CREATING AND EXECUTION

Football - Wash Technique Introduction

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

- Demonstrate wash technique of painting
- Apply flat and graded wash
- Appreciate watercolor techniques

- Learners practice wash technique of painting
- Learners apply flat and graded wash techniques
- Learners compare different wash effects

What is the difference between flat and graded wash?

- Mentor Creative Arts Grade 5 Learner's Book pg. 43
- Watercolors
- Brushes
- Paper
- Water containers

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Football - Painting with Wash Technique
Football - Field Setup

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

- Paint a still-life composition
- Use wash technique effectively
- Value color value in painting

- Learners paint a still-life composition based on a PCI theme
- Learners apply wash technique to create color value
- Learners focus on creating depth through wash

How can wash technique create depth in a painting?

- Mentor Creative Arts Grade 5 Learner's Book pg. 43
- Watercolors
- Brushes
- Paper
- Still-life setup
- Open space
- Colored cones
- Measuring tools

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Football - Mini Game

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

- Play a mini game of football
- Apply skills learned in game situations
- Demonstrate fair play and sportsmanship

- Learners organize themselves into teams
- Learners play a mini game using colored t-shirts
- Learners apply skills learned in previous lessons

How can we apply the skills we've learned in a game situation?

- Mentor Creative Arts Grade 5 Learner's Book pg. 43
- Marked field
- Footballs
- Colored t-shirts

- Observation - Performance assessment - Sportsmanship assessment

CREATING AND EXECUTION

Composing Rhythm - French Rhythm Names

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

- Identify rhythmic patterns using French rhythm names
- Recite taa-aa, taa and ta-te rhythms
- Show interest in rhythm

- Learners listen to or sing simple songs
- Learners identify notes using French rhythm names
- Learners recite the rhythm patterns

How are French rhythm names used in music?

- Mentor Creative Arts Grade 5 Learner's Book pg. 44
- Charts with rhythm patterns
- Audio recordings
- Musical instruments

- Observation - Oral assessment - Practical performance

CREATING AND EXECUTION

Composing Rhythm - Rhythm Recognition
Composing Rhythm - Interpreting Patterns

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

- Recognize different rhythmic patterns
- Identify taa-aa, taa and ta-te in songs
- Value attentive listening

- Learners listen to different songs
- Learners identify rhythmic patterns in songs
- Learners discuss how rhythm affects music

How do we recognize rhythmic patterns in music?

- Mentor Creative Arts Grade 5 Learner's Book pg. 45
- Audio recordings
- Rhythm charts
- Musical instruments
- Mentor Creative Arts Grade 5 Learner's Book pg. 46
- Charts with rhythm patterns
- Percussion instruments

- Observation - Listening assessment - Oral assessment

CREATING AND EXECUTION

Composing Rhythm - Rest Patterns

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

- Identify rest patterns in rhythm
- Apply rest patterns correctly
- Appreciate silence in music

- Learners identify rest symbols in music
- Learners practice rhythms with rests
- Learners discuss the importance of rests in music

How do rests contribute to rhythm?

- Mentor Creative Arts Grade 5 Learner's Book pg. 47
- Charts with rest patterns
- Audio recordings
- Musical instruments

- Observation - Oral assessment - Practical performance

CREATING AND EXECUTION

Composing Rhythm - Writing Patterns

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

- Write rhythmic patterns using French rhythm names
- Apply proper notation
- Demonstrate neatness in writing

- Learners write down dictated rhythmic patterns
- Learners practice writing French rhythm names
- Learners review and correct their work

How can we represent rhythms using French rhythm names?

- Mentor Creative Arts Grade 5 Learner's Book pg. 48
- Manuscript paper
- Writing materials
- Reference charts

- Written assessment - Process observation - Product assessment

CREATING AND EXECUTION

Composing Rhythm - Creating Simple Patterns

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

- Create simple rhythmic patterns
- Apply repetition technique
- Show creativity in rhythm composition

- Learners create simple rhythmic patterns
- Learners apply repetition technique in composition
- Learners perform their created rhythms

How are rhythmic patterns created?

