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

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

- Learners identify the parts of wind instruments
- Learners discuss the role of each part in sound production
- Learners demonstrate how the parts work together

How do the different parts of a wind instrument contribute to sound production?

- 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

- Oral questions - Observation - Practical assessment

CREATING AND EXECUTION

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

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

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

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

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

- Mentor Creative Arts Grade 5 Learner's Book pg. 7
- Tools for making instruments
- Locally available materials
- Mentor Creative Arts Grade 5 Learner's Book pg. 8
- Tools for refining instruments
- Sample wind instruments
- Mentor Creative Arts Grade 5 Learner's Book pg. 9
- Cleaning materials
- Storage containers

- Observation - Project work - Product assessment

CREATING AND EXECUTION

Picture Making - Making Crayons
Picture Making - Crayon Etching Technique

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

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

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

How are crayons improvised?

- Mentor Creative Arts Grade 5 Learner's Book pg. 10
- Used candle wax
- Beeswax
- Pigments
- Moulds
- Mentor Creative Arts Grade 5 Learner's Book pg. 11
- Crayons
- Paper
- Black ink/paint

- Observation - Product assessment - Oral questions

CREATING AND EXECUTION

Picture Making - Drawing Wind Instruments
Picture Making - Applying Etching Techniques

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

- Draw wind instruments using crayon etching technique
- Apply cross-hatching technique for texture
- Appreciate the aesthetic value of crayon etching

- Learners draw a composition of two wind instruments using crayon etching technique
- Learners apply techniques to create texture
- Learners create designs through etching

How can we create texture using crayon etching?

- Mentor Creative Arts Grade 5 Learner's Book pg. 13
- Crayons
- Black ink/paint
- Etching tools
- Paper
- Mentor Creative Arts Grade 5 Learner's Book pg. 14
- Colored crayons
- Black ink

- Observation - Product assessment - Peer assessment

CREATING AND EXECUTION

Picture Making - Completing Etched Drawings
Picture Making - Mounting Pictures
Picture Making - Creating Portfolios

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

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

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

How can we improve our crayon etching technique?

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

- Product assessment - Self-assessment - Peer review

CREATING AND EXECUTION

Picture Making - Displaying Artwork
Picture Making - Playing Wind Instruments

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

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

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

What makes artwork appealing?

- Mentor Creative Arts Grade 5 Learner's Book pg. 17
- Display area
- Mounted artworks
- Portfolio collections
- Mentor Creative Arts Grade 5 Learner's Book pg. 18
- Wind instruments
- Instructional videos
- Resource persons

- Observation - Oral presentation - Peer assessment

CREATING AND EXECUTION

Picture Making - Exploring Environmental Objects
Picture Making - Advanced Etching Techniques
Football - Basic Skills

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

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

- Learners explore objects from the environment
- Learners draw two objects using crayon etching
- Learners define forms through etching

How can we represent environmental objects through art?

- Mentor Creative Arts Grade 5 Learner's Book pg. 18
- Environmental objects
- Drawing materials
- Etching tools
- Etching samples
- Mentor Creative Arts Grade 5 Learner's Book pg. 19
- Football field
- Footballs
- Digital devices

- Observation - Product assessment - Peer assessment

CREATING AND EXECUTION

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

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

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

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

How is the in-step kick executed?

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

- Observation - Practical assessment - Peer assessment

CREATING AND EXECUTION

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

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
- Mentor Creative Arts Grade 5 Learner's Book pg. 26
- Situational diagrams

- Observation - Practical assessment - Peer assessment

CREATING AND EXECUTION

Football - Stopping with Inside of Foot
Football - Inside-of-Foot Stopping Practice

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

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

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

How does stopping the ball contribute to ball control?

- Mentor Creative Arts Grade 5 Learner's Book pg. 27
- Football field
- Footballs
- Instructional videos
- Mentor Creative Arts Grade 5 Learner's Book pg. 28
- Practice cones

- Observation - Practical assessment - Peer assessment

CREATING AND EXECUTION

Football - Combination of Kicking and Stopping
Football - Step Trap Stopping
Football - Step Trap Stopping Practice

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

- Combine kicking and stopping skills
- Apply multiple techniques in sequence
- Value skill integration in football

- Learners practice sequences of kicking and stopping
- Learners apply multiple techniques in controlled situations
- Learners work in groups to create skill sequences

How can kicking and stopping skills be effectively combined?

