Creating And Performing

Indigenous Kenyan Crafts

By the end of the lesson, the learner should be able to:
-Describe coil techniques in pottery
-Identify different techniques used in pottery
-Appreciate different coil techniques in pottery
- Discuss different techniques used in pottery
-Use digital devices to search for information on techniques in pottery

- .Identify source of clay
-Explore areas where they can get clay.
-Prepare clay by removing impurities
-Appreciate clay as the preferred material for pottery.

In groups, learners are guided to:
- Brainstorm different coil techniques in pottery
- use digital device to Search for information on coil techniques
- Discuss different techniques in pottery

-Play with clay by preparing, removing impurities, drying, kneading, and weighing
-Watch a virtual or live showing of preparation of clay
-Record as they source clay and prepare using digital devices.

What are the different coil techniques in pottery?
Why is clay the preferred material for pottery?

Digital resources
Textbooks
Teachers notes
-digital resources
-Textbooks
-teachers notes

Observation Assessment rubrics Written notes Oral questions.
-Observation -Assessment rubrics -Checklists -practical activity

Creating And Performing

Indigenous Kenyan Crafts

By the end of the lesson, the learner should be able to:
-Make coils of uniform thickness
- Outline the procedure of preparing coils
-Watch a live or virtual of preparing coils
Enjoy making coils

In groups, learners are guided to:
-Make coils of uniform thickness
-Watch a virtual or live to learn how to make coils
-Search information on the internet
-Outline the procedure of making coils in pottery
- Record themselves making coils

How do you make coils of uniform thickness? What are the procedures of making coils?

-digital devices
-Observation
-practical activity
-demonstration
-checklist

-Observation -Assessment rubrics

Creating And Performing

Indigenous Kenyan Crafts

By the end of the lesson, the learner should be able to:
-Model a vessel using coil method
-Join clay to form a vessel
-Observe keenly as the teacher demonstrates
-Have fun in making a vessel with coil method

-Identify the tools of smoothing in pottery
-Smoothen inside
-follow the procedures of smothering
-Admire each others efforts.

In groups, learners are guided to:

-Model a vessel using coil method
- Join clay to form a vessel
-Observe keenly as the teacher demonstrates
- Get a resource personnel.
- Have fun in making a vessel with coil method
-Record themselves for future reference

-Smoothen inside
- Watch a virtual or live showing ways of smothering
- Outline the procedures
-Search for information on the Internet on How to smooth-en.

How do you model a vessel using coil method? What are the procedures of making a vessel?
How do you smoothen clay?

-digital devices
-ResourcePersonnel
-Exhibitions
-textbook
-Tools
-digital devices
-video clips
-Textbooks
-digital devices

-Observation -demonstration -Assessment rubrics -Oral questions -Checklists
-Assessment rubrics -Checklists -Observation

Creating And Performing

Indigenous Kenyan Crafts

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

-Define the term kiln
- Identify what is a kiln
-Prepare a kiln
-Appreciate drying vessel on a kiln

In groups, learners are guided to:
-Define the term kiln
- Prepare a kiln
-Collaboratively dry a vessel by using an open pit kiln
-record themselves using digital devices

How do you dry a vessel using Kiln? What is kiln in pottery?

-digital devices
-video clips
-Textbooks

-Assessment rubrics -checklist -Observation -demonstration

Creating And Performing

Indigenous Kenyan Crafts

By the end of the lesson, the learner should be able to:
-Define the term frame loom
-Identify what is a frame loom
- Discuss the frame loom
- Acknowledge the frame loom

-Collaboratively make a a joint frame loom
- Discuss how to make a joint frame loom
-Watch a virtual or live of a wooden frame loom
- Enjoy while making a wooden frame loom
-Search on the materials needed to make a joint frame.

In groups, learners are guided to:
-Define the term frame loom
-Identify what is a frame loom
- Explore actual or virtual resource to study making a frame loom.


-Collaboratively make a wooden joint frame c equal spacing nails
-Outline the procedure of making a wooden frame loom.
-Identify materials for making a wooden frame
- Watch a virtual or live of a wooden frame loom
-Record themselves

What is a frame loom?

-Open pit kiln
-digital devices
teachers notes
textbook

-demonstration -Assessment rubrics -Cheklists -practical activity

Creating And Performing

Indigenous Kenyan Crafts

By the end of the lesson, the learner should be able to:
-make a fabric using 2/- twill wearing
-Explore actual and virtual resources
-Discuss how to make a 2/- twill wearing technique.

In groups, learners are guided to:
-Explore a actual or virtual resources to study making a frame loom and 2/- twill weaves
-Record themselves
-Discuss as they make a fabric using twill weaving

How do you make a fabric using 2/- twill weaving technique?

-digital devices
-Wooden frame
-Article
-textbook teachers notes.

-Assessment rubrics -Observation -checklist -Peer assesment.

