Foundation of Creative Arts and sports

Careers in Creative Arts And Sports - Careers in Creative Arts

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

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

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

What are the careers in creative arts and sports?

- MENTOR pg. 1
-Video clips
-Digital devices
-Internet
-Learners' textbook
-Teachers' notes
-Textbook

- Oral questions -Oral discussions -Written notes -Observation

Foundation of Creative Arts and sports

Careers in Creative Arts And Sports - Careers in Creative Arts
Components of Creative Arts and Sports - Elements of a Play

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

-Illustrate entrepreneurial opportunities in creative arts and sports
-Watch video recording entrepreneurial opportunities in creative arts and sports
-Discuss the entrepreneurial activities
-Acknowledge the entrepreneurial opportunities

In groups or pairs, learners are guided to:
-Watch videos or recordings of entrepreneurial opportunities in creative arts
-Discuss entrepreneurial opportunities in careers in creative arts
-Search for more information
-Write short notes on illustration
-Prepare a chart on illustration of entrepreneurial opportunities

What are your talents and areas of interest in creative arts and sports?

- MENTOR pg. 4
-Digital resources
-Notebooks
-Textbooks
-Journals
- MENTOR pg. 7
-Lesson notes

- Practical activity -Observation -Peer assessment -Portfolio

Foundation of Creative Arts and sports

Components of Creative Arts and Sports - Elements of a Play
Components of Creative Arts and Sports - Physical Fitness

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

-Perform or Role play to show elements of a play
-Express conflict and resolution
-Highlight characters
-Identify the language to use
-Enjoy performing a short play

In groups, learners should be guided to:
-Perform the play as they use digital devices to record
-Share responsibilities
-Decide and practice on language to use
-Examine the elements of a play from performance

How do you perform to show the basic elements of a play?

- MENTOR pg. 8
-Digital resources
-Costumes
-Open space or class
-Textbooks
-Teachers notes
-Video clips
- MENTOR pg. 10
-Digital devices

- Practical activity -Assessment rubrics -Observation -Oral questions

Foundation of Creative Arts and sports

Components of Creative Arts and Sports - Physical Fitness
Components of Creative Arts and Sports - Rhythm

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

-Perform activities demonstrating the components of fitness
-Observe actual or virtual activities on performance activities demonstrating fitness
-Enjoy performing the activities

In groups or pairs, learners are guided to:
-Demonstrate fitness exercise
-Practice activities that enhance power and reaction time

How do you perform activities demonstrating the components of fitness?

- MENTOR pg. 12
-Digital devices
-Lesson notes
- MENTOR pg. 42
-Digital resources
-Descant recorder
-Video clips

- Assessment rubrics -Checklist -Oral questions

Foundation of Creative Arts and sports

Components of Creative Arts and Sports - Note Extension
Components of Creative Arts and Sports - Grand Staff

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

-State or define note expression
-Discuss notes and ties as components of note extension
-Group music notes in 4/4 time including note extension
-Acknowledge the importance of dots and ties in music

In groups, learners are guided to:
-Use digital or print resources for search
-Explain dot and ties as components of note extension
-Write signs for tied notes
-Collaborate in music notes 4/4 time incorporating note extension

Why is note extension in music notation important?

- MENTOR pg. 44
-Lesson notes
-Charts
-Digital resources
-Piano
-Lesson notes
-Digital devices
-Textbooks
- MENTOR pg. 16
-Music instruments

- Assessment rubrics -Checklist -Written questionnaires -Oral questions

Foundation of Creative Arts and sports
Creating And Performing

Components of Creative Arts and Sports - Scale of F Major
Drawing and Painting - Texture, Colour, Unity and Harmony

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

-Construct the scale F major on a staff
-Play scales of F major ascending and descending and their tonic arpeggios
-Have fun playing scales F major ascending and descending

In groups or pairs or individually, learners are guided to:
-Construct a scale of F major on both treble and bass staff
-Play or sing scales F major ascending and descending with or without key signatures
-Sight read simple melodies in C, G, and F major for aural recognition

How can you construct the scale F major on both treble and bass staff?