- Mentor Creative Arts Grade 5 Learner's Book pg. 49
- Manuscript paper
- Percussion instruments
- Reference materials

- Product assessment - Performance assessment - Peer review

CREATING AND EXECUTION

Composing Rhythm - Variation Technique
Composing Rhythm - Calligraphy Materials

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

- Apply variation technique in rhythm composition
- Create varied patterns
- Value diversity in musical expression

- Learners create rhythmic patterns using variation technique
- Learners perform varied patterns
- Learners discuss how variation enhances rhythm

How does variation enhance rhythmic patterns?

- Mentor Creative Arts Grade 5 Learner's Book pg. 50
- Manuscript paper
- Percussion instruments
- Reference materials
- Mentor Creative Arts Grade 5 Learner's Book pg. 52
- Sample materials
- Pictures of calligraphy pens

- Product assessment - Performance assessment - Peer review

CREATING AND EXECUTION

Composing Rhythm - Making Stick Calligraphy Pen

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

- Make a calligraphy pen from a stick
- Follow the correct procedure
- Show patience in the creation process

- Learners prepare sticks for making pens
- Learners cut and shape pens according to instructions
- Learners smooth and finish their pens

How can we create an effective calligraphy pen?

- Mentor Creative Arts Grade 5 Learner's Book pg. 53
- Bamboo/sticks
- Cutting tools
- Sandpaper
- Ink

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Composing Rhythm - Making Fountain Pen Calligraphy

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

- Make a calligraphy pen from a fountain pen
- Modify the pen effectively
- Value innovation in art tools

- Learners prepare fountain pens for modification
- Learners cut and shape nibs according to instructions
- Learners test and refine their pens

How can we modify existing pens for calligraphy?

- Mentor Creative Arts Grade 5 Learner's Book pg. 54
- Fountain pens
- Cutting tools
- Sandpaper
- Ink

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Composing Rhythm - Calligraphy Techniques
Composing Rhythm - Rhythm Names in Calligraphy

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

- Write alphabets in calligraphy
- Apply proper technique
- Appreciate beauty in writing

- Learners practice holding the calligraphy pen correctly
- Learners write alphabets with attention to angle and slant
- Learners identify ascenders and descenders in letters

What techniques are used in calligraphy?

- Mentor Creative Arts Grade 5 Learner's Book pg. 55
- Calligraphy pens
- Ink
- Practice paper
- Sample alphabets
- Mentor Creative Arts Grade 5 Learner's Book pg. 57
- Sample rhythm names

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Composing Rhythm - Rhythmic Patterns in Calligraphy

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

- Write rhythmic patterns in calligraphy
- Apply proper spacing and layout
- Value neatness in presentation

- Learners write complete rhythmic patterns in calligraphy
- Learners focus on layout and presentation
- Learners review and refine their work

How can calligraphy enhance musical notation?

- Mentor Creative Arts Grade 5 Learner's Book pg. 58
- Calligraphy pens
- Ink
- Quality paper
- Sample patterns

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Composing Rhythm - Two-beat Patterns

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

- Identify songs in two-beat patterns
- Count beats correctly
- Value rhythm in music

- Learners sing or listen to different songs
- Learners identify songs in two-beat patterns
- Learners clap or tap the beats in songs

How can we identify songs in two-beat patterns?

- Mentor Creative Arts Grade 5 Learner's Book pg. 59
- Audio recordings
- Musical instruments
- Charts with examples

- Observation - Oral assessment - Practical performance

CREATING AND EXECUTION

Composing Rhythm - Strong and Weak Beats

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

- Identify strong and weak beats
- Mark beats correctly
- Show sensitivity to musical emphasis

- Learners clap or tap the beat/pulse of music
- Learners identify strong and weak beats
- Learners mark strong beats in written music

How are strong and weak beats recognized?

