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

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

Creating and Execution

Composing Melody - Performing melodies
Composing Melody - Sol-fa in "Go to sleep"

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
- Mentor Creative Arts Grade 4 Learner's Book, pg. 67
-Song charts with sol-fa syllables

- Observation -Performance assessment -Peer assessment

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

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

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

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

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

Creating and Execution

Composing Melody - Identifying sol-fa in songs
Composing Melody - Steps to identify sol-fa

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
- Mentor Creative Arts Grade 4 Learner's Book, pg. 72
-Song recordings

- Observation -Performance assessment -Project work

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

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

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

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

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

Creating and Execution

Composing Melody - Making clay slabs (1)
Composing Melody - Making clay slabs (2)

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

- Identify techniques for making sol-fa syllables with clay
- Prepare clay for making slabs
- Show interest in clay work

- Learn about two techniques for making sol-fa syllables
-Prepare clay by kneading to make it smooth
-Cut a lump of clay and place on polythene paper
-Discuss clay preparation techniques

What techniques are used for making sol-fa syllables with clay?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 76
-Clay
-Polythene paper
-Ruler
-Rolling pin
-Cutting tools

- Observation -Project work -Oral questions

Performance and Display

Athletics - Introduction to sprint starts and sprinting techniques
Athletics - Medium sprint start technique demonstration

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

- Define sprinting as running at high speed over short distances
- Describe different types of sprint starts for races
- Show interest in learning about athletics

- Observe pictures of learners in sprinting positions
- Discuss different types of sprint starts (medium and elongated)
- Share personal experiences about participating in sprinting activities
- Watch demonstration/video clips of different sprint starts

Why is appropriate posture important in sprinting?

- Mentor Creative Arts pg. 80
- Digital devices for video demonstrations
- Open space for practical activities
- Mentor Creative Arts pg. 82
- Open space with marked lines
- Digital devices for recording performances

- Observation - Oral questions - Written assignments

Performance and Display

Athletics - Medium sprint start technique demonstration
Athletics - Medium sprint start technique practice

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

- Demonstrate the "set" position in medium sprint start
- Execute the starting movement following "go" command
- Value the importance of proper technique in athletic performance

- Practice the "set" position with hips raised higher than shoulders
- Practice the starting movement on "go" command
- Practice the complete sequence: "on your marks, set, go"
- Give feedback to peers on their medium sprint start technique

How does the "set" position prepare a runner for an effective start?

- Mentor Creative Arts pg. 83
- Open space with marked starting line
- Whistle
- Mentor Creative Arts pg. 84
- Open space with marked starting and finishing lines

- Observation - Peer assessment - Skill progression charts

Performance and Display

Athletics - Elongated sprint start technique demonstration
Athletics - Elongated sprint start technique practice
Athletics - Body posture, acceleration, transition, and finish in sprinting

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

- Identify the characteristics of elongated sprint start
- Explain the body positioning in elongated sprint start
- Appreciate different sprint start techniques

- Study pictures of elongated sprint start position
- Discuss the hand and body position, eye focus, and foot placement
- Compare elongated sprint start with medium sprint start
- Watch demonstration of elongated sprint start

How does elongated sprint start differ from medium sprint start?

- Mentor Creative Arts pg. 85
- Digital devices for video demonstrations
- Open space for practice
- Mentor Creative Arts pg. 86
- Open space with marked starting and finishing lines
- Whistle
- Mentor Creative Arts pg. 87
- Digital devices for video clips
- Open space for demonstration

- Observation - Oral questions - Written assignments

Performance and Display

Athletics - Sprinting techniques practice
Athletics - Reading and understanding the Kenya National Anthem

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

- Demonstrate proper body posture during sprinting
- Apply acceleration techniques during sprint
- Value the importance of practice in mastering sprinting

- Practice proper upper body position when sprinting
- Make longer steps and increase step frequency
- Practice maintaining maximum speed to the finish line
- Perform sprinting technique in pairs

Why is proper finishing technique important in sprinting?

