Creating and Execution

Picture Making (Percussion Instruments) - Indigenous Kenyan percussion instruments
Picture Making (Percussion Instruments) - Method of playing percussion instruments

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

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

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

How are percussion instruments from different Kenyan communities identified?

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

- Observation -Oral questions -Written assignments

Creating and Execution

Picture Making (Percussion Instruments) - Classifying percussion instruments
Picture Making (Percussion Instruments) - Parts of percussion instruments
Picture Making (Percussion Instruments) - Functions of parts of percussion instruments
Picture Making (Percussion Instruments) - Researching parts of percussion instruments

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

- Classify percussion instruments as melodic and non-melodic
- Differentiate between melodic and non-melodic percussion instruments
- Appreciate various types of percussion instruments

- Study pictures of different percussion instruments
-Listen to sounds from melodic and non-melodic percussion instruments
-Classify percussion instruments as melodic and non-melodic
-Fill in a table with melodic and non-melodic percussion instruments

How are percussion instruments classified?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 5
-Melodic and non-melodic percussion instruments
-Digital devices
- Mentor Creative Arts Grade 4 Learner's Book, pg. 6
-Drums
- Mentor Creative Arts Grade 4 Learner's Book, pg. 7
-Percussion instruments
- Mentor Creative Arts Grade 4 Learner's Book, pg. 8
-Drawing materials

- Observation -Oral questions -Written tests

Creating and Execution

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

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

- Play a drum while counting
- Play call and response patterns on a drum
- Improvise a response to a given call
- Show interest in playing rhythmic patterns

- Play a drum while counting
-Take turns to play call and response patterns on a drum
-Improvise responses to given calls
-Create original rhythmic patterns and play them on percussion instruments

How can rhythmic patterns be improvised using percussion instruments?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 8
-Drums and other percussion instruments
- Mentor Creative Arts Grade 4 Learner's Book, pg. 10
-Materials for making charcoal sticks
- Mentor Creative Arts Grade 4 Learner's Book, pg. 11

- Observation -Performance assessment -Peer assessment

Creating and Execution

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

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

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

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

What is the importance of tonal value in drawing?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 12
-Digital devices
-Charts showing tonal values
-Charcoal sticks
-Drawing paper
- Mentor Creative Arts Grade 4 Learner's Book, pg. 13

- Observation -Oral questions -Written assignments

Creating and Execution

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

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

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

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

How can highlights and shadows be created in a drawing?

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

- Observation -Project work -Portfolio assessment

Creating and Execution

Picture Making (Percussion Instruments) - Creating a portfolio
Picture Making (Percussion Instruments) - Drawing different percussion instruments

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

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

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

Why is it important to keep artwork in a portfolio?

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

- Observation -Portfolio assessment -Peer assessment

Creating and Execution

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

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

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

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

What makes percussion instruments from different communities unique?

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

- Observation -Project work -Home assignment

Creating and Execution

Picture Making (Percussion Instruments) - Making percussion instruments
Picture Making (Percussion Instruments) - Assembling percussion instruments

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

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

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

What materials can be used to make percussion instruments?

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

- Observation -Oral questions -Project work

Creating and Execution

Netball - Introduction to Netball skills
Netball - Chest pass technique

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

- Identify the game of Netball
- State the number of players in a Netball team
- Develop interest in playing Netball

- Study a picture of learners playing Netball
-Identify the game being played
-Discuss the number of players in each team
-Share experiences of playing Netball

Why is Netball played as a team sport?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 17
-Pictures of Netball games
-Digital devices
- Mentor Creative Arts Grade 4 Learner's Book, pg. 18
-Netball balls

- Observation -Oral questions -Written assignments

Creating and Execution

Netball - Demonstrating chest pass
Netball - Practicing chest pass
Netball - Overhead pass technique

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

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

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

What is the correct progression when performing chest pass?

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

- Observation -Demonstration -Peer assessment

Creating and Execution

Netball - Demonstrating overhead pass
Netball - Practicing overhead pass

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

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

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

What is the correct progression when performing overhead pass?

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

- Observation -Demonstration -Peer assessment

Creating and Execution

Netball - Double-handed catching
Netball - Demonstrating double-handed catching

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

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

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

Why is correct hand positioning important in catching?

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

- Observation -Oral questions -Written assignments

Creating and Execution

Netball - Practicing double-handed catching
Netball - Introduction to macramé technique

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

- Practice double-handed catching with a partner
- Catch the ball accurately using double-handed technique
- Observe safety measures when practicing catching

- Mark two circles on the ground 2 meters apart
-Stand in each circle as shown
-Throw and catch the ball using double-handed catching
-Repeat the activity several times
-Observe safety measures

How can double-handed catching be practiced effectively?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 24
-Netball balls
-Open space
-Markers
- Mentor Creative Arts Grade 4 Learner's Book, pg. 25
-Macramé materials (yarns, strings, fabrics)
-Scissors

- Observation -Performance assessment -Peer assessment

Creating and Execution

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

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

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

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

How can macramé technique be used to make a ball?