- Mentor Creative Arts Grade 5 Learner's Book pg. 60
- Audio recordings
- Percussion instruments
- Charts with examples

- Observation - Oral assessment - Practical performance

CREATING AND EXECUTION

Composing Rhythm - Cartwheel to Rhythm
Composing Rhythm - Creating Two-beat Patterns

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

- Perform the cartwheel skill
- Sync movement with rhythm
- Demonstrate body coordination

- Learners watch demonstrations of the cartwheel skill
- Learners practice the cartwheel in pairs
- Learners perform cartwheels to rhythmic patterns

How can movement be synchronized with rhythm?

- Mentor Creative Arts Grade 5 Learner's Book pg. 61
- Open space
- Mats
- Percussion instruments
- Audio recordings
- Mentor Creative Arts Grade 5 Learner's Book pg. 62
- Manuscript paper
- Writing materials
- Reference materials

- Observation - Practical assessment - Peer assessment

CREATING AND EXECUTION

Composing Rhythm - Rhythmic Patterns with Color

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

- Write two-beat rhythmic patterns in calligraphy
- Use contrasting colors for strong and weak beats
- Demonstrate creativity in presentation

- Learners write two-beat rhythmic patterns in calligraphy
- Learners use contrasting colors to show strong and weak beats
- Learners review and refine their work

How can color enhance rhythmic notation?

- Mentor Creative Arts Grade 5 Learner's Book pg. 63
- Calligraphy pens
- Colored inks
- Quality paper
- Reference materials

- Product assessment - Process observation - Peer review

CREATING AND EXECUTION

Composing Rhythm - Presenting Compositions

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

- Present composed rhythmic patterns
- Perform rhythms accurately
- Appreciate others' compositions

- Learners present their composed rhythmic patterns
- Learners perform their rhythms for peers
- Learners provide feedback on others' compositions

How can rhythmic compositions be effectively performed?

- Mentor Creative Arts Grade 5 Learner's Book pg. 63
- Composed rhythms
- Percussion instruments
- Performance space

- Performance assessment - Peer assessment - Self-reflection

CREATING AND EXECUTION

Composing Melody - Sol-fa Syllables
Composing Melody - Pitch Recognition

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

- Sing sol-fa syllables d r m f s
- Discriminate between pitches
- Show interest in pitch accuracy

- Learners sing familiar songs based on d r m f s
- Learners sing the sol-fa syllables in ascending and descending order
- Learners practice pitch discrimination games

How are sol-fa syllables used in music?

- Mentor Creative Arts Grade 5 Learner's Book pg. 80
- Pitch pipes or keyboard
- Charts with sol-fa syllables
- Audio recordings
- Mentor Creative Arts Grade 5 Learner's Book pg. 81
- Pitch instruments
- Game materials

- Observation - Practical assessment - Oral assessment

CREATING AND EXECUTION

Composing Melody - Hand Signs

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

- Interpret hand signs for sol-fa syllables d r m f s
- Respond to hand signs with correct pitch
- Value non-verbal musical communication

- Learners watch videos or demonstrations of hand signs
- Learners practice performing the hand signs
- Learners respond to hand signs by singing correct pitches

How do hand signs help in learning music?

- Mentor Creative Arts Grade 5 Learner's Book pg. 83
- Charts with hand signs
- Instructional videos
- Pitch reference

- Observation - Practical assessment - Peer assessment

CREATING AND EXECUTION

Composing Melody - Hand Signs Practice

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

- Perform hand signs for sol-fa syllables
- Coordinate hand movements with pitch
- Show confidence in performance

- Learners practice performing hand signs for sol-fa syllables
- Learners coordinate hand movements with singing
- Learners perform hand signs in pairs and groups

How can hand signs improve pitch accuracy?

- Mentor Creative Arts Grade 5 Learner's Book pg. 84
- Hand sign charts
- Practice space
- Pitch reference

- Observation - Performance assessment - Peer assessment

CREATING AND EXECUTION

Composing Melody - Creating Simple Melodies

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

- Create short melodies using sol-fa syllables d r m f s
- Apply stepwise motion technique
- Show creativity in melody creation

- Learners create short melodies using the sol-fa syllables
- Learners apply stepwise motion technique
- Learners sing their created melodies

How are melodies created?

