
Selected Outcome: “Listens to stories and retells in sequence.”
Lesson Activities:
Introduction (5 minutes): Show pictures of different animals, including bears. Ask learners if they
know where these animals live and introduce the bear hunt story.
Watch the Video (10 minutes): Play the Bear Hunt video, encouraging learners to join in with
repetitive phrases like "Swish! Swish!" and "Splash! Splash!"
Dramatization (10 minutes): Have the learners act out the story by pretending to go through the
grass, mud, and river.
Retelling the Story (5 minutes): Ask learners to retell the story using key phrases and actions from
the video, reinforcing their understanding of the sequence of events.
2.2 Assessing the Outcome
To determine if learners have achieved the outcome, I will observe how well they participate in
retelling the story. I will ask individual learners to recall specific parts of the story in the correct order
and listen for the key phrases they remember.
2.3 Cooling Down Exercise
For the cool-down, I would have the learners sit in a circle and take slow deep breaths, pretending
they are tiptoeing away from the bear quietly. They can also stretch their arms and legs as if they are
stretching out after the long adventure.
2.4 Five Skills Developed
Physical Development: Learners will improve coordination by acting out the different parts of the
story.
Cognitive Development: Retelling the sequence of the story helps with memory and comprehension.
Social Development: Acting together in the dramatization promotes teamwork.
, Emotional Development: The story allows learners to explore feelings of fear and excitement in a
safe environment.
Language Development: Listening to and repeating phrases from the story builds vocabulary and
language skills.
Question 3
3.1 March Time Signature
The time signature for a march is A (4/4 time).
3.2 Body Percussion
For the line “We are going on a bear hunt,” I would suggest the following body percussion actions:
Clap on "We are"
Tap thighs on "going on"
Stamp feet on "a bear"
Snap fingers on "hunt" These actions match the rhythm of the line and create engagement through
movement.
3.3 Teaching Emotions with Storyline and Tempo
I would use the changing tempo of the story to teach emotions. For example:
Slow tempo when walking through the cave can represent fear or nervousness.
Fast tempo when running away from the bear can show excitement and panic. By adjusting the
speed and intensity of movements, learners will understand how different emotions feel and how
they are expressed through movement and storytelling.
SECTION B: VISUAL ARTS
