Creating and Executing.

Pushing and Pulling.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify pushing in physical activities.
Use digital devices to watch videos on pushing of different objects.
Acknowledge the objects that can be pushed in the environment.

In groups or pairs,learners are guided to;
Study the pictures in learner`s book and identify the pictures illustrating pushing.
Explain the meaning of pushing for understanding.
Use digital devices to watch videos on pushing.
Demonstrate how to push something.
Walk around the school and name the objects that can be pushed.

What is pushing? Which objects can be pushed in the environment?

Grade 3 Distinction creative arts BK 3.Pg pg 1-2.
Digital devices.
Videos.
Lesson notes.
Pictures.

Checklists. Assessment Rubrics. Oral Questions. Oral discussion. Demonstration.

Creating and Executing.

Pushing and Pulling.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify pushing in physical activities.
Use digital devices to watch videos on pushing of different objects.
Acknowledge the objects that can be pushed in the environment.

In groups or pairs,learners are guided to;
Study the pictures in learner`s book and identify the pictures illustrating pushing.
Explain the meaning of pushing for understanding.
Use digital devices to watch videos on pushing.
Demonstrate how to push something.
Walk around the school and name the objects that can be pushed.

What is pushing? Which objects can be pushed in the environment?

Grade 3 Distinction creative arts BK 3.Pg pg 1-2.
Digital devices.
Videos.
Lesson notes.
Pictures.

Checklists. Assessment Rubrics. Oral Questions. Oral discussion. Demonstration.

Creating and Executing.

Pushing and Pulling.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify pulling in physical activities.
Use digital devices to watch videos on children pulling different objects.
Acknowledge the objects that can be pulled in the environment.

In groups or pairs,learners are guided to;
Observe pictures in learner`s book and identify the picture showing pulling.
Explain the meaning of pulling.
Watch videos on children pulling different objects.
Demonstrate how to pull something.
Walk around the school and identify the objects that can be pulled.

Which objects can be pulled in your environment?

Grade 3 Distinction creative arts BK 3.Pg pg 1-2.
Pictures.
Lesson notes.
Digital devices.
Video clips.

Assessment rubrics. Checklists. Demonstrations. Oral questions. Oral discussion.

Creating and Executing.

Pushing and Pulling.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify pulling in physical activities.
Use digital devices to watch videos on children pulling different objects.
Acknowledge the objects that can be pulled in the environment.

In groups or pairs,learners are guided to;
Observe pictures in learner`s book and identify the picture showing pulling.
Explain the meaning of pulling.
Watch videos on children pulling different objects.
Demonstrate how to pull something.
Walk around the school and identify the objects that can be pulled.

Which objects can be pulled in your environment?

Grade 3 Distinction creative arts BK 3.Pg pg 1-2.
Pictures.
Lesson notes.
Digital devices.
Video clips.

Assessment rubrics. Checklists. Demonstrations. Oral questions. Oral discussion.

Creating and Executing.

Pushing and Pulling.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Name items that are being pushed and pulled in pictures.
Discuss the directions in which the items are being pulled and pushed to.
Acknowledge the directions in which items are

In groups or pairs,learners are guided to;
Look at the pictures in learner`s book and name the items that are being pushed and pulled.
In pairs,learners to point at objects that are being pushed and pulled.
Identify the directions in which the items are being pulled to and pushed to.
Write down the direction in which objects are pushed to and pulled to.

Which directions can we pull or push objects?

Grade 3 Distinction creative arts BK 3.Pg pg 2-3.
Pictures.
Lesson notes.

Oral questions. Oral discussions. Checklists. Assessment rubrics.

Creating and Executing.

Pushing and Pulling.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Name items that are being pushed and pulled in pictures.
Discuss the directions in which the items are being pulled and pushed to.
Acknowledge the directions in which items are

In groups or pairs,learners are guided to;
Look at the pictures in learner`s book and name the items that are being pushed and pulled.
In pairs,learners to point at objects that are being pushed and pulled.
Identify the directions in which the items are being pulled to and pushed to.
Write down the direction in which objects are pushed to and pulled to.

Which directions can we pull or push objects?

Grade 3 Distinction creative arts BK 3.Pg pg 2-3.
Pictures.
Lesson notes.

Oral questions. Oral discussions. Checklists. Assessment rubrics.

Creating and Executing.

Pushing and Pulling.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the items that can be pushed and pulled.
Demonstrate pushing and pulling items in the class.
Enjoy demonstrating pushing and pulling items in the class.

In groups or pairs,learners are guided to;
Look at the pictures in learner`s book and talk about what is happening in the pictures.
Demonstrate what is being done in the pictures.
In pairs,demonstrae pushing and pulling exercise books slowly.

Which items can you pull and push in the class?

Grade 3 Distinction creative arts BK 3.Pg pg 4.
Exercise books.
Desks.
Tyres.

Checklists. Demonstration. Assessment rubrics. Oral questions.

Creating and Executing.

Pushing and Pulling.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the items that can be pushed and pulled.
Demonstrate pushing and pulling items in the class.
Enjoy demonstrating pushing and pulling items in the class.

In groups or pairs,learners are guided to;
Look at the pictures in learner`s book and talk about what is happening in the pictures.
Demonstrate what is being done in the pictures.
In pairs,demonstrae pushing and pulling exercise books slowly.

Which items can you pull and push in the class?

Grade 3 Distinction creative arts BK 3.Pg pg 4.
Exercise books.
Desks.
Tyres.

Checklists. Demonstration. Assessment rubrics. Oral questions.

Creating and Executing.

