Creating and Execution

Picture Making (Percussion Instruments) - Indigenous Kenyan percussion instruments
Picture Making (Percussion Instruments) - Method of playing percussion instruments

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

- Identify percussion instruments from different Kenyan communities
- Name communities where percussion instruments originate from
- Appreciate percussion instruments from different Kenyan communities

In groups, learners are guided to:
- Observe pictures of percussion instruments from different Kenyan communities
-Identify percussion instruments from different Kenyan communities
-Name the communities where percussion instruments originate from
-Discuss how each instrument is played
-Watch a video clip on the performance of Kenyan percussion instruments

How are percussion instruments from different Kenyan communities identified?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 3
-Digital devices
-Percussion instruments
- Mentor Creative Arts Grade 4 Learner's Book, pg. 4

- Observation -Oral questions -Written assignments

Creating and Execution

Picture Making (Percussion Instruments) - Classifying percussion instruments
Picture Making (Percussion Instruments) - Parts of percussion instruments
Picture Making (Percussion Instruments) - Functions of parts of percussion instruments
Picture Making (Percussion Instruments) - Researching parts of percussion instruments
Picture Making (Percussion Instruments) - Improvising rhythmic patterns

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

- Classify percussion instruments as melodic and non-melodic
- Differentiate between melodic and non-melodic percussion instruments
- Appreciate various types of percussion instruments

In groups, learners are guided to:
- Study pictures of different percussion instruments
-Listen to sounds from melodic and non-melodic percussion instruments
-Classify percussion instruments as melodic and non-melodic
-Fill in a table with melodic and non-melodic percussion instruments

How are percussion instruments classified?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 5
-Melodic and non-melodic percussion instruments
-Digital devices
- Mentor Creative Arts Grade 4 Learner's Book, pg. 6
-Drums
- Mentor Creative Arts Grade 4 Learner's Book, pg. 7
-Percussion instruments
- Mentor Creative Arts Grade 4 Learner's Book, pg. 8
-Drawing materials
-Drums and other percussion instruments

- Observation -Oral questions -Written tests

Creating and Execution

Picture Making (Percussion Instruments) - Making charcoal sticks
Picture Making (Percussion Instruments) - Procedure for making charcoal sticks
Picture Making (Percussion Instruments) - Tonal value in art
Picture Making (Percussion Instruments) - Drawing shapes with charcoal sticks

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

- Identify materials used for making charcoal sticks
- Collect materials for making charcoal sticks
- Show interest in making charcoal sticks

In groups, learners are guided to:
- Study pictures of charcoal sticks
-Identify materials used for making charcoal sticks
-Collect materials for making charcoal sticks (green sticks, tin, nail, hammer, matchbox, sand, pan, cutting tools)
-Store collected materials safely

Why are charcoal sticks important in drawing?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 10
-Materials for making charcoal sticks
- Mentor Creative Arts Grade 4 Learner's Book, pg. 11
- Mentor Creative Arts Grade 4 Learner's Book, pg. 12
-Digital devices
-Charts showing tonal values
-Charcoal sticks
-Drawing paper

- Observation -Oral questions -Project work

Creating and Execution

Picture Making (Percussion Instruments) - Creating tonal shading
Picture Making (Percussion Instruments) - Drawing percussion instruments

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

- Match different tones using charcoal sticks
- Apply appropriate pressure to create different tones
- Value the importance of tonal variation in drawing

In groups, learners are guided to:
- Use charcoal sticks to shade boxes to match given tones
-Apply light pressure to shade light areas
-Apply more pressure to shade dark areas
-Practice creating tonal gradation

How does pressure application affect tonal variation?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 13
-Charcoal sticks
-Drawing paper
- Mentor Creative Arts Grade 4 Learner's Book, pg. 14
-Percussion instruments

- Observation -Project work -Portfolio assessment

Creating and Execution

Picture Making (Percussion Instruments) - Smudging technique
Picture Making (Percussion Instruments) - Creating a portfolio
Picture Making (Percussion Instruments) - Drawing different percussion instruments

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

- Apply the smudging technique in drawing
- Create tonal variations using the smudging technique
- Observe cleanliness when using the smudging technique

In groups, learners are guided to:
- Shade dark areas of the drawing
-Rub areas to spread charcoal marks towards highlighted areas
-Increase shadow gradually
-Draw final lines to complete the drawing
-Follow drawing tips for using charcoal

