Creating and Execution

Picture Making (Percussion Instruments) - Indigenous Kenyan percussion instruments

By the end of the lesson, the learner should be able to:

- Identify percussion instruments from different Kenyan communities
- Name communities where percussion instruments originate from
- Appreciate percussion instruments from different Kenyan communities

- Observe pictures of percussion instruments from different Kenyan communities
-Identify percussion instruments from different Kenyan communities
-Name the communities where percussion instruments originate from
-Discuss how each instrument is played
-Watch a video clip on the performance of Kenyan percussion instruments

How are percussion instruments from different Kenyan communities identified?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 3
-Digital devices
-Percussion instruments

- Observation -Oral questions -Written assignments

Creating and Execution

Picture Making (Percussion Instruments) - Method of playing percussion instruments
Picture Making (Percussion Instruments) - Classifying percussion instruments
Picture Making (Percussion Instruments) - Parts of percussion instruments

By the end of the lesson, the learner should be able to:

- Identify how percussion instruments are played
- Describe the method of playing different percussion instruments
- Show interest in understanding how percussion instruments are played

- Study pictures of different percussion instruments
-Discuss how each instrument is played
-Group percussion instruments according to how they are played (hitting, shaking, striking, scrapping)
-Listen to the sound of each instrument

What are the different methods of playing percussion instruments?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 4
-Percussion instruments
-Digital devices
- Mentor Creative Arts Grade 4 Learner's Book, pg. 5
-Melodic and non-melodic percussion instruments
- Mentor Creative Arts Grade 4 Learner's Book, pg. 6
-Drums

- Oral questions -Observation checklist -Written assignments

Creating and Execution

Picture Making (Percussion Instruments) - Functions of parts of percussion instruments
Picture Making (Percussion Instruments) - Researching parts of percussion instruments
Picture Making (Percussion Instruments) - Improvising rhythmic patterns

By the end of the lesson, the learner should be able to:

- Explain the functions of different parts of percussion instruments
- Match parts of percussion instruments with their functions
- Value the importance of each part of a percussion instrument

- Discuss the functions of each part of percussion instruments
-Play the "Who am I challenge" to identify parts of percussion instruments
-Draw a percussion instrument and label its parts
-Write down the functions of each part

Why is each part of a percussion instrument important?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 7
-Percussion instruments
-Digital devices
- Mentor Creative Arts Grade 4 Learner's Book, pg. 8
-Drawing materials
-Drums and other percussion instruments

- Observation -Oral questions -Written assignments

Creating and Execution

Picture Making (Percussion Instruments) - Making charcoal sticks
Picture Making (Percussion Instruments) - Procedure for making charcoal sticks

By the end of the lesson, the learner should be able to:

- Identify materials used for making charcoal sticks
- Collect materials for making charcoal sticks
- Show interest in making charcoal sticks

- Study pictures of charcoal sticks
-Identify materials used for making charcoal sticks
-Collect materials for making charcoal sticks (green sticks, tin, nail, hammer, matchbox, sand, pan, cutting tools)
-Store collected materials safely

Why are charcoal sticks important in drawing?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 10
-Materials for making charcoal sticks
- Mentor Creative Arts Grade 4 Learner's Book, pg. 11

- Observation -Oral questions -Project work

Creating and Execution

Picture Making (Percussion Instruments) - Tonal value in art
Picture Making (Percussion Instruments) - Drawing shapes with charcoal sticks

By the end of the lesson, the learner should be able to:

- Explain the meaning of tone or value in art
- Discuss tone or value as an element of art
- Appreciate tone as an important element in art

- Research on the meaning of tone or value as an element of art
-Discuss tone or value as an element of art
-Use digital devices to view artworks showing tonal values

What is the importance of tonal value in drawing?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 12
-Digital devices
-Charts showing tonal values
-Charcoal sticks
-Drawing paper

- Observation -Oral questions -Written assignments

Creating and Execution

Picture Making (Percussion Instruments) - Creating tonal shading

By the end of the lesson, the learner should be able to:

- Match different tones using charcoal sticks
- Apply appropriate pressure to create different tones
- Value the importance of tonal variation in drawing

- Use charcoal sticks to shade boxes to match given tones
-Apply light pressure to shade light areas
-Apply more pressure to shade dark areas
-Practice creating tonal gradation

How does pressure application affect tonal variation?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 13
-Charcoal sticks
-Drawing paper

- Observation -Project work -Portfolio assessment

Creating and Execution

Picture Making (Percussion Instruments) - Drawing percussion instruments
Picture Making (Percussion Instruments) - Smudging technique

By the end of the lesson, the learner should be able to:

- Sketch a percussion instrument using charcoal sticks
- Determine where light falls on the object
- Create highlight and shadow areas in a drawing

- Place a drum on a table
-Sketch the drum using charcoal sticks
-Determine where light falls on the drum
-Identify the highlight and shadow areas
-Begin shading the darker areas

How can highlights and shadows be created in a drawing?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 14
-Percussion instruments
-Charcoal sticks
-Drawing paper
-Cloths for smudging

- Observation -Project work -Portfolio assessment

Creating and Execution

Picture Making (Percussion Instruments) - Creating a portfolio

By the end of the lesson, the learner should be able to:

