Creating and Performing in Creative Arts and Sports

Verses - Language use in a verse

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

- Identify and describe the use of imagery and sound in a verse
- Explain how vivid description, simile, metaphor and personification create meaning in poetry
- Show interest in exploring how language choices shape the emotional impact of a verse

In groups, learners are guided to:
- Study a table of literary devices and discuss examples of simile, metaphor, personification and vivid description
- Read the verse "Impact of Technology to Society" and identify examples of imagery and sound devices
- Discuss how alliteration, rhyme and repetition create specific sound effects in the verse

How does a poet's choice of language and imagery make a verse more powerful and memorable?

- Champion Creative Arts and Sports Grade 8 pg. 91
- Reference books
- Digital devices

- Oral questions - Observation - Class discussion

Creating and Performing in Creative Arts and Sports

Verses - Figurative language in a verse

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

- Define and identify alliteration, rhyme and repetition as sound devices in verse
- Explain how diction, line and stanza contribute to the structure and meaning of a verse
- Appreciate how figurative language makes verse more expressive and engaging

In groups, learners are guided to:
- Identify examples of alliteration and repetition in the provided verse and discuss their sound effect
- Discuss how end-of-line rhyme creates musical quality and aids memory in verse
- Study definitions of diction, line and stanza and find examples of each in the provided verse

How do sound devices like alliteration, rhyme and repetition give a verse its musical quality?

- Champion Creative Arts and Sports Grade 8 pg. 92
- Reference books
- Exercise books

- Oral questions - Written assignments - Observation

Creating and Performing in Creative Arts and Sports

Verses - Analysing language in a verse

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

- Analyse a verse to identify and explain its use of imagery, sound, diction, line and stanza
- Complete a structured analysis table identifying specific language features from a given verse
- Develop critical thinking through close reading and interpretation of verse

In groups, learners are guided to:
- Read the provided verse and discuss the language features used to make it effective
- Identify the format of the verse and write examples of language use in each category from the text
- Complete an analysis table and share with classmates, comparing identified language features

What language features in a verse most effectively communicate the poet's intended message?

- Champion Creative Arts and Sports Grade 8 pg. 93
- Exercise books
- Reference books

- Written assignments - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Verses - Composing a verse on a societal issue

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

- Select a societal issue and develop ideas that form the basis of a verse
- Express a message about the chosen issue in a simple verse using appropriate language devices
- Show responsibility and awareness of community issues through verse composition

In groups, learners are guided to:
- Search for and discuss emerging societal issues affecting youth such as child labour, pollution or abuse
- Identify the key message of the chosen issue and express it in essay-style notes
- Transform notes into a simple verse using imagery, repetition and rhyme, share verses in class

How can composing a verse about a societal issue raise awareness and inspire positive change?

- Champion Creative Arts and Sports Grade 8 pg. 95
- Exercise books
- Digital devices

- Written assignments - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Verses - Developing and performing a verse

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

- Develop a verse draft using carefully selected imagery, diction, lines and stanzas
- Perform a verse using appropriate vocal variation, body language and expression
- Develop confidence and stage presence when performing before an audience

In groups, learners are guided to:
- Reread notes on the chosen issue and develop a verse draft focusing on imagery and diction
- Read the verse aloud to assess rhythm and emotional impact and revise accordingly
- Practise vocalisation and breathing exercises, rehearse with costumes and props, perform solo in class

How does the use of voice, body and expression transform a written verse into a compelling live performance?

- Champion Creative Arts and Sports Grade 8 pg. 96
- Costumes and props
- Digital devices

- Practical assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Verses - Verse as communication and assessment

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

- Compose and perform a verse that communicates a community issue clearly to an audience
- Summarise key language features used in verse composition
- Reflect on personal development as a verse writer and performer

In groups, learners are guided to:
- Choose a community issue, compose a verse, memorise it and perform in class while peers note the message
- Review all language devices covered through a class discussion
- Answer written assessment questions on verse composition, language use and performance techniques

How effectively can a verse communicate an important message to an audience compared to other forms of expression?

- Champion Creative Arts and Sports Grade 8 pg. 97
- Exercise books
- Digital devices

- Written assignments - Practical assessment - Self-assessment

Creating and Performing in Creative Arts and Sports

Volleyball - Introduction to Volleyball and overarm serve

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

- Describe Volleyball as a team sport and identify the objective of the game
- Demonstrate the three components of the overarm serve: correct stance, toss and hitting action
- Show enthusiasm for learning Volleyball skills and applying them in a game

In groups, learners are guided to:
- Study pictures of Volleyball activities and identify the overarm serve technique shown
- Read and discuss Juma's poster on overarm service: stance (feet apart, knees bent), toss (above hitting shoulder) and serve (palm and fingers)
- Use an improvised ball to demonstrate the overarm serve and observe each other, providing feedback

How does correct stance and toss technique contribute to an accurate overarm serve in Volleyball?

