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

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 - Arm Action and Stride
Athletics and Mosaic - Pacing and Breathing

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

-Demonstrate proper arm action in running
-Maintain consistent stride length
-Coordinate arm and leg movements
-Value efficient technique for endurance

In groups, learners are guided to:
-Practice proper arm swing (hip to chest)
-Maintain upright shoulders
-Develop consistent stride pattern
-Coordinate arm action with leg movement

How do arm action and stride work together in long distance running?

- MENTOR pg. 58
-Running track
-Markers
-Stopwatch
-Digital resources
- MENTOR pg. 59
-Training plans

- Practical activity -Assessment rubrics -Observation -Peer feedback

Creating And Performing

Athletics and Mosaic - Practice Run
Athletics and Mosaic - Mosaic Characteristics

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

-Perform techniques for long distance running
-Apply all learned techniques in practice
-Demonstrate proper recovery
-Value discipline in running

In groups, learners are guided to:
-Carry out warm-up activities
-Practice long distance running techniques
-Implement proper finishing technique
-Perform cool-down and recovery activities

How can all techniques be integrated for effective long distance running?

- MENTOR pg. 59
-Running track
-Stopwatch
-Water
-First aid kit
-Digital resources
-Sample pictures
-Textbooks

- Complete performance assessment -Observation -Self-evaluation -Recovery assessment

Creating And Performing

Athletics and Mosaic - Monomedia
Athletics and Mosaic - Materials Collection

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

-Define monomedia in mosaic
-Identify materials used as monomedia
-Explain spacing in mosaic
-Value material selection in art

In groups, learners are guided to:
-Research the meaning of monomedia
-Discuss application of monomedia in mosaic
-Analyze spacing techniques in sample mosaics
-Collect suitable materials for mosaic creation

What is the role of monomedia in creating effective mosaics?

- MENTOR pg. 60
-Sample mosaics
-Digital resources
-Textbooks
-Collection of materials
-Collected materials
-Storage containers

- Oral questions -Written work -Material collection review -Research reports

Creating And Performing

Athletics and Mosaic - Planning and Sketching

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

-Plan a mosaic composition
-Sketch a design based on athletics
-Consider color scheme for mosaic
-Value planning in art creation

In groups, learners are guided to:
-Sketch compositions of Kenyan athletes
-Plan color schemes for mosaics
-Transfer sketches to support surfaces
-Discuss how the composition represents athletics

How does planning enhance the final mosaic product?

- MENTOR pg. 60
-Drawing materials
-Support surfaces
-Color samples
-Digital resources

- Sketch assessment -Planning document review -Observation -Peer feedback

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

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

- Performance assessment -Peer evaluation -Observation -Technical assessment

Creating And Performing

Melody - Answering Phrases
Melody - Opening Phrases

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

-Write a 2-bar answering phrase
-Apply variation techniques to answering phrases
-Create balanced musical sentences
-Value the question-answer structure

In groups, learners are guided to:
-Study given opening phrases
-Create rhythmic patterns for answering phrases
-Apply both rhythmic and melodic variations
-Create melodies for answering phrases ending on 'do'

How should an answering phrase relate to the opening phrase?

- MENTOR pg. 73
-Staff paper
-Musical instruments
-Digital resources
-Example phrases
- MENTOR pg. 74
-Example answer phrases

- Composition assessment -Portfolio review -Peer critique -Performance of compositions

Creating And Performing

Melody - Composing Melodies
Melody - Notating Melodies

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

-Compose a four-bar melody in F Major and 4/4 time
-Write a 2-bar answering phrase in F major
-Use melodic and rhythmic variations
-Value the process of melody composition

In groups, learners are guided to:
-Compose a four-bar melody in F Major in 4/4 time
-Ensure bars 1-2 are question phrases with feeling of incompleteness
-Make bars 3-4 answer phrases with feeling of completeness
-Use melodic, rhythmic or dynamic variations

How can phrases be constructed to create a complete melody?

- MENTOR pg. 76
-Digital resources
-Musical instruments
-Staff paper
-Music notation software
- MENTOR pg. 78

- Project -Portfolio -Assessment rubrics -Observation

Creating And Performing

Melody - Performing Melodies
Rugby - Different Passes

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

-Perform melodies in F major and 4/4 time
-Demonstrate proper technique in performing
-Follow performance directions
-Value the use of melody in Creative Arts and Sports

In groups, learners are guided to:
-Study melodies in F major
-Identify the letter names of the notes
-Practice sight singing using sol-fa syllables
-Perform the melodies with proper interpretation

How can melodies be performed with accurate expression?

- MENTOR pg. 80
-Digital resources
-Musical instruments
-Melody recordings
-Performance space
- MENTOR pg. 84
-Rugby balls
-Playing field
-Video clips

- Practical performance -Assessment rubrics -Observation -Peer assessment

Creating And Performing

Rugby - Basic Pass

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

-Describe the basic pass in Rugby
-Demonstrate proper technique for basic pass
-Execute passes accurately
-Value fundamentals in sports

In groups, learners are guided to:
-Study the technique for basic pass
-Practice holding the Rugby ball with both hands
-Execute the basic pass focusing on proper technique
-Give feedback to peers on passing technique

What makes the basic pass effective in Rugby?

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

- Practical activity -Technical assessment -Peer evaluation -Observation

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

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

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

Creating And Performing

Rugby - Performing Kicks
Rugby - Modified Game

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

-Perform kick techniques in Rugby
-Demonstrate the drop and place kick
-Practice kicking skills
-Value own and others' efforts in applying kicking skills

In groups, learners are guided to:
-Demonstrate kicking skills in Rugby
-Practice the drop and place kick techniques
-Use the skills of kicking in modified games
-Observe safety during practice

When are different kicks used in Rugby?