- MENTOR pg. 23
-Music instruments
-Lesson notes
-Digital devices
- MENTOR pg. 30
-Sample drawings with textures
-Drawing materials
-Digital resources
-Textbooks

- Class project -Portfolio -Assessment rubric -Observation

Creating And Performing

Drawing and Painting - Texture, Colour, Unity and Harmony
Drawing and Painting - Analogous Colors

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

-Describe how color contributes to harmony
-Identify color moods in artworks
-Apply color principles in drawings
-Appreciate color as an element of art

In groups, learners are guided to:
-Study artworks to observe color usage
-Discuss how colors create moods (cool/warm)
-Apply color to enhance harmony in drawings
-Critique use of color in sample artworks

How does color affect the mood of an artwork?

- MENTOR pg. 31
-Color samples
-Drawing materials
-Paintings
-Digital resources
- MENTOR pg. 33
-Digital devices
-Lesson notes
-Paint
-Textbook
-Manila papers
-Color wheel
-Analogous colors
-Charts/manillas

- Portfolio assessment -Observation -Peer critique

Creating And Performing

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

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

-Identify analogous colors on a color wheel
-Explain the relationship between analogous colors
-Select appropriate analogous color schemes
-Value color harmony in painting

In groups, learners are guided to:
-Examine completed color wheels
-Identify and list sets of analogous colors
-Discuss what qualities make colors analogous
-Explore how artists use analogous colors

What qualities make colors analogous?

- MENTOR pg. 34
-Color wheels
-Sample artworks
-Digital resources
-Paintings
- MENTOR pg. 36
-Digital devices
-Lesson notes
-Paint
-Textbook
-Manila colors

- Oral questions -Written work -Observation -Class discussion

Creating And Performing

Drawing and Painting - Color Harmony
Drawing and Painting - Scenery Composition

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

-Create a color gradation strip
-Demonstrate blending of analogous colors
-Show color harmony through gradation
-Value smooth color transitions

In groups, learners are guided to:
-Paint color strips with pairs of analogous colors
-Practice blending techniques for smooth gradation
-Observe and discuss the results at color meeting points
-Identify successful color harmony examples

Why is smooth gradation important in color harmony?

- MENTOR pg. 37
-Paint supplies
-Color strips
-Brushes
-Water containers
-Sample gradations
- MENTOR pg. 38
-Sample landscape paintings
-Digital resources
-Field trip location
-Drawing materials

- Practical activity -Portfolio assessment -Peer critique -Observation

Creating And Performing

Drawing and Painting - Scenery Composition

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

-Sketch a scenery composition
-Apply composition principles to landscapes
-Create a balanced composition
-Value good composition in art

In groups, learners are guided to:
-Sketch outlines of landscape compositions
-Apply horizon line and perspective principles
-Consider balance of elements in their sketches
-Share sketches for peer feedback

How can you create a balanced landscape composition?

- MENTOR pg. 39
-Drawing books
-Pencils
-Rulers
-Sample sketches
-Digital resources
- MENTOR pg. 40
-Watercolors
-Brushes
-Water containers
-Paper

- Portfolio assessment -Observation -Peer critique -Practical activity

Creating And Performing

Drawing and Painting - Scenery Composition

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

-Apply dabbing technique for texture
-Create textural effects on forms
-Add details to composition
-Value texture in creating realism

In groups, learners are guided to:
-Practice dabbing technique for texture effects
-Apply color on prepared backgrounds
-Create tonal variations with darker/lighter colors
-Add textural effects to enhance details

How can the dabbing technique create realistic textures?

- MENTOR pg. 40
-Partially completed paintings
-Paint supplies
-Brushes
-Water containers
-Samples of textured paintings
- MENTOR pg. 41
-Nearly completed paintings
-Display area
-Digital resources

- Practical activity -Observation -Portfolio assessment -Peer critique

Creating And Performing

Rhythm - Effects of Note Extension
Rhythm - Value Extension

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

-Describe the effect of note extension on rhythmic patterns
-State what dotted notes are
-Clap durations of dotted notes
-Appreciate note extension in rhythmic patterns

In groups or pairs, learners are guided to:
-Listen to, sing or play tunes involving dotted notes to outline effects of note extension in rhythmic patterns
-Clap the durations of dotted notes
-Recite French rhythm names for rhythmic patterns

What are the effects of note extension on rhythmic patterns?