- Champion Creative Arts and Sports Grade 8 pg. 99
- Volleyball or improvised ball
- Open playing space

- Oral questions - Observation - Practical assessment

Creating and Performing in Creative Arts and Sports

Volleyball - Volleying skill and mini Volleyball game

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

- Perform net serve exercises at 7–8 metres and partner serve drills at 15–20 feet applying correct technique
- Demonstrate the volleying skill in Volleyball using correct stance and contact
- Apply all learned skills in a mini Volleyball game showing sportsmanship and teamwork

In groups, learners are guided to:
- Conduct net serve drills standing 7–8 metres from the net, serve multiple times focusing on net clearance
- Conduct partner serve drills at 15–20 feet, each partner catching and returning the serve alternately
- Form two teams of six, wear appropriate sports gear and play a Volleyball game applying all skills

How do serving and volleying skills work together during an actual Volleyball game?

- Champion Creative Arts and Sports Grade 8 pg. 101
- Volleyball and net
- Open playing space

- Observation - Practical assessment - Peer feedback

Creating and Performing in Creative Arts and Sports

Kenyan Folk Dance - Folk dances from Kenyan communities

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

- Identify folk dances from different Kenyan communities including Isikuti, Mwomboko and Orutu dances
- Describe the community origin, costumes, instruments and occasion of at least three Kenyan folk dances
- Show appreciation for the cultural diversity expressed through Kenyan folk dances

In groups, learners are guided to:
- Study pictures of folk dance performers and identify communities, costumes and instruments represented
- Watch video clips of Mwomboko, Isikuti and Mwinjiro dances and discuss movements, costumes and instruments
- Complete a folk dance table noting community, dance name, age, gender, occasion and instruments

What makes folk dances important for preserving and celebrating Kenyan cultural identity?

- Champion Creative Arts and Sports Grade 8 pg. 103
- Digital devices
- Reference books

- Oral questions - Observation - Written assignments

Creating and Performing in Creative Arts and Sports

Kenyan Folk Dance - Classifying folk dances

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

- Classify folk dances according to community of origin, gender and age of participants
- Explain how cultural norms and age groups influence who performs specific folk dances
- Appreciate how gender and age roles in dance reflect the values of different Kenyan communities

In groups, learners are guided to:
- Study the folk dance classification table and discuss dances performed by men, women or both genders
- Discuss how cultural norms determine gender and age roles in folk dances such as Kilumi and Mwomboko
- Research additional Kenyan folk dances and add community, gender and age classification to the table

How do cultural norms and community values shape the gender and age roles observed in Kenyan folk dances?

- Champion Creative Arts and Sports Grade 8 pg. 104
- Reference books
- Digital devices

- Oral questions - Written assignments - Class discussion

Creating and Performing in Creative Arts and Sports

Kenyan Folk Dance - Classifying by occasion and instruments

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

- Classify folk dances according to occasion of performance, instruments used and props or costumes
- Describe the significance of the occasion in determining which folk dance is performed
- Show respect for the cultural significance of folk dance occasions

In groups, learners are guided to:
- Study the folk dance table and discuss occasions for each dance: weddings, funerals, initiation, festivals
- Identify the instruments, costumes and props associated with at least three classified folk dances
- Discuss why folk dances are named after accompanying instruments such as Isikuti and Kilumi

Why is the occasion of performance an important factor in classifying Kenyan folk dances?

- Champion Creative Arts and Sports Grade 8 pg. 105
- Reference books
- Digital devices

- Oral questions - Written assignments - Observation

Creating and Performing in Creative Arts and Sports

Kenyan Folk Dance - Researching and rehearsing a folk dance

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

- Research a selected folk dance focusing on community, gender, age, occasion, mood and movements
- Collect and improvise costumes and instruments from locally available materials
- Practise individual body movements and connect them into a continuous sequence with music

In groups, learners are guided to:
- Choose a folk dance, research its origin, occasion, instruments and movements
- Collect environmental materials and improvise the costumes and instruments needed for the dance
- Listen to the folk dance song, practise movements individually then connect them into a full sequence

What key information and preparation does a learner need before performing a folk dance authentically?