- Collect drawings for a portfolio
- Create a portfolio using colored paper
- Appreciate own and others' artwork

- Collect all drawings
-Paste drawings on colored manila paper
-Display work in class
-Comment about drawings
-Complete peer assessment cards

Why is it important to keep artwork in a portfolio?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 15
-Drawings
-Colored manila paper
-Glue

- Observation -Portfolio assessment -Peer assessment

Creating and Execution

Picture Making (Percussion Instruments) - Drawing different percussion instruments

By the end of the lesson, the learner should be able to:

- Identify different percussion instruments
- Draw percussion instruments using the smudging technique
- Show interest in drawing percussion instruments

- Study pictures of different percussion instruments
-Identify the instruments shown
-Draw and color the instruments using the smudging technique
-Display drawings in class

How can different percussion instruments be drawn effectively?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 15
-Pictures of percussion instruments
-Charcoal sticks
-Drawing paper

- Observation -Project work -Portfolio assessment

Creating and Execution

Picture Making (Percussion Instruments) - Drawing Kenyan percussion instruments
Picture Making (Percussion Instruments) - Identifying percussion instruments by playing method

By the end of the lesson, the learner should be able to:

- Draw percussion instruments from Kenyan communities
- Shade drawings using charcoal sticks
- Value artwork from different communities

- Draw two percussion instruments from Kenyan communities
-Shade the percussion instruments using charcoal sticks
-Apply smudging technique using a piece of cloth
-Show work to parents/guardians for comments

What makes percussion instruments from different communities unique?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 16
-Pictures of percussion instruments
-Charcoal sticks
-Drawing paper

- Observation -Project work -Home assignment

Creating and Execution

Picture Making (Percussion Instruments) - Making percussion instruments

By the end of the lesson, the learner should be able to:

- Identify materials for making percussion instruments
- Assemble materials for making percussion instruments
- Show interest in making percussion instruments

- Identify locally available materials for making percussion instruments
-Collect materials for making percussion instruments
-Sort and organize materials according to the type of instrument to be made
-Store materials safely

What materials can be used to make percussion instruments?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 3-7
-Locally available materials for making percussion instruments

- Observation -Oral questions -Project work

Creating and Execution

Picture Making (Percussion Instruments) - Assembling percussion instruments
Netball - Introduction to Netball skills

By the end of the lesson, the learner should be able to:

- Make a percussion instrument using locally available materials
- Tune the percussion instrument appropriately
- Observe safety measures when making percussion instruments

- Work in groups to make percussion instruments (rattles, shakers, drums, gourds or marimba)
-Assemble the parts correctly
-Tune the instruments appropriately
-Test the sound produced by the instruments
-Store the instruments safely

How can percussion instruments be assembled and tuned?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 3-7
-Materials for making percussion instruments
-Tools for assembling
- Mentor Creative Arts Grade 4 Learner's Book, pg. 17
-Pictures of Netball games
-Digital devices

- Observation -Project work -Peer assessment

Creating and Execution

Netball - Chest pass technique

By the end of the lesson, the learner should be able to:

- Explain how to perform chest pass in Netball
- Identify the stance, grip, release and follow through for chest pass
- Value the importance of proper technique in chest pass

- Study a picture of a learner performing chest pass
-Observe how the ball is held and where the eyes are focused
-Watch a video of chest pass in Netball
-Discuss the stance, grip, release and follow through for chest pass

How is chest pass performed in Netball?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 18
-Netball balls
-Digital devices

- Observation -Oral questions -Demonstration

Creating and Execution

Netball - Demonstrating chest pass
Netball - Practicing chest pass

By the end of the lesson, the learner should be able to:

- Demonstrate chest pass in Netball following proper technique
- Observe safety measures when performing chest pass
- Show interest in mastering chest pass technique

- Hold the ball at chest level using both hands
-Spread fingers around the ball
-Stand with feet shoulder-width apart facing partner
-Bend knees slightly
-Step in the direction of the pass
-Release the ball to partner's chest level
-Keep arms extended forward with palms facing outward

What is the correct progression when performing chest pass?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 19
-Netball balls
-Open space
- Mentor Creative Arts Grade 4 Learner's Book, pg. 20

- Observation -Demonstration -Peer assessment

Creating and Execution

Netball - Overhead pass technique

By the end of the lesson, the learner should be able to:

- Explain the overhead pass technique in Netball
- Identify the arm and leg position for overhead pass
- Appreciate the use of overhead pass in Netball

- Study a picture of a learner performing overhead pass
-Observe where the ball is held at the beginning
-Identify how the arms and legs are positioned
-Discuss the skill being performed

What makes overhead pass different from chest pass?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 20
-Netball balls
-Digital devices

- Observation -Oral questions -Written assignments

Creating and Execution

Netball - Demonstrating overhead pass
Netball - Practicing overhead pass

By the end of the lesson, the learner should be able to:

- Demonstrate overhead pass in Netball following proper technique
- Observe safety measures when performing overhead pass
- Show interest in mastering overhead pass technique

- Hold the ball firmly above head level using both hands
-Spread fingers well
-Stand with one foot slightly forward
-Bend knees slightly
-Release the ball forward using wrist and fingers
-Keep arms and fingers pointing in the direction of the pass

