Creating and Execution

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

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

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

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

How are percussion instruments from different Kenyan communities identified?

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

- Observation -Oral questions -Written assignments

Creating and Execution

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

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

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

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

How are percussion instruments classified?

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

- Observation -Oral questions -Written tests

Creating and Execution

Picture Making (Percussion Instruments) - Making charcoal sticks
Picture Making (Percussion Instruments) - Procedure for making charcoal sticks
Picture Making (Percussion Instruments) - Tonal value in art

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

- Identify materials used for making charcoal sticks
- Collect materials for making charcoal sticks
- Show interest in making charcoal sticks

- Study pictures of charcoal sticks
-Identify materials used for making charcoal sticks
-Collect materials for making charcoal sticks (green sticks, tin, nail, hammer, matchbox, sand, pan, cutting tools)
-Store collected materials safely

Why are charcoal sticks important in drawing?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 10
-Materials for making charcoal sticks
- Mentor Creative Arts Grade 4 Learner's Book, pg. 11
- Mentor Creative Arts Grade 4 Learner's Book, pg. 12
-Digital devices
-Charts showing tonal values

- Observation -Oral questions -Project work

Creating and Execution

Picture Making (Percussion Instruments) - Drawing shapes with charcoal sticks
Picture Making (Percussion Instruments) - Creating tonal shading

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

- Draw simple shapes using charcoal sticks
- Create tonal variations through pressure application
- Show interest in using charcoal sticks for drawing

- Draw simple shapes in exercise books
-Shade shapes using charcoal sticks
-Create dark parts by drawing thick lines
-Create light parts by drawing thin lines
-Apply varied pressure to create different tones

How can different tones be created with charcoal sticks?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 12
-Charcoal sticks
-Drawing paper
- Mentor Creative Arts Grade 4 Learner's Book, pg. 13

- Observation -Project work -Portfolio assessment

Creating and Execution

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

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

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

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

How can highlights and shadows be created in a drawing?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 14
-Percussion instruments
-Charcoal sticks
-Drawing paper
-Cloths for smudging
- Mentor Creative Arts Grade 4 Learner's Book, pg. 15
-Drawings
-Colored manila paper
-Glue

- Observation -Project work -Portfolio assessment

Creating and Execution

Picture Making (Percussion Instruments) - Drawing different percussion instruments
Picture Making (Percussion Instruments) - Drawing Kenyan percussion instruments

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

- Identify different percussion instruments
- Draw percussion instruments using the smudging technique
- Show interest in drawing percussion instruments

- Study pictures of different percussion instruments
-Identify the instruments shown
-Draw and color the instruments using the smudging technique
-Display drawings in class

How can different percussion instruments be drawn effectively?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 15
-Pictures of percussion instruments
-Charcoal sticks
-Drawing paper
- Mentor Creative Arts Grade 4 Learner's Book, pg. 16

- Observation -Project work -Portfolio assessment

Creating and Execution

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

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

- Identify instruments played by scraping
- Identify communities that play marimba
- Draw and name a percussion instrument

- Identify instruments played by scraping
-Discuss communities that play marimba
-Draw and name a percussion instrument from a Kenyan community
-Share drawings with classmates

How do different communities play their percussion instruments?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 16
-Pictures of percussion instruments
-Charcoal sticks
-Drawing paper
- Mentor Creative Arts Grade 4 Learner's Book, pg. 3-7
-Locally available materials for making percussion instruments
-Materials for making percussion instruments
-Tools for assembling

- Observation -Oral questions -Written assignments

Creating and Execution

Netball - Introduction to Netball skills
Netball - Chest pass technique

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

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

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

Why is Netball played as a team sport?

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

- Observation -Oral questions -Written assignments

Creating and Execution

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

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

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

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

What is the correct progression when performing chest pass?

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

- Observation -Demonstration -Peer assessment

Creating and Execution

Netball - Demonstrating overhead pass
Netball - Practicing overhead pass

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

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

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

What is the correct progression when performing overhead pass?

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

- Observation -Demonstration -Peer assessment

Creating and Execution

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

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

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

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

Why is correct hand positioning important in catching?

