Creating and Execution

Netball - Introduction to macramé technique
Netball - Making a ball using macramé technique (1)

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

- Explain what macramé technique is
- Identify materials used in macramé technique
- Observe safety measures when collecting materials

- Learn that macramé is a type of art involving knotting techniques
-Identify decorative patterns and items made using macramé
-Observe safety measures when using macramé materials
-Collect clean materials for making a ball

What is macramé technique and how is it used?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 25
-Macramé materials (yarns, strings, fabrics)
-Scissors
- Mentor Creative Arts Grade 4 Learner's Book, pg. 26

- Observation -Oral questions -Written assignments

Creating and Execution

Netball - Making a ball using macramé technique (2)

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

- Continue the ball-making process using macramé
- Tie horizontal knots across vertical strings
- Observe safety when using scissors

- Continue tying knots vertically around the ball
-Overlap the strings as shown
-Begin to tie horizontal strings
-Tie horizontal strings across vertical strings
-Ensure horizontal strings are firmly secured

How are vertical and horizontal strings combined in macramé?

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

- Observation -Project work -Peer assessment

Creating and Execution

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

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

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

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

How is a macramé ball project finalized?

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

- Observation -Project work -Peer assessment

Creating and Execution

Netball - Drawing playing Netball

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

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

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

How can secondary colors be used effectively in painting?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 28
-Drawing paper
-Paint
-Brushes

- Observation -Project work -Portfolio assessment

Creating and Execution

Netball - Color classification
Netball - Preparing materials for mixing colors

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

- Classify colors into primary and secondary
- Identify primary and secondary colors
- Appreciate colors in the environment

- Study primary colors (yellow, red, blue)
-Study secondary colors (green, orange, purple)
-Observe pictures showing primary and secondary colors
-Identify materials used in making secondary colors

Why is color classification important?

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

- Observation -Oral questions -Written assignments

Creating and Execution

Netball - Mixing primary colors (yellow and blue)

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

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

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

What secondary color is created by mixing yellow and blue?

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

- Observation -Project work -Oral questions

Creating and Execution

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

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

- Mix red and yellow to create a secondary color
- Identify the secondary color created
- Clean working area after mixing colors

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

What secondary color is created by mixing red and yellow?

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

- Observation -Project work -Oral questions

Creating and Execution

Netball - Creating a color wheel

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

- Draw a color wheel
- Color a color wheel using primary and secondary colors
- Appreciate the relationship between colors

- Draw a color wheel as shown
-Understand the key for the color wheel
-Color the wheel using primary and secondary colors
-Discuss the relationship between primary and secondary colors

How does a color wheel show the relationship between colors?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 32
-Drawing paper
-Paint
-Brushes

- Observation -Project work -Portfolio assessment

Creating and Execution

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

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

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

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

How does adding white affect the tone of a color?

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

- Observation -Oral questions -Written assignments

Creating and Execution

Rhythm and Pattern Making - Introduction to rhythmic patterns

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

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

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

How are rhythmic patterns created through clapping and tapping?

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

- Observation -Oral questions -Demonstration

Creating and Execution

Rhythm and Pattern Making - Rhythm in songs
Rhythm and Pattern Making - Rhythm in words

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

- Identify rhythm in a song
- Clap the rhythm of words in a song
- Appreciate rhythm in songs

- Sing the song "Mary had a little lamb"
-Read the first line of the song
-Read and clap the rhythm of the words
-Sing while clapping the rhythm of the song
-Discuss the importance of rhythm in songs

How is rhythm identified in songs?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 42
-Song charts
- Mentor Creative Arts Grade 4 Learner's Book, pg. 43
-Word cards

- Observation -Performance assessment -Oral questions

Creating and Execution

Rhythm and Pattern Making - French rhythm names

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

- Identify the French rhythm name 'taa'
- Identify the French rhythm name 'ta-te'
- Match words with appropriate French rhythm names

- Learn that words are made of syllables
-Learn that the French rhythm name 'taa' represents a long sound
-Learn that the French rhythm name 'ta-te' represents two short sounds
-Match words with their French rhythm names

How are French rhythm names used to represent sounds?

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

- Observation -Oral questions -Written assignments

Creating and Execution

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

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

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

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

How can French rhythm names be practiced through clapping?

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

- Observation -Performance assessment -Peer assessment

Creating and Execution

Rhythm and Pattern Making - Clapping syllables of words

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

- Clap as they recite words
- Identify words with long sounds
- Identify words with short sounds

- Clap as they recite words (lion, sugarcane, pesa, ice)
-Identify words with long sounds
-Identify words with short sounds
-Fill in a table with words, syllables, and French rhythm names

How are long and short sounds identified in words?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 45
-Word cards

- Observation -Oral questions -Written assignments

Creating and Execution

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

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

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

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

How are note values represented by French rhythm names?