What is the correct progression when performing overhead pass?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 21
-Netball balls
-Open space
- Mentor Creative Arts Grade 4 Learner's Book, pg. 22

- Observation -Demonstration -Peer assessment

Creating and Execution

Netball - Double-handed catching

By the end of the lesson, the learner should be able to:

- Explain how to perform double-handed catching
- Identify games that involve catching skills
- Show interest in learning double-handed catching

- Study a picture of a person catching a ball
-Discuss how the ball is caught
-Identify games that involve the catching skill
-Discuss the importance of double-handed catching in ball games

Why is correct hand positioning important in catching?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 23
-Netball balls
-Digital devices

- Observation -Oral questions -Written assignments

Creating and Execution

Netball - Demonstrating double-handed catching
Netball - Practicing double-handed catching

By the end of the lesson, the learner should be able to:

- Demonstrate double-handed catching in Netball
- Follow the correct progression for catching
- Observe safety measures when catching

- Stand with feet apart and knees bent slightly
-Focus eyes on the ball
-Move in the path of the incoming ball
-Stretch arms forward with elbows slightly bent
-Spread fingers well, forming a W-hand formation
-Reach to catch the ball and bring it close to body

What is the correct progression when performing double-handed catching?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 23
-Netball balls
-Open space
- Mentor Creative Arts Grade 4 Learner's Book, pg. 24
-Markers

- Observation -Demonstration -Peer assessment

Creating and Execution

Netball - Introduction to macramé technique

By the end of the lesson, the learner should be able to:

- Explain what macramé technique is
- Identify materials used in macramé technique
- Observe safety measures when collecting materials

- Learn that macramé is a type of art involving knotting techniques
-Identify decorative patterns and items made using macramé
-Observe safety measures when using macramé materials
-Collect clean materials for making a ball

What is macramé technique and how is it used?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 25
-Macramé materials (yarns, strings, fabrics)
-Scissors

- Observation -Oral questions -Written assignments

Creating and Execution

Netball - Making a ball using macramé technique (1)
Netball - Making a ball using macramé technique (2)

By the end of the lesson, the learner should be able to:

- Collect materials for making a ball using macramé
- Begin the ball-making process using knotting techniques
- Show interest in creating using macramé

- Collect strings or yarn for making a ball
-Begin by making a loop with the string
-Tie the ends in overhand knots to secure the loop
-Begin creating vertical strings around the ball
-Follow safety measures when handling materials

How can macramé technique be used to make a ball?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 26
-Macramé materials (yarns, strings, fabrics)
-Scissors

- Observation -Project work -Peer assessment

Creating and Execution

Netball - Completing a ball using macramé

By the end of the lesson, the learner should be able to:

- Complete making a ball using macramé technique
- Cut excess rope or string neatly
- Show pride in completed work

- Complete the criss-crossing pattern
-Cut excess rope or string using scissors
-Show completed ball in class
-Clean working space after completing the project

How is a macramé ball project finalized?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 26
-Macramé materials (yarns, strings, fabrics)
-Scissors

- Observation -Project work -Peer assessment

Creating and Execution

Netball - Practicing Netball skills
Netball - Drawing playing Netball

By the end of the lesson, the learner should be able to:

- Apply passing, catching and shooting skills in a mini-game
- Play a mini-game of Netball following the rules
- Show teamwork during the game

- Form two groups with equal number of players
-Play a mini-game of Netball
-Apply the skills of passing and catching
-Start the game at the center
-Attempt to score into opponent's side
-Restart game from center after each score

How are Netball skills applied in a game situation?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 27
-Netball balls
-Open space
-Markers
- Mentor Creative Arts Grade 4 Learner's Book, pg. 28
-Drawing paper
-Paint
-Brushes

- Observation -Performance assessment -Peer assessment

Creating and Execution

Netball - Color classification

By the end of the lesson, the learner should be able to:

- Classify colors into primary and secondary
- Identify primary and secondary colors
- Appreciate colors in the environment

- Study primary colors (yellow, red, blue)
-Study secondary colors (green, orange, purple)
-Observe pictures showing primary and secondary colors
-Identify materials used in making secondary colors

Why is color classification important?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 30
-Primary and secondary color charts
-Paint
-Brushes

- Observation -Oral questions -Written assignments

Creating and Execution

Netball - Preparing materials for mixing colors
Netball - Mixing primary colors (yellow and blue)

By the end of the lesson, the learner should be able to:

- Identify materials needed for mixing colors
- Collect materials for color mixing
- Show interest in color mixing activities

- Study pictures of materials used for mixing colors
-Identify the materials (palette, paintbrushes, water containers)
-Collect materials needed for mixing colors
-Store materials in the Creative Arts corner
-Discuss painting tips

What materials are necessary for effective color mixing?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 31
-Paint
-Brushes
-Palettes
-Water containers
-Paint (yellow and blue)

- Observation -Oral questions -Written assignments

Creating and Execution

Netball - Mixing primary colors (red and yellow)

By the end of the lesson, the learner should be able to:

- Mix red and yellow to create a secondary color
- Identify the secondary color created
- Clean working area after mixing colors

- Pour a small amount of red paint on a palette
-Add an equal amount of yellow paint
-Mix the two colors using a paintbrush
-Identify the secondary color created (orange)
-Clean brushes after mixing

