Creating and Executing

Melody - Identifying melodic and non-melodic sounds

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

- Identify sounds as melodic or non-melodic
- Distinguish between different types of sounds
- Show interest in listening to sounds

- Listen to a variety of sounds
- Identify them as melodic or non-melodic
- Discuss the difference between melodic and non-melodic sounds

Why are melodic sounds important?

- Mentor Creative Activities Learner's Book pg. 65
- Audio recordings
- Pictures of sound sources

- Observation - Oral questions - Aural test

Creating and Executing

Melody - Identifying sounds from pictures
Melody - Listening and identifying played sounds
Melody - Recognizing similar and different tunes

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

- Name things in pictures
- Identify which sounds they make
- Make the sounds

- Name the things in pictures
- Identify what sounds each makes
- Make the sound that each makes to your friend

What sounds does each object make?

- Mentor Creative Activities Learner's Book pg. 65
- Pictures of sound-making objects
- Flashcards
- Mentor Creative Activities Learner's Book pg. 66
- Sound-making objects
- Audio recordings
- Song lyrics

- Observation - Oral questions - Practical demonstration

Creating and Executing

Melody - Finding repeated lines in songs
Melody - Singing melodic patterns
Melody - Humming parts of songs

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

- Sing "Oringo bayoyo"
- Identify lines that sound the same
- Identify different lines

- Sing "Oringo bayoyo" song
- Identify which lines sound the same
- Identify which lines are different

How do we find similar lines in songs?

- Mentor Creative Activities Learner's Book pg. 66
- Song lyrics
- Audio recordings
- Mentor Creative Activities Learner's Book pg. 67
- Pitching instrument
- Action demonstrations

- Aural test - Observation - Oral questions

Creating and Executing

Melody - Singing each line after teacher
Melody - Singing "Twinkle twinkle little star"

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

- Listen to teacher sing
- Sing each line after teacher
- Sing whole song

- Teacher sings "Row, row, row your boat" line by line
- Sing each line after teacher
- Sing whole song after teacher

How can we learn new songs?

- Mentor Creative Activities Learner's Book pg. 68
- Song lyrics
- Resource person
- Pitching instrument

- Aural test - Observation - Practical demonstration

Creating and Executing

Melody - Creating pictures of sound-making objects
Melody - Identifying sounds at home
Melody - Recognizing melodic sound makers

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

- Draw picture of vehicle
- Make sound made by vehicle
- Connect pictures with sounds

- Look at picture of object
- Say if it makes melodic or non-melodic sound
- Complete sentences about melodic sounds

- Draw a picture of vehicle
- Make the sound made by the vehicle
- Look at picture
- Identify if it makes melodic or non-melodic sound
- Complete: "This is a ___. It makes a ___ sound"

What sounds do vehicles make?
How do we know if a sound is melodic?

- Mentor Creative Activities Learner's Book pg. 69
- Drawing materials
- Exercise books
- Home environment
- Mentor Creative Activities Learner's Book pg. 69
- Pictures
- Worksheets

- Practical tests - Product assessment - Observation
- Written tests - Observation - Oral questions

Creating and Executing

Melody - Filling in missing words in songs
Melody - Appreciating melodic sounds and songs

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

- Complete "Twinkle twinkle little star"
- Fill in missing words
- Sing completed song

- Complete the song "Twinkle twinkle little ___"
- Fill in: "star", "high", "star"
- Sing the completed song aloud

Why is it important to know song words?

- Mentor Creative Activities Learner's Book pg. 69
- Song worksheets
- Pencils
- Song lyrics
- Audio recordings

- Written tests - Aural test - Observation

Creating and Executing

Pattern Making - What is a pattern
Pattern Making - Identifying numeral and letter patterns
Pattern Making - Creating patterns using letters

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

- Define what a pattern is
- Understand patterns are made by repeating
- Show interest in making patterns

- Learn that pattern is art made by repeating a shape, number, letter or colour
- Understand patterns are beautiful to look at
- Discuss different types of patterns

How is a pattern made?

- Mentor Creative Activities Learner's Book pg. 71
- Examples of patterns
- Flashcards
- Pattern examples
- Mentor Creative Activities Learner's Book pg. 72
- Letter cards
- Writing materials

- Observation - Oral questions - Peer assessment

Creating and Executing

Pattern Making - Identifying letter patterns in school
Pattern Making - Finishing letter patterns
Pattern Making - Understanding numeral patterns

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

- Look around school
- Name objects with letter patterns
- Write letter patterns seen

- Walk around your school
- Name objects that have letter patterns
- Write the letter patterns you have seen

Where can we find letter patterns?

