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
- MENTOR pg. 4
-Digital resources
-Notebooks
-Textbooks
-Journals

- Oral questions -Oral discussions -Written notes -Observation

Foundation of Creative Arts and sports

Components of Creative Arts and Sports - Elements of a Play

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

-Identify elements in a play as a component of creative arts
-Describe the element of play
-Search for information on Internet of elements of play
-Discussion the elements of play
-Acknowledge elements of a play

In groups or pairs, learners are guided to:
-Watch actual and virtual play performance to identify elements of a play
-Discuss the basic elements of a play
-Search for information on elements of play i.e. theme, characters, plot, etc.

What is play? What are the basic elements of a play?

- MENTOR pg. 7
-Digital resources
-Lesson notes
-Textbooks

- Observation -Oral questions -Assessment rubrics -Written questions

Foundation of Creative Arts and sports

Components of Creative Arts and Sports - Elements of a Play

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

- Practical activity -Assessment rubrics -Observation -Oral questions

Foundation of Creative Arts and sports

Components of Creative Arts and Sports - Physical Fitness

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

-Define the components of physical fitness
-Outline the components of physical fitness
-Discuss the components of physical fitness
-Recognize the components of physical fitness

In groups or pairs, learners are guided to:
-Brainstorm the components of physical fitness
-Search the Internet or print resources for information on power and reaction as components of fitness
-Explain the components of fitness

What are the components of physical fitness?

- MENTOR pg. 10
-Video clips
-Digital devices
- MENTOR pg. 12
-Lesson notes

- Practical activity -Assessment rubrics -Checklist -Oral questions

Foundation of Creative Arts and sports

Components of Creative Arts and Sports - Rhythm

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

-Define rhythm as a component of creative arts and sports
-Explain dotted minim, dotted crotchet, quaver and their rests as components of rhythm
-Demonstrate the dotted minim, dotted crotchet and the rests
-Enjoy demonstration of dotted minim, dotted crotchet, quaver and their rests

In groups or pairs, learners are guided to:
-Present the meaning of rhythm
-Use digital or print resources to search for information on dotted minim, dotted crotchet, quaver and their rests
-Discuss the dotted minim, dotted crotchet, quaver and their rests

What is rhythm?

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

- Assessment rubrics -Checklist -Oral questions -Written questions

Foundation of Creative Arts and sports

Components of Creative Arts and Sports - Note Extension

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

- Assessment rubrics -Checklist -Written questionnaires -Oral questions

Foundation of Creative Arts and sports

Components of Creative Arts and Sports - Grand Staff
Components of Creative Arts and Sports - Scale of F Major

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

-Identify the pitches on the grand staff
-Discuss the pitches
-Draw a grand staff and name the lines and spaces
-Acknowledge the key pitches on grand staff

In groups, learners are guided to:
-State meaning of pitch and grand staff
-Use digital print resources
-Draw the grand staff and name the lines and spaces
-Draw the piano keyboard and relate to the grand staff

What is a grand staff?

- MENTOR pg. 16
-Music instruments
-Lesson notes
-Digital devices
- MENTOR pg. 23

- Class project -Portfolio -Assessment rubric -Observation

Creating And Performing

Drawing and Painting - Texture, Colour, Unity and Harmony

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

-Identify textures in pictures
-Describe how texture affects harmony
-Create texture through drawing techniques
-Value the role of texture in art

In groups, learners are guided to:
-Examine artworks to identify different textures
-Discuss how texture relates to color and unity
-Practice creating different textures through drawing
-Share observations about texture in artworks

How do artists create texture in drawings?

- MENTOR pg. 30
-Sample drawings with textures
-Drawing materials
-Digital resources
-Textbooks

- Practical activity -Observation -Portfolio assessment

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

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

- Oral questions -Written work -Observation -Class discussion

Creating And Performing

Drawing and Painting - Analogous Colors and Color Harmony

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

-Classify analogous colors on a color wheel for painting
-Paint a line strip using a pair of analogous colors to study harmony and color
-Define the term analogous colors in painting
-Appreciate analogous colors in painting

In groups or pairs, learners are guided to:
-State the meaning of analogous colors in painting
-Identify analogous colors in painting
-Classify analogous colors in color wheel
-Discuss uses of different analogous colors in painting
-Watch a video clip on different analogous colors

How do you illustrate a color gradation strip for color harmony?