What secondary color is created by mixing red and yellow?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 32
-Paint (red and yellow)
-Brushes
-Palettes
-Water containers

- Observation -Project work -Oral questions

Creating and Execution

Netball - Mixing primary colors (red and blue)

By the end of the lesson, the learner should be able to:

- Mix red and blue to create a secondary color
- Identify the secondary color created
- Show creativity in color mixing

- Pour a small amount of red paint on a palette
-Add an equal amount of blue paint
-Mix the two colors using a paintbrush
-Identify the secondary color created (purple)
-Clean brushes after mixing

What secondary color is created by mixing red and blue?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 32
-Paint (red and blue)
-Brushes
-Palettes
-Water containers

- Observation -Project work -Oral questions

Creating and Execution

Netball - Creating a color wheel
Netball - Color tones (light tones)

By the end of the lesson, the learner should be able to:

- Draw a color wheel
- Color a color wheel using primary and secondary colors
- Appreciate the relationship between colors

- Draw a color wheel as shown
-Understand the key for the color wheel
-Color the wheel using primary and secondary colors
-Discuss the relationship between primary and secondary colors

How does a color wheel show the relationship between colors?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 32
-Drawing paper
-Paint
-Brushes
- Mentor Creative Arts Grade 4 Learner's Book, pg. 33
-Paint (secondary colors and white)
-Palettes

- Observation -Project work -Portfolio assessment

Creating and Execution

Netball - Mixing orange with white

By the end of the lesson, the learner should be able to:

- Mix orange with increasing amounts of white
- Create a tonal strip showing gradation from orange to light orange
- Clean working area after painting

- Place equal amounts of orange paint in 5 different sections
-Add increasing amounts of white paint to each section
-Mix the colors using a brush
-Paint the color strip starting with orange and ending with very light orange
-Clean brushes and working area

How can tonal gradation be created with orange and white?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 33
-Paint (orange and white)
-Brushes
-Palettes
-Drawing paper

- Observation -Project work -Portfolio assessment

Creating and Execution

Rhythm and Pattern Making - Introduction to rhythmic patterns
Rhythm and Pattern Making - Rhythm in songs

By the end of the lesson, the learner should be able to:

- Identify rhythmic activities
- Clap or tap while counting
- Show interest in rhythmic activities

- Look at pictures of children doing rhythmic activities
-Clap hands or tap the table while counting 1, 2, 3, and 4
-Discuss different rhythmic activities
-Share experiences of rhythmic activities

How are rhythmic patterns created through clapping and tapping?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 42
-Digital devices
-Song charts

- Observation -Oral questions -Demonstration

Creating and Execution

Rhythm and Pattern Making - Rhythm in words

By the end of the lesson, the learner should be able to:

- Clap the rhythm sounds of words
- Identify short and long sounds in words
- Show interest in rhythms of different words

- Clap the rhythm sound of given words (plum, grape, mango, baba)
-Identify words that sound short when read
-Identify words that sound long when read
-Learn about syllables in words

How do syllables affect the rhythm of words?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 43
-Word cards

- Observation -Oral questions -Demonstration

Creating and Execution

Rhythm and Pattern Making - French rhythm names
Rhythm and Pattern Making - Practicing French rhythm names

By the end of the lesson, the learner should be able to:

- Identify the French rhythm name 'taa'
- Identify the French rhythm name 'ta-te'
- Match words with appropriate French rhythm names

- Learn that words are made of syllables
-Learn that the French rhythm name 'taa' represents a long sound
-Learn that the French rhythm name 'ta-te' represents two short sounds
-Match words with their French rhythm names

How are French rhythm names used to represent sounds?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 44
-Charts showing French rhythm names
-Charts showing rhythmic patterns

- Observation -Oral questions -Written assignments

Creating and Execution

Rhythm and Pattern Making - Identifying rhythm in words

By the end of the lesson, the learner should be able to:

- Read words aloud
- Clap the rhythm of words
- Count the number of claps for each word

- Read words aloud (avocado, crocodile, watermelon)
-Clap the rhythm of the words
-Discuss how many times each word is clapped
-Fill in a table with words and their French rhythm names

How is the rhythm of multi-syllable words identified?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 45
-Word cards

- Observation -Oral questions -Written assignments

Creating and Execution

Rhythm and Pattern Making - Clapping syllables of words
Rhythm and Pattern Making - Note values and their French names

By the end of the lesson, the learner should be able to:

- Clap as they recite words
- Identify words with long sounds
- Identify words with short sounds

- Clap as they recite words (lion, sugarcane, pesa, ice)
-Identify words with long sounds
-Identify words with short sounds
-Fill in a table with words, syllables, and French rhythm names

How are long and short sounds identified in words?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 45
-Word cards
- Mentor Creative Arts Grade 4 Learner's Book, pg. 46
-Charts showing note values and French rhythm names

- Observation -Oral questions -Written assignments

Creating and Execution

Rhythm and Pattern Making - Steady beat (clock)

By the end of the lesson, the learner should be able to:

- Listen to the ticking of a clock
- Clap the beat made by the ticking of a clock
- Associate the clock ticking with the crotchet

