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

In groups, learners are guided to:
- 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
Composing Melody - Sol-fa in "Go to sleep"

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

In groups, learners are guided to:
- 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
- Mentor Creative Arts Grade 4 Learner's Book, pg. 67
-Song charts with sol-fa syllables

- Observation -Performance assessment -Peer assessment

Creating and Execution

Composing Melody - Sol-fa in "Hot cross bun"
Composing Melody - Hand signs for sol-fa syllables

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

- Search for the melody of "Hot cross bun"
- Fill in correct sol-fa syllables
- Sing with correct pitching

In groups, learners are guided to:
- Search for the melody of "Hot cross bun" using digital devices
-Sing the song
-Fill in the correct sol-fa syllables
-Note that the melody begins on 'm'
-Sing the sol-fa syllables correctly

How can digital devices help in learning melodies?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 68
-Digital devices
-Song charts
- Mentor Creative Arts Grade 4 Learner's Book, pg. 69
-Charts showing hand signs

- Observation -Performance assessment -Written assignments

Creating and Execution

Composing Melody - Practicing sol-fa with hand signs

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

- Practice singing sol-fa syllables with hand signs
- Perform hand signs for given sol-fa patterns
- Work with others in musical activities

In groups, learners are guided to:
- Practice singing d, r, m with hand signs
-Sing up and down the sol-fa ladder with hand signs
-Perform hand signs for given sol-fa patterns
-Write sol-fa syllables for given hand signs
-Work in pairs to practice

How can hand signs enhance learning of sol-fa syllables?

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

- Observation -Performance assessment -Peer assessment

Creating and Execution

Composing Melody - Hand signs in "Mary had a little lamb"
Composing Melody - Free hand lettering of sol-fa

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

In groups, learners are guided to:
- Sing "Mary had a little lamb" while performing hand signs
-Follow the sol-fa syllables provided for the song
-Perform the song in groups
-Give feedback on each other's performance

How can hand signs be applied to familiar songs?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 70
-Song charts with sol-fa syllables
- Mentor Creative Arts Grade 4 Learner's Book, pg. 71
-Writing materials

- Observation -Performance assessment -Peer assessment

Creating and Execution

Composing Melody - Identifying sol-fa in songs
Composing Melody - Steps to identify sol-fa

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

- Sing a simple song to classmates
- Identify sol-fa syllables in the song
- Record self using digital device

In groups, learners are guided to:
- Sing a simple song to classmates
-Let friends identify the sol-fa syllables
-Sing the sol-fa pitches using hand signs
-Record self using a digital device
-Share recording with teacher

How can sol-fa syllables be identified in songs?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 71
-Digital devices
- Mentor Creative Arts Grade 4 Learner's Book, pg. 72
-Song recordings

- Observation -Performance assessment -Project work

Creating and Execution

Composing Melody - Stepwise motion

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

- Sing a song with stepwise motion
- Identify how sol-fa syllables are connected
- Identify repeated sol-fa syllables

In groups, learners are guided to:
- Sing the song "All through the night"
-Identify how sol-fa syllables are connected
-Identify which sol-fa syllables are repeated
-Show sol-fa syllables following each other using hand signs
-Learn about stepwise motion in melody

What is stepwise motion in a melody?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 72
-Song charts with sol-fa syllables

- Observation -Performance assessment -Oral questions

Creating and Execution

Composing Melody - Sound duration in melody
Composing Melody - Starting and ending melodies

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

In groups, learners are guided to:
- 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
- Mentor Creative Arts Grade 4 Learner's Book, pg. 74
-Song charts with sol-fa syllables

- Observation -Performance assessment -Oral questions

Creating and Execution

Composing Melody - Creating short melodies
Composing Melody - Creating melodies with rhythm

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

- Follow guidelines for creating melodies
- Complete given melody patterns
- Create original melodies using d, r, m

In groups, learners are guided to:
- Learn guidelines for creating melodies using d, r, m
-Complete given melody patterns
-Compose original melodies using d, r, m
-Ensure melodies start and end on 'd'
-Share melodies with classmates

How can short melodies be created using d, r, m?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 75
-Writing materials

- Observation -Project work -Peer assessment

Creating and Execution

Composing Melody - Making clay slabs (1)
Composing Melody - Making clay slabs (2)

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

- Identify techniques for making sol-fa syllables with clay
- Prepare clay for making slabs
- Show interest in clay work

In groups, learners are guided to:
- Learn about two techniques for making sol-fa syllables
-Prepare clay by kneading to make it smooth
-Cut a lump of clay and place on polythene paper
-Discuss clay preparation techniques

What techniques are used for making sol-fa syllables with clay?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 76
-Clay
-Polythene paper
-Ruler
-Rolling pin
-Cutting tools

- Observation -Project work -Oral questions

Performance and Display

Athletics - Introduction to sprint starts and sprinting techniques
Athletics - Medium sprint start technique demonstration
Athletics - Medium sprint start technique demonstration

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

- Define sprinting as running at high speed over short distances
- Describe different types of sprint starts for races
- Show interest in learning about athletics

- Observe pictures of learners in sprinting positions
- Discuss different types of sprint starts (medium and elongated)
- Share personal experiences about participating in sprinting activities
- Watch demonstration/video clips of different sprint starts

Why is appropriate posture important in sprinting?