- Mentor Creative Arts pg. 88
- Open space with marked lines
- Stopwatch
- Mentor Creative Arts pg. 91
- Chart with Kenya National Anthem words
- Audio recording of Kenya National Anthem

- Observation - Performance analysis - Peer assessment

Performance and Display

Athletics - Singing the Kenya National Anthem in groups

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

- Sing the Kenya National Anthem with proper pronunciation
- Apply appropriate tempo when singing the anthem
- Show respect while singing the national anthem

- Practice singing the Kenya National Anthem in groups
- Focus on accuracy in tune and proper pronunciation
- Maintain appropriate tempo during singing
- Observe appropriate etiquette during anthem performance

How does singing the national anthem promote patriotism?

- Mentor Creative Arts pg. 91
- Audio recording of Kenya National Anthem
- Chart with Kenya National Anthem words

- Observation - Performance analysis - Peer assessment

Performance and Display

Athletics - Studying the Kenyan flag colors and arrangement

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

- Identify the colors of the Kenyan flag
- Describe the arrangement of colors on the flag
- Appreciate the symbolism of the Kenyan flag

- Search for images of the Kenyan flag from virtual sources
- Study the colors and their arrangement on the flag
- Discuss the symbolism of each color and the shield
- Watch video clips about the Kenyan flag

What does the Kenyan flag symbolize?

- Mentor Creative Arts pg. 90
- Digital devices for searching images
- Chart showing the Kenyan flag

- Observation - Oral questions - Written assignments

Performance and Display

Athletics - Sketching and painting the Kenyan flag

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

- Sketch the Kenyan flag on paper
- Paint the flag using the correct colors
- Value the importance of neatness in artwork

- Sketch the Kenyan flag on paper
- Paint the flag observing the correct color arrangement
- Apply proper painting techniques for neat results
- Display completed flags for peer feedback

How should colors be arranged on the Kenyan flag?

- Mentor Creative Arts pg. 91
- Paper, pencils, rulers
- Paints (black, red, green, white)
- Brushes

- Observation - Project assessment - Peer critique

Performance and Display

Athletics - Attaching the flag to a suitable handle

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

- Select suitable material for a flag handle
- Attach the painted flag to the handle securely
- Demonstrate pride in creating a national symbol

- Collect suitable materials for flag handles
- Apply glue on one end of the flag paper
- Attach the flag to the handle securely
- Test the flag by waving it gently

Why is proper attachment of the flag to the handle important?

- Mentor Creative Arts pg. 92
- Completed painted flags
- Materials for handles (sticks, dowels)
- Glue

- Observation - Project assessment - Peer critique

Performance and Display

Athletics - Practicing medium starts in pairs
Athletics - Practicing sprinting technique in pairs

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

- Demonstrate medium start technique in pairs
- Give constructive feedback to peers on their technique
- Show willingness to improve through practice

- Work in pairs to practice medium sprint starts
- Focus on proper arm and leg action during starts
- Give feedback to partners on their technique
- Refine technique based on feedback received

How does partnered practice improve sprint start technique?

- Mentor Creative Arts pg. 89
- Open space with marked starting lines
- Whistle
- Open space with marked lines
- Stopwatch

- Observation - Peer assessment - Skill progression charts

Performance and Display

Athletics - Participating in sprint competitions

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

- Apply sprint start and sprinting techniques in competition
- Participate actively in organized sprint events
- Demonstrate sportsmanship during competition

- Organize sprint competitions in groups
- Apply learned sprint starts and running techniques
- Participate in hurray, back and forth activity
- Practice two push-ups and run activity

How does competition enhance learning of athletic skills?

- Mentor Creative Arts pg. 89
- Open space with marked track
- Whistle
- Stopwatch

- Observation - Performance analysis - Competition results

Performance and Display

Athletics - Participating in sprint competitions

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

- Apply learned techniques in sprint races
- Run to and from marked points with maximum speed
- Show enthusiasm for athletic competitions

- Mark starting and finishing lines for races
- Take turns to run races with maximum speed
- Cheer for classmates during races
- Use a stopwatch to time performances

How can timing performances help improve sprint technique?

- Mentor Creative Arts pg. 90
- Open space with marked lines
- Stopwatch
- Whistle

- Observation - Performance analysis - Timed results

Performance and Display

Athletics - Recording and critiquing sprint performances

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

- Record sprint performances using digital devices
- Critique application of sprint techniques in recordings
- Appreciate the use of technology in improving performance

- Use digital devices to record sprint performances
- Play back recordings for analysis
- Critique application of starting and sprinting techniques
- Identify areas for improvement based on recordings

How can recording performances help improve athletic technique?

