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;
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;
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;
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;
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;
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 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.

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 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 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 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 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;
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.

Creating and Executing..

Rhythm and Pattern Making.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify locally available items that can be used in printing random patterns.
Collect the items for printing random patterns from the environment.
Enjoy collecting materials for printing random patterns.

In group, learners are guided to;
mention the different items in the environment that can be used to print random patterns.
collaborate in collecting the identified items in the surrounding environment:Leaves,maize cobs.
present their materials in class and then store them in safe boxes.

Which locally available items can we use to print random patterns?

Grade 3 Distinction creative arts BK 3.Pg pg 37-38.
Leaves and Maize cobs.
Storage boxes.

Checklists. Oral questions. Assessment rubrics. Portfolios.

Creating and Executing..

Rhythm and Pattern Making.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify locally available items that can be used in printing random patterns.
Collect the items for printing random patterns from the environment.
Enjoy collecting materials for printing random patterns.

In group, learners are guided to;
mention the different items in the environment that can be used to print random patterns.
collaborate in collecting the identified items in the surrounding environment:Leaves,maize cobs.
present their materials in class and then store them in safe boxes.

Which locally available items can we use to print random patterns?

Grade 3 Distinction creative arts BK 3.Pg pg 37-38.
Leaves and Maize cobs.
Storage boxes.

Checklists. Oral questions. Assessment rubrics. Portfolios.

Creating and Executing.

Rhythm and Pattern Making.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline the steps for printing random patterns using leaves.
Print random patterns using leaves.
Enjoy making random patterns using leaves.

In groups,learners are guided through the steps for making random patterns using leaves.
prepare the items for making random patterns.
in pairs or individually, learners are guided to follow the steps in printing random patterns using leaves.
clean their working area and store the materials in a safe place.
display their printed random pattern of leaves.

How can you print random patterns using leaves?

Grade 3 Distinction creative arts BK 3.Pg pg 37.
Leaves.
Plain papers and Water colours.
Working Area.

Portfolios. Checklists. Assessment rubrics. Illustrations

Creating and Executing.

Rhythm and Pattern Making.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline the steps for making random pattern using maize cobs.
Make random patterns using maize cobs.
Enjoy making random patterns using maize cobs.

In groups,learners are guided through the steps for making random patterns using the maize cobs.
in pairs or individually, learners to prepare the materials for printing random patterns using maize cobs.
in pairs or individually, learners to follow the steps in making random patterns using the maize cobs.
leave the pattern to dry and then clean the working area.
display their printed patterns for assessment and feedback.

How can you print random patterns using maize cobs?

Grade 3 Distinction creative arts BK 3.Pg pg 38.
Maize cobs.
Plain papers.
Water colours.

Portfolios. Checklists. Assessment rubrics. Peer Assessment. 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;
Outline steps for printing random pattern alternating colours.
Print a random pattern alternating colours to suggest rhythm.
Enjoy printing random pattern alternating colours.

In groups,learners are guided to;
collect plain papers and water colours.
Guide learners through the steps for printing random pattern using alternating colours to suggest rhythm.
individually, print a random pattern alternating colours to suggest rhythm using their palms.
display their printed random pattern to the class for assessment.

How can you make a random pattern using alternating colours to suggest rhythm?

Grade 3 Distinction creative arts BK 3.Pg pg 39.
Plain papers and Water colours.

Portfolios. Checklists. Assessment rubrics. Peer Assessment. 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 basic shapes for moving in rhythm.
Move in rhythm around basic shapes drawn on the floor.
Enjoy moving in rhythm around basic shapes.

In groups or pairs, learners are guided to;
mention the geometric basic shapes.
collaborate in drawing geometric basic shapes on the ground.
take turns as they move in rhythm around the basic shapes drawn by skipping, sliding and galloping observing safety.

Which basic shapes do you know? How can you move in rhythm around basic shapes?

Distinction Creative Activities.
School Field.
Chart showing the basic shapes.
Simple and Familiar songs.

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

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 basic shapes for moving in rhythm.
Move in rhythm around basic shapes drawn on the floor.
Enjoy moving in rhythm around basic shapes.