- 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
- Mentor Creative Arts pg. 83
- Open space with marked starting line
- Whistle

- Observation - Oral questions - Written assignments

Performance and Display

Athletics - Medium sprint start technique practice
Athletics - Elongated sprint start technique demonstration
Athletics - Elongated sprint start technique practice

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

- Demonstrate the complete medium sprint start sequence
- Run a short distance using the medium sprint start technique
- Show confidence in executing sprint starts

In groups, learners are guided to:
- Mark starting and finishing lines on the ground
- Practice the complete medium sprint start sequence
- Run to the finishing line upon "go" command
- Repeat the activity several times for mastery

How can practice improve sprint start performance?

- Mentor Creative Arts pg. 84
- Open space with marked starting and finishing lines
- Whistle
- Mentor Creative Arts pg. 85
- Digital devices for video demonstrations
- Open space for practice
- Mentor Creative Arts pg. 86

- Observation - Performance analysis - Exit tickets

Performance and Display

Athletics - Body posture, acceleration, transition, and finish in sprinting
Athletics - Sprinting techniques practice
Athletics - Reading and understanding the Kenya National Anthem

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

- Describe the phases of sprinting technique
- Explain how to accelerate when sprinting
- Show interest in proper sprinting technique

In groups, learners are guided to:
- Study pictures of sprinting technique
- Discuss body positioning in different phases of sprinting
- Explore how to increase speed during acceleration
- Learn about proper finishing technique

How can proper body alignment improve sprinting speed?

- 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
- Mentor Creative Arts pg. 91
- Chart with Kenya National Anthem words
- Audio recording of Kenya National Anthem

- Observation - Oral questions - Written assignments

Performance and Display

Athletics - Singing the Kenya National Anthem in groups
Athletics - Studying the Kenyan flag colors and arrangement

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

- Sing the Kenya National Anthem with proper pronunciation
- Apply appropriate tempo when singing the anthem
- Show respect while singing the national anthem

In groups, learners are guided to:
- Practice singing the Kenya National Anthem in groups
- Focus on accuracy in tune and proper pronunciation
- Maintain appropriate tempo during singing
- Observe appropriate etiquette during anthem performance

How does singing the national anthem promote patriotism?

- Mentor Creative Arts pg. 91
- Audio recording of Kenya National Anthem
- Chart with Kenya National Anthem words
- Mentor Creative Arts pg. 90
- Digital devices for searching images
- Chart showing the Kenyan flag

- Observation - Performance analysis - Peer assessment

Performance and Display

Athletics - Sketching and painting the Kenyan flag
Athletics - Attaching the flag to a suitable handle

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

- Sketch the Kenyan flag on paper
- Paint the flag using the correct colors
- Value the importance of neatness in artwork

In groups, learners are guided to:
- Sketch the Kenyan flag on paper
- Paint the flag observing the correct color arrangement
- Apply proper painting techniques for neat results
- Display completed flags for peer feedback

How should colors be arranged on the Kenyan flag?

- Mentor Creative Arts pg. 91
- Paper, pencils, rulers
- Paints (black, red, green, white)
- Brushes
- Mentor Creative Arts pg. 92
- Completed painted flags
- Materials for handles (sticks, dowels)
- Glue

- Observation - Project assessment - Peer critique

Performance and Display

Athletics - Practicing medium starts 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

In groups, learners are guided to:
- 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

- Observation - Peer assessment - Skill progression charts

Performance and Display

Athletics - Practicing sprinting technique in pairs
Athletics - Participating in sprint competitions

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

- Execute sprinting technique with proper body alignment
- Maintain maximum speed during a sprint
- Value the role of practice in improving performance

In groups, learners are guided to:
- Practice proper sprinting technique in pairs
- Focus on start, arm and leg action, and finish
- Mark lines to practice sprinting for short distances
- Provide feedback to partners on technique

What are the key elements of proper sprinting technique?

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

- Observation - Performance analysis - Peer assessment

Performance and Display

Athletics - Participating in sprint competitions
Athletics - Recording and critiquing sprint performances

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

- Apply learned techniques in sprint races
- Run to and from marked points with maximum speed
- Show enthusiasm for athletic competitions

In groups, learners are guided to:
- Mark starting and finishing lines for races
- Take turns to run races with maximum speed
- Cheer for classmates during races
- Use a stopwatch to time performances

How can timing performances help improve sprint technique?

- Mentor Creative Arts pg. 90
- Open space with marked lines
- Stopwatch
- Whistle
- Digital devices for recording
- Open space for sprint activities
- Playback equipment

- Observation - Performance analysis - Timed results

Performance and Display

Athletics - Importance of the flag and anthem during events
Athletics - Sprint competition with flag and anthem

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

- Explain why the flag is raised during athletic events
- Describe the importance of singing the anthem at events
- Value national symbols during sporting events

In groups, learners are guided to:
- Study pictures of flag raising during athletic events
- Discuss the significance of raising the flag during events
- Explore the importance of singing the anthem at events
- Role-play a flag raising and anthem singing ceremony

Why is flying the flag important during athletics events?