- MENTOR pg. 42
-Digital resources
-Lesson notes
-Charts
-Piano
- MENTOR pg. 43
-Charts showing note values
-Music notation examples
-Percussion instruments

- Assessment rubrics -Oral questions -Written questions

Creating And Performing

Rhythm - Dictation
Rhythm - Time Signature

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

-Listen to rhythmic patterns played by teacher
-Write down rhythmic patterns on monotone
-Indicate time signature and bar lines
-Insert French rhythm names
-Compare work with classmates

In pairs, learners are guided to:
-Listen to rhythmic patterns played by the teacher
-Write down the rhythmic patterns on monotone
-Indicate the time signature and bar lines
-Insert the French rhythm names

How can various note combinations be used to form rhythms in simple time?

- MENTOR pg. 43
-Digital resources
-Lesson notes
-Music instruments
-Video clips
- MENTOR pg. 44
-Charts showing beat patterns
-Music in 4/4 time
-Percussion instruments

- Assessment rubrics -Checklist -Oral questions -Written questions

Creating And Performing

Rhythm - Compose Rhythmic Pattern
Rhythm - Group Activity

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

-Compose a four-bar rhythmic pattern in 4/4 time
-Sing songs while marking strong and weak beats
-Clap or tap rhythms
-Appreciate rhythmic patterns in music

In groups, learners are guided to:
-Sing songs with clear rhythmic patterns
-Mark strong beats with a clap or tap while singing
-Clap the song's rhythm while marking both strong and weak beats
-Compose four-bar rhythmic patterns

How can one improvise accompaniment patterns for sports?

- MENTOR pg. 44
-Digital resources
-Music instruments
-Video clips
-Percussion instruments
- MENTOR pg. 45
-Cardboard
-Markers
-Scissors
-Bowl

- Assessment rubrics -Practical activity -Checklist

Creating And Performing

Rhythm - Beat Numbering
Rhythm - Composition

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

-Number beats in rhythmic patterns
-Apply French rhythm names to patterns
-Analyze rhythmic patterns
-Value systematic approach to rhythm

In groups, learners are guided to:
-Study rhythmic patterns with numbered beats
-Number beats in given examples
-Write corresponding French rhythm names
-Compare and discuss results

Why is beat numbering important in understanding rhythm?

- MENTOR pg. 45
-Rhythmic pattern examples
-Digital resources
-Music notation
-Charts
- MENTOR pg. 46
-Staff paper
-Pencils
-Percussion instruments

- Written work -Observation -Assessment rubrics -Class discussion

Creating And Performing

Rhythm - Group Performance
Rhythm - Notating Rhythmic Pattern

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

-Perform composed rhythms in groups
-Conduct rhythmic performances
-Give constructive feedback
-Value group rhythm creation

In groups, learners are guided to:
-Share created rhythms with group members
-Clap or tap each other's rhythms
-Conduct the rhythms as others perform
-Provide feedback on performances

How can conducting help in maintaining rhythmic accuracy?

- MENTOR pg. 46
-Student compositions
-Percussion instruments
-Digital resources
-Performance space
-Music instruments
-Charts

- Group performance assessment -Conducting assessment -Peer evaluation -Observation

Creating And Performing

Rhythm - Rhythm Writing Rules
Rhythm - Body Percussion

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

-Apply rules for writing rhythm on staff
-Position notes correctly on monotone
-Follow stem direction rules
-Value proper notation

In groups, learners are guided to:
-Study rules for stem direction (up/down)
-Practice writing notes on monotone
-Follow proper staff notation conventions
-Apply stem rules to their compositions

Why are stem direction rules important in music notation?