- Mentor Creative Arts Grade 5 Learner's Book pg. 29
- Football field
- Footballs
- Practice stations
- Mentor Creative Arts Grade 5 Learner's Book pg. 30
- Instructional videos
- Mentor Creative Arts Grade 5 Learner's Book pg. 31
- Practice cones

- Observation - Sequence assessment - Group assessment

CREATING AND EXECUTION

Football - Comparing Stopping Techniques
Football - Dribbling

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

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

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

Which stopping technique is most effective in different situations?

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

- Observation - Decision-making assessment - Practical assessment

CREATING AND EXECUTION

Football - Dribbling Practice
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
Football - Casting Marking Cones

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

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Football - Finishing Cones
Football - Decorating Cones

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

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

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

How do we know when casts are ready for decoration?

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

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

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

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
- Mentor Creative Arts Grade 5 Learner's Book pg. 43
- Paint
- Brushes
- Paper
- Color reference

- Observation - Oral assessment - Material assessment

CREATING AND EXECUTION

Football - Wash Technique Introduction
Football - Painting with Wash Technique

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

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

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

What is the difference between flat and graded wash?

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

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Football - Field Setup
Football - Mini Game
Composing Rhythm - French Rhythm Names

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

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

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

How does proper field setup contribute to gameplay?

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

- Observation - Process assessment - Field 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
Composing Rhythm - Calligraphy Materials

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

- Product assessment - Performance assessment - Peer review

CREATING AND EXECUTION

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

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

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

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

How can we create an effective calligraphy pen?

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

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Composing Rhythm - Calligraphy Techniques
Composing Rhythm - Rhythm Names in Calligraphy
Composing Rhythm - Rhythmic Patterns in Calligraphy

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

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

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

What techniques are used in calligraphy?

- Mentor Creative Arts Grade 5 Learner's Book pg. 55
- Calligraphy pens
- Ink
- Practice paper
- Sample alphabets
- Mentor Creative Arts Grade 5 Learner's Book pg. 57
- Sample rhythm names
- Mentor Creative Arts Grade 5 Learner's Book pg. 58
- Quality paper
- Sample patterns

- Observation - Process assessment - Product assessment

PERFORMANCE AND DISPLAY

Athletics - Visual baton exchange

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

- Identify appropriate materials for plaiting a skipping rope.
- Discuss factors to consider when collecting materials for plaiting a rope.
- Value the importance of using appropriate materials for making a skipping rope.

- Learners to observe illustrations/actual samples of skipping ropes to identify appropriate materials for plaiting.
- In groups, learners to discuss factors to consider when collecting materials for plaiting a rope.
- Learners to collect appropriate locally available materials for plaiting a rope (sisal, leather, recycled bag, old fabric).

Why is it important to use appropriate materials when making a skipping rope?

- Pictures of skipping ropes
- Samples of plaited ropes
- Digital devices
- Mentor Creative Arts pg. 118
- Pictures of plaited items
- Mentor Creative Arts pg. 119
- Actual plaited items

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Athletics - Visual baton exchange

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

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

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

Why is it important to decorate plaiting materials?

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

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

What are the key steps in visual baton change?

- 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

- Observation - Performance test - Peer assessment

PERFORMANCE AND DISPLAY

Athletics - Visual baton exchange

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

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

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

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

- Relay batons
- Open field
- Mentor Creative Arts pg. 134
- Digital devices
- Video clips
- Mentor Creative Arts pg. 135-136

- Observation - Performance test - Peer assessment

PERFORMANCE AND DISPLAY

Athletics - Visual baton exchange

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

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

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

How is the upsweep technique performed?

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

- Observation - Performance test - Peer assessment

PERFORMANCE AND DISPLAY

Puppetry

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

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

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

What is the role of puppetry in society?

- Pictures of puppets
- Videos of puppet shows
- Digital devices
- Mentor Creative Arts pg. 176
- Recyclable materials
- Found objects
- Mentor Creative Arts pg. 177-178
- Tools for making puppets
- Mentor Creative Arts pg. 179-180

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Puppetry
Performing a Kenyan Folk Dance

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

- Perform a puppet show while singing topical songs.
- Manipulate the puppet appropriately during the performance.
- Show confidence when performing with puppets.

- Learners to watch a video on how to use a glove puppet.
- Learners to practice using their glove puppets.
- Learners to perform a puppet show while singing topical songs.

How can puppets be used to communicate messages?