- Listen to the ticking of a clock
-Mimic the sound to friends
-Clap the beat made by the ticking of a clock
-Clap the beat while reciting the French rhythm name 'taa'

How is the ticking of a clock related to rhythm?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 47
-Clock

- Observation -Demonstration -Oral questions

Creating and Execution

Rhythm and Pattern Making - Heartbeat rhythm
Rhythm and Pattern Making - Rhythm in children's song

By the end of the lesson, the learner should be able to:

- Feel heartbeat
- Imitate the sound of heartbeat
- Compare heartbeat before and after running

- Place hands on the left side of the chest
-Imitate the sound of the heartbeat
-Clap the sound while reciting the crotchet French rhythm name
-Feel heartbeat before and after running
-Compare the difference in heartbeat

How does the heartbeat relate to rhythm?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 47
-Open space for running
- Mentor Creative Arts Grade 4 Learner's Book, pg. 48
-Song charts

- Observation -Demonstration -Oral questions

Creating and Execution

Rhythm and Pattern Making - Note symbols and rests

By the end of the lesson, the learner should be able to:

- Match note symbols with their rests
- Identify rests for different note values
- Value the importance of rests in music

- Match note symbols with their rests
-Identify rest representing quaver beat
-Identify rest representing crotchet beat
-Write rest for a pair of quavers
-Learn that a rest in music means silence

How are rests used in rhythmic patterns?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 49
-Charts showing note symbols and rests

- Observation -Oral questions -Written assignments

Creating and Execution

Rhythm and Pattern Making - Singing rhythm in songs
Rhythm and Pattern Making - Clapping rhythm of songs

By the end of the lesson, the learner should be able to:

- Sing a song following rhythm
- Recite French rhythm names of a song
- Clap rhythm of a song

- Sing the song "Peas Porridge Hot"
-Talk about the song's message
-Recite the French rhythm names of the song
-Sing while clapping the rhythm of the song
-Perform the song in groups

How can rhythm enhance the performance of songs?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 50
-Song charts
- Mentor Creative Arts Grade 4 Learner's Book, pg. 51

- Observation -Performance assessment -Peer assessment

Creating and Execution

Rhythm and Pattern Making - Free hand lettering (1)

By the end of the lesson, the learner should be able to:

- Identify letters of the alphabet with different heights
- Identify ascenders and descenders in letters
- Show interest in free hand lettering

- Look at letters of the alphabet
-Discuss differences in letter shapes
-Identify letters with parts that go up (ascenders)
-Identify letters with parts that go down (descenders)
-Identify letters that fit in the middle

What are ascenders and descenders in letter writing?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 52
-Charts showing letters of the alphabet
-Writing materials

- Observation -Oral questions -Written assignments

Creating and Execution

Rhythm and Pattern Making - Free hand lettering (2)
Rhythm and Pattern Making - Writing French rhythm names

By the end of the lesson, the learner should be able to:

- Understand what free hand lettering is
- Identify ascending and descending letters
- Value proper letter formation

- Learn that free hand lettering refers to writing letters without using tools
-Learn about proper letter position
-Understand that ascenders include d, f, h, k, l, t
-Understand that descenders include g, j, p, q, y
-Identify letters without ascenders or descenders

Why is proper letter formation important in free hand lettering?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 53
-Charts showing letters with ascenders and descenders
-Writing materials
- Mentor Creative Arts Grade 4 Learner's Book, pg. 54
-Charts showing French rhythm names

- Observation -Oral questions -Written assignments

Performance and Display

Athletics - Introduction to sprint starts and sprinting techniques
Athletics - Medium sprint start technique demonstration
Athletics - Medium sprint start technique demonstration

By the end of the lesson, the learner should be able to:

- Define sprinting as running at high speed over short distances
- Describe different types of sprint starts for races
- Show interest in learning about athletics

- Observe pictures of learners in sprinting positions
- Discuss different types of sprint starts (medium and elongated)
- Share personal experiences about participating in sprinting activities
- Watch demonstration/video clips of different sprint starts

Why is appropriate posture important in sprinting?

- Mentor Creative Arts pg. 80
- Digital devices for video demonstrations
- Open space for practical activities
- Mentor Creative Arts pg. 82
- Open space with marked lines
- Digital devices for recording performances
- Mentor Creative Arts pg. 83
- Open space with marked starting line
- Whistle

- Observation - Oral questions - Written assignments

Performance and Display

Athletics - Medium sprint start technique practice
Athletics - Elongated sprint start technique demonstration

By the end of the lesson, the learner should be able to:

- Demonstrate the complete medium sprint start sequence
- Run a short distance using the medium sprint start technique
- Show confidence in executing sprint starts

- Mark starting and finishing lines on the ground
- Practice the complete medium sprint start sequence
- Run to the finishing line upon "go" command
- Repeat the activity several times for mastery

How can practice improve sprint start performance?

- Mentor Creative Arts pg. 84
- Open space with marked starting and finishing lines
- Whistle
- Mentor Creative Arts pg. 85
- Digital devices for video demonstrations
- Open space for practice

- Observation - Performance analysis - Exit tickets

Performance and Display

Athletics - Elongated sprint start technique practice
Athletics - Body posture, acceleration, transition, and finish in sprinting
Athletics - Sprinting techniques practice

By the end of the lesson, the learner should be able to:

- Demonstrate the "on your marks" position in elongated sprint start
- Execute the "set" and "go" positions in elongated sprint start
- Show interest in mastering different sprint start techniques

- Practice the elongated sprint start "on your marks" position
- Practice the "set" position with raised hips and bent knees
- Practice the "go" command with proper takeoff technique
- Mark starting and finishing lines for practice

Which sprint start technique provides better acceleration?