- Mentor Creative Activities Learner's Book pg. 72
- School environment
- Writing materials
- Pattern worksheets
- Mentor Creative Activities Learner's Book pg. 73
- Number cards
- Pattern examples

- Fieldwork reports - Observation - Oral presentations

Creating and Executing

Pattern Making - Reading number patterns aloud
Pattern Making - Finishing number patterns
Pattern Making - Making personal number patterns

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

- Say number patterns aloud
- Identify numbers in patterns
- Talk about patterns with peers

- Say pattern: 1 2 1 2 1 2
- Talk about numbers used to make pattern
- Practice reading patterns

How do we read number patterns?

- Mentor Creative Activities Learner's Book pg. 73
- Number pattern charts
- Flashcards
- Crayons
- Pattern worksheets
- Paper
- Number cards

- Oral tests - Observation - Peer assessment

Creating and Executing
Performing and Displaying

Pattern Making - Appreciating patterns for creativity
Singing Games - Kenyan Style - Props

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

- Create patterns on plain paper
- Draw a shirt with patterns
- Appreciate patterns for expression
- Display their work for peer appreciation

- On a plain paper, draw a shirt
- Create patterns on the shirt using numbers or letters
- Color the patterns using crayons
- Display work in the class gallery
- Discuss what we learned about pattern making
- Share favorite patterns with peers

What have we learned about patterns?

- Mentor Creative Activities Learner's Book pg. 74
- Plain paper
- Drawing materials
- Coloring materials (crayons, colored pencils)
- Display board
- Mentor Creative Activities pg. 76
- Digital devices
- Video clips of singing games
- Sample props (rope, basket, ball)

- Showcase - Peer assessment - Self-assessment - Product assessment

Performing and Displaying

Singing Games - Kenyan Style - Props
Singing Games - Kenyan Style - Making a hula-hoop
Singing Games - Kenyan Style - Making a hula-hoop
Singing Games - Kenyan Style - Songs
Singing Games - Kenyan Style - Kanyoni kanja
Singing Games - Kenyan Style - Game activities

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

- Identify different props used in singing games
- Match props with their names
- Appreciate diversity in singing games

- Listen to songs in singing games
- Identify different songs
- Sing simple songs from singing games

- Observe pictures of props from different communities
- Match pictures with names
- Discuss how props are used
- Group similar props together
- Watch video of singing games
- Listen to songs in the games
- Identify if songs are same or different
- Sing one song from the game

Why do we use props in singing games?
What songs do we sing in singing games?

- Mentor Creative Activities pg. 77-78
- Flashcards with props
- Pictures of props
- Charts
- Mentor Creative Activities pg. 79
- Long sticks or foldable pipes
- Elastic bands
- Sandpaper
- Mentor Creative Activities pg. 79-80
- Sticks/pipes
- Mentor Creative Activities pg. 80
- Video clips
- Digital device
- Audio recordings
- Props (balls, baskets)
- Song lyrics chart
- Mentor Creative Activities pg. 81-82
- Pictures of singing games

- Matching exercise - Oral questions - Participation
- Singing assessment - Listening skills - Participation

Performing and Displaying

Singing Games - Kenyan Style - Performing singing games
Singing Games - Kenyan Style - Making patterns

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

- Perform a singing game
- Sing and play together
- Record performance

- Perform singing game in groups
- Record performance
- Watch recording
- Discuss performance

How did you sing?

- Mentor Creative Activities pg. 82
- Digital recording device
- Props
- Open space
- Video clips
- Visual aids

- Performance assessment - Self-evaluation - Video review

Performing and Displaying

Singing Games - Kenyan Style - Circle pattern
Singing Games - Kenyan Style - Line and square patterns

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

- Stand in a circle
- Sing while making patterns
- Jump as singing

- Stand in circle formation
- Sing 'Oringo bayoyo'
- Imitate pattern shown
- Jump while singing

What pattern are you making?

- Mentor Creative Activities pg. 82-83
- Open space
- Song lyrics
- Mentor Creative Activities pg. 83
- Multiple songs

- Formation assessment - Singing and movement - Participation

Performing and Displaying

Singing Games - Kenyan Style - Safety

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

- Practice singing games safely
- Show good behavior
- Respect others during games

- Clear performing area
- Practice singing game
- Show respect to others
- Observe safety rules

How do we keep safe during singing games?