- MENTOR pg. 36
-Digital devices
-Lesson notes
-Paint
-Textbook
-Manila colors

- Assessment rubrics -Oral questions -Practical activity

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

- 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 wash technique for background
-Create backgrounds with appropriate colors
-Demonstrate proper brush control
-Value the role of background in composition

In groups, learners are guided to:
-Mix watercolors to a dilute state
-Apply wash technique for backgrounds
-Create appropriate atmospheric effects
-Share techniques for effective backgrounds

How does the background affect the overall composition?

- MENTOR pg. 40
-Watercolors
-Brushes
-Water containers
-Paper
-Digital resources
-Partially completed paintings
-Paint supplies
-Samples of textured paintings

- Practical activity -Observation -Portfolio assessment

Creating And Performing

Drawing and Painting - Scenery Composition

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

-Complete a scenery composition
-Paint a scenery composition to express texture, harmony and unity
-Display work for appreciation
-Value the creative process in painting

In groups, learners are guided to:
-Complete scenery compositions with final details
-Apply finishing touches to paintings
-Display completed works for peer feedback
-Discuss achievements and challenges in the process

How can you effectively express harmony and unity in a completed scenery composition?

- MENTOR pg. 41
-Nearly completed paintings
-Paint supplies
-Display area
-Digital resources

- Portfolio project -Exhibition -Peer assessment -Observation

Creating And Performing

Rhythm - Effects of Note 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

- Assessment rubrics -Oral questions -Written questions

Creating And Performing

Rhythm - Value Extension
Athletics and Mosaic - Triple Jump

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

-Explain how dots extend note values
-Calculate the effect of dots on note values
-Demonstrate correct timing of dotted notes
-Value precision in rhythm

In groups, learners are guided to:
-Study how dots extend note values by half
-Calculate note values with dots (e.g., dotted minim = 3 crotchets)
-Clap patterns with dotted notes
-Compare dotted and undotted rhythms

How does a dot affect the value of a note?

- MENTOR pg. 43
-Charts showing note values
-Digital resources
-Music notation examples
-Percussion instruments
- MENTOR pg. 54
-Digital devices
-Video clips
-Open field

- Written tests -Practical demonstrations -Observation -Oral questions

Creating And Performing

Athletics and Mosaic - Approach and Take-off

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

-Demonstrate the approach phase in Triple jump
-Execute proper take-off technique
-Maintain proper body position
-Value correct technique in athletics

In groups, learners are guided to:
-Practice running along the runway in long strides
-Demonstrate proper alignment and upright posture
-Practice taking off horizontally with speed
-Provide feedback to peers on technique

How do you execute the approach and take-off phases of Triple jump correctly?

- MENTOR pg. 55
-Open field
-Cones
-Markers
-Digital resources

- Practical activity -Assessment rubrics -Observation -Peer feedback

Creating And Performing

Athletics and Mosaic - Hop and Step

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

- Practical activity -Assessment rubrics -Observation -Peer feedback

Creating And Performing

Athletics and Mosaic - Jump and Landing
Athletics and Mosaic - Complete Triple Jump

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

-Demonstrate the jump phase in Triple jump
-Execute proper landing technique
-Complete the full Triple jump sequence
-Value proper technique and safety

In groups, learners are guided to:
-Practice jumping from the opposite leg
-Propel forward for maximum distance
-Bring both legs together for landing
-Practice the complete sequence (hop-step-jump)

How can you maximize distance in the jump phase while maintaining control for landing?

- MENTOR pg. 56
-Sand pit
-Open field
-Markers
-Digital resources
- MENTOR pg. 57
-Digital recording devices

- Practical activity -Assessment rubrics -Observation -Peer feedback

Creating And Performing

Athletics and Mosaic - Long Distance Running

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

-Identify long distance races in athletics
-Describe techniques used in long distance running
-Recognize the importance of long distance running
-Value Kenya's achievements in long distance

In groups, learners are guided to:
-Discuss categories of long distance races
-Research famous Kenyan long distance runners
-Identify benefits of long distance running
-Discuss Kenya's global standing in long distance

How has long distance running benefitted Kenya?

- MENTOR pg. 58
-Digital resources
-Textbooks
-Pictures of famous runners
-Videos of races

- Oral discussions -Written work -Research presentations -Group projects

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

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

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

Creating And Performing

Athletics and Mosaic - Practice Run

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

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

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

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

- MENTOR pg. 59
-Running track
-Stopwatch
-Water
-First aid kit

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

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

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

- Materials assessment -Observation -Group discussion -Planning documents

Creating And Performing

Athletics and Mosaic - Planning and Sketching

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

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

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

How does planning enhance the final mosaic product?