- Mentor Creative Arts pg. 86
- Open space with marked starting and finishing lines
- Whistle
- Mentor Creative Arts pg. 87
- Digital devices for video clips
- Open space for demonstration
- Mentor Creative Arts pg. 88
- Open space with marked lines
- Stopwatch

- Observation - Performance analysis - Peer assessment

Performance and Display

Athletics - Reading and understanding the Kenya National Anthem
Athletics - Singing the Kenya National Anthem in groups

By the end of the lesson, the learner should be able to:

- Read through the words of the Kenya National Anthem
- Discuss the meaning and message of the anthem
- Appreciate the role of the national anthem during athletic events

- Read the words of the Kenya National Anthem
- Discuss the meaning and message of each stanza
- Explore the importance of the anthem during athletic events
- Learn about proper etiquette during anthem performance

Why is the Kenya National Anthem performed during an athletic event?

- Mentor Creative Arts pg. 91
- Chart with Kenya National Anthem words
- Audio recording of Kenya National Anthem
- Audio recording of Kenya National Anthem
- Chart with Kenya National Anthem words

- Observation - Oral questions - Written assignments

Performance and Display

Athletics - Studying the Kenyan flag colors and arrangement

By the end of the lesson, the learner should be able to:

- Identify the colors of the Kenyan flag
- Describe the arrangement of colors on the flag
- Appreciate the symbolism of the Kenyan flag

- Search for images of the Kenyan flag from virtual sources
- Study the colors and their arrangement on the flag
- Discuss the symbolism of each color and the shield
- Watch video clips about the Kenyan flag

What does the Kenyan flag symbolize?

- Mentor Creative Arts pg. 90
- Digital devices for searching images
- Chart showing the Kenyan flag

- Observation - Oral questions - Written assignments

Performance and Display

Athletics - Sketching and painting the Kenyan flag
Athletics - Attaching the flag to a suitable handle

By the end of the lesson, the learner should be able to:

- Sketch the Kenyan flag on paper
- Paint the flag using the correct colors
- Value the importance of neatness in artwork

- Sketch the Kenyan flag on paper
- Paint the flag observing the correct color arrangement
- Apply proper painting techniques for neat results
- Display completed flags for peer feedback

How should colors be arranged on the Kenyan flag?

- Mentor Creative Arts pg. 91
- Paper, pencils, rulers
- Paints (black, red, green, white)
- Brushes
- Mentor Creative Arts pg. 92
- Completed painted flags
- Materials for handles (sticks, dowels)
- Glue

- Observation - Project assessment - Peer critique

Performance and Display

Athletics - Practicing medium starts in pairs

By the end of the lesson, the learner should be able to:

- Demonstrate medium start technique in pairs
- Give constructive feedback to peers on their technique
- Show willingness to improve through practice

- Work in pairs to practice medium sprint starts
- Focus on proper arm and leg action during starts
- Give feedback to partners on their technique
- Refine technique based on feedback received

How does partnered practice improve sprint start technique?

- Mentor Creative Arts pg. 89
- Open space with marked starting lines
- Whistle

- Observation - Peer assessment - Skill progression charts

Performance and Display

Athletics - Practicing sprinting technique in pairs
Athletics - Participating in sprint competitions

By the end of the lesson, the learner should be able to:

- Execute sprinting technique with proper body alignment
- Maintain maximum speed during a sprint
- Value the role of practice in improving performance

- Practice proper sprinting technique in pairs
- Focus on start, arm and leg action, and finish
- Mark lines to practice sprinting for short distances
- Provide feedback to partners on technique

What are the key elements of proper sprinting technique?

- Mentor Creative Arts pg. 89
- Open space with marked lines
- Stopwatch
- Open space with marked track
- Whistle

- Observation - Performance analysis - Peer assessment

Performance and Display

Athletics - Participating in sprint competitions

By the end of the lesson, the learner should be able to:

- Apply learned techniques in sprint races
- Run to and from marked points with maximum speed
- Show enthusiasm for athletic competitions

- Mark starting and finishing lines for races
- Take turns to run races with maximum speed
- Cheer for classmates during races
- Use a stopwatch to time performances

How can timing performances help improve sprint technique?

- Mentor Creative Arts pg. 90
- Open space with marked lines
- Stopwatch
- Whistle

- Observation - Performance analysis - Timed results

Performance and Display

Athletics - Recording and critiquing sprint performances
Athletics - Importance of the flag and anthem during events

By the end of the lesson, the learner should be able to:

- Record sprint performances using digital devices
- Critique application of sprint techniques in recordings
- Appreciate the use of technology in improving performance

- Use digital devices to record sprint performances
- Play back recordings for analysis
- Critique application of starting and sprinting techniques
- Identify areas for improvement based on recordings

How can recording performances help improve athletic technique?

