CREATING AND EXECUTION

Picture Making - Identifying Wind Instruments
Picture Making - Parts of Wind Instruments

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

- Identify indigenous wind instruments used by various communities in Kenya
- Name the parts of the wind instruments
- Appreciate the cultural diversity of wind instruments in Kenya

- Learners view real/pictures/videos of Kenyan indigenous wind instruments and identify them (name, community)
- Learners name the parts of a wind instrument
- Learners discuss how the different parts contribute towards sound production

What types of wind instruments are found in Kenya?

- Mentor Creative Arts Grade 5 Learner's Book pg. 1
- Pictures/videos of Kenyan indigenous wind instruments
- Digital devices for viewing videos
- Mentor Creative Arts Grade 5 Learner's Book pg. 4
- Realia: Indigenous wind instruments
- Charts showing parts of wind instruments

- Oral questions - Observation - Written assignment

CREATING AND EXECUTION

Picture Making - Materials for Wind Instruments

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

- Identify materials for making a wind instrument
- Select appropriate materials for making a wind instrument
- Value sustainable use of local materials for crafts

- Learners collect and prepare materials for making a wind instrument
- Learners observe precautions while collecting the materials
- Learners discuss environmental conservation while collecting materials

What materials can be used to make a wind instrument?

- Mentor Creative Arts Grade 5 Learner's Book pg. 6
- Sample materials for making wind instruments
- Digital devices for research

- Observation - Oral questions - Portfolio assessment

CREATING AND EXECUTION

Picture Making - Creating Wind Instruments

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

- Make a wind instrument using locally available materials
- Follow the correct procedure
- Value creativity in making instruments

- Learners make a wind instrument using locally available materials
- Learners observe safety as they make the wind instrument
- Learners clean up after the activity

How can we make a functional wind instrument using locally available materials?

- Mentor Creative Arts Grade 5 Learner's Book pg. 7
- Tools for making instruments
- Locally available materials

- Observation - Project work - Product assessment

CREATING AND EXECUTION

Picture Making - Testing Wind Instruments
Picture Making - Caring for Wind Instruments

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

- Make a playable wind instrument
- Test the functionality of the wind instrument
- Show patience in perfecting the instrument

- Learners finalize making their wind instruments
- Learners test their instruments for functionality
- Learners make adjustments where necessary

How can we test if our wind instruments are functional?

- Mentor Creative Arts Grade 5 Learner's Book pg. 8
- Tools for refining instruments
- Sample wind instruments
- Mentor Creative Arts Grade 5 Learner's Book pg. 9
- Cleaning materials
- Storage containers

- Practical testing - Peer assessment - Observation

CREATING AND EXECUTION

Picture Making - Making Crayons

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

- Make materials for drawing
- Make crayons using recyclable materials
- Value conservation through recycling

- Learners explore the environment to collect materials for making crayons
- Learners make improvised crayons from locally available materials
- Learners discuss the importance of recycling

How are crayons improvised?

- Mentor Creative Arts Grade 5 Learner's Book pg. 10
- Used candle wax
- Beeswax
- Pigments
- Moulds

- Observation - Product assessment - Oral questions

CREATING AND EXECUTION

Picture Making - Crayon Etching Technique
Picture Making - Drawing Wind Instruments

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

- Identify the crayon etching technique
- Prepare materials for crayon etching
- Show interest in experimenting with different art techniques

- Learners discuss texture as an element of art
- Learners prepare materials for crayon etching
- Learners practice applying coloured crayons over paper

What is crayon etching?

- Mentor Creative Arts Grade 5 Learner's Book pg. 11
- Crayons
- Paper
- Black ink/paint
- Mentor Creative Arts Grade 5 Learner's Book pg. 13
- Etching tools

- Observation - Oral questions - Practical work

CREATING AND EXECUTION

Picture Making - Applying Etching Techniques

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

- Apply the crayon etching technique
- Create textures through etching
- Show patience in the etching process

- Learners apply coloured crayons over paper
- Learners cover with black pigment/Indian ink
- Learners scratch/etch the black ink to reveal wax beneath

How can we create drawings using crayon etching?

- Mentor Creative Arts Grade 5 Learner's Book pg. 14
- Colored crayons
- Black ink
- Etching tools
- Paper

- Observation - Product assessment - Peer review

CREATING AND EXECUTION

Picture Making - Completing Etched Drawings

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

- Create a wind instrument drawing
- Use etching technique effectively
- Take pride in their artwork

- Learners complete their wind instrument drawings using crayon etching
- Learners refine details through careful etching
- Learners clean up their work area

How can we improve our crayon etching technique?

