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SCHEME OF WORK
Creative Arts & Sports
Grade 4 2025
TERM II
School


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WK LSN STRAND SUB-STRAND LESSON LEARNING OUTCOMES LEARNING EXPERIENCES KEY INQUIRY QUESTIONS LEARNING RESOURCES ASSESSMENT METHODS REFLECTION
1 1
Creating and Execution
Composing Melody - Introduction to melody
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
- 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
- Observation -Performance assessment -Oral questions
1 2
Creating and Execution
Composing Melody - Introduction to melody
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
- 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
- Observation -Performance assessment -Oral questions
1 3
Creating and Execution
Composing Melody - Introduction to melody
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
- 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
- Observation -Performance assessment -Oral questions
1 4
Creating and Execution
Composing Melody - Introduction to melody
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
- 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
- Observation -Performance assessment -Oral questions
1 5
Creating and Execution
Composing Melody - Sol-fa syllables and ladder
By the end of the lesson, the learner should be able to:

- Identify sol-fa syllables d, r, m
- Sing up and down the sol-fa ladder
- Value the importance of sol-fa in music
- Observe the sol-fa ladder
-Sing d r m up the ladder
-Sing m r d down the ladder
-Identify which sol-fa syllable sounds the highest
-Identify which sol-fa syllable sounds the lowest
How does the sol-fa ladder represent pitch?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 66
-Sol-fa ladder chart
- Observation -Performance assessment -Oral questions
1 6
Creating and Execution
Composing Melody - Sol-fa syllables and ladder
By the end of the lesson, the learner should be able to:

- Identify sol-fa syllables d, r, m
- Sing up and down the sol-fa ladder
- Value the importance of sol-fa in music
- Observe the sol-fa ladder
-Sing d r m up the ladder
-Sing m r d down the ladder
-Identify which sol-fa syllable sounds the highest
-Identify which sol-fa syllable sounds the lowest
How does the sol-fa ladder represent pitch?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 66
-Sol-fa ladder chart
- Observation -Performance assessment -Oral questions
2 1
Creating and Execution
Composing Melody - Performing melodies
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
- 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
- Observation -Performance assessment -Peer assessment
2 2
Creating and Execution
Composing Melody - Performing melodies
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
- 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
- Observation -Performance assessment -Peer assessment
2 3
Creating and Execution
Composing Melody - Performing melodies
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
- 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
- Observation -Performance assessment -Peer assessment
2 4
Creating and Execution
Composing Melody - Performing melodies
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
- 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
- Observation -Performance assessment -Peer assessment
2 5
Creating and Execution
Composing Melody - Performing melodies
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
- 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
- Observation -Performance assessment -Peer assessment
2 6
Creating and Execution
Composing Melody - Performing melodies
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
- 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
- Observation -Performance assessment -Peer assessment
3 1
Creating and Execution
Composing Melody - Sol-fa in "Go to sleep"
By the end of the lesson, the learner should be able to:

- Identify sol-fa syllables in "Go to sleep"
- Sing the song using sol-fa syllables
- Hum the melody of the song
- Study the sol-fa syllables for "Go to sleep"
-Sing the song
-Sing the sol-fa syllables for the song
-Hum the song
-Discuss patterns in the sol-fa syllables
How are sol-fa syllables used in lullabies?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 67
-Song charts with sol-fa syllables
- Observation -Performance assessment -Oral questions
3 2
Creating and Execution
Composing Melody - Sol-fa in "Go to sleep"
By the end of the lesson, the learner should be able to:

- Identify sol-fa syllables in "Go to sleep"
- Sing the song using sol-fa syllables
- Hum the melody of the song
- Study the sol-fa syllables for "Go to sleep"
-Sing the song
-Sing the sol-fa syllables for the song
-Hum the song
-Discuss patterns in the sol-fa syllables
How are sol-fa syllables used in lullabies?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 67
-Song charts with sol-fa syllables
- Observation -Performance assessment -Oral questions
3 3
Creating and Execution
Composing Melody - Sol-fa in "Go to sleep"
By the end of the lesson, the learner should be able to:

- Identify sol-fa syllables in "Go to sleep"
- Sing the song using sol-fa syllables
- Hum the melody of the song
- Study the sol-fa syllables for "Go to sleep"
-Sing the song
-Sing the sol-fa syllables for the song
-Hum the song
-Discuss patterns in the sol-fa syllables
How are sol-fa syllables used in lullabies?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 67
-Song charts with sol-fa syllables
- Observation -Performance assessment -Oral questions
3 4
Creating and Execution
Composing Melody - Sol-fa in "Go to sleep"
By the end of the lesson, the learner should be able to:

- Identify sol-fa syllables in "Go to sleep"
- Sing the song using sol-fa syllables
- Hum the melody of the song
- Study the sol-fa syllables for "Go to sleep"
-Sing the song
-Sing the sol-fa syllables for the song
-Hum the song
-Discuss patterns in the sol-fa syllables
How are sol-fa syllables used in lullabies?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 67
-Song charts with sol-fa syllables
- Observation -Performance assessment -Oral questions
3 5
Creating and Execution
Composing Melody - Sol-fa in "Hot cross bun"
By the end of the lesson, the learner should be able to:

- Search for the melody of "Hot cross bun"
- Fill in correct sol-fa syllables
- Sing with correct pitching
- Search for the melody of "Hot cross bun" using digital devices
-Sing the song
-Fill in the correct sol-fa syllables
-Note that the melody begins on 'm'
-Sing the sol-fa syllables correctly
How can digital devices help in learning melodies?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 68
-Digital devices
-Song charts
- Observation -Performance assessment -Written assignments
3 6
Creating and Execution
Composing Melody - Sol-fa in "Hot cross bun"
By the end of the lesson, the learner should be able to:

- Search for the melody of "Hot cross bun"
- Fill in correct sol-fa syllables
- Sing with correct pitching
- Search for the melody of "Hot cross bun" using digital devices
-Sing the song
-Fill in the correct sol-fa syllables
-Note that the melody begins on 'm'
-Sing the sol-fa syllables correctly
How can digital devices help in learning melodies?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 68
-Digital devices
-Song charts
- Observation -Performance assessment -Written assignments
4 1
Creating and Execution
Composing Melody - Hand signs for sol-fa syllables
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
- 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
- Observation -Demonstration -Peer assessment
4 2
Creating and Execution
Composing Melody - Hand signs for sol-fa syllables
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
- 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
- Observation -Demonstration -Peer assessment
4 3
Creating and Execution
Composing Melody - Hand signs for sol-fa syllables
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
- 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
- Observation -Demonstration -Peer assessment
4 4
Creating and Execution
Composing Melody - Hand signs for sol-fa syllables
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
- 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
- Observation -Demonstration -Peer assessment
4 5
Creating and Execution
Composing Melody - Hand signs for sol-fa syllables
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
- 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
- Observation -Demonstration -Peer assessment
4 6
Creating and Execution
Composing Melody - Hand signs for sol-fa syllables
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
- 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
- Observation -Demonstration -Peer assessment
5 1
Creating and Execution
Composing Melody - Practicing sol-fa with hand signs
By the end of the lesson, the learner should be able to:

- Practice singing sol-fa syllables with hand signs
- Perform hand signs for given sol-fa patterns
- Work with others in musical activities
- Practice singing d, r, m with hand signs
-Sing up and down the sol-fa ladder with hand signs
-Perform hand signs for given sol-fa patterns
-Write sol-fa syllables for given hand signs
-Work in pairs to practice
How can hand signs enhance learning of sol-fa syllables?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 69
-Charts showing hand signs
- Observation -Performance assessment -Peer assessment
5 2
Creating and Execution
Composing Melody - Practicing sol-fa with hand signs
By the end of the lesson, the learner should be able to:

- Practice singing sol-fa syllables with hand signs
- Perform hand signs for given sol-fa patterns
- Work with others in musical activities
- Practice singing d, r, m with hand signs
-Sing up and down the sol-fa ladder with hand signs
-Perform hand signs for given sol-fa patterns
-Write sol-fa syllables for given hand signs
-Work in pairs to practice
How can hand signs enhance learning of sol-fa syllables?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 69
-Charts showing hand signs
- Observation -Performance assessment -Peer assessment
5 3
Creating and Execution
Composing Melody - Practicing sol-fa with hand signs
By the end of the lesson, the learner should be able to:

- Practice singing sol-fa syllables with hand signs
- Perform hand signs for given sol-fa patterns
- Work with others in musical activities
- Practice singing d, r, m with hand signs
-Sing up and down the sol-fa ladder with hand signs
-Perform hand signs for given sol-fa patterns
-Write sol-fa syllables for given hand signs
-Work in pairs to practice
How can hand signs enhance learning of sol-fa syllables?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 69
-Charts showing hand signs
- Observation -Performance assessment -Peer assessment
5 4
Creating and Execution
Composing Melody - Practicing sol-fa with hand signs
By the end of the lesson, the learner should be able to:

- Practice singing sol-fa syllables with hand signs
- Perform hand signs for given sol-fa patterns
- Work with others in musical activities
- Practice singing d, r, m with hand signs
-Sing up and down the sol-fa ladder with hand signs
-Perform hand signs for given sol-fa patterns
-Write sol-fa syllables for given hand signs
-Work in pairs to practice
How can hand signs enhance learning of sol-fa syllables?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 69
-Charts showing hand signs
- Observation -Performance assessment -Peer assessment
5 5
Creating and Execution
Composing Melody - Hand signs in "Mary had a little lamb"
By the end of the lesson, the learner should be able to:

- Sing "Mary had a little lamb" with hand signs
- Follow sol-fa syllables in the song
- Appreciate hand signs as learning tools
- Sing "Mary had a little lamb" while performing hand signs
-Follow the sol-fa syllables provided for the song
-Perform the song in groups
-Give feedback on each other's performance
How can hand signs be applied to familiar songs?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 70
-Song charts with sol-fa syllables
- Observation -Performance assessment -Peer assessment
5 6
Creating and Execution
Composing Melody - Hand signs in "Mary had a little lamb"
By the end of the lesson, the learner should be able to:

- Sing "Mary had a little lamb" with hand signs
- Follow sol-fa syllables in the song
- Appreciate hand signs as learning tools
- Sing "Mary had a little lamb" while performing hand signs
-Follow the sol-fa syllables provided for the song
-Perform the song in groups
-Give feedback on each other's performance
How can hand signs be applied to familiar songs?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 70
-Song charts with sol-fa syllables
- Observation -Performance assessment -Peer assessment
6 1
Creating and Execution
Composing Melody - Free hand lettering of sol-fa
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
- 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
- Observation -Written work -Peer assessment
6 2
Creating and Execution
Composing Melody - Free hand lettering of sol-fa
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
- 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
- Observation -Written work -Peer assessment
6 3
Creating and Execution
Composing Melody - Free hand lettering of sol-fa
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
- 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
- Observation -Written work -Peer assessment
6 4
Creating and Execution
Composing Melody - Free hand lettering of sol-fa
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
- 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
- Observation -Written work -Peer assessment
6 5
Creating and Execution
Composing Melody - Free hand lettering of sol-fa
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
- 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
- Observation -Written work -Peer assessment
6 6
Creating and Execution
Composing Melody - Free hand lettering of sol-fa
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
- 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
- Observation -Written work -Peer assessment
7 1
Creating and Execution
Composing Melody - Identifying sol-fa in songs
By the end of the lesson, the learner should be able to:

- Sing a simple song to classmates
- Identify sol-fa syllables in the song
- Record self using digital device
- Sing a simple song to classmates
-Let friends identify the sol-fa syllables
-Sing the sol-fa pitches using hand signs
-Record self using a digital device
-Share recording with teacher
How can sol-fa syllables be identified in songs?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 71
-Digital devices
- Observation -Performance assessment -Project work
7 2
Creating and Execution
Composing Melody - Identifying sol-fa in songs
By the end of the lesson, the learner should be able to:

- Sing a simple song to classmates
- Identify sol-fa syllables in the song
- Record self using digital device
- Sing a simple song to classmates
-Let friends identify the sol-fa syllables
-Sing the sol-fa pitches using hand signs
-Record self using a digital device
-Share recording with teacher
How can sol-fa syllables be identified in songs?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 71
-Digital devices
- Observation -Performance assessment -Project work
7 3
Creating and Execution
Composing Melody - Identifying sol-fa in songs
By the end of the lesson, the learner should be able to:

- Sing a simple song to classmates
- Identify sol-fa syllables in the song
- Record self using digital device
- Sing a simple song to classmates
-Let friends identify the sol-fa syllables
-Sing the sol-fa pitches using hand signs
-Record self using a digital device
-Share recording with teacher
How can sol-fa syllables be identified in songs?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 71
-Digital devices
- Observation -Performance assessment -Project work
7 4
Creating and Execution
Composing Melody - Identifying sol-fa in songs
By the end of the lesson, the learner should be able to:

- Sing a simple song to classmates
- Identify sol-fa syllables in the song
- Record self using digital device
- Sing a simple song to classmates
-Let friends identify the sol-fa syllables
-Sing the sol-fa pitches using hand signs
-Record self using a digital device
-Share recording with teacher
How can sol-fa syllables be identified in songs?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 71
-Digital devices
- Observation -Performance assessment -Project work
7 5
Creating and Execution
Composing Melody - Steps to identify sol-fa
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
- 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
- Observation -Oral questions -Demonstration
7 6
Creating and Execution
Composing Melody - Steps to identify sol-fa
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
- 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
- Observation -Oral questions -Demonstration
8 1
Creating and Execution
Composing Melody - Stepwise motion
By the end of the lesson, the learner should be able to:

- Sing a song with stepwise motion
- Identify how sol-fa syllables are connected
- Identify repeated sol-fa syllables
- Sing the song "All through the night"
-Identify how sol-fa syllables are connected
-Identify which sol-fa syllables are repeated
-Show sol-fa syllables following each other using hand signs
-Learn about stepwise motion in melody
What is stepwise motion in a melody?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 72
-Song charts with sol-fa syllables
- Observation -Performance assessment -Oral questions
8 2
Creating and Execution
Composing Melody - Stepwise motion
By the end of the lesson, the learner should be able to:

- Sing a song with stepwise motion
- Identify how sol-fa syllables are connected
- Identify repeated sol-fa syllables
- Sing the song "All through the night"
-Identify how sol-fa syllables are connected
-Identify which sol-fa syllables are repeated
-Show sol-fa syllables following each other using hand signs
-Learn about stepwise motion in melody
What is stepwise motion in a melody?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 72
-Song charts with sol-fa syllables
- Observation -Performance assessment -Oral questions
8 3
Creating and Execution
Composing Melody - Stepwise motion
By the end of the lesson, the learner should be able to:

- Sing a song with stepwise motion
- Identify how sol-fa syllables are connected
- Identify repeated sol-fa syllables
- Sing the song "All through the night"
-Identify how sol-fa syllables are connected
-Identify which sol-fa syllables are repeated
-Show sol-fa syllables following each other using hand signs
-Learn about stepwise motion in melody
What is stepwise motion in a melody?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 72
-Song charts with sol-fa syllables
- Observation -Performance assessment -Oral questions
8 4
Creating and Execution
Composing Melody - Stepwise motion
By the end of the lesson, the learner should be able to:

- Sing a song with stepwise motion
- Identify how sol-fa syllables are connected
- Identify repeated sol-fa syllables
- Sing the song "All through the night"
-Identify how sol-fa syllables are connected
-Identify which sol-fa syllables are repeated
-Show sol-fa syllables following each other using hand signs
-Learn about stepwise motion in melody
What is stepwise motion in a melody?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 72
-Song charts with sol-fa syllables
- Observation -Performance assessment -Oral questions
8 5
Creating and Execution
Composing Melody - Stepwise motion
By the end of the lesson, the learner should be able to:

- Sing a song with stepwise motion
- Identify how sol-fa syllables are connected
- Identify repeated sol-fa syllables
- Sing the song "All through the night"
-Identify how sol-fa syllables are connected
-Identify which sol-fa syllables are repeated
-Show sol-fa syllables following each other using hand signs
-Learn about stepwise motion in melody
What is stepwise motion in a melody?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 72
-Song charts with sol-fa syllables
- Observation -Performance assessment -Oral questions
8 6
Creating and Execution
Composing Melody - Stepwise motion
By the end of the lesson, the learner should be able to:

- Sing a song with stepwise motion
- Identify how sol-fa syllables are connected
- Identify repeated sol-fa syllables
- Sing the song "All through the night"
-Identify how sol-fa syllables are connected
-Identify which sol-fa syllables are repeated
-Show sol-fa syllables following each other using hand signs
-Learn about stepwise motion in melody
What is stepwise motion in a melody?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 72
-Song charts with sol-fa syllables
- Observation -Performance assessment -Oral questions
9 1
Creating and Execution
Composing Melody - Sound duration in melody
By the end of the lesson, the learner should be able to:

- Identify short and long sounds in a song
- Clap the rhythm of a song
- Understand sound duration in melody
- Study the words of "Pease porridge hot"
-Sing the first line of the song
-Clap the rhythm of the song while reading the words
-Identify short and long sounds in the song
-Learn about sound duration in melody
How does sound duration affect melody?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 73
-Song charts
- Observation -Performance assessment -Oral questions
9 2
Creating and Execution
Composing Melody - Sound duration in melody
By the end of the lesson, the learner should be able to:

- Identify short and long sounds in a song
- Clap the rhythm of a song
- Understand sound duration in melody
- Study the words of "Pease porridge hot"
-Sing the first line of the song
-Clap the rhythm of the song while reading the words
-Identify short and long sounds in the song
-Learn about sound duration in melody
How does sound duration affect melody?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 73
-Song charts
- Observation -Performance assessment -Oral questions
9 3
Creating and Execution
Composing Melody - Sound duration in melody
By the end of the lesson, the learner should be able to:

- Identify short and long sounds in a song
- Clap the rhythm of a song
- Understand sound duration in melody
- Study the words of "Pease porridge hot"
-Sing the first line of the song
-Clap the rhythm of the song while reading the words
-Identify short and long sounds in the song
-Learn about sound duration in melody
How does sound duration affect melody?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 73
-Song charts
- Observation -Performance assessment -Oral questions
9 4
Creating and Execution
Composing Melody - Sound duration in melody
By the end of the lesson, the learner should be able to:

- Identify short and long sounds in a song
- Clap the rhythm of a song
- Understand sound duration in melody
- Study the words of "Pease porridge hot"
-Sing the first line of the song
-Clap the rhythm of the song while reading the words
-Identify short and long sounds in the song
-Learn about sound duration in melody
How does sound duration affect melody?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 73
-Song charts
- Observation -Performance assessment -Oral questions
9 5
Creating and Execution
Composing Melody - Starting and ending melodies
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
- 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
- Observation -Performance assessment -Oral questions
9 6
Creating and Execution
Composing Melody - Starting and ending melodies
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
- 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
- Observation -Performance assessment -Oral questions
10 1
Creating and Execution
Composing Melody - Creating short melodies
By the end of the lesson, the learner should be able to:

- Follow guidelines for creating melodies
- Complete given melody patterns
- Create original melodies using d, r, m
- Learn guidelines for creating melodies using d, r, m
-Complete given melody patterns
-Compose original melodies using d, r, m
-Ensure melodies start and end on 'd'
-Share melodies with classmates
How can short melodies be created using d, r, m?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 75
-Writing materials
- Observation -Project work -Peer assessment
10 2
Creating and Execution
Composing Melody - Creating short melodies
By the end of the lesson, the learner should be able to:

- Follow guidelines for creating melodies
- Complete given melody patterns
- Create original melodies using d, r, m
- Learn guidelines for creating melodies using d, r, m
-Complete given melody patterns
-Compose original melodies using d, r, m
-Ensure melodies start and end on 'd'
-Share melodies with classmates
How can short melodies be created using d, r, m?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 75
-Writing materials
- Observation -Project work -Peer assessment
10 3
Creating and Execution
Composing Melody - Creating short melodies
By the end of the lesson, the learner should be able to:

- Follow guidelines for creating melodies
- Complete given melody patterns
- Create original melodies using d, r, m
- Learn guidelines for creating melodies using d, r, m
-Complete given melody patterns
-Compose original melodies using d, r, m
-Ensure melodies start and end on 'd'
-Share melodies with classmates
How can short melodies be created using d, r, m?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 75
-Writing materials
- Observation -Project work -Peer assessment
10 4
Creating and Execution
Composing Melody - Creating short melodies
By the end of the lesson, the learner should be able to:

- Follow guidelines for creating melodies
- Complete given melody patterns
- Create original melodies using d, r, m
- Learn guidelines for creating melodies using d, r, m
-Complete given melody patterns
-Compose original melodies using d, r, m
-Ensure melodies start and end on 'd'
-Share melodies with classmates
How can short melodies be created using d, r, m?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 75
-Writing materials
- Observation -Project work -Peer assessment
10 5
Creating and Execution
Composing Melody - Creating short melodies
By the end of the lesson, the learner should be able to:

- Follow guidelines for creating melodies
- Complete given melody patterns
- Create original melodies using d, r, m
- Learn guidelines for creating melodies using d, r, m
-Complete given melody patterns
-Compose original melodies using d, r, m
-Ensure melodies start and end on 'd'
-Share melodies with classmates
How can short melodies be created using d, r, m?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 75
-Writing materials
- Observation -Project work -Peer assessment
10 6
Creating and Execution
Composing Melody - Creating short melodies
By the end of the lesson, the learner should be able to:

- Follow guidelines for creating melodies
- Complete given melody patterns
- Create original melodies using d, r, m
- Learn guidelines for creating melodies using d, r, m
-Complete given melody patterns
-Compose original melodies using d, r, m
-Ensure melodies start and end on 'd'
-Share melodies with classmates
How can short melodies be created using d, r, m?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 75
-Writing materials
- Observation -Project work -Peer assessment
11 1
Creating and Execution
Composing Melody - Creating melodies with rhythm
By the end of the lesson, the learner should be able to:

- Use rhythm patterns to create melodies
- Combine rhythm and pitch in melodies
- Show creativity in melody composition
- Use given rhythm patterns to create melodies
-Create melodies using d, r, m with various rhythms
-Ensure melodies start and end on 'd'
-Perform created melodies
-Give feedback on each other's compositions
How can rhythm and pitch be combined in melody creation?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 75
-Writing materials
- Observation -Project work -Peer assessment
11 2
Creating and Execution
Composing Melody - Creating melodies with rhythm
By the end of the lesson, the learner should be able to:

- Use rhythm patterns to create melodies
- Combine rhythm and pitch in melodies
- Show creativity in melody composition
- Use given rhythm patterns to create melodies
-Create melodies using d, r, m with various rhythms
-Ensure melodies start and end on 'd'
-Perform created melodies
-Give feedback on each other's compositions
How can rhythm and pitch be combined in melody creation?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 75
-Writing materials
- Observation -Project work -Peer assessment
11 3
Creating and Execution
Composing Melody - Creating melodies with rhythm
By the end of the lesson, the learner should be able to:

- Use rhythm patterns to create melodies
- Combine rhythm and pitch in melodies
- Show creativity in melody composition
- Use given rhythm patterns to create melodies
-Create melodies using d, r, m with various rhythms
-Ensure melodies start and end on 'd'
-Perform created melodies
-Give feedback on each other's compositions
How can rhythm and pitch be combined in melody creation?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 75
-Writing materials
- Observation -Project work -Peer assessment
11 4
Creating and Execution
Composing Melody - Creating melodies with rhythm
By the end of the lesson, the learner should be able to:

- Use rhythm patterns to create melodies
- Combine rhythm and pitch in melodies
- Show creativity in melody composition
- Use given rhythm patterns to create melodies
-Create melodies using d, r, m with various rhythms
-Ensure melodies start and end on 'd'
-Perform created melodies
-Give feedback on each other's compositions
How can rhythm and pitch be combined in melody creation?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 75
-Writing materials
- Observation -Project work -Peer assessment
11 5
Creating and Execution
Composing Melody - Making clay slabs (1)
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
- 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
- Observation -Project work -Oral questions
11 6
Creating and Execution
Composing Melody - Making clay slabs (1)
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
- 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
- Observation -Project work -Oral questions
12 1
Creating and Execution
Composing Melody - Making clay slabs (2)
By the end of the lesson, the learner should be able to:

- Roll clay to create even slabs
- Mark out rectangular shapes of different sizes
- Cut out clay slabs neatly
- Take a rolling pin and roll clay
-Mark out rectangular shapes of different sizes
-Cut out the shapes carefully
-Ensure the slabs are of even thickness
-Set aside to partially dry
How are clay slabs prepared for making sol-fa models?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 76
-Clay
-Rolling pin
-Cutting tools
- Observation -Project work -Peer assessment
12 2
Creating and Execution
Composing Melody - Making clay slabs (2)
By the end of the lesson, the learner should be able to:

- Roll clay to create even slabs
- Mark out rectangular shapes of different sizes
- Cut out clay slabs neatly
- Take a rolling pin and roll clay
-Mark out rectangular shapes of different sizes
-Cut out the shapes carefully
-Ensure the slabs are of even thickness
-Set aside to partially dry
How are clay slabs prepared for making sol-fa models?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 76
-Clay
-Rolling pin
-Cutting tools
- Observation -Project work -Peer assessment
12 3
Creating and Execution
Composing Melody - Making clay slabs (2)
By the end of the lesson, the learner should be able to:

- Roll clay to create even slabs
- Mark out rectangular shapes of different sizes
- Cut out clay slabs neatly
- Take a rolling pin and roll clay
-Mark out rectangular shapes of different sizes
-Cut out the shapes carefully
-Ensure the slabs are of even thickness
-Set aside to partially dry
How are clay slabs prepared for making sol-fa models?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 76
-Clay
-Rolling pin
-Cutting tools
- Observation -Project work -Peer assessment
12 4
Creating and Execution
Composing Melody - Making clay slabs (2)
By the end of the lesson, the learner should be able to:

- Roll clay to create even slabs
- Mark out rectangular shapes of different sizes
- Cut out clay slabs neatly
- Take a rolling pin and roll clay
-Mark out rectangular shapes of different sizes
-Cut out the shapes carefully
-Ensure the slabs are of even thickness
-Set aside to partially dry
How are clay slabs prepared for making sol-fa models?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 76
-Clay
-Rolling pin
-Cutting tools
- Observation -Project work -Peer assessment
12 5
Creating and Execution
Composing Melody - Making clay slabs (2)
By the end of the lesson, the learner should be able to:

- Roll clay to create even slabs
- Mark out rectangular shapes of different sizes
- Cut out clay slabs neatly
- Take a rolling pin and roll clay
-Mark out rectangular shapes of different sizes
-Cut out the shapes carefully
-Ensure the slabs are of even thickness
-Set aside to partially dry
How are clay slabs prepared for making sol-fa models?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 76
-Clay
-Rolling pin
-Cutting tools
- Observation -Project work -Peer assessment
12 6
Creating and Execution
Composing Melody - Making clay slabs (2)
By the end of the lesson, the learner should be able to:

- Roll clay to create even slabs
- Mark out rectangular shapes of different sizes
- Cut out clay slabs neatly
- Take a rolling pin and roll clay
-Mark out rectangular shapes of different sizes
-Cut out the shapes carefully
-Ensure the slabs are of even thickness
-Set aside to partially dry
How are clay slabs prepared for making sol-fa models?
- Mentor Creative Arts Grade 4 Learner's Book, pg. 76
-Clay
-Rolling pin
-Cutting tools
- Observation -Project work -Peer assessment

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