- Champion Creative Arts and Sports Grade 8 pg. 107
- Locally available materials
- Digital devices

- Observation - Practical assessment - Peer feedback

Creating and Performing in Creative Arts and Sports

Kenyan Folk Dance - Performing and assessment

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

- Perform a Kenyan folk dance before the class with costumes, props and musical accompaniment
- Write a report on a researched folk dance covering title, theme, community, gender, occasion and function
- Appreciate folk dance as a living repository of Kenyan cultural values and history

In groups, learners are guided to:
- Conduct body warm-up, introduce the dance explaining its cultural background then perform with costumes and music
- Record performance on a digital device and discuss each other's mood, movements and quality of execution
- Answer assessment questions on folk dance meaning and classification; write and present a folk dance report

How does a live performance of a folk dance communicate the cultural values and identity of its community?

- Champion Creative Arts and Sports Grade 8 pg. 108
- Improvised costumes and instruments
- Digital devices

- Practical assessment - Written assignments - Self-assessment

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Craft – Basketry - Basketry items and coiling technique

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

- Identify basketry items made using the coiling technique from different Kenyan communities
- Describe materials and tools used in traditional Kenyan basketry
- Show appreciation for basketry as a craft that reflects Kenyan cultural heritage

In groups, learners are guided to:
- Study pictures of baskets and identify the coiling technique used in their construction
- Identify communities likely associated with different basketry styles and the materials they use
- Research variety of Kenyan and African basketry and complete a table on community, materials, tools and names

How does the coiling technique in basketry reflect the traditional knowledge and skills of Kenyan communities?

- Champion Creative Arts and Sports Grade 8 pg. 109
- Reference books
- Digital devices

- Oral questions - Observation - Written assignments

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Craft – Basketry - Materials and tools in basketry

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

- Identify natural and recyclable synthetic materials used in basketry including grass, reeds, sisal and banana fibre
- Distinguish between natural materials and recyclable synthetic materials used in modern basketry
- Show respect for the natural environment through responsible material collection

In groups, learners are guided to:
- Discuss the range of natural materials used: grass, reeds, willow, bamboo, straw, sisal and banana fibre
- Identify tools: needle, raffia, scissors, thimble and clips used in coiling basketry
- Study pictures of basketry materials, classify them as natural or recyclable and complete a classification table

Why is it important for a basketry maker to know the properties of different natural and synthetic materials?

- Champion Creative Arts and Sports Grade 8 pg. 111
- Basketry material samples
- Reference books

- Oral questions - Observation - Written assignments

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Craft – Basketry - Collecting and preparing basketry materials

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

- Collect locally available basketry materials from the school environment safely
- Clean, dry, measure, cut and dye collected materials in preparation for weaving
- Develop environmental awareness and patience in preparing materials to the required standard

In groups, learners are guided to:
- Collect straws, grass, sticks and banana fibre from the community while observing safety measures
- Clean and dry collected materials, measure and cut to required length using scissors safely
- Apply dye in different colours to materials and take progress pictures as classmates work

Why is proper preparation of materials an essential first step before beginning a basketry project?

- Champion Creative Arts and Sports Grade 8 pg. 113
- Collected natural materials, dye
- Scissors and cutting tools

- Observation - Practical assessment - Peer feedback

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Craft – Basketry - Making a tray using coiling technique

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

- Follow step-by-step procedure to make a coiled basketry tray using grass and yarn
- Apply the coiling stitch correctly to build up sides of the tray to the desired height
- Show precision and perseverance in producing a neat and structurally sound coiled tray

In groups, learners are guided to:
- Bundle long grass, tie with yarn at one end and form a tight starting loop as the base
- Stitch the coil by wrapping yarn around the grass bundle and through the previous row using a needle
- Continue adding grass to maintain bundle thickness and coil to the desired base diameter and height

What skills and techniques are most important for producing a well-made coiled basketry tray?

- Champion Creative Arts and Sports Grade 8 pg. 114
- Grass, banana fibre, needle, scissors
- Yarn or raffia

- Practical assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Craft – Basketry - Making a mat using coiling technique

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

- Follow step-by-step procedure to make a coiled mat from braided fabric strips
- Coil and stitch braided strips into a flat spiral mat to the desired size
- Develop creativity using different fabric colours to produce a visually attractive mat

In groups, learners are guided to:
- Cut fabric into 2-inch strips, braid three strands tightly and continue to desired length
- Coil the braided cord into a tight spiral, stitching each row to the previous one with needle and thread
- Continue coiling to desired size, tuck the end under the coil and sew it; display and critique in class

How does the choice of fabric colours and tightness of coiling affect the appearance and durability of the finished mat?