- Mentor Creative Arts Grade 5 Learner's Book pg. 15
- Completed crayon etchings
- Etching tools
- Cleaning materials

- Product assessment - Self-assessment - Peer review

CREATING AND EXECUTION

Picture Making - Mounting Pictures
Picture Making - Creating Portfolios

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

- Mount pictures for display
- Apply the mat technique for mounting
- Appreciate neatness in presentation

- Learners mount their pictures using the mat technique
- Learners observe correct dimensions and layout/balance
- Learners ensure neat pasting

How can we effectively display our artwork?

- Mentor Creative Arts Grade 5 Learner's Book pg. 16
- Mounting boards
- Adhesives
- Rulers
- Scissors
- Mentor Creative Arts Grade 5 Learner's Book pg. 17
- Local materials for portfolios
- Decorative materials
- Labeling materials

- Observation - Product assessment - Peer review

CREATING AND EXECUTION

Picture Making - Displaying Artwork

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

- Display created artworks
- Discuss own and others' artworks
- Appreciate diverse artistic expressions

- Learners display their mounted work
- Learners talk about their own and others' created work
- Learners use appropriate language while respecting others' views

What makes artwork appealing?

- Mentor Creative Arts Grade 5 Learner's Book pg. 17
- Display area
- Mounted artworks
- Portfolio collections

- Observation - Oral presentation - Peer assessment

CREATING AND EXECUTION

Picture Making - Playing Wind Instruments
Picture Making - Exploring Environmental Objects

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

- Play indigenous wind instruments
- Apply proper playing techniques
- Appreciate traditional musical instruments

- Learners practice holding wind instruments correctly
- Learners apply proper breathing techniques
- Learners produce basic sounds on the instruments

How do we play indigenous wind instruments?

- Mentor Creative Arts Grade 5 Learner's Book pg. 18
- Wind instruments
- Instructional videos
- Resource persons
- Environmental objects
- Drawing materials
- Etching tools

- Observation - Practical assessment - Peer feedback

CREATING AND EXECUTION

Picture Making - Advanced Etching Techniques

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

- Apply advanced etching techniques
- Create complex textures
- Demonstrate creativity in artwork

- Learners apply advanced etching techniques
- Learners create complex textures through detailed etching
- Learners express creativity through their artwork

How can advanced etching techniques enhance artistic expression?

- Mentor Creative Arts Grade 5 Learner's Book pg. 18
- Etching samples
- Etching tools
- Drawing materials

- Observation - Product assessment - Self-assessment

CREATING AND EXECUTION

Football - Basic Skills

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

- Identify the skills used in football
- Demonstrate basic football positions
- Value teamwork in sports

- Learners observe and identify football skills through videos or demonstrations
- Learners discuss the different positions in football
- Learners practice basic positioning

Why is football a popular game?

- Mentor Creative Arts Grade 5 Learner's Book pg. 19
- Football field
- Footballs
- Digital devices

- Observation - Oral questions - Practical assessment

CREATING AND EXECUTION

Football - In-step Kicking
Football - In-step Kicking Practice

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

- Execute in-step kicking in football
- Follow the correct progression for kicking
- Show discipline during practice

- Learners observe demonstrations of in-step kicking
- Learners practice the stance, execution, and follow-through
- Learners perform kicking drills in pairs

How is the in-step kick executed?

- Mentor Creative Arts Grade 5 Learner's Book pg. 22
- Football field
- Footballs
- Instructional videos
- Mentor Creative Arts Grade 5 Learner's Book pg. 23
- Practice cones

- Observation - Practical assessment - Peer assessment

CREATING AND EXECUTION

Football - Outside-of-Foot Kicking

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

- Execute outside-of-the-foot kicking
- Perform the correct technique
- Demonstrate sportsmanship during practice

- Learners observe demonstrations of outside-of-the-foot kicking
- Learners practice the stance, execution, and follow-through
- Learners perform kicking drills in pairs

What is the advantage of using outside-of-the-foot kicks?

