Creating and Execution

Picture Making (Percussion Instruments) - Indigenous Kenyan 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

- Observation -Oral questions -Written assignments

Creating and Execution

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

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

- Identify how percussion instruments are played
- Describe the method of playing different percussion instruments
- Show interest in understanding how percussion instruments are played

- Study pictures of different percussion instruments
-Discuss how each instrument is played
-Group percussion instruments according to how they are played (hitting, shaking, striking, scrapping)
-Listen to the sound of each instrument

What are the different methods of playing percussion instruments?

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

- Oral questions -Observation checklist -Written assignments

Creating and Execution

Picture Making (Percussion Instruments) - Researching parts of percussion instruments
Picture Making (Percussion Instruments) - Improvising rhythmic patterns
Picture Making (Percussion Instruments) - Making charcoal sticks

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

- Research on parts of different percussion instruments
- Draw percussion instruments and label their parts
- Appreciate the need to know parts of percussion instruments

- Use digital devices to search for parts of different percussion instruments
-Draw percussion instruments
-Label parts of the percussion instruments
-Write down the functions of each part

How can digital devices assist in researching about percussion instruments?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 8
-Digital devices
-Drawing materials
-Drums and other percussion instruments
- Mentor Creative Arts Grade 4 Learner's Book, pg. 10
-Materials for making charcoal sticks

- Project work -Observation -Written assignments

Creating and Execution

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:

- Explain the procedure for making charcoal sticks
- Make charcoal sticks following the correct procedure
- Observe safety measures when making charcoal sticks

- Cut green sticks from a tree and peel off the bark
-Cut sticks into appropriate sizes
-Place sticks in a container and cover with sand
-Cover container with a lid with holes
-Place container in fire
-Let container cool after burning
-Remove charcoal sticks

How are charcoal sticks made?

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

- Observation -Project work -Peer assessment

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

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

- Observation -Project work -Portfolio assessment

Creating and Execution

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:

- Apply the smudging technique in drawing
- Create tonal variations using the smudging technique
- Observe cleanliness when using the smudging technique

- Shade dark areas of the drawing
-Rub areas to spread charcoal marks towards highlighted areas
-Increase shadow gradually
-Draw final lines to complete the drawing
-Follow drawing tips for using charcoal

What is the effect of the smudging technique in drawing?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 14
-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

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

- Observation -Oral questions -Written assignments

Creating and Execution

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 materials for making percussion instruments
- Assemble materials for making percussion instruments
- Show interest in making percussion instruments

- Identify locally available materials for making percussion instruments
-Collect materials for making percussion instruments
-Sort and organize materials according to the type of instrument to be made
-Store materials safely

What materials can be used to make percussion instruments?

- 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 -Project work

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

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

- Observation -Demonstration -Peer assessment

Creating and Execution

Netball - Overhead pass technique

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

- Explain the overhead pass technique in Netball
- Identify the arm and leg position for overhead pass
- Appreciate the use of overhead pass in Netball

- Study a picture of a learner performing overhead pass
-Observe where the ball is held at the beginning
-Identify how the arms and legs are positioned
-Discuss the skill being performed

What makes overhead pass different from chest pass?

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

- Observation -Oral questions -Written assignments

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

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

- Observation -Performance assessment -Peer assessment

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)
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

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

- Observation -Performance assessment -Peer assessment

Creating and Execution

Netball - Drawing playing Netball
Netball - Color classification

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
- Mentor Creative Arts Grade 4 Learner's Book, pg. 30
-Primary and secondary color charts

- Observation -Project work -Portfolio 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)

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

- Observation -Project work -Oral questions

Creating and Execution

Netball - Mixing primary colors (red and blue)
Netball - Creating a color wheel

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

- Mix red and blue to create a secondary color
- Identify the secondary color created
- Show creativity in color mixing

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

What secondary color is created by mixing red and blue?

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

- Observation -Project work -Oral questions

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
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

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

- Observation -Oral questions -Demonstration

Creating and Execution

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:

- 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
-Charts showing rhythmic patterns

- Observation -Oral questions -Written assignments

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

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

- Observation -Oral questions -Written assignments

Creating and Execution

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:

- Listen to the ticking of a clock
- Clap the beat made by the ticking of a clock
- Associate the clock ticking with the crotchet

- Listen to the ticking of a clock
-Mimic the sound to friends
-Clap the beat made by the ticking of a clock
-Clap the beat while reciting the French rhythm name 'taa'

How is the ticking of a clock related to rhythm?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 47
-Clock
-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)
Rhythm and Pattern Making - Writing French rhythm names

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
- 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

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

- Observation -Performance assessment -Peer assessment

Creating and Execution

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:

- Identify sol-fa syllables in "Go to sleep"
- Sing the song using sol-fa syllables
- Hum the melody of the song

- Study the sol-fa syllables for "Go to sleep"
-Sing the song
-Sing the sol-fa syllables for the song
-Hum the song
-Discuss patterns in the sol-fa syllables

How are sol-fa syllables used in lullabies?

- 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 -Oral questions

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
Composing Melody - Stepwise motion

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

- Observation -Oral questions -Demonstration

Creating and Execution

Composing Melody - Sound duration in melody

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

- Observation -Performance assessment -Oral questions

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

Composing Melody - Creating melodies with rhythm
Composing Melody - Making clay slabs (1)

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

- Observation -Project work -Peer assessment

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
Athletics - Sketching and painting the Kenyan flag

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

- Observation - Oral questions - Written assignments

Performance and Display

Athletics - Attaching the flag to a suitable handle

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

- Select suitable material for a flag handle
- Attach the painted flag to the handle securely
- Demonstrate pride in creating a national symbol

- Collect suitable materials for flag handles
- Apply glue on one end of the flag paper
- Attach the flag to the handle securely
- Test the flag by waving it gently

Why is proper attachment of the flag to the handle important?

- 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
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

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

- Observation - Performance analysis - Competition 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

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

- Observation - Performance analysis - Competition results

Performance and Display

Athletics - Athletic event appreciation
Athletics - Sprint skills assessment

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

- Observation - Oral questions - Written assignments

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
Gymnastics - Playing rhythmic percussion instruments

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

- Observation - Performance assessment - Peer feedback

Performance and Display

Gymnastics - Practicing the crab balance and side roll in pairs

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

- Perform crab balance with proper technique
- Provide constructive feedback to peers
- Value teamwork in learning gymnastics

- Form pairs for practice of crab balance and side roll
- Take turns performing while partner observes
- Provide feedback on technique and form
- Use markers to create practice areas

How does peer feedback improve gymnastic performance?

- Mentor Creative Arts pg. 97
- Safe practice area with mats
- Markers (lime or ash) for circles
- Assessment checklists

- Observation - Peer assessment - Skill progression charts

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

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

- Observation - Performance analysis - Rhythmic 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
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