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

- Observation -Oral questions -Written assignments

Creating and Execution

Rhythm and Pattern Making - Heartbeat rhythm

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

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

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

How does the heartbeat relate to rhythm?

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

- Observation -Demonstration -Oral questions

Creating and Execution

Rhythm and Pattern Making - Rhythm in children's song
Rhythm and Pattern Making - Note symbols and rests

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

- Sing a children's song
- Fill in a table with correct French rhythm names
- Clap rhythm while saying French rhythm names

- Sing the song "Rain Rain Go Away"
-Fill in a table with correct French rhythm names
-Identify words with long sounds
-Identify words with short sounds
-Clap the rhythm while saying French rhythm names

How can French rhythm names be applied to children's songs?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 48
-Song charts
- Mentor Creative Arts Grade 4 Learner's Book, pg. 49
-Charts showing note symbols and rests

- Observation -Performance assessment -Written assignments

Creating and Execution

Rhythm and Pattern Making - Singing rhythm in songs

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

- Sing a song following rhythm
- Recite French rhythm names of a song
- Clap rhythm of a song

- Sing the song "Peas Porridge Hot"
-Talk about the song's message
-Recite the French rhythm names of the song
-Sing while clapping the rhythm of the song
-Perform the song in groups

How can rhythm enhance the performance of songs?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 50
-Song charts

- Observation -Performance assessment -Peer assessment

Creating and Execution

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

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

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

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

How do singing and clapping complement each other?

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

- Observation -Performance assessment -Peer assessment

Creating and Execution

Rhythm and Pattern Making - Free hand lettering (2)

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

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

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

Why is proper letter formation important in free hand lettering?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 53
-Charts showing letters with ascenders and descenders
-Writing materials

- Observation -Oral questions -Written assignments

Creating and Execution

Rhythm and Pattern Making - Writing French rhythm names
Composing Melody - Introduction to melody

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

- Observe examples of written French rhythm names
- Write French rhythm names using free hand lettering
- Value neat presentation of written work

- Observe examples of written French rhythm names
-Practice writing French rhythm names using free hand lettering
-Write various rhythm patterns using French rhythm names
-Share work with friends and give feedback

How are French rhythm names written correctly using free hand lettering?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 54
-Writing materials
-Charts showing French rhythm names
- Mentor Creative Arts Grade 4 Learner's Book, pg. 65
-Song charts

- Observation -Written work -Peer assessment

Creating and Execution

Composing Melody - Sol-fa syllables and ladder

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

- Identify sol-fa syllables d, r, m
- Sing up and down the sol-fa ladder
- Value the importance of sol-fa in music

- Observe the sol-fa ladder
-Sing d r m up the ladder
-Sing m r d down the ladder
-Identify which sol-fa syllable sounds the highest
-Identify which sol-fa syllable sounds the lowest

How does the sol-fa ladder represent pitch?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 66
-Sol-fa ladder chart

- Observation -Performance assessment -Oral questions

Creating and Execution

Composing Melody - Performing melodies
Composing Melody - Sol-fa in "Go to sleep"

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

- Perform simple melodies using sol-fa syllables
- Work together in group performances
- Give constructive feedback on performances

- Perform three given melodies
-Sing in groups
-Comment on each group's performance
-Discuss challenges faced during performance
-Suggest ways to improve

How can melodies be performed effectively?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 66
-Charts showing melodies
- Mentor Creative Arts Grade 4 Learner's Book, pg. 67
-Song charts with sol-fa syllables

- Observation -Performance assessment -Peer assessment

Creating and Execution

Composing Melody - Sol-fa in "Hot cross bun"

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

- Search for the melody of "Hot cross bun"
- Fill in correct sol-fa syllables
- Sing with correct pitching

- Search for the melody of "Hot cross bun" using digital devices
-Sing the song
-Fill in the correct sol-fa syllables
-Note that the melody begins on 'm'
-Sing the sol-fa syllables correctly

How can digital devices help in learning melodies?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 68
-Digital devices
-Song charts

- Observation -Performance assessment -Written assignments

Creating and Execution

Composing Melody - Hand signs for sol-fa syllables
Composing Melody - Practicing sol-fa with hand signs

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

- Watch a video of Kodaly hand signs
- Imitate hand signs for sol-fa syllables
- Show correct hand signs to friends

- Watch a video of Kodaly hand signs
-Imitate the hand signs for sol-fa syllables d, r, m
-Show friends the hand signs for sol-fa syllables
-Learn the correct hand position for each sol-fa syllable