Pushing and Pulling.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline the steps for performing pulling activities.
Perform pulling activities for flexibility.
Enjoy pulling for strength and flexibility.

In groups,learners are guided to;
Collect old plastic items that are not used e.g jerry cans,basins,ropes.
Make marks on the ground.
Fill the collected jerrycan with sand and then place it at one of the marks.
Tie a rope on the jerrycan and then perform pulling towards the direction of the other marks.
Peers to assess the pulling activities and give feedback.

Why are pulling activities important to our bodies?

Grade 3 Distinction creative arts BK 3.Pg pg 5-6.
Ropes.
School field.
Jerrycans filled with stones or sand.
Bottles.

Practical Activities. Checklists. Portifolios

Creating and Executing.

Pushing and Pulling.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline the steps for performing pulling activities.
Perform pulling activities for flexibility.
Enjoy pulling for strength and flexibility.

In groups,learners are guided to;
Collect old plastic items that are not used e.g jerry cans,basins,ropes.
Make marks on the ground.
Fill the collected jerrycan with sand and then place it at one of the marks.
Tie a rope on the jerrycan and then perform pulling towards the direction of the other marks.
Peers to assess the pulling activities and give feedback.

Why are pulling activities important to our bodies?

Grade 3 Distinction creative arts BK 3.Pg pg 5-6.
Ropes.
School field.
Jerrycans filled with stones or sand.
Bottles.

Practical Activities. Checklists. Portifolios

Creating and Executing.

Pushing and Pulling.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline the steps for performing pushing activities.
Perform pushing activities for strength.
Enjoy pushing for strength.

In groups or pairs,learners are guided to;
Mark two marks on the ground far from each other.
Fill a jerrycan with sand and place it at one of the marks.
Individually,push the jerrycan to the next mark.
Individually ,push a bicycle tyre from one point to the other.

Why are pushing activities important to our bodies?

Grade 3 Distinction creative arts BK 3.Pg pg 7-9.
Jerrycans filled with sand or stones.
School Field.
Bicycle tyres.

Creating and Executing.

Pushing and Pulling.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline the steps for performing pushing activities.
Perform pushing activities for strength.
Enjoy pushing for strength.

In groups or pairs,learners are guided to;
Mark two marks on the ground far from each other.
Fill a jerrycan with sand and place it at one of the marks.
Individually,push the jerrycan to the next mark.
Individually ,push a bicycle tyre from one point to the other.

Why are pushing activities important to our bodies?

Grade 3 Distinction creative arts BK 3.Pg pg 7-9.
Jerrycans filled with sand or stones.
School Field.
Bicycle tyres.

Creating and Executing.

Pushing and Pulling.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify action songs for singing while pulling objects.
Sing action songs while pulling objects.
Enjoy singing action songs while pulling objects.

In groups,learners are guided to;
Sing the action song in learner`s book.
Mark the areas for pulling objects.
Prepare the objects for pulling exercises.
Collaborate in singing action songs as they pull objects within their marked areas.

Why is singing important while pulling objects?

Grade 3 Distinction creative arts BK 3.Pg pg 10.
Action songs.
Objects;toys,jerrycans.
Ropes and Markers.

Practical Activities. Singing. Checklists. Assessment rubrics. Portifolios.

Creating and Executing.

Pushing and Pulling.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify action songs for singing while pulling objects.
Sing action songs while pulling objects.
Enjoy singing action songs while pulling objects.

In groups,learners are guided to;
Sing the action song in learner`s book.
Mark the areas for pulling objects.
Prepare the objects for pulling exercises.
Collaborate in singing action songs as they pull objects within their marked areas.

Why is singing important while pulling objects?

Grade 3 Distinction creative arts BK 3.Pg pg 10.
Action songs.
Objects;toys,jerrycans.
Ropes and Markers.

Practical Activities. Singing. Checklists. Assessment rubrics. Portifolios.

Creating and Executing.

Pushing and Pulling.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify action songs for singing while pulling objects.
Sing action songs while pulling objects.
Enjoy singing action songs while pulling objects.

In groups,learners are guided to;
Sing the action song in learner`s book.
Mark the areas for pulling objects.
Prepare the objects for pulling exercises.
Collaborate in singing action songs as they pull objects within their marked areas.

Why is singing important while pulling objects?

Grade 3 Distinction creative arts BK 3.Pg pg 10.
Action songs.
Objects;toys,jerrycans.
Ropes and Markers.

Practical Activities. Singing. Checklists. Assessment rubrics. Portifolios.

Creating and Executing.

Pushing and Pulling.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify action songs for singing while pulling objects.
Sing action songs while pulling objects.
Enjoy singing action songs while pulling objects.

In groups,learners are guided to;
Sing the action song in learner`s book.
Mark the areas for pulling objects.
Prepare the objects for pulling exercises.
Collaborate in singing action songs as they pull objects within their marked areas.

Why is singing important while pulling objects?

Grade 3 Distinction creative arts BK 3.Pg pg 10.
Action songs.
Objects;toys,jerrycans.
Ropes and Markers.

Practical Activities. Singing. Checklists. Assessment rubrics. Portifolios.

Creating and Executing.

Pushing and Pulling.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify action songs for singing while pushing objects.
Sing action songs while pushing objects.
Enjoy singing action songs while pushing objects.

In groups or pairs,learners are guided to;
Practice singing action songs.
Carry markers and objects for pushing activities.
Mark the area for pushing objects.
Sing action songs of choice as they push objects within the marked area.

Which action songs do you know?

Grade 3 Distinction creative arts BK 3.Pg pg 10.
Pushing objects.
Markers.
School field.

Practical Activities. Checklists. Portifolios. Singing.