- Mentor Creative Arts Grade 5 Learner's Book pg. 24
- Football field
- Footballs
- Instructional videos

- Observation - Practical assessment - Peer assessment

CREATING AND EXECUTION

Football - Outside-of-Foot Kicking Practice
Football - Comparing Kicking Techniques

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

- Practice outside-of-foot kicking
- Apply kicking techniques in drills
- Show cooperation in group activities

- Learners practice outside-of-foot kicking in groups
- Learners apply techniques in different situations
- Learners engage in cooperative drills

How can outside-of-foot kicking be used effectively in a game?

- Mentor Creative Arts Grade 5 Learner's Book pg. 25
- Football field
- Footballs
- Practice cones
- Mentor Creative Arts Grade 5 Learner's Book pg. 26
- Situational diagrams

- Observation - Practical assessment - Group assessment

CREATING AND EXECUTION

Football - Stopping with Inside of Foot

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

- Execute the skill of stopping the ball using inside of the foot
- Follow the correct progression
- Value control in football

- Learners observe demonstrations of stopping using inside of the foot
- Learners practice the stance, execution, and control
- Learners perform stopping drills in pairs

How does stopping the ball contribute to ball control?

- Mentor Creative Arts Grade 5 Learner's Book pg. 27
- Football field
- Footballs
- Instructional videos

- Observation - Practical assessment - Peer assessment

CREATING AND EXECUTION

Football - Inside-of-Foot Stopping Practice
Football - Combination of Kicking and Stopping

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

- Practice inside-of-foot stopping
- Apply stopping techniques in drills
- Show patience during skill development

- Learners practice inside-of-foot stopping in various situations
- Learners apply stopping techniques with different ball speeds
- Learners progress from simple to complex stopping scenarios

What factors affect successful stopping with the inside of the foot?

- Mentor Creative Arts Grade 5 Learner's Book pg. 28
- Football field
- Footballs
- Practice cones
- Mentor Creative Arts Grade 5 Learner's Book pg. 29
- Practice stations

- Observation - Practical assessment - Skill progression assessment

CREATING AND EXECUTION

Football - Step Trap Stopping

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

- Execute step trap stopping in football
- Apply proper technique
- Demonstrate patience during practice

- Learners observe demonstrations of step trap stopping
- Learners practice the stance, execution, and control
- Learners perform stopping drills in pairs

How does step trap stopping differ from inside-of-foot stopping?

- Mentor Creative Arts Grade 5 Learner's Book pg. 30
- Football field
- Footballs
- Instructional videos

- Observation - Practical assessment - Peer assessment

CREATING AND EXECUTION

Football - Step Trap Stopping Practice

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

- Practice step trap stopping
- Apply stopping techniques in drills
- Show determination in skill mastery

- Learners practice step trap stopping in various situations
- Learners apply stopping techniques with different ball trajectories
- Learners progress from simple to complex stopping scenarios

What scenarios best suit step trap stopping?

- Mentor Creative Arts Grade 5 Learner's Book pg. 31
- Football field
- Footballs
- Practice cones

- Observation - Practical assessment - Skill progression assessment

CREATING AND EXECUTION

Football - Comparing Stopping Techniques
Football - Dribbling

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

- Compare different stopping techniques
- Select appropriate stopping methods
- Value adaptability in football

- Learners compare different stopping techniques
- Learners identify appropriate situations for each technique
- Learners practice selecting the right stopping method for different scenarios

Which stopping technique is most effective in different situations?

- Mentor Creative Arts Grade 5 Learner's Book pg. 32
- Football field
- Footballs
- Situational diagrams
- Mentor Creative Arts Grade 5 Learner's Book pg. 33
- Cones
- Instructional videos

- Observation - Decision-making assessment - Practical assessment

CREATING AND EXECUTION

Football - Dribbling Practice

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

- Practice straight dribbling
- Apply dribbling techniques in drills
- Show concentration during skill practice

- Learners practice straight dribbling with different speeds
- Learners apply dribbling techniques in controlled situations
- Learners focus on maintaining close ball control

What factors contribute to successful straight dribbling?

- Mentor Creative Arts Grade 5 Learner's Book pg. 34
- Football field
- Footballs
- Practice cones

- Observation - Practical assessment - Skill progression assessment

CREATING AND EXECUTION

Football - Advanced Dribbling
Football - Preparing Papier Mâché

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

- Execute advanced dribbling techniques
- Apply direction changes while dribbling
- Value creativity in ball control

- Learners practice dribbling with direction changes
- Learners apply dribbling around obstacles
- Learners develop creative approaches to dribbling

How can direction changes enhance dribbling effectiveness?

