Foundation of Creative Arts and sports

Careers in Creative Arts And Sports - Careers in Creative Arts

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

-Identify careers in creative arts and sports
-Describe the careers in creative arts and sport
-Research using digital devices to identify and discuss carriers in creative arts and sports
-Recognize the careers in creative arts and sports

In groups, learners are guided to:
-Research using digital devices or print material to identify careers in creative arts
-Discuss the careers in creative arts
-Prepare charts showing different careers in creative arts
-Watch clips on careers in creative arts and sports

What are the careers in creative arts and sports?

- MENTOR pg. 1
-Video clips
-Digital devices
-Internet
-Learners' textbook
-Teachers' notes
-Textbook
- MENTOR pg. 4
-Digital resources
-Notebooks
-Textbooks
-Journals

- Oral questions -Oral discussions -Written notes -Observation

Foundation of Creative Arts and sports

Components of Creative Arts and Sports - Elements of a Play

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

-Identify elements in a play as a component of creative arts
-Describe the element of play
-Search for information on Internet of elements of play
-Discussion the elements of play
-Acknowledge elements of a play

In groups or pairs, learners are guided to:
-Watch actual and virtual play performance to identify elements of a play
-Discuss the basic elements of a play
-Search for information on elements of play i.e. theme, characters, plot, etc.

What is play? What are the basic elements of a play?

- MENTOR pg. 7
-Digital resources
-Lesson notes
-Textbooks
- MENTOR pg. 8
-Costumes
-Open space or class
-Teachers notes
-Video clips

- Observation -Oral questions -Assessment rubrics -Written questions

Foundation of Creative Arts and sports

Components of Creative Arts and Sports - Physical Fitness

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

-Define the components of physical fitness
-Outline the components of physical fitness
-Discuss the components of physical fitness
-Recognize the components of physical fitness

In groups or pairs, learners are guided to:
-Brainstorm the components of physical fitness
-Search the Internet or print resources for information on power and reaction as components of fitness
-Explain the components of fitness

What are the components of physical fitness?

- MENTOR pg. 10
-Video clips
-Digital devices
- MENTOR pg. 12
-Lesson notes

- Practical activity -Assessment rubrics -Checklist -Oral questions

Foundation of Creative Arts and sports

Components of Creative Arts and Sports - Rhythm
Components of Creative Arts and Sports - Note Extension

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

-Define rhythm as a component of creative arts and sports
-Explain dotted minim, dotted crotchet, quaver and their rests as components of rhythm
-Demonstrate the dotted minim, dotted crotchet and the rests
-Enjoy demonstration of dotted minim, dotted crotchet, quaver and their rests

In groups or pairs, learners are guided to:
-Present the meaning of rhythm
-Use digital or print resources to search for information on dotted minim, dotted crotchet, quaver and their rests
-Discuss the dotted minim, dotted crotchet, quaver and their rests

What is rhythm?

- MENTOR pg. 42
-Digital resources
-Lesson notes
-Descant recorder
-Video clips
- MENTOR pg. 44
-Charts
-Piano
-Digital devices
-Textbooks

- Assessment rubrics -Checklist -Oral questions -Written questions

Foundation of Creative Arts and sports

Components of Creative Arts and Sports - Grand Staff
Components of Creative Arts and Sports - Scale of F Major

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

-Identify the pitches on the grand staff
-Discuss the pitches
-Draw a grand staff and name the lines and spaces
-Acknowledge the key pitches on grand staff

In groups, learners are guided to:
-State meaning of pitch and grand staff
-Use digital print resources
-Draw the grand staff and name the lines and spaces
-Draw the piano keyboard and relate to the grand staff

What is a grand staff?

- MENTOR pg. 16
-Music instruments
-Lesson notes
-Digital devices
- MENTOR pg. 23

- Class project -Portfolio -Assessment rubric -Observation

Creating And Performing

Drawing and Painting - Texture, Colour, Unity and Harmony

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

-Identify textures in pictures
-Describe how texture affects harmony
-Create texture through drawing techniques
-Value the role of texture in art

In groups, learners are guided to:
-Examine artworks to identify different textures
-Discuss how texture relates to color and unity
-Practice creating different textures through drawing
-Share observations about texture in artworks

How do artists create texture in drawings?

- MENTOR pg. 30
-Sample drawings with textures
-Drawing materials
-Digital resources
-Textbooks
- MENTOR pg. 31
-Color samples
-Paintings

- Practical activity -Observation -Portfolio assessment

Creating And Performing

Drawing and Painting - Analogous Colors

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

-Define the term painting
-Paint a color wheel to classify analogous colors
-Study harmony
-Search how to paint a color wheel from digital devices
-Outline materials needed to paint a color wheel
-Enjoy painting a color wheel

In groups or pairs, learners are guided to:
-Paint a color wheel to classify analogous colors
-Collaborate on the materials for coloring a color wheel
-Watch video clips or digital devices for procedures of painting a color wheel

How do you paint a color wheel to classify analogous colors?

- MENTOR pg. 33
-Digital devices
-Lesson notes
-Paint
-Textbook
-Manila papers
-Color wheel
-Analogous colors
-Charts/manillas
-Digital resources
- MENTOR pg. 34
-Color wheels
-Sample artworks
-Paintings

- Assessment rubrics -Oral questions -Practical activity

Creating And Performing

Drawing and Painting - Analogous Colors and Color Harmony
Drawing and Painting - Color Harmony

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

-Classify analogous colors on a color wheel for painting
-Paint a line strip using a pair of analogous colors to study harmony and color
-Define the term analogous colors in painting
-Appreciate analogous colors in painting

In groups or pairs, learners are guided to:
-State the meaning of analogous colors in painting
-Identify analogous colors in painting
-Classify analogous colors in color wheel
-Discuss uses of different analogous colors in painting
-Watch a video clip on different analogous colors

How do you illustrate a color gradation strip for color harmony?

- MENTOR pg. 36
-Digital devices
-Lesson notes
-Paint
-Textbook
-Manila colors
- MENTOR pg. 37
-Paint supplies
-Color strips
-Brushes
-Water containers
-Sample gradations

- Assessment rubrics -Oral questions -Practical activity

Creating And Performing

Drawing and Painting - Scenery Composition

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

-Identify scenic points for composition
-Study landscape and seascape compositions
-Observe how artists use color and texture in scenery
-Appreciate environmental beauty

In groups, learners are guided to:
-Use digital devices to observe landscape/seascape pictures
-Analyze how color, harmony, mood and texture are used
-Take a field walk to identify scenic points
-Discuss potential compositions based on observations

What makes a compelling landscape or seascape composition?