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

- Observation -Project work -Peer assessment

Creating and Execution

Netball - Completing a ball using macramé
Netball - Practicing Netball skills

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

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

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

How is a macramé ball project finalized?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 26
-Macramé materials (yarns, strings, fabrics)
-Scissors
- Mentor Creative Arts Grade 4 Learner's Book, pg. 27
-Netball balls
-Open space
-Markers

- Observation -Project work -Peer assessment

Creating and Execution

Netball - Drawing playing Netball
Netball - Color classification
Netball - Preparing materials for mixing colors

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

- Draw a picture of family members playing Netball
- Paint the picture using secondary colors
- Value family recreational activities

- Draw a picture of siblings and self playing Netball
-Paint the picture using secondary colors
-Present the drawing to classmates
-Discuss the importance of family recreational activities

How can secondary colors be used effectively in painting?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 28
-Drawing paper
-Paint
-Brushes
- Mentor Creative Arts Grade 4 Learner's Book, pg. 30
-Primary and secondary color charts
- Mentor Creative Arts Grade 4 Learner's Book, pg. 31
-Palettes
-Water containers

- Observation -Project work -Portfolio assessment

Creating and Execution

Netball - Mixing primary colors (yellow and blue)
Netball - Mixing primary colors (red and yellow)

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

- Mix yellow and blue to create a secondary color
- Identify the secondary color created
- Show interest in color mixing

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

What secondary color is created by mixing yellow and blue?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 31
-Paint (yellow and blue)
-Brushes
-Palettes
-Water containers
- Mentor Creative Arts Grade 4 Learner's Book, pg. 32
-Paint (red and yellow)

- Observation -Project work -Oral questions

Creating and Execution

Netball - Mixing primary colors (red and blue)
Netball - Creating a color wheel

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

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

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

What secondary color is created by mixing red and blue?

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

- Observation -Project work -Oral questions

Creating and Execution

Netball - Color tones (light tones)
Netball - Mixing orange with white

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

- Explain what tone is in color
- Create light tones by adding white to a color
- Value the importance of tonal variation

- Learn that tone is the lightness or darkness of a color
-Understand that adding white makes a color lighter
-Draw five equal rectangles to make a color strip
-Prepare to mix secondary colors with white

How does adding white affect the tone of a color?

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

- Observation -Oral questions -Written assignments

Creating and Execution

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

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

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

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

How are rhythmic patterns created through clapping and tapping?

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

- Observation -Oral questions -Demonstration

Creating and Execution

Rhythm and Pattern Making - Rhythm in words
Rhythm and Pattern Making - French rhythm names

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

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

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

How do syllables affect the rhythm of words?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 43
-Word cards
- Mentor Creative Arts Grade 4 Learner's Book, pg. 44
-Charts showing French rhythm names

- Observation -Oral questions -Demonstration

Creating and Execution

Rhythm and Pattern Making - Practicing French rhythm names
Rhythm and Pattern Making - Identifying rhythm in words
Rhythm and Pattern Making - Clapping syllables of words

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

- Recite French rhythm names
- Clap rhythms while reciting French rhythm names
- Show interest in rhythmic patterns

- Recite French rhythm names
-Practice clapping rhythms while reciting
-Sound the beat while clapping
-Perform rhythmic patterns in groups

How can French rhythm names be practiced through clapping?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 44
-Charts showing rhythmic patterns
- Mentor Creative Arts Grade 4 Learner's Book, pg. 45
-Word cards

- Observation -Performance assessment -Peer assessment

Creating and Execution

Rhythm and Pattern Making - Note values and their French names
Rhythm and Pattern Making - Steady beat (clock)

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

- Identify note values (crotchet and quavers)
- Match note values with their French rhythm names
- Value the importance of note values in music

- Learn that long sounds and short sounds can be given French names
-Learn that the French rhythm name for a crotchet is 'taa'
-Learn that a quaver has half a beat
-Learn that the French rhythm name for a pair of quavers is 'ta-te'

How are note values represented by French rhythm names?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 46
-Charts showing note values and French rhythm names
- Mentor Creative Arts Grade 4 Learner's Book, pg. 47
-Clock

- Observation -Oral questions -Written assignments

Creating and Execution

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

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

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

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

How does the heartbeat relate to rhythm?

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

- Observation -Demonstration -Oral questions

Creating and Execution

Rhythm and Pattern Making - Note symbols and rests
Rhythm and Pattern Making - Singing rhythm in songs

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

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

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

How are rests used in rhythmic patterns?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 49
-Charts showing note symbols and rests
- Mentor Creative Arts Grade 4 Learner's Book, pg. 50
-Song charts

- Observation -Oral questions -Written assignments

Creating and Execution

Rhythm and Pattern Making - Clapping rhythm of songs
Rhythm and Pattern Making - Free hand lettering (1)

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

- Sing songs while clapping the beat
- Use French rhythm names while clapping
- Work together in group performances

- Sing the song "Are You Sleeping" while clapping the beat
-Clap using French rhythm names
-Take turns to sing the song in groups
-One group sings while the other claps the rhythm
-Sing familiar songs and clap the rhythm

How do singing and clapping complement each other?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 51
-Song charts
- Mentor Creative Arts Grade 4 Learner's Book, pg. 52
-Charts showing letters of the alphabet
-Writing materials