- Mentor Creative Arts pg. 92
- Pictures of athletic events with flag raising
- Painted flags with handles
- Audio recording of Kenya National Anthem
- Open space with marked track
- Kenyan flags
- Audio equipment for anthem
- Stopwatch

- Observation - Oral questions - Written assignments

Performance and Display

Athletics - Athletic event appreciation

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

In groups, learners are guided to:
- 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

- Observation - Oral questions - Written assignments

Performance and Display

Athletics - Sprint skills assessment
Gymnastics - Introduction to balances and rolls in gymnastics

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

- Demonstrate mastery of sprint starts and techniques
- Explain the symbolism of the Kenyan flag
- Show pride in national symbols during athletic events

In groups, learners are guided to:
- Demonstrate medium and elongated sprint starts
- Show proper sprinting technique in short races
- Explain the importance of the flag and anthem in athletics
- Demonstrate proper flag handling and anthem etiquette

How do athletics and national symbols connect to form a complete sporting experience?

- Mentor Creative Arts pg. 92
- Open space with marked track
- Kenyan flags
- Assessment sheets
- Mentor Creative Arts pg. 94
- Digital devices for video demonstrations
- Pictures of gymnastic positions
- Safe practice area with mats

- Observation - Performance assessment - Oral evaluation

Performance and Display

Gymnastics - Crab balance demonstration and practice
Gymnastics - Crab balance technique practice

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

- Describe the steps of performing crab balance
- Demonstrate initial positioning for crab balance
- Appreciate the importance of balance in gymnastics

In groups, learners are guided to:
- Watch video clip/demonstration of crab balance
- Observe body positioning of head, hands, and feet
- Discuss how to maintain balance during the pose
- Practice sitting position with knees bent for crab balance

How is weight distributed in the crab balance position?

- Mentor Creative Arts pg. 95
- Digital devices for video demonstrations
- Safe practice area with mats
- Safe practice area with mats
- Demonstration charts

- Observation - Skill progression chart - Peer assessment

Performance and Display

Gymnastics - Side roll demonstration and 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

In groups, learners are guided to:
- 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

- Observation - Skill progression chart - Peer assessment

Performance and Display

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

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

- Demonstrate shifting weight to shoulders during side roll
- Execute complete side roll with proper technique
- Show perseverance in mastering gymnastic skills

In groups, learners are guided to:
- Practice lowering shoulder and head to either side
- Practice shifting body weight to shoulders
- Execute full side roll with proper technique
- Practice standing back to starting position after roll

What is the importance of sequence in performing side roll?

- Mentor Creative Arts pg. 97
- Safe practice area with mats
- Demonstration charts
- Mentor Creative Arts pg. 100
- Audio recordings of patriotic songs
- Charts with song lyrics
- Open space for warm-up activities

- Observation - Performance analysis - Self-assessment

Performance and Display

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

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

- Identify percussion instruments for accompaniment
- Play simple rhythms on percussion instruments
- Show interest in combining music with gymnastics

In groups, learners are guided to:
- Select appropriate percussion instruments (shakers, rattles, drum)
- Practice playing simple rhythmic patterns
- Discuss how rhythm can complement gymnastic movements
- Play instruments to accompany simple movements

How do percussion instruments enhance gymnastic activities?

- Mentor Creative Arts pg. 97
- Percussion instruments (shakers, rattles, drums)
- Demonstration charts of rhythmic patterns
- Safe practice area with mats
- Markers (lime or ash) for circles
- Assessment checklists

- Observation - Performance assessment - Peer feedback

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

In groups, learners are guided to:
- 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

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

In groups, learners are guided to:
- 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

- Observation - Performance analysis - Rhythmic coordination assessment

Performance and Display

Gymnastics - Crab balance with rhythmic patterns
Gymnastics - Peer assessment of gymnastics skills

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

- Perform crab balance with rhythmic movement
- Coordinate movement with French rhythm names
- Value the integration of rhythm and gymnastics

In groups, learners are guided to:
- Mark a square on the ground for activity
- Stand at corners of the square
- Perform crab balance on command
- Move in crab walk while chanting 'taa' and 'ta-te'
- Match steps to rhythm pattern

How does rhythmic chanting improve coordination during crab walk?

- Mentor Creative Arts pg. 99
- Safe practice area with mats
- Markers for square
- Rhythm charts
- Assessment checklists
- Pencils

- Observation - Performance analysis - Coordination assessment

Performance and Display

Gymnastics - Group game with gymnastic skills
Gymnastics - Using digital devices to photograph gymnastics performances

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

- Integrate gymnastic skills into group games
- Sing songs during group activities
- Show enjoyment in combining skills with games

In groups, learners are guided to:
- Form two groups (taggers and runners)
- Sing "Watoto Wangu" song during activity
- Run from taggers after song
- Perform crab balance when tagged
- Pass under crab balance to save tagged players

How do games enhance the practice of gymnastic skills?

- Mentor Creative Arts pg. 100
- Safe practice area
- Audio recording of song
- Open space for game
- Mentor Creative Arts pg. 97
- Digital devices with cameras
- Safe practice area for gymnastics
- Display equipment for reviewing photos

- Observation - Participation assessment - Group dynamics evaluation

Performance and Display

Gymnastics - Creating a portfolio of gymnastics photographs

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

In groups, learners are guided to:
- 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

- Observation - Portfolio assessment - Self-evaluation

Performance and Display

Gymnastics - Home practice and documentation
Gymnastics - Skills assessment

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

- Create a plan for home practice of gymnastic skills
- Use digital devices to record performances
- Value practice outside of school setting

In groups, learners are guided to:
- Plan simple gymnastic activities for home practice
- Listen to patriotic songs to accompany exercises
- Record performances using digital devices
- Share recorded performances with parents/guardians

How can home practice reinforce gymnastic skills?