How do hand signs help in learning sol-fa syllables?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 69
-Digital devices
-Charts showing hand signs

- Observation -Demonstration -Peer assessment

Creating and Execution

Composing Melody - Hand signs in "Mary had a little lamb"

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

- Sing "Mary had a little lamb" with hand signs
- Follow sol-fa syllables in the song
- Appreciate hand signs as learning tools

- Sing "Mary had a little lamb" while performing hand signs
-Follow the sol-fa syllables provided for the song
-Perform the song in groups
-Give feedback on each other's performance

How can hand signs be applied to familiar songs?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 70
-Song charts with sol-fa syllables

- Observation -Performance assessment -Peer assessment

Creating and Execution

Composing Melody - Free hand lettering of sol-fa
Composing Melody - Identifying sol-fa in songs

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

- Study artwork showing lettering
- Write letters neatly in exercise book
- Value neatness in written work

- Study artwork showing lettering
-Identify what is shown in the pictures
-Write letters neatly in exercise book
-Practice writing sol-fa syllables using free hand lettering

How can free hand lettering be applied to sol-fa syllables?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 71
-Writing materials
-Digital devices

- Observation -Written work -Peer assessment

Creating and Execution

Composing Melody - Steps to identify sol-fa

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

- Follow steps to identify sol-fa notes
- Sing along to recordings
- Identify 'd' syllable in songs

- Learn steps to identify sol-fa notes in a song
-Sing along to recordings or hum to melodies
-Practice singing sol-fa syllables up and down
-Identify the 'd' syllable as a reference point
-Note down sol-fa syllables in songs

What steps help in identifying sol-fa notes in songs?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 72
-Digital devices
-Song recordings

- Observation -Oral questions -Demonstration

Creating and Execution

Composing Melody - Stepwise motion
Composing Melody - Sound duration in melody

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

- Sing a song with stepwise motion
- Identify how sol-fa syllables are connected
- Identify repeated sol-fa syllables

- Sing the song "All through the night"
-Identify how sol-fa syllables are connected
-Identify which sol-fa syllables are repeated
-Show sol-fa syllables following each other using hand signs
-Learn about stepwise motion in melody

What is stepwise motion in a melody?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 72
-Song charts with sol-fa syllables
- Mentor Creative Arts Grade 4 Learner's Book, pg. 73
-Song charts

- Observation -Performance assessment -Oral questions

Creating and Execution

Composing Melody - Starting and ending melodies

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

- Sing "Go to sleep" with sol-fa syllables
- Identify starting and ending sol-fa syllables
- Value proper melody construction

- Sing "Go to sleep" with sol-fa syllables
-Identify which syllable the song starts on
-Identify which syllable the song ends on
-Discuss how the song sounds when ending
-Learn about starting and ending on 'd'

Why is starting and ending on 'd' important in melodies?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 74
-Song charts with sol-fa syllables

- Observation -Performance assessment -Oral questions

Creating and Execution

Composing Melody - Creating short melodies
Composing Melody - Creating melodies with rhythm

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

- Follow guidelines for creating melodies
- Complete given melody patterns
- Create original melodies using d, r, m

- Learn guidelines for creating melodies using d, r, m
-Complete given melody patterns
-Compose original melodies using d, r, m
-Ensure melodies start and end on 'd'
-Share melodies with classmates

How can short melodies be created using d, r, m?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 75
-Writing materials

- Observation -Project work -Peer assessment

Creating and Execution

Composing Melody - Making clay slabs (1)

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

- Identify techniques for making sol-fa syllables with clay
- Prepare clay for making slabs
- Show interest in clay work

- Learn about two techniques for making sol-fa syllables
-Prepare clay by kneading to make it smooth
-Cut a lump of clay and place on polythene paper
-Discuss clay preparation techniques

What techniques are used for making sol-fa syllables with clay?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 76
-Clay
-Polythene paper
-Ruler

- Observation -Project work -Oral questions

Creating and Execution
Performance and Display
Performance and Display

Composing Melody - Making clay slabs (2)
Athletics - Introduction to sprint starts and sprinting techniques
Athletics - Medium sprint start technique demonstration

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

- Roll clay to create even slabs
- Mark out rectangular shapes of different sizes
- Cut out clay slabs neatly

- Take a rolling pin and roll clay
-Mark out rectangular shapes of different sizes
-Cut out the shapes carefully
-Ensure the slabs are of even thickness
-Set aside to partially dry

How are clay slabs prepared for making sol-fa models?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 76
-Clay
-Rolling pin
-Cutting tools
- Mentor Creative Arts pg. 80
- Digital devices for video demonstrations
- Open space for practical activities
- Mentor Creative Arts pg. 82
- Open space with marked lines
- Digital devices for recording performances

- Observation -Project work -Peer assessment

Performance and Display

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

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

- Demonstrate the "set" position in medium sprint start
- Execute the starting movement following "go" command
- Value the importance of proper technique in athletic performance

- Practice the "set" position with hips raised higher than shoulders
- Practice the starting movement on "go" command
- Practice the complete sequence: "on your marks, set, go"
- Give feedback to peers on their medium sprint start technique

How does the "set" position prepare a runner for an effective start?