- Mentor Creative Arts pg. 90
- Digital devices for recording
- Open space for sprint activities
- Playback equipment
- Mentor Creative Arts pg. 92
- Pictures of athletic events with flag raising
- Painted flags with handles
- Audio recording of Kenya National Anthem

- Observation - Performance analysis - Self-assessment

Performance and Display

Athletics - Sprint competition with flag and anthem

By the end of the lesson, the learner should be able to:

- Participate in organized sprint competition
- Sing the Kenya National Anthem before competition
- Display appropriate behavior during flag raising ceremony

- Organize a complete sprint competition event
- Begin with flag raising and anthem singing
- Participate in sprint races applying learned techniques
- Award winners at the end of the competition

How do ceremonial elements enhance athletic competitions?

- Mentor Creative Arts pg. 92
- Open space with marked track
- Kenyan flags
- Audio equipment for anthem
- Stopwatch

- Observation - Performance analysis - Competition results

Performance and Display

Athletics - Athletic event appreciation
Athletics - Sprint skills assessment

By the end of the lesson, the learner should be able to:

- Identify the sprint starts learned in sprinting
- Describe the sprinting techniques learned
- Appreciate the value of athletics in physical development

- Review different sprint starts learned (medium, elongated)
- Summarize sprinting techniques learned throughout the unit
- Discuss the importance of recovery after athletic activities
- Share experiences from participating in sprint events

What have we learned about sprint techniques that can help us in future athletic activities?

- Mentor Creative Arts pg. 92
- Charts showing sprint techniques
- Digital devices with recorded performances
- Open space with marked track
- Kenyan flags
- Assessment sheets

- Observation - Oral questions - Written assignments

Performance and Display

Gymnastics - Introduction to balances and rolls in gymnastics

By the end of the lesson, the learner should be able to:

- Define gymnastic balances and rolls
- Identify different types of balances and rolls
- Show interest in learning gymnastic skills

- Observe pictures/videos of gymnastic balances and rolls
- Discuss different types of balances (head, crab) and rolls (backward, side)
- Share personal experiences with gymnastics
- Explore safety considerations in gymnastics

How does performance of rolls and balances enhance gymnastics?

- Mentor Creative Arts pg. 94
- Digital devices for video demonstrations
- Pictures of gymnastic positions
- Safe practice area with mats

- Observation - Oral questions - Written assignments

Performance and Display

Gymnastics - Crab balance demonstration and practice
Gymnastics - Crab balance technique practice

By the end of the lesson, the learner should be able to:

- Describe the steps of performing crab balance
- Demonstrate initial positioning for crab balance
- Appreciate the importance of balance in gymnastics

- Watch video clip/demonstration of crab balance
- Observe body positioning of head, hands, and feet
- Discuss how to maintain balance during the pose
- Practice sitting position with knees bent for crab balance

How is weight distributed in the crab balance position?

- Mentor Creative Arts pg. 95
- Digital devices for video demonstrations
- Safe practice area with mats
- Safe practice area with mats
- Demonstration charts

- Observation - Skill progression chart - Peer assessment

Performance and Display

Gymnastics - Side roll demonstration and practice

By the end of the lesson, the learner should be able to:

- Describe the steps of performing side roll
- Demonstrate starting position for side roll
- Value the importance of proper technique in gymnastics

- Watch video clip/demonstration of side roll
- Observe body positioning, starting and finishing positions
- Discuss how to maintain balance during the roll
- Practice sitting position with bent knees for side roll

How does tucking the head affect the side roll movement?

- Mentor Creative Arts pg. 96
- Digital devices for video demonstrations
- Safe practice area with mats

- Observation - Skill progression chart - Peer assessment

Performance and Display

Gymnastics - Side roll technique practice
Gymnastics - Singing patriotic songs during warm-up

By the end of the lesson, the learner should be able to:

- Demonstrate shifting weight to shoulders during side roll
- Execute complete side roll with proper technique
- Show perseverance in mastering gymnastic skills

- Practice lowering shoulder and head to either side
- Practice shifting body weight to shoulders
- Execute full side roll with proper technique
- Practice standing back to starting position after roll

What is the importance of sequence in performing side roll?

- Mentor Creative Arts pg. 97
- Safe practice area with mats
- Demonstration charts
- Mentor Creative Arts pg. 100
- Audio recordings of patriotic songs
- Charts with song lyrics
- Open space for warm-up activities

- Observation - Performance analysis - Self-assessment

Performance and Display

Gymnastics - Playing rhythmic percussion instruments

By the end of the lesson, the learner should be able to:

- Identify percussion instruments for accompaniment
- Play simple rhythms on percussion instruments
- Show interest in combining music with gymnastics

- Select appropriate percussion instruments (shakers, rattles, drum)
- Practice playing simple rhythmic patterns
- Discuss how rhythm can complement gymnastic movements
- Play instruments to accompany simple movements

How do percussion instruments enhance gymnastic activities?

- Mentor Creative Arts pg. 97
- Percussion instruments (shakers, rattles, drums)
- Demonstration charts of rhythmic patterns

- Observation - Performance assessment - Peer feedback

Performance and Display

Gymnastics - Practicing the crab balance and side roll in pairs

By the end of the lesson, the learner should be able to:

- Perform crab balance with proper technique
- Provide constructive feedback to peers
- Value teamwork in learning gymnastics

- Form pairs for practice of crab balance and side roll
- Take turns performing while partner observes
- Provide feedback on technique and form
- Use markers to create practice areas

How does peer feedback improve gymnastic performance?