- Mentor Creative Activities pg. 84-85
- Open safe space
- Props

- Safety observation - Behavior assessment - Etiquette check

Performing and Displaying

Singing Games - Kenyan Style - Performance
Throwing and Catching - Materials

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

- Perform complete singing game
- Use songs, props and patterns
- Enjoy singing games

- Choose singing game
- Collect props
- Practice performance
- Perform during school function
- Record performance

What did you enjoy about singing games?

- Mentor Creative Activities pg. 85-87
- All props
- Digital device
- Performance space
- Mentor Creative Activities pg. 89
- Pictures of materials
- Sample materials

- Performance assessment - Use of elements - Enjoyment and participation

Performing and Displaying

Throwing and Catching - Collecting materials

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

- Collect materials for making ball
- List collected materials
- Store materials safely

- Take walk in school area
- Collect materials for ball
- List materials collected
- Keep materials safely
- Wash hands after collection

Why do we wash hands after collecting materials?

- Mentor Creative Activities pg. 90
- Collection bags
- Soap and water

- Material collection - List making - Hygiene observation

Performing and Displaying

Throwing and Catching - Making a ball
Throwing and Catching - Basic skills

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

- Follow steps to make a ball
- Roll and fold materials
- Show creativity in ball making

- Point at person throwing
- Point at person catching
- Understand throwing and catching

- Watch video on making ball
- Discuss the video
- Roll waste papers together
- Put papers in carrier bag
- Look at pictures of throwing and catching
- Point at learner throwing
- Point at learner catching
- Discuss the actions

How do we start making a ball?
What is the person doing?

- Mentor Creative Activities pg. 90
- Video clips
- Waste papers
- Carrier bags
- Mentor Creative Activities pg. 90-91
- String or banana fiber
- Papers
- Mentor Creative Activities pg. 91
- Pictures
- Demonstration

- Observation - Following instructions - Process assessment
- Identification - Pointing accuracy - Understanding

Performing and Displaying

Throwing and Catching - Triangle formation
Throwing and Catching - Circle formation

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

- Stand in triangle formation
- Throw ball to others
- Catch ball in turns

- Stand in triangle formation
- Take turns throwing
- Catch the ball
- Cheer each other

How do we throw the ball?

- Mentor Creative Activities pg. 92
- Ball made earlier
- Open space
- Ball

- Formation observation - Throwing skill - Catching skill

Performing and Displaying

Throwing and Catching - Curved line formation

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

- Stand in curved line
- Take turns throwing and catching
- Respect each other during game

- Stand in curved line
- One learner stands in front
- Take turns throwing and catching
- Show respect during game

What formation are you making?

- Mentor Creative Activities pg. 93
- Ball
- Open space

- Formation assessment - Turn-taking - Respect observation

Performing and Displaying

Throwing and Catching - Zigzag formation
Throwing and Catching - Game practice

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

- Form zigzag line
- Clap before catching
- Play game safely

- Form group of four
- Stand in zigzag line
- Throw ball to next person
- Clap before catching
- Catch with both hands

Why do we clap before catching?

- Mentor Creative Activities pg. 95
- Ball
- Open space
- Balls

- Formation skills - Coordination - Safety awareness

Performing and Displaying

Throwing and Catching - Games

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

- Play throwing and catching games
- Work in teams
- Enjoy physical activity

- Play organized games
- Work in teams
- Throw and catch in games
- Encourage teammates

What games can we play with throwing and catching?

- Mentor Creative Activities pg. 95
- Multiple balls
- Open space

- Game play - Teamwork - Enjoyment

Performing and Displaying

Throwing and Catching - Skills assessment
Throwing and Catching - Review

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

- Demonstrate throwing skills
- Demonstrate catching skills
- Show improvement in skills

- Individual throwing demonstration
- Individual catching demonstration
- Peer assessment using rubric
- Self-reflection

How have your skills improved?

- Mentor Creative Activities pg. 96
- Assessment rubric
- Balls
- Mentor Creative Activities pg. 89-96
- Open space

- Practical demonstration - Peer assessment - Self-evaluation

Performing and Displaying

Throwing and Catching - Fun games
Paper Craft - Identifying items
Paper Craft - Learning techniques

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

- Play various throwing games
- Enjoy physical activity
- Apply safety rules

- Identify items made from paper
- Name paper craft items
- Show interest in paper craft

- Play different throwing games
- Include all learners
- Follow safety guidelines
- Have fun playing
- Look at pictures of paper items
- Discuss what is seen
- Identify materials used
- Think about how items were made

Why is it important to play safely?
What can we make with paper?