- Champion Creative Arts and Sports Grade 8 pg. 115
- Old fabric strips, needle, thread
- Scissors

- Practical assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Craft – Basketry - Safety measures in basketry

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

- State safety measures to observe when making basketry items
- Apply safe working practices including careful needle handling and correct posture
- Develop a responsible attitude towards personal safety during craft activities

In groups, learners are guided to:
- Discuss safety measures: careful needle handling, working in well-ventilated area and wearing gloves
- Practise correct seated posture while working on coiling projects to prevent back and neck strain
- Review completed trays and mats giving polite and constructive critique on quality and finish

How do proper safety practices in basketry protect the learner and improve the quality of the final product?

- Champion Creative Arts and Sports Grade 8 pg. 116
- Basketry projects in progress
- Reference books

- Oral questions - Observation - Written assignments

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Craft – Basketry - Assessment and review

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

- Weave a traditional basket using the coiling technique and display it with a written description of its use
- Evaluate basketry products using polite and constructive critique language
- Appreciate the cultural and functional significance of basketry in Kenyan communities

In groups, learners are guided to:
- Use the coiling technique to weave a traditional basket and set up a display in class with descriptions
- Provide constructive feedback on each other's baskets using polite language and structured criteria
- Answer assessment questions on basketry materials, tools, techniques and cultural significance

How does completing a full basketry project develop patience, creativity and cultural appreciation?

- Champion Creative Arts and Sports Grade 8 pg. 117
- Completed basketry items
- Exercise books

- Practical assessment - Peer feedback - Self-assessment

Creating and Performing in Creative Arts and Sports

Swimming - Introduction to swimming and water treading

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

- Define water treading and describe the upright body position used during this technique
- Identify the key benefits of swimming as a full-body workout
- Show willingness to follow safety measures when participating in swimming activities

In groups, learners are guided to:
- Study pictures of swimming techniques and identify water treading and inverted breaststroke
- Watch demonstrations of water treading and discuss body, arms and legs positioning required
- Discuss safety measures to observe in and around the swimming pool at all times

Why is water treading a useful swimming skill for safety and physical fitness?

- Champion Creative Arts and Sports Grade 8 pg. 118
- Swimming pool
- Digital devices

- Oral questions - Observation - Class discussion

Creating and Performing in Creative Arts and Sports

Swimming - Body position and breathing in water treading

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

- Demonstrate correct upright body position and breathing control during water treading
- Describe how head and shoulders are maintained above the water surface during treading
- Develop confidence and composure when practising water treading in the pool

In groups, learners are guided to:
- Demonstrate upright body position in pool with head and shoulders above the water surface
- Practise steady breathing control while maintaining position — inhale above water, exhale steadily
- Observe each other's body position and give feedback on posture and head height

How does maintaining correct body position and breathing control help a swimmer stay afloat safely?

- Champion Creative Arts and Sports Grade 8 pg. 119
- Swimming pool
- Reference books

- Observation - Practical assessment - Peer feedback

Creating and Performing in Creative Arts and Sports

Swimming - Arms and legs action in water treading

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

- Demonstrate eggbeater leg kicks and sculling hand movements used in water treading
- Combine arm and leg movements with breathing to tread water for 10–15 seconds continuously
- Show persistence in practising coordination of simultaneous arm and leg movements

In groups, learners are guided to:
- Practise eggbeater kicks (circular leg motion) while holding the pool edge for support
- Practise sculling (circular hand pushing) to remain afloat while legs are stationary
- Combine leg kicks and sculling simultaneously for 10–15 seconds and comment on each other's performance

How do coordinated arm and leg movements in water treading help a swimmer maintain a stable position?

- Champion Creative Arts and Sports Grade 8 pg. 121
- Swimming pool
- Reference books

- Observation - Practical assessment - Peer feedback

Creating and Performing in Creative Arts and Sports

Swimming - Introduction to inverted breaststroke

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

- Describe the inverted breaststroke technique including body position and direction of movement
- Identify differences between inverted breaststroke and conventional breaststroke
- Show readiness to apply the inverted breaststroke technique safely in the pool

In groups, learners are guided to:
- Watch video clips of inverted breaststroke and describe legs and arms action, body position and breathing
- Compare inverted breaststroke (face upward, on back) with conventional breaststroke and note key differences
- Discuss the advantage of inverted breaststroke — face above water allows natural breathing

What are the key differences between the inverted breaststroke and the conventional breaststroke?