In groups or pairs, learners are guided to;
mention the geometric basic shapes.
collaborate in drawing geometric basic shapes on the ground.
take turns as they move in rhythm around the basic shapes drawn by skipping, sliding and galloping observing safety.

Which basic shapes do you know? How can you move in rhythm around basic shapes?

Distinction Creative Activities.
School Field.
Chart showing the basic shapes.
Simple and Familiar songs.

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

Creating Executing.

Skipping.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the different ways of skipping.
Use digital devices to watch videos of people skipping.
Acknowledge the different ways of skipping.

In groups,learners are guided to;
study the pictures in learner's book and share what is happening in the pictures.
in groups,learners are guided to use digital devices to watch video clips of people skipping.
mention the body parts used in skipping.
identify and discuss the different ways of skipping.
walk to the field and illustrate the different ways of skipping.

Which ways can one skip? What safety should we observe when skipping?

Grade 3 Distinction creative arts BK 3.Pg pg 41-42.
Lesson notes.
Pictures.
Video clips.
Digital devices.
School Field.

Oral questions. Oral discussion. Checklists. Assessment rubrics. Illustrations.

Creating and Executing.

Skipping.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the different directions used in skipping.
Use digital devices to watch a video of people skipping in different directions.
Acknowledge the different directions used in skipping.

In groups or pairs,learners are guided to study the pictures in learner's textbook and show the directions the children in the pictures are skipping to.
in groups,learners are guided to watch a video of people skipping.
identify the directions in which the people in the video are skipping to.
discuss the different directions in which people can skip to.

Which directions can one skip to?

Grade 3 Distinction creative arts BK 3.Pg pg 42-43.
Digital devices.
Video clips.
Lesson notes.
Pictures.

Assessment rubrics. Checklists. Oral questions. Oral discussion.

Creating and Executing.

Skipping.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline the steps for skipping in the forward direction.
Demonstrate skipping in the forward direction.
Enjoy skipping in the forward direction.

In groups or pairs, learners are guided through the steps for skipping in the forward direction.
as a class,learners are guided to walk to the field.
observe the teacher as he or she illustrates skipping in the forward direction.
in groups,learners to individually skip in the forward direction using the steps learnt.

How can you skip in the forward direction?

Grade 3 Distinction creative arts BK 3.Pg pg 43.
School Field.
Digital devices.

Portfolios. Checklists. Peer Assessment. Practical Activities.

Creating and Executing.

Skipping.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline the steps for skipping in the backward direction.
Demonstrate skipping in the backward direction.
Enjoy skipping in the backward direction.

In groups or pairs,learners are guided through the steps for skipping in the backward direction.
As a class,learners are guided to walk to the school field.
observe the teacher as he or she illustrates skipping in the backward direction.
in groups,learners to individually practice skipping in the backward direction.

How do you skip in the backward direction?

Grade 3 Distinction creative arts BK 3.Pg pg 44.
Lesson notes.
School Field.
Digital devices.

Assessment rubrics. Checklists. Practical Activities. Observation schedule.

Creating and Executing.

Skipping.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline the steps for skipping to the left and right direction.
Demonstrate skipping to the right and left direction.
Enjoy skipping to the left and right direction.

In groups, learners are guided through the steps for skipping to the right and left direction.
Guide learners to walk to the school field.
observe the teacher as he or she illustrates skipping to the right and left direction.
in groups, learners to individually practice skipping to the right and left direction.

How do you skip to the right and left direction?

Grade 3 Distinction creative arts BK 3.Pg pg 44.
School Field.

Illustration. Checklists. Assessment rubrics. Observation schedule.

Creating and Executing.

Skipping.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify patterns one can make while skipping in different ways.
Skip along straight and curved lines in the school field.
Enjoy skipping along straight and curved lines for balance.

In groups,learners are guided to;
study the patterns in learner's book and name the patterns.
in groups, learners are guided to collaborate in marking straight and curved lines using markers in the school field.
in groups,learners to collaborate in skipping along the straight and curved lines.
assess their peers ' skipping and give feedback.

Which patterns can you make while skipping?

Grade 3 Distinction creative arts BK 3.Pg pg 44-46.
School field.
Markers.
Digital devices.

Assessment rubrics. Peer Assessment. Checklists. Illustrations. Portfolios.

Creating and Executing.