- Mentor Creative Arts pg. 100
- Planning templates
- Digital devices for recording
- List of safe home activities
- Safe practice area with mats
- Assessment checklists
- Percussion instruments

- Observation - Practice plan assessment - Self-reporting

Performance and Display

Gymnastics - Self and peer assessment
Gymnastics - Skills integration

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

- Evaluate own gymnastic performance
- Assess peers' performances objectively
- Appreciate the value of assessment in learning

In groups, learners are guided to:
- Review criteria for successful gymnastic skills
- Perform crab balance and side roll for assessment
- Complete self-assessment forms
- Provide constructive feedback to peers

How does assessment contribute to skill mastery?

- Mentor Creative Arts pg. 100
- Safe practice area with mats
- Assessment forms
- Pencils
- Percussion instruments
- Audio equipment

- Self-assessment - Peer assessment - Teacher observation

Performance and Display

Descant Recorder - Exploring and identifying parts of a descant recorder
Descant Recorder - Learning to hold and blow the descant recorder

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

- Identify the parts of a descant recorder
- Name the function of each part
- Show interest in learning about musical instruments

In groups, learners are guided to:
- Observe pictures/actual descant recorder
- Identify front and back views of the recorder
- Name the parts (head joint, middle joint, foot joint)
- Discuss the function of each part

How can one identify the parts of a descant recorder?

- Mentor Creative Arts pg. 125
- Descant recorders
- Charts showing recorder parts
- Pictures of recorders
- Mentor Creative Arts pg. 129
- Charts showing correct posture
- Disinfectant wipes

- Observation - Oral questions - Labeling activities

Performance and Display

Descant Recorder - Assembling and disassembling the recorder

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

- Separate recorder into its component parts
- Reassemble recorder correctly
- Value careful handling of musical instruments

In groups, learners are guided to:
- Practice separating recorder into three pieces
- Connect head joint to middle joint correctly
- Attach foot joint to assembled parts
- Position finger holes correctly for playing
- Test assembled recorder by gentle blowing

Why is correct assembly important for recorder playing?

- Mentor Creative Arts pg. 128
- Descant recorders
- Charts showing assembly steps
- Demonstration models

- Observation - Performance assessment - Sequential task evaluation

Performance and Display

Descant Recorder - Learning care and maintenance of the recorder
Descant Recorder - Health considerations with recorders

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

- Describe methods of caring for a descant recorder
- Demonstrate cleaning of the recorder
- Show responsibility in instrument care

In groups, learners are guided to:
- Study pictures of recorder cleaning
- Discuss ways of caring for and maintaining recorder
- Demonstrate using cleaning rod and cloth
- Discuss importance of not sharing recorders
- Practice safe storage techniques

Why is proper care of the descant recorder important?

- Mentor Creative Arts pg. 129
- Descant recorders
- Cleaning rods
- Clean cloths
- Storage cases
- Mentor Creative Arts pg. 130
- Cleaning supplies
- Charts on hygiene

- Observation - Oral questions - Demonstration assessment

Performance and Display

Descant Recorder - Practicing holding and blowing with appropriate fingering
Descant Recorder - Collecting materials for making a recorder case

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

- Position fingers correctly on the recorder
- Demonstrate correct hand position
- Show interest in developing proper technique

In groups, learners are guided to:
- Study finger position charts
- Practice left hand position on upper holes
- Position right hand correctly on lower holes
- Practice thumb placement for back hole
- Blow gently to produce sound

What is the correct fingering position for the descant recorder?

- Mentor Creative Arts pg. 130
- Descant recorders
- Finger position charts
- Demonstration models
- Mentor Creative Arts pg. 132
- Sample materials (fabric, leather, yarn)
- Recyclable materials
- Storage containers

- Observation - Performance assessment - Fingering tests

Performance and Display

Descant Recorder - Making a decorated case

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

- Create a case using appropriate technique
- Apply color variation in case design
- Value creativity in instrument accessories

In groups, learners are guided to:
- Demonstrate stitching technique for fabric/leather case
- Practice crocheting technique for yarn case
- Apply color variation in design
- Size case appropriately for recorder

What techniques can be used to create a functional recorder case?

- Mentor Creative Arts pg. 132
- Collected materials
- Needles, thread
- Crochet hooks
- Scissors

- Observation - Project assessment - Creativity evaluation

Performance and Display

Descant Recorder - Embellishing the case with found objects
Descant Recorder - Learning to play note B

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

- Select appropriate objects for embellishment
- Attach objects securely to case
- Demonstrate creative expression in design

In groups, learners are guided to:
- Select found objects for embellishment
- Attach objects securely to recorder case
- Ensure functionality is maintained
- Present completed cases for feedback

How does embellishment enhance the recorder case design?