- Glove puppets
- Digital devices
- Mentor Creative Arts pg. 181-182
- Video clips
- Mentor Creative Arts pg. 157

- 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:

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

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

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

- Digital devices
- Video clips
- Mentor Creative Arts pg. 158
- Mentor Creative Arts pg. 159-160
- Pictures of folk dance costumes
- Mentor Creative Arts pg. 161

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Performing a Kenyan Folk Dance

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

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

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

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

- Pictures of ornaments, props, and body adornments
- Digital devices
- Mentor Creative Arts pg. 162-163
- 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
- Mentor Creative Arts pg. 168-169

- 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:

- Identify materials for making ornaments for a Kenyan folk dance.
- Discuss how color variation is achieved in ornaments.
- Value the importance of color variation in ornaments.

- Learners to observe pictures of ornaments used in folk dances.
- Learners to identify materials for making ornaments.
- Learners to discuss how color variation is achieved in ornaments.

How are ornaments made for folk dances?

- Pictures of ornaments
- Digital devices
- Mentor Creative Arts pg. 170
- Materials for making ornaments
- Tools for making ornaments
- Mentor Creative Arts pg. 171

- 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:

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

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

How do we prepare for a folk dance performance?

- Digital devices
- Video clips
- Mentor Creative Arts pg. 172
- Ornaments
- Props
- Costumes
- Mentor Creative Arts pg. 173

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Performing a Kenyan Folk Dance
Playing the Descant recorder

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

- Perform the selected folk dance.
- Demonstrate proper coordination during the performance.
- Show confidence when performing the folk dance.

- Learners to perform the selected folk dance.
- Learners to demonstrate proper coordination during the performance.
- Learners to observe safety and good behavior during the performance.

How can we perform a folk dance effectively?

- Ornaments
- Props
- Costumes
- Digital devices
- Mentor Creative Arts pg. 174
- Performance assessment guide
- Mentor Creative Arts pg. 175
- Descant recorders
- Pictures of descant recorders
- Mentor Creative Arts pg. 185

- 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 fingering positions on the descant recorder.
- Describe how to position fingers for playing notes G, A, and B.
- Appreciate the importance of correct finger positioning.

- Learners to observe illustrations of fingering positions on the descant recorder.
- Learners to identify fingering positions for notes G, A, and B.
- Learners to practice positioning their fingers for playing notes G, A, and B.

What are the correct fingering positions for notes G, A, and B?

- Descant recorders
- Fingering charts
- Mentor Creative Arts pg. 186-187
- Mentor Creative Arts pg. 188

- Observation - Oral questions - Written assignment

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 C' on the descant recorder.
- Describe how to play note C' on the descant recorder.
- Value the importance of correct finger positioning for note C'.

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

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

- Descant recorders
- Fingering charts
- Digital devices
- Mentor Creative Arts pg. 189
- 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
- Mentor Creative Arts pg. 197

- Observation - Performance test - Peer assessment

PERFORMANCE AND DISPLAY

Playing the Descant recorder

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

- Describe patterns in design.
- Identify the elements used in letter prints.
- Appreciate the aesthetic value of patterns in design.

- Learners to observe pictures of random letter print patterns.
- Learners to identify the elements used in letter prints.
- Learners to discuss how color has been used in the overlapping of letters.

How are patterns created in design?

- Pictures of patterns
- Digital devices
- Mentor Creative Arts pg. 198
- Paper
- Pencils
- Mentor Creative Arts pg. 199

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Playing the Descant recorder
Swimming
Swimming

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

- Create a random repeat pattern based on the notes G, A, B, C', and D'.
- Apply appropriate printing techniques.
- Show creativity when creating patterns.

- Learners to cut out the stencils of letters G, A, B, C', and D'.
- Learners to prepare the printing surface and ink.
- Learners to create a random repeat pattern using the cut-out stencils.

How can we create a random repeat pattern?

- 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

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

- Observation - Performance test - Peer assessment

PERFORMANCE AND DISPLAY

Swimming

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

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

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

How do we perform arm action in front crawl?

- Swimming pool
- Mentor Creative Arts pg. 206
- Kick boards
- Mentor Creative Arts pg. 207

- Observation - Performance test - Peer assessment

PERFORMANCE AND DISPLAY

Swimming

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

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

- Teacher to demonstrate breathing technique in front crawl.
- Learners to practice breathing technique in front crawl.
- Learners to give feedback to each other.

How do we breathe correctly in front crawl?

- Swimming pool
- Mentor Creative Arts pg. 208
- 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
- Mentor Creative Arts pg. 213
- Floaters
- Mentor Creative Arts pg. 214

- Observation - Performance test - Peer assessment