- Mentor Creative Arts Grade 5 Learner's Book pg. 34
- Football field
- Footballs
- Obstacle courses
- Mentor Creative Arts Grade 5 Learner's Book pg. 35
- Recyclable paper
- Containers
- Glue
- Water

- Observation - Practical assessment - Creativity assessment

CREATING AND EXECUTION

Football - Creating Cone Moulds

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

- Create moulds for cones
- Prepare moulds properly
- Show patience during the creation process

- Learners create moulds for cones using manila paper
- Learners shape and secure the moulds
- Learners prepare moulds for casting

How do we create effective moulds for casting?

- Mentor Creative Arts Grade 5 Learner's Book pg. 37
- Manila paper
- Scissors
- Tape
- Petroleum jelly

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Football - Casting Marking Cones

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

- Cast marking cones using papier mâché
- Apply papier mâché correctly to moulds
- Value precision in craft work

- Learners apply papier mâché to prepared moulds
- Learners ensure even application and thickness
- Learners allow casts to partially dry before removing moulds

How can we ensure our casts are even and strong?

- Mentor Creative Arts Grade 5 Learner's Book pg. 38
- Prepared papier mâché
- Prepared moulds
- Brushes
- Workspace

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Football - Finishing Cones
Football - Decorating Cones

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

- Complete the casting of cones
- Allow casts to dry completely
- Demonstrate care during the finishing process

- Learners remove cones from moulds after partial drying
- Learners set cones to dry completely
- Learners prepare cones for decoration

How do we know when casts are ready for decoration?

- Mentor Creative Arts Grade 5 Learner's Book pg. 39
- Cast cones
- Drying space
- Assessment tools
- Mentor Creative Arts Grade 5 Learner's Book pg. 40
- Water-based paints
- Brushes
- Palettes

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Football - Tie and Dye Introduction

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

- Identify tie and dye techniques
- Prepare materials for tie and dye
- Value creative fabric decoration

- Learners explore tie and dye techniques
- Learners collect and prepare materials for tie and dye
- Learners prepare fabric for decoration

What techniques can be used in tie and dye?

- Mentor Creative Arts Grade 5 Learner's Book pg. 41
- Fabric samples
- Dye materials
- Reference materials

- Observation - Oral assessment - Material assessment

CREATING AND EXECUTION

Football - T-shirt Decoration
Football - Color Wheel

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

- Decorate t-shirts using tie and dye
- Apply pleating technique
- Show creativity in fabric decoration

- Learners prepare t-shirts for decoration
- Learners apply pleating technique for tie and dye
- Learners use two different colors for decoration

How can tie and dye be used to create distinctive team shirts?

- Mentor Creative Arts Grade 5 Learner's Book pg. 42
- T-shirts
- Dyes
- Tying materials
- Dye containers
- Mentor Creative Arts Grade 5 Learner's Book pg. 43
- Paint
- Brushes
- Paper
- Color reference

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Football - Wash Technique Introduction

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

- Demonstrate wash technique of painting
- Apply flat and graded wash
- Appreciate watercolor techniques

- Learners practice wash technique of painting
- Learners apply flat and graded wash techniques
- Learners compare different wash effects

What is the difference between flat and graded wash?

- Mentor Creative Arts Grade 5 Learner's Book pg. 43
- Watercolors
- Brushes
- Paper
- Water containers

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Football - Painting with Wash Technique

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

- Paint a still-life composition
- Use wash technique effectively
- Value color value in painting

- Learners paint a still-life composition based on a PCI theme
- Learners apply wash technique to create color value
- Learners focus on creating depth through wash

How can wash technique create depth in a painting?

- Mentor Creative Arts Grade 5 Learner's Book pg. 43
- Watercolors
- Brushes
- Paper
- Still-life setup

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Football - Field Setup
Football - Mini Game

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

- Set up a football field using cones
- Apply proper field dimensions
- Value organization in sports

- Learners mark a football field using colored cones
- Learners apply proper spacing and dimensions
- Learners set up stations for practice

How does proper field setup contribute to gameplay?

- Mentor Creative Arts Grade 5 Learner's Book pg. 43
- Open space
- Colored cones
- Measuring tools
- Marked field
- Footballs
- Colored t-shirts

- Observation - Process assessment - Field assessment

CREATING AND EXECUTION

Composing Rhythm - French Rhythm Names

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

- Identify rhythmic patterns using French rhythm names
- Recite taa-aa, taa and ta-te rhythms
- Show interest in rhythm

- Learners listen to or sing simple songs
- Learners identify notes using French rhythm names
- Learners recite the rhythm patterns

How are French rhythm names used in music?