- MENTOR pg. 38
-Sample landscape paintings
-Digital resources
-Field trip location
-Drawing materials
- MENTOR pg. 39
-Drawing books
-Pencils
-Rulers
-Sample sketches

- Oral discussions -Written notes -Observation -Field reports

Creating And Performing

Drawing and Painting - Scenery Composition

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

-Apply wash technique for background
-Create backgrounds with appropriate colors
-Demonstrate proper brush control
-Value the role of background in composition

In groups, learners are guided to:
-Mix watercolors to a dilute state
-Apply wash technique for backgrounds
-Create appropriate atmospheric effects
-Share techniques for effective backgrounds

How does the background affect the overall composition?

- MENTOR pg. 40
-Watercolors
-Brushes
-Water containers
-Paper
-Digital resources
-Partially completed paintings
-Paint supplies
-Samples of textured paintings

- Practical activity -Observation -Portfolio assessment

Creating And Performing

Drawing and Painting - Scenery Composition
Rhythm - Effects of Note Extension

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

-Complete a scenery composition
-Paint a scenery composition to express texture, harmony and unity
-Display work for appreciation
-Value the creative process in painting

In groups, learners are guided to:
-Complete scenery compositions with final details
-Apply finishing touches to paintings
-Display completed works for peer feedback
-Discuss achievements and challenges in the process

How can you effectively express harmony and unity in a completed scenery composition?

- MENTOR pg. 41
-Nearly completed paintings
-Paint supplies
-Display area
-Digital resources
- MENTOR pg. 42
-Lesson notes
-Charts
-Piano

- Portfolio project -Exhibition -Peer assessment -Observation

Creating And Performing

Rhythm - Value Extension
Rhythm - Dictation

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

-Explain how dots extend note values
-Calculate the effect of dots on note values
-Demonstrate correct timing of dotted notes
-Value precision in rhythm

In groups, learners are guided to:
-Study how dots extend note values by half
-Calculate note values with dots (e.g., dotted minim = 3 crotchets)
-Clap patterns with dotted notes
-Compare dotted and undotted rhythms

How does a dot affect the value of a note?

- MENTOR pg. 43
-Charts showing note values
-Digital resources
-Music notation examples
-Percussion instruments
-Lesson notes
-Music instruments
-Video clips

- Written tests -Practical demonstrations -Observation -Oral questions

Creating And Performing

Rhythm - Time Signature
Rhythm - Compose Rhythmic Pattern

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

-Understand 4/4 time signature
-Identify strong and weak beats in 4/4 time
-Conduct in 4/4 time
-Value precise rhythm in music

In groups, learners are guided to:
-Beat time to familiar tunes in 4/4 time
-Identify strong and weak beats (SWMW pattern)
-Practice conducting patterns for 4/4 time
-Mark strong beats in written music

What is the pattern of strong and weak beats in 4/4 time?

- MENTOR pg. 44
-Charts showing beat patterns
-Music in 4/4 time
-Digital resources
-Percussion instruments
-Music instruments
-Video clips

- Practical demonstrations -Observation -Written work -Peer assessment

Creating And Performing

Rhythm - Group Activity
Rhythm - Beat Numbering

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

-Create rhythmic patterns using cards
-Arrange rhythmic elements into patterns
-Collaborate on rhythm creation
-Value teamwork in music

In groups, learners are guided to:
-Create cards with different note values
-Place cards in a bowl and pick them
-Arrange cards to form one-bar rhythmic patterns
-Perform the created rhythms

How can rhythm cards help in understanding rhythmic patterns?

- MENTOR pg. 45
-Cardboard
-Markers
-Scissors
-Bowl
-Digital resources
-Rhythmic pattern examples
-Music notation
-Charts

- Group activity assessment -Observation -Peer assessment -Practical demonstration

Creating And Performing

Rhythm - Composition
Rhythm - Group Performance

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

-Compose a four-bar rhythmic pattern individually
-Apply rules of rhythm writing
-Ensure correct number of beats per bar
-Share compositions with peers

In groups, learners are guided to:
-Compose individual four-bar rhythmic patterns
-Ensure each bar has four crotchet beats
-End with a double bar line
-Clap or tap the created rhythms

What considerations are important when composing rhythms?

- MENTOR pg. 46
-Staff paper
-Pencils
-Digital resources
-Percussion instruments
-Student compositions
-Performance space

- Portfolio assessment -Peer review -Practical demonstration -Observation

Creating And Performing

Rhythm - Notating Rhythmic Pattern
Rhythm - Rhythm Writing Rules

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

-Notate four-bar rhythms in 4/4 time from dictation
-Identify rhythmic patterns
-Write rhythmic patterns
-Appreciate rhythmic patterns as a means of creating interest in creative arts and sports

In groups, learners are guided to:
-Study rhythmic patterns
-Number the beats in each bar
-Write corresponding French rhythm names
-Create rhythmic patterns
-Clap or tap rhythmic patterns

How can one notate four-bar rhythms in 4/4 time?

- MENTOR pg. 46
-Digital resources
-Music instruments
-Percussion instruments
-Charts
- MENTOR pg. 47
-Staff paper
-Pencils
-Charts showing notation rules

- Assessment rubrics -Practical activity -Checklist

Creating And Performing

Rhythm - Body Percussion

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

-Create body percussion performances
-Combine different percussion sounds
-Perform rhythmically accurate patterns
-Appreciate body percussion as expression

In groups, learners are guided to:
-Identify body percussion techniques (clapping, snapping, etc.)
-Create short rhythmic pieces using body percussion
-Perform individually and as groups
-Record performances for feedback

How can body percussion enhance rhythmic expression?

- MENTOR pg. 48
-Video examples of body percussion
-Digital recording devices
-Performance space
-Music with clear rhythms

- Performance assessment -Peer evaluation -Video analysis -Observation

Creating And Performing

Athletics and Mosaic - Triple Jump
Athletics and Mosaic - Approach and Take-off

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

-Describe the phases in Triple jump
-Identify the facility for Triple jump
-Describe how Triple jump is similar to Long jump
-Appreciate Triple jump as a field event

In groups, learners are guided to:
-Observe a live or virtual performance of Triple jump to identify the phases
-Discuss the execution of the skills
-Analyze the photos of Triple jump facilities
-Compare Triple jump and Long jump facilities

What are the phases in Triple jump?