Skipping.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify patterns one can make while skipping in different ways.
Skip along straight and curved lines in the school field.
Enjoy skipping along straight and curved lines for balance.

In groups,learners are guided to;
study the patterns in learner's book and name the patterns.
in groups, learners are guided to collaborate in marking straight and curved lines using markers in the school field.
in groups,learners to collaborate in skipping along the straight and curved lines.
assess their peers ' skipping and give feedback.

Which patterns can you make while skipping?

Grade 3 Distinction creative arts BK 3.Pg pg 44-46.
School field.
Markers.
Digital devices.

Assessment rubrics. Peer Assessment. Checklists. Illustrations. Portfolios.

Creating and Executing.

Skipping.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify patterns one can make while skipping in different ways.
Make zigzag and wavy patterns while skipping in different ways.
Enjoy skipping in different patterns.

In groups,learners are guided to;
collaborate in making zigzag and wavy lines using markers in the school field.
collaborate in skipping along the wavy and zigzag lines marked in the field.
assess their peers' skipping and give feedback.

Which patterns can you make while skipping?

Grade 3 Distinction creative arts BK 3.Pg pg 45-46.
School Field.
Markers.
Digital devices.

Skipping Activities. Portfolios. Checklists. Peer Assessment. Observation schedule.

Creating and Executing.

Skipping.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the different shape patterns one can skip along.
Skip along the different shape patterns.
Enjoy skipping along the different shape patterns.

In groups, learners are guided to;
mention the different shape patterns one can skip along.
collaborate in making triangular, circular, square and rectangular patterns on the classroom floor and outside class ground.
choose leaders to lead them as you skip along the shape patterns marked on the floor and ground.
skip along the shape patterns made on the floor and ground.

Which shape patterns can one skip along?

Grade 3 Distinction creative arts BK 3.Pg pg 47.
Markers.
Classroom floor and Outside class.

Portfolios. Checklists. Assessment rubrics. Peer Assessment.

Creating and Executing.

Skipping.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the different shape patterns one can skip along.
Skip along the different shape patterns.
Enjoy skipping along the different shape patterns.

In groups, learners are guided to;
mention the different shape patterns one can skip along.
collaborate in making triangular, circular, square and rectangular patterns on the classroom floor and outside class ground.
choose leaders to lead them as you skip along the shape patterns marked on the floor and ground.
skip along the shape patterns made on the floor and ground.

Which shape patterns can one skip along?

Grade 3 Distinction creative arts BK 3.Pg pg 47.
Markers.
Classroom floor and Outside class.

Portfolios. Checklists. Assessment rubrics. Peer Assessment.

Creating and Executing.

Skipping.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify simple songs and games that involves skipping.
Sing simple songs when playing games involving skipping.
Enjoy singing while skipping in different ways and pattern.

In groups, learners are guided to;
identify and sing songs while skipping for enjoyment while making line patterns and shapes.
sing songs as they play games that involve skipping in different ways and patterns.
assess the skipping of their classmates and give feedback.

Why is singing important while skipping?

Grade 3 Distinction creative arts BK 3.Pg pg 48.
School field.
Simple and familiar songs.
Digital devices.

Checklists. Assessment rubrics. Singing and Skipping. Portfolios. Peer Assessment.

Creating and Executing.

Skipping.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify simple songs and games that involves skipping.
Sing simple songs when playing games involving skipping.
Enjoy singing while skipping in different ways and pattern.

In groups, learners are guided to;
identify and sing songs while skipping for enjoyment while making line patterns and shapes.
sing songs as they play games that involve skipping in different ways and patterns.
assess the skipping of their classmates and give feedback.

Why is singing important while skipping?

Grade 3 Distinction creative arts BK 3.Pg pg 48.
School field.
Simple and familiar songs.
Digital devices.

Checklists. Assessment rubrics. Singing and Skipping. Portfolios. Peer Assessment.

Creating and Executing.

Collage.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the materials used in making a collage.
Use digital devices to search and watch videos of making collage pictures.
Acknowledge the materials used in making collage pictures.

In groups,learners are guided to;
explain the meaning of collage for understanding.
study the pictures in learner's book and name the materials used to make the pictures and collage.
Use digital devices to watch videos of making collage pictures.
identify and discuss the materials used in making collage pictures from the videos.
note down the materials used in making collage pictures.