- Mentor Creative Arts Grade 5 Learner's Book pg. 44
- Charts with rhythm patterns
- Audio recordings
- Musical instruments

- Observation - Oral assessment - Practical performance

CREATING AND EXECUTION

Composing Rhythm - Rhythm Recognition
Composing Rhythm - Interpreting Patterns

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

- Recognize different rhythmic patterns
- Identify taa-aa, taa and ta-te in songs
- Value attentive listening

- Learners listen to different songs
- Learners identify rhythmic patterns in songs
- Learners discuss how rhythm affects music

How do we recognize rhythmic patterns in music?

- Mentor Creative Arts Grade 5 Learner's Book pg. 45
- Audio recordings
- Rhythm charts
- Musical instruments
- Mentor Creative Arts Grade 5 Learner's Book pg. 46
- Charts with rhythm patterns
- Percussion instruments

- Observation - Listening assessment - Oral assessment

CREATING AND EXECUTION

Composing Rhythm - Rest Patterns

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

- Identify rest patterns in rhythm
- Apply rest patterns correctly
- Appreciate silence in music

- Learners identify rest symbols in music
- Learners practice rhythms with rests
- Learners discuss the importance of rests in music

How do rests contribute to rhythm?

- Mentor Creative Arts Grade 5 Learner's Book pg. 47
- Charts with rest patterns
- Audio recordings
- Musical instruments

- Observation - Oral assessment - Practical performance

CREATING AND EXECUTION

Composing Rhythm - Writing Patterns

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

- Write rhythmic patterns using French rhythm names
- Apply proper notation
- Demonstrate neatness in writing

- Learners write down dictated rhythmic patterns
- Learners practice writing French rhythm names
- Learners review and correct their work

How can we represent rhythms using French rhythm names?

- Mentor Creative Arts Grade 5 Learner's Book pg. 48
- Manuscript paper
- Writing materials
- Reference charts

- Written assessment - Process observation - Product assessment

CREATING AND EXECUTION

Composing Rhythm - Creating Simple Patterns
Composing Rhythm - Variation Technique

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

- Create simple rhythmic patterns
- Apply repetition technique
- Show creativity in rhythm composition

- Learners create simple rhythmic patterns
- Learners apply repetition technique in composition
- Learners perform their created rhythms

How are rhythmic patterns created?

- Mentor Creative Arts Grade 5 Learner's Book pg. 49
- Manuscript paper
- Percussion instruments
- Reference materials
- Mentor Creative Arts Grade 5 Learner's Book pg. 50

- Product assessment - Performance assessment - Peer review

CREATING AND EXECUTION

Composing Rhythm - Calligraphy Materials

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

- Identify materials for making a calligraphy pen
- Select appropriate materials
- Value resourcefulness in art

- Learners identify materials for making calligraphy pens
- Learners collect suitable materials
- Learners discuss the characteristics of good materials

What materials can be used to make calligraphy pens?

- Mentor Creative Arts Grade 5 Learner's Book pg. 52
- Sample materials
- Pictures of calligraphy pens
- Reference materials

- Observation - Oral assessment - Material selection assessment

CREATING AND EXECUTION

Composing Rhythm - Making Stick Calligraphy Pen
Composing Rhythm - Making Fountain Pen Calligraphy

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

- Make a calligraphy pen from a stick
- Follow the correct procedure
- Show patience in the creation process

- Learners prepare sticks for making pens
- Learners cut and shape pens according to instructions
- Learners smooth and finish their pens

How can we create an effective calligraphy pen?

- Mentor Creative Arts Grade 5 Learner's Book pg. 53
- Bamboo/sticks
- Cutting tools
- Sandpaper
- Ink
- Mentor Creative Arts Grade 5 Learner's Book pg. 54
- Fountain pens

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Composing Rhythm - Calligraphy Techniques

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

- Write alphabets in calligraphy
- Apply proper technique
- Appreciate beauty in writing

- Learners practice holding the calligraphy pen correctly
- Learners write alphabets with attention to angle and slant
- Learners identify ascenders and descenders in letters

What techniques are used in calligraphy?