- Mentor Creative Arts pg. 90
- Digital devices for recording
- Open space for sprint activities
- Playback equipment

- Observation - Performance analysis - Self-assessment

Performance and Display

Athletics - Importance of the flag and anthem during events

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

- Explain why the flag is raised during athletic events
- Describe the importance of singing the anthem at events
- Value national symbols during sporting events

- Study pictures of flag raising during athletic events
- Discuss the significance of raising the flag during events
- Explore the importance of singing the anthem at events
- Role-play a flag raising and anthem singing ceremony

Why is flying the flag important during athletics events?

- Mentor Creative Arts pg. 92
- Pictures of athletic events with flag raising
- Painted flags with handles
- Audio recording of Kenya National Anthem

- Observation - Oral questions - Written assignments

Performance and Display

Athletics - Sprint competition with flag and anthem

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

- Participate in organized sprint competition
- Sing the Kenya National Anthem before competition
- Display appropriate behavior during flag raising ceremony

- Organize a complete sprint competition event
- Begin with flag raising and anthem singing
- Participate in sprint races applying learned techniques
- Award winners at the end of the competition

How do ceremonial elements enhance athletic competitions?

- Mentor Creative Arts pg. 92
- Open space with marked track
- Kenyan flags
- Audio equipment for anthem
- Stopwatch

- Observation - Performance analysis - Competition results

Performance and Display

Athletics - Athletic event appreciation
Athletics - Sprint skills assessment

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

- Identify the sprint starts learned in sprinting
- Describe the sprinting techniques learned
- Appreciate the value of athletics in physical development

- Review different sprint starts learned (medium, elongated)
- Summarize sprinting techniques learned throughout the unit
- Discuss the importance of recovery after athletic activities
- Share experiences from participating in sprint events

What have we learned about sprint techniques that can help us in future athletic activities?

- Mentor Creative Arts pg. 92
- Charts showing sprint techniques
- Digital devices with recorded performances
- Open space with marked track
- Kenyan flags
- Assessment sheets

- Observation - Oral questions - Written assignments

Performance and Display

Gymnastics - Introduction to balances and rolls in gymnastics

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

- Define gymnastic balances and rolls
- Identify different types of balances and rolls
- Show interest in learning gymnastic skills

- Observe pictures/videos of gymnastic balances and rolls
- Discuss different types of balances (head, crab) and rolls (backward, side)
- Share personal experiences with gymnastics
- Explore safety considerations in gymnastics

How does performance of rolls and balances enhance gymnastics?

- Mentor Creative Arts pg. 94
- Digital devices for video demonstrations
- Pictures of gymnastic positions
- Safe practice area with mats

- Observation - Oral questions - Written assignments

Performance and Display

Gymnastics - Crab balance demonstration and practice

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

- Describe the steps of performing crab balance
- Demonstrate initial positioning for crab balance
- Appreciate the importance of balance in gymnastics

- Watch video clip/demonstration of crab balance
- Observe body positioning of head, hands, and feet
- Discuss how to maintain balance during the pose
- Practice sitting position with knees bent for crab balance

How is weight distributed in the crab balance position?

- Mentor Creative Arts pg. 95
- Digital devices for video demonstrations
- Safe practice area with mats

- Observation - Skill progression chart - Peer assessment

Performance and Display

Gymnastics - Crab balance technique practice

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

- Demonstrate pushing up into crab balance position
- Maintain the crab balance position for several seconds
- Show confidence in performing gymnastic skills

- Practice placing hands below shoulders with fingers pointing to feet
- Practice lifting hips up into full crab position
- Maintain the position while shifting weight to hands and legs
- Practice lowering from the position safely

What muscles are engaged during the crab balance?

- Mentor Creative Arts pg. 95
- Safe practice area with mats
- Demonstration charts

- Observation - Performance analysis - Self-assessment

Performance and Display

Gymnastics - Side roll demonstration and practice

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

- Describe the steps of performing side roll
- Demonstrate starting position for side roll
- Value the importance of proper technique in gymnastics

- Watch video clip/demonstration of side roll
- Observe body positioning, starting and finishing positions
- Discuss how to maintain balance during the roll
- Practice sitting position with bent knees for side roll

How does tucking the head affect the side roll movement?