- Mentor Creative Arts Grade 5 Learner's Book pg. 85
- Manuscript paper
- Reference materials
- Pitch reference

- Product assessment - Performance assessment - Peer review

CREATING AND EXECUTION

Composing Melody - Narrow Leaps Technique
Composing Melody - Repetition and Variation

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

- Create melodies using narrow leaps
- Apply proper technique
- Value variety in melody

- Learners create short melodies using narrow leaps
- Learners apply proper compositional techniques
- Learners sing their created melodies

How do narrow leaps enhance melodies?

- Mentor Creative Arts Grade 5 Learner's Book pg. 87
- Manuscript paper
- Reference materials
- Pitch reference
- Mentor Creative Arts Grade 5 Learner's Book pg. 89

- Product assessment - Performance assessment - Peer review

CREATING AND EXECUTION

Composing Melody - Card Making Materials

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

- Prepare materials for card making
- Select appropriate materials
- Value resourcefulness in art

- Learners identify materials for card making
- Learners prepare hard paper, glue, cutting tools, etc.
- Learners discuss the characteristics of good materials

What materials are needed for making decorated cards?

- Mentor Creative Arts Grade 5 Learner's Book pg. 90
- Hard paper
- Glue
- Cutting tools
- Decorative materials

- Observation - Material selection assessment - Oral assessment

CREATING AND EXECUTION

Composing Melody - Card Layout

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

- Measure and cut paper for cards
- Create proper card layout
- Demonstrate precision in crafts

- Learners measure and cut paper to create cards
- Learners fold paper to create card layout
- Learners prepare cards for decoration

How can we create an effective card layout?

- Mentor Creative Arts Grade 5 Learner's Book pg. 91
- Hard paper
- Rulers
- Scissors
- Folding tools

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Composing Melody - Card Decoration
Composing Melody - Writing Melodies on Cards

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

- Decorate cards using various techniques
- Apply color theory and design principles
- Show creativity in decoration

- Learners decorate cards using various techniques
- Learners apply color theory and design principles
- Learners create visually appealing decorations

What decoration techniques create appealing cards?

- Mentor Creative Arts Grade 5 Learner's Book pg. 93
- Decorated cards
- Decorative materials
- Color media
- Reference materials
- Mentor Creative Arts Grade 5 Learner's Book pg. 94
- Writing tools
- Display space

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Composing Melody - Notation Translation

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

- Translate sol-fa syllables to letters (G A B C' D')
- Recognize equivalent notations
- Appreciate different notation systems

- Learners translate sol-fa syllables to letter names
- Learners practice writing both notations
- Learners discuss the relationship between notation systems

Why do we have different notation systems in music?

- Mentor Creative Arts Grade 5 Learner's Book pg. 95
- Charts with notations
- Writing materials
- Reference materials

- Written assessment - Oral assessment - Process observation

CREATING AND EXECUTION

Composing Melody - Playing Melodies

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

- Play melodies using the descant recorder
- Apply proper playing technique
- Show perseverance in practice

- Learners play their created melodies using descant recorders
- Learners apply proper playing techniques
- Learners practice to improve performance

How can melodies be effectively performed on recorders?

- Mentor Creative Arts Grade 5 Learner's Book pg. 96
- Descant recorders
- Melody cards
- Reference materials

- Performance assessment - Observation - Peer assessment

CREATING AND EXECUTION

Composing Melody - Presenting Melodies

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

- Present created melodies
- Perform with accuracy
- Appreciate others' compositions

- Learners present their melody cards
- Learners perform their melodies for peers
- Learners provide feedback on others' compositions

How can melodies be presented effectively?

- Mentor Creative Arts Grade 5 Learner's Book pg. 97
- Melody cards
- Descant recorders
- Performance space

- Performance assessment - Peer assessment - Self-reflection

CREATING AND EXECUTION

Composing Melody - Question and Answer Method
Composing Melody - Melodic Embellishment

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

- Create melodies using question and answer method
- Apply compositional techniques
- Value musical dialogue

- Learners identify question and answer phrases in songs
- Learners create melodies using question and answer technique
- Learners perform their compositions in pairs

How does the question and answer method create musical dialogue?