- Mentor Creative Activities pg. 95-96
- Balls
- Open safe space
- Mentor Creative Activities pg. 97
- Pictures of paper crafts
- Sample paper items
- Video clips
- Digital device

- Game participation - Safety compliance - Enjoyment observation
- Observation - Naming items - Discussion

Performing and Displaying

Paper Craft - Materials collection

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

- Collect different types of paper
- Store materials safely
- Show responsibility in material care

- Take walk within school
- Collect different papers
- Keep materials safely
- Wash hands after collecting

What types of paper can we collect?

- Mentor Creative Activities pg. 98
- Collection bags
- Various papers
- Soap and water

- Material collection - Storage skills - Hygiene observation

Performing and Displaying

Paper Craft - Making a paper fan
Paper Craft - Completing the fan

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

- Draw lines on paper
- Fold paper along lines
- Begin making a fan

- Draw lines on paper
- Fold along first line
- Turn paper over
- Fold along second line

What is pleating?

- Mentor Creative Activities pg. 98
- Colored paper
- Pencil
- Ruler
- Mentor Creative Activities pg. 98-99
- Glue
- Pleated paper

- Line drawing - Folding accuracy - Following steps

Performing and Displaying

Paper Craft - Displaying and using

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

- Smoothen and decorate fan
- Display fan to friends
- Use fan during play

- Smoothen fan with fingers
- Decorate using tools
- Display to class
- Use during play
- Clean working area

Why do we decorate the fan?

- Mentor Creative Activities pg. 99
- Texturing tools
- Display area

- Product quality - Display skills - Creativity

Performing and Displaying

Paper Craft - Making a paper hat
Paper Craft - Completing the hat

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

- Fold paper into two
- Fold corners of paper
- Start making a hat

- Get colored paper
- Fold paper into two
- Fold corners of paper
- Follow teacher guidance

What shapes do we make?

- Mentor Creative Activities pg. 99-100
- Colored papers
- Demonstration
- Mentor Creative Activities pg. 100
- Paper hats in progress

- Folding accuracy - Following instructions - Symmetry

Performing and Displaying

Paper Craft - Singing with hat

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

- Wear paper hat
- Sing songs
- Enjoy paper craft items

- Wear paper hat
- Sing 'When I was a farmer'
- Act out the song
- Have fun

What can we do with our hats?

- Mentor Creative Activities pg. 101
- Paper hats
- Song lyrics

- Singing participation - Creative use - Enjoyment

Performing and Displaying

Paper Craft - Using the fan
Log Roll - Watching and learning
Log Roll - Practice

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

- Use paper fan
- Sing songs with fan
- Appreciate paper craft

- Lie flat on surface
- Place hands above head
- Keep hands and legs straight

- Take paper fan made
- Fan yourself while singing
- Sing 'This is the way we play'
- Play together
- Lie flat on smooth surface
- Place hands above head
- Keep hands and legs straight
- Follow teacher guidance

Why is paper craft fun?
Where do we place our hands?

- Mentor Creative Activities pg. 101-102
- Paper fans
- Song lyrics
- Mentor Creative Activities pg. 104
- Video clips
- Demonstration space
- Mentor Creative Activities pg. 104
- Smooth surface
- Safe space

- Fan usage - Singing - Group participation
- Body positioning - Instruction following - Safety awareness

Performing and Displaying

Log Roll - Rolling practice
T-Balance - Watching and learning

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

- Roll to any direction
- Roll back to starting position
- Observe safety

- Roll to any direction
- Roll back to start
- Repeat activity four times
- Observe safety
- Remove sharp objects

How do we roll safely?

- Mentor Creative Activities pg. 104-105
- Clear open space
- Mentor Creative Activities pg. 105
- Video clips
- Demonstration

- Rolling technique - Direction control - Safety compliance

Performing and Displaying

T-Balance - Starting position

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

- Stand straight
- Raise hands above head
- Prepare for T-balance

- Stand straight with legs together
- Raise both hands above head
- Follow teacher guidance
- Prepare for bending

How do we start T-balance?