- Champion Creative Arts and Sports Grade 8 pg. 122
- Swimming pool
- Digital devices

- Oral questions - Observation - Class discussion

Creating and Performing in Creative Arts and Sports

Swimming - Body position and legs in inverted breaststroke

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

- Demonstrate correct body position (on back, face upward) in inverted breaststroke
- Apply frog kick leg action: feet facing downward, kick backward and outward, recover to streamlined position
- Develop confidence and coordination in performing the inverted breaststroke leg action

In groups, learners are guided to:
- Lie on back in the water with body facing upward and practise maintaining a streamlined body position
- Practise legs action: feet facing downward, kick backward and outward, bring legs together to recover
- Combine body positioning with leg action and attempt a short glide across the pool with teacher guidance

How does correct body position and leg action contribute to efficient movement in the inverted breaststroke?

- Champion Creative Arts and Sports Grade 8 pg. 123
- Swimming pool
- Reference books

- Observation - Practical assessment - Peer feedback

Creating and Performing in Creative Arts and Sports

Swimming - Arms action and glide in inverted breaststroke

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

- Demonstrate correct arms action in inverted breaststroke: extend forward, push backward and recover to sides
- Combine arms and legs action to achieve a smooth glide in inverted breaststroke
- Show coordination and persistence in practising the full inverted breaststroke stroke cycle

In groups, learners are guided to:
- Practise arms action from chest level — extend toward direction of movement, push water backward, pull arms to sides
- Combine arms and legs movements and attempt a short glide across the pool
- Observe each other's coordination of arms and legs and provide constructive feedback

How do the arms and legs work together in the inverted breaststroke to produce an efficient smooth glide?

- Champion Creative Arts and Sports Grade 8 pg. 124
- Swimming pool
- Reference books

- Observation - Practical assessment - Peer feedback

Creating and Performing in Creative Arts and Sports

Swimming - Combining water treading and inverted breaststroke

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

- Transition smoothly between water treading and inverted breaststroke in a continuous sequence
- Apply all safety measures while combining the two techniques in the pool
- Develop stamina and confidence by sustaining a combination swimming sequence

In groups, learners are guided to:
- Begin with water treading for 10–15 seconds then transition to inverted breaststroke and swim to pool end
- Alternate between treading and inverted breaststroke in a rhythmic flow with teacher guidance
- Evaluate each other using a score sheet assessing arms action, legs action, body position and breathing

How does alternating between water treading and inverted breaststroke build overall swimming endurance?

- Champion Creative Arts and Sports Grade 8 pg. 125
- Swimming pool
- Score sheets

- Practical assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Swimming - Assessment and review

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

- Demonstrate water treading and inverted breaststroke competently in the swimming pool
- Evaluate personal swimming performance using a structured self-assessment score sheet
- Appreciate swimming as a life skill that promotes physical fitness and personal safety

In groups, learners are guided to:
- Participate in a friendly swimming event alternating water treading and inverted breaststroke
- Complete a self-assessment score sheet on arms action, legs action, body position and breathing for both techniques
- Answer written assessment questions distinguishing water treading from inverted breaststroke

How does mastering both water treading and inverted breaststroke prepare you for safe and enjoyable aquatic activities?

- Champion Creative Arts and Sports Grade 8 pg. 126
- Swimming pool
- Assessment score sheets

- Practical assessment - Written assignments - Self-assessment

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Showcasing artwork for appreciation

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

- Describe different pieces of artwork including drawings, paintings, montages, decorated fabric and basketry items
- Prepare a display area within school spaces and arrange artwork neatly for appreciation
- Appreciate the importance of presenting artwork in an organised and appealing manner

- Study pictures of artworks and describe each piece, sharing what aspects are most appealing
- Watch video clips showcasing drawings, montage pictures, paintings, decorated fabric and basketry in a display and discuss how lighting, arrangement and labelling enhance appreciation
- Organise a class display of learner artwork, label each piece with name and brief description, and invite teachers and peers to visit and give feedback

Why is it important to display and present artwork in an organised and thoughtful manner for an audience to appreciate?