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

- Observation - Peer assessment - Skill progression charts

Performance and Display

Athletics - Elongated sprint start technique practice
Athletics - Body posture, acceleration, transition, and finish in sprinting
Athletics - Sprinting techniques practice

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

- Demonstrate the "on your marks" position in elongated sprint start
- Execute the "set" and "go" positions in elongated sprint start
- Show interest in mastering different sprint start techniques

- Practice the elongated sprint start "on your marks" position
- Practice the "set" position with raised hips and bent knees
- Practice the "go" command with proper takeoff technique
- Mark starting and finishing lines for practice

Which sprint start technique provides better acceleration?

- Mentor Creative Arts pg. 86
- Open space with marked starting and finishing lines
- Whistle
- Mentor Creative Arts pg. 87
- Digital devices for video clips
- Open space for demonstration
- Mentor Creative Arts pg. 88
- Open space with marked lines
- Stopwatch

- Observation - Performance analysis - Peer assessment

Performance and Display

Athletics - Reading and understanding the Kenya National Anthem
Athletics - Singing the Kenya National Anthem in groups

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

- Read through the words of the Kenya National Anthem
- Discuss the meaning and message of the anthem
- Appreciate the role of the national anthem during athletic events

- Read the words of the Kenya National Anthem
- Discuss the meaning and message of each stanza
- Explore the importance of the anthem during athletic events
- Learn about proper etiquette during anthem performance

Why is the Kenya National Anthem performed during an athletic event?

- Mentor Creative Arts pg. 91
- Chart with Kenya National Anthem words
- Audio recording of Kenya National Anthem
- Audio recording of Kenya National Anthem
- Chart with Kenya National Anthem words

- Observation - Oral questions - Written assignments

Performance and Display

Athletics - Studying the Kenyan flag colors and arrangement

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

- Identify the colors of the Kenyan flag
- Describe the arrangement of colors on the flag
- Appreciate the symbolism of the Kenyan flag

- Search for images of the Kenyan flag from virtual sources
- Study the colors and their arrangement on the flag
- Discuss the symbolism of each color and the shield
- Watch video clips about the Kenyan flag

What does the Kenyan flag symbolize?

- Mentor Creative Arts pg. 90
- Digital devices for searching images
- Chart showing the Kenyan flag

- Observation - Oral questions - Written assignments

Performance and Display

Athletics - Sketching and painting the Kenyan flag
Athletics - Attaching the flag to a suitable handle

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

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

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

How should colors be arranged on the Kenyan flag?

- Mentor Creative Arts pg. 91
- Paper, pencils, rulers
- Paints (black, red, green, white)
- Brushes
- Mentor Creative Arts pg. 92
- Completed painted flags
- Materials for handles (sticks, dowels)
- Glue

- Observation - Project assessment - Peer critique

Performance and Display

Athletics - Practicing medium starts in pairs

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

- Demonstrate medium start technique in pairs
- Give constructive feedback to peers on their technique
- Show willingness to improve through practice

- Work in pairs to practice medium sprint starts
- Focus on proper arm and leg action during starts
- Give feedback to partners on their technique
- Refine technique based on feedback received

How does partnered practice improve sprint start technique?

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

- Observation - Peer assessment - Skill progression charts

Performance and Display

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

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

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

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

What are the key elements of proper sprinting technique?

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

- Observation - Performance analysis - Peer assessment

Performance and Display

Athletics - Participating in sprint competitions

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

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

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

How can timing performances help improve sprint technique?

- Mentor Creative Arts pg. 90
- Open space with marked lines
- Stopwatch
- Whistle

- Observation - Performance analysis - Timed results

Performance and Display

Athletics - Recording and critiquing sprint performances
Athletics - Importance of the flag and anthem during events

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

- Record sprint performances using digital devices
- Critique application of sprint techniques in recordings
- Appreciate the use of technology in improving performance

- Use digital devices to record sprint performances
- Play back recordings for analysis
- Critique application of starting and sprinting techniques
- Identify areas for improvement based on recordings

How can recording performances help improve athletic technique?