- Mentor Creative Arts pg. 97
- Safe practice area with mats
- Markers (lime or ash) for circles
- Assessment checklists

- Observation - Peer assessment - Skill progression charts

Performance and Display

Gymnastics - Group performance with percussion
Gymnastics - Relay performance practice

By the end of the lesson, the learner should be able to:

- Perform crab balance and side roll in sequence
- Accompany performances with percussion instruments
- Demonstrate teamwork in group performances

- Form two groups for alternate performances
- One group performs while the other plays percussion
- Mark circles on the ground for performance areas
- Alternate roles between performing and playing instruments

How does group performance enhance individual skills?

- Mentor Creative Arts pg. 98
- Safe practice area with mats
- Markers for circles
- Percussion instruments
- Markers for lines
- Whistle

- Observation - Group performance assessment - Peer feedback

Performance and Display

Gymnastics - Reciting French rhythm names during roll performance

By the end of the lesson, the learner should be able to:

- Recite French rhythm names 'taa' and 'ta-te'
- Coordinate recitation with side roll performance
- Appreciate the connection between rhythm and movement

- Form groups and stand in lines
- Mark line and place cones for activity
- Recite 'taa' in ready position for side roll
- Recite 'ta-te' while performing side roll
- Repeat until reaching the cones

How do rhythmic patterns enhance gymnastic movements?

- Mentor Creative Arts pg. 98
- Safe practice area with mats
- Markers for lines
- Cones for targets

- Observation - Performance analysis - Rhythmic coordination assessment

Performance and Display

Gymnastics - Crab balance with rhythmic patterns
Gymnastics - Peer assessment of gymnastics skills

By the end of the lesson, the learner should be able to:

- Perform crab balance with rhythmic movement
- Coordinate movement with French rhythm names
- Value the integration of rhythm and gymnastics

- Mark a square on the ground for activity
- Stand at corners of the square
- Perform crab balance on command
- Move in crab walk while chanting 'taa' and 'ta-te'
- Match steps to rhythm pattern

How does rhythmic chanting improve coordination during crab walk?

- Mentor Creative Arts pg. 99
- Safe practice area with mats
- Markers for square
- Rhythm charts
- Assessment checklists
- Pencils

- Observation - Performance analysis - Coordination assessment

Performance and Display

Gymnastics - Group game with gymnastic skills

By the end of the lesson, the learner should be able to:

- Integrate gymnastic skills into group games
- Sing songs during group activities
- Show enjoyment in combining skills with games

- Form two groups (taggers and runners)
- Sing "Watoto Wangu" song during activity
- Run from taggers after song
- Perform crab balance when tagged
- Pass under crab balance to save tagged players

How do games enhance the practice of gymnastic skills?

- Mentor Creative Arts pg. 100
- Safe practice area
- Audio recording of song
- Open space for game

- Observation - Participation assessment - Group dynamics evaluation

Performance and Display

Gymnastics - Using digital devices to photograph gymnastics performances
Gymnastics - Creating a portfolio of gymnastics photographs

By the end of the lesson, the learner should be able to:

- Take photographs of gymnastic performances
- Focus on center of interest in photography
- Show interest in documenting physical activities

- Use digital devices to take photographs of crab balance and side roll
- Focus on center of interest in photographs
- Take multiple shots from different angles
- Review photographs for clarity and focus

Why is the center of interest important in photography?

- Mentor Creative Arts pg. 97
- Digital devices with cameras
- Safe practice area for gymnastics
- Display equipment for reviewing photos
- Mentor Creative Arts pg. 98
- Digital devices with photography
- Computer for portfolio organization
- Photographs from previous lesson

- Observation - Photo quality assessment - Peer feedback

Performance and Display

Gymnastics - Home practice and documentation

By the end of the lesson, the learner should be able to:

- Create a plan for home practice of gymnastic skills
- Use digital devices to record performances
- Value practice outside of school setting

- Plan simple gymnastic activities for home practice
- Listen to patriotic songs to accompany exercises
- Record performances using digital devices
- Share recorded performances with parents/guardians

How can home practice reinforce gymnastic skills?

- Mentor Creative Arts pg. 100
- Planning templates
- Digital devices for recording
- List of safe home activities

- Observation - Practice plan assessment - Self-reporting

Performance and Display

Gymnastics - Skills assessment
Gymnastics - Self and peer assessment
Gymnastics - Skills integration

By the end of the lesson, the learner should be able to:

- Demonstrate mastery of crab balance and side roll
- Perform to rhythmic accompaniment
- Show confidence in gymnastic abilities

- Demonstrate crab balance and side roll individually
- Perform to rhythmic accompaniment of percussion or chanting
- Evaluate own performance against criteria
- Receive feedback from teacher and peers

What progress have you made in gymnastics skills?

- Mentor Creative Arts pg. 100
- Safe practice area with mats
- Assessment checklists
- Percussion instruments
- Assessment forms
- Pencils
- Percussion instruments
- Audio equipment

- Observation - Performance assessment - Self-evaluation