- Observation -Performance assessment -Peer assessment

Creating and Execution
Performance and Display

Rhythm and Pattern Making - Free hand lettering (2)
Rhythm and Pattern Making - Writing French rhythm names
Athletics - Introduction to sprint starts and sprinting techniques

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

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

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

Why is proper letter formation important in free hand lettering?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 53
-Charts showing letters with ascenders and descenders
-Writing materials
- Mentor Creative Arts Grade 4 Learner's Book, pg. 54
-Charts showing French rhythm names
- Mentor Creative Arts pg. 80
- Digital devices for video demonstrations
- Open space for practical activities

- Observation -Oral questions -Written assignments

Performance and Display

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

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

- Describe the steps of medium sprint start
- Demonstrate "on your marks" position in medium sprint start
- Appreciate the importance of proper body positioning in sprinting

- Watch video clip/demonstration of medium sprint start
- Observe body positioning, foot placement, and hand positioning
- Practice the "on your marks" position with proper stance and body alignment
- Discuss safety measures when practicing sprint starts

What is the importance of proper positioning in "on your marks" command?

- Mentor Creative Arts pg. 82
- Open space with marked lines
- Digital devices for recording performances
- Mentor Creative Arts pg. 83
- Open space with marked starting line
- Whistle
- Mentor Creative Arts pg. 84
- Open space with marked starting and finishing lines
- Mentor Creative Arts pg. 85
- Digital devices for video demonstrations
- Open space for practice
- Mentor Creative Arts pg. 86

- Observation - Skill progression chart - Peer assessment

Performance and Display

Athletics - Body posture, acceleration, transition, and finish in sprinting
Athletics - Sprinting techniques practice
Athletics - Reading and understanding the Kenya National Anthem

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

- Describe the phases of sprinting technique
- Explain how to accelerate when sprinting
- Show interest in proper sprinting technique

- Study pictures of sprinting technique
- Discuss body positioning in different phases of sprinting
- Explore how to increase speed during acceleration
- Learn about proper finishing technique

How can proper body alignment improve sprinting speed?

- Mentor Creative Arts pg. 87
- Digital devices for video clips
- Open space for demonstration
- Mentor Creative Arts pg. 88
- Open space with marked lines
- Stopwatch
- Mentor Creative Arts pg. 91
- Chart with Kenya National Anthem words
- Audio recording of Kenya National Anthem

- Observation - Oral questions - Written assignments

Performance and Display

Athletics - Singing the Kenya National Anthem in groups
Athletics - Studying the Kenyan flag colors and arrangement

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

- Sing the Kenya National Anthem with proper pronunciation
- Apply appropriate tempo when singing the anthem
- Show respect while singing the national anthem

- Practice singing the Kenya National Anthem in groups
- Focus on accuracy in tune and proper pronunciation
- Maintain appropriate tempo during singing
- Observe appropriate etiquette during anthem performance

How does singing the national anthem promote patriotism?

- Mentor Creative Arts pg. 91
- Audio recording of Kenya National Anthem
- Chart with Kenya National Anthem words
- Mentor Creative Arts pg. 90
- Digital devices for searching images
- Chart showing the Kenyan flag

- Observation - Performance analysis - Peer assessment

Performance and Display

Athletics - Sketching and painting the Kenyan flag
Athletics - Attaching the flag to a suitable handle
Athletics - Practicing medium starts in pairs

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

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

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

How should colors be arranged on the Kenyan flag?

- Mentor Creative Arts pg. 91
- Paper, pencils, rulers
- Paints (black, red, green, white)
- Brushes
- Mentor Creative Arts pg. 92
- Completed painted flags
- Materials for handles (sticks, dowels)
- Glue
- Mentor Creative Arts pg. 89
- Open space with marked starting lines
- Whistle

- Observation - Project assessment - Peer critique

Performance and Display

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

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

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

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

What are the key elements of proper sprinting technique?

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

- Observation - Performance analysis - Peer assessment

Performance and Display

Athletics - Participating in sprint competitions
Athletics - Recording and critiquing sprint performances

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

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

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

How can timing performances help improve sprint technique?

- Mentor Creative Arts pg. 90
- Open space with marked lines
- Stopwatch
- Whistle
- Digital devices for recording
- Open space for sprint activities
- Playback equipment

- Observation - Performance analysis - Timed results

Performance and Display

Athletics - Importance of the flag and anthem during events
Athletics - Sprint competition with flag and anthem

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

- Explain why the flag is raised during athletic events
- Describe the importance of singing the anthem at events
- Value national symbols during sporting events

- Study pictures of flag raising during athletic events
- Discuss the significance of raising the flag during events
- Explore the importance of singing the anthem at events
- Role-play a flag raising and anthem singing ceremony

Why is flying the flag important during athletics events?

- Mentor Creative Arts pg. 92
- Pictures of athletic events with flag raising
- Painted flags with handles
- Audio recording of Kenya National Anthem
- Open space with marked track
- Kenyan flags
- Audio equipment for anthem
- Stopwatch

- Observation - Oral questions - Written assignments

Performance and Display

Athletics - Athletic event appreciation
Athletics - Sprint skills assessment

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

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

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

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

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

- Observation - Oral questions - Written assignments

Performance and Display

Gymnastics - Introduction to balances and rolls in gymnastics
Gymnastics - Crab balance demonstration and practice

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

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

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

How does performance of rolls and balances enhance gymnastics?