Creating and Executing.

Pushing and Pulling.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify games that involve pulling and pushing activities.
Play games using pulling and pushing skills.
Observe safety as they play games involving pulling and pushing.

In groups,learners are guided to;
Identify games that involve pushing and pulling skills.
Collaborate in singing the song The Wheels on the bus as they play a push and pull game such as tug of war.
Sing action songs as they push and pull tyres.

Which games involve pushing and pulling skills?

Grade 3 Distinction creative arts BK 3.Pg pg 11.
School field.
Ropes.
Tyres.

Assessment rubrics. Checklists. Portifolios. Push and Pull Games.

Creating and Executing.

Drawing and Painting.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the materials used in mixing colours.
Use digital devices to watch videos on mixing colours.
Acknowledge the materials used for colour mixing.

In groups or pairs,learners are guided to;
explain the meaning of painting.
observe pictures in learner's book and identify the materials used in mixing colours.
watch videos on mixing colours using digital devices.
discuss how colours are mixed according to the videos.

Which materials are used for colour mixing?

Grade 3 Distinction creative arts BK 3.Pg pg 12-13.
Lesson notes.
Pictures.
Videos.

Checklists. Assessment rubrics. Oral questions. Oral discussion. Written Assessment.

Creating and Executing.

Drawing and Painting.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the materials used in mixing colours.
Use digital devices to watch videos on mixing colours.
Acknowledge the materials used for colour mixing.

In groups or pairs,learners are guided to;
explain the meaning of painting.
observe pictures in learner's book and identify the materials used in mixing colours.
watch videos on mixing colours using digital devices.
discuss how colours are mixed according to the videos.

Which materials are used for colour mixing?

Grade 3 Distinction creative arts BK 3.Pg pg 12-13.
Lesson notes.
Pictures.
Videos.

Checklists. Assessment rubrics. Oral questions. Oral discussion. Written Assessment.

Creating and Executing.

Drawing and Painting.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the materials used in mixing colours.
Use digital devices to watch videos on mixing colours.
Acknowledge the materials used for colour mixing.

In groups or pairs,learners are guided to;
explain the meaning of painting.
observe pictures in learner's book and identify the materials used in mixing colours.
watch videos on mixing colours using digital devices.
discuss how colours are mixed according to the videos.

Which materials are used for colour mixing?

Grade 3 Distinction creative arts BK 3.Pg pg 12-13.
Lesson notes.
Pictures.
Videos.

Checklists. Assessment rubrics. Oral questions. Oral discussion. Written Assessment.

Creating and Executing.

Drawing and Painting.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline the steps for mixing colours using spraying.
Mix colours using the spraying technique.
Enjoy mixing colours using the spraying technique.

In groups,learners are guided to explain the meaning of spraying.
In groups, learners are guided and led through the steps for mixing colours using spraying.
in groups, learners to observe the teacher as she or he illustrates mixing colours using spraying.
in pairs or individually, learners to spray colours randomly using recyclable old brushes/improvised brushes.

What is spraying? How do you mix colours using spraying?

Grade 3 Distinction creative arts BK 3.Pg pg 14-17.
Lesson notes.
Recyclable brushes.
Paints and Paint brushes.

Illustrations. Checklists. Assessment rubrics. Oral questions. Portfolios

Creating and Executing.

Drawing and Painting.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline the steps for mixing colours using spraying.
Mix colours using the spraying technique.
Enjoy mixing colours using the spraying technique.

In groups,learners are guided to explain the meaning of spraying.
In groups, learners are guided and led through the steps for mixing colours using spraying.
in groups, learners to observe the teacher as she or he illustrates mixing colours using spraying.
in pairs or individually, learners to spray colours randomly using recyclable old brushes/improvised brushes.

What is spraying? How do you mix colours using spraying?

Grade 3 Distinction creative arts BK 3.Pg pg 14-17.
Lesson notes.
Recyclable brushes.
Paints and Paint brushes.

Illustrations. Checklists. Assessment rubrics. Oral questions. Portfolios

Creating and Executing.

Drawing and Painting.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Select colours for mixing using the spraying technique
Mix colours using spraying technique.
Enjoy mixing colours by spraying technique.

In groups, learners are guided to:
prepare the materials for mixing colours by spraying (recyclable brushes,paints, paint brushes)
select their favourite colours for mixing.
collaborate in mixing their selected colours using the spraying technique and leave the painting to dry.
clean the working area and wash their hands.
display their work in class for assessment.

Why is it important to clean the brushes after painting?

Grade 3 Distinction creative arts BK 3.Pg pg 14-17.
Recyclable brushes.
Paint and Paint brushes.
Pieces of paper.
Working surface.

Assessment rubrics. Checklists. Observation schedule. Portfolios. Self and Peer Assessment.

Creating and Executing.

Drawing and Painting.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline the steps for mixing colours using the blowing technique.
Mix colours using the blowing technique.
Show interest in learning how to mix colours using the blowing technique.

In groups,learners are guided to:
explain the meaning of the blowing technique.
lead learners through the materials and steps for mixing colours using the blowing technique.
observe teacher as he or she illustrates mixing colours using the blowing technique.
in groups or pairs, learners to practice mixing colours using the blowing technique.

What is the blowing technique? How do you mix colours using the blowing technique?

Grade 3 Distinction creative arts BK 3.Pg pg 18-21.
Palette.
straws or Biro pen tubes.
Brushes and Paints.
Lesson notes.
Pieces of Paper.

Checklists. Illustrations. Oral questions. Observation.

Creating and Executing.