What is the effect of the smudging technique in drawing?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 14
-Charcoal sticks
-Drawing paper
-Cloths for smudging
- Mentor Creative Arts Grade 4 Learner's Book, pg. 15
-Drawings
-Colored manila paper
-Glue
-Pictures of percussion instruments

- Observation -Project work -Portfolio assessment

Creating and Execution

Picture Making (Percussion Instruments) - Drawing Kenyan percussion instruments
Picture Making (Percussion Instruments) - Identifying percussion instruments by playing method
Picture Making (Percussion Instruments) - Making percussion instruments

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

- Draw percussion instruments from Kenyan communities
- Shade drawings using charcoal sticks
- Value artwork from different communities

In groups, learners are guided to:
- Draw two percussion instruments from Kenyan communities
-Shade the percussion instruments using charcoal sticks
-Apply smudging technique using a piece of cloth
-Show work to parents/guardians for comments

What makes percussion instruments from different communities unique?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 16
-Pictures of percussion instruments
-Charcoal sticks
-Drawing paper
- Mentor Creative Arts Grade 4 Learner's Book, pg. 3-7
-Locally available materials for making percussion instruments

- Observation -Project work -Home assignment

Creating and Execution

Picture Making (Percussion Instruments) - Assembling percussion instruments
Netball - Introduction to Netball skills

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

- Make a percussion instrument using locally available materials
- Tune the percussion instrument appropriately
- Observe safety measures when making percussion instruments

In groups, learners are guided to:
- Work in groups to make percussion instruments (rattles, shakers, drums, gourds or marimba)
-Assemble the parts correctly
-Tune the instruments appropriately
-Test the sound produced by the instruments
-Store the instruments safely

How can percussion instruments be assembled and tuned?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 3-7
-Materials for making percussion instruments
-Tools for assembling
- Mentor Creative Arts Grade 4 Learner's Book, pg. 17
-Pictures of Netball games
-Digital devices

- Observation -Project work -Peer assessment

Creating and Execution

Netball - Chest pass technique
Netball - Demonstrating chest pass
Netball - Practicing chest pass

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

- Explain how to perform chest pass in Netball
- Identify the stance, grip, release and follow through for chest pass
- Value the importance of proper technique in chest pass

- Study a picture of a learner performing chest pass
-Observe how the ball is held and where the eyes are focused
-Watch a video of chest pass in Netball
-Discuss the stance, grip, release and follow through for chest pass

How is chest pass performed in Netball?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 18
-Netball balls
-Digital devices
- Mentor Creative Arts Grade 4 Learner's Book, pg. 19
-Open space
- Mentor Creative Arts Grade 4 Learner's Book, pg. 20

- Observation -Oral questions -Demonstration

Creating and Execution

Netball - Overhead pass technique
Netball - Demonstrating overhead pass

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

- Explain the overhead pass technique in Netball
- Identify the arm and leg position for overhead pass
- Appreciate the use of overhead pass in Netball

- Study a picture of a learner performing overhead pass
-Observe where the ball is held at the beginning
-Identify how the arms and legs are positioned
-Discuss the skill being performed

What makes overhead pass different from chest pass?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 20
-Netball balls
-Digital devices
- Mentor Creative Arts Grade 4 Learner's Book, pg. 21
-Open space

- Observation -Oral questions -Written assignments

Creating and Execution

Netball - Practicing overhead pass
Netball - Double-handed catching
Netball - Demonstrating double-handed catching

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

- Practice overhead pass in a circle formation
- Pass the ball accurately using overhead pass
- Observe teamwork when practicing overhead pass

- Form a circle of 6 learners
-Choose one learner to be a ball feeder
-Ball feeder stands in the circle while receiver stands outside
-Ball feeder passes to receiver using overhead pass
-Receiver runs around the circle while continuing to catch and return the ball
-Take turns to change roles

How does practicing in a circle formation improve overhead pass skills?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 22
-Netball balls
-Open space
- Mentor Creative Arts Grade 4 Learner's Book, pg. 23
-Digital devices

- Observation -Performance assessment -Peer assessment

Creating and Execution

Netball - Practicing double-handed catching
Netball - Introduction to macramé technique
Netball - Making a ball using macramé technique (1)

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

- Practice double-handed catching with a partner
- Catch the ball accurately using double-handed technique
- Observe safety measures when practicing catching

In groups, learners are guided to:
- Mark two circles on the ground 2 meters apart
-Stand in each circle as shown
-Throw and catch the ball using double-handed catching
-Repeat the activity several times
-Observe safety measures

