CULTURAL AND CREATIVE ART (CCA) PRIMARY THREE (3) THIRD TERM LESSON PLAN AND SCHEME OF WORK
Lesson Notes / Scheme of work
Primary 1 | Primary 2 | Primary 3
Primary 4 | Primary 5 | Primary 6
JSS1 | JSS2 | JSS3
SSS1 | SSS2 | SSS3
Question Bank
Primary 1 | Primary 2 |Primary3
Primary 4 | Primary5 | Primary6
JSS1 | JSS2 | JSS3
SSS1 | SSS2 | SSS3
WEEK 1&2
Topic: TRADITIONAL DRESSES AND FABRICS
Learning Objectives: At the end of the lesson, pupils should be able to:
1. Identify traditional dresses and fabrics
Resources & materials:
Scheme of work.
9 years curriculum
Pupils textbook
Online resources
INSTRUCTIONAL MATERIAL:
Aso oke
Sokoto
Soro and buba
Building Background/ connection to prior knowledge: Pupils are familiar with the topic in their previous classes.
CONTENT
TRADITIONAL DRESSES AND FABRICS
Traditional dress may be defined as the ensemble of garments, jewelry, and accessories rooted in the past that is worn by an identifiable group of people. ... The phrase traditional dress or costume is often used interchangeably with the terms ethnic, regional, and folk dressTraditional fabrics are cloths or materials used to make dresses by different ethnic groups. They differ
from one culture to another. We know each ethnic group by their dresses. For example, ‘Iro and buba’ is
known among the Yorubas, ‘Babanriga and wondo’ among the Hausas and ‘Isiagu’ among the Igbos.
Some traditional fabrics include:
1 Adire: This is common among the Yoruba tribe.
2 Aso oke: This is also common among the Yoruba tribe.
3 Akwete: This is the fabric of the Igbo tribe.
4 Saki: This is common among the Yoruba tribe.
Traditional dress includes:
Onyonyo
Buba and iro
Sokoto
Yar-shara and Hala
Isiagu
Babariga
Agbada
Buba and shoro
.
STRATEGIES AND ACTIVITIES
The Teacher revises the previous week lesson.
The Teacher introduces the new topic.
The Teacher explains the note in details.
The Teacher gives room for pupils to ask questions.
The Teacher evaluates the pupils.
ASSESSMENT AND EVALUATION
1. Identify traditional dresses and fabrics
WRAP-UP(CONCLUSION)
Teacher goes over the topic once again to enhance better understanding.
Assignment:
1. Define traditional dress
2. Mention 5 traditional dress
WEEK 3&4
Topic: TRADITIONAL DRESSES AND FABRICS
SUBTOPIC: Importance of traditional dress and fabric
Learning Objectives: At the end of the lesson, pupils should be able to:
1. Mention the importance of traditional dresses and fabrics
Resources & materials:
Scheme of work.
9 years curriculum
Pupils textbook
Online resources
INSTRUCTIONAL MATERIAL:
Aso oke
Sokoto
Soro and buba
Building Background/ connection to prior knowledge: Pupils are familiar with the topic in their previous classes.
CONTENT
Traditional dress may be defined as the ensemble of garments, jewelry, and accessories rooted in the past that is worn by an identifiable group of people. ... The phrase traditional dress or costume is often used interchangeably with the terms ethnic, regional, and folk dress
IMPORTANCE OF TRADITIONAL DRESSES AND FABRICS
Importance of traditional dresses
1 It promotes our culture.
2 It is used to know people from different cultures.
3 It is used to cover and protect the body.
4 It is used to promote unity in our society or community.
5 It creates jobs for those who make, sell and sew them.
6 The beauty of traditional dresses shows that our people are creative.
STRATEGIES AND ACTIVITIES
The Teacher revises the previous week lesson.
The Teacher introduces the new topic.
The Teacher explains the note in details.
The Teacher gives room for pupils to ask questions.
The Teacher evaluates the pupils.
ASSESSMENT AND EVALUATION
1. Mention the importance oftraditional dresses and fabrics
WRAP-UP(CONCLUSION)
Teacher goes over the topic once again to enhance better understanding.
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