- Mentor Creative Arts Grade 5 Learner's Book pg. 55
- Calligraphy pens
- Ink
- Practice paper
- Sample alphabets

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Composing Rhythm - Rhythm Names in Calligraphy

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

- Write French rhythm names in calligraphy
- Apply proper calligraphy technique
- Value precision in artistic writing

- Learners practice writing French rhythm names in calligraphy
- Learners focus on consistency and style
- Learners create rhythm name samples

Why is calligraphy lettering used in writing rhythms?

- Mentor Creative Arts Grade 5 Learner's Book pg. 57
- Calligraphy pens
- Ink
- Practice paper
- Sample rhythm names

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION
PERFORMANCE AND DISPLAY

Composing Rhythm - Rhythmic Patterns in Calligraphy
Athletics - Visual baton exchange

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

- Write rhythmic patterns in calligraphy
- Apply proper spacing and layout
- Value neatness in presentation

- Learners write complete rhythmic patterns in calligraphy
- Learners focus on layout and presentation
- Learners review and refine their work

How can calligraphy enhance musical notation?

- Mentor Creative Arts Grade 5 Learner's Book pg. 58
- Calligraphy pens
- Ink
- Quality paper
- Sample patterns
- Pictures of skipping ropes
- Samples of plaited ropes
- Digital devices
- Mentor Creative Arts pg. 118

- Observation - Process assessment - Product assessment

PERFORMANCE AND DISPLAY

Athletics - Visual baton exchange

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

- Explore actual and virtual samples of plaited basketry items.
- Identify materials used for plaiting a rope.
- Appreciate the value of plaited items in society.

- Learners to explore actual and virtual samples of plaited basketry items.
- In groups, learners to identify materials used for plaiting a rope.
- Learners to discuss the value of plaited items in society.

How are plaiting materials prepared?

- Pictures of plaited items
- Digital devices
- Mentor Creative Arts pg. 119
- Actual plaited items

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Athletics - Visual baton exchange

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

- Prepare materials for plaiting a rope.
- Decorate the materials for plaiting by dyeing/painting.
- Appreciate the beauty of decorated materials.

- Learners to prepare materials for plaiting a rope.
- Learners to decorate the materials for plaiting by dyeing/painting.
- Learners to display the decorated materials.

Why is it important to decorate plaiting materials?

- Dyes
- Paints
- Plaiting materials
- Mentor Creative Arts pg. 120
- Prepared and decorated materials
- Mentor Creative Arts pg. 121-122

- Observation - Project work - Peer assessment

PERFORMANCE AND DISPLAY

Athletics - Visual baton exchange

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

- Identify appropriate materials for making a relay baton.
- Discuss factors to consider when making a relay baton.
- Value the importance of using appropriate materials for making a relay baton.

- Learners to observe illustrations/actual samples of relay batons to identify appropriate materials.
- In groups, learners to discuss factors to consider when making a relay baton.
- Learners to collect locally available materials for making a relay baton.

What materials can be used to make a relay baton?

- Pictures of relay batons
- Samples of relay batons
- Digital devices
- Mentor Creative Arts pg. 123

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Athletics - Visual baton exchange

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

- Make a relay baton using locally available materials.
- Follow the correct procedure when making a relay baton.
- Appreciate the importance of making own relay baton.

- Teacher to demonstrate how to make a relay baton.
- Learners to make a relay baton using locally available materials.
- Learners to display and talk about their relay batons.

How do we make a relay baton?

- Locally available materials (bamboo, plastic, wood)
- Tools for making relay batons
- Mentor Creative Arts pg. 124-126

- Observation - Project work - Peer assessment

PERFORMANCE AND DISPLAY

Athletics - Visual baton exchange

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

- Describe visual baton change in a relay race.
- Identify the key elements of visual baton change.
- Value the importance of proper visual baton exchange.

- Learners to watch a video clip on visual baton change.
- Learners to discuss the key elements of visual baton change.
- Learners to describe the visual baton change technique.

How is a relay performed?

- Digital devices
- Video clips
- Mentor Creative Arts pg. 127-128
- Relay batons
- Open field
- Mentor Creative Arts pg. 129-130

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Athletics - Visual baton exchange

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

- Practice visual baton change in groups.
- Maintain proper body position during visual baton change.
- Show teamwork when practicing visual baton change.

- Learners to practice visual baton change in groups.
- Learners to maintain proper body position during visual baton change.
- Learners to give feedback to each other.

How can we improve visual baton change?

- Relay batons
- Open field
- Mentor Creative Arts pg. 131

- Observation - Performance test - Peer assessment

PERFORMANCE AND DISPLAY

Athletics - Visual baton exchange

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

- Describe non-visual baton change in a relay race.
- Identify the key elements of non-visual baton change.
- Value the importance of proper non-visual baton exchange.