- MENTOR pg. 47
-Staff paper
-Pencils
-Charts showing notation rules
-Digital resources
- MENTOR pg. 48
-Video examples of body percussion
-Digital recording devices
-Performance space
-Music with clear rhythms

- Written work -Observation -Assessment rubrics -Portfolio check

Creating And Performing

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

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

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

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

What are the phases in Triple jump?

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

- Oral questions -Written questions -Observation

Creating And Performing

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

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

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

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

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

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

- Practical activity -Assessment rubrics -Observation -Peer feedback

Creating And Performing

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

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

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

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

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

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

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

Creating And Performing

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

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

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

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

How does proper starting technique affect long distance performance?

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

- Practical activity -Assessment rubrics -Observation -Peer feedback

Creating And Performing

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

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

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

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

Why is proper pacing crucial in long distance running?

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

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

Creating And Performing

Athletics and Mosaic - Mosaic Characteristics
Athletics and Mosaic - Monomedia

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

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

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

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

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

- Portfolio -Observation -Oral questions

Creating And Performing

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

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

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

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

What considerations are important when selecting materials for mosaic?

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

- Materials assessment -Observation -Group discussion -Planning documents

Creating And Performing

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

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

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

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

What techniques ensure proper placement of monomedia in mosaic?

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

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

Creating And Performing

Melody - Variation Techniques
Melody - Analyzing Phrases

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

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

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

How can a melody be made interesting?

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

- Oral questions -Assessment rubrics -Written questions

Creating And Performing

Melody - Rhythm Variation
Melody - Scale of F Major

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

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

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

How does changing note values create rhythmic variation?

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

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

Creating And Performing

Melody - Scale Practice
Melody - Answering Phrases

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

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

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

How does mastery of scales benefit musical performance?

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

- Performance assessment -Peer evaluation -Observation -Technical assessment

Creating And Performing

Melody - Opening Phrases
Melody - Composing Melodies

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

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

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

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

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

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

Creating And Performing

Melody - Notating Melodies
Melody - Performing Melodies

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

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

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

Why is proper notation important in musical composition?

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

- Project -Portfolio -Assessment rubrics -Written work

Creating and Performing in Creative Arts and Sports

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

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

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

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

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

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

- Observation - Oral questions - Assessment rubrics - Written questions

Creating and Performing in Creative Arts and Sports

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

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

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

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

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

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

- Practical activity - Observation - Checklist - Peer assessment

Creating and Performing in Creative Arts and Sports

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

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

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

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

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

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

- Practical activity - Observation - Group assessment - Peer feedback

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Performing High Dribble
Basketball and Logo Design - Performing Low Dribble

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

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

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

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

- Mentor Creative Arts and Sports Learner's Book pg. 129
- Basketball
- Open space/court
- Digital resources
- Mentor Creative Arts and Sports Learner's Book pg. 130

- Practical activity - Observation - Checklist - Peer feedback

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Combining Dribbling Skills
Basketball and Logo Design - Designing a Logo for a Basketball Team

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

- Combine high and low dribbling techniques.
- Perform dribbling drills.
- Value teamwork during practice sessions.

The learner is guided to:
- Perform warm up activities.
- Practice high and low dribbling skills.
- Perform dribbling drills between markers.
- Switch between high and low dribble as appropriate.
- Observe safety measures.

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

- Mentor Creative Arts and Sports Learner's Book pg. 131
- Basketball
- Cones/markers
- Open space
- Mentor Creative Arts and Sports Learner's Book pg. 132
- Digital devices
- Sample logos
- Chart papers

- Practical activity - Observation - Peer assessment - Checklist

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Creating a Basketball Team Logo
Basketball and Logo Design - Refining and Finalizing Logo Design

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

- Plan a design for a Basketball team logo.
- Sketch preliminary logo ideas.
- Value originality in creative work.

The learner is guided to:
- Identify a team name for designing the logo.
- Create a slogan for the team.
- Make sketches of logo designs.
- Try various combinations of letters arranged in different ways.