What is a Collage? Which materials can one use in making a collage?

Distinction Creative pg 50-51.
Digital devices.
Pictures.
Lesson notes.
Videos.

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

Creating and Executing.

Collage.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Name the materials to use in a collage.
Collect the materials to use in making collage pictures.
Recognize the materials to use in making collage pictures.

In groups,learners are guided to;
look at the picture in learner's book and then name the materials used for making a collage.
in groups,pairs or individually, learners are guided to collect the materials used in making a collage.
sort out the materials to make a collage.

Which materials are used in making a collage?

Grade 3 Distinction creative arts BK 3.Pg pg 52.
Pictures.
Surrounding Environment.

Checklists. Assessment rubrics. Oral Questions.

Creating and Executing.

Collage.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline the steps for creating a collage for self-expression.
Use digital devices to watch videos on steps to follow in creating a collage.
Acknowledge the steps to follow in creating a collage.

In groups,learners are guided to;
watch clips on the steps followed in creating a collage for self expression.
outline the steps used in creating a collage.
describe the steps followed in creating a collage.

Which steps should one follow in creating a collage for self expression?

Grade 3 Distinction creative arts BK 3.Pg pg 53-55.
Lesson notes.
Digital devices.
Illustration clips.

Checklists. Oral discussion. Assessment rubrics.

Creating and Executing.

Collage.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify a simple theme for a collage.
Draw simple sketches of their chosen theme on papers.
Appreciate the value of planning before creating collages.

In groups or pairs, learners are guided to identify simple themes for their collage e.g, animals, nature or their school , home.
individually,learners to creatively draw simple sketches of their chosen theme on paper , showing where different items will go in their collage.
display their drawn sketches for assessment and feedback.

Why is planning important before creating collages?

Grade 3 Distinction creative arts BK 3.Pg pg 53.
Papers and drawing pencils.
Erasers.

Portfolios. Checklists. Assessment rubrics. Peer Assessment.

Creating and Executing.

Collage.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify a simple theme for a collage.
Draw simple sketches of their chosen theme on papers.
Appreciate the value of planning before creating collages.

In groups or pairs, learners are guided to identify simple themes for their collage e.g, animals, nature or their school , home.
individually,learners to creatively draw simple sketches of their chosen theme on paper , showing where different items will go in their collage.
display their drawn sketches for assessment and feedback.

Why is planning important before creating collages?

Grade 3 Distinction creative arts BK 3.Pg pg 53.
Papers and drawing pencils.
Erasers.

Portfolios. Checklists. Assessment rubrics. Peer Assessment.

Creating and Executing.

Collage.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline their sketches with darker pencils to make cutting easier.
Cut their sketches according to shape,size and colour.
Develop patience and care in handling materials for creative work.

In groups, pairs or individually,learners are guided to;
use darker pencils or markers to outline their sketches for easier cutting.
use cutting tools to cut their sketches according to shape,size while observing safety.
store their cuttings in a safe place.

Why should we observe safety when cutting pictures or sketches?

Grade 3 Distinction creative arts BK 3.Pg pg 54.
Sketches.
scissors and Scapels.
Darker pencils and markers.

Checklists. Assessment rubrics. Portfolios.

Creating and Executing.

Collage.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Paste their cuttings in a surface to create a collage.
Show responsibility in handling materials.

In pairs or groups or individually,learners are. guided to;
arrange their cut-outs on base for balance and composition.
apply adhesives neatly and evenly to the cut-outs.
gently press and smooth their pieces to avoid wrinkles.
leave their pictures to dry.

What should you consider while pasting cuttings or pictures to make collage?

Grade 3 Distinction creative arts BK 3.Pg pg 54-55.
Adhesive
s/Glue.
Bases; Papers and Cardboards.

Assessment rubrics. Checklists. Portfolios.

Creating and Executing.

Collage.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Display their collage for assessment and feedback.
Appreciate using collage as an art of self-expression.

In groups or individually,learners are guided to;
display their already made collage to the class.
talk about own and others' collage work.

What makes a collage attractive?

Grade 3 Distinction creative arts BK 3.Pg pg 56.
Collage.

Portfolios. Checklists. Assessment rubrics.