- Mentor Creative Arts pg. 96
- Digital devices for video demonstrations
- Safe practice area with mats

- Observation - Skill progression chart - Peer assessment

Performance and Display

Gymnastics - Side roll technique practice
Gymnastics - Singing patriotic songs during warm-up

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

- Demonstrate shifting weight to shoulders during side roll
- Execute complete side roll with proper technique
- Show perseverance in mastering gymnastic skills

- Practice lowering shoulder and head to either side
- Practice shifting body weight to shoulders
- Execute full side roll with proper technique
- Practice standing back to starting position after roll

What is the importance of sequence in performing side roll?

- Mentor Creative Arts pg. 97
- Safe practice area with mats
- Demonstration charts
- Mentor Creative Arts pg. 100
- Audio recordings of patriotic songs
- Charts with song lyrics
- Open space for warm-up activities

- Observation - Performance analysis - Self-assessment

Performance and Display

Gymnastics - Playing rhythmic percussion instruments

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

- Identify percussion instruments for accompaniment
- Play simple rhythms on percussion instruments
- Show interest in combining music with gymnastics

- Select appropriate percussion instruments (shakers, rattles, drum)
- Practice playing simple rhythmic patterns
- Discuss how rhythm can complement gymnastic movements
- Play instruments to accompany simple movements

How do percussion instruments enhance gymnastic activities?

- Mentor Creative Arts pg. 97
- Percussion instruments (shakers, rattles, drums)
- Demonstration charts of rhythmic patterns

- Observation - Performance assessment - Peer feedback

Performance and Display

Gymnastics - Practicing the crab balance and side roll in pairs

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

- Perform crab balance with proper technique
- Provide constructive feedback to peers
- Value teamwork in learning gymnastics

- Form pairs for practice of crab balance and side roll
- Take turns performing while partner observes
- Provide feedback on technique and form
- Use markers to create practice areas

How does peer feedback improve gymnastic performance?

- Mentor Creative Arts pg. 97
- Safe practice area with mats
- Markers (lime or ash) for circles
- Assessment checklists

- Observation - Peer assessment - Skill progression charts

Performance and Display

Gymnastics - Group performance with percussion

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

- Perform crab balance and side roll in sequence
- Accompany performances with percussion instruments
- Demonstrate teamwork in group performances

- Form two groups for alternate performances
- One group performs while the other plays percussion
- Mark circles on the ground for performance areas
- Alternate roles between performing and playing instruments

How does group performance enhance individual skills?

- Mentor Creative Arts pg. 98
- Safe practice area with mats
- Markers for circles
- Percussion instruments

- Observation - Group performance assessment - Peer feedback

Performance and Display

Gymnastics - Relay performance practice

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

- Perform crab balance as a mobility technique
- Execute side roll as part of a sequence
- Show enthusiasm for gymnastic activities

- Mark two lines for relay activities
- Practice crab balance walk from one line to another
- Perform side roll to return to starting position
- Cheer for teammates during performances

What coordination skills are needed for gymnastic sequences?

- Mentor Creative Arts pg. 98
- Safe practice area with mats
- Markers for lines
- Whistle

- Observation - Performance analysis - Team assessment

Performance and Display

Gymnastics - Reciting French rhythm names during roll performance

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

- Recite French rhythm names 'taa' and 'ta-te'
- Coordinate recitation with side roll performance
- Appreciate the connection between rhythm and movement

- Form groups and stand in lines
- Mark line and place cones for activity
- Recite 'taa' in ready position for side roll
- Recite 'ta-te' while performing side roll
- Repeat until reaching the cones

How do rhythmic patterns enhance gymnastic movements?

- Mentor Creative Arts pg. 98
- Safe practice area with mats
- Markers for lines
- Cones for targets

- Observation - Performance analysis - Rhythmic coordination assessment

Performance and Display

Gymnastics - Crab balance with rhythmic patterns
Gymnastics - Peer assessment of gymnastics skills

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

- Perform crab balance with rhythmic movement
- Coordinate movement with French rhythm names
- Value the integration of rhythm and gymnastics

- Mark a square on the ground for activity
- Stand at corners of the square
- Perform crab balance on command
- Move in crab walk while chanting 'taa' and 'ta-te'
- Match steps to rhythm pattern

How does rhythmic chanting improve coordination during crab walk?