- Mentor Creative Arts pg. 94
- Digital devices for video demonstrations
- Pictures of gymnastic positions
- Safe practice area with mats
- Mentor Creative Arts pg. 95

- Observation - Oral questions - Written assignments

Performance and Display

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

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

- Demonstrate pushing up into crab balance position
- Maintain the crab balance position for several seconds
- Show confidence in performing gymnastic skills

- Practice placing hands below shoulders with fingers pointing to feet
- Practice lifting hips up into full crab position
- Maintain the position while shifting weight to hands and legs
- Practice lowering from the position safely

What muscles are engaged during the crab balance?

- Mentor Creative Arts pg. 95
- Safe practice area with mats
- Demonstration charts
- Mentor Creative Arts pg. 96
- Digital devices for video demonstrations
- Safe practice area with mats
- Mentor Creative Arts pg. 97

- Observation - Performance analysis - Self-assessment

Performance and Display

Gymnastics - Singing patriotic songs during warm-up
Gymnastics - Playing rhythmic percussion instruments

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

- Identify patriotic songs suitable for warm-up
- Sing patriotic songs with proper diction during warm-up
- Appreciate the role of music in physical activities

- Select appropriate patriotic songs for warm-up
- Practice singing songs with proper diction and rhythm
- Perform general warm-up exercises while singing
- Discuss how music enhances physical activities

How does music support the performance of gymnastics?

- Mentor Creative Arts pg. 100
- Audio recordings of patriotic songs
- Charts with song lyrics
- Open space for warm-up activities
- Mentor Creative Arts pg. 97
- Percussion instruments (shakers, rattles, drums)
- Demonstration charts of rhythmic patterns

- Observation - Performance assessment - Peer feedback

Performance and Display

Gymnastics - Practicing the crab balance and side roll in pairs
Gymnastics - Group performance with percussion

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

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

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

How does peer feedback improve gymnastic performance?

- Mentor Creative Arts pg. 97
- Safe practice area with mats
- Markers (lime or ash) for circles
- Assessment checklists
- Mentor Creative Arts pg. 98
- Markers for circles
- Percussion instruments

- Observation - Peer assessment - Skill progression charts

Performance and Display

Gymnastics - Relay performance practice
Gymnastics - Reciting French rhythm names during roll performance

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

- Perform crab balance as a mobility technique
- Execute side roll as part of a sequence
- Show enthusiasm for gymnastic activities

- Mark two lines for relay activities
- Practice crab balance walk from one line to another
- Perform side roll to return to starting position
- Cheer for teammates during performances

What coordination skills are needed for gymnastic sequences?

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

- Observation - Performance analysis - Team assessment

Performance and Display

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

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

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

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

How does rhythmic chanting improve coordination during crab walk?

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

- Observation - Performance analysis - Coordination assessment

Performance and Display

Gymnastics - Group game with gymnastic skills
Gymnastics - Using digital devices to photograph gymnastics performances

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

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

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

How do games enhance the practice of gymnastic skills?

- Mentor Creative Arts pg. 100
- Safe practice area
- Audio recording of song
- Open space for game
- Mentor Creative Arts pg. 97
- Digital devices with cameras
- Safe practice area for gymnastics
- Display equipment for reviewing photos

- Observation - Participation assessment - Group dynamics evaluation

Performance and Display

Gymnastics - Creating a portfolio of gymnastics photographs
Gymnastics - Home practice and documentation
Gymnastics - Skills assessment

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

- Select appropriate photographs for portfolio
- Store photographs in organized manner
- Appreciate visual documentation of physical activities

- Review photographs taken of gymnastic activities
- Select best photographs showing clear technique
- Create digital folder/portfolio for storage
- Organize photographs by skill type

How can photography help improve gymnastic technique?

- Mentor Creative Arts pg. 98
- Digital devices with photography
- Computer for portfolio organization
- Photographs from previous lesson
- Mentor Creative Arts pg. 100
- Planning templates
- Digital devices for recording
- List of safe home activities
- Safe practice area with mats
- Assessment checklists
- Percussion instruments

- Observation - Portfolio assessment - Self-evaluation

Performance and Display

Gymnastics - Self and peer assessment
Gymnastics - Skills integration

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

- Evaluate own gymnastic performance
- Assess peers' performances objectively
- Appreciate the value of assessment in learning

- Review criteria for successful gymnastic skills
- Perform crab balance and side roll for assessment
- Complete self-assessment forms
- Provide constructive feedback to peers

How does assessment contribute to skill mastery?

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

- Self-assessment - Peer assessment - Teacher observation

Performance and Display

Descant Recorder - Exploring and identifying parts of a descant recorder
Descant Recorder - Learning to hold and blow the descant recorder

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

- Identify the parts of a descant recorder
- Name the function of each part
- Show interest in learning about musical instruments

- Observe pictures/actual descant recorder
- Identify front and back views of the recorder
- Name the parts (head joint, middle joint, foot joint)
- Discuss the function of each part

How can one identify the parts of a descant recorder?