- Champion Creative Arts and Sports Grade 8 pg. 134
- Learner artwork (drawings, paintings, montages, fabric, basketry)
- Digital devices

- Oral questions - Observation - Peer feedback

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Factors for displaying artworks

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

- State the specific factors to consider when displaying basketry items, drawings and paintings
- Apply display techniques such as labelling, framing, appropriate lighting and grouping by size or material
- Show responsibility in setting up and maintaining a creative and appealing artwork display

In groups, learners are guided to:
- Discuss factors for displaying basketry: labelling materials and technique used, grouping by size or shape and choosing whether to hang or shelf the items
- Discuss factors for drawings: framing, displaying one by one or on a board, and using lighting to reveal shading and details
- Discuss factors for paintings: choosing frames, labelling with artist name and medium, and displaying in open places for good colour visibility

What factors must be considered when displaying different types of artworks to help viewers enjoy and appreciate them fully?

- Champion Creative Arts and Sports Grade 8 pg. 135
- Learner artwork samples
- Reference books

- Oral questions - Written assignments - Observation

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Analysing a verse performance

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

- Identify and describe the criteria for analysing a verse performance including persona, theme, language and performance style
- Analyse a given verse identifying its theme, characters, use of language and emotional impact
- Develop critical thinking skills through close reading and structured analysis of verse

In groups, learners are guided to:
- Research different methods of analysing a verse and discuss what the verse is about, how language is used and which characters are represented
- Read the verse "In the comfort of my room" in turns and complete an analysis table covering character, theme, costume and props, and language use (simile, metaphor, rhyme and repetition)
- Compile analysis findings in a report and upload to the journal for future reference

Why is analysis of a verse performance an important skill for understanding and appreciating creative arts?

- Champion Creative Arts and Sports Grade 8 pg. 136
- Digital devices
- Reference books

- Written assignments - Observation - Class discussion

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Composing and performing a verse

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

- Compose a verse on a pertinent societal issue using descriptive and figurative language
- Perform the composed verse using appropriate voice, body language and gestures for analysis by peers
- Use a structured evaluation table to analyse each other's verse performances

In groups, learners are guided to:
- Choose a pertinent societal topic, identify a persona or object speaking in the verse and write using descriptive language that creates clear imagery
- Practise reading the verse aloud using voice variation, facial expressions and gestures to convey emotions and rehearse with body language until confident
- Introduce the verse to the class, perform it and use the evaluation table to analyse each other's theme, language use, performance, costumes and characters

How does performing a verse with expression and body language enhance the audience's understanding and appreciation of its message?

- Champion Creative Arts and Sports Grade 8 pg. 137
- Exercise books
- Costumes and props

- Practical assessment - Observation - Peer feedback

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Sportsmanship in sporting activities

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

- Define sportsmanship and identify examples of good conduct and behaviour in sporting activities
- Demonstrate sportsmanship through respect for opponents, teamwork, fair play and safety during a mini game
- Appreciate the importance of good sportsmanship for healthy, enjoyable and safe sporting participation

In groups, learners are guided to:
- Study pictures showing sportsmanship (handshakes, first aid) and discuss why each action demonstrates good conduct
- Research examples of sportsmanship online or in sports magazines and complete a table covering: respect for opponents, teamwork, fair play, being a good winner and loser, and observing safety
- Organise a mini Volleyball game, take turns demonstrating good conduct and behaviour, and assess each other's performance providing positive feedback

How does practising good sportsmanship contribute to fair, safe and enjoyable sporting activities for everyone involved?

- Champion Creative Arts and Sports Grade 8 pg. 138
- Volleyball or improvised ball
- Sports magazines and reference books

- Observation - Oral questions - Practical assessment

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Analysing a folk dance and cross-analysis

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

- Analyse a Kenyan folk dance by evaluating dance techniques, costumes, props, instruments, audience engagement and group coordination
- Compare and analyse aspects of a verse, a folk dance and a sporting event including expression, teamwork and audience engagement
- Appreciate the role of analysis in adding value to Creative Arts and Sports

In groups, learners are guided to:
- Watch live or recorded video clips of different Kenyan folk dances, compare music, costumes, movement, occasion, community, gender and age, and discuss similarities and differences
- Create or select a folk dance, practise with costumes and instruments, perform in class and use the evaluation table to analyse each other's dance techniques, props, instruments and audience engagement
- Watch a verse performance, folk dance and Netball game and compile a comparative report on expression, teamwork, audience engagement and sportsmanship, then read the report in class

Why is the ability to analyse Creative Arts and Sports performances an important skill for both performers and audiences?

- Champion Creative Arts and Sports Grade 8 pg. 140
- Digital devices
- Improvised costumes and instruments

- Written assignments - Practical assessment - Self-assessment