Creating and Executing..

Collage.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify photographs or pictures for creating a collage.
Create a collage for self expression.
Appreciate using collage as an art of self expression.

In groups or pairs,learners are guided to;
collaborate in identifying pictures or photos on a selected theme for creating a collage.
cut their pictures or photos correctly in the desired sizes and shapes.
paste their pictures on a base with emphasis on balance and composition.
display their collage in class for assessment and feedback.

Grade 3 Distinction creative arts BK 3.Pg pg 53-56. Collage. Adhesives, Pictures and photos.

Class project.
Checklists.
Observation schedule.
Assessment rubrics.
Portfolios.

Creating and Executing..

Collage.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify photographs or pictures for creating a collage.
Create a collage for self expression.
Appreciate using collage as an art of self expression.

In groups or pairs,learners are guided to;
collaborate in identifying pictures or photos on a selected theme for creating a collage.
cut their pictures or photos correctly in the desired sizes and shapes.
paste their pictures on a base with emphasis on balance and composition.
display their collage in class for assessment and feedback.

Grade 3 Distinction creative arts BK 3.Pg pg 53-56. Collage. Adhesives, Pictures and photos.

Class project.
Checklists.
Observation schedule.
Assessment rubrics.
Portfolios.

Creating and Executing.

Melody.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the basic melodic variations in simple tunes for skill acquisition.
Use digital resources to watch and listen to simple songs for identification of melodic variations.
Appreciate how melodies change to make music interesting.

In groups, learners are guided to:
define melodic variations (rhythm, volume,speed,pitch,text)
discuss the different variations in simple melodic pattern.
collaboratively listen to simple songs, noting variations in rhythm, volume,speed in recorded performances.

What makes a melody sound different in the same song?

Grade 3 Distinction creative arts BK 3.Pg pg 57 & 64.
Digital resources.
Simple songs.
Lesson notes.
Audio clips.

Checklists. Assessment rubrics. Oral discussion. Oral questions.

Creating and Executing.

Melody.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Explain rhythm change in melodies
Sing familiar songs using the changes of rhythm melodic variation.
Enjoy experimenting with rhythms.

As a class learners are led in discussing how rhythm change affect melodies.
In groups,learners are guided to clap the syllables as they sing songs in learner's book.
identify lines that had longer and shorter duration of sound when they clapped.
collaborate in tapping to the rhythms of familiar songs and then identify lines that had longer and shorter durations of sound when they tapped.

How does rhythm affect melody?

Grade 3 Distinction creative arts BK 3.Pg pg 57-58.
Songs.
Digital resources.

Assessment rubrics. Singing. Checklists.

Creating and Executing.

Melody.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Differentiate between loud and soft sounds in songs.
Demonstrate changes in volume while singing.
Acknowledge how changes of volume affect the feelings of melodies.

As a class, learners are guided to listen carefully to a song played by the teacher.
share whether the sound of the song was loud or soft.
in groups, learners are guided to sing selected songs loud and tap their desks loud to the beat the songs.
sing selected songs softly while others tap their desks softly

How does changes in volume affect melodies?

Grade 3 Distinction creative arts BK 3.Pg pg 59.
Songs.
Desks.

Assessment rubrics. Checklists. Illustrations. Class Activities.

Creating and Executing.

Melody.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Explain how changes in speed affect melodies.
Demonstrate changes in speed by singing simple songs.
Acknowledge how changes in speed affect melodies.

In groups, learners are guided to;
sing the song in learner's book slow and then fast.
share what they felt after singing a song slow and fast.
collaborate in choosing a familiar songs to them.
sing the selected songs slow and then quick and record themselves using digital devices.
learners to share the way of the singing they enjoyed most.

How does changes in speed affect melodies?

Grade 3 Distinction creative arts BK 3.Pg pg 60.
Simple songs.
Digital devices.

Assessment rubrics. Checklists. Singing. Peer Assessment.

Creating and Executing.

Melody.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Define the term pitch in melodies.
Sing high and low parts of familiar tunes.
Appreciate how pitch adds variety to melodies.

In groups,learners are guided to explain the meaning of pitch.
collaborate in singing the song "Happy Birthday to You".
underline the line that their voices went up as they sung.
collaborate in singing the Kenyan National Anthem and listen as they it.
identify the lines which they sung with a high and low pitch.