- Mentor Creative Arts pg. 99
- Safe practice area with mats
- Markers for square
- Rhythm charts
- Assessment checklists
- Pencils

- Observation - Performance analysis - Coordination assessment

Performance and Display

Gymnastics - Group game with gymnastic skills

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

- Integrate gymnastic skills into group games
- Sing songs during group activities
- Show enjoyment in combining skills with games

- Form two groups (taggers and runners)
- Sing "Watoto Wangu" song during activity
- Run from taggers after song
- Perform crab balance when tagged
- Pass under crab balance to save tagged players

How do games enhance the practice of gymnastic skills?

- Mentor Creative Arts pg. 100
- Safe practice area
- Audio recording of song
- Open space for game

- Observation - Participation assessment - Group dynamics evaluation

Performance and Display

Gymnastics - Using digital devices to photograph gymnastics performances

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

- Take photographs of gymnastic performances
- Focus on center of interest in photography
- Show interest in documenting physical activities

- Use digital devices to take photographs of crab balance and side roll
- Focus on center of interest in photographs
- Take multiple shots from different angles
- Review photographs for clarity and focus

Why is the center of interest important in photography?

- Mentor Creative Arts pg. 97
- Digital devices with cameras
- Safe practice area for gymnastics
- Display equipment for reviewing photos

- Observation - Photo quality assessment - Peer feedback

Performance and Display

Gymnastics - Creating a portfolio of gymnastics photographs

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

- Select appropriate photographs for portfolio
- Store photographs in organized manner
- Appreciate visual documentation of physical activities

- Review photographs taken of gymnastic activities
- Select best photographs showing clear technique
- Create digital folder/portfolio for storage
- Organize photographs by skill type

How can photography help improve gymnastic technique?

- Mentor Creative Arts pg. 98
- Digital devices with photography
- Computer for portfolio organization
- Photographs from previous lesson

- Observation - Portfolio assessment - Self-evaluation

Performance and Display

Gymnastics - Home practice and documentation

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

- Create a plan for home practice of gymnastic skills
- Use digital devices to record performances
- Value practice outside of school setting

- Plan simple gymnastic activities for home practice
- Listen to patriotic songs to accompany exercises
- Record performances using digital devices
- Share recorded performances with parents/guardians

How can home practice reinforce gymnastic skills?

- Mentor Creative Arts pg. 100
- Planning templates
- Digital devices for recording
- List of safe home activities

- Observation - Practice plan assessment - Self-reporting

Performance and Display

Gymnastics - Skills assessment

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

- Demonstrate mastery of crab balance and side roll
- Perform to rhythmic accompaniment
- Show confidence in gymnastic abilities

- Demonstrate crab balance and side roll individually
- Perform to rhythmic accompaniment of percussion or chanting
- Evaluate own performance against criteria
- Receive feedback from teacher and peers

What progress have you made in gymnastics skills?

- Mentor Creative Arts pg. 100
- Safe practice area with mats
- Assessment checklists
- Percussion instruments

- Observation - Performance assessment - Self-evaluation

Performance and Display

Gymnastics - Self and peer assessment
Gymnastics - Skills integration

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

- Evaluate own gymnastic performance
- Assess peers' performances objectively
- Appreciate the value of assessment in learning

- Review criteria for successful gymnastic skills
- Perform crab balance and side roll for assessment
- Complete self-assessment forms
- Provide constructive feedback to peers

How does assessment contribute to skill mastery?

- Mentor Creative Arts pg. 100
- Safe practice area with mats
- Assessment forms
- Pencils
- Percussion instruments
- Audio equipment

- Self-assessment - Peer assessment - Teacher observation

Performance and Display

Descant Recorder - Exploring and identifying parts of a descant recorder

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

- Identify the parts of a descant recorder
- Name the function of each part
- Show interest in learning about musical instruments

- Observe pictures/actual descant recorder
- Identify front and back views of the recorder
- Name the parts (head joint, middle joint, foot joint)
- Discuss the function of each part

How can one identify the parts of a descant recorder?