Creating And Performing

Indigenous Kenyan Crafts
Swimming

By the end of the lesson, the learner should be able to:
-Display the woven articles
-Discuss the woven articles made
-record themselves as they Display
Admire each other effort in making woven articles
-Identify the standing dive
- Use digital resources to search for information on a standing dive
- Describe the standing dive as used in swimming
- Appreciate standing dive

In groups, learners are guided to:
-Display and critique own and others woven articles
-record themselves for future reference
-Analyse the woven articles.
-Use digital or print resources to Search for information
-an instructor to Demonstrate standing dive
-Discuss the standing dive.

How is a fabric woven?
What is standing dive?

-digital devices
-Wooden frame
-Article
-textbook
-teachers notes
-Swimming pool
-resource personnel
-digital devices

-Assessment rubrics -Observation -demonstration -Peer assesment -Checklists
-Assessment rubrics -practical activities -Observation Schedule -checklist

Creating And Performing

Swimming

By the end of the lesson, the learner should be able to:
- describe body position in standing dive.
-Watch a live or virtual to describe body position in standing dive
-Demonstrate the body position
-Acknowledge body position in standing dive

In groups, learners are guided to:

-Watch a live or virtual to describe body position in standing dive
-A resource person to demonstrate the body position in standing dive
-Search on the internet on body position

What is body position in standing dive?

-pictures
-digital resources
-video clips

-Assessment rubrics -practical activity -demonstration

Creating And Performing

Swimming

By the end of the lesson, the learner should be able to:
-Outline the tips of standing dive
-Describe the tips on standing dive
-Describe the tips used in standing dives
-Search on the Internet
-Appreciate the tips Use in standing dive.
-Identify phases of standing dives
-Demonstrate phases of standing dive in Swimming
-Observe as a resource person Demonstrate
-Watch a live or virtual on phases of stranding dive
-Appreciate the phases in standing dive

In groups, learners are guided to:
-Outline scatting positions, push off, entry and guide as tips of standing dive
-Discuss the tips
-Search on the Internet for more information
-short notes
-Demonstrate the primary phases of standing dive as preparation,jump,flight and entry.
-Observe as the resource person demonstrate.
-Watch a live or virtual
-Discuss the phases of standing dive.

What are tips in standing dive?
What are the phases of standing dive? How can you demonstrate phases in standing dive?

-digital devices
-Charts
-teachers notes
-pictures
-Swimming pol
-Swimming pool
-digital devices
-textbook
-resource person

-checklist -Assessment rubrics -Oral discussion -Written notes
-demonstration -Observation -Schedule -Checklists -Assessment rubrics

Creating And Performing

Swimming

By the end of the lesson, the learner should be able to:
-Identify butterfly stroke
-Use digital devices to Search more on butterfly strokes
-Describe butterfly stroke
-Watch alive or virtual demonstration
-Appreciate butterfly stroke

In groups, learners are guided to:
-Watch a live or virtual demonstration to Identify butterfly stroke
-Search for information
-Observe a performance from a resource person

What is a butterfly stroke?

-Swimming pool
-resource person
-digital devices

-Assessment rubrics -practical activities -Oral discussion -Oral question -Observation -Schedule

Creating And Performing

Swimming

By the end of the lesson, the learner should be able to:
-Define synchrony in butterfly stroke
-Discuss importance of synchrony in butterfly stroke
-Appreciate the importance of synchrony in butterfly stroke
- Use digital resources to search synchrony.
-Describe synchrony.
-Explain the tips in butterfly stroke
-Describe the tips in butterfly stroke
-Appreciate the tips in butterfly stroke
-Search on the internet

In groups, learners are guided to:
-Brainstorm and Present meaning synchrony
-Use digital or print resources to Search synchrony
-State importance of synchrony in a butterfly stroke

-outline arm action, head movements legs, breathing and hand entry as tips in butterfly swimming.
-Discuss the tips
-Search n the internet
-Write short notes

Why is synchrony important in butterfly stroke?
What are tips in butterfly stroke?

-pictures
-digital resources
-textbook
-digital devices
-Charts
-Techers notes
- pictures
-Swimming pool

-Oral discussion -Oral questions -Written tests -Assessment rubrics -checklist
-checklist -Assessment rubric -Oral discussion -Written texts

Creating And Performing

Swimming

By the end of the lesson, the learner should be able to:
-Identify the phases in butterfly stroke
-Demonstrate the phases in butterfly stroke
-Observe as a resource person demonstrates.
-Watch a live or virtual on phases of butterfly stroke
- Appreciate the phases in butterfly stroke

In groups, learners are guided to:
-Demonstrate phases of butterfly stoke which are the push, pull and the recovery
-Observe the resource person
-Watch a live or virtual
-Discuss the phases of butterfly stroke

Which are the phases of butterfly stroke? How can you demonstrate phases in butterfly stroke?