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

- Mentor Creative Arts and Sports Learner's Book pg. 133
- Drawing books
- Pencils
- Digital devices
- Mentor Creative Arts and Sports Learner's Book pg. 134
- Paint/colored pencils
- Manila paper
- Digital resources

- Portfolio assessment - Observation - Peer feedback - Project work

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Applying Skills in a Modified Game
Indigenous Kenyan Crafts - Pottery

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

- Combine passing and dribbling skills in a game situation.
- Play the Warrior game using Basketball skills.
- Show sportsmanship during competitive activities.

The learner is guided to:
- Perform warm up exercises.
- Form two teams with assigned logos.
- Play the Warrior game applying passing and dribbling skills.
- Change roles to ensure everyone practices different skills.
- Display team logos during the game.

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

- Mentor Creative Arts and Sports Learner's Book pg. 134
- Basketball
- Team logos
- Open space
- Digital resources
- Mentor Creative Arts and Sports Learner's Book pg. 143
- Digital resources
- Sample pottery items
- Video clips

- Practical activity - Observation - Peer assessment - Team evaluation

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Pottery Techniques
Indigenous Kenyan Crafts - Preparing Clay for Pottery

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

- Explain clay preparation procedures for pottery.
- Identify suitable clay for pottery.
- Value indigenous knowledge in craft making.

The learner is guided to:
- Use digital devices to find information on clay sources and preparation.
- Discuss different types of clay and their properties.
- Share information on clay preparation procedures.
- Identify local sources of clay for pottery.

Why is clay the preferred material for pottery?

- Mentor Creative Arts and Sports Learner's Book pg. 144
- Digital resources
- Sample clay
- Video clips
- Mentor Creative Arts and Sports Learner's Book pg. 145
- Clay
- Water container
- Sieves
- Canvas/sacks

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

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Modeling a Vessel Using Coil Method
Indigenous Kenyan Crafts - Decorating and Drying Clay Vessel

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

- Create uniform coils from prepared clay.
- Model a vessel using the coil technique.
- Show patience during the creative process.

The learner is guided to:
- Make coils of uniform thickness.
- Roll coils to form a base.
- Score the clay coil and add slip.
- Join the clay coils to form a vessel.
- Smoothen the inside and outside of the vessel.

Why is clay the preferred material for pottery?

- Mentor Creative Arts and Sports Learner's Book pg. 146
- Prepared clay
- Water
- Sponge
- Working surface
- Mentor Creative Arts and Sports Learner's Book pg. 147
- Clay vessels
- Forks/spoons
- Table knife
- Textured objects

- Practical activity - Observation - Product assessment - Peer feedback

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Firing Clay Vessels
Indigenous Kenyan Crafts - Making a Frame Loom for Weaving

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

- Explain the firing process for pottery.
- Fire clay vessels using an open pit kiln.
- Observe safety during the firing process.

The learner is guided to:
- Dig a pit about 2 feet deep in a dry area.
- Place firewood at the bottom and light a fire.
- Place completely dry clay works on the charcoal.
- Add more firewood and fire them for about 5 hours.
- Cover the pit with soil and leave overnight.
- Unearth the clay works the following day.

Why is clay the preferred material for pottery?

- Mentor Creative Arts and Sports Learner's Book pg. 147
- Dry clay vessels
- Firewood
- Matches
- Digging tools
- Mentor Creative Arts and Sports Learner's Book pg. 148
- Digital resources
- Sample looms
- Video clips

- Practical activity - Observation - Product assessment - Safety checklist

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Constructing a Frame Loom
Indigenous Kenyan Crafts - Making a Fabric Using 2/1 Twill Weaving

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

- Make a wooden mitre joint frame loom.
- Prepare the loom for weaving.
- Demonstrate teamwork during construction.

The learner is guided to:
- Collaboratively make a wooden mitre joint frame loom.
- Ensure equal spacing of nails around the frame.
- Secure the joints for stability.
- Prepare the loom for weaving.

How is a fabric woven?