- MENTOR pg. 54
-Digital devices
-Video clips
-Open field
- MENTOR pg. 55
-Cones
-Markers
-Digital resources

- Oral questions -Written questions -Observation

Creating And Performing

Athletics and Mosaic - Hop and Step
Athletics and Mosaic - Jump and Landing

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

-Demonstrate the hop phase in Triple jump
-Execute proper step technique
-Maintain balance and momentum
-Value sequential execution of phases

In groups, learners are guided to:
-Practice hopping with one leg from take-off
-Execute cycling movement midair
-Land on the same foot used for take-off
-Practice stepping with power after hop

What techniques help maintain momentum through the hop and step phases?

- MENTOR pg. 56
-Open field
-Markers
-Digital resources
-Video clips
-Sand pit

- Practical activity -Assessment rubrics -Observation -Peer feedback

Creating And Performing

Athletics and Mosaic - Complete Triple Jump
Athletics and Mosaic - Long Distance Running

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

-Perform Triple jump for skill acquisition
-Integrate all phases of Triple jump
-Execute with proper timing and coordination
-Acknowledge own and others' efforts in performing

In groups, learners are guided to:
-Mark a take-off line on the ground
-Line up and practice complete Triple jump sequence
-Take turns performing the full technique
-Provide constructive feedback to peers

How does proper sequencing of phases affect overall Triple jump performance?

- MENTOR pg. 57
-Open field
-Sand pit
-Markers
-Digital recording devices
- MENTOR pg. 58
-Digital resources
-Textbooks
-Pictures of famous runners
-Videos of races

- Complete performance assessment -Observation -Peer feedback -Video analysis

Creating And Performing

Athletics and Mosaic - Starting Technique
Athletics and Mosaic - Arm Action and Stride

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

-Demonstrate proper starting position
-Execute proper body positioning
-Apply correct foot placement
-Value good foundation for running

In groups, learners are guided to:
-Practice proper starting position
-Position feet correctly behind the starting line
-Bend knees slightly and lean forward
-Practice starting on command

How does proper starting technique affect long distance performance?

- MENTOR pg. 58
-Running track
-Markers
-Stopwatch
-Digital resources

- Practical activity -Assessment rubrics -Observation -Peer feedback

Creating And Performing

Athletics and Mosaic - Pacing and Breathing
Athletics and Mosaic - Practice Run

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

-Maintain consistent pacing in running
-Apply proper breathing techniques
-Regulate energy expenditure
-Value energy conservation strategies

In groups, learners are guided to:
-Practice maintaining consistent pace
-Develop rhythmic breathing techniques
-Keep the body relaxed while running
-Discuss strategies for energy conservation

Why is proper pacing crucial in long distance running?

- MENTOR pg. 59
-Running track
-Stopwatch
-Digital resources
-Training plans
-Water
-First aid kit

- Practical activity -Assessment rubrics -Observation -Training log review

Creating And Performing

Athletics and Mosaic - Mosaic Characteristics
Athletics and Mosaic - Monomedia

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

-Explore characteristics of mosaic in sample pictures
-Define mosaic
-Identify characteristic of mosaic
-Appreciate mosaic as an art form

In groups, learners are guided to:
-Source for actual and virtual samples of mosaic work to analyze characteristics with focus on mono media and spacing of materials
-Discuss how the coil technique is used in mosaic
-Discuss why clay is a suitable material for mosaic

How can mosaic pictorial composition be used to improve the environment?

- MENTOR pg. 59
-Digital resources
-Sample pictures
-Textbooks
- MENTOR pg. 60
-Sample mosaics
-Collection of materials

- Portfolio -Observation -Oral questions

Creating And Performing

Athletics and Mosaic - Materials Collection
Athletics and Mosaic - Planning and Sketching

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

-Collect materials for mosaic creation
-Identify suitable support surfaces
-Select appropriate adhesives
-Value recycling and resource management

In groups, learners are guided to:
-Brainstorm locally available materials
-Collect materials for mosaic of a Kenyan athlete
-Sort and prepare materials by color
-Discuss sustainability in material selection

What considerations are important when selecting materials for mosaic?

- MENTOR pg. 60
-Collected materials
-Storage containers
-Digital resources
-Sample mosaics
-Drawing materials
-Support surfaces
-Color samples

- Materials assessment -Observation -Group discussion -Planning documents

Creating And Performing

Athletics and Mosaic - Creating Mosaic
Athletics and Mosaic - Completing Mosaic

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

-Apply adhesive correctly
-Place monomedia with proper spacing
-Create backgrounds first
-Work systematically on mosaic

In groups, learners are guided to:
-Apply adhesive to sections of support surface
-Place monomedia pieces with proper spacing
-Work from background to foreground
-Maintain consistent spacing and alignment

What techniques ensure proper placement of monomedia in mosaic?

- MENTOR pg. 61
-Prepared materials
-Adhesive
-Support surfaces
-Work surfaces
-Completed mosaic materials
-Display area
-Digital camera for documentation

- Process assessment -Observation -Technical application review -Progress documentation

Creating And Performing

Melody - Variation Techniques
Melody - Analyzing Phrases

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

-Describe the use of variation in composing a melody
-Listen to melodies with variations
-Identify different kinds of variations
-Appreciate the role of variation in making music interesting

In groups, learners are guided to:
-Sing familiar tunes and discuss how variation has been achieved in the different phrases of the melody
-Listen to melody examples with variations
-Identify rhythmic, melodic, and dynamic variations
-Discuss what makes melodies appealing

How can a melody be made interesting?

- MENTOR pg. 68
-Digital resources
-Music recordings
-Musical instruments
- MENTOR pg. 69
-Music scores
-Audio recordings

- Oral questions -Assessment rubrics -Written questions

Creating And Performing

Melody - Rhythm Variation
Melody - Scale of F Major

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

-Apply rhythm variation techniques
-Change long notes to shorter values
-Identify variations in example melodies
-Value rhythm as element of variation

In groups, learners are guided to:
-Study examples of rhythm variation
-Compare original and varied rhythmic patterns
-Identify how note values are changed
-Create their own rhythm variations

How does changing note values create rhythmic variation?

