CREATING AND EXECUTION

Picture Making - Identifying 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

- Oral questions - Observation - Written assignment

CREATING AND EXECUTION

Picture Making - Parts of Wind Instruments
Picture Making - Materials for Wind Instruments
Picture Making - Creating Wind Instruments
Picture Making - Testing Wind Instruments

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

- Explain the roles of the parts of a wind instrument in sound production
- Identify how various parts work together
- Value the craftsmanship in wind instruments

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

- Learners identify the parts of wind instruments
- Learners discuss the role of each part in sound production
- Learners demonstrate how the parts work together
- 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 do the different parts of a wind instrument contribute to sound production?
How can we make a functional wind instrument using locally available materials?

- Mentor Creative Arts Grade 5 Learner's Book pg. 4
- Realia: Indigenous wind instruments
- Charts showing parts of wind instruments
- Mentor Creative Arts Grade 5 Learner's Book pg. 6
- Sample materials for making wind instruments
- Digital devices for research
- Mentor Creative Arts Grade 5 Learner's Book pg. 7
- Tools for making instruments
- Locally available materials
- Mentor Creative Arts Grade 5 Learner's Book pg. 8
- Tools for refining instruments
- Sample wind instruments

- Oral questions - Observation - Practical assessment
- Observation - Project work - Product assessment

CREATING AND EXECUTION

Picture Making - Caring for Wind Instruments
Picture Making - Making Crayons

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

- Care for indigenous Kenyan wind instruments
- Store wind instruments properly
- Value maintenance of musical instruments

- Learners discuss care and maintenance of wind instruments
- Learners practice cleaning wind instruments
- Learners demonstrate proper storage of wind instruments

How can one care for and maintain wind instruments?

- Mentor Creative Arts Grade 5 Learner's Book pg. 9
- Cleaning materials
- Storage containers
- Mentor Creative Arts Grade 5 Learner's Book pg. 10
- Used candle wax
- Beeswax
- Pigments
- Moulds

- Observation - Oral questions - Practical assessment

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
Picture Making - Completing Etched Drawings

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

- Observation - Product 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
Picture Making - Playing Wind Instruments
Picture Making - Exploring Environmental Objects
Picture Making - Advanced Etching Techniques

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

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

- Explore objects from the environment
- Draw objects using crayon etching
- Value environmental awareness through art

- Learners display their mounted work
- Learners talk about their own and others' created work
- Learners use appropriate language while respecting others' views
- Learners explore objects from the environment
- Learners draw two objects using crayon etching
- Learners define forms through etching

What makes artwork appealing?
How can we represent environmental objects through art?

- Mentor Creative Arts Grade 5 Learner's Book pg. 17
- Display area
- Mounted artworks
- Portfolio collections
- Mentor Creative Arts Grade 5 Learner's Book pg. 18
- Wind instruments
- Instructional videos
- Resource persons
- Mentor Creative Arts Grade 5 Learner's Book pg. 18
- Environmental objects
- Drawing materials
- Etching tools
- Etching samples

- Observation - Oral presentation - Peer assessment
- Observation - Product assessment - Peer assessment

CREATING AND EXECUTION

Football - Basic Skills
Football - In-step Kicking
Football - In-step Kicking Practice

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

- Observation - Oral questions - Practical assessment

CREATING AND EXECUTION

Football - Outside-of-Foot Kicking
Football - Outside-of-Foot Kicking Practice

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
- Mentor Creative Arts Grade 5 Learner's Book pg. 25
- Practice cones

- Observation - Practical assessment - Peer assessment

CREATING AND EXECUTION

Football - Comparing Kicking Techniques
Football - Stopping with Inside of Foot

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

- Compare in-step and outside-of-foot kicks
- Select appropriate kicking techniques
- Value versatility in football skills

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

Which kicking technique is most effective in different situations?

- Mentor Creative Arts Grade 5 Learner's Book pg. 26
- Football field
- Footballs
- Situational diagrams
- Mentor Creative Arts Grade 5 Learner's Book pg. 27
- Instructional videos

- Observation - Decision-making assessment - Practical 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
Football - Step Trap Stopping Practice
Football - Comparing Stopping Techniques
Football - Dribbling

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

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

- Learners observe demonstrations of step trap stopping
- Learners practice the stance, execution, and control
- Learners perform stopping drills in pairs
- Learners compare different stopping techniques
- Learners identify appropriate situations for each technique
- Learners practice selecting the right stopping method for different scenarios

How does step trap stopping differ from inside-of-foot stopping?
Which stopping technique is most effective in different situations?