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

- Observation -Oral questions -Written assignments

Creating and Execution

Netball - Practicing double-handed catching
Netball - Introduction to macramé technique
Netball - Making a ball using macramé technique (1)

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

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

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

How can double-handed catching be practiced effectively?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 24
-Netball balls
-Open space
-Markers
- Mentor Creative Arts Grade 4 Learner's Book, pg. 25
-Macramé materials (yarns, strings, fabrics)
-Scissors
- Mentor Creative Arts Grade 4 Learner's Book, pg. 26

- Observation -Performance assessment -Peer assessment

Creating and Execution

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

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 - Practicing Netball skills
Netball - Drawing playing Netball
Netball - Color classification

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

- Apply passing, catching and shooting skills in a mini-game
- Play a mini-game of Netball following the rules
- Show teamwork during the game

- Form two groups with equal number of players
-Play a mini-game of Netball
-Apply the skills of passing and catching
-Start the game at the center
-Attempt to score into opponent's side
-Restart game from center after each score

How are Netball skills applied in a game situation?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 27
-Netball balls
-Open space
-Markers
- Mentor Creative Arts Grade 4 Learner's Book, pg. 28
-Drawing paper
-Paint
-Brushes
- Mentor Creative Arts Grade 4 Learner's Book, pg. 30
-Primary and secondary color charts

- Observation -Performance assessment -Peer assessment

Creating and Execution

Netball - Preparing materials for mixing colors
Netball - Mixing primary colors (yellow and blue)

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

- Identify materials needed for mixing colors
- Collect materials for color mixing
- Show interest in color mixing activities

- Study pictures of materials used for mixing colors
-Identify the materials (palette, paintbrushes, water containers)
-Collect materials needed for mixing colors
-Store materials in the Creative Arts corner
-Discuss painting tips

What materials are necessary for effective color mixing?

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

- Observation -Oral questions -Written assignments

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

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

- Observation -Project work -Portfolio assessment

Creating and Execution

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

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

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

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

How are rhythmic patterns created through clapping and tapping?

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

- Observation -Oral questions -Demonstration

Creating and Execution

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

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

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

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

How do syllables affect the rhythm of words?

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

- Observation -Oral questions -Demonstration

Creating and Execution

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

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

- Read words aloud
- Clap the rhythm of words
- Count the number of claps for each word

- Read words aloud (avocado, crocodile, watermelon)
-Clap the rhythm of the words
-Discuss how many times each word is clapped
-Fill in a table with words and their French rhythm names

How is the rhythm of multi-syllable words identified?

- 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)
Rhythm and Pattern Making - Heartbeat rhythm

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
-Open space for running

- Observation -Oral questions -Written assignments

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
Rhythm and Pattern Making - Clapping rhythm of 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
- Mentor Creative Arts Grade 4 Learner's Book, pg. 51

- Observation -Performance assessment -Peer assessment

Creating and Execution

Rhythm and Pattern Making - Free hand lettering (1)
Rhythm and Pattern Making - Free hand lettering (2)
Rhythm and Pattern Making - Writing French rhythm names

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

- Identify letters of the alphabet with different heights
- Identify ascenders and descenders in letters
- Show interest in free hand lettering

- Look at letters of the alphabet
-Discuss differences in letter shapes
-Identify letters with parts that go up (ascenders)
-Identify letters with parts that go down (descenders)
-Identify letters that fit in the middle

What are ascenders and descenders in letter writing?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 52
-Charts showing letters of the alphabet
-Writing materials
- Mentor Creative Arts Grade 4 Learner's Book, pg. 53
-Charts showing letters with ascenders and descenders
- Mentor Creative Arts Grade 4 Learner's Book, pg. 54
-Charts showing French rhythm names

- Observation -Oral questions -Written assignments

Creating and Execution

Composing Melody - Introduction to melody
Composing Melody - Sol-fa syllables and ladder

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

- Sing a lullaby
- Hum the melody of a song
- Identify high and low sounds in a song

- Sing the song "Go to sleep"
-Hum the song
-Compare singing and humming the song
-Identify parts of the song that sound high
-Identify parts of the song that sound low
-Learn about pitch in music

How are high and low sounds identified in a melody?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 65
-Song charts
- 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"
Composing Melody - Sol-fa in "Hot cross bun"

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

- Observation -Performance assessment -Peer assessment

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"
Composing Melody - Free hand lettering of sol-fa

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

- Observation -Performance assessment -Peer assessment

Creating and Execution

Composing Melody - Identifying sol-fa in songs
Composing Melody - Steps to identify sol-fa
Composing Melody - Stepwise motion

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

- Sing a simple song to classmates
- Identify sol-fa syllables in the song
- Record self using digital device

- Sing a simple song to classmates
-Let friends identify the sol-fa syllables
-Sing the sol-fa pitches using hand signs
-Record self using a digital device
-Share recording with teacher

How can sol-fa syllables be identified in songs?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 71
-Digital devices
- Mentor Creative Arts Grade 4 Learner's Book, pg. 72
-Song recordings
-Song charts with sol-fa syllables