- Mentor Creative Arts pg. 90
- Digital devices for recording
- Open space for sprint activities
- Playback equipment
- Mentor Creative Arts pg. 92
- Pictures of athletic events with flag raising
- Painted flags with handles
- Audio recording of Kenya National Anthem

- Observation - Performance analysis - Self-assessment

Performance and Display

Athletics - Sprint competition with flag and anthem
Athletics - Athletic event appreciation

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

- Participate in organized sprint competition
- Sing the Kenya National Anthem before competition
- Display appropriate behavior during flag raising ceremony

- Organize a complete sprint competition event
- Begin with flag raising and anthem singing
- Participate in sprint races applying learned techniques
- Award winners at the end of the competition

How do ceremonial elements enhance athletic competitions?

- Mentor Creative Arts pg. 92
- Open space with marked track
- Kenyan flags
- Audio equipment for anthem
- Stopwatch
- Charts showing sprint techniques
- Digital devices with recorded performances

- Observation - Performance analysis - Competition results

Performance and Display

Athletics - Sprint skills assessment

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

- Demonstrate mastery of sprint starts and techniques
- Explain the symbolism of the Kenyan flag
- Show pride in national symbols during athletic events

- Demonstrate medium and elongated sprint starts
- Show proper sprinting technique in short races
- Explain the importance of the flag and anthem in athletics
- Demonstrate proper flag handling and anthem etiquette

How do athletics and national symbols connect to form a complete sporting experience?

- Mentor Creative Arts pg. 92
- Open space with marked track
- Kenyan flags
- Assessment sheets

- Observation - Performance assessment - Oral evaluation

Performance and Display

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

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

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

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

How does performance of rolls and balances enhance gymnastics?

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

- Observation - Oral questions - Written assignments

Performance and Display

Gymnastics - Crab balance technique practice

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

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

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

What muscles are engaged during the crab balance?

- Mentor Creative Arts pg. 95
- Safe practice area with mats
- Demonstration charts

- Observation - Performance analysis - Self-assessment

Performance and Display

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

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

- Describe the steps of performing side roll
- Demonstrate starting position for side roll
- Value the importance of proper technique in gymnastics

- Watch video clip/demonstration of side roll
- Observe body positioning, starting and finishing positions
- Discuss how to maintain balance during the roll
- Practice sitting position with bent knees for side roll

How does tucking the head affect the side roll movement?

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

- Observation - Skill progression chart - Peer assessment

Performance and Display

Gymnastics - Singing patriotic songs during warm-up

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

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

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

How does music support the performance of gymnastics?

- Mentor Creative Arts pg. 100
- Audio recordings of patriotic songs
- Charts with song lyrics
- Open space for warm-up activities

- Observation - Performance assessment - Peer feedback

Performance and Display

Gymnastics - Playing rhythmic percussion instruments
Gymnastics - Practicing the crab balance and side roll in pairs

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

- Identify percussion instruments for accompaniment
- Play simple rhythms on percussion instruments
- Show interest in combining music with gymnastics

- Select appropriate percussion instruments (shakers, rattles, drum)
- Practice playing simple rhythmic patterns
- Discuss how rhythm can complement gymnastic movements
- Play instruments to accompany simple movements

How do percussion instruments enhance gymnastic activities?

- Mentor Creative Arts pg. 97
- Percussion instruments (shakers, rattles, drums)
- Demonstration charts of rhythmic patterns
- Safe practice area with mats
- Markers (lime or ash) for circles
- Assessment checklists

- Observation - Performance assessment - Peer feedback

Performance and Display

Gymnastics - Group performance with percussion

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

- Perform crab balance and side roll in sequence
- Accompany performances with percussion instruments
- Demonstrate teamwork in group performances

- Form two groups for alternate performances
- One group performs while the other plays percussion
- Mark circles on the ground for performance areas
- Alternate roles between performing and playing instruments

How does group performance enhance individual skills?

- Mentor Creative Arts pg. 98
- Safe practice area with mats
- Markers for circles
- Percussion instruments

- Observation - Group performance assessment - Peer feedback

Performance and Display

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

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

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

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

What coordination skills are needed for gymnastic sequences?

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

- Observation - Performance analysis - Team assessment

Performance and Display

Gymnastics - Crab balance with rhythmic patterns

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

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

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

How does rhythmic chanting improve coordination during crab walk?

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

- Observation - Performance analysis - Coordination assessment

Performance and Display

Gymnastics - Peer assessment of gymnastics skills
Gymnastics - Group game with gymnastic skills

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

- Evaluate peers' performance of gymnastic skills
- Provide constructive feedback
- Demonstrate respect for others' efforts

- Create assessment checklists for gymnastic skills
- Observe partners performing crab balance and side roll
- Complete checklists indicating strengths and areas for improvement
- Share feedback in supportive manner

How does assessment contribute to skill development?