How can double-handed catching be practiced effectively?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 24
-Netball balls
-Open space
-Markers
- Mentor Creative Arts Grade 4 Learner's Book, pg. 25
-Macramé materials (yarns, strings, fabrics)
-Scissors
- Mentor Creative Arts Grade 4 Learner's Book, pg. 26

- Observation -Performance assessment -Peer assessment

Creating and Execution

Netball - Making a ball using macramé technique (2)
Netball - Completing a ball using macramé

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

- Continue the ball-making process using macramé
- Tie horizontal knots across vertical strings
- Observe safety when using scissors

In groups, learners are guided to:
- Continue tying knots vertically around the ball
-Overlap the strings as shown
-Begin to tie horizontal strings
-Tie horizontal strings across vertical strings
-Ensure horizontal strings are firmly secured

How are vertical and horizontal strings combined in macramé?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 26
-Macramé materials (yarns, strings, fabrics)
-Scissors

- Observation -Project work -Peer assessment

Creating and Execution

Netball - Practicing Netball skills
Netball - Drawing playing Netball
Netball - Color classification

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

- Apply passing, catching and shooting skills in a mini-game
- Play a mini-game of Netball following the rules
- Show teamwork during the game

In groups, learners are guided to:
- Form two groups with equal number of players
-Play a mini-game of Netball
-Apply the skills of passing and catching
-Start the game at the center
-Attempt to score into opponent's side
-Restart game from center after each score

How are Netball skills applied in a game situation?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 27
-Netball balls
-Open space
-Markers
- Mentor Creative Arts Grade 4 Learner's Book, pg. 28
-Drawing paper
-Paint
-Brushes
- Mentor Creative Arts Grade 4 Learner's Book, pg. 30
-Primary and secondary color charts

- Observation -Performance assessment -Peer assessment

Creating and Execution

Netball - Preparing materials for mixing colors
Netball - Mixing primary colors (yellow and blue)
Netball - Mixing primary colors (red and yellow)

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

- Identify materials needed for mixing colors
- Collect materials for color mixing
- Show interest in color mixing activities

In groups, learners are guided to:
- Study pictures of materials used for mixing colors
-Identify the materials (palette, paintbrushes, water containers)
-Collect materials needed for mixing colors
-Store materials in the Creative Arts corner
-Discuss painting tips

What materials are necessary for effective color mixing?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 31
-Paint
-Brushes
-Palettes
-Water containers
-Paint (yellow and blue)
- Mentor Creative Arts Grade 4 Learner's Book, pg. 32
-Paint (red and yellow)

- Observation -Oral questions -Written assignments

Creating and Execution

Netball - Mixing primary colors (red and blue)
Netball - Creating a color wheel

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

- Mix red and blue to create a secondary color
- Identify the secondary color created
- Show creativity in color mixing

In groups, learners are guided to:
- Pour a small amount of red paint on a palette
-Add an equal amount of blue paint
-Mix the two colors using a paintbrush
-Identify the secondary color created (purple)
-Clean brushes after mixing

What secondary color is created by mixing red and blue?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 32
-Paint (red and blue)
-Brushes
-Palettes
-Water containers
-Drawing paper
-Paint

- Observation -Project work -Oral questions

Creating and Execution

Netball - Color tones (light tones)
Netball - Mixing orange with white
Rhythm and Pattern Making - Introduction to rhythmic patterns

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

- Explain what tone is in color
- Create light tones by adding white to a color
- Value the importance of tonal variation

In groups, learners are guided to:
- Learn that tone is the lightness or darkness of a color
-Understand that adding white makes a color lighter
-Draw five equal rectangles to make a color strip
-Prepare to mix secondary colors with white

How does adding white affect the tone of a color?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 33
-Paint (secondary colors and white)
-Brushes
-Palettes
-Drawing paper
-Paint (orange and white)
- Mentor Creative Arts Grade 4 Learner's Book, pg. 42
-Digital devices

- Observation -Oral questions -Written assignments

Creating and Execution

Rhythm and Pattern Making - Rhythm in songs
Rhythm and Pattern Making - Rhythm in words
Rhythm and Pattern Making - French rhythm names

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

- Identify rhythm in a song
- Clap the rhythm of words in a song
- Appreciate rhythm in songs

In groups, learners are guided to:
- Sing the song "Mary had a little lamb"
-Read the first line of the song
-Read and clap the rhythm of the words
-Sing while clapping the rhythm of the song
-Discuss the importance of rhythm in songs