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

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

Creating And Performing

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

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

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

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

What techniques ensure proper placement of monomedia in mosaic?

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

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

Creating And Performing

Melody - Variation Techniques

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

- Oral questions -Assessment rubrics -Written questions

Creating And Performing

Melody - Analyzing Phrases
Melody - Rhythm Variation

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

-Identify phrases in melodies
-Analyze question and answer phrases
-Recognize melodic shapes
-Value structure in music

In groups, learners are guided to:
-Listen to a melody and identify phrases
-Discuss which phrases have the same melody, words and rhythm
-Add dynamic variations to phrases
-Sing songs with attention to phrasing

What makes phrases work together in a melody?

- MENTOR pg. 69
-Music scores
-Audio recordings
-Digital resources
-Musical instruments
- MENTOR pg. 70
-Staff paper
-Percussion instruments

- Oral questions -Written analysis -Listening assessment -Observation

Creating And Performing

Melody - Scale of F Major

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

-Perform the scale of F major and its tonic arpeggio
-Sing the scale with sol-fa hand signs
-Write the scale of F major
-Appreciate the characteristic sound of F major

In groups, learners are guided to:
-Perform the scale of F major and its tonic arpeggio
-Sing the scale of F major both ascending and descending using sol-fa syllables
-Study the music phrases and compare
-Discuss the pitches and the rhythm

What are the characteristics of the F Major scale?

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

- Practical activity -Assessment rubrics -Observation

Creating And Performing

Melody - Scale Practice

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

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

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

How does mastery of scales benefit musical performance?

- MENTOR pg. 72
-Musical instruments
-Scale notation
-Digital resources
-Keyboard or piano

- Performance assessment -Peer evaluation -Observation -Technical assessment

Creating And Performing

Melody - Answering Phrases
Melody - Opening Phrases

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

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

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

How should an answering phrase relate to the opening phrase?

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

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

Creating And Performing

Melody - Composing Melodies

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

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

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

How can phrases be constructed to create a complete melody?

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

- Project -Portfolio -Assessment rubrics -Observation

Creating And Performing

Melody - Notating 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

- Project -Portfolio -Assessment rubrics -Written work

Creating And Performing

Melody - Performing Melodies
Rugby - Different Passes

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

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

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

How can melodies be performed with accurate expression?

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

- Practical performance -Assessment rubrics -Observation -Peer assessment

Creating And Performing

Rugby - Basic Pass

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

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

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

What makes the basic pass effective in Rugby?

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

- Practical activity -Technical assessment -Peer evaluation -Observation

Creating And Performing

Rugby - Spin Pass
Rugby - Pop Pass

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

-Describe the spin pass in Rugby
-Demonstrate proper technique for spin pass
-Execute passes with proper spin
-Value specialized skills in sports

In groups, learners are guided to:
-Study the technique for spin pass
-Practice holding the ball with thumb on one side, fingers on other
-Execute the flicking motion for proper spin
-Practice the spin pass with partners

How does the spin action improve pass effectiveness in Rugby?

- MENTOR pg. 86
-Rugby balls
-Playing field
-Digital resources
-Video demonstrations
- MENTOR pg. 87

- Practical activity -Technical assessment -Peer evaluation -Observation

Creating And Performing

Rugby - Pass Demonstrations

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

-Perform passing skills in Rugby
-Demonstrate all three pass types
-Execute passes with proper technique
-Value versatility in sports skills

In groups, learners are guided to:
-Stand in pairs facing each other
-Practice all three passes on command
-Focus on proper technique for each pass
-Take turns demonstrating each pass type

How can you distinguish when to use each type of pass?

- MENTOR pg. 87
-Rugby balls
-Playing field
-Digital resources
-Visual cue cards

- Practical demonstration -Technical assessment -Response time assessment -Observation

Creating And Performing

Photography - Different Viewpoints

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

-Identify different viewpoints in photography
-Describe normal, bird's eye and worm's eye viewpoints
-Analyze photographs from different viewpoints
-Appreciate the effect of viewpoint on composition

In groups, learners are guided to:
-Observe virtual and/or actual samples of photographs to analyze viewpoints
-Discuss the forms captured in photographs
-Analyze how viewpoint affects the details visible in photographs

Which are the ethical issues to consider in photography?