- Mentor Creative Arts Grade 5 Learner's Book pg. 97
- Manuscript paper
- Musical instruments
- Reference recordings
- Mentor Creative Arts Grade 5 Learner's Book pg. 98
- Audio examples

- Product assessment - Performance assessment - Peer review

CREATING AND EXECUTION

Composing Melody - Performance Preparation

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

- Prepare compositions for performance
- Apply performance techniques
- Demonstrate confidence in preparation

- Learners prepare their compositions for performance
- Learners practice performance techniques
- Learners address performance challenges

How should we prepare for a musical performance?

- Mentor Creative Arts Grade 5 Learner's Book pg. 98
- Finalized compositions
- Performance space
- Musical instruments

- Rehearsal assessment - Process observation - Peer feedback

CREATING AND EXECUTION

Composing Melody - Final Performance

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

- Perform original melodies
- Apply proper performance techniques
- Value musical expression

- Learners perform their original melodies
- Learners apply proper performance techniques
- Learners express musical ideas through performance

How can we effectively communicate musical ideas through performance?

- Mentor Creative Arts Grade 5 Learner's Book pg. 99
- Final compositions
- Performance space
- Recording equipment (if available)

- Performance assessment - Audience feedback - Self-reflection

CREATING AND EXECUTION

Rounders - Bat Features

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

- Identify features of a rounders bat
- Name the parts of a rounders bat
- Show interest in the game equipment

- Learners observe samples of rounders bats
- Learners identify the parts of the bats
- Learners discuss the length and thickness of the bats

What are the key features of a rounders bat?

- Mentor Creative Arts Grade 5 Learner's Book pg. 100
- Rounders bats
- Pictures of bats
- Digital devices

- Observation - Oral assessment - Written assessment

CREATING AND EXECUTION

Rounders - Carving Materials
Rounders - Preparing Carving Materials

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

- Identify materials and tools for carving a bat
- Select appropriate materials
- Value the choice of suitable materials

- Learners identify materials and tools for carving
- Learners discuss how the materials and tools are used
- Learners discuss safety measures for carving

What materials and tools are needed for carving a rounders bat?

- Mentor Creative Arts Grade 5 Learner's Book pg. 101
- Carving materials
- Carving tools
- Safety equipment
- Mentor Creative Arts Grade 5 Learner's Book pg. 102
- Wood
- Storage area

- Observation - Oral assessment - Material selection assessment

CREATING AND EXECUTION

Rounders - Carving a Bat

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

- Carve a bat for playing rounders
- Apply carving techniques
- Demonstrate patience during the carving process

- Learners use locally available wood to carve rounders bats
- Learners follow correct carving steps
- Learners observe safety during carving

How is a rounders bat carved?

- Mentor Creative Arts Grade 5 Learner's Book pg. 103
- Wood
- Carving tools
- Safety equipment
- Reference materials

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Rounders - Shaping the Bat

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

- Continue the carving process
- Shape the bat correctly
- Value perseverance in craft

- Learners continue carving their rounders bats
- Learners shape the handle and head of the bat
- Learners observe safety during carving

How does proper shaping affect the functionality of a bat?

- Mentor Creative Arts Grade 5 Learner's Book pg. 104
- Partially carved bats
- Carving tools
- Safety equipment

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Rounders - Finishing the Bat
Rounders - Improvising a Ball

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

- Finish carving a rounders bat
- Apply smoothing techniques
- Show pride in completed work

- Learners complete carving their rounders bats
- Learners use smoothing tools to finish the surface
- Learners prepare bats for grip attachment

What techniques are used to finish a carved bat?

- Mentor Creative Arts Grade 5 Learner's Book pg. 105
- Carved bats
- Sandpaper
- Smoothing tools
- Safety equipment
- Mentor Creative Arts Grade 5 Learner's Book pg. 106
- Recyclable materials
- Construction tools
- Reference materials

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Rounders - Decorating the Ball

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

- Decorate the ball using suitable techniques
- Apply color effectively
- Show creativity in decoration

- Learners decorate their balls using suitable techniques
- Learners apply color for visibility and appeal
- Learners prepare balls for play

How does decoration affect the functionality of a rounders ball?