- Observation -Performance assessment -Project work

Creating and Execution

Composing Melody - Sound duration in melody
Composing Melody - Starting and ending melodies

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

- Identify short and long sounds in a song
- Clap the rhythm of a song
- Understand sound duration in melody

- Study the words of "Pease porridge hot"
-Sing the first line of the song
-Clap the rhythm of the song while reading the words
-Identify short and long sounds in the song
-Learn about sound duration in melody

How does sound duration affect melody?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 73
-Song charts
- 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
Composing Melody - Making clay slabs (1)

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

- Observation -Project work -Peer assessment

Creating and Execution
Performance and Display
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
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
- Mentor Creative Arts pg. 83
- Open space with marked starting line
- Whistle

- Observation -Project work -Peer assessment

Performance and Display

Athletics - Medium sprint start technique practice
Athletics - Elongated sprint start technique demonstration
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 complete medium sprint start sequence
- Run a short distance using the medium sprint start technique
- Show confidence in executing sprint starts

- Mark starting and finishing lines on the ground
- Practice the complete medium sprint start sequence
- Run to the finishing line upon "go" command
- Repeat the activity several times for mastery

How can practice improve sprint start performance?

- Mentor Creative Arts pg. 84
- Open space with marked starting and finishing lines
- Whistle
- Mentor Creative Arts pg. 85
- Digital devices for video demonstrations
- Open space for practice
- Mentor Creative Arts pg. 86
- 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 - Exit tickets

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
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:

- 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
- 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 - Oral questions - Written assignments

Performance and Display

Athletics - Practicing medium starts in pairs
Athletics - Practicing sprinting technique 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
- Open space with marked lines
- Stopwatch

- Observation - Peer assessment - Skill progression charts

Performance and Display

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

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

- Apply sprint start and sprinting techniques in competition
- Participate actively in organized sprint events
- Demonstrate sportsmanship during competition

- Organize sprint competitions in groups
- Apply learned sprint starts and running techniques
- Participate in hurray, back and forth activity
- Practice two push-ups and run activity

How does competition enhance learning of athletic skills?

- Mentor Creative Arts pg. 89
- Open space with marked track
- Whistle
- Stopwatch
- Mentor Creative Arts pg. 90
- Open space with marked lines
- Stopwatch
- Whistle
- Digital devices for recording
- Open space for sprint activities
- Playback equipment

- Observation - Performance analysis - Competition results

Performance and Display

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

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

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

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

Why is flying the flag important during athletics events?

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

- Observation - Oral questions - Written assignments

Performance and Display

Athletics - Athletic event appreciation
Athletics - Sprint skills assessment
Gymnastics - Introduction to balances and rolls in gymnastics

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

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

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

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

- Mentor Creative Arts pg. 92
- Charts showing sprint techniques
- Digital devices with recorded performances
- Open space with marked track
- Kenyan flags
- Assessment sheets
- Mentor Creative Arts pg. 94
- Digital devices for video demonstrations
- Pictures of gymnastic positions
- Safe practice area with mats

- Observation - Oral questions - Written assignments

Performance and Display

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

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

- Describe the steps of performing crab balance
- Demonstrate initial positioning for crab balance
- Appreciate the importance of balance in gymnastics

- Watch video clip/demonstration of crab balance
- Observe body positioning of head, hands, and feet
- Discuss how to maintain balance during the pose
- Practice sitting position with knees bent for crab balance

How is weight distributed in the crab balance position?

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

- Observation - Skill progression chart - Peer 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
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 patriotic songs suitable for warm-up
- Sing patriotic songs with proper diction during warm-up
- Appreciate the role of music in physical activities

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

How does music support the performance of gymnastics?

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

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
- Markers for lines
- Whistle

- Observation - Group performance assessment - Peer feedback

Performance and Display

Gymnastics - Reciting French rhythm names during roll performance
Gymnastics - Crab balance with rhythmic patterns
Gymnastics - Peer assessment of gymnastics skills

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

- Recite French rhythm names 'taa' and 'ta-te'
- Coordinate recitation with side roll performance
- Appreciate the connection between rhythm and movement

- Form groups and stand in lines
- Mark line and place cones for activity
- Recite 'taa' in ready position for side roll
- Recite 'ta-te' while performing side roll
- Repeat until reaching the cones

How do rhythmic patterns enhance gymnastic movements?

- Mentor Creative Arts pg. 98
- Safe practice area with mats
- Markers for lines
- Cones for targets
- Mentor Creative Arts pg. 99
- Markers for square
- Rhythm charts
- Assessment checklists
- Pencils

- Observation - Performance analysis - Rhythmic coordination assessment

Performance and Display

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

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

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

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

How do games enhance the practice of gymnastic skills?