- Mentor Creative Arts pg. 132
- Completed recorder cases
- Found objects for decoration
- Adhesives, thread
- Mentor Creative Arts pg. 133
- Descant recorders
- Charts showing B fingering
- Digital devices for demonstrations

- Observation - Project assessment - Peer critique

Performance and Display

Descant Recorder - Learning to play note A
Descant Recorder - Learning to play note G

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

- Position fingers correctly for note A
- Produce correct sound for note A
- Show confidence in playing musical notes

In groups, learners are guided to:
- Watch demonstrations/videos of playing note A
- Practice closing back hole with left thumb
- Place first and second fingers on appropriate holes
- Support recorder with right hand thumb
- Blow gently to produce A note

How is note A played on the descant recorder?

- Mentor Creative Arts pg. 134
- Descant recorders
- Charts showing A fingering
- Digital devices for demonstrations
- Mentor Creative Arts pg. 135
- Charts showing G fingering

- Observation - Performance assessment - Note accuracy evaluation

Performance and Display

Descant Recorder - Practicing appropriate playing techniques
Descant Recorder - Playing combined note patterns

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

- Demonstrate correct posture when playing
- Apply appropriate blowing technique
- Show perseverance in developing skills

In groups, learners are guided to:
- Practice correct sitting/standing posture
- Focus on gentle blowing for clear tone
- Practice correct finger positioning for each note
- Apply appropriate breath control

What contributes to good tone production on the recorder?

- Mentor Creative Arts pg. 136
- Descant recorders
- Charts showing proper technique
- Mirror for self-observation
- Mentor Creative Arts pg. 137
- Combined note pattern charts
- Transition exercises

- Observation - Performance assessment - Technique evaluation

Performance and Display

Descant Recorder - Playing simple melodies

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

- Play "Merrily We Roll Along" melody
- Follow rhythm notation while playing
- Value accuracy in musical performance

In groups, learners are guided to:
- Study the notation for "Merrily We Roll Along"
- Identify note patterns in the melody
- Practice playing sections of the melody
- Combine sections into complete melody
- Focus on rhythm and note accuracy

How do note patterns form a complete melody?

- Mentor Creative Arts pg. 138
- Descant recorders
- Notation for "Merrily We Roll Along"
- Audio recording of melody

- Observation - Performance assessment - Melody completion evaluation

Performance and Display

Descant Recorder - Playing additional melodies
Swimming - Introduction to crouch and standing surface dives

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

- Play "Hot Cross Buns" and other simple melodies
- Apply correct fingering for each note
- Demonstrate growing musical confidence

In groups, learners are guided to:
- Practice playing "Hot Cross Buns" and other melodies
- Form groups for practice and performance
- Take turns playing the melodies
- Focus on note transitions and rhythm accuracy
- Provide feedback to group members

How does group practice enhance melody learning?

- Mentor Creative Arts pg. 139
- Descant recorders
- Notation for "Hot Cross Buns" and other melodies
- Audio recordings of melodies
- Mentor Creative Arts pg. 144
- Digital devices for video demonstrations
- Pictures of surface dives
- Charts showing dive progressions

- Observation - Performance assessment - Group participation evaluation

Performance and Display

Swimming - Watching demonstrations of surface dives
Swimming - Learning the progression of surface dives

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

- Observe key elements of surface dive techniques
- Identify the body positioning in surface dives
- Value proper technique in swimming skills

In groups, learners are guided to:
- Watch video clips/demonstrations of surface dives
- Observe body positioning of head and hands
- Note starting and finishing positions
- Discuss how to maintain balance during dives
- Identify safety considerations

What are the key elements of successful surface dives?

- Mentor Creative Arts pg. 144
- Digital devices for video demonstrations
- Pictures of surface dive positions
- Safety charts
- Mentor Creative Arts pg. 146
- Charts showing dive progressions
- Pictures of dive positions
- Video demonstrations

- Observation - Oral questions - Note-taking assessment

Performance and Display

Swimming - Water entry safety considerations
Swimming - Practicing the crouch surface dive with safety considerations

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

- Identify important safety rules for swimming
- Explain why pool depth must be checked before diving
- Show responsibility regarding water safety

In groups, learners are guided to:
- Discuss essential swimming safety rules
- Explore the importance of supervision
- Learn about checking pool depth before diving
- Discuss the danger of pushing others in water
- Role-play safe water entry scenarios

Why are safety precautions essential in swimming?

- Mentor Creative Arts pg. 146
- Water safety charts
- Pictures of safe water practices
- Safety equipment displays
- Mentor Creative Arts pg. 147
- Safe practice area
- Pictures of dive positions
- Position markers

- Observation - Oral questions - Role-play assessment

Performance and Display

Swimming - Practicing the standing surface dive with safety considerations

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

- Demonstrate the standing surface dive steps on land
- Compare standing dive with crouch dive
- Show confidence in skill progression

In groups, learners are guided to:
- Practice standing dive positions on land
- Focus on proper body alignment
- Follow the progression: stance, push-off, descent, entry
- Practice in pairs with feedback
- Compare with crouch dive technique

What are the key differences between standing and crouch dives?