-Swimming pool
-digital devices
-textbook
-resource person

-demonstration -Observation -Schedule -checklist -Assessment rubrics

Creating And Performing

Swimming

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

-Perform butterfly stroke in swimming
-Practice butterfly stroke observing safety
-Demonstration from a resource person
-Appreciate each others efforts
-Apply butterfly stroke and standing dive in a mini Swimming competition safety
-Observe the rules learnt
-record the game for future reference
-Appreciate Swimming as a life skill

In groups, learners are guided to:
-Preform butterfly stroke observing safety
-Use digital devices
-Observe rules in butterfly stroke
-Observe as a resource person demonstrates.
-Apply skills learning in Swimming game in a in competition
-record the performance
-Peer Assessment with justice.

How do you perform butterfly effectively?
How can swimming skills be performed safely?

-Swimming pool
-digital devices
-resource person
-Teams -Swimming pool
-textbook
-digital devices
-instructor
-Costumes

-Observation -Schedule -checklist -Assessment rubrics
-Observation -checklist -Oral questions -Assessment rubrics -play

Appreciation in creative arts

Analysis of Creative Arts and Sports

By the end of the lesson, the learner should be able to:
-Research on the criteria for evaluating a play
- Discuss on the criteria for evaluating a play
-Appreciate on the criteria for evaluating a play

In groups, learners are guided to:
-Research on the criteria for evaluating a play
- Discuss on the criteria for evaluating a play
- Appreciate on the criteria for evaluating a play

How do you evaluate a play?

-digital devices
-notes
-Textbooks
-portfolios
-video clips

-Group analysis -checklist -Oral discussion -Assesmtn -rubrics

Appreciation in creative arts

Analysis of Creative Arts and Sports

By the end of the lesson, the learner should be able to:
-Analyze a play performance
-In groups Discuss the analysis of a play performance
-Peer review and give feedback on the analysis of a play.

-Examine ethical practices in sports
-Discuss ethical issues in sports(anti doping)
-Present ethical issues n sports
-Acknowledge the ethical issues

In groups, learners are guided to:

-Analyze a given play performance to evaluate theme setting,conflict-resolution,of of voice,use of body movements ,interaction, audience involvement,props,costumes,overall impression.

-Discuss ethical issues on sports(anti doping)
-Peer review and give feedback
-Collaborate to Discuss ethical issues in sports

Why is analysis important skill I creative arts and sports?
How do you examine ethical practices in sports?

-digital devices
-portfolio notes
-Text books
-digital devices
-video clips
-Textbooks.
-Textbooks

-groups -analysis -Oral discussion -Written tests -Assesmet rubrics -performance analysis
-Peer Assessment -Assessment rubrics -Peer review

Appreciation in creative arts

Analysis of Creative Arts and Sports

By the end of the lesson, the learner should be able to:
-Analyse a solo vocal piece of music.
-Discuss time signature 2/4,3/4,4/-
-Explain performance direction
-Present the analysis of a vocal piece of music
-Appreciate a solo piece of music analysis

In groups, learners are guided to:
-Listen to and analyse a solo vocal piece of music
-Discuss time signature 2/4,3/4,4/-
-Brainstorm performance direction repeat and dynamics
-Collaborate in making analysis and present

How do you analyse a a solo vocal piece of music?

-digital devices
-video clips
-notes
-Textbooks

-Peer review and feedback -performance analysis -Group analysis

Appreciation in creative arts

Analysis of Creative Arts and Sports

By the end of the lesson, the learner should be able to:
-Visit an actual or virtual galleries
-Listen keenly to a resource person
-record for future reference using digital devices
-Enjoy the Visit to see and Analyse artworks
-create a catalogue of the exhibited artworks
-Define what is a catalogue
-critique exhibited artworks for inspiration

In groups, learners are guided to:
-Visit an actual or virtual galleries to see and Analyse artworks
-record themselves during the trip
-explore more on the galleries
-Listen to a resource person.
-create a catalogue consisting of name type of artworks, Medium subject
-Matter/them function
-Make critical judgements essays

Why is it important to visit an actual or virtual gallery for analysis of artwork.
What is a catalogue? How do you create a catalogue?

-digital devices
-resource person
-Gallery
-artwork
-essays
-catalogue

-groups -analysis and presentation
-Peer review and feedback Group analysis Essay(central judgement)

Appreciation in creative arts

Analysis of Creative Arts and Sports

By the end of the lesson, the learner should be able to:
-Discuss ethical issues in creative arts and sport
-Debate on ethical issues
-Discuss to reflect the work of art for inspiration and mentors-hip.
-Appreciate the Role of analysis in adding Value to creative arts and sports

In groups, learners are guided to:
-Brainstorm ethical issues in creative arts
-Debate on ethical issues
-Discuss the work of art on inspiration and mentor-ship
-Use digital devices to record themselves for future reference.

What are ethical issues in creative arts and sports? How does art reflect on the work of inspiration and mentor-ship.

-digital devices
-textbook

-Peer Assessment -Assessment rubrics -Checklists -Oral discussion