- Learners to watch a video clip on non-visual baton change.
- Learners to discuss the key elements of non-visual baton change.
- Learners to describe the non-visual baton change technique.

How is non-visual baton change performed?

- Digital devices
- Video clips
- Mentor Creative Arts pg. 132-133
- Relay batons
- Open field
- Mentor Creative Arts pg. 134

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Athletics - Visual baton exchange

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

- Identify the techniques in baton change (upsweep and downsweep).
- Distinguish between upsweep and downsweep techniques.
- Appreciate the different techniques in baton change.

- Learners to observe demonstrations of upsweep and downsweep techniques.
- Learners to identify the differences between upsweep and downsweep techniques.
- Learners to discuss the advantages of each technique.

What are the techniques used in baton change?

- Digital devices
- Video clips
- Mentor Creative Arts pg. 135-136

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Athletics - Visual baton exchange

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

- Demonstrate the upsweep technique in baton change.
- Follow the correct procedure for upsweep technique.
- Show confidence when demonstrating upsweep technique.

- Teacher to demonstrate the upsweep technique in baton change.
- Learners to practice upsweep technique in pairs.
- Learners to give feedback to each other.

How is the upsweep technique performed?

- Relay batons
- Open field
- Mentor Creative Arts pg. 137
- Mentor Creative Arts pg. 138

- Observation - Performance test - Peer assessment

PERFORMANCE AND DISPLAY

Puppetry

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

- Identify different types of puppets.
- Discuss the materials used in making puppets.
- Appreciate the role of puppets in society.

- Learners to observe pictures/videos of different types of puppets.
- In groups, learners to discuss the different types of puppets.
- Learners to identify the materials used in making puppets.

What is the role of puppetry in society?

- Pictures of puppets
- Videos of puppet shows
- Digital devices
- Mentor Creative Arts pg. 176

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Puppetry

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

- Explore the environment to gather recyclable materials for making glove puppets.
- Identify suitable found objects for making puppets.
- Value the importance of recycling materials.

- Learners to explore the environment to gather recyclable materials for making glove puppets.
- Learners to identify suitable found objects for making puppets.
- Learners to sort and organize the collected materials.

What materials can be used to make puppets?

- Recyclable materials
- Found objects
- Mentor Creative Arts pg. 177-178

- Observation - Project work - Peer assessment

PERFORMANCE AND DISPLAY

Puppetry

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

- Make a glove puppet using recyclable materials.
- Follow the correct procedure when making a glove puppet.
- Show creativity when making a glove puppet.

- Learners to watch a demonstration of how to make a glove puppet.
- Learners to make a glove puppet using recyclable materials.
- Learners to decorate their puppets for aesthetic effects.

How can we make puppets from recyclable materials?

- Recyclable materials
- Tools for making puppets
- Mentor Creative Arts pg. 179-180
- Glove puppets
- Digital devices
- Mentor Creative Arts pg. 181-182

- Observation - Project work - Peer assessment

PERFORMANCE AND DISPLAY

Performing a Kenyan Folk Dance

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

- Identify different Kenyan folk dances.
- Discuss the background of Kenyan folk dances.
- Appreciate the diversity of Kenyan folk dances.

- Learners to watch videos of different Kenyan folk dances.
- Learners to identify the communities that perform the dances.
- Learners to discuss the occasions when the dances are performed.

Why is it important to perform a folk dance?

- Digital devices
- Video clips
- Mentor Creative Arts pg. 157

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Performing a Kenyan Folk Dance

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

- Identify the participants in a folk dance.
- Describe the roles of different participants in a folk dance.
- Value the contribution of each participant in a folk dance.

- Learners to watch videos of folk dance performances.
- Learners to identify the participants in the folk dance (soloist, chorus, instrumentalists, dancers).
- Learners to discuss the roles of each participant.

What are the roles of different participants in a folk dance?

- Digital devices
- Video clips
- Mentor Creative Arts pg. 158
- Mentor Creative Arts pg. 159-160

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Performing a Kenyan Folk Dance

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

- Describe the costumes used in Kenyan folk dances.
- Identify the materials used to make the costumes.
- Value the role of costumes in folk dances.

- Learners to observe pictures/videos of costumes used in Kenyan folk dances.
- Learners to describe the costumes worn by dancers from different communities.
- Learners to identify the materials used to make the costumes.