How does changing pitch makes melodies more interesting?

Grade 3 Distinction creative arts BK 3.Pg pg 61.
Familiar songs.
National anthem.
Digital devices.

Singing. Assessment rubrics. Peer Assessment. Checklists. Portfolios.

Creating and Executing.

Melody.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Define the term pitch in melodies.
Sing high and low parts of familiar tunes.
Appreciate how pitch adds variety to melodies.

In groups,learners are guided to explain the meaning of pitch.
collaborate in singing the song "Happy Birthday to You".
underline the line that their voices went up as they sung.
collaborate in singing the Kenyan National Anthem and listen as they it.
identify the lines which they sung with a high and low pitch.

How does changing pitch makes melodies more interesting?

Grade 3 Distinction creative arts BK 3.Pg pg 61.
Familiar songs.
National anthem.
Digital devices.

Singing. Assessment rubrics. Peer Assessment. Checklists. Portfolios.

Creating and Executing.

Melod

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify text variations in simple tunes.
Sing familiar tunes to illustrate changes in text.
Acknowledge how changing texts in songs alters their melodies.

In groups,learners are guided to:
state the meaning of text in songs.
collaborate in singing simple songs.
listen and identify the lines where the words of the songs changed.
discuss how changes in text affect the melodies of songs.

How does changing words affect a melody?

Grade 3 Distinction creative arts BK 3.Pg pg 62-63.
simple songs.
Digital devices.

Checklists. Assessment rubrics. Singing.

Creating and Executing.

Melody.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Describe ways of improvising variations in melodies.
Improvise variations in different melodies.
Enjoy improvising variations in different melodies.

In groups,learners are guided to;
discuss the different ways of improvising variations in melodies.
collaborate in singing simple short songs and improvise variations in rhythm,tempo, volume,text and pitch.
use digital devices to record themselves as they improvise variations in melodies.

How can we improvise variations in different melodies?

Grade 3 Distinction creative arts BK 3.Pg pg 64-66.
Simple songs.
Digital devices.

Checklists. Assessment rubrics. Peer Assessment. Illustration.

Creating and Executing.

Melody.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Describe ways of improvising variations in melodies.
Improvise variations in different melodies.
Enjoy improvising variations in different melodies.

In groups,learners are guided to;
discuss the different ways of improvising variations in melodies.
collaborate in singing simple short songs and improvise variations in rhythm,tempo, volume,text and pitch.
use digital devices to record themselves as they improvise variations in melodies.

How can we improvise variations in different melodies?

Grade 3 Distinction creative arts BK 3.Pg pg 64-66.
Simple songs.
Digital devices.

Checklists. Assessment rubrics. Peer Assessment. Illustration.

Creating and Executing.

Melody.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline the steps for creating melodic patterns.
Create melodic patterns using improvised percussions
Enjoy creating melodic patterns using variation technique.

As a class, learners are guided to discuss how to create melodic patterns using pitched objects.
Guide learners through the materials and steps for creating melodic patterns.
in groups,learners are guided to pour water in three bottles at different levels and label them A,B,C.
Guide learners in hitting the bottles with sticks and then identify the bottle with the high pitch and low pitch.
arrange the bottles in the order they produce sound from low to high.
Tap the bottles in given orders inorder to create melodic patterns and record it with digital devices.

How can we create melodic patterns using pitched objects?

Grade 3 Distinction creative arts BK 3.Pg pg 67-69.
Plastic bottles.
Water and sticks.

Illustrations. Checklists. Oral questions. Portfolios. Assessment rubrics.

Creating and Executing.

Melody.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Explain the importance of applying performance directions in melodies.
Apply performance directions in performing simple songs.
Enjoy applying performance directions while singing.

In groups or pairs,learnes are guided to:
sing simple songs while applying performance directions:loud /soft.
in pairs, learners are guided to recite the vowels while following performance directions given by teacher.
in pairs, learners to collaborate in applying performance directions in different activities.

How does application of performance directions affect melodies?

Grade 3 Distinction creative arts BK 3.Pg pg 70-72.
Cards indicating soft or loud..
songs.

Checklists. Illustrations. Assessment rubrics. Oral questions.