- Mentor Creative Arts Grade 5 Learner's Book pg. 30
- Football field
- Footballs
- Instructional videos
- Mentor Creative Arts Grade 5 Learner's Book pg. 31
- Practice cones
- 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 - Practical assessment - Peer assessment
- Observation - Decision-making assessment - Practical assessment

CREATING AND EXECUTION

Football - Dribbling Practice
Football - Advanced Dribbling

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
- Obstacle courses

- Observation - Practical assessment - Skill progression assessment

CREATING AND EXECUTION

Football - Preparing Papier Mâché
Football - Creating Cone Moulds

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

- Prepare papier mâché material
- Mix papier mâché to proper consistency
- Value recycling and creativity

- Learners tear recyclable paper into small pieces
- Learners soak paper in water
- Learners mix paper pulp with glue to form papier mâché

What are the advantages of using papier mâché for casting?

- Mentor Creative Arts Grade 5 Learner's Book pg. 35
- Recyclable paper
- Containers
- Glue
- Water
- 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
Football - Finishing Cones
Football - Decorating 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
- 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
- Palettes

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Football - Tie and Dye Introduction
Football - T-shirt Decoration

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
- Mentor Creative Arts Grade 5 Learner's Book pg. 42
- T-shirts
- Dyes
- Tying materials
- Dye containers

- Observation - Oral assessment - Material assessment

CREATING AND EXECUTION

Football - Color Wheel
Football - Wash Technique Introduction
Football - Painting with Wash Technique
Football - Field Setup

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

- Paint a color wheel
- Identify primary and secondary colors
- Value color theory in art

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

- Learners paint a color wheel
- Learners identify primary and secondary colors
- Learners discuss color relationships
- 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 do primary colors combine to create secondary colors?
How can wash technique create depth in a painting?

- Mentor Creative Arts Grade 5 Learner's Book pg. 43
- Paint
- Brushes
- Paper
- Color reference
- Watercolors
- Water containers
- Mentor Creative Arts Grade 5 Learner's Book pg. 43
- Watercolors
- Brushes
- Paper
- Still-life setup
- Open space
- Colored cones
- Measuring tools

- Observation - Product assessment - Knowledge assessment
- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Football - Mini Game
Composing Rhythm - French Rhythm Names

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

- Play a mini game of football
- Apply skills learned in game situations
- Demonstrate fair play and sportsmanship

- Learners organize themselves into teams
- Learners play a mini game using colored t-shirts
- Learners apply skills learned in previous lessons

How can we apply the skills we've learned in a game situation?

- Mentor Creative Arts Grade 5 Learner's Book pg. 43
- Marked field
- Footballs
- Colored t-shirts
- Mentor Creative Arts Grade 5 Learner's Book pg. 44
- Charts with rhythm patterns
- Audio recordings
- Musical instruments

- Observation - Performance assessment - Sportsmanship assessment

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

- Observation - Oral assessment - Practical performance

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
Composing Rhythm - Making Stick Calligraphy Pen
Composing Rhythm - Making Fountain Pen Calligraphy
Composing Rhythm - Calligraphy Techniques
Composing Rhythm - Rhythm Names in Calligraphy

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

- Make a calligraphy pen from a fountain pen
- Modify the pen effectively
- Value innovation in art tools

- Learners identify materials for making calligraphy pens
- Learners collect suitable materials
- Learners discuss the characteristics of good materials
- Learners prepare fountain pens for modification
- Learners cut and shape nibs according to instructions
- Learners test and refine their pens

What materials can be used to make calligraphy pens?
How can we modify existing pens for calligraphy?

- Mentor Creative Arts Grade 5 Learner's Book pg. 52
- Sample materials
- Pictures of calligraphy pens
- Reference materials
- 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
- Cutting tools
- Sandpaper
- Ink
- Mentor Creative Arts Grade 5 Learner's Book pg. 55
- Calligraphy pens
- Practice paper
- Sample alphabets
- Mentor Creative Arts Grade 5 Learner's Book pg. 57
- Sample rhythm names

- Observation - Oral assessment - Material selection assessment
- 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
- Dyes
- Paints
- Plaiting materials
- Mentor Creative Arts pg. 120

- 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 procedure for plaiting a three-strand rope.
- Plait a three-strand rope for skipping.
- Value the importance of following the correct procedure when plaiting.