- Mentor Creative Arts pg. 125
- Descant recorders
- Charts showing recorder parts
- Pictures of recorders
- Mentor Creative Arts pg. 129
- Charts showing correct posture
- Disinfectant wipes

- Observation - Oral questions - Labeling activities

Performance and Display

Descant Recorder - Assembling and disassembling the recorder
Descant Recorder - Learning care and maintenance of the recorder

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

- Separate recorder into its component parts
- Reassemble recorder correctly
- Value careful handling of musical instruments

- Practice separating recorder into three pieces
- Connect head joint to middle joint correctly
- Attach foot joint to assembled parts
- Position finger holes correctly for playing
- Test assembled recorder by gentle blowing

Why is correct assembly important for recorder playing?

- Mentor Creative Arts pg. 128
- Descant recorders
- Charts showing assembly steps
- Demonstration models
- Mentor Creative Arts pg. 129
- Cleaning rods
- Clean cloths
- Storage cases

- Observation - Performance assessment - Sequential task evaluation

Performance and Display

Descant Recorder - Health considerations with recorders
Descant Recorder - Practicing holding and blowing with appropriate fingering

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

- Explain the importance of hygiene with recorders
- Identify diseases that can be caused by sharing
- Value personal hygiene in music activities

- Discuss importance of avoiding sharing recorders
- Identify communicable diseases related to sharing
- Demonstrate proper cleaning before and after use
- Practice proper storage to maintain hygiene

Why is hygiene important when using the descant recorder?

- Mentor Creative Arts pg. 130
- Descant recorders
- Cleaning supplies
- Charts on hygiene
- Storage cases
- Finger position charts
- Demonstration models

- Observation - Oral questions - Written assignments

Performance and Display

Descant Recorder - Collecting materials for making a recorder case
Descant Recorder - Making a decorated case

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

- Identify suitable materials for recorder case
- Select appropriate materials based on function
- Show creativity in resource selection

- Discuss purposes of a recorder case
- Identify suitable materials (fabric, leather, yarn)
- Collect recyclable materials for case making
- Sort and prepare materials for use

What materials are suitable for making a recorder case?

- Mentor Creative Arts pg. 132
- Sample materials (fabric, leather, yarn)
- Recyclable materials
- Storage containers
- Collected materials
- Needles, thread
- Crochet hooks
- Scissors

- Observation - Material selection assessment - Resource collection evaluation

Performance and Display

Descant Recorder - Embellishing the case with found objects
Descant Recorder - Learning to play note B
Descant Recorder - Learning to play note A

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

- Select appropriate objects for embellishment
- Attach objects securely to case
- Demonstrate creative expression in design

- Select found objects for embellishment
- Attach objects securely to recorder case
- Ensure functionality is maintained
- Present completed cases for feedback

How does embellishment enhance the recorder case design?

- Mentor Creative Arts pg. 132
- Completed recorder cases
- Found objects for decoration
- Adhesives, thread
- Mentor Creative Arts pg. 133
- Descant recorders
- Charts showing B fingering
- Digital devices for demonstrations
- Mentor Creative Arts pg. 134
- Charts showing A fingering

- Observation - Project assessment - Peer critique

Performance and Display

Descant Recorder - Learning to play note G
Descant Recorder - Practicing appropriate playing techniques

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

- Position fingers correctly for note G
- Produce correct sound for note G
- Value precision in musical performance

- Watch demonstrations/videos of playing note G
- Practice closing back hole with left thumb
- Place first, second, and third fingers on appropriate holes
- Support recorder with right hand thumb
- Blow gently to produce G note

How is note G played on the descant recorder?

- Mentor Creative Arts pg. 135
- Descant recorders
- Charts showing G fingering
- Digital devices for demonstrations
- Mentor Creative Arts pg. 136
- Charts showing proper technique
- Mirror for self-observation

- Observation - Performance assessment - Note accuracy evaluation

Performance and Display

Descant Recorder - Playing combined note patterns
Descant Recorder - Playing simple melodies

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

- Play simple patterns combining G, A, B
- Transition smoothly between notes
- Demonstrate growing confidence in playing

- Practice combined note patterns using G, A, B
- Focus on clean transitions between notes
- Play simple exercises with alternating notes
- Apply proper fingering technique

How does finger movement affect note transitions?

- Mentor Creative Arts pg. 137
- Descant recorders
- Combined note pattern charts
- Transition exercises
- Mentor Creative Arts pg. 138
- Notation for "Merrily We Roll Along"
- Audio recording of melody

- Observation - Performance assessment - Transition fluency evaluation

Performance and Display

Descant Recorder - Playing additional melodies
Swimming - Introduction to crouch and standing surface dives

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

- Play "Hot Cross Buns" and other simple melodies
- Apply correct fingering for each note
- Demonstrate growing musical confidence

- Practice playing "Hot Cross Buns" and other melodies
- Form groups for practice and performance
- Take turns playing the melodies
- Focus on note transitions and rhythm accuracy
- Provide feedback to group members

How does group practice enhance melody learning?