How is rhythm identified in songs?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 42
-Song charts
- Mentor Creative Arts Grade 4 Learner's Book, pg. 43
-Word cards
- Mentor Creative Arts Grade 4 Learner's Book, pg. 44
-Charts showing French rhythm names

- Observation -Performance assessment -Oral questions

Creating and Execution

Rhythm and Pattern Making - Practicing French rhythm names
Rhythm and Pattern Making - Identifying rhythm in words

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

- Recite French rhythm names
- Clap rhythms while reciting French rhythm names
- Show interest in rhythmic patterns

In groups, learners are guided to:
- Recite French rhythm names
-Practice clapping rhythms while reciting
-Sound the beat while clapping
-Perform rhythmic patterns in groups

How can French rhythm names be practiced through clapping?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 44
-Charts showing rhythmic patterns
- Mentor Creative Arts Grade 4 Learner's Book, pg. 45
-Word cards

- Observation -Performance assessment -Peer assessment

Creating and Execution

Rhythm and Pattern Making - Clapping syllables of words
Rhythm and Pattern Making - Note values and their French names
Rhythm and Pattern Making - Steady beat (clock)

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

- Clap as they recite words
- Identify words with long sounds
- Identify words with short sounds

In groups, learners are guided to:
- Clap as they recite words (lion, sugarcane, pesa, ice)
-Identify words with long sounds
-Identify words with short sounds
-Fill in a table with words, syllables, and French rhythm names

How are long and short sounds identified in words?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 45
-Word cards
- Mentor Creative Arts Grade 4 Learner's Book, pg. 46
-Charts showing note values and French rhythm names
- Mentor Creative Arts Grade 4 Learner's Book, pg. 47
-Clock

- Observation -Oral questions -Written assignments

Creating and Execution

Rhythm and Pattern Making - Heartbeat rhythm
Rhythm and Pattern Making - Rhythm in children's song

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

- Feel heartbeat
- Imitate the sound of heartbeat
- Compare heartbeat before and after running

In groups, learners are guided to:
- Place hands on the left side of the chest
-Imitate the sound of the heartbeat
-Clap the sound while reciting the crotchet French rhythm name
-Feel heartbeat before and after running
-Compare the difference in heartbeat

How does the heartbeat relate to rhythm?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 47
-Open space for running
- Mentor Creative Arts Grade 4 Learner's Book, pg. 48
-Song charts

- Observation -Demonstration -Oral questions

Creating and Execution

Rhythm and Pattern Making - Note symbols and rests
Rhythm and Pattern Making - Singing rhythm in songs
Rhythm and Pattern Making - Clapping rhythm of songs

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

- Match note symbols with their rests
- Identify rests for different note values
- Value the importance of rests in music

In groups, learners are guided to:
- Match note symbols with their rests
-Identify rest representing quaver beat
-Identify rest representing crotchet beat
-Write rest for a pair of quavers
-Learn that a rest in music means silence

How are rests used in rhythmic patterns?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 49
-Charts showing note symbols and rests
- Mentor Creative Arts Grade 4 Learner's Book, pg. 50
-Song charts
- Mentor Creative Arts Grade 4 Learner's Book, pg. 51

- Observation -Oral questions -Written assignments

Creating and Execution

Rhythm and Pattern Making - Free hand lettering (1)
Rhythm and Pattern Making - Free hand lettering (2)
Rhythm and Pattern Making - Writing French rhythm names

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

- Identify letters of the alphabet with different heights
- Identify ascenders and descenders in letters
- Show interest in free hand lettering

In groups, learners are guided to:
- Look at letters of the alphabet
-Discuss differences in letter shapes
-Identify letters with parts that go up (ascenders)
-Identify letters with parts that go down (descenders)
-Identify letters that fit in the middle

What are ascenders and descenders in letter writing?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 52
-Charts showing letters of the alphabet
-Writing materials
- Mentor Creative Arts Grade 4 Learner's Book, pg. 53
-Charts showing letters with ascenders and descenders
- Mentor Creative Arts Grade 4 Learner's Book, pg. 54
-Charts showing French rhythm names

- Observation -Oral questions -Written assignments

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"
Composing Melody - Sol-fa in "Hot cross bun"

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
- Mentor Creative Arts Grade 4 Learner's Book, pg. 68
-Digital devices
-Song charts

- Observation -Performance assessment -Peer assessment

Creating and Execution

Composing Melody - Hand signs for sol-fa syllables
Composing Melody - Practicing sol-fa with hand signs
Composing Melody - Hand signs in "Mary had a little lamb"