Drawing and Painting.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline the steps for mixing colours using the blowing technique.
Mix colours using the blowing technique.
Show interest in learning how to mix colours using the blowing technique.

In groups,learners are guided to:
explain the meaning of the blowing technique.
lead learners through the materials and steps for mixing colours using the blowing technique.
observe teacher as he or she illustrates mixing colours using the blowing technique.
in groups or pairs, learners to practice mixing colours using the blowing technique.

What is the blowing technique? How do you mix colours using the blowing technique?

Grade 3 Distinction creative arts BK 3.Pg pg 18-21.
Palette.
straws or Biro pen tubes.
Brushes and Paints.
Lesson notes.
Pieces of Paper.

Checklists. Illustrations. Oral questions. Observation.

Creating and Executing.

Drawing and Painting.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline the steps for mixing colours using the blowing technique.
Mix colours using the blowing technique.
Show interest in learning how to mix colours using the blowing technique.

In groups,learners are guided to:
explain the meaning of the blowing technique.
lead learners through the materials and steps for mixing colours using the blowing technique.
observe teacher as he or she illustrates mixing colours using the blowing technique.
in groups or pairs, learners to practice mixing colours using the blowing technique.

What is the blowing technique? How do you mix colours using the blowing technique?

Grade 3 Distinction creative arts BK 3.Pg pg 18-21.
Palette.
straws or Biro pen tubes.
Brushes and Paints.
Lesson notes.
Pieces of Paper.

Checklists. Illustrations. Oral questions. Observation.

Creating and Executing.

Drawing and Painting.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Select colours for mixing using the blowing technique.
Mix colours using the blowing technique.
Enjoy mixing colours using the blowing technique.

In groups or pairs,learners are guided to;
prepare the materials for colour mixing using blowing.
select colours for mixing using the blowing technique.
collaborate in mixing colours by blowing randomly using straws,biro pen tubes while observing safety.
leave the painting to dry.
clean the working area and wash their hands.
display their painting in class for assessment.

How do you mix colours using the blowing techniques?

Grade 3 Distinction creative arts BK 3.Pg pg 18-21.
Straws or biro pen tubes.
Paints and Brushes.
Pieces of Papers.
Working surface.

Assessment rubrics. Checklists. observation schedule. Portfolios.

Creating and Executing.

Drawing and Painting.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Select colours for mixing using the blowing technique.
Mix colours using the blowing technique.
Enjoy mixing colours using the blowing technique.

In groups or pairs,learners are guided to;
prepare the materials for colour mixing using blowing.
select colours for mixing using the blowing technique.
collaborate in mixing colours by blowing randomly using straws,biro pen tubes while observing safety.
leave the painting to dry.
clean the working area and wash their hands.
display their painting in class for assessment.

How do you mix colours using the blowing techniques?

Grade 3 Distinction creative arts BK 3.Pg pg 18-21.
Straws or biro pen tubes.
Paints and Brushes.
Pieces of Papers.
Working surface.

Assessment rubrics. Checklists. observation schedule. Portfolios.

Creating and Executing.

Drawing and Painting.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the regular shapes used in drawing.
Draw and name the regular shapes.
Acknowledge the regular shapes used in drawing.

In groups or pairs,learners are guided to:
explain the meaning of regular shapes.
observe pictures or drawings presented by teacher and then identify the different regular shapes by name.
individually,draw and name the regular shapes in their exercise books.
display their drawings in class for assessment.

Which regular shapes do you know?

Grade 3 Distinction creative arts BK 3.Pg pg 21.
Lesson notes.
Chart with regular shapes.
Drawing books, erasers and pencils.

Assessment rubrics. Checklists. Oral questions. Drawing. Written tests.

Creating and Executing.

Drawing and Painting.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify pictures for drawing using regular shapes.
Draw simple pictures using regular shapes.
Enjoy drawing pictures using regular shapes.

In groups or pairs and individually,learners are guided to:
identify pictures for drawing using regular shapes.
individually,learners to draw and colour simple composition using regular shapes.
display their drawings for peer feedback.

Which pictures can you draw using the regular shapes?

Grade 3 Distinction creative arts BK 3.Pg pg 21.
Simple pictures of cars, houses etc.
Drawing books, pencils and erasers.
Lesson notes.
Colours.

Portfolios. Self and Peer Assessment. Checklists. Assessment rubrics.

Creating and Executing.

Drawing and Painting.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify pictures for drawing using regular shapes.
Draw simple pictures using regular shapes.
Enjoy drawing pictures using regular shapes.

In groups or pairs and individually,learners are guided to:
identify pictures for drawing using regular shapes.
individually,learners to draw and colour simple composition using regular shapes.
display their drawings for peer feedback.

Which pictures can you draw using the regular shapes?

Grade 3 Distinction creative arts BK 3.Pg pg 21.
Simple pictures of cars, houses etc.
Drawing books, pencils and erasers.
Lesson notes.
Colours.

Portfolios. Self and Peer Assessment. Checklists. Assessment rubrics.

Creating and Executing.

Drawing and Painting.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify pictures for drawing using regular shapes.
Draw simple pictures using regular shapes.
Enjoy drawing pictures using regular shapes.

In groups or pairs and individually,learners are guided to:
identify pictures for drawing using regular shapes.
individually,learners to draw and colour simple composition using regular shapes.
display their drawings for peer feedback.

Which pictures can you draw using the regular shapes?

Grade 3 Distinction creative arts BK 3.Pg pg 21.
Simple pictures of cars, houses etc.
Drawing books, pencils and erasers.
Lesson notes.
Colours.

Portfolios. Self and Peer Assessment. Checklists. Assessment rubrics.

Creating and Executing.