- Mentor Creative Arts pg. 125
- Descant recorders
- Charts showing recorder parts
- Pictures of recorders

- Observation - Oral questions - Labeling activities

Performance and Display

Descant Recorder - Learning to hold and blow the descant recorder

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

- Demonstrate correct posture for holding recorder
- Position mouth correctly on the mouthpiece
- Appreciate the importance of proper technique

- Study pictures of correct recorder holding position
- Practice holding the recorder with proper hand position
- Position mouth correctly on the mouthpiece
- Practice producing sound by gentle blowing

How is a good tone produced on the descant recorder?

- Mentor Creative Arts pg. 129
- Descant recorders
- Charts showing correct posture
- Disinfectant wipes

- Observation - Performance assessment - Peer feedback

Performance and Display

Descant Recorder - Assembling and disassembling the recorder

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

- Separate recorder into its component parts
- Reassemble recorder correctly
- Value careful handling of musical instruments

- Practice separating recorder into three pieces
- Connect head joint to middle joint correctly
- Attach foot joint to assembled parts
- Position finger holes correctly for playing
- Test assembled recorder by gentle blowing

Why is correct assembly important for recorder playing?

- Mentor Creative Arts pg. 128
- Descant recorders
- Charts showing assembly steps
- Demonstration models

- Observation - Performance assessment - Sequential task evaluation

Performance and Display

Descant Recorder - Learning care and maintenance of the recorder

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

- Describe methods of caring for a descant recorder
- Demonstrate cleaning of the recorder
- Show responsibility in instrument care

- Study pictures of recorder cleaning
- Discuss ways of caring for and maintaining recorder
- Demonstrate using cleaning rod and cloth
- Discuss importance of not sharing recorders
- Practice safe storage techniques

Why is proper care of the descant recorder important?

- Mentor Creative Arts pg. 129
- Descant recorders
- Cleaning rods
- Clean cloths
- Storage cases

- Observation - Oral questions - Demonstration assessment

Performance and Display

Descant Recorder - Health considerations with recorders

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

- Explain the importance of hygiene with recorders
- Identify diseases that can be caused by sharing
- Value personal hygiene in music activities

- Discuss importance of avoiding sharing recorders
- Identify communicable diseases related to sharing
- Demonstrate proper cleaning before and after use
- Practice proper storage to maintain hygiene

Why is hygiene important when using the descant recorder?

- Mentor Creative Arts pg. 130
- Descant recorders
- Cleaning supplies
- Charts on hygiene
- Storage cases

- Observation - Oral questions - Written assignments

Performance and Display

Descant Recorder - Practicing holding and blowing with appropriate fingering
Descant Recorder - Collecting materials for making a recorder case

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

- Position fingers correctly on the recorder
- Demonstrate correct hand position
- Show interest in developing proper technique

- Study finger position charts
- Practice left hand position on upper holes
- Position right hand correctly on lower holes
- Practice thumb placement for back hole
- Blow gently to produce sound

What is the correct fingering position for the descant recorder?

- Mentor Creative Arts pg. 130
- Descant recorders
- Finger position charts
- Demonstration models
- Mentor Creative Arts pg. 132
- Sample materials (fabric, leather, yarn)
- Recyclable materials
- Storage containers

- Observation - Performance assessment - Fingering tests

Performance and Display

Descant Recorder - Making a decorated case

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

- Create a case using appropriate technique
- Apply color variation in case design
- Value creativity in instrument accessories

- Demonstrate stitching technique for fabric/leather case
- Practice crocheting technique for yarn case
- Apply color variation in design
- Size case appropriately for recorder

What techniques can be used to create a functional recorder case?

- Mentor Creative Arts pg. 132
- Collected materials
- Needles, thread
- Crochet hooks
- Scissors

- Observation - Project assessment - Creativity evaluation

Performance and Display

Descant Recorder - Embellishing the case with found objects

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

- Select appropriate objects for embellishment
- Attach objects securely to case
- Demonstrate creative expression in design

- Select found objects for embellishment
- Attach objects securely to recorder case
- Ensure functionality is maintained
- Present completed cases for feedback

How does embellishment enhance the recorder case design?