What is the role of costumes in a folk dance?

- Pictures of folk dance costumes
- Digital devices
- Mentor Creative Arts pg. 161

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Performing a Kenyan Folk Dance

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

- Identify ornaments, props, and body adornments used in folk dances.
- Describe the role of ornaments, props, and body adornments in folk dances.
- Appreciate the aesthetic value of ornaments, props, and body adornments.

- Learners to observe pictures/videos of ornaments, props, and body adornments used in folk dances.
- Learners to identify the ornaments, props, and body adornments used in folk dances.
- Learners to discuss the role of ornaments, props, and body adornments in folk dances.

What is the role of ornaments, props, and body adornments in a dance?

- Pictures of ornaments, props, and body adornments
- Digital devices
- Mentor Creative Arts pg. 162-163

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Performing a Kenyan Folk Dance

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

- Identify dance formations used in folk dances.
- Describe different dance formations.
- Value the importance of dance formations in folk dances.

- Learners to observe videos of folk dance formations.
- Learners to identify different dance formations used in folk dances.
- Learners to describe the formations observed in the videos.

How do the aspects of a folk dance contribute to its performance?

- Digital devices
- Video clips
- Mentor Creative Arts pg. 164-165
- Mentor Creative Arts pg. 166

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Performing a Kenyan Folk Dance

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

- Identify musical instruments used in folk dances.
- Describe the role of musical instruments in folk dances.
- Appreciate the role of musical instruments in folk dances.

- Learners to observe videos of musical instruments used in folk dances.
- Learners to identify the musical instruments used in folk dances.
- Learners to discuss the role of musical instruments in folk dances.

What is the role of instruments in a folk dance?

- Digital devices
- Video clips
- Mentor Creative Arts pg. 167

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Performing a Kenyan Folk Dance

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

- Discuss the role of folk dances in the community.
- Classify the roles of folk dances into social and economic roles.
- Appreciate the importance of folk dances in the community.

- Learners to discuss the role of folk dances in the community.
- Learners to classify the roles of folk dances into social and economic roles.
- Learners to watch videos of folk dances and identify their roles.

Why is it important to showcase Creative Arts works?

- Digital devices
- Video clips
- Mentor Creative Arts pg. 168-169
- Pictures of ornaments
- Mentor Creative Arts pg. 170

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Performing a Kenyan Folk Dance

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

- Make an ornament for a Kenyan folk dance.
- Follow the correct procedure when making an ornament.
- Show creativity when making an ornament.

- Teacher to demonstrate how to make an ornament.
- Learners to make an ornament for a Kenyan folk dance.
- Learners to display and talk about their ornaments.

What materials can be used to make ornaments for folk dances?

- Materials for making ornaments
- Tools for making ornaments
- Mentor Creative Arts pg. 171

- Observation - Project work - Peer assessment

PERFORMANCE AND DISPLAY

Performing a Kenyan Folk Dance

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

- Select a folk dance from a Kenyan community.
- Identify the props and costumes to be used in the dance.
- Value the importance of preparation before a performance.

- Learners to select a folk dance from a Kenyan community.
- Learners to identify the props and costumes to be used in the dance.
- Learners to discuss the importance of preparation before a performance.

How do we prepare for a folk dance performance?

- Digital devices
- Video clips
- Mentor Creative Arts pg. 172

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Performing a Kenyan Folk Dance

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

- Practice the selected folk dance.
- Incorporate appropriate body movements, dance formations, and patterns.
- Show confidence when practicing the folk dance.

- Learners to practice the selected folk dance.
- Learners to incorporate appropriate body movements, dance formations, and patterns.
- Learners to observe safety and good behavior during practice.

How can we improve our folk dance performance?

- Ornaments
- Props
- Costumes
- Mentor Creative Arts pg. 173
- Digital devices
- Mentor Creative Arts pg. 174

- Observation - Performance test - Peer assessment

PERFORMANCE AND DISPLAY

Performing a Kenyan Folk Dance

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

- Assess the folk dance performance using a guide.
- Provide constructive feedback to peers.
- Appreciate the efforts of others in the performance.

- Learners to assess the folk dance performance using a guide.
- Learners to provide constructive feedback to peers.
- Learners to discuss ways to improve future performances.

How can we assess a folk dance performance?

- Performance assessment guide
- Digital devices
- Mentor Creative Arts pg. 175

- Observation - Oral questions - Peer assessment