Drawing and Painting.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify irregular shapes used in drawing.
Draw the different irregular shapes used in drawing.
Acknowledge the irregular shapes used in drawing.

In groups, learners are guided to:
explain the meaning of irregular shapes for better understanding.
observe a chart showing the irregular shapes and talk about how they look.
individually,learners to draw the irregular shapes in books.
share their drawings with peers for assessment and feedback.

What are irregular shapes? Which irregular shapes do you know?

Grade 3 Distinction creative arts BK 3.Pg pg 22-23.
Charts showing irregular shapes.
Lesson notes.
Drawing books, pencils and erasers.

Assessment rubrics. Oral questions. Oral discussion. Checklists. Drawing exercises.

Creating and Executing.

Drawing and Painting.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify irregular shapes used in drawing.
Draw the different irregular shapes used in drawing.
Acknowledge the irregular shapes used in drawing.

In groups, learners are guided to:
explain the meaning of irregular shapes for better understanding.
observe a chart showing the irregular shapes and talk about how they look.
individually,learners to draw the irregular shapes in books.
share their drawings with peers for assessment and feedback.

What are irregular shapes? Which irregular shapes do you know?

Grade 3 Distinction creative arts BK 3.Pg pg 22-23.
Charts showing irregular shapes.
Lesson notes.
Drawing books, pencils and erasers.

Assessment rubrics. Oral questions. Oral discussion. Checklists. Drawing exercises.

Creating and Executing.

Drawing and Painting.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify simple pictures to draw using irregular shapes.
Draw and colour simple pictures using irregular shapes.
Enjoy drawing pictures using the irregular shapes.

In groups,pairs,learners are guided to identify pictures that can be drawn using irregular shapes.
individually,learners to creatively draw and colour simple composition using irregular shapes.
display their pictures in class for assessment and feedback.

Which pictures can you draw using the irregular shapes?

Grade 3 Distinction creative arts BK 3.Pg pg 22-23.
Pictures.
Drawing books, pencils and erasers.

Portfolios. Checklists. Assessment rubrics. Self and Peer Assessment. Observation schedule.

Creating and Executing.

Drawing and Painting.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline the steps for creating paintings.
Create paintings for self-expression.
Value the made pictures for expression.

In groups,learners are guided through the steps for creating paintings.
individually,learners to draw simple pictures composition of the school, favorite animal, home and then colour them using the attractive colours.
collaboratively display their pictures at the Creative Activities corner.
Walk around and look at the displayed pictures and then talk about the pictures honestly and politely.

How can you make your painting attractive?

Grade 3 Distinction creative arts BK 3.Pg pg 23-24.
Paintings.
Drawing books, pencils and erasers.
Digital devices.

Portfolios. Checklists. Assessment rubrics. Peer Assessment. Observation schedule.

Creating and Executing.

Drawing and Painting.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline the steps for creating paintings.
Create paintings for self-expression.
Value the made pictures for expression.

In groups,learners are guided through the steps for creating paintings.
individually,learners to draw simple pictures composition of the school, favorite animal, home and then colour them using the attractive colours.
collaboratively display their pictures at the Creative Activities corner.
Walk around and look at the displayed pictures and then talk about the pictures honestly and politely.

How can you make your painting attractive?

Grade 3 Distinction creative arts BK 3.Pg pg 23-24.
Paintings.
Drawing books, pencils and erasers.
Digital devices.

Portfolios. Checklists. Assessment rubrics. Peer Assessment. Observation schedule.

Creating and Executing.

Drawing and Painting.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline the steps for creating paintings.
Create paintings for self-expression.
Value the made pictures for expression.

In groups,learners are guided through the steps for creating paintings.
individually,learners to draw simple pictures composition of the school, favorite animal, home and then colour them using the attractive colours.
collaboratively display their pictures at the Creative Activities corner.
Walk around and look at the displayed pictures and then talk about the pictures honestly and politely.

How can you make your painting attractive?

Grade 3 Distinction creative arts BK 3.Pg pg 23-24.
Paintings.
Drawing books, pencils and erasers.
Digital devices.

Portfolios. Checklists. Assessment rubrics. Peer Assessment. Observation schedule.

Creating and Executing.

Drawing and Painting.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline the steps for creating paintings.
Create paintings for self-expression.
Value the made pictures for expression.

In groups,learners are guided through the steps for creating paintings.
individually,learners to draw simple pictures composition of the school, favorite animal, home and then colour them using the attractive colours.
collaboratively display their pictures at the Creative Activities corner.
Walk around and look at the displayed pictures and then talk about the pictures honestly and politely.

How can you make your painting attractive?

Grade 3 Distinction creative arts BK 3.Pg pg 23-24.
Paintings.
Drawing books, pencils and erasers.
Digital devices.

Portfolios. Checklists. Assessment rubrics. Peer Assessment. Observation schedule.

Creating and Executing.

Drawing and Painting.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline the steps for creating paintings.
Create paintings for self-expression.
Value the made pictures for expression.

In groups,learners are guided through the steps for creating paintings.
individually,learners to draw simple pictures composition of the school, favorite animal, home and then colour them using the attractive colours.
collaboratively display their pictures at the Creative Activities corner.
Walk around and look at the displayed pictures and then talk about the pictures honestly and politely.

How can you make your painting attractive?

Grade 3 Distinction creative arts BK 3.Pg pg 23-24.
Paintings.
Drawing books, pencils and erasers.
Digital devices.

Portfolios. Checklists. Assessment rubrics. Peer Assessment. Observation schedule.

Creating and Executing.