- Mentor Creative Arts pg. 99
- Safe practice area with mats
- Assessment checklists
- Pencils
- Mentor Creative Arts pg. 100
- Safe practice area
- Audio recording of song
- Open space for game

- Observation - Peer assessment - Written evaluation

Performance and Display

Gymnastics - Using digital devices to photograph gymnastics performances

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

- Take photographs of gymnastic performances
- Focus on center of interest in photography
- Show interest in documenting physical activities

- Use digital devices to take photographs of crab balance and side roll
- Focus on center of interest in photographs
- Take multiple shots from different angles
- Review photographs for clarity and focus

Why is the center of interest important in photography?

- Mentor Creative Arts pg. 97
- Digital devices with cameras
- Safe practice area for gymnastics
- Display equipment for reviewing photos

- Observation - Photo quality assessment - Peer feedback

Performance and Display

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

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

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

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

How can photography help improve gymnastic technique?

- Mentor Creative Arts pg. 98
- Digital devices with photography
- Computer for portfolio organization
- Photographs from previous lesson
- Mentor Creative Arts pg. 100
- Planning templates
- Digital devices for recording
- List of safe home activities

- Observation - Portfolio assessment - Self-evaluation

Performance and Display

Gymnastics - Skills assessment

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

- Demonstrate mastery of crab balance and side roll
- Perform to rhythmic accompaniment
- Show confidence in gymnastic abilities

- Demonstrate crab balance and side roll individually
- Perform to rhythmic accompaniment of percussion or chanting
- Evaluate own performance against criteria
- Receive feedback from teacher and peers

What progress have you made in gymnastics skills?

- Mentor Creative Arts pg. 100
- Safe practice area with mats
- Assessment checklists
- Percussion instruments

- Observation - Performance assessment - Self-evaluation

Performance and Display

Gymnastics - Self and peer assessment
Gymnastics - Skills integration

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

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

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

How does assessment contribute to skill mastery?

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

- Self-assessment - Peer assessment - Teacher observation

Performance and Display

Descant Recorder - Exploring and identifying parts of a descant recorder

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

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

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

How can one identify the parts of a descant recorder?

- Mentor Creative Arts pg. 125
- Descant recorders
- Charts showing recorder parts
- Pictures of recorders

- Observation - Oral questions - Labeling activities

Performance and Display

Descant Recorder - Learning to hold and blow the descant recorder
Descant Recorder - Assembling and disassembling the recorder

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

- Demonstrate correct posture for holding recorder
- Position mouth correctly on the mouthpiece
- Appreciate the importance of proper technique

- Study pictures of correct recorder holding position
- Practice holding the recorder with proper hand position
- Position mouth correctly on the mouthpiece
- Practice producing sound by gentle blowing

How is a good tone produced on the descant recorder?

- Mentor Creative Arts pg. 129
- Descant recorders
- Charts showing correct posture
- Disinfectant wipes
- Mentor Creative Arts pg. 128
- Charts showing assembly steps
- Demonstration models

- Observation - Performance assessment - Peer feedback

Performance and Display

Descant Recorder - Learning care and maintenance of the recorder

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

- Describe methods of caring for a descant recorder
- Demonstrate cleaning of the recorder
- Show responsibility in instrument care

- Study pictures of recorder cleaning
- Discuss ways of caring for and maintaining recorder
- Demonstrate using cleaning rod and cloth
- Discuss importance of not sharing recorders
- Practice safe storage techniques

Why is proper care of the descant recorder important?

- Mentor Creative Arts pg. 129
- Descant recorders
- Cleaning rods
- Clean cloths
- Storage cases

- Observation - Oral questions - Demonstration assessment

Performance and Display

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

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

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

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

Why is hygiene important when using the descant recorder?

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

- Observation - Oral questions - Written assignments

Performance and Display

Descant Recorder - Collecting materials for making a recorder case

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

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

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

What materials are suitable for making a recorder case?

- Mentor Creative Arts pg. 132
- Sample materials (fabric, leather, yarn)
- Recyclable materials
- Storage containers

- Observation - Material selection assessment - Resource collection evaluation

Performance and Display

Descant Recorder - Making a decorated case
Descant Recorder - Embellishing the case with found objects

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

- Create a case using appropriate technique
- Apply color variation in case design
- Value creativity in instrument accessories

- Demonstrate stitching technique for fabric/leather case
- Practice crocheting technique for yarn case
- Apply color variation in design
- Size case appropriately for recorder

What techniques can be used to create a functional recorder case?