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

- Watch a video of Kodaly hand signs
- Imitate hand signs for sol-fa syllables
- Show correct hand signs to friends

In groups, learners are guided to:
- Watch a video of Kodaly hand signs
-Imitate the hand signs for sol-fa syllables d, r, m
-Show friends the hand signs for sol-fa syllables
-Learn the correct hand position for each sol-fa syllable

How do hand signs help in learning sol-fa syllables?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 69
-Digital devices
-Charts showing hand signs
- Mentor Creative Arts Grade 4 Learner's Book, pg. 70
-Song charts with sol-fa syllables

- Observation -Demonstration -Peer assessment

Creating and Execution

Composing Melody - Free hand lettering of sol-fa
Composing Melody - Identifying sol-fa in songs

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

- Study artwork showing lettering
- Write letters neatly in exercise book
- Value neatness in written work

In groups, learners are guided to:
- Study artwork showing lettering
-Identify what is shown in the pictures
-Write letters neatly in exercise book
-Practice writing sol-fa syllables using free hand lettering

How can free hand lettering be applied to sol-fa syllables?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 71
-Writing materials
-Digital devices

- Observation -Written work -Peer assessment

Creating and Execution

Composing Melody - Steps to identify sol-fa
Composing Melody - Stepwise motion
Composing Melody - Sound duration in melody

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

- Follow steps to identify sol-fa notes
- Sing along to recordings
- Identify 'd' syllable in songs

In groups, learners are guided to:
- Learn steps to identify sol-fa notes in a song
-Sing along to recordings or hum to melodies
-Practice singing sol-fa syllables up and down
-Identify the 'd' syllable as a reference point
-Note down sol-fa syllables in songs

What steps help in identifying sol-fa notes in songs?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 72
-Digital devices
-Song recordings
-Song charts with sol-fa syllables
- Mentor Creative Arts Grade 4 Learner's Book, pg. 73
-Song charts

- Observation -Oral questions -Demonstration

Creating and Execution

Composing Melody - Starting and ending melodies
Composing Melody - Creating short melodies
Composing Melody - Creating melodies with rhythm

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

- Sing "Go to sleep" with sol-fa syllables
- Identify starting and ending sol-fa syllables
- Value proper melody construction

In groups, learners are guided to:
- Sing "Go to sleep" with sol-fa syllables
-Identify which syllable the song starts on
-Identify which syllable the song ends on
-Discuss how the song sounds when ending
-Learn about starting and ending on 'd'

Why is starting and ending on 'd' important in melodies?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 74
-Song charts with sol-fa syllables
- Mentor Creative Arts Grade 4 Learner's Book, pg. 75
-Writing materials

- Observation -Performance assessment -Oral questions

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

Swimming - Watching demonstrations of surface dives
Swimming - Learning the progression of surface dives
Swimming - Water entry safety considerations

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
- Water safety charts
- Pictures of safe water practices
- Safety equipment displays

- Observation - Oral questions - Note-taking assessment

Performance and Display

Swimming - Practicing the crouch surface dive with safety considerations
Swimming - Practicing the standing surface dive with safety considerations

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

- Demonstrate the crouch surface dive steps on land
- Apply safety considerations in practice
- Value proper progression in skill development

In groups, learners are guided to:
- Practice crouch dive positions on land
- Focus on proper body positioning
- Follow the progression: stance, push-off, descent, entry
- Practice in pairs with feedback
- Emphasize safety throughout practice

How does land practice prepare for water execution?

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

- Observation - Performance assessment - Safety adherence evaluation

Performance and Display

Swimming - Water games for confidence
Swimming - Floating techniques
Swimming - Mushroom float technique practice

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
- Mentor Creative Arts pg. 148
- Balloons for activity

- Observation - Oral questions - Game comprehension assessment

Performance and Display

Swimming - Supine floating technique
Swimming - Prone floating technique
Swimming - Gliding techniques introduction

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

- Demonstrate supine floating position on land
- Explain the body alignment for supine float
- Value different floating techniques

In groups, learners are guided to:
- Study supine floating technique
- Practice horizontal position with face up
- Position hands above head with fingers pointing forward
- Extend legs and feet together
- Maintain streamlined position

How does supine position help the body remain afloat?