- MENTOR pg. 70
-Music scores
-Digital resources
-Staff paper
-Percussion instruments
- MENTOR pg. 71
-Musical instruments
-Music notation software

- Written exercises -Practical demonstrations -Assessment rubrics -Portfolio review

Creating And Performing

Melody - Scale Practice
Melody - Answering Phrases

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

-Play or sing the F major scale fluently
-Apply correct intervals in the scale
-Produce clear tone quality
-Value technical precision in music

In groups, learners are guided to:
-Practice the F major scale ascending and descending
-Focus on accurate pitches and intervals
-Apply proper breath control or fingering
-Provide feedback to peers on technique

How does mastery of scales benefit musical performance?

- MENTOR pg. 72
-Musical instruments
-Scale notation
-Digital resources
-Keyboard or piano
- MENTOR pg. 73
-Staff paper
-Example phrases

- Performance assessment -Peer evaluation -Observation -Technical assessment

Creating And Performing

Melody - Opening Phrases
Melody - Composing Melodies

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

-Analyze answering phrases
-Create opening phrases for given answers
-Apply compositional principles
-Value creative problem-solving

In groups, learners are guided to:
-Study example answering phrases
-Identify features of the answering phrases
-Create compatible opening phrases
-Use melodic and rhythmic variations

How can you create an effective opening phrase based on an answering phrase?

- MENTOR pg. 74
-Staff paper
-Musical instruments
-Digital resources
-Example answer phrases
- MENTOR pg. 76
-Music notation software

- Composition assessment -Creative process evaluation -Performance of compositions -Portfolio review

Creating And Performing

Melody - Notating Melodies
Melody - Performing Melodies

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

-Notate four-bar melodies in 4/4 time
-Add phrase marks and dynamics
-Write music accurately on staff paper
-Value the use of proper notation in music

In groups, learners are guided to:
-Add phrase marks to the four-bar composed melodies
-Indicate dynamics as loud for one phrase and soft for the other
-Sight read the melodies composed by self and others
-Listen to melodies written by self and others and give feedback

Why is proper notation important in musical composition?

- MENTOR pg. 78
-Staff paper
-Music notation software
-Digital resources
-Musical instruments
- MENTOR pg. 80
-Melody recordings
-Performance space

- Project -Portfolio -Assessment rubrics -Written work

Creating And Performing

Rugby - Different Passes
Rugby - Basic Pass

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

-Distinguish passes in Rugby
-Identify the spin, pop and basic passes
-Describe the execution of the passes
-Appreciate passing as a fundamental skill in Rugby

In groups, learners are guided to:
-Watch a live or virtual Rugby game to identify passes
-Discuss how the passes are executed
-Research using digital devices on different passes in Rugby

What are the best ways to advance a ball in a game of Rugby?

- MENTOR pg. 84
-Digital resources
-Rugby balls
-Playing field
-Video clips
- MENTOR pg. 85

- Observation -Oral questions -Practical activity

Creating And Performing

Rugby - Spin Pass
Rugby - Pop Pass

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

-Describe the spin pass in Rugby
-Demonstrate proper technique for spin pass
-Execute passes with proper spin
-Value specialized skills in sports

In groups, learners are guided to:
-Study the technique for spin pass
-Practice holding the ball with thumb on one side, fingers on other
-Execute the flicking motion for proper spin
-Practice the spin pass with partners

How does the spin action improve pass effectiveness in Rugby?

- MENTOR pg. 86
-Rugby balls
-Playing field
-Digital resources
-Video demonstrations
- MENTOR pg. 87

- Practical activity -Technical assessment -Peer evaluation -Observation

Creating And Performing

Rugby - Pass Demonstrations
Rugby - Group Practice

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

-Perform passing skills in Rugby
-Demonstrate all three pass types
-Execute passes with proper technique
-Value versatility in sports skills

In groups, learners are guided to:
-Stand in pairs facing each other
-Practice all three passes on command
-Focus on proper technique for each pass
-Take turns demonstrating each pass type

How can you distinguish when to use each type of pass?

- MENTOR pg. 87
-Rugby balls
-Playing field
-Digital resources
-Visual cue cards
- MENTOR pg. 88
-Markers for positions

- Practical demonstration -Technical assessment -Response time assessment -Observation

Creating And Performing

Rugby - Kicking Techniques
Rugby - Performing Kicks

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

-Identify different kicks in Rugby
-Describe the drop and place kick
-Understand kick applications
-Value diverse skills in sports

In groups, learners are guided to:
-Watch demonstrations of different kicks
-Discuss the technique for drop and place kicks
-Identify game situations for each kick type
-Research Rugby kicking strategies

What factors determine kick selection in Rugby?

- MENTOR pg. 89
-Rugby balls
-Kicking tees
-Digital resources
-Video demonstrations
- MENTOR pg. 90
-Playing field

- Oral questions -Written assessment -Research presentation -Class discussion

Creating And Performing

Rugby - Modified Game

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

-Apply passing and kicking in gameplay
-Make appropriate skill selections
-Demonstrate teamwork and strategy
-Value application of skills in competition

In groups, learners are guided to:
-Participate in modified Rugby games
-Apply the skills of passing and kicking
-Make strategic decisions during gameplay
-Observe the rules of the game and safety

How do skills practice translate to effective gameplay?

- MENTOR pg. 91
-Rugby balls
-Playing field
-Markers/cones
-Safety equipment

- Game performance assessment -Strategic decision evaluation -Teamwork assessment -Observation

Creating And Performing

Rugby - Skill Review
Photography - Different Viewpoints

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

-Evaluate personal skill development
-Identify areas for improvement
-Demonstrate selected skills for assessment
-Value reflective practice in sports

In groups, learners are guided to:
-Review all Rugby skills learned
-Self-assess strengths and weaknesses
-Demonstrate skills for peer feedback
-Create personal improvement plans

How can ongoing assessment improve Rugby skills?