Rhythm and Pattern Making.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify short and long sounds from the sounds of animals.
Imitate the sounds of different animals.
Recognize long and short sounds from animals' sounds.

In groups, learners are guided to:
study the pictures of different animals in learner's book and name the animals in the pictures.
take turns in imitating the sounds of the animals identified in the picture.
Guide learners to identify the animals who makes sounds of long duration and those of short duration.
discuss the difference between long and short sounds.
collaborate in naming and discussing other animals that makes long and short sounds.

What is the difference between long and short sounds? Which animals produces sound in your environment?

Grade 3 Distinction creative arts BK 3.Pg pg 26-27.
Pictures of different animals.
Sounds of different animals.
Lesson notes.

Checklists. Assessment rubrics. Imitating sounds. Oral questions. Oral discussion.

Creating and Executing.

Rhythm and Pattern Making.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the sounds of the different animals and objects from an audio clip.
Tap on the desk to the different sounds of animals and objects.
Recognize long and short sounds by tapping.

As a class,learners are guided to listen to the audio clips of different sounds.
in pairs or groups,learners to write down the names of the animals or objects that make the sounds heard.
individually,learners are guided to listen carefully to the sounds and then tap on their desks to the sounds of the different animals.
share on the long and short sounds they have identified by tapping.

How can you differentiate long sounds from short sounds by tapping?

Grade 3 Distinction creative arts BK 3.Pg pg 27.
Audio clips of different sounds.
Digital devices.

Oral and Aural Questions. Checklists. Assessment rubrics.

Creating and Executing.

Rhythm and Pattern Making.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the sounds of the different animals and objects from an audio clip.
Tap on the desk to the different sounds of animals and objects.
Recognize long and short sounds by tapping.

As a class,learners are guided to listen to the audio clips of different sounds.
in pairs or groups,learners to write down the names of the animals or objects that make the sounds heard.
individually,learners are guided to listen carefully to the sounds and then tap on their desks to the sounds of the different animals.
share on the long and short sounds they have identified by tapping.

How can you differentiate long sounds from short sounds by tapping?

Grade 3 Distinction creative arts BK 3.Pg pg 27.
Audio clips of different sounds.
Digital devices.

Oral and Aural Questions. Checklists. Assessment rubrics.

Creating and Executing.

Rhythm and Pattern Making.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the sounds of the different animals and objects from an audio clip.
Tap on the desk to the different sounds of animals and objects.
Recognize long and short sounds by tapping.

As a class,learners are guided to listen to the audio clips of different sounds.
in pairs or groups,learners to write down the names of the animals or objects that make the sounds heard.
individually,learners are guided to listen carefully to the sounds and then tap on their desks to the sounds of the different animals.
share on the long and short sounds they have identified by tapping.

How can you differentiate long sounds from short sounds by tapping?

Grade 3 Distinction creative arts BK 3.Pg pg 27.
Audio clips of different sounds.
Digital devices.

Oral and Aural Questions. Checklists. Assessment rubrics.

Creating and Executing.

Rhythm and Pattern Making.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify different sound durations in simple songs.
Circle the words that are sung longer and shorter in the simple songs.
Recognize long and short sounds from simple songs.

As a class,learners are guided to identify simple songs e.g Twinkle, Twinkle, Little Star.
in groups,learners are guided to sing and clap simple familiar songs for familiarization of short and long sounds used in creating their rhythmic patterns.
in groups or pairs,learners to circle the words that are sung longer and shorter.
share with their peers the words circled.

How can you identify short and long sounds in simple songs?

Simple songs.
Grade 3 Distinction creative arts BK 3.Pg pg 28.
Digital devices.

Assessment rubrics. Checklists. Singing. Oral questions.

Creating and Executing.

Rhythm and Pattern Making.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify different sound durations in simple songs.
Circle the words that are sung longer and shorter in the simple songs.
Recognize long and short sounds from simple songs.

As a class,learners are guided to identify simple songs e.g Twinkle, Twinkle, Little Star.
in groups,learners are guided to sing and clap simple familiar songs for familiarization of short and long sounds used in creating their rhythmic patterns.
in groups or pairs,learners to circle the words that are sung longer and shorter.
share with their peers the words circled.

How can you identify short and long sounds in simple songs?

Simple songs.
Grade 3 Distinction creative arts BK 3.Pg pg 28.
Digital devices.

Assessment rubrics. Checklists. Singing. Oral questions.

Creating and Executing.

Rhythm and Pattern Making.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify different sound durations in simple songs.
Draw short and long lines over words that sound short and long in songs.
Recognize long and short sounds in simple songs by drawing lines.

In groups,learners are guided to;
sing simple familiar songs for familiarization of short and long sounds used in creating their rhythmic patterns.
identify the words that were sung longer and those that sounded shorter.
individually, write the songs in exercise books.
show the long and short sounds in the songs using lines.
collaborate in clapping to the syllables of the words as they sing the songs.

How do you identify long and short sounds by drawing lines?

Grade 3 Distinction creative arts BK 3.Pg pg 29-30.
Simple songs.
Digital devices.

Checklists. Assessment rubrics. Singing. Oral and Aural Questions.

Creating and Executing.

Rhythm and Pattern Making.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the syllables in given words.
Clap the syllables of the different words.
Appreciate creating rhythms and patterns.

In groups , learners are guided to;
study different words provided by the teacher.
collaborate in clapping the syllables of given words.
individually,learners to write the words in exercise books.
draw lines for each syllable of the words written in exercise books.
share with peers words that have both short and long lines.

How can rhythms be created?

Distinction Creative Arts pg 31.
Chart with different words.
Lesson notes.
Chalkboard and Chalks.