- Mentor Creative Arts Grade 5 Learner's Book pg. 107
- Improvised balls
- Decoration materials
- Color media

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Rounders - Warm-up Songs

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

- Perform songs for warm-up activities
- Use dynamics, gestures, and facial expressions
- Show enthusiasm during warm-up

- Learners perform songs for warm-up activities
- Learners use dynamics, gestures, and facial expressions
- Learners prepare physically for rounders

How do warm-up songs prepare players for rounders?

- Mentor Creative Arts Grade 5 Learner's Book pg. 108
- Open space
- Audio equipment
- Song lyrics

- Observation - Performance assessment - Participation assessment

CREATING AND EXECUTION

Rounders - Batting Skills

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

- Execute batting skills in rounders
- Follow correct stance, grip, swing techniques
- Value proper technique in sports

- Learners observe demonstrations of batting skills
- Learners practice the stance, grip, and swing
- Learners perform batting drills

How is effective batting executed in rounders?

- Mentor Creative Arts Grade 5 Learner's Book pg. 110
- Playing field
- Rounders bats
- Balls
- Instructional videos

- Observation - Practical assessment - Peer assessment

CREATING AND EXECUTION

Rounders - Fielding Skills
Rounders - Bowling Skills

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

- Execute fielding skills in rounders
- Perform bowling, catching, and tagging
- Demonstrate teamwork during practice

- Learners observe demonstrations of fielding skills
- Learners practice bowling, catching, and tagging
- Learners perform fielding drills

What are effective fielding strategies in rounders?

- Mentor Creative Arts Grade 5 Learner's Book pg. 112
- Playing field
- Rounders bats
- Balls
- Instructional videos
- Mentor Creative Arts Grade 5 Learner's Book pg. 113
- Rounders balls

- Observation - Practical assessment - Peer assessment

CREATING AND EXECUTION

Rounders - Practicing Skills

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

- Practice batting and fielding skills
- Apply techniques in drills
- Show persistence during practice

- Learners practice integrated skills in rounders
- Learners apply batting and fielding in drills
- Learners work in teams during practice

How can we effectively integrate different rounders skills?

- Mentor Creative Arts Grade 5 Learner's Book pg. 114
- Playing field
- Rounders equipment
- Practice stations

- Observation - Practical assessment - Peer assessment

CREATING AND EXECUTION

Rounders - Safety in Games

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

- Observe safety in rounders games
- Apply safety rules during play
- Value the safety of other players

- Learners discuss safety considerations in rounders
- Learners practice safe play techniques
- Learners apply safety rules during drills

Why is safety important in rounders?

- Mentor Creative Arts Grade 5 Learner's Book pg. 115
- Safety equipment
- Rules charts
- Playing field

- Observation - Oral assessment - Practice assessment

CREATING AND EXECUTION

Rounders - Game Setup
Rounders - Playing the Game

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

- Set up a rounders playing field
- Place posts correctly
- Value proper game organization

- Learners mark the field dimensions
- Learners place posts at correct positions
- Learners organize teams for play

How should a rounders field be set up for effective play?

- Mentor Creative Arts Grade 5 Learner's Book pg. 116
- Posts
- Marking materials
- Measuring tools
- Mentor Creative Arts Grade 5 Learner's Book pg. 117
- Playing field
- Rounders equipment
- Scorecards

- Observation - Process assessment - Field setup assessment

CREATING AND EXECUTION

Rounders - Equipment Care

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

- Care for rounders equipment
- Store equipment properly
- Value maintenance of sports equipment

- Learners clean and inspect rounders equipment
- Learners practice proper storage techniques
- Learners discuss equipment maintenance

Why is proper equipment care important in sports?

- Mentor Creative Arts Grade 5 Learner's Book pg. 117
- Rounders equipment
- Cleaning materials
- Storage facilities

- Observation - Process assessment - Oral assessment

CREATING AND EXECUTION

Rounders - Tournament Planning

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

- Plan a rounders tournament
- Organize teams and schedules
- Value collaborative planning

- Learners plan a class rounders tournament
- Learners organize teams and create schedules
- Learners assign roles for tournament management

How do we organize an effective sports tournament?