- MENTOR pg. 92
-Rugby balls
-Assessment checklists
-Digital recording devices
-Playing field
- MENTOR pg. 95
-Digital cameras/smartphones
-Sample photographs
-Digital resources
-Textbooks

- Self-assessment -Peer evaluation -Practical demonstrations -Improvement plans

Creating And Performing

Photography - Normal Viewpoint
Photography - Bird's Eye Viewpoint

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

-Describe normal eye viewpoint
-Identify characteristics of normal viewpoint photos
-Analyze sample photographs
-Value perspective in visual communication

In groups, learners are guided to:
-Study photographs taken from normal eye level
-Discuss advantages and limitations of normal viewpoint
-Identify subjects best photographed from eye level
-Analyze composition elements in normal viewpoint

How does normal viewpoint affect viewer perception of an image?

- MENTOR pg. 96
-Sample photographs
-Digital resources
-Digital cameras/smartphones
-Display equipment
- MENTOR pg. 97

- Photo analysis -Written work -Oral discussions -Visual literacy assessment

Creating And Performing

Photography - Worm's Eye Viewpoint
Photography - Taking Photographs

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

-Describe worm's eye viewpoint
-Identify characteristics of low-angle photos
-Analyze sample photographs
-Value creative perspectives in art

In groups, learners are guided to:
-Study photographs taken from below subjects
-Discuss how worm's eye view affects subject perception
-Identify subjects best photographed from below
-Analyze composition elements in low-angle shots

How does worm's eye viewpoint create impact in photography?

- MENTOR pg. 97
-Sample photographs
-Digital resources
-Digital cameras/smartphones
-Display equipment
- MENTOR pg. 98
-Photography locations
-Digital storage

- Photo analysis -Written work -Oral discussions -Visual literacy assessment

Creating And Performing

Photography - Ethics
Photography - Presenting Photographs

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

-Identify ethical issues in photography
-Apply ethical principles when taking photos
-Respect subjects' rights and dignity
-Value responsible photography

In groups, learners are guided to:
-Brainstorm ethical issues in photography
-Discuss consequences of unethical photography
-Research photography ethics guidelines
-Role-play ethical decision-making scenarios

What responsibilities do photographers have to their subjects?

- MENTOR pg. 99
-Digital resources
-Ethics guidelines
-Case studies
-Role-play scenarios
- MENTOR pg. 100
-Digital devices
-Presentation software
-Display equipment
-Digital photographs

- Written work -Role-play evaluation -Class discussion -Ethical scenario resolution

Creating And Performing

Descant Recorder - Fingering of Notes
Descant Recorder - Playing Techniques

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

-Identify the fingering of notes in the scale of F major
-Use correct finger positions
-Produce clear sounds
-Appreciate the importance of proper technique

In groups, learners are guided to:
-Read and interpret fingering charts to play the notes of F major scale
-Practice finger positions for each note
-Observe proper recorder techniques while playing
-Give feedback to peers

What are the correct fingerings for notes in F major on the descant recorder?

- MENTOR pg. 102
-Descant recorders
-Fingering charts
-Digital resources
-Music scores
- MENTOR pg. 104
-Tutorial videos

- Practical activity -Assessment rubrics -Observation

Creating And Performing

Descant Recorder - Scale of F Major
Descant Recorder - Simple Melodies

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

-Play the scale of F major from staff notation on a descant recorder
-Perform ascending and descending scale
-Apply correct fingering and techniques
-Appreciate the sound of F major scale

In groups, learners are guided to:
-Play the scale of F Major ascending and descending on staff notation
-Practice long tones to improve breath control and tone quality
-Apply crescendo and diminuendo while playing scales
-Give feedback to peers

How can you develop good tone quality when playing the descant recorder?

- MENTOR pg. 106
-Descant recorders
-Music scores
-Digital resources
-Staff paper
- MENTOR pg. 107
-Simple melody scores
-Metronome

- Practical activity -Assessment rubrics -Observation -Peer assessment

Creating And Performing

Descant Recorder - Performance Directions
Descant Recorder - Solo Pieces

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

-Apply performance directions in playing
-Demonstrate dynamics (crescendo/diminuendo)
-Follow articulation markings
-Value expressiveness in music

In groups, learners are guided to:
-Explore actual or virtual demonstrations of performance directions
-Practice applying dynamics in scale playing
-Observe articulation markings in melodies
-Create expressive interpretations

How do performance directions enhance musical expression?

- MENTOR pg. 108
-Descant recorders
-Music scores with directions
-Digital resources
-Demonstration recordings
- MENTOR pg. 109
-Music scores
-Digital recording devices
-Performance space

- Expression assessment -Technical application -Observation -Self-evaluation

Creating And Performing

Play - Format of a Script
Play - Script Reading

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

-Describe the format of a play script
-Identify title, playwright, characters, acts, scenes, setting, stage directions and dialogue
-Read a play using the correct format
-Recognize the importance of proper formatting

In groups, learners are guided to:
-Read a sample play to identify the format of a script
-Discuss what makes a play different from other literary works
-Identify elements in the script format
-Practice reading the play aloud

What is a play? How is a play script formatted?

- MENTOR pg. 112
-Play scripts
-Digital resources
-Textbooks
-Video recordings of plays
- MENTOR pg. 113
-Chairs arranged in circle
-Reading guides

- Oral questions -Written work -Observation

Creating And Performing

Play - Elements of a Play
Play - Societal Issues

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

-Identify the elements of a play
-Describe theme, characters, plot, setting, conflict and language
-Analyze how elements work together
-Appreciate how elements contribute to the play

In groups, learners are guided to:
-Read or watch a play and identify the elements
-Discuss how elements contribute to the overall impact
-Analyze the effectiveness of the elements
-Share findings with the class

How can the elements of a play be made believable to an audience?

- MENTOR pg. 115
-Play scripts
-Digital resources
-Video recordings of plays
-Textbooks
- MENTOR pg. 116
-Example plays with social themes
-News articles
-Community resources

- Oral discussions -Written work -Assessment rubrics

Creating And Performing

Play - Creating a Play
Play - Warm-up Activities

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

-Create a one act play addressing a societal issue
-Brainstorm ideas for a play
-Develop a script with proper formatting
-Value play creation as a means of addressing issues

In groups, learners are guided to:
-Brainstorm, in groups, an idea for a short play
-Create a short play script using the play elements
-Select relevant prop(s), costumes and music for the play performance
-Share and revise their scripts

Why is it important to decorate props to be used for performance?