- MENTOR pg. 95
-Digital cameras/smartphones
-Sample photographs
-Digital resources
-Textbooks

- Observation -Oral discussions -Written work

Creating And Performing

Photography - Normal Viewpoint
Photography - Bird's Eye Viewpoint

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

-Describe normal eye viewpoint
-Identify characteristics of normal viewpoint photos
-Analyze sample photographs
-Value perspective in visual communication

In groups, learners are guided to:
-Study photographs taken from normal eye level
-Discuss advantages and limitations of normal viewpoint
-Identify subjects best photographed from eye level
-Analyze composition elements in normal viewpoint

How does normal viewpoint affect viewer perception of an image?

- MENTOR pg. 96
-Sample photographs
-Digital resources
-Digital cameras/smartphones
-Display equipment
- MENTOR pg. 97

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

Creating And Performing

Photography - Worm's Eye Viewpoint

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

-Describe worm's eye viewpoint
-Identify characteristics of low-angle photos
-Analyze sample photographs
-Value creative perspectives in art

In groups, learners are guided to:
-Study photographs taken from below subjects
-Discuss how worm's eye view affects subject perception
-Identify subjects best photographed from below
-Analyze composition elements in low-angle shots

How does worm's eye viewpoint create impact in photography?

- MENTOR pg. 97
-Sample photographs
-Digital resources
-Digital cameras/smartphones
-Display equipment

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

Creating And Performing

Photography - Taking Photographs
Photography - Ethics

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

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

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

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

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

- Portfolio -Project assessment -Observation

Creating And Performing

Photography - Presenting Photographs

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

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

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

What makes a photograph effective in communicating a message?

- MENTOR pg. 100
-Digital devices
-Presentation software
-Display equipment
-Digital photographs

- Portfolio -Project assessment -Peer assessment -Observation

Creating And Performing

Descant Recorder - Fingering of Notes

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

-Identify the fingering of notes in the scale of F major
-Use correct finger positions
-Produce clear sounds
-Appreciate the importance of proper technique

In groups, learners are guided to:
-Read and interpret fingering charts to play the notes of F major scale
-Practice finger positions for each note
-Observe proper recorder techniques while playing
-Give feedback to peers

What are the correct fingerings for notes in F major on the descant recorder?

- MENTOR pg. 102
-Descant recorders
-Fingering charts
-Digital resources
-Music scores

- Practical activity -Assessment rubrics -Observation

Creating And Performing

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

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

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

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

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

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

- Practical activity -Assessment rubrics -Observation

Creating And Performing

Descant Recorder - Simple Melodies

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

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

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

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

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

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

Creating And Performing

Descant Recorder - Performance Directions

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

-Apply performance directions in playing
-Demonstrate dynamics (crescendo/diminuendo)
-Follow articulation markings
-Value expressiveness in music

In groups, learners are guided to:
-Explore actual or virtual demonstrations of performance directions
-Practice applying dynamics in scale playing
-Observe articulation markings in melodies
-Create expressive interpretations

How do performance directions enhance musical expression?

- MENTOR pg. 108
-Descant recorders
-Music scores with directions
-Digital resources
-Demonstration recordings

- Expression assessment -Technical application -Observation -Self-evaluation

Creating And Performing

Descant Recorder - Solo Pieces
Play - Format of a Script

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

-Perform a solo piece in F major on a descant recorder
-Apply correct playing techniques
-Follow performance directions
-Value playing music on the descant recorder

In groups, learners are guided to:
-Study the music score for "Early One Morning"
-Analyze rhythm and pitch aspects
-Practice the piece with attention to details
-Perform for peer feedback

How can performance directions be applied when playing the descant recorder?

- MENTOR pg. 109
-Descant recorders
-Music scores
-Digital recording devices
-Performance space
- MENTOR pg. 112
-Play scripts
-Digital resources
-Textbooks
-Video recordings of plays

- Practical activity -Assessment rubrics -Observation -Peer assessment -Portfolio

Creating And Performing

Play - Script Reading

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

-Read aloud from a play script
-Use appropriate expression and emphasis
-Follow stage directions in reading
-Value vocal interpretation in drama

In groups, learners are guided to:
-Conduct a "cold reading" of a play script in a circle
-Follow stage directions during reading
-Apply appropriate vocal expression
-Discuss character motivations

How does reading aloud enhance understanding of a play?

- MENTOR pg. 113
-Play scripts
-Chairs arranged in circle
-Digital resources
-Reading guides

- Reading performance -Vocal expression assessment -Following directions evaluation -Peer feedback