- Mentor Creative Arts pg. 147
- Safe practice area
- Pictures of dive positions
- Position markers

- Observation - Performance assessment - Technique comparison evaluation

Performance and Display

Swimming - Water games for confidence
Swimming - Floating techniques

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

- Describe water games that build swimming confidence
- Explain the purpose of each game
- Show interest in water activities

In groups, learners are guided to:
- Explore different water games for confidence
- Discuss picking objects in water
- Learn about water splash games
- Explore ball games in water
- Focus on safety during all activities

How do water games help develop swimming confidence?

- Mentor Creative Arts pg. 145
- Pictures of water games
- Props for games (balls, floating objects)
- Safety charts
- Mentor Creative Arts pg. 147
- Pictures of floating positions
- Safe practice area
- Demonstration models

- Observation - Oral questions - Game comprehension assessment

Performance and Display

Swimming - Mushroom float technique practice
Swimming - Supine floating technique

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

- Demonstrate mushroom float on land
- Describe the counting procedure for float
- Show confidence in float technique

In groups, learners are guided to:
- Practice proper mushroom float position on land
- Focus on hugging knees and tucking head
- Practice counting to 10 while in position
- Work in groups for balloon toss activity
- Perform mushroom float when balloon touches water

How does the mushroom float support water confidence?

- Mentor Creative Arts pg. 148
- Safe practice area
- Balloons for activity
- Demonstration models
- Pictures of supine floating

- Observation - Position demonstration assessment - Group activity participation

Performance and Display

Swimming - Prone floating technique

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

- Demonstrate prone floating position on land
- Compare prone with supine floating
- Appreciate various floating techniques

In groups, learners are guided to:
- Study prone floating technique
- Practice horizontal position with face down
- Extend arms forward with legs together
- Align head with spine, eyes looking down
- Compare with supine floating position

How does the prone position differ from supine floating?

- Mentor Creative Arts pg. 149
- Pictures of prone floating
- Safe practice area
- Demonstration models

- Observation - Position demonstration assessment - Technique comparison evaluation

Performance and Display

Swimming - Gliding techniques introduction
Swimming - Prone gliding technique

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

- Describe gliding as controlled movement through water
- Explain the body positioning for gliding
- Show interest in progressive swimming skills

In groups, learners are guided to:
- Explore gliding as controlled water movement
- Study the concept of propulsion from wall push
- Discuss streamlined body position for gliding
- Compare gliding with floating techniques
- Discuss movement without arm or leg action

How does gliding contribute to swimming efficiency?

- Mentor Creative Arts pg. 149
- Pictures of gliding positions
- Safe practice area
- Demonstration models
- Mentor Creative Arts pg. 150
- Pictures of prone gliding
- Wall surface for practice

- Observation - Oral questions - Position demonstration assessment

Performance and Display

Swimming - Supine gliding technique
Swimming - Using digital devices to photograph diving performances

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

- Demonstrate supine gliding position on land
- Compare supine with prone gliding
- Show confidence in gliding techniques

In groups, learners are guided to:
- Practice horizontal body position for supine gliding
- Position head facing up in line with spine
- Extend body in streamlined position
- Simulate wall push action on land
- Maintain position without arm or leg movement

How does supine gliding differ from prone gliding?

- Mentor Creative Arts pg. 151
- Pictures of supine gliding
- Safe practice area
- Wall surface for practice
- Digital devices with cameras
- Models demonstrating dive positions
- Photo composition guides

- Observation - Position demonstration assessment - Technique comparison evaluation

Performance and Display

Swimming - Selecting appropriate photographs for e-portfolio
Swimming - Discussing own and others' photographs

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

- Select photographs that display technique clearly
- Organize photographs in digital portfolio
- Show creativity in visual presentation

In groups, learners are guided to:
- Review photographs taken of diving positions
- Select photographs that show technique clearly
- Create digital folder/portfolio for storage
- Organize photographs by technique type
- Label photographs appropriately

How can photography help analyze swimming technique?

- Mentor Creative Arts pg. 151
- Digital devices with photographs
- Computer for portfolio organization
- Selection criteria charts
- Digital devices for displaying photographs
- Presentation space
- Feedback forms

- Observation - Selection assessment - Organization evaluation

Performance and Display

Swimming - Culminating assessment

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

- Demonstrate understanding of swimming skills
- Explain safety considerations for swimming
- Show appreciation for swimming as a life skill

In groups, learners are guided to:
- Review all swimming techniques learned
- Demonstrate positions for floating and gliding
- Explain safety considerations for each technique
- Discuss importance of swimming as a life skill
- Share personal reflections on learning

How has learning about swimming techniques contributed to water confidence?

- Mentor Creative Arts pg. 151
- Assessment forms
- Visual aids of swimming techniques
- Photographs from portfolio

- Observation - Oral assessment - Written evaluation - Portfolio review

Performance and Display
Appreciation in Creative Arts

Swimming - Water safety review
Analysis of Creative Arts works - Introduction to appreciation in Creative Arts

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

- Summarize key water safety rules
- Explain importance of supervision in swimming
- Value safety in aquatic environments

In groups, learners are guided to:
- Review all water safety rules covered
- Create water safety posters in groups
- Present safety guidelines to class
- Role-play emergency response scenarios
- Discuss importance of pool hygiene

How does understanding safety enhance swimming enjoyment?