- Mentor Creative Arts pg. 132
- Collected materials
- Needles, thread
- Crochet hooks
- Scissors
- Completed recorder cases
- Found objects for decoration
- Adhesives, thread

- Observation - Project assessment - Creativity evaluation

Performance and Display

Descant Recorder - Learning to play note B

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

- Position fingers correctly for note B
- Produce correct sound for note B
- Show interest in playing musical notes

- Watch demonstrations/videos of playing note B
- Practice closing back hole with left thumb
- Place first finger of left hand on first hole
- Support recorder with right hand thumb
- Blow gently to produce B note

How is note B played on the descant recorder?

- Mentor Creative Arts pg. 133
- Descant recorders
- Charts showing B fingering
- Digital devices for demonstrations

- Observation - Performance assessment - Note accuracy evaluation

Performance and Display

Descant Recorder - Learning to play note A
Descant Recorder - Learning to play note G

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

- Position fingers correctly for note A
- Produce correct sound for note A
- Show confidence in playing musical notes

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

How is note A played on the descant recorder?

- Mentor Creative Arts pg. 134
- Descant recorders
- Charts showing A fingering
- Digital devices for demonstrations
- Mentor Creative Arts pg. 135
- Charts showing G fingering

- Observation - Performance assessment - Note accuracy evaluation

Performance and Display

Descant Recorder - Practicing appropriate playing techniques

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

- Demonstrate correct posture when playing
- Apply appropriate blowing technique
- Show perseverance in developing skills

- Practice correct sitting/standing posture
- Focus on gentle blowing for clear tone
- Practice correct finger positioning for each note
- Apply appropriate breath control

What contributes to good tone production on the recorder?

- Mentor Creative Arts pg. 136
- Descant recorders
- Charts showing proper technique
- Mirror for self-observation

- Observation - Performance assessment - Technique evaluation

Performance and Display

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

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

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

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

How does finger movement affect note transitions?

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

- Observation - Performance assessment - Transition fluency evaluation

Performance and Display

Descant Recorder - Playing additional melodies

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

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

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

How does group practice enhance melody learning?

- Mentor Creative Arts pg. 139
- Descant recorders
- Notation for "Hot Cross Buns" and other melodies
- Audio recordings of melodies

- Observation - Performance assessment - Group participation evaluation

Performance and Display

Songs - Introduction to different types of songs
Songs - Sacred songs

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

- Identify different types of songs
- Discuss how songs are used to pass messages
- Show interest in learning about songs

- Discuss how songs are used to pass messages
- Identify different types of songs (sacred, patriotic, folk)
- Study pictures of people singing in different settings
- Share personal experiences with songs
- Discuss occasions for different song types

What contributes towards a good performance?

- Mentor Creative Arts pg. 101
- Pictures of people singing in different settings
- Audio recordings of different song types
- Chart showing song categories
- Mentor Creative Arts pg. 102
- Audio recordings of sacred songs
- Pictures of worship settings
- Chart with song lyrics

- Observation - Oral questions - Written assignments

Performance and Display

Songs - Singing sacred songs expressively

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

- Sing sacred songs with proper expression
- Apply appropriate tempo and dynamics
- Value expression in musical performance

- Practice singing sacred songs with expression
- Explore fast/loud and slow/soft variations
- Discuss feelings when singing different ways
- Add hand clapping or table tapping for rhythm
- Perform songs with appropriate expression

How do tempo and dynamics affect the message of a song?

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

- Observation - Performance assessment - Expression evaluation

Performance and Display

Songs - Patriotic songs
Songs - Singing patriotic songs expressively

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

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

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

What messages are conveyed through patriotic songs?

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

- Observation - Oral questions - Listening assessment

Performance and Display

Songs - Introduction to folk songs

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

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

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

How do Kenyan communities use folk songs?

- Mentor Creative Arts pg. 106
- Audio/video recordings of folk songs
- Chart showing folk song categories
- Map of Kenyan communities

- Observation - Oral questions - Listening assessment

Performance and Display

Songs - Work folk songs
Songs - Naming folk songs

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

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

- Listen to examples of work folk songs
- Discuss the purpose of work songs
- Learn a work folk song from a Kenyan community
- Practice singing with appropriate expression
- Perform work-related movements while singing

What is the purpose of work folk songs?

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

- Observation - Performance assessment - Movement coordination evaluation

Performance and Display

Songs - Initiation folk songs

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

- Identify initiation folk songs and their purpose
- Sing an initiation folk song with proper expression
- Respect cultural transition ceremonies

- Study pictures of initiation ceremonies
- Listen to examples of initiation folk songs
- Discuss the purpose of initiation songs
- Learn an initiation folk song
- Perform song with appropriate expression and gestures

What messages are conveyed in initiation folk songs?

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

- Observation - Performance assessment - Cultural understanding evaluation

Performance and Display

Songs - Marriage folk songs
Songs - Worship folk songs

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

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

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

What is the purpose of marriage folk songs?