- Mentor Creative Arts and Sports Learner's Book pg. 148
- Wooden planks
- Nails
- Hammer
- Measuring tools
- Mentor Creative Arts and Sports Learner's Book pg. 149
- Frame loom
- Yarn/threads
- Cardboard strip
- Scissors

- Practical activity - Observation - Product assessment - Group evaluation

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Completing a Woven Fabric
Swimming - Body Positioning in Standing Dive

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

- Complete a fabric using 2/1 twill weaving technique.
- Finish the woven fabric properly.
- Appreciate the final woven product.

The learner is guided to:
- Continue weaving to desired size using 2/1 twill technique.
- Cut the warp threads off the top of the frame.
- Tie adjacent warp threads together.
- Weave the ends through the back of the weave.
- Trim long tails of warp threads.
- Display completed work for appreciation.

How is a fabric woven?

- Mentor Creative Arts and Sports Learner's Book pg. 150
- Frame loom with work in progress
- Scissors
- Additional yarn
- Display area
- Mentor Creative Arts and Sports Learner's Book pg. 157
- Digital resources
- Video clips
- Pictures

- Product assessment - Exhibition - Peer feedback - Portfolio

Creating and Performing in Creative Arts and Sports

Swimming - Techniques for Standing Dive
Swimming - Performing Standing Dive

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

- Explain the steps for performing a standing dive.
- Identify safe areas for practicing dive techniques.
- Show awareness of water safety rules.

The learner is guided to:
- Watch video clips on standing dive technique.
- Observe the body positioning before and during water entry.
- Discuss proper execution of standing dive.
- Identify safety measures for diving activities.

How can swimming skills be performed safely?

- Mentor Creative Arts and Sports Learner's Book pg. 158
- Digital resources
- Video clips
- Swimming pool (if available)
- Mentor Creative Arts and Sports Learner's Book pg. 159
- Swimming pool
- Swimming attire
- First aid kit

- Oral discussions - Written responses - Observation - Safety checklist

Creating and Performing in Creative Arts and Sports

Swimming - Body Positioning in Butterfly Stroke
Swimming - Techniques for Butterfly Stroke

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

- Describe the body positioning in butterfly stroke.
- Identify phases in butterfly stroke.
- Appreciate proper technique in swimming.

The learner is guided to:
- Study pictures of butterfly stroke.
- Identify and discuss body positioning of the swimmer.
- Watch video clips on butterfly stroke phases.
- Observe body, arm, and leg movements in the stroke.

Why is synchrony important in butterfly stroke?

- Mentor Creative Arts and Sports Learner's Book pg. 160
- Digital resources
- Video clips
- Pictures
- Mentor Creative Arts and Sports Learner's Book pg. 161
- Pictures
- Diagrams

- Oral discussions - Written responses - Observation - Question and answer

Creating and Performing in Creative Arts and Sports

Swimming - Performing Butterfly Stroke Components
Swimming - Performing Leg Actions in Butterfly Stroke

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

- Demonstrate the body positioning for butterfly stroke.
- Practice arm actions for butterfly stroke.
- Show confidence in water activities.

The learner is guided to:
- Practice prone body position at the shallow end.
- Use kickboard to practice arm actions.
- Demonstrate arm actions while maintaining body position.
- Give feedback to each other.
- Observe safety measures.

Why is synchrony important in butterfly stroke?

- Mentor Creative Arts and Sports Learner's Book pg. 162
- Swimming pool
- Kickboards
- Pull buoys
- Swimming attire
- Mentor Creative Arts and Sports Learner's Book pg. 163
- Swimming attire
- First aid kit

- Practical activity - Observation - Peer feedback - Safety checklist

Creating and Performing in Creative Arts and Sports

Swimming - Performing Breathing Technique in Butterfly Stroke
Swimming - Combining Butterfly Stroke Components

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

- Demonstrate breathing technique for butterfly stroke.
- Coordinate breathing with arm movements.
- Show persistence in skill development.

The learner is guided to:
- Use kickboard to practice breathing technique.
- Raise head above water to breathe in during arm pull.
- Immerse head back into water to breathe out.
- Practice breathing coordination with arm movements.
- Observe safety measures.