- Mentor Creative Arts pg. 148
- Pictures of supine floating
- Safe practice area
- Demonstration models
- Mentor Creative Arts pg. 149
- Pictures of prone floating
- Pictures of gliding positions

- Observation - Position demonstration assessment - Body alignment evaluation

Performance and Display

Swimming - Prone gliding technique
Swimming - Supine gliding technique

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

- Demonstrate prone gliding position on land
- Describe the wall push technique
- Value gliding as a swimming skill

In groups, learners are guided to:
- Practice horizontal body position for prone gliding
- Position head in line with spine, face in water
- Practice arm extension and leg positioning
- Simulate wall push action on land
- Maintain streamlined position

What is the importance of streamlining in gliding?

- Mentor Creative Arts pg. 150
- Pictures of prone gliding
- Safe practice area
- Wall surface for practice
- Mentor Creative Arts pg. 151
- Pictures of supine gliding

- Observation - Position demonstration assessment - Streamline evaluation

Performance and Display

Swimming - Using digital devices to photograph diving performances
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:

- Use digital devices to take photographs
- Focus on the center of interest in photography
- Appreciate visual documentation of skills

In groups, learners are guided to:
- Use digital devices to take photographs of dive positions
- Focus on center of interest in photographs
- Take multiple shots from different angles
- Consider lighting and clarity in photography

Why is the center of interest important in photography?

- Mentor Creative Arts pg. 151
- Digital devices with cameras
- Models demonstrating dive positions
- Photo composition guides
- Digital devices with photographs
- Computer for portfolio organization
- Selection criteria charts
- Digital devices for displaying photographs
- Presentation space
- Feedback forms

- Observation - Photography technique assessment - Center of interest evaluation

Performance and Display

Swimming - Culminating assessment
Swimming - Water safety review
Swimming - Swimming skills documentation

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
- Water safety charts
- Poster-making materials
- Safety equipment displays
- Drawing materials
- Booklet templates
- Reference pictures of techniques

- Observation - Oral assessment - Written evaluation - Portfolio review

Performance and Display

Swimming - Water activities planning
Swimming - Community water safety

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

- Plan safe water activities with peers
- Incorporate learned swimming skills
- Value planning for water safety

In groups, learners are guided to:
- Work in groups to plan water activities
- Include safety considerations in plans
- Incorporate floating, gliding, and games
- Create illustrated activity guides
- Present plans to classmates

How does planning enhance water activity safety?

- Mentor Creative Arts pg. 151
- Planning templates
- Drawing materials
- Reference materials on water activities
- Local area maps
- Poster-making materials
- Information on local water bodies

- Observation - Plan assessment - Presentation evaluation - Safety consideration review

Performance and Display

Songs - Introduction to different types of songs
Songs - Sacred songs
Songs - Singing sacred songs expressively

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

- Identify different types of songs
- Discuss how songs are used to pass messages
- Show interest in learning about songs

In groups, learners are guided to:
- Discuss how songs are used to pass messages
- Identify different types of songs (sacred, patriotic, folk)
- Study pictures of people singing in different settings
- Share personal experiences with songs
- Discuss occasions for different song types

What contributes towards a good performance?

- Mentor Creative Arts pg. 101
- Pictures of people singing in different settings
- Audio recordings of different song types
- Chart showing song categories
- Mentor Creative Arts pg. 102
- Audio recordings of sacred songs
- Pictures of worship settings
- Chart with song lyrics
- Chart with song lyrics
- Rhythm instruments

- Observation - Oral questions - Written assignments

Performance and Display

Songs - Patriotic songs
Songs - Singing patriotic songs expressively
Songs - Introduction to folk songs

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

- Identify patriotic songs and their purpose
- Describe characteristics of patriotic songs
- Show pride in national songs

In groups, learners are guided to:
- Study pictures of patriotic performances
- Listen to "Tuishangilie Kenya" and other patriotic songs
- Discuss the message in patriotic songs
- Explore the tempo and dynamics of patriotic songs
- Learn about occasions for patriotic songs

What messages are conveyed through patriotic songs?

- Mentor Creative Arts pg. 104
- Audio recordings of patriotic songs
- Chart with patriotic song lyrics
- Pictures of national celebrations
- Performance space
- Mentor Creative Arts pg. 106
- Audio/video recordings of folk songs
- Chart showing folk song categories
- Map of Kenyan communities

- Observation - Oral questions - Listening assessment

Performance and Display

Songs - Work folk songs
Songs - Naming folk songs

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

- Identify work folk songs and their purpose
- Sing a work folk song with appropriate expression
- Value cultural traditions in music

In groups, learners are guided to:
- Listen to examples of work folk songs
- Discuss the purpose of work songs
- Learn a work folk song from a Kenyan community
- Practice singing with appropriate expression
- Perform work-related movements while singing

What is the purpose of work folk songs?