- MENTOR pg. 116
-Writing materials
-Digital resources
-Sample play scripts
-Societal issues resources
- MENTOR pg. 117
-Open space
-Warm-up instruction cards
-Audio for breathing exercises

- Project assessment -Portfolio -Assessment rubrics -Peer review

Creating And Performing

Play - Rehearsing
Play - Blocking

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

-Participate in warm-up activities
-Rehearse a role in the play
-Apply vocal and physical techniques
-Collaborate effectively with others

In groups, learners are guided to:
-Perform vocal and physical warm up activities in preparation for play performance
-Rehearse a role in the play (paying attention to use of voice, body, movement, space)
-Provide constructive feedback to peers
-Refine their performances

How does rehearsal improve a theatrical performance?

- MENTOR pg. 118
-Play scripts
-Props
-Costumes
-Music
-Rehearsal space
- MENTOR pg. 119
-Stage area diagrams
-Open performance space

- Practical activity -Observation -Peer assessment -Assessment rubrics

Creating And Performing

Play - Dress Rehearsal
Play - Performance

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

-Participate in a dress rehearsal
-Use costumes and props appropriately
-Perform the full play with technical elements
-Value feedback for improvement

In groups, learners are guided to:
-Perform the play with all costumes and props
-Invite a small audience for feedback
-Review performance constructively
-Make final adjustments based on feedback

What can be learned from a dress rehearsal that cannot be learned in regular rehearsals?

- MENTOR pg. 120
-Costumes
-Props
-Performance space
-Audience feedback forms
- MENTOR pg. 121
-Play scripts
-Music
-Audience

- Complete performance assessment -Audience feedback analysis -Observation -Group reflection

Creating And Performing

Play - Reflection
Basketball and Logo Design - Passing Skills

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

-Reflect on the play performance
-Analyze strengths and areas for improvement
-Discuss audience response
-Value the process of theatrical creation

In groups, learners are guided to:
-Discuss the performance experience
-Review audience feedback
-Identify successful elements and challenges
-Discuss how effectively the play addressed its issue

How does reflection enhance future theatrical work?

- MENTOR pg. 122
-Performance recordings
-Audience feedback
-Reflection journals
-Discussion space
- MENTOR pg. 123
-Digital resources
-Basketball court
-Basketballs
-Video clips

- Reflection quality assessment -Group discussion -Written reflection -Improvement planning

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Performing Passes in Basketball
Basketball and Logo Design - Performing the Overhead Pass

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

- Distinguish passes in Basketball.
- Perform passing skills in Basketball.
- Appreciate each other's skills in Basketball game.

The learner is guided to:
- Watch a live or virtual Basketball game and identify the passing skills in Basketball.
- Discuss the execution of the skills.
- Share ideas with classmates.

How can a poster be made an effective means of communicating?

- Mentor Creative Arts and Sports Learner's Book pg. 123
- Digital devices
- Basketball court
- Basketball
- Mentor Creative Arts and Sports Learner's Book pg. 124
- Digital resources

- Observation - Oral questions - Assessment rubrics - Written questions

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Performing the Bounce Pass
Basketball and Logo Design - Performing the Chest Pass

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

- Explain the bounce pass technique.
- Perform the bounce pass in Basketball.
- Appreciate the importance of proper technique in passing.

The learner is guided to:
- Perform warm up activities.
- Demonstrate the bounce pass.
- Practice the bounce pass in pairs.
- Give feedback to each other.

Why is it important to combine passing and dribbling in Basketball?

- Mentor Creative Arts and Sports Learner's Book pg. 126
- Basketball
- Open space
- Digital resources
- Mentor Creative Arts and Sports Learner's Book pg. 127
- Digital devices

- Practical activity - Observation - Checklist - Peer assessment

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Practicing Different Passes
Basketball and Logo Design - Executing Dribbling in Basketball

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

- Combine different passes in Basketball.
- Perform passing drills in a group.
- Value teamwork during group activities.

The learner is guided to:
- Form a semi-circle with one learner in front.
- Practice the chest, bounce, and overhead passes.
- Change roles so everyone participates.
- Give feedback to each other.

Why is it important to combine passing and dribbling in Basketball?

- Mentor Creative Arts and Sports Learner's Book pg. 128
- Basketball
- Open space
- Digital resources
- Digital devices
- Video clips

- Practical activity - Observation - Group assessment - Peer feedback

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Performing High Dribble

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

- Explain the high dribble technique.
- Demonstrate the high dribble in Basketball.
- Show commitment to skill improvement.

The learner is guided to:
- Study pictures of high dribble.
- Describe body position of player.
- Perform warm up activities.
- Practice high dribble technique.
- Observe safety measures.

Why is it important to combine passing and dribbling in Basketball?

- Mentor Creative Arts and Sports Learner's Book pg. 129
- Basketball
- Open space/court
- Digital resources

- Practical activity - Observation - Checklist - Peer feedback

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Performing Low Dribble
Basketball and Logo Design - Combining Dribbling Skills

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

- Describe the low dribble technique.
- Demonstrate the low dribble in Basketball.
- Appreciate proper technique in skill execution.

The learner is guided to:
- Study pictures of low dribble.
- Describe body position and differences from high dribble.
- Perform warm up activities.
- Practice low dribble technique.
- Give each other feedback.

Why is it important to combine passing and dribbling in Basketball?

- Mentor Creative Arts and Sports Learner's Book pg. 130
- Basketball
- Open space/court
- Digital resources
- Mentor Creative Arts and Sports Learner's Book pg. 131
- Cones/markers
- Open space

- Practical activity - Observation - Peer assessment - Checklist

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Designing a Logo for a Basketball Team
Basketball and Logo Design - Creating a Basketball Team Logo

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

- Analyze the features of a Basketball team logo.
- Identify the purpose of a team logo.
- Appreciate logos as identification symbols.

The learner is guided to:
- Study pictures of actual Basketball logos.
- Identify team names and slogans in logos.
- Discuss how logos inspire players and fans.
- Share ideas with classmates.

How can a poster be made an effective means of communicating?

- Mentor Creative Arts and Sports Learner's Book pg. 132
- Digital devices
- Sample logos
- Chart papers
- Mentor Creative Arts and Sports Learner's Book pg. 133
- Drawing books
- Pencils
- Digital devices

- Oral questions - Written responses - Group discussions

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Refining and Finalizing Logo Design
Basketball and Logo Design - Applying Skills in a Modified Game

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

- Create a final logo design for a Basketball team.
- Apply color appropriately in the design.
- Appreciate creativity in visual representation.