- Teacher to demonstrate the procedure for plaiting a three-strand rope.
- Learners to plait a three-strand rope for skipping.
- Learners to use the skipping rope for warm-up before skill demonstration.

How can we plait a three-strand rope?

- Prepared and decorated materials
- Mentor Creative Arts pg. 121-122
- Pictures of relay batons
- Samples of relay batons
- Digital devices
- Mentor Creative Arts pg. 123

- Observation - Project work - Peer assessment

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
- Digital devices
- Video clips
- Mentor Creative Arts pg. 127-128

- Observation - Project work - Peer assessment

PERFORMANCE AND DISPLAY

Athletics - Visual baton exchange

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

- Demonstrate the visual baton change technique.
- Observe safety measures during visual baton change.
- Show responsibility when demonstrating visual baton change.

- 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.

- Teacher to demonstrate visual baton change technique.
- Learners to practice visual baton change in pairs.
- Learners to observe safety measures during the activity.
- 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.

What are the key steps in visual baton change?
How is non-visual baton change performed?

- Relay batons
- Open field
- Mentor Creative Arts pg. 129-130
- Mentor Creative Arts pg. 131
- Digital devices
- Video clips
- Mentor Creative Arts pg. 132-133
- Relay batons
- Open field
- Mentor Creative Arts pg. 134

- Observation - Performance test - Peer assessment
- 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
- Relay batons
- Open field
- Mentor Creative Arts pg. 137

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Athletics - Visual baton exchange
Puppetry
Puppetry

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

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

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

How is the downsweep technique performed?

- Relay batons
- Open field
- Mentor Creative Arts pg. 138
- Pictures of puppets
- Videos of puppet shows
- Digital devices
- Mentor Creative Arts pg. 176
- Recyclable materials
- Found objects
- Mentor Creative Arts pg. 177-178

- Observation - Performance test - 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
- Mentor Creative Arts pg. 158

- 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 components of a Kenyan folk dance.
- Discuss the role of songs in a folk dance.
- Appreciate the importance of songs in a folk dance.

- 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 watch videos of folk dance performances.
- Learners to identify the songs used in the folk dance.
- Learners to discuss the role of songs in the folk dance.
- 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 are the components of a folk dance?
What is the role of ornaments, props, and body adornments in a dance?

- Digital devices
- Video clips
- Mentor Creative Arts pg. 159-160
- Pictures of folk dance costumes
- Mentor Creative Arts pg. 161
- Pictures of ornaments, props, and body adornments
- Digital devices
- Mentor Creative Arts pg. 162-163
- Video clips
- Mentor Creative Arts pg. 164-165

- 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 body movements used in folk dances.
- Demonstrate some body movements used in folk dances.
- Show confidence when demonstrating body movements.

- Learners to watch videos of folk dance body movements.
- Learners to identify the body parts involved in the movements.
- Learners to practice some of the body movements.

What body movements are used in folk dances?

- Digital devices
- Video clips
- Mentor Creative Arts pg. 166
- Mentor Creative Arts pg. 167

- 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:

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

- 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:

- 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
Playing the Descant recorder
Playing the Descant recorder

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.

- Play notes G, A, and B on the descant recorder.
- Maintain proper finger positions when playing.
- Show confidence when playing the descant recorder.

- 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.
- Teacher to demonstrate how to play notes G, A, and B on the descant recorder.
- Learners to practice playing notes G, A, and B on the descant recorder.
- Learners to give feedback to each other.

How can we assess a folk dance performance?
How do we play notes G, A, and B on the descant recorder?

- Performance assessment guide
- Digital devices
- Mentor Creative Arts pg. 175
- Descant recorders
- Pictures of descant recorders
- Mentor Creative Arts pg. 185
- Fingering charts
- Mentor Creative Arts pg. 186-187
- Descant recorders
- Fingering charts
- Mentor Creative Arts pg. 188
- Digital devices
- Mentor Creative Arts pg. 189

- Observation - Oral questions - Peer assessment
- Observation - Performance test - Peer assessment

PERFORMANCE AND DISPLAY

Playing the Descant recorder

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

- Identify the fingering position for note D' on the descant recorder.
- Describe how to play note D' on the descant recorder.
- Value the importance of correct finger positioning for note D'.

- Learners to observe illustrations of fingering position for note D' on the descant recorder.
- Learners to identify the fingering position for note D'.
- Learners to watch a video on playing note D' on the descant recorder.

How do we play note D' on the descant recorder?