- Mentor Creative Arts Grade 5 Learner's Book pg. 117
- Planning materials
- Schedule templates
- Team lists

- Planning assessment - Organization assessment - Collaboration assessment

PERFORMANCE AND DISPLAY

Athletics - Visual baton exchange

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

- Identify appropriate materials for plaiting a skipping rope.
- Discuss factors to consider when collecting materials for plaiting a rope.
- Value the importance of using appropriate materials for making a skipping rope.

- Learners to observe illustrations/actual samples of skipping ropes to identify appropriate materials for plaiting.
- In groups, learners to discuss factors to consider when collecting materials for plaiting a rope.
- Learners to collect appropriate locally available materials for plaiting a rope (sisal, leather, recycled bag, old fabric).

Why is it important to use appropriate materials when making a skipping rope?

- Pictures of skipping ropes
- Samples of plaited ropes
- Digital devices
- Mentor Creative Arts pg. 118

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Athletics - Visual baton exchange

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

- Explore actual and virtual samples of plaited basketry items.
- Identify materials used for plaiting a rope.
- Appreciate the value of plaited items in society.

- Learners to explore actual and virtual samples of plaited basketry items.
- In groups, learners to identify materials used for plaiting a rope.
- Learners to discuss the value of plaited items in society.

How are plaiting materials prepared?

- Pictures of plaited items
- Digital devices
- Mentor Creative Arts pg. 119
- Actual plaited items
- Dyes
- Paints
- Plaiting materials
- Mentor Creative Arts pg. 120

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Athletics - Visual baton exchange

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

- Demonstrate the procedure for plaiting a three-strand rope.
- Plait a three-strand rope for skipping.
- Value the importance of following the correct procedure when plaiting.

- Teacher to demonstrate the procedure for plaiting a three-strand rope.
- Learners to plait a three-strand rope for skipping.
- Learners to use the skipping rope for warm-up before skill demonstration.

How can we plait a three-strand rope?

- Prepared and decorated materials
- Mentor Creative Arts pg. 121-122

- Observation - Project work - Peer assessment

PERFORMANCE AND DISPLAY

Athletics - Visual baton exchange

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

- Identify appropriate materials for making a relay baton.
- Discuss factors to consider when making a relay baton.
- Value the importance of using appropriate materials for making a relay baton.

- Learners to observe illustrations/actual samples of relay batons to identify appropriate materials.
- In groups, learners to discuss factors to consider when making a relay baton.
- Learners to collect locally available materials for making a relay baton.

What materials can be used to make a relay baton?

- Pictures of relay batons
- Samples of relay batons
- Digital devices
- Mentor Creative Arts pg. 123

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Athletics - Visual baton exchange

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

- Make a relay baton using locally available materials.
- Follow the correct procedure when making a relay baton.
- Appreciate the importance of making own relay baton.

- Teacher to demonstrate how to make a relay baton.
- Learners to make a relay baton using locally available materials.
- Learners to display and talk about their relay batons.

How do we make a relay baton?

- Locally available materials (bamboo, plastic, wood)
- Tools for making relay batons
- Mentor Creative Arts pg. 124-126
- Digital devices
- Video clips
- Mentor Creative Arts pg. 127-128

- Observation - Project work - Peer assessment

PERFORMANCE AND DISPLAY

Athletics - Visual baton exchange

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

- Demonstrate the visual baton change technique.
- Observe safety measures during visual baton change.
- Show responsibility when demonstrating visual baton change.

- Teacher to demonstrate visual baton change technique.
- Learners to practice visual baton change in pairs.
- Learners to observe safety measures during the activity.

What are the key steps in visual baton change?

- Relay batons
- Open field
- Mentor Creative Arts pg. 129-130

- Observation - Performance test - Peer assessment

PERFORMANCE AND DISPLAY

Athletics - Visual baton exchange

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

- Practice visual baton change in groups.
- Maintain proper body position during visual baton change.
- Show teamwork when practicing visual baton change.