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

- Observation - Participation assessment - Group dynamics evaluation

Performance and Display

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

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
Gymnastics - Self and peer assessment
Gymnastics - Skills integration

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
- Assessment forms
- Pencils
- Percussion instruments
- Audio equipment

- Observation - Performance assessment - Self-evaluation

Performance and Display

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

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

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

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

How can one identify the parts of a descant recorder?

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

- Observation - Oral questions - Labeling activities

Performance and Display

Descant Recorder - Assembling and disassembling the recorder
Descant Recorder - Learning care and maintenance of the recorder
Descant Recorder - Health considerations with recorders

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

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

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

Why is correct assembly important for recorder playing?

- Mentor Creative Arts pg. 128
- Descant recorders
- Charts showing assembly steps
- Demonstration models
- Mentor Creative Arts pg. 129
- Cleaning rods
- Clean cloths
- Storage cases
- Mentor Creative Arts pg. 130
- Cleaning supplies
- Charts on hygiene

- Observation - Performance assessment - Sequential task evaluation

Performance and Display

Descant Recorder - Practicing holding and blowing with appropriate fingering
Descant Recorder - Collecting materials for making a recorder case

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

- Position fingers correctly on the recorder
- Demonstrate correct hand position
- Show interest in developing proper technique

- Study finger position charts
- Practice left hand position on upper holes
- Position right hand correctly on lower holes
- Practice thumb placement for back hole
- Blow gently to produce sound

What is the correct fingering position for the descant recorder?

- Mentor Creative Arts pg. 130
- Descant recorders
- Finger position charts
- Demonstration models
- Mentor Creative Arts pg. 132
- Sample materials (fabric, leather, yarn)
- Recyclable materials
- Storage containers

- Observation - Performance assessment - Fingering tests

Performance and Display

Descant Recorder - Making a decorated case
Descant Recorder - Embellishing the case with found objects
Descant Recorder - Learning to play note B

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

- Observation - Project assessment - Creativity 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
Descant Recorder - Playing combined note patterns

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
- Mentor Creative Arts pg. 137
- Combined note pattern charts
- Transition exercises

- Observation - Performance assessment - Technique evaluation

Performance and Display

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

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

- Play "Merrily We Roll Along" melody
- Follow rhythm notation while playing
- Value accuracy in musical performance

- Study the notation for "Merrily We Roll Along"
- Identify note patterns in the melody
- Practice playing sections of the melody
- Combine sections into complete melody
- Focus on rhythm and note accuracy

How do note patterns form a complete melody?

- Mentor Creative Arts pg. 138
- Descant recorders
- Notation for "Merrily We Roll Along"
- Audio recording of melody
- Mentor Creative Arts pg. 139
- Notation for "Hot Cross Buns" and other melodies
- Audio recordings of melodies
- Mentor Creative Arts pg. 144
- Digital devices for video demonstrations
- Pictures of surface dives
- Charts showing dive progressions

- Observation - Performance assessment - Melody completion evaluation

Performance and Display

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

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

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

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

What are the key elements of successful surface dives?

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

- Observation - Oral questions - Note-taking assessment

Performance and Display

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

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

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

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

Why are safety precautions essential in swimming?

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

- Observation - Oral questions - Role-play assessment

Performance and Display

Swimming - Water games for confidence
Swimming - Floating techniques

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

- Describe water games that build swimming confidence
- Explain the purpose of each game
- Show interest in water activities

- Explore different water games for confidence
- Discuss picking objects in water
- Learn about water splash games
- Explore ball games in water
- Focus on safety during all activities

How do water games help develop swimming confidence?

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

- Observation - Oral questions - Game comprehension assessment

Performance and Display

Swimming - Mushroom float technique practice
Swimming - Supine floating technique

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

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

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

How does the mushroom float support water confidence?

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

- Observation - Position demonstration assessment - Group activity participation

Performance and Display

Swimming - Prone floating technique
Swimming - Gliding techniques introduction
Swimming - Prone gliding technique

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

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

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

How does the prone position differ from supine floating?

- Mentor Creative Arts pg. 149
- Pictures of prone floating
- Safe practice area
- Demonstration models
- Pictures of gliding positions
- Mentor Creative Arts pg. 150
- Pictures of prone gliding
- Wall surface for practice

- Observation - Position demonstration assessment - Technique comparison evaluation

Performance and Display

Swimming - Supine gliding technique
Swimming - Using digital devices to photograph diving performances

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

- Demonstrate supine gliding position on land
- Compare supine with prone gliding
- Show confidence in gliding techniques

- Practice horizontal body position for supine gliding
- Position head facing up in line with spine
- Extend body in streamlined position
- Simulate wall push action on land
- Maintain position without arm or leg movement

How does supine gliding differ from prone gliding?