Why is synchrony important in butterfly stroke?

- Mentor Creative Arts and Sports Learner's Book pg. 163
- Swimming pool
- Kickboards
- Pull buoys
- Swimming attire
- Mentor Creative Arts and Sports Learner's Book pg. 164
- Swimming attire
- First aid kit

- Practical activity - Observation - Peer feedback - Safety checklist

Creating and Performing in Creative Arts and Sports

Swimming - Playing Water Games
Kenyan Indigenous Games - Board Games

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

- Combine standing dive and butterfly stroke in games.
- Participate in team water activities.
- Show sportsmanship during water games.

The learner is guided to:
- Form groups and place floaters in shallow end.
- Take turns to perform standing dive and swim using butterfly stroke to grab floaters.
- Time each group's performance.
- Appreciate each team's efforts.
- Observe safety measures.

How can swimming skills be performed safely?

- Mentor Creative Arts and Sports Learner's Book pg. 165
- Swimming pool
- Floaters
- Swimming attire
- First aid kit
- Mentor Creative Arts and Sports Learner's Book pg. 167
- Digital resources
- Pictures of board games
- Sample boards

- Practical activity - Observation - Team assessment - Safety checklist

Creating and Performing in Creative Arts and Sports

Kenyan Indigenous Games - Learning Bao
Kenyan Indigenous Games - Playing Bao

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

- Describe the Bao board game structure.
- Identify the rules of playing Bao.
- Value indigenous knowledge in games.

The learner is guided to:
- Watch demonstrations of playing Bao.
- Pay attention to game demonstration.
- Note main points on how to play Bao.
- Discuss important steps in playing the game.
- Share ideas with classmates.

Why are board games considered an indigenous game?

- Mentor Creative Arts and Sports Learner's Book pg. 168
- Digital resources
- Bao boards
- Seeds/stones
- Video clips
- Mentor Creative Arts and Sports Learner's Book pg. 170
- Seeds/stones/pebbles
- Digital resources

- Oral discussions - Written responses - Observation - Question and answer

Creating and Performing in Creative Arts and Sports

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

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

- Create improvised Bao boards.
- Prepare materials for playing Bao.
- Value creativity in game preparation.

The learner is guided to:
- Improvise boards for playing Bao.
- Use wooden planks, manila paper, or make holes in the ground.
- Collect seeds, pebbles, or stones as playing pieces.
- Prepare the board with correct number of pits.

Why are board games considered an indigenous game?

- Mentor Creative Arts and Sports Learner's Book pg. 172
- Wooden planks
- Manila paper
- Seeds/stones
- Carving tools
- Mentor Creative Arts and Sports Learner's Book pg. 173
- Improvised Bao boards
- Seeds/stones/pebbles
- Digital resources

- Practical activity - Observation - Product assessment - Creativity evaluation

Creating and Performing in Creative Arts and Sports

Kenyan Indigenous Games - Learning Shisima
Kenyan Indigenous Games - Playing Shisima
Kenyan Indigenous Games - Playing with Background Music
Kenyan Indigenous Games - Mental Health Benefits

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

- Describe the Shisima board game.
- Explain the origin and purpose of Shisima.
- Appreciate cultural significance of games.

The learner is guided to:
- Watch demonstrations of playing Shisima.
- Note that Shisima is from the Tiriki community.
- Learn that Shisima means "body of water" and imbalavali means "water bugs".
- Understand the aim of bringing three beads in a row.

How do indigenous board games enhance mental relaxation?

- Mentor Creative Arts and Sports Learner's Book pg. 174
- Digital resources
- Shisima boards
- Beads/stones
- Video clips
- Mentor Creative Arts and Sports Learner's Book pg. 175
- Improvised Shisima boards
- Digital resources
- Mentor Creative Arts and Sports Learner's Book pg. 176
- Board games
- Playing pieces
- Music players
- Indigenous music
- Mentor Creative Arts and Sports Learner's Book pg. 177
- Video clips
- Reference materials

- Oral discussions - Written responses - Observation - Question and answer