- Descant recorders
- Fingering charts
- Digital devices
- Mentor Creative Arts pg. 190
- Mentor Creative Arts pg. 191

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Playing the Descant recorder

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

- Describe breath control and tone quality in playing the descant recorder.
- Discuss the importance of breath control when playing the descant recorder.
- Appreciate the importance of good tone quality.

- Learners to discuss breath control and tone quality in playing the descant recorder.
- Learners to identify exercises for improving breath control.
- Learners to practice exercises for improving breath control.

How can we improve breath control and tone quality?

- Descant recorders
- Digital devices
- Mentor Creative Arts pg. 192-193
- Melody charts
- Mentor Creative Arts pg. 194

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Playing the Descant recorder

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

- Describe tonguing technique in playing the descant recorder.
- Demonstrate tonguing technique when playing notes.
- Value the importance of proper tonguing technique.

- Learners to watch a video on tonguing technique in playing the descant recorder.
- Learners to discuss the steps to observe when tonguing.
- Learners to practice tonguing technique when playing notes.

What is tonguing technique in playing the descant recorder?

- Descant recorders
- Digital devices
- Mentor Creative Arts pg. 195
- Sheet music
- Mentor Creative Arts pg. 196

- Observation - Performance test - Peer assessment

PERFORMANCE AND DISPLAY

Playing the Descant recorder

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

- Play the song "Go and Tell Aunt Rhody" on the descant recorder.
- Apply proper breathing, tonguing, and finger techniques.
- Show confidence when playing the song.

- Teacher to demonstrate how to play the song "Go and Tell Aunt Rhody" on the descant recorder.
- Learners to practice playing the song "Go and Tell Aunt Rhody" on the descant recorder.
- Learners to apply proper breathing, tonguing, and finger techniques.

How do we improve our playing skills on the descant recorder?

- Descant recorders
- Sheet music
- Mentor Creative Arts pg. 197
- Pictures of patterns
- Digital devices
- Mentor Creative Arts pg. 198

- Observation - Performance test - Peer assessment

PERFORMANCE AND DISPLAY

Playing the Descant recorder
Swimming

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

- Design letters G, A, B, C', and D' for stencil cutting.
- Select appropriate fonts or letter styles.
- Value the importance of creativity in design.

- Describe the front crawl technique in swimming.
- Identify the key elements of front crawl technique.
- Value the importance of learning the front crawl technique.

- Learners to design letters G, A, B, C', and D' for stencil cutting.
- Learners to select appropriate fonts or letter styles.
- Learners to trace each letter on a separate piece of paper.
- Learners to observe pictures/videos of the front crawl technique.
- Learners to identify the key elements of front crawl technique (gliding, body positioning, arm action, leg action, breathing).
- Learners to discuss the importance of proper technique in swimming.

How can we create stencils for printing?
Why is the front crawl technique the fastest stroke?

- Paper
- Pencils
- Digital devices
- Mentor Creative Arts pg. 199
- Cut-out stencils
- Printing ink/paint
- Paper/cloth
- Mentor Creative Arts pg. 200
- Pictures of swimming techniques
- Digital devices
- Mentor Creative Arts pg. 201
- Pictures related to pool hygiene
- Mentor Creative Arts pg. 202

- Observation - Project work - Peer assessment
- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Swimming

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

- Demonstrate gliding in front crawl.
- Follow the correct procedure for gliding.
- Show confidence when demonstrating gliding.

- Teacher to demonstrate gliding in front crawl.
- Learners to practice gliding in front crawl at the shallow end of the pool.
- Learners to give feedback to each other.

How do we glide in front crawl?

- Swimming pool
- Mentor Creative Arts pg. 203-204
- Mentor Creative Arts pg. 205
- Mentor Creative Arts pg. 206

- Observation - Performance test - Peer assessment

PERFORMANCE AND DISPLAY

Swimming

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

- Demonstrate leg action in front crawl.
- Perform flutter kicks correctly.
- Show confidence when demonstrating leg action.

- Teacher to demonstrate leg action in front crawl.
- Learners to practice leg action in front crawl.
- Learners to give feedback to each other.

How do we perform leg action in front crawl?

- Swimming pool
- Kick boards
- Mentor Creative Arts pg. 207
- Mentor Creative Arts pg. 208

- Observation - Performance test - Peer assessment

PERFORMANCE AND DISPLAY

Swimming

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

- Practice gliding in front crawl.
- Maintain a flat streamlined position during gliding.
- Show confidence when practicing gliding.