- Learners to practice visual baton change in groups.
- Learners to maintain proper body position during visual baton change.
- Learners to give feedback to each other.

How can we improve visual baton change?

- Relay batons
- Open field
- Mentor Creative Arts pg. 131

- Observation - Performance test - Peer assessment

PERFORMANCE AND DISPLAY

Athletics - Visual baton exchange

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

- Describe non-visual baton change in a relay race.
- Identify the key elements of non-visual baton change.
- Value the importance of proper non-visual baton exchange.

- Learners to watch a video clip on non-visual baton change.
- Learners to discuss the key elements of non-visual baton change.
- Learners to describe the non-visual baton change technique.

How is non-visual baton change performed?

- Digital devices
- Video clips
- Mentor Creative Arts pg. 132-133

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Athletics - Visual baton exchange

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

- Demonstrate the non-visual baton change technique.
- Observe safety measures during non-visual baton change.
- Show responsibility when demonstrating non-visual baton change.

- Teacher to demonstrate non-visual baton change technique.
- Learners to practice non-visual baton change in pairs.
- Learners to observe safety measures during the activity.

What are the key steps in non-visual baton change?

- Relay batons
- Open field
- Mentor Creative Arts pg. 134
- Digital devices
- Video clips
- Mentor Creative Arts pg. 135-136

- Observation - Performance test - Peer assessment

PERFORMANCE AND DISPLAY

Athletics - Visual baton exchange

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

- Demonstrate the upsweep technique in baton change.
- Follow the correct procedure for upsweep technique.
- Show confidence when demonstrating upsweep technique.

- Teacher to demonstrate the upsweep technique in baton change.
- Learners to practice upsweep technique in pairs.
- Learners to give feedback to each other.

How is the upsweep technique performed?

- Relay batons
- Open field
- Mentor Creative Arts pg. 137

- Observation - Performance test - Peer assessment

PERFORMANCE AND DISPLAY

Athletics - Visual baton exchange

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

- Demonstrate the downsweep technique in baton change.
- Follow the correct procedure for downsweep technique.
- Show confidence when demonstrating downsweep technique.

- Teacher to demonstrate the downsweep technique in baton change.
- Learners to practice downsweep technique in pairs.
- Learners to give feedback to each other.

How is the downsweep technique performed?

- Relay batons
- Open field
- Mentor Creative Arts pg. 138

- Observation - Performance test - Peer assessment

PERFORMANCE AND DISPLAY

Puppetry

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

- Identify different types of puppets.
- Discuss the materials used in making puppets.
- Appreciate the role of puppets in society.

- Learners to observe pictures/videos of different types of puppets.
- In groups, learners to discuss the different types of puppets.
- Learners to identify the materials used in making puppets.

What is the role of puppetry in society?

- Pictures of puppets
- Videos of puppet shows
- Digital devices
- Mentor Creative Arts pg. 176
- Recyclable materials
- Found objects
- Mentor Creative Arts pg. 177-178

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Puppetry

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

- Make a glove puppet using recyclable materials.
- Follow the correct procedure when making a glove puppet.
- Show creativity when making a glove puppet.

- Learners to watch a demonstration of how to make a glove puppet.
- Learners to make a glove puppet using recyclable materials.
- Learners to decorate their puppets for aesthetic effects.

How can we make puppets from recyclable materials?

- Recyclable materials
- Tools for making puppets
- Mentor Creative Arts pg. 179-180

- Observation - Project work - Peer assessment

PERFORMANCE AND DISPLAY

Puppetry

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

- Perform a puppet show while singing topical songs.
- Manipulate the puppet appropriately during the performance.
- Show confidence when performing with puppets.

- Learners to watch a video on how to use a glove puppet.
- Learners to practice using their glove puppets.
- Learners to perform a puppet show while singing topical songs.

How can puppets be used to communicate messages?

- Glove puppets
- Digital devices
- Mentor Creative Arts pg. 181-182

- Observation - Performance test - Peer assessment