- MENTOR pg. 90
-Rugby balls
-Playing field
-Kicking tees
-Digital resources
- MENTOR pg. 91
-Markers/cones
-Safety equipment

- Practical activity -Assessment rubrics -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

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

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

Creating And Performing

Photography - Taking Photographs
Photography - Ethics

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

-Take photographs of a scenery in viewpoint for showcase
-Apply different viewpoints in photography
-Identify suitable scenic points
-Value photography as an art form

In groups, learners are guided to:
-Research/take a field walk to explore and identify scenic points
-Take photographs inspired by the environment from different viewpoints
-Discuss ethical issues in photography

How can photography be used to showcase Kenya's beauty?

- MENTOR pg. 98
-Digital cameras/smartphones
-Photography locations
-Digital storage
-Display equipment
- MENTOR pg. 99
-Digital resources
-Ethics guidelines
-Case studies
-Role-play scenarios

- Portfolio -Project assessment -Observation

Creating And Performing

Photography - Presenting Photographs
Descant Recorder - Fingering of Notes

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

-Present the photographs for appreciation
-Select and organize photographs
-Create captions and context
-Appreciate photography as a means of expression

In groups, learners are guided to:
-Select and store the photographs in an E-folder
-Make a still/slide presentation
-Create captions for photographs
-Present for reflection and peer feedback

What makes a photograph effective in communicating a message?

- MENTOR pg. 100
-Digital devices
-Presentation software
-Display equipment
-Digital photographs
- MENTOR pg. 102
-Descant recorders
-Fingering charts
-Digital resources
-Music scores

- Portfolio -Project assessment -Peer assessment -Observation

Creating And Performing

Descant Recorder - Playing Techniques
Descant Recorder - Scale of F Major

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

-Demonstrate correct playing techniques
-Apply pinching technique for high notes
-Use proper breath control
-Value proper technique in recorder playing

In groups, learners are guided to:
-Watch actual or virtual instrumental tutorials to demonstrate and explain techniques of pinching on a descant recorder
-Practice playing high notes using the pinching technique
-Work on breath control exercises
-Give feedback to peers

What is the importance of applying technique when playing instrumental music?

- MENTOR pg. 104
-Descant recorders
-Digital resources
-Tutorial videos
-Music scores
- MENTOR pg. 106
-Staff paper

- Practical activity -Assessment rubrics -Observation

Creating And Performing

Descant Recorder - Simple Melodies

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

-Play simple melodies in the scale of F major
-Apply correct fingering and breathing
-Follow notation accurately
-Value musical expression

In groups, learners are guided to:
-Play simple melodies in the scale of F major on staff notation
-Focus on accurate pitch and rhythm
-Apply proper breathing at phrase marks
-Practice with attention to musicality

How do you maintain accurate pitch and rhythm when playing melodies?

- MENTOR pg. 107
-Descant recorders
-Simple melody scores
-Digital resources
-Metronome

- Melody performance assessment -Accuracy evaluation -Observation -Peer feedback

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

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

- Project assessment -Portfolio -Assessment rubrics -Peer review

Creating And Performing

Play - Warm-up Activities
Play - Rehearsing

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

-Perform physical warm-up activities
-Engage in vocal exercises
-Participate in concentration games
-Value preparation in performance

In groups, learners are guided to:
-Perform stretches, jumps or dancing for physical warm-up
-Practice breathing and vocal exercises
-Engage in concentration games
-Discuss the importance of warming up

How do warm-up activities prepare performers physically and mentally?

- MENTOR pg. 117
-Open space
-Warm-up instruction cards
-Digital resources
-Audio for breathing exercises
- MENTOR pg. 118
-Play scripts
-Props
-Costumes
-Music
-Rehearsal space

- Participation assessment -Technique evaluation -Observation -Self-reporting on effectiveness

Creating And Performing

Play - Blocking
Play - Dress Rehearsal

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

-Understand stage areas and positions
-Create effective blocking for scenes
-Position actors for visibility and impact
-Value spatial awareness in drama

In groups, learners are guided to:
-Learn stage area terminology
-Practice positioning actors on stage
-Create blocking that ensures visibility
-Position props in relation to actors

How does effective blocking enhance storytelling in drama?

- MENTOR pg. 119
-Stage area diagrams
-Open performance space
-Props
-Play scripts
- MENTOR pg. 120
-Costumes
-Performance space
-Audience feedback forms

- Blocking design assessment -Spatial awareness evaluation -Observation -Practical application

Creating And Performing

Play - Performance
Play - Reflection

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

-Act a role in a play performance
-Demonstrate use of voice, body and space
-Use props, music and costumes effectively
-Recognize play performance as a channel of addressing societal issues

In groups, learners are guided to:
-Perform a role in a play performance before an audience
-Use props, music and costumes appropriately
-Record experiences in a journal
-Reflect on the effectiveness of the performance

How can a play address societal issues effectively?

- MENTOR pg. 121
-Play scripts
-Props
-Costumes
-Music
-Performance space
-Audience
- MENTOR pg. 122
-Performance recordings
-Audience feedback
-Reflection journals
-Discussion space

- Performance assessment -Observation -Audience feedback -Self-reflection

Creating And Performing

Basketball and Logo Design - Passing Skills

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

-Identify different passes in Basketball
-Describe the overhead, bounce and chest passes
-Observe proper technique in passing
-Value proper passing technique in Basketball

In groups, learners are guided to:
-Watch a live or virtual Basketball game and identify the passing skills in Basketball
-Discuss the execution of the skills
-Identify the overhead, bounce and chest passes
-Analyze the importance of passing in Basketball

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

- MENTOR pg. 123
-Digital resources
-Basketball court
-Basketballs
-Video clips

- Observation -Oral questions -Practical activity