Creating and Execution

Composing Melody - Introduction to melody

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

- Observation -Performance assessment -Oral questions

Creating and Execution

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

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

- Observation -Performance assessment -Oral questions

Creating and Execution

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

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

- Observation -Performance assessment -Written assignments

Creating and Execution

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

- 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
-Digital devices

- Observation -Performance assessment -Peer assessment

Creating and Execution

Composing Melody - Steps to identify sol-fa
Composing Melody - Stepwise motion
Composing Melody - Sound duration in melody

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

- Observation -Oral questions -Demonstration

Creating and Execution

Composing Melody - Starting and ending melodies
Composing Melody - Creating short 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
- Mentor Creative Arts Grade 4 Learner's Book, pg. 75
-Writing materials

- Observation -Performance assessment -Oral questions

Creating and Execution
Performance and Display

Composing Melody - Creating melodies with rhythm
Composing Melody - Making clay slabs (1)
Composing Melody - Making clay slabs (2)
Athletics - Introduction to sprint starts and sprinting techniques

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

- Use rhythm patterns to create melodies
- Combine rhythm and pitch in melodies
- Show creativity in melody composition

- Use given rhythm patterns to create melodies
-Create melodies using d, r, m with various rhythms
-Ensure melodies start and end on 'd'
-Perform created melodies
-Give feedback on each other's compositions

How can rhythm and pitch be combined in melody creation?

- 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
-Rolling pin
-Cutting tools
- Mentor Creative Arts pg. 80
- Digital devices for video demonstrations
- Open space for practical activities

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

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

- Describe the steps of medium sprint start
- Demonstrate "on your marks" position in medium sprint start
- Appreciate the importance of proper body positioning in sprinting

- Watch video clip/demonstration of medium sprint start
- Observe body positioning, foot placement, and hand positioning
- Practice the "on your marks" position with proper stance and body alignment
- Discuss safety measures when practicing sprint starts

What is the importance of proper positioning in "on your marks" command?

- 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
- 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
- Mentor Creative Arts pg. 86
- Mentor Creative Arts pg. 87
- Digital devices for video clips
- Open space for demonstration

- Observation - Skill progression chart - Peer assessment

Performance and Display

Athletics - Sprinting techniques practice
Athletics - Reading and understanding the Kenya National Anthem
Athletics - Singing the Kenya National Anthem in groups
Athletics - Studying the Kenyan flag colors and arrangement

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

- Demonstrate proper body posture during sprinting
- Apply acceleration techniques during sprint
- Value the importance of practice in mastering sprinting

- Practice proper upper body position when sprinting
- Make longer steps and increase step frequency
- Practice maintaining maximum speed to the finish line
- Perform sprinting technique in pairs

Why is proper finishing technique important in sprinting?

- Mentor Creative Arts pg. 88
- Open space with marked lines
- Stopwatch
- 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
- Mentor Creative Arts pg. 90
- Digital devices for searching images
- Chart showing the Kenyan flag

- Observation - Performance analysis - Peer assessment

Performance and Display

Athletics - Sketching and painting the Kenyan flag
Athletics - Attaching the flag to a suitable handle
Athletics - Practicing medium starts in pairs

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

- Observation - Project assessment - Peer critique

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
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:

- 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
- 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 - Timed results

Performance and Display

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

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
- Assessment sheets

- Observation - Performance analysis - Competition results

Performance and Display

Gymnastics - Introduction to balances and rolls in gymnastics
Gymnastics - Crab balance demonstration and practice
Gymnastics - Crab balance technique 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
- Safe practice area with mats
- Demonstration charts

- Observation - Oral questions - Written assignments

Performance and Display

Gymnastics - Side roll demonstration and practice
Gymnastics - Side roll technique practice
Gymnastics - Singing patriotic songs during warm-up

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

- Observation - Skill progression chart - Peer assessment

Performance and Display

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

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
- Mentor Creative Arts pg. 98
- Markers for circles
- Percussion instruments

- Observation - Performance assessment - Peer feedback

Performance and Display

Gymnastics - Relay performance practice
Gymnastics - Reciting French rhythm names during roll performance
Gymnastics - Crab balance with rhythmic patterns

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
- Mentor Creative Arts pg. 99
- Markers for square
- Rhythm charts

- Observation - Performance analysis - Team assessment

Performance and Display

Gymnastics - Peer assessment of gymnastics skills
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:

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

- Observation - Peer assessment - Written evaluation

Performance and Display

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

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
- Safe practice area with mats
- Assessment checklists
- Percussion instruments

- Observation - Portfolio assessment - Self-evaluation

Performance and Display

Gymnastics - Self and peer assessment
Gymnastics - Skills integration
Descant Recorder - Exploring and identifying parts of a descant recorder

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

- Self-assessment - Peer assessment - Teacher observation

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
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:

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

- Observation - Oral questions - Demonstration assessment

Performance and Display

Descant Recorder - Collecting materials for making a recorder case
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:

- 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
- Collected materials
- Needles, thread
- Crochet hooks
- Scissors
- Completed recorder cases
- Found objects for decoration
- Adhesives, thread

- Observation - Material selection assessment - Resource collection evaluation

Performance and Display

Descant Recorder - Learning to play note B
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 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
- Mentor Creative Arts pg. 134
- Charts showing A fingering
- 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
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:

- 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
- Mentor Creative Arts pg. 138
- 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 - Technique evaluation