Assessment rubrics. Checklists. Aural and Oral questions. Practical Activities.

Creating and Executing.

Rhythm and Pattern Making.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the syllables in given words.
Clap the syllables of the different words.
Appreciate creating rhythms and patterns.

In groups , learners are guided to;
study different words provided by the teacher.
collaborate in clapping the syllables of given words.
individually,learners to write the words in exercise books.
draw lines for each syllable of the words written in exercise books.
share with peers words that have both short and long lines.

How can rhythms be created?

Distinction Creative Arts pg 31.
Chart with different words.
Lesson notes.
Chalkboard and Chalks.

Assessment rubrics. Checklists. Aural and Oral questions. Practical Activities.

Creating and Executing.

Rhythm and Pattern Making.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the syllables in given words.
Clap the syllables of the different words.
Appreciate creating rhythms and patterns.

In groups , learners are guided to;
study different words provided by the teacher.
collaborate in clapping the syllables of given words.
individually,learners to write the words in exercise books.
draw lines for each syllable of the words written in exercise books.
share with peers words that have both short and long lines.

How can rhythms be created?

Distinction Creative Arts pg 31.
Chart with different words.
Lesson notes.
Chalkboard and Chalks.

Assessment rubrics. Checklists. Aural and Oral questions. Practical Activities.

Creating and Executing.

Rhythm and Pattern Making.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the syllables in given words.
Clap the syllables of the different words.
Appreciate creating rhythms and patterns.

In groups , learners are guided to;
study different words provided by the teacher.
collaborate in clapping the syllables of given words.
individually,learners to write the words in exercise books.
draw lines for each syllable of the words written in exercise books.
share with peers words that have both short and long lines.

How can rhythms be created?

Distinction Creative Arts pg 31.
Chart with different words.
Lesson notes.
Chalkboard and Chalks.

Assessment rubrics. Checklists. Aural and Oral questions. Practical Activities.

Creating and Executing.

Rhythm and Pattern Making.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the French rhythm names.
Use long and short sounds to create simple rhythmic patterns using body percussions.
Enjoy creating simple rhythmic patterns.

In groups or pairs, learners are guided to;
identify the French rhythm names and then recite them.
identify the one that makes long and short sound.
collaborate in clapping to the French rhythm names.
collaborate in singing simple songs and clap their rhythmic patterns.

How can you create simple rhythmic patterns using body percussion?

Grade 3 Distinction creative arts BK 3.Pg pg 32.
French Rhythm Names.
Lesson notes.

Assessment rubrics. Checklists. Illustrations. Oral and Aural Questions.

Creating and Executing.

Rhythm and Pattern Making.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the French rhythm names.
Use long and short sounds to create simple rhythmic patterns using body percussions.
Enjoy creating simple rhythmic patterns.

In groups or pairs, learners are guided to;
identify the French rhythm names and then recite them.
identify the one that makes long and short sound.
collaborate in clapping to the French rhythm names.
collaborate in singing simple songs and clap their rhythmic patterns.

How can you create simple rhythmic patterns using body percussion?

Grade 3 Distinction creative arts BK 3.Pg pg 32.
French Rhythm Names.
Lesson notes.

Assessment rubrics. Checklists. Illustrations. Oral and Aural Questions.

Creating and Executing.

Rhythm and Pattern Making.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the rhythm of simple songs.
Sing and Clap to the rhythm of simple songs.
Enjoy creating rhythms and patterns.

In groups,learners are guided to;
sing simple songs and clap to their rhythms.
use short and long sounds to create simple rhythmic patterns using body percussions: clapping

How are rhythms created?

Grade 3 Distinction creative arts BK 3.Pg pg 33-34.
Simple songs.
Digital devices.

Singing. Checklists. Aural and Oral questions. Assessment rubrics.

Creating and Executing.

Rhythm and Pattern Making.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the rhythm of simple songs.
Sing and Clap to the rhythm of simple songs.
Enjoy creating rhythms and patterns.

In groups,learners are guided to;
sing simple songs and clap to their rhythms.
use short and long sounds to create simple rhythmic patterns using body percussions: clapping

How are rhythms created?

Grade 3 Distinction creative arts BK 3.Pg pg 33-34.
Simple songs.
Digital devices.

Singing. Checklists. Aural and Oral questions. Assessment rubrics.

Creating and Executing.

Rhythm and Pattern Making.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the rhythm of simple songs.
Sing and Clap to the rhythm of simple songs.
Enjoy creating rhythms and patterns.

In groups,learners are guided to;
sing simple songs and clap to their rhythms.
use short and long sounds to create simple rhythmic patterns using body percussions: clapping

How are rhythms created?

Grade 3 Distinction creative arts BK 3.Pg pg 33-34.
Simple songs.
Digital devices.

Singing. Checklists. Aural and Oral questions. Assessment rubrics.

Creating and Executing.

Rhythm and Pattern Making.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the rhythm of simple songs.
Sing and Clap to the rhythm of simple songs.
Enjoy creating rhythms and patterns.

In groups,learners are guided to;
sing simple songs and clap to their rhythms.
use short and long sounds to create simple rhythmic patterns using body percussions: clapping

How are rhythms created?

Grade 3 Distinction creative arts BK 3.Pg pg 33-34.
Simple songs.
Digital devices.

Singing. Checklists. Aural and Oral questions. Assessment rubrics.

Creating and Executing.

Rhythm and Pattern Making.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify body percussions that can be used to accompany songs.
Improvise rhythmic accompaniment to simple songs using long and short sounds.
Enjoy improvising rhythmic accompaniments.