- Learners to practice gliding in front crawl using different activities (hands on the rail, partner gliding).
- Learners to maintain a flat streamlined position during gliding.
- Learners to give feedback to each other.

How can we improve our gliding technique?

- Swimming pool
- Mentor Creative Arts pg. 209
- Mentor Creative Arts pg. 210

- Observation - Performance test - Peer assessment

PERFORMANCE AND DISPLAY

Swimming

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

- Practice leg action in front crawl.
- Maintain proper leg movement during the practice.
- Show confidence when practicing leg action.

- Learners to practice leg action in front crawl.
- Learners to maintain proper leg movement during the practice.
- Learners to give feedback to each other.

How can we improve our leg action technique?

- Swimming pool
- Kick boards
- Mentor Creative Arts pg. 211
- Mentor Creative Arts pg. 212

- Observation - Performance test - Peer assessment

PERFORMANCE AND DISPLAY
APPRECIATION IN CREATIVE ARTS

Swimming
Analysis of Creative Arts works - E-gallery Exploration
Analysis of Creative Arts works - Portfolio Display

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

- Perform front crawl combining all the techniques (gliding, body positioning, arm action, leg action, breathing).
- Maintain proper coordination of all the techniques.
- Show confidence when performing front crawl.

- Explore e-galleries to see and analyze artworks.
- Interpret works of art displayed in e-galleries.
- Appreciate the value of exploring e-galleries for inspiration and mentorship.

- Learners to perform front crawl combining all the techniques.
- Learners to maintain proper coordination of all the techniques.
- Learners to give feedback to each other.
- Learners to explore e-galleries to see and analyze artworks.
- Learners to interpret works of art displayed in the e-galleries putting into account; type of art, material, media, meaning, aesthetic.
- Learners to reflect on the analyzed work of art for inspiration and mentorship.

How do we coordinate all the techniques in front crawl?
Why is it important to showcase Creative Arts works?

- Swimming pool
- Mentor Creative Arts pg. 213
- Floaters
- Mentor Creative Arts pg. 214
- Digital devices
- Internet connection
- Mentor Creative Arts pg. 222
- Artworks (still life drawings, paintings, cards, puppets, mosaics, ornaments)
- Display materials

- Observation - Performance test - Peer assessment
- Observation - Oral questions - Group discussion

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts works - Artwork Critique
Analysis of Creative Arts works - Folk Dance Identification

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

- Take a gallery walk to observe displayed artwork.
- Talk about own and others' work.
- Show respect for others' work when giving opinions.

- Learners to take a gallery walk.
- Learners to talk about each other's work.
- Learners to respectfully give their opinions about the displayed artwork.

How can we talk about artworks constructively?

- Displayed artworks
- Mentor Creative Arts pg. 222
- Digital devices
- Video recordings of folk dances
- Mentor Creative Arts pg. 223

- Observation - Oral questions - Peer assessment

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts works - Folk Dance Components
Analysis of Creative Arts works - Anthem Background

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

- Describe a Kenyan folk dance using appropriate terminologies.
- Identify the participants and songs in a folk dance.
- Appreciate the cultural significance of folk dances.

- Learners to describe a Kenyan folk dance using appropriate terminologies.
- Learners to identify the participants and songs in the folk dance.
- Learners to discuss the roles of participants in the folk dance.

What are the components of a folk dance?

- Digital devices
- Video recordings of folk dances
- Mentor Creative Arts pg. 223
- Pictures of East African Community flags
- Mentor Creative Arts pg. 225

- Observation - Oral questions - Written assignment

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts works - Anthem Performance
Analysis of Creative Arts works - Sports Fair Play
Analysis of Creative Arts works - Sports Participation
Analysis of Creative Arts works - Exhibition

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

- Listen to/watch a performance of the East African Community Anthem.
- Discuss the etiquette observed when singing the anthem.
- Show respect when performing the East African Community Anthem.

- Learners to listen to/watch a performance of the East African Community Anthem.
- Learners to discuss the etiquette observed when singing the anthem.
- Learners to identify the country where the event in the picture is taking place.

What etiquette should be observed when performing the East African Community Anthem?

- Digital devices
- Audio/video recording of the East African Community Anthem
- Mentor Creative Arts pg. 225
- Reference materials
- Mentor Creative Arts pg. 227
- Sports equipment
- Open field
- Mentor Creative Arts pg. 228
- Creative arts works
- Exhibition space
- Mentor Creative Arts pg. 236

- Observation - Oral questions - Written assignment