- Mentor Creative Arts pg. 151
- Pictures of supine gliding
- Safe practice area
- Wall surface for practice
- Digital devices with cameras
- Models demonstrating dive positions
- Photo composition guides

- Observation - Position demonstration assessment - Technique comparison evaluation

Performance and Display

Swimming - Selecting appropriate photographs for e-portfolio
Swimming - Discussing own and others' photographs
Swimming - Culminating assessment

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

- Select photographs that display technique clearly
- Organize photographs in digital portfolio
- Show creativity in visual presentation

- Review photographs taken of diving positions
- Select photographs that show technique clearly
- Create digital folder/portfolio for storage
- Organize photographs by technique type
- Label photographs appropriately

How can photography help analyze swimming technique?

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

- Observation - Selection assessment - Organization evaluation

Performance and Display

Swimming - Water safety review
Swimming - Swimming skills documentation

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

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

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

How does understanding safety enhance swimming enjoyment?

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

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

Performance and Display

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

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

- Plan safe water activities with peers
- Incorporate learned swimming skills
- Value planning for water safety

- Work in groups to plan water activities
- Include safety considerations in plans
- Incorporate floating, gliding, and games
- Create illustrated activity guides
- Present plans to classmates

How does planning enhance water activity safety?

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

- Observation - Plan assessment - Presentation evaluation - Safety consideration review

Performance and Display

Songs - Sacred songs
Songs - Singing sacred songs expressively

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

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

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

What moods can be expressed when singing sacred songs?

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

- Observation - Oral questions - Listening assessment

Performance and Display

Songs - Patriotic songs
Songs - Singing patriotic songs expressively

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

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

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

What messages are conveyed through patriotic songs?

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

- Observation - Oral questions - Listening assessment

Performance and Display

Songs - Introduction to folk songs
Songs - Work folk songs
Songs - Naming folk songs

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

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

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

How do Kenyan communities use folk songs?

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

- Observation - Oral questions - Listening assessment

Performance and Display

Songs - Initiation folk songs
Songs - Marriage 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
- Mentor Creative Arts pg. 109
- Audio/video recordings of marriage folk songs
- Chart with "Mueni" lyrics and translation
- Pictures of marriage ceremonies

- Observation - Performance assessment - Cultural understanding evaluation

Performance and Display

Songs - Worship folk songs
Songs - Exploring indigenous methods of costume decoration
Songs - Learning tie-dye techniques for costume decoration

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

- Identify worship folk songs and their purpose
- Sing a worship folk song with proper expression
- Appreciate spiritual aspects of cultural music

- Study pictures of traditional worship settings
- Listen to examples of worship folk songs
- Learn "Geithia mundu" worship folk song
- Discuss the message of the song
- Perform with appropriate expression and gestures

What values are taught through worship folk songs?

- Mentor Creative Arts pg. 110
- Audio/video recordings of worship folk songs
- Chart with "Geithia mundu" lyrics and translation
- Pictures of traditional worship settings
- Mentor Creative Arts pg. 111
- Pictures of decorated costumes
- Samples of decorated fabrics
- Videos of costume decoration techniques
- Charts showing decoration methods
- Fabric for tie-dye
- String/rubber bands for tying
- Samples of tie-dye patterns
- Demonstration charts

- Observation - Performance assessment - Cultural understanding evaluation

Performance and Display

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

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

- Apply dye to prepared fabric
- Create circle patterns through tie-dye
- Demonstrate creativity in costume decoration

- Apply dye to prepared fabrics
- Use one primary color for dyeing
- Ensure even application of dye
- Remove ties after appropriate time
- Rinse and dry decorated fabric
- Clean working area thoroughly

What factors affect the quality of tie-dye results?

- Mentor Creative Arts pg. 111
- Prepared tied fabrics
- Dye (artificial or natural)
- Containers for dyeing
- Protective gloves and aprons
- Cleaning supplies
- Samples of beadwork
- Recyclable materials for beads
- Threading materials
- Pictures of traditional beadwork

- Observation - Product assessment - Technique application evaluation - Working area maintenance

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
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:

- 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
- 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 - Diction evaluation - Role fulfillment assessment

Performance and Display

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

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

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

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

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

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

- Observation - Performance assessment - Integration evaluation - Audience feedback