- Mentor Creative Arts pg. 151
- Water safety charts
- Poster-making materials
- Safety equipment displays
- Mentor Creative Arts pg. 160
- Pictures of various Creative Arts works
- Digital devices for research
- Charts showing appreciation aspects

- Observation - Poster assessment - Role-play evaluation - Oral presentation

Appreciation in Creative Arts

Analysis of Creative Arts works - Aesthetic appreciation
Analysis of Creative Arts works - Skills appreciation

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

- Describe aesthetic aspects of Creative Arts
- Identify elements that contribute to beauty
- Value aesthetic qualities in artwork

In groups, learners are guided to:
- Explore aesthetic aspects of various artworks
- Discuss elements that make art visually appealing
- Study examples of aesthetically pleasing works
- Practice identifying aesthetic elements in works
- Express personal responses to different artworks

How do aesthetic elements contribute to artwork appreciation?

- Mentor Creative Arts pg. 161
- Samples of various Creative Arts works
- Charts showing aesthetic elements
- Digital devices for viewing art examples
- Samples of artworks showing different skills
- Charts showing various techniques
- Videos of artists demonstrating skills

- Observation - Oral questions - Aesthetic analysis tasks

Appreciation in Creative Arts

Analysis of Creative Arts works - Message appreciation

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

- Identify messages conveyed in Creative Arts works
- Discuss how art communicates ideas
- Value art as a form of communication

In groups, learners are guided to:
- Explore messages conveyed in various artworks
- Discuss how artists communicate through their work
- Interpret meanings in different art examples
- Share personal interpretations of artworks
- Discuss cultural and social messages in art

How do Creative Arts works communicate messages?

- Mentor Creative Arts pg. 162
- Samples of message-rich artworks
- Charts showing communication techniques
- Cultural context information
- Discussion prompts

- Observation - Oral questions - Message interpretation assessment

Appreciation in Creative Arts

Analysis of Creative Arts works - Giving constructive feedback
Analysis of Creative Arts works - Proper care of artwork

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

- Explain the importance of constructive feedback
- Give specific and helpful feedback on artwork
- Respect others' creative expressions

In groups, learners are guided to:
- Discuss the purpose and value of feedback
- Learn techniques for constructive criticism
- Practice giving specific and helpful comments
- Explore how feedback helps artists improve
- Role-play feedback scenarios

How does constructive feedback contribute to artistic growth?

- Mentor Creative Arts pg. 162
- Samples of artworks for critique
- Feedback guideline charts
- Role-play scenario cards
- Mentor Creative Arts pg. 163
- Various artworks for demonstration
- Care materials (cloths, containers)
- Charts showing care procedures
- Storage and display examples

- Observation - Feedback quality assessment - Role-play participation

Appreciation in Creative Arts

Analysis of Creative Arts works - Selecting artwork for display
Analysis of Creative Arts works - Preparing display areas and props

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

- Select appropriate artworks for display
- Explain criteria for artwork selection
- Value the showcase of creative work

In groups, learners are guided to:
- Discuss criteria for selecting artwork for display
- Review previously created artworks
- Select pieces that meet display criteria
- Explain reasons for selections
- Prepare selected works for display

What criteria determine artwork selection for display?

- Mentor Creative Arts pg. 163
- Previously created artworks
- Selection criteria charts
- Display preparation materials
- Selection worksheets
- Mentor Creative Arts pg. 164
- Display materials (boards, stands)
- Label creation supplies
- Mounting materials
- Decoration materials

- Observation - Selection process assessment - Justification evaluation

Appreciation in Creative Arts

Analysis of Creative Arts works - Displaying artwork in the school
Analysis of Creative Arts works - Taking a gallery walk

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

- Arrange artwork in display areas effectively
- Mount artwork securely and attractively
- Demonstrate pride in creative showcase

In groups, learners are guided to:
- Arrange artworks in designated display areas
- Mount works securely on boards or props
- Create attractive groupings and arrangements
- Label works with appropriate information
- Ensure accessibility for viewers

How does proper display arrangement enhance artwork viewing?

- Mentor Creative Arts pg. 164
- Selected artworks for display
- Mounting materials (tape, pins)
- Labels and information cards
- Display areas and boards
- Mentor Creative Arts pg. 165
- Displayed artwork in gallery areas
- Observation worksheets
- Note-taking materials
- Behavior guideline charts

- Observation - Display arrangement assessment - Security and accessibility evaluation

Appreciation in Creative Arts

Analysis of Creative Arts works - Critiquing visual artwork

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

- Critique visual artwork using appropriate terminology
- Discuss type, materials, media, and craftsmanship
- Show respectful appreciation of peers' work

In groups, learners are guided to:
- Discuss framework for artwork critique
- Identify type of artwork (drawing, painting, etc.)
- Analyze materials and media used
- Evaluate craftsmanship and technique
- Provide constructive feedback on visual works

How can we effectively critique visual artwork?

- Mentor Creative Arts pg. 165
- Displayed visual artwork
- Critique framework charts
- Art terminology guides
- Feedback forms

- Observation - Critique quality assessment - Terminology use evaluation

Appreciation in Creative Arts

Analysis of Creative Arts works - Describing Kenyan folk songs
Analysis of Creative Arts works - Participating in folk song performances

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

- Describe folk songs using appropriate terminology
- Analyze community origin, type, and instrumentation
- Appreciate musical diversity in Kenya

In groups, learners are guided to:
- Brainstorm on critical analysis of folk songs
- Identify community of origin for songs
- Categorize by type/occasion (work, funeral, etc.)
- Analyze instrumentation and participants
- Use appropriate terminology in descriptions

How can we critically analyze Kenyan folk songs?