In groups,learners are guided to;
identify and illustrate the body percussions used to accompany songs.
collaborate in singing simple songs as they clap and snap to their rhythms.
record themselves as they clap and snap to the rhythms of simple songs.

Why are body percussions important while singing?

Grade 3 Distinction creative arts BK 3.Pg pg 34-35.
Simple songs.
Digital devices.

Assessment rubrics. Singing. Checklists.

Creating and Executing.

Rhythm and Pattern Making.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify body percussions that can be used to accompany songs.
Improvise rhythmic accompaniment to simple songs using long and short sounds.
Enjoy improvising rhythmic accompaniments.

In groups,learners are guided to;
identify and illustrate the body percussions used to accompany songs.
collaborate in singing simple songs as they clap and snap to their rhythms.
record themselves as they clap and snap to the rhythms of simple songs.

Why are body percussions important while singing?

Grade 3 Distinction creative arts BK 3.Pg pg 34-35.
Simple songs.
Digital devices.

Assessment rubrics. Singing. Checklists.

Creating and Executing.

Rhythm and Pattern Making.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Explain how we can provide rhythmic accompaniments to familiar songs using body percussion
Improvise rhythmic accompaniments to familiar songs using body percussions.
Enjoy providing rhythmic accompaniments to familiar songs using body percussions.

In groups,learners are guided to:
discuss how to provide rhythmic accompaniments to familiar songs using body percussions.
collaborate in providing rhythmic accompaniments to familiar songs by stamping, tapping, stamping and clapping to their rhythms.
use digital devices to record themselves as they carry out the activities.

How can you improvise rhythmic accompaniments to familiar songs?

Grade 3 Distinction creative arts BK 3.Pg pg 34-35.
Familiar songs.
Digital devices.

Assessment rubrics. Checklists. Singing. Portfolios. Oral and Aural Questions.

Creating and Executing.

Rhythm and Pattern Making.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Explain how we can provide rhythmic accompaniments to familiar songs using body percussion
Improvise rhythmic accompaniments to familiar songs using body percussions.
Enjoy providing rhythmic accompaniments to familiar songs using body percussions.

In groups,learners are guided to:
discuss how to provide rhythmic accompaniments to familiar songs using body percussions.
collaborate in providing rhythmic accompaniments to familiar songs by stamping, tapping, stamping and clapping to their rhythms.
use digital devices to record themselves as they carry out the activities.

How can you improvise rhythmic accompaniments to familiar songs?

Grade 3 Distinction creative arts BK 3.Pg pg 34-35.
Familiar songs.
Digital devices.

Assessment rubrics. Checklists. Singing. Portfolios. Oral and Aural Questions.

Creating and Executing.

Rhythm and Pattern Making.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Explain how we can provide rhythmic accompaniments to familiar songs using body percussion
Improvise rhythmic accompaniments to familiar songs using body percussions.
Enjoy providing rhythmic accompaniments to familiar songs using body percussions.

In groups,learners are guided to:
discuss how to provide rhythmic accompaniments to familiar songs using body percussions.
collaborate in providing rhythmic accompaniments to familiar songs by stamping, tapping, stamping and clapping to their rhythms.
use digital devices to record themselves as they carry out the activities.

How can you improvise rhythmic accompaniments to familiar songs?

Grade 3 Distinction creative arts BK 3.Pg pg 34-35.
Familiar songs.
Digital devices.

Assessment rubrics. Checklists. Singing. Portfolios. Oral and Aural Questions.

Creating and Executing.

Rhythm and Pattern Making.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Explain how we can provide rhythmic accompaniments to familiar songs using body percussion
Improvise rhythmic accompaniments to familiar songs using body percussions.
Enjoy providing rhythmic accompaniments to familiar songs using body percussions.

In groups,learners are guided to:
discuss how to provide rhythmic accompaniments to familiar songs using body percussions.
collaborate in providing rhythmic accompaniments to familiar songs by stamping, tapping, stamping and clapping to their rhythms.
use digital devices to record themselves as they carry out the activities.

How can you improvise rhythmic accompaniments to familiar songs?

Grade 3 Distinction creative arts BK 3.Pg pg 34-35.
Familiar songs.
Digital devices.

Assessment rubrics. Checklists. Singing. Portfolios. Oral and Aural Questions.

Creating and Executing.

Rhythm and Pattern Making.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify regular and irregular patterns.
Use digital devices to search and watch random and all over patterns.
Recognize regular and irregular patterns

In groups,learners are guided to;
study the pictures in learner's book and identify the random repeat patterns.
discuss the difference between regular and irregular patterns using relevant examples.
in groups, learners are guided to use digital devices to search for and watch random and all over patterns.
in groups, learners to look at the patterns searched and talk about them.
collaborate in making random repeat patterns.

What is the difference between regular and irregular patterns?

Grade 3 Distinction creative arts BK 3.Pg pg 35-36.
Digital devices.
Pictures.

Assessment rubrics. Checklists. Oral questions. Oral discussion.

Creating and Executing.

Rhythm and Pattern Making.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify regular and irregular patterns.
Use digital devices to search and watch random and all over patterns.
Recognize regular and irregular patterns

In groups,learners are guided to;
study the pictures in learner's book and identify the random repeat patterns.
discuss the difference between regular and irregular patterns using relevant examples.
in groups, learners are guided to use digital devices to search for and watch random and all over patterns.
in groups, learners to look at the patterns searched and talk about them.
collaborate in making random repeat patterns.

What is the difference between regular and irregular patterns?

Grade 3 Distinction creative arts BK 3.Pg pg 35-36.
Digital devices.
Pictures.

Assessment rubrics. Checklists. Oral questions. Oral discussion.