- Mentor Creative Activities pg. 105
- Open space
- Visual guide

- Standing position - Hand placement - Body alignment

Performing and Displaying

T-Balance - Complete position
Log Roll and T-Balance - Collecting materials

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

- Bend forward at waist
- Stretch one leg back
- Hold position

- Bend forward at waist
- Stretch one leg back straight
- Count up to five
- Repeat with other leg

How long do we hold the position?

- Mentor Creative Activities pg. 105-106
- Balance space
- Mentor Creative Activities pg. 106
- Reusable materials
- Collection bags

- Bending technique - Leg stretching - Balance holding

Performing and Displaying

Log Roll and T-Balance - Making field markers

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

- Cut colored paper
- Wrap bottle with paper
- Begin making marker

- Cut colored paper
- Wrap bottle with paper
- Use glue to stick
- Follow steps carefully

How do we make a marker?

- Mentor Creative Activities pg. 106-107
- Empty bottles
- Colored paper
- Glue
- Scissors

- Cutting skills - Wrapping ability - Gluing technique

Performing and Displaying

Log Roll and T-Balance - Completing markers
Log Roll and T-Balance - Log roll with markers

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

- Make cone for marker
- Put cone on bottle
- Complete marker

- Make cone using paper
- Put cone on bottle
- Complete the marker
- Clean working area
- Dispose waste properly

What does the marker look like?

- Mentor Creative Activities pg. 107
- Paper cones
- Bottles
- Glue
- Mentor Creative Activities pg. 107-108
- Field markers
- Open space

- Cone making - Assembly skills - Cleaning habits

Performing and Displaying

Log Roll and T-Balance - Log roll relay race

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

- Form two groups
- Perform log roll race
- High five next person

- Form two groups of five
- Mark starting and finishing line
- Line up at start
- Roll to finish when music starts
- Roll back and high five next person

What is a relay race?

- Mentor Creative Activities pg. 108-109
- Markers
- Music player
- Open space

- Group formation - Race participation - Teamwork

Performing and Displaying

Log Roll and T-Balance - T-balance with markers
Log Roll and T-Balance - Partner balance

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

- Use markers for T-balance
- Face different directions
- Hold position

- Mark field with markers
- Do T-balance facing right
- Do T-balance facing left
- Face backward and forward
- Hold each position

How many directions can we face?

- Mentor Creative Activities pg. 109-110
- Field markers
- Open space
- Mentor Creative Activities pg. 110
- Pairs

- Direction changes - Balance maintenance - Multiple positions

Performing and Displaying

Log Roll and T-Balance - Skills check

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

- Demonstrate log roll
- Demonstrate T-balance
- Show improvement

- Perform log roll
- Perform T-balance
- Use assessment rubric
- Self-reflect on performance

What have you learned?

- Mentor Creative Activities pg. 111-112
- Assessment rubric
- Performance space

- Practical demonstration - Self-assessment - Peer evaluation

Performing and Displaying

Action Songs - Understanding messages
Action Songs - Reading and singing

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

- Listen to action song
- Identify the message
- Understand what song teaches

- Look at picture of children
- Discuss what they are doing
- Think about song they are singing
- Listen to action songs

What is the song about?

- Mentor Creative Activities pg. 115
- Pictures
- Song recordings
- Mentor Creative Activities pg. 115-116
- Song lyrics chart
- Music

- Listening skills - Message identification - Understanding

Performing and Displaying

Action Songs - Good manners song

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

- Identify message about manners
- Sing about politeness
- Make actions while singing

- Look at picture
- Listen to 'Good manners song'
- Sing the song
- Make actions while singing

What manners does the song teach?

- Mentor Creative Activities pg. 116
- Picture
- Song lyrics

- Message understanding - Singing - Action performance

Performing and Displaying

Action Songs - Loud and soft
Action Songs - Practice volume

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

- Identify loud sounds
- Identify soft sounds
- Sing with correct volume

- Listen to song by teacher
- Learn tune of 'Brush your teeth'
- Sing together
- Use correct tune and rhythm
- Do actions while singing

Is the song loud or soft?