- Mentor Creative Arts pg. 139
- Descant recorders
- Notation for "Hot Cross Buns" and other melodies
- Audio recordings of melodies
- Mentor Creative Arts pg. 144
- Digital devices for video demonstrations
- Pictures of surface dives
- Charts showing dive progressions

- Observation - Performance assessment - Group participation evaluation

Performance and Display

Swimming - Watching demonstrations of surface dives
Swimming - Learning the progression of surface dives

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

- Observe key elements of surface dive techniques
- Identify the body positioning in surface dives
- Value proper technique in swimming skills

- Watch video clips/demonstrations of surface dives
- Observe body positioning of head and hands
- Note starting and finishing positions
- Discuss how to maintain balance during dives
- Identify safety considerations

What are the key elements of successful surface dives?

- Mentor Creative Arts pg. 144
- Digital devices for video demonstrations
- Pictures of surface dive positions
- Safety charts
- Mentor Creative Arts pg. 146
- Charts showing dive progressions
- Pictures of dive positions
- Video demonstrations

- Observation - Oral questions - Note-taking assessment

Performance and Display

Swimming - Water entry safety considerations
Swimming - Practicing the crouch surface dive with safety considerations

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

- Identify important safety rules for swimming
- Explain why pool depth must be checked before diving
- Show responsibility regarding water safety

- Discuss essential swimming safety rules
- Explore the importance of supervision
- Learn about checking pool depth before diving
- Discuss the danger of pushing others in water
- Role-play safe water entry scenarios

Why are safety precautions essential in swimming?

- Mentor Creative Arts pg. 146
- Water safety charts
- Pictures of safe water practices
- Safety equipment displays
- Mentor Creative Arts pg. 147
- Safe practice area
- Pictures of dive positions
- Position markers

- Observation - Oral questions - Role-play assessment

Performance and Display

Swimming - Practicing the standing surface dive with safety considerations
Swimming - Water games for confidence
Swimming - Floating techniques

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

- Demonstrate the standing surface dive steps on land
- Compare standing dive with crouch dive
- Show confidence in skill progression

- Practice standing dive positions on land
- Focus on proper body alignment
- Follow the progression: stance, push-off, descent, entry
- Practice in pairs with feedback
- Compare with crouch dive technique

What are the key differences between standing and crouch dives?

- Mentor Creative Arts pg. 147
- Safe practice area
- Pictures of dive positions
- Position markers
- Mentor Creative Arts pg. 145
- Pictures of water games
- Props for games (balls, floating objects)
- Safety charts
- Pictures of floating positions
- Demonstration models

- Observation - Performance assessment - Technique comparison evaluation

Performance and Display

Swimming - Mushroom float technique practice
Swimming - Supine floating technique

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

- Demonstrate mushroom float on land
- Describe the counting procedure for float
- Show confidence in float technique

- Practice proper mushroom float position on land
- Focus on hugging knees and tucking head
- Practice counting to 10 while in position
- Work in groups for balloon toss activity
- Perform mushroom float when balloon touches water

How does the mushroom float support water confidence?

- Mentor Creative Arts pg. 148
- Safe practice area
- Balloons for activity
- Demonstration models
- Pictures of supine floating

- Observation - Position demonstration assessment - Group activity participation

Performance and Display

Swimming - Prone floating technique
Swimming - Gliding techniques introduction

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

- Demonstrate prone floating position on land
- Compare prone with supine floating
- Appreciate various floating techniques

- Study prone floating technique
- Practice horizontal position with face down
- Extend arms forward with legs together
- Align head with spine, eyes looking down
- Compare with supine floating position

How does the prone position differ from supine floating?

- Mentor Creative Arts pg. 149
- Pictures of prone floating
- Safe practice area
- Demonstration models
- Pictures of gliding positions

- Observation - Position demonstration assessment - Technique comparison evaluation

Performance and Display

Swimming - Prone gliding technique
Swimming - Supine gliding technique

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

- Demonstrate prone gliding position on land
- Describe the wall push technique
- Value gliding as a swimming skill

- Practice horizontal body position for prone gliding
- Position head in line with spine, face in water
- Practice arm extension and leg positioning
- Simulate wall push action on land
- Maintain streamlined position

What is the importance of streamlining in gliding?

- Mentor Creative Arts pg. 150
- Pictures of prone gliding
- Safe practice area
- Wall surface for practice
- Mentor Creative Arts pg. 151
- Pictures of supine gliding

- Observation - Position demonstration assessment - Streamline evaluation

Performance and Display

Swimming - Using digital devices to photograph diving performances
Swimming - Selecting appropriate photographs for e-portfolio

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

- Use digital devices to take photographs
- Focus on the center of interest in photography
- Appreciate visual documentation of skills

- Use digital devices to take photographs of dive positions
- Focus on center of interest in photographs
- Take multiple shots from different angles
- Consider lighting and clarity in photography

Why is the center of interest important in photography?