- Mentor Creative Arts pg. 166
- Audio/video recordings of folk songs
- Analysis framework charts
- Music terminology guides
- Community information resources
- Audio recordings for reference
- Performance space
- Traditional instruments
- Costume elements

- Observation - Description quality assessment - Terminology use evaluation

Appreciation in Creative Arts

Analysis of Creative Arts works - Analyzing folk song performances
Analysis of Creative Arts works - Participating in netball events

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

- Analyze folk song performances using criteria
- Discuss performance elements and techniques
- Provide constructive feedback on performances

In groups, learners are guided to:
- Analyze folk song performances using framework
- Discuss vocal techniques and expression
- Evaluate instrumentation and rhythm
- Assess cultural authenticity of performances
- Provide constructive feedback to performers

What elements contribute to effective folk song performances?

- Mentor Creative Arts pg. 166
- Performance recordings
- Analysis framework charts
- Feedback forms
- Cultural reference materials
- Mentor Creative Arts pg. 167
- Netball court and equipment
- Game rules charts
- Team organization plans
- Safety equipment

- Observation - Analysis quality assessment - Feedback appropriateness evaluation

Appreciation in Creative Arts

Analysis of Creative Arts works - Participating in athletics events

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

- Participate actively in athletics events
- Apply learned sprint techniques in competition
- Demonstrate sporting values in events

In groups, learners are guided to:
- Participate in organized athletics events
- Apply learned sprint starts and techniques
- Observe event rules and official decisions
- Demonstrate determination and effort
- Show respect for competitors

How do athletics events showcase physical skills?

- Mentor Creative Arts pg. 167
- Running track and equipment
- Event rules charts
- Starting and timing equipment
- Safety materials

- Observation - Technique application assessment - Sporting behavior evaluation - Performance assessment

Appreciation in Creative Arts

Analysis of Creative Arts works - Participating in gymnastics events
Analysis of Creative Arts works - Analyzing teamwork in sports

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

- Participate actively in gymnastics events
- Perform learned balances and rolls in sequence
- Show confidence in physical performance

In groups, learners are guided to:
- Participate in organized gymnastics events
- Perform sequences of balances and rolls
- Demonstrate proper form and technique
- Support peers during performances
- Show appropriate audience behavior

How do gymnastics events demonstrate balance and control?

- Mentor Creative Arts pg. 167
- Gymnastics mats and equipment
- Performance space
- Safety materials
- Sequence planning charts
- Videos of team sports activities
- Teamwork analysis charts
- Communication guide
- Cooperation strategy lists

- Observation - Technique application assessment - Sequence execution evaluation - Performance confidence assessment

Appreciation in Creative Arts

Analysis of Creative Arts works - Analyzing safety in performances
Analysis of Creative Arts works - Appreciation across cultural backgrounds

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

- Analyze safety considerations in performances
- Identify safety practices for self and others
- Value responsibility in creative activities

In groups, learners are guided to:
- Discuss the importance of safety in performances
- Identify potential risks in different activities
- Analyze safety measures in observed events
- Evaluate responsibility toward self and others
- Create safety guidelines for different activities

Why is safety important in Creative Arts performances?

- Mentor Creative Arts pg. 168
- Safety equipment examples
- Risk assessment charts
- Safety guideline templates
- First aid information
- Examples of art from different cultures
- Cultural context information
- Comparison chart templates
- Cultural reference materials

- Observation - Analysis quality assessment - Safety awareness evaluation - Guideline creation assessment

Appreciation in Creative Arts

Analysis of Creative Arts works - Final exhibition preparation
Analysis of Creative Arts works - Final art exhibition

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

- Prepare for comprehensive Creative Arts exhibition
- Select representative works from all strands
- Show pride in creative accomplishments

In groups, learners are guided to:
- Plan comprehensive Creative Arts exhibition
- Select representative works from all strands
- Prepare display areas and organization
- Create exhibition guides and information
- Assign roles for exhibition management

How can an exhibition showcase learning across Creative Arts?

- Mentor Creative Arts pg. 168
- Creative works from all strands
- Exhibition planning templates
- Display materials and equipment
- Information creation supplies
- Mentor Creative Arts pg. 169
- Display areas and equipment
- Visitor guides and information
- Guest feedback forms

- Observation - Planning quality assessment - Selection appropriateness evaluation - Role fulfillment assessment

Appreciation in Creative Arts

Analysis of Creative Arts works - Performance showcase

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

- Perform selected pieces for an audience
- Demonstrate skills in music, movement, and drama
- Show confidence in public performance

In groups, learners are guided to:
- Present selected performances to an audience
- Demonstrate skills in music (recorder, songs)
- Showcase movement skills (gymnastics, athletics)
- Perform dramatic pieces and folk songs
- Demonstrate cultural appreciation through performance

How do performances communicate artistic learning?

- Mentor Creative Arts pg. 169
- Performance space and equipment
- Musical instruments
- Performance costumes and props
- Program guides for audience

- Observation - Performance quality assessment - Skill demonstration evaluation - Audience engagement assessment