- Mentor Creative Activities pg. 117
- Song recording
- Visual aids
- Mentor Creative Activities pg. 117-118
- Music player
- Song lyrics

- Volume recognition - Tune accuracy - Rhythm keeping

Performing and Displaying

Action Songs - Actions and expressions
Action Songs - Practice techniques
Action Songs - Making up songs

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

- Identify actions in song
- Show facial expressions
- Combine singing and actions

- Use correct tune
- Sing words clearly
- Use gestures and expressions

- Look at picture of learners
- Identify actions they are doing
- Check if they are happy or sad
- Sing 'If you are happy'
- Show happy face
- Choose an action song
- Take turns singing
- Sing with correct tune
- Sing words clearly
- Use gestures and expressions

What actions do we make?
How well did you sing?

- Mentor Creative Activities pg. 118
- Pictures
- Song lyrics
- Mentor Creative Activities pg. 118-119
- Various songs
- Mentor Creative Activities pg. 119
- Ideas from learners

- Action identification - Facial expressions - Expression matching
- Technique application - Peer feedback - Self-evaluation

Performing and Displaying

Action Songs - Group performance

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

- Perform in groups
- Use all techniques learned
- Support group members

- Form singing groups
- Choose action song
- Practice together
- Use correct techniques
- Perform for class

What makes a good performance?

- Mentor Creative Activities pg. 120
- Performance space

- Group coordination - Technique use - Teamwork

Performing and Displaying

Action Songs - Recording
Action Songs - Class showcase

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

- Prepare for recording
- Perform for recording
- Watch own performance

- Prepare for recording
- Perform action song
- Record performance
- Watch recording
- Discuss performance

How can we improve?

- Mentor Creative Activities pg. 120
- Recording device
- Performance space

- Performance quality - Self-observation - Improvement ideas

Performing and Displaying

Action Songs - Skills assessment

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

- Demonstrate singing skills
- Show action coordination
- Reflect on learning

- Individual assessment
- Group assessment
- Self-assessment
- Complete assessment rubric

What have you learned about action songs?

- Mentor Creative Activities pg. 120
- Assessment tools

- Comprehensive assessment - Self-reflection - Skill demonstration

Performing and Displaying

Action Songs - Performance day
Modelling - Identifying items

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

- Perform confidently
- Celebrate achievements
- Enjoy music and movement

- Final performances
- Parent/guardian attendance
- Celebrate all learners
- Display recordings
- Enjoy music together

Why is music important?

- Mentor Creative Activities pg. 115-120
- All resources
- Mentor Creative Activities pg. 121
- Pictures of modelled items
- Sample items

- Final performance - Celebration - Overall achievement

Performing and Displaying

Modelling - Materials

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

- Identify modelling materials
- Name materials like clay
- Care for materials

- Look at pictures of materials
- Name modelling materials
- Discuss where to get materials
- Identify materials in school

Where do we get clay?

- Mentor Creative Activities pg. 122
- Pictures of materials
- Sample materials

- Material identification - Naming accuracy - Discussion

Performing and Displaying

Modelling - Cutting tools
Modelling - Rolling and shaping tools
Modelling - Texturing tools

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

- Identify cutting tools
- Name tools safely
- Understand tool use

- Identify texturing tools
- Name tools like fork, comb
- Understand pattern making

- Look at pictures of tools
- Name clay cutters, knife, wire
- Discuss how tools are used
- Handle tools safely
- Look at pictures of tools
- Read names of tools
- Talk about making patterns
- Understand texture creation

What tools do we use for cutting?
What makes patterns on clay?

- Mentor Creative Activities pg. 122-123
- Pictures of tools
- Safe tool samples
- Mentor Creative Activities pg. 123
- Rolling tools
- Shaping tools
- Mentor Creative Activities pg. 124
- Pictures of texturing tools

- Tool identification - Safety awareness - Understanding use
- Tool identification - Pattern understanding - Discussion

Performing and Displaying

Modelling - Material collection
Modelling - Clay preparation

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

- Collect modelling materials
- Observe safety when collecting
- Store materials properly

- Collect materials for modelling
- Pick safe materials
- Keep materials in Creative Activities corner
- Observe safety

What materials can we collect?

- Mentor Creative Activities pg. 124-125
- Collection bags
- Mentor Creative Activities pg. 125
- Clay
- Working surface
- Container with lid

- Collection skills - Safety observation - Storage habits

Performing and Displaying

Modelling - Starting the bowl

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

- Roll clay into ball
- Create hole in center
- Begin pinching

- Roll clay into ball shape
- Create hole in center using thumb
- Begin pinching walls
- Follow teacher guidance

How do we start making a bowl?