The learner is guided to:
- Refine their sketches into a final design.
- Apply appropriate colors to the logo.
- Ensure the logo is clear and recognizable.
- Display completed logos for appreciation.

How can a poster be made an effective means of communicating?

- Mentor Creative Arts and Sports Learner's Book pg. 134
- Paint/colored pencils
- Drawing books
- Manila paper
- Digital resources
- Basketball
- Team logos
- Open space

- Project assessment - Portfolio - Peer review - Exhibition

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Pottery
Indigenous Kenyan Crafts - Pottery Techniques

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

- Describe coil technique in pottery.
- Identify characteristics of pottery in samples.
- Appreciate pottery as an indigenous craft.

The learner is guided to:
- Study pottery items from actual and virtual sources.
- Analyze coil technique in samples.
- Discuss why the coil technique is preferred in traditional pottery.
- Share ideas with classmates.

Why is clay the preferred material for pottery?

- Mentor Creative Arts and Sports Learner's Book pg. 143
- Digital resources
- Sample pottery items
- Video clips
- Mentor Creative Arts and Sports Learner's Book pg. 144
- Sample clay

- Oral questions - Written responses - Observation - Group discussions

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Preparing Clay for Pottery
Indigenous Kenyan Crafts - Modeling a Vessel Using Coil Method

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

- Source clay for pottery making.
- Prepare clay through removing impurities, kneading and wedging.
- Appreciate proper preparation for quality results.

The learner is guided to:
- Source clay and prepare it by removing impurities.
- Crush, soak, and mix the clay.
- Sieve the clay to remove finer impurities.
- Dry the clay to remove excess moisture.
- Knead and wedge the clay to make it consistent.

Why is clay the preferred material for pottery?

- Mentor Creative Arts and Sports Learner's Book pg. 145
- Clay
- Water container
- Sieves
- Canvas/sacks
- Mentor Creative Arts and Sports Learner's Book pg. 146
- Prepared clay
- Water
- Sponge
- Working surface

- Practical activity - Observation - Checklist - Product assessment

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Decorating and Drying Clay Vessel
Indigenous Kenyan Crafts - Firing Clay Vessels

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

- Apply incising technique to decorate pottery.
- Dry clay vessels appropriately.
- Appreciate decoration in enhancing pottery.

The learner is guided to:
- Create designs by raising coils above the clay body.
- Smoothen and complete the form.
- Decorate the slightly dry vessel by incising.
- Dry the vessel in a shade.
- Display completed work for feedback.

Why is clay the preferred material for pottery?

- Mentor Creative Arts and Sports Learner's Book pg. 147
- Clay vessels
- Forks/spoons
- Table knife
- Textured objects
- Dry clay vessels
- Firewood
- Matches
- Digging tools

- Practical activity - Observation - Product assessment - Exhibition

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Making a Frame Loom for Weaving
Indigenous Kenyan Crafts - Constructing a Frame Loom

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

- Describe a weaving loom and its purpose.
- Identify mitre joint technique in loom making.
- Value tools and materials for crafts.

The learner is guided to:
- Use digital devices to search for information on weaving looms.
- Study the mitre joint technique in woodwork.
- Discuss how a mitre joint is used to make a stable weaving loom.
- Share ideas with other learners.

How is a fabric woven?

- Mentor Creative Arts and Sports Learner's Book pg. 148
- Digital resources
- Sample looms
- Video clips
- Wooden planks
- Nails
- Hammer
- Measuring tools

- Oral discussions - Written responses - Question and answer - Research reports

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Making a Fabric Using 2/1 Twill Weaving
Indigenous Kenyan Crafts - Completing a Woven Fabric

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

- Explain 2/1 twill weaving technique.
- Secure warps on the loom.
- Show patience in the weaving process.

The learner is guided to:
- Explore actual and virtual resources to study 2/1 twill weaves.
- Secure the warps on the loom.
- Start weaving or interlacing weft yarns with warps.
- Use the 2/1 twill technique (over 2, under 1).

How is a fabric woven?

- Mentor Creative Arts and Sports Learner's Book pg. 149
- Frame loom
- Yarn/threads
- Cardboard strip
- Scissors
- Mentor Creative Arts and Sports Learner's Book pg. 150
- Frame loom with work in progress
- Scissors
- Additional yarn
- Display area

- Practical activity - Observation - Process assessment - Product examination

Creating and Performing in Creative Arts and Sports

Swimming - Body Positioning in Standing Dive
Swimming - Techniques for Standing Dive

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

- Describe the body position in standing dive.
- Identify water entry techniques in swimming.
- Value safety in water activities.

The learner is guided to:
- Discuss the various safe ways of water entry into the pool.
- Study pictures showing standing dive technique.
- Describe the positioning of arms, legs, trunk and head in standing dive.
- Share ideas with classmates.

How can swimming skills be performed safely?

- Mentor Creative Arts and Sports Learner's Book pg. 157
- Digital resources
- Video clips
- Pictures
- Mentor Creative Arts and Sports Learner's Book pg. 158
- Swimming pool (if available)

- Oral discussions - Written responses - Question and answer

Creating and Performing in Creative Arts and Sports

Swimming - Performing Standing Dive
Swimming - Body Positioning in Butterfly Stroke

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

- Demonstrate a standing dive in swimming.
- Execute proper body positioning during dive.
- Show responsibility in following safety rules.

The learner is guided to:
- Perform warm up activities.
- Stand at the edge of the deep end of the pool.
- Get into ready position for standing dive.
- Practice pushing off and diving into the pool.
- Give feedback to each other.
- Observe safety measures.

How can swimming skills be performed safely?

- Mentor Creative Arts and Sports Learner's Book pg. 159
- Swimming pool
- Swimming attire
- First aid kit
- Mentor Creative Arts and Sports Learner's Book pg. 160
- Digital resources
- Video clips
- Pictures

- Practical activity - Observation - Peer feedback - Safety checklist

Creating and Performing in Creative Arts and Sports

Swimming - Techniques for Butterfly Stroke
Swimming - Performing Butterfly Stroke Components

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

- Explain the technique for prone body position in butterfly stroke.
- Describe breathing, arm action, and leg action in butterfly stroke.
- Value coordination in swimming techniques.