- Mentor Creative Arts pg. 106
- Audio/video recordings of work folk songs
- Chart with song lyrics
- Pictures of traditional work activities
- Audio/video recordings of naming folk songs
- Pictures of naming ceremonies

- Observation - Performance assessment - Movement coordination evaluation

Performance and Display

Songs - Initiation folk songs
Songs - Marriage folk songs
Songs - Worship folk songs

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

- Identify initiation folk songs and their purpose
- Sing an initiation folk song with proper expression
- Respect cultural transition ceremonies

In groups, learners are guided to:
- Study pictures of initiation ceremonies
- Listen to examples of initiation folk songs
- Discuss the purpose of initiation songs
- Learn an initiation folk song
- Perform song with appropriate expression and gestures

What messages are conveyed in initiation folk songs?

- Mentor Creative Arts pg. 108
- Audio/video recordings of initiation folk songs
- Chart with song lyrics
- Pictures of initiation ceremonies
- Mentor Creative Arts pg. 109
- Audio/video recordings of marriage folk songs
- Chart with "Mueni" lyrics and translation
- Pictures of marriage ceremonies
- Mentor Creative Arts pg. 110
- Audio/video recordings of worship folk songs
- Chart with "Geithia mundu" lyrics and translation
- Pictures of traditional worship settings

- Observation - Performance assessment - Cultural understanding evaluation

Performance and Display

Songs - Exploring indigenous methods of costume decoration
Songs - Learning tie-dye techniques for costume decoration
Songs - Applying dye to fabric for costume decoration

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

- Identify indigenous costume decoration methods
- Describe tie-dye and beadwork techniques
- Value traditional craft techniques

In groups, learners are guided to:
- Watch videos/observe pictures of decorated costumes
- Identify decoration techniques (tie-dye, beadwork)
- Explore materials used in traditional decoration
- Discuss significance of designs and colors
- Examine samples of decorated costumes

How do Kenyan communities decorate costumes for performing folk songs?

- Mentor Creative Arts pg. 111
- Pictures of decorated costumes
- Samples of decorated fabrics
- Videos of costume decoration techniques
- Charts showing decoration methods
- Fabric for tie-dye
- String/rubber bands for tying
- Samples of tie-dye patterns
- Demonstration charts
- Prepared tied fabrics
- Dye (artificial or natural)
- Containers for dyeing
- Protective gloves and aprons
- Cleaning supplies

- Observation - Oral questions - Written assignments

Performance and Display

Songs - Learning beadwork techniques for costume decoration
Songs - Creating beadwork decorations for costumes

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

- Explain beadwork decoration techniques
- Identify recyclable materials for beadwork
- Value sustainability in craft making

In groups, learners are guided to:
- Explore traditional beadwork techniques
- Identify recyclable materials for beads
- Discuss color and pattern significance
- Collect materials for beadwork
- Practice simple beading techniques

What materials can be recycled to create decorative beads?

- Mentor Creative Arts pg. 111
- Samples of beadwork
- Recyclable materials for beads
- Threading materials
- Pictures of traditional beadwork
- Prepared recyclable beads
- Costume pieces for decoration
- Display materials

- Observation - Material selection assessment - Technique demonstration evaluation

Performance and Display

Songs - Selecting folk songs for group performance
Songs - Group performance of folk songs with correct diction
Songs - Playing percussion instruments to accompany folk songs

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

- Select appropriate folk songs for performance
- Discuss performance roles for group members
- Value collaborative music making

In groups, learners are guided to:
- Review different types of folk songs learned
- Select songs for group performance
- Assign roles (soloist, chorus, instrumentalist)
- Discuss appropriate expression for each song
- Plan costume needs for performance

What factors determine appropriate folk song selection?

- Mentor Creative Arts pg. 111
- Audio recordings of folk songs
- Charts with song lyrics
- Role assignment sheets
- Performance planning templates
- Audio recordings for reference
- Performance space
- Decorated costumes
- Percussion instruments (drums, shakers, rattles)
- Charts showing rhythmic patterns
- Audio recordings of accompanied songs

- Observation - Song selection assessment - Role assignment evaluation - Planning participation

Performance and Display

Songs - Learning care and maintenance of instruments
Songs - Integrated folk song performance

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

- Identify proper care methods for instruments
- Demonstrate maintenance procedures
- Show responsibility in instrument handling

In groups, learners are guided to:
- Discuss importance of instrument care
- Demonstrate proper handling techniques
- Practice cleaning and storage procedures
- Explore repair methods for minor damage
- Create instrument care guides

Why is proper instrument care important?