- Mentor Creative Activities pg. 126
- Prepared clay
- Water

- Ball rolling - Hole making - Pinching start

Performing and Displaying

Modelling - Completing the bowl
Modelling - Finishing the bowl

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

- Pinch clay walls
- Make hole wider
- Complete bowl shape

- Pinch clay walls between fingers
- Make hole wider or longer
- Smoothen bowl
- Continue pinching

How do we make the bowl bigger?

- Mentor Creative Activities pg. 126-127
- Clay in progress
- Smoothing tools
- Mentor Creative Activities pg. 127
- Texturing tools
- Drying space

- Pinching technique - Size control - Smoothing

Performing and Displaying

Modelling - Showing work

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

- Show work in class
- Discuss own work
- Discuss others' work

- Show bowl to class
- Talk about own work
- Listen to others talk about work
- Give positive feedback

What do you like about your bowl?

- Mentor Creative Activities pg. 127
- Finished bowls

- Presentation skills - Discussion - Feedback giving

Performing and Displaying

Modelling - Clean hands and workspace
Modelling - Making items at home

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

- Remember safety tips
- Wash hands properly
- Clean workspace

- Remember not to put dirty hands in mouth
- Wash hands with soap and water
- Not touch walls with dirty hands
- Not use clothes to wipe hands

Why do we wash our hands?

- Mentor Creative Activities pg. 127
- Soap and water
- Towels
- Home materials

- Hygiene awareness - Handwashing - Workspace cleaning

Performing and Displaying

Percussion Instruments - Identifying
Percussion Instruments - Searching pictures
Percussion Instruments - Digital search

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

- Look at picture of learners
- Identify instruments they are playing
- Name percussion instruments

- Search for pictures of instruments
- Cut out pictures
- Paste on paper

- Look at picture of learners
- Discuss what they are doing
- Identify which instruments they see
- Share what they know
- Search in old magazines
- Search in newspapers
- Cut out pictures
- Paste on manila paper
- Name the instruments

What are the learners doing?
Where can we find pictures?

- Mentor Creative Activities pg. 130
- Picture
- Discussion prompts
- Mentor Creative Activities pg. 130
- Old magazines
- Newspapers
- Manila paper
- Glue
- Scissors
- Mentor Creative Activities pg. 131
- Digital devices
- Internet access

- Observation - Instrument identification - Discussion
- Picture collection - Cutting skills - Pasting accuracy

Performing and Displaying

Percussion Instruments - Kenyan instruments

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

- Identify Kenyan instruments
- Name instruments from pictures
- Know which communities use them

- Look at pictures of instruments
- Read names: Isukuti, Ibirandi, Kigamba
- Read names: Kayamba, Njuga, Ngutha
- Learn which community each comes from

What instruments do you know?

- Mentor Creative Activities pg. 131-132
- Pictures of instruments
- Chart with names

- Instrument recognition - Naming accuracy - Cultural knowledge

Performing and Displaying

Percussion Instruments - Collecting materials
Percussion Instruments - Making holes

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

- Identify materials for shaker
- Collect materials
- Keep materials safely

- Teacher guides material collection
- Collect Y-shaped stick
- Collect bottle tops
- Collect wire or string
- Bring to class
- Keep safely

What materials do we need?

- Mentor Creative Activities pg. 133
- Collection area
- Safe storage
- Hammer or stone
- Nail
- Safety supervision

- Material identification - Collection skills - Safety

Performing and Displaying

Percussion Instruments - Assembling shaker

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

- Pass string through bottle tops
- Pull string through stick
- Tie the ends

- Pass string through bottle top holes
- Pull string through stick holes
- Tie the ends
- Make shaker complete

How do we put it together?

- Mentor Creative Activities pg. 134
- String/wire
- Assembled parts

- Assembly skills - String threading - Tying ability

Performing and Displaying

Percussion Instruments - Completing and cleaning
Percussion Instruments - Playing shakers
Percussion Instruments - Playing and singing

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

- Complete the shaker
- Play with instrument
- Clean working area

- Play with instrument
- Talk about each other's instruments
- Clean working area
- Wash hands
- Store instrument safely

Why do we clean up?

- Mentor Creative Activities pg. 134-135
- Completed shakers
- Cleaning materials
- Mentor Creative Activities pg. 135
- Video clips
- Shakers made
- Mentor Creative Activities pg. 136
- Shakers
- Song lyrics
- Open space

- Product completion - Playing skills - Cleaning habits