- Mentor Creative Arts pg. 109
- Audio/video recordings of marriage folk songs
- Chart with "Mueni" lyrics and translation
- Pictures of marriage ceremonies
- Mentor Creative Arts pg. 110
- Audio/video recordings of worship folk songs
- Chart with "Geithia mundu" lyrics and translation
- Pictures of traditional worship settings

- Observation - Performance assessment - Cultural understanding evaluation

Performance and Display

Songs - Exploring indigenous methods of costume decoration

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

- Identify indigenous costume decoration methods
- Describe tie-dye and beadwork techniques
- Value traditional craft techniques

- Watch videos/observe pictures of decorated costumes
- Identify decoration techniques (tie-dye, beadwork)
- Explore materials used in traditional decoration
- Discuss significance of designs and colors
- Examine samples of decorated costumes

How do Kenyan communities decorate costumes for performing folk songs?

- Mentor Creative Arts pg. 111
- Pictures of decorated costumes
- Samples of decorated fabrics
- Videos of costume decoration techniques
- Charts showing decoration methods

- Observation - Oral questions - Written assignments

Performance and Display

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

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

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

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

What traditional materials are used for dyeing fabrics?

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

- Observation - Technique demonstration assessment - Pattern preparation evaluation

Performance and Display

Songs - Learning beadwork techniques for costume decoration

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

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

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

What materials can be recycled to create decorative beads?

- Mentor Creative Arts pg. 111
- Samples of beadwork
- Recyclable materials for beads
- Threading materials
- Pictures of traditional beadwork

- Observation - Material selection assessment - Technique demonstration evaluation

Performance and Display

Songs - Creating beadwork decorations for costumes
Songs - Selecting folk songs for group performance

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

- Create beadwork decorations using recyclable materials
- Apply color patterns in beadwork
- Show creativity in costume design

- Create beads from recyclable materials
- String beads in patterns
- Apply beadwork to costume pieces
- Focus on color, type of beads, and function
- Display completed beadwork decorations

How do color patterns in beadwork convey meaning?

- Mentor Creative Arts pg. 111
- Prepared recyclable beads
- Threading materials
- Costume pieces for decoration
- Display materials
- Audio recordings of folk songs
- Charts with song lyrics
- Role assignment sheets
- Performance planning templates

- Observation - Product assessment - Pattern application evaluation - Creativity assessment

Performance and Display

Songs - Group performance of folk songs with correct diction

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

- Sing folk songs with correct diction
- Perform assigned roles in group
- Show confidence in cultural performance

- Practice singing selected folk songs in groups
- Focus on correct pronunciation of words
- Apply appropriate facial expressions and gestures
- Perform in assigned roles (soloist, chorus)
- Provide constructive feedback to peers

How does correct diction affect song meaning?

- Mentor Creative Arts pg. 111
- Charts with song lyrics
- Audio recordings for reference
- Performance space
- Decorated costumes

- Observation - Performance assessment - Diction evaluation - Role fulfillment assessment

Performance and Display

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

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

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

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

How do percussion instruments enhance folk song performances?

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

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

Performance and Display

Songs - Integrated folk song performance

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

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

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

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

- Mentor Creative Arts pg. 112
- Percussion instruments
- Decorated costumes
- Performance space
- Feedback forms

- Observation - Performance assessment - Integration evaluation - Audience feedback

Performance and Display

Songs - Recording folk song performances
Songs - Appreciation of percussion instruments in performances

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

- Perform folk songs for recording
- Evaluate recorded performances
- Value technology in preserving cultural expressions

- Use digital devices to record performances
- Perform folk songs for recording
- Review recordings for quality and improvement
- Store recordings in digital portfolio
- Discuss potential uses for recordings

How can recording technology preserve cultural heritage?

- Mentor Creative Arts pg. 112
- Digital recording devices
- Performance space
- Playback equipment
- Storage devices
- Audio recordings with percussion
- Percussion instruments
- Pictures of traditional instruments
- Poster-making materials

- Observation - Recording quality assessment - Performance evaluation - Digital portfolio management

Performance and Display

Songs - Cultural exchange through folk songs

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

- Perform folk songs from different communities
- Compare folk song traditions across cultures
- Value cultural diversity through music

- Share folk songs from different communities
- Identify similarities and differences in traditions
- Learn elements of songs from other communities
- Discuss values expressed in different traditions
- Create cultural exchange performance

How do folk songs promote cultural understanding?

- Mentor Creative Arts pg. 112
- Audio recordings from different communities
- Charts comparing song traditions
- Performance space
- Cultural artifacts

- Observation - Comparative analysis assessment - Performance evaluation - Cultural sensitivity observation