- Mentor Creative Arts pg. 132
- Completed recorder cases
- Found objects for decoration
- Adhesives, thread

- Observation - Project assessment - Peer critique

Performance and Display

Descant Recorder - Learning to play note B

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

- Position fingers correctly for note B
- Produce correct sound for note B
- Show interest in playing musical notes

- Watch demonstrations/videos of playing note B
- Practice closing back hole with left thumb
- Place first finger of left hand on first hole
- Support recorder with right hand thumb
- Blow gently to produce B note

How is note B played on the descant recorder?

- Mentor Creative Arts pg. 133
- Descant recorders
- Charts showing B fingering
- Digital devices for demonstrations

- Observation - Performance assessment - Note accuracy evaluation

Performance and Display

Descant Recorder - Learning to play note A

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

- Position fingers correctly for note A
- Produce correct sound for note A
- Show confidence in playing musical notes

- Watch demonstrations/videos of playing note A
- Practice closing back hole with left thumb
- Place first and second fingers on appropriate holes
- Support recorder with right hand thumb
- Blow gently to produce A note

How is note A played on the descant recorder?

- Mentor Creative Arts pg. 134
- Descant recorders
- Charts showing A fingering
- Digital devices for demonstrations

- Observation - Performance assessment - Note accuracy evaluation

Performance and Display

Descant Recorder - Learning to play note G

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

- Position fingers correctly for note G
- Produce correct sound for note G
- Value precision in musical performance

- Watch demonstrations/videos of playing note G
- Practice closing back hole with left thumb
- Place first, second, and third fingers on appropriate holes
- Support recorder with right hand thumb
- Blow gently to produce G note

How is note G played on the descant recorder?

- Mentor Creative Arts pg. 135
- Descant recorders
- Charts showing G fingering
- Digital devices for demonstrations

- Observation - Performance assessment - Note accuracy evaluation

Performance and Display

Descant Recorder - Practicing appropriate playing techniques
Descant Recorder - Playing combined note patterns

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

- Demonstrate correct posture when playing
- Apply appropriate blowing technique
- Show perseverance in developing skills

- Practice correct sitting/standing posture
- Focus on gentle blowing for clear tone
- Practice correct finger positioning for each note
- Apply appropriate breath control

What contributes to good tone production on the recorder?

- Mentor Creative Arts pg. 136
- Descant recorders
- Charts showing proper technique
- Mirror for self-observation
- Mentor Creative Arts pg. 137
- Combined note pattern charts
- Transition exercises

- Observation - Performance assessment - Technique evaluation

Performance and Display

Descant Recorder - Playing simple melodies

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

- Play "Merrily We Roll Along" melody
- Follow rhythm notation while playing
- Value accuracy in musical performance

- Study the notation for "Merrily We Roll Along"
- Identify note patterns in the melody
- Practice playing sections of the melody
- Combine sections into complete melody
- Focus on rhythm and note accuracy

How do note patterns form a complete melody?

- Mentor Creative Arts pg. 138
- Descant recorders
- Notation for "Merrily We Roll Along"
- Audio recording of melody

- Observation - Performance assessment - Melody completion evaluation

Performance and Display

Descant Recorder - Playing additional melodies

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

- Play "Hot Cross Buns" and other simple melodies
- Apply correct fingering for each note
- Demonstrate growing musical confidence

- Practice playing "Hot Cross Buns" and other melodies
- Form groups for practice and performance
- Take turns playing the melodies
- Focus on note transitions and rhythm accuracy
- Provide feedback to group members

How does group practice enhance melody learning?

- Mentor Creative Arts pg. 139
- Descant recorders
- Notation for "Hot Cross Buns" and other melodies
- Audio recordings of melodies

- Observation - Performance assessment - Group participation evaluation

Performance and Display

Swimming - Introduction to crouch and standing surface dives

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

- Define surface dives as water entry techniques
- Distinguish between crouch and standing surface dives
- Show interest in learning swimming skills

- Observe pictures/videos of surface dives
- Discuss the purpose of surface dives
- Compare crouch and standing surface dives
- Explore safety considerations for diving
- Discuss the importance of swimming skills

Why is Swimming an essential life skill?

- Mentor Creative Arts pg. 144
- Digital devices for video demonstrations
- Pictures of surface dives
- Charts showing dive progressions

- Observation - Oral questions - Written assignments