- Mentor Creative Arts pg. 151
- Digital devices with cameras
- Models demonstrating dive positions
- Photo composition guides
- Digital devices with photographs
- Computer for portfolio organization
- Selection criteria charts

- Observation - Photography technique assessment - Center of interest evaluation

Performance and Display

Swimming - Discussing own and others' photographs
Swimming - Culminating assessment

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

- Present selected photographs to peers
- Discuss technical aspects visible in photos
- Value photography as a learning tool

- Present selected photographs to peers
- Discuss technical aspects visible in photographs
- Provide feedback on photograph quality
- Identify areas for improvement in technique
- Respectfully comment on others' photographs

How does photographic analysis enhance skill development?

- Mentor Creative Arts pg. 151
- Digital devices for displaying photographs
- Presentation space
- Feedback forms
- Assessment forms
- Visual aids of swimming techniques
- Photographs from portfolio

- Observation - Presentation assessment - Feedback quality evaluation

Performance and Display

Swimming - Water safety review
Swimming - Swimming skills documentation
Swimming - Water activities planning

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

- Summarize key water safety rules
- Explain importance of supervision in swimming
- Value safety in aquatic environments

- Review all water safety rules covered
- Create water safety posters in groups
- Present safety guidelines to class
- Role-play emergency response scenarios
- Discuss importance of pool hygiene

How does understanding safety enhance swimming enjoyment?

- Mentor Creative Arts pg. 151
- Water safety charts
- Poster-making materials
- Safety equipment displays
- Drawing materials
- Booklet templates
- Reference pictures of techniques
- Planning templates
- Reference materials on water activities

- Observation - Poster assessment - Role-play evaluation - Oral presentation

Performance and Display

Swimming - Community water safety
Songs - Introduction to different types of songs

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

- Identify water safety issues in community
- Create awareness materials for community
- Show responsibility for community safety

- Discuss water safety issues in local community
- Identify risk areas (rivers, lakes, pools)
- Create safety awareness posters
- Plan how to share safety information
- Discuss role of children in water safety

How can learners contribute to community water safety?

- Mentor Creative Arts pg. 151
- Local area maps
- Poster-making materials
- Information on local water bodies
- Mentor Creative Arts pg. 101
- Pictures of people singing in different settings
- Audio recordings of different song types
- Chart showing song categories

- Observation - Poster assessment - Community awareness plan - Participation evaluation

Performance and Display

Songs - Sacred songs
Songs - Singing sacred songs expressively

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

- Identify sacred songs and their settings
- Discuss the purpose of sacred songs
- Appreciate sacred songs from different traditions

- Study pictures of worship settings
- Discuss types of songs sung in worship places
- Listen to various sacred songs
- Identify messages in sacred songs
- Discuss appropriate behavior during sacred songs

What moods can be expressed when singing sacred songs?

- Mentor Creative Arts pg. 102
- Audio recordings of sacred songs
- Pictures of worship settings
- Chart with song lyrics
- Chart with song lyrics
- Rhythm instruments

- Observation - Oral questions - Listening assessment

Performance and Display

Songs - Patriotic songs
Songs - Singing patriotic songs expressively

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

- Identify patriotic songs and their purpose
- Describe characteristics of patriotic songs
- Show pride in national songs

- Study pictures of patriotic performances
- Listen to "Tuishangilie Kenya" and other patriotic songs
- Discuss the message in patriotic songs
- Explore the tempo and dynamics of patriotic songs
- Learn about occasions for patriotic songs

What messages are conveyed through patriotic songs?

- Mentor Creative Arts pg. 104
- Audio recordings of patriotic songs
- Chart with patriotic song lyrics
- Pictures of national celebrations
- Performance space

- Observation - Oral questions - Listening assessment

Performance and Display

Songs - Introduction to folk songs
Songs - Work folk songs

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

- Define folk songs as traditional songs
- Identify types of folk songs
- Show interest in cultural musical heritage

- Discuss meaning of folk songs
- Explore different types of folk songs (work, funeral, naming, initiation, marriage, worship)
- Listen to examples of various folk songs
- Identify communities of origin for songs
- Discuss occasions for different folk songs

How do Kenyan communities use folk songs?

- Mentor Creative Arts pg. 106
- Audio/video recordings of folk songs
- Chart showing folk song categories
- Map of Kenyan communities
- Audio/video recordings of work folk songs
- Chart with song lyrics
- Pictures of traditional work activities

- Observation - Oral questions - Listening assessment

Performance and Display

Songs - Naming folk songs
Songs - Initiation folk songs

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

- Identify naming folk songs and their purpose
- Sing a naming folk song with appropriate expression
- Appreciate cultural naming traditions

- Listen to examples of naming folk songs
- Discuss the purpose of naming songs
- Learn a naming folk song from a Kenyan community
- Practice singing with appropriate expression
- Perform naming folk song for classmates

Why are naming ceremonies important in Kenyan communities?

- Mentor Creative Arts pg. 106
- Audio/video recordings of naming folk songs
- Chart with song lyrics
- Pictures of naming ceremonies
- Mentor Creative Arts pg. 108
- Audio/video recordings of initiation folk songs
- Pictures of initiation ceremonies

- Observation - Performance assessment - Cultural understanding evaluation

Performance and Display

Songs - Marriage folk songs
Songs - Worship folk songs
Songs - Exploring indigenous methods of costume decoration

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

- Identify marriage folk songs and their purpose
- Sing a marriage folk song with appropriate expression
- Value cultural marriage traditions

- Study pictures of marriage ceremonies
- Listen to examples of marriage folk songs
- Learn "Mueni" Akamba marriage folk song
- Discuss the message of the song
- Perform with appropriate expression and gestures

What is the purpose of marriage folk songs?