The learner is guided to:
- Discuss prone body position for butterfly stroke.
- Analyze breathing technique during butterfly stroke.
- Explain arm action in butterfly stroke (catch, pull, recovery).
- Describe leg action (dolphin kicks) in butterfly stroke.

Why is synchrony important in butterfly stroke?

- Mentor Creative Arts and Sports Learner's Book pg. 161
- Digital resources
- Video clips
- Pictures
- Diagrams
- Mentor Creative Arts and Sports Learner's Book pg. 162
- Swimming pool
- Kickboards
- Pull buoys
- Swimming attire

- Oral discussions - Written responses - Diagrammatic representations - Question and answer

Creating and Performing in Creative Arts and Sports

Swimming - Performing Leg Actions in Butterfly Stroke
Swimming - Performing Breathing Technique in Butterfly Stroke

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

- Demonstrate leg actions for butterfly stroke.
- Coordinate leg movements in water.
- Appreciate teamwork in learning new skills.

The learner is guided to:
- Use kickboard to practice dolphin kicks.
- Perform leg action with kickboard support.
- Practice simultaneous upward and downward leg movements.
- Give feedback to each other.
- Observe safety measures.

Why is synchrony important in butterfly stroke?

- Mentor Creative Arts and Sports Learner's Book pg. 163
- Swimming pool
- Kickboards
- Swimming attire
- First aid kit
- Pull buoys
- Swimming attire

- Practical activity - Observation - Peer feedback - Safety checklist

Creating and Performing in Creative Arts and Sports

Swimming - Combining Butterfly Stroke Components
Swimming - Playing Water Games

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

- Perform the complete butterfly stroke.
- Coordinate arm, leg, and breathing actions.
- Appreciate swimming as a life skill.

The learner is guided to:
- Perform prone body position.
- Execute arm and leg actions simultaneously.
- Coordinate breathing with arm movements.
- Practice full butterfly stroke in the shallow end.
- Give feedback to each other.
- Observe safety measures.

Why is synchrony important in butterfly stroke?

- Mentor Creative Arts and Sports Learner's Book pg. 164
- Swimming pool
- Swimming attire
- First aid kit
- Mentor Creative Arts and Sports Learner's Book pg. 165
- Floaters

- Practical activity - Observation - Peer feedback - Safety checklist

Creating and Performing in Creative Arts and Sports

Kenyan Indigenous Games - Board Games
Kenyan Indigenous Games - Learning Bao

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

- Define board games as indigenous games.
- Identify types of indigenous board games in Kenya.
- Appreciate the cultural value of indigenous games.

The learner is guided to:
- Discuss what board games are.
- Share experiences with board games they have played.
- Study pictures of Mancala board games.
- Identify common indigenous board games in Kenya.

How do indigenous board games enhance mental relaxation?

- Mentor Creative Arts and Sports Learner's Book pg. 167
- Digital resources
- Pictures of board games
- Sample boards
- Mentor Creative Arts and Sports Learner's Book pg. 168
- Bao boards
- Seeds/stones
- Video clips

- Oral discussions - Written responses - Question and answer - Research reports

Creating and Performing in Creative Arts and Sports

Kenyan Indigenous Games - Playing Bao
Kenyan Indigenous Games - Improvising Bao Board

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

- Explain the terms used in Bao game.
- Demonstrate basic Bao moves.
- Show respect for rules during gameplay.

The learner is guided to:
- Learn terms like sowing, harvesting, move, and continue in Bao.
- Understand the aim of the game.
- Practice basic moves in Bao.
- Follow rules for moving seeds in the game.
- Give feedback to each other.

Why are board games considered an indigenous game?

- Mentor Creative Arts and Sports Learner's Book pg. 170
- Bao boards
- Seeds/stones/pebbles
- Digital resources
- Mentor Creative Arts and Sports Learner's Book pg. 172
- Wooden planks
- Manila paper
- Seeds/stones
- Carving tools

- Practical activity - Observation - Peer feedback - Process assessment

Creating and Performing in Creative Arts and Sports

Kenyan Indigenous Games - Playing Bao Game
Kenyan Indigenous Games - Learning Shisima

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

- Play Bao using proper techniques.
- Apply game strategies in Bao.
- Demonstrate fair play during the game.

The learner is guided to:
- Organize themselves into pairs.
- Practice playing Bao on improvised boards.
- Correct each other respectfully.
- Take turns to practice and encourage each other.
- Master techniques and skills needed to win.

Why are board games considered an indigenous game?

- Mentor Creative Arts and Sports Learner's Book pg. 173
- Improvised Bao boards
- Seeds/stones/pebbles
- Digital resources
- Mentor Creative Arts and Sports Learner's Book pg. 174
- Digital resources
- Shisima boards
- Beads/stones
- Video clips

- Practical activity - Observation - Peer assessment - Skills evaluation

Creating and Performing in Creative Arts and Sports

Kenyan Indigenous Games - Playing Shisima
Kenyan Indigenous Games - Playing with Background Music

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

- Demonstrate playing Shisima.
- Apply proper rules and techniques.
- Show fairness during gameplay.

The learner is guided to:
- Improvise Shisima boards on paper, canvas, or rock surface.
- Select 3 beads of the same color per player.
- Place beads on 3 adjacent points opposite opponent's beads.
- Take turns moving 1 bead along lines to form 3 in a row.
- Practice playing while observing rules.

How do indigenous board games enhance mental relaxation?

- Mentor Creative Arts and Sports Learner's Book pg. 175
- Improvised Shisima boards
- Beads/stones
- Digital resources
- Mentor Creative Arts and Sports Learner's Book pg. 176
- Board games
- Playing pieces
- Music players
- Indigenous music

- Practical activity - Observation - Peer assessment - Skills evaluation

Creating and Performing in Creative Arts and Sports

Kenyan Indigenous Games - Mental Health Benefits

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

- Explain how board games contribute to mental health.
- Identify social benefits of indigenous games.
- Value traditional activities for wellbeing.

The learner is guided to:
- Discuss how playing board games creates relaxation.
- Identify how games help communities use leisure time wisely.
- Share how board games can ease conflict in communities.
- Present ideas on mental health benefits to classmates.

How do indigenous board games enhance mental relaxation?

- Mentor Creative Arts and Sports Learner's Book pg. 177
- Digital resources
- Video clips
- Reference materials

- Oral discussions - Written responses - Presentations - Reflective assessment