- Mentor Creative Arts pg. 112
- Percussion instruments
- Cleaning materials
- Storage containers
- Instrument care charts
- Decorated costumes
- Performance space
- Feedback forms

- Observation - Demonstration assessment - Care guide quality evaluation - Handling technique assessment

Performance and Display

Songs - Recording folk song performances
Songs - Appreciation of percussion instruments in performances
Songs - Cultural exchange through folk songs

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

- Perform folk songs for recording
- Evaluate recorded performances
- Value technology in preserving cultural expressions

In groups, learners are guided to:
- Use digital devices to record performances
- Perform folk songs for recording
- Review recordings for quality and improvement
- Store recordings in digital portfolio
- Discuss potential uses for recordings

How can recording technology preserve cultural heritage?

- Mentor Creative Arts pg. 112
- Digital recording devices
- Performance space
- Playback equipment
- Storage devices
- Audio recordings with percussion
- Percussion instruments
- Pictures of traditional instruments
- Poster-making materials
- Audio recordings from different communities
- Charts comparing song traditions
- Cultural artifacts

- Observation - Recording quality assessment - Performance evaluation - Digital portfolio management

Appreciation in Creative Arts

Analysis of Creative Arts works - Introduction to 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:

- Explain the concept of appreciation in Creative Arts
- Identify the key aspects of art appreciation
- Show interest in analyzing Creative Arts works

In groups, learners are guided to:
- Research and brainstorm on the concept of appreciation
- Discuss aspects of appreciation (behavior, aesthetic, skills, message, feedback, care)
- Share personal experiences with artwork appreciation
- Explore the importance of art appreciation

What is the importance of analysis in Creative Arts?

- Mentor Creative Arts pg. 160
- Pictures of various Creative Arts works
- Digital devices for research
- Charts showing appreciation aspects
- 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 - Written assignments

Appreciation in Creative Arts

Analysis of Creative Arts works - Message appreciation
Analysis of Creative Arts works - Giving constructive feedback

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
- Samples of artworks for critique
- Feedback guideline charts
- Role-play scenario cards

- Observation - Oral questions - Message interpretation assessment

Appreciation in Creative Arts

Analysis of Creative Arts works - Proper care of artwork
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:

- Describe proper methods for artwork care
- Demonstrate care procedures for different media
- Show responsibility toward creative works

In groups, learners are guided to:
- Explore methods for caring for different artworks
- Demonstrate proper handling techniques
- Discuss storage and display considerations
- Practice cleaning and maintenance procedures
- Create care guide for different art forms

Why is proper care important for Creative Arts works?

- Mentor Creative Arts pg. 163
- Various artworks for demonstration
- Care materials (cloths, containers)
- Charts showing care procedures
- Storage and display examples
- 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 - Demonstration assessment - Care guide creation

Appreciation in Creative Arts

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

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
- Displayed visual artwork
- Critique framework charts
- Art terminology guides
- Feedback forms

- Observation - Display arrangement assessment - Security and accessibility 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
Analysis of Creative Arts works - Participating in athletics 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
- Running track and equipment
- Event rules charts
- Starting and timing equipment
- Safety materials

- Observation - Analysis quality assessment - Feedback appropriateness evaluation

Appreciation in Creative Arts

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

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
- Mentor Creative Arts pg. 168
- Safety equipment examples
- Risk assessment charts
- Safety guideline templates
- First aid information

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

Appreciation in Creative Arts

Analysis of Creative Arts works - Appreciation across cultural backgrounds
Analysis of Creative Arts works - Final exhibition preparation
Analysis of Creative Arts works - Final art exhibition
Analysis of Creative Arts works - Performance showcase

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

- Compare Creative Arts works from different cultures
- Identify cultural influences in artistic expression
- Value diversity in creative traditions

In groups, learners are guided to:
- Explore Creative Arts works from diverse cultures
- Identify influences of culture on artistic expression
- Compare similarities and differences in traditions
- Discuss the value of cultural diversity in art
- Create cultural comparison charts

How do cultural backgrounds influence Creative Arts?

- Mentor Creative Arts pg. 168
- Examples of art from different cultures
- Cultural context information
- Comparison chart templates
- Cultural reference materials
- 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
- Performance space and equipment
- Musical instruments
- Performance costumes and props
- Program guides for audience

- Observation - Comparison quality assessment - Cultural sensitivity evaluation - Discussion participation