- Mentor Creative Arts pg. 109
- Audio/video recordings of marriage folk songs
- Chart with "Mueni" lyrics and translation
- Pictures of marriage ceremonies
- Mentor Creative Arts pg. 110
- Audio/video recordings of worship folk songs
- Chart with "Geithia mundu" lyrics and translation
- Pictures of traditional worship settings
- Mentor Creative Arts pg. 111
- Pictures of decorated costumes
- Samples of decorated fabrics
- Videos of costume decoration techniques
- Charts showing decoration methods

- Observation - Performance assessment - Cultural understanding evaluation

Performance and Display

Songs - Learning tie-dye techniques for costume decoration
Songs - Applying dye to fabric for costume decoration

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

- Explain the process of tie-dye
- Prepare fabric for tie-dye decoration
- Show interest in traditional craft techniques

- Demonstrate tie-dye circle technique
- Prepare fabric by folding and tying
- Discuss use of natural vs. artificial dyes
- Practice tying techniques for different patterns
- Prepare fabrics for dyeing

What traditional materials are used for dyeing fabrics?

- Mentor Creative Arts pg. 111
- Fabric for tie-dye
- String/rubber bands for tying
- Samples of tie-dye patterns
- Demonstration charts
- Prepared tied fabrics
- Dye (artificial or natural)
- Containers for dyeing
- Protective gloves and aprons
- Cleaning supplies

- Observation - Technique demonstration assessment - Pattern preparation evaluation

Performance and Display

Songs - Learning beadwork techniques for costume decoration
Songs - Creating beadwork decorations for costumes

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

- Explain beadwork decoration techniques
- Identify recyclable materials for beadwork
- Value sustainability in craft making

- Explore traditional beadwork techniques
- Identify recyclable materials for beads
- Discuss color and pattern significance
- Collect materials for beadwork
- Practice simple beading techniques

What materials can be recycled to create decorative beads?

- Mentor Creative Arts pg. 111
- Samples of beadwork
- Recyclable materials for beads
- Threading materials
- Pictures of traditional beadwork
- Prepared recyclable beads
- Costume pieces for decoration
- Display materials

- Observation - Material selection assessment - Technique demonstration evaluation

Performance and Display

Songs - Selecting folk songs for group performance
Songs - Group performance of folk songs with correct diction

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

- Select appropriate folk songs for performance
- Discuss performance roles for group members
- Value collaborative music making

- Review different types of folk songs learned
- Select songs for group performance
- Assign roles (soloist, chorus, instrumentalist)
- Discuss appropriate expression for each song
- Plan costume needs for performance

What factors determine appropriate folk song selection?

- Mentor Creative Arts pg. 111
- Audio recordings of folk songs
- Charts with song lyrics
- Role assignment sheets
- Performance planning templates
- Audio recordings for reference
- Performance space
- Decorated costumes

- Observation - Song selection assessment - Role assignment evaluation - Planning participation

Performance and Display

Songs - Playing percussion instruments to accompany folk songs
Songs - Learning care and maintenance of instruments

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

- Play simple rhythms on percussion instruments
- Accompany folk songs with percussion
- Value the role of instruments in performance

- Select appropriate percussion instruments
- Demonstrate techniques (hitting, shaking, plucking)
- Practice simple rhythmic patterns
- Accompany folk songs with percussion
- Coordinate instrumental parts with singing

How do percussion instruments enhance folk song performances?

- Mentor Creative Arts pg. 111
- Percussion instruments (drums, shakers, rattles)
- Charts showing rhythmic patterns
- Audio recordings of accompanied songs
- Mentor Creative Arts pg. 112
- Percussion instruments
- Cleaning materials
- Storage containers
- Instrument care charts

- Observation - Performance assessment - Rhythm accuracy evaluation - Coordination assessment

Performance and Display

Songs - Integrated folk song performance
Songs - Recording folk song performances
Songs - Appreciation of percussion instruments in performances
Songs - Cultural exchange through folk songs

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

- Perform folk songs with instrumental accompaniment
- Use decorated costumes in performance
- Demonstrate cultural appreciation through performance

- Rehearse folk songs with instrumental accompaniment
- Wear decorated costumes for performance
- Apply all performance elements (expression, diction, gestures)
- Perform for classmates
- Receive and respond to feedback

How do all performance elements work together in folk song presentation?

- Mentor Creative Arts pg. 112
- Percussion instruments
- Decorated costumes
- Performance space
- Feedback forms
- Digital recording devices
- Playback equipment
- Storage devices
- Audio recordings with percussion
- Pictures of traditional instruments
- Poster-making materials
- Audio recordings from different communities
- Charts comparing song traditions
- Cultural artifacts

- Observation - Performance assessment - Integration evaluation - Audience feedback