Foundation of creative art and sports

Introduction of creative arts and sports

By the end of the lesson, the learner should be able to:
-Identify categories of creative arts
-Appreciate categories of creative arts
-Discuss categories of creative arts

-In groups or pairs learners to;
- Watch clip showing creative arts
-Identify the categories of creative arts
-Discuss categories of creative arts and sports
-Search for more information on the categories of creative arts and sports

What are categories of creative arts and sports

-Video clips
-Digital devices internet
Teacher’s notes

-Oral questions -Oral discussions -Written test -Observation

Foundation of creative arts and sports

Introduction of creative arts and sports

By the end of the lesson, the learner should be able to:
-Outline the relationships among the categories of creative arts
-Discuss the relationship among creative arts
-Search the internet for more information and acknowledge the relationship among creative arts and sports

-In groups, pairs learners are guided to;
-Outline relationship among categories
-Discuss categories of creative and sports
-use digital devices to search information

How are categories creative arts and sports related?

-Digital devices
-Teacher’s notes
-Internet

-Oral Questions -Oral Discussion -Written tests

Foundation of creative arts & sports

Components of creative arts and sports

By the end of the lesson, the learner should be able to:
-Identify the physical fitness exercises
-Search the internet
-Perform physical fitness
-Enjoy performing the physical fitness

-In groups and pairs, learners to;
-Watch video clips
-Identify physical fitness
-Practice the physical fitness

Which physical fitness can one perform to enhance strength?

-Open field
-Digital devices
-Video clips

-Observation -Checklist -Practical demonstration

Foundation of creative arts and sports

Components of creative arts and sports
Introduction to creative arts ad sports

By the end of the lesson, the learner should be able to:
-Execute the basic elements pitch and rhythm)
-Recognize and execute the basic elements
-Enjoy singing songs while exuiting the pitch and rhythm

-In groups, pairs learners are;
-sing familiar tunes to recognize and execute basic elements
-Use digital devices
-group music notes in 2/4 times

How are components of creative arts created and applied?

-Familiar songs
-Digital devices
-Manilla papers
-Pictures
-Glue
-Teachers notes

-Checklist Assessments

Foundation of creative and sports

Introduction to creative arts and sports

By the end of the lesson, the learner should be able to:
-Identify the roles of creative arts
-Discuss the roles
-Prepare posters to show the roles of creative arts
_Acknowledge the roles played by creative arts and sports

In groups, pairs, learners are guided:
-Brainstorm the role of creative art and sports
-Discuss the roles of creative arts
-search internet for more information

What are the categories of creative arts and sports?

Teachers notes digital devices internet posters

-Oral questions -Oral discussions -Written test assessments gital devices internet postersports? sportss and sportsticipation for personal and social well-being

Foundation of creative and sports

Introduction to creative arts and sports
Components of creative arts and sports

By the end of the lesson, the learner should be able to:
-Search the internet
-Discuss the roles of creative arts
-Appreciate the roles of creative arts

In groups and pairs
-Discuss the roles of creative arts
-Search the internet
-Outline the roles of creative arts

What are the roles played by creative arts and sports in the society?

Teachers notes
-Familiar songs tunes
-Digital devices

-Oral questions -Oral discussions

Creating and performing

Drawing and painting

By the end of the lesson, the learner should be able to:
-Identify the different types of lines in art
-Discuss the types of line as elements and principle of arts
-Appreciate different types of lines used in art
-Examine lines as an element and principle of art
-Describe lines as elements and principle of art

In groups or pairs
-To study visual and actual sample drawing
-Examine lines as an element and principle of art
-identify lines used in the sample drawing
-Describe line as elements and principle of art

Why is line considered a fundamental element? -Which types of lines are used as element of art?

-Teachers note
-Sample drawings

Assessment rubrics -Observation checklist -Oral questions

Creating and performing

Drawing and painting

By the end of the lesson, the learner should be able to:
-Define tone as an element of art
-Define tone as an element of art
-State the meaning of time as an element of art
-Appreciate the role of tone as an element of art

In groups, pairs of individually learners are guided to;
-State the meaning of tone as an element of art
-Study virtual and actual sample drawing
-Analyse tone/value as element of art

What is tone as an element of art?

-Sample drawing
-Teaching notes
-Internet
-Digital devices

-Assessments rubrics -checklist -Oral questions -Observations

Creating and performing
Creating and painting

Drawing and painting

By the end of the lesson, the learner should be able to:
-Define balance as a principle of art
--Identify different types of balance
-appreciate balance in creating visual harmony and stability

In groups, pairs learners are guided to
-Define balance as a principle
-Discuss it significance in composition
-Study examples of artworks showcasing different types of balance

What is balance as a principle of art?

-Artwork and drawings
-Samples digital devices internet
-Teachers notes
Drawing samples
-Digital devices
-Teachers notes

-Assessment rubrics -Observation -Checklist -Oral questions

Creating and performing

Drawing and painting

By the end of the lesson, the learner should be able to:
-Identify cool and warm colours on the colours wheel
-discuss the characteristic and visual effects of cool and warm colours
-Analyse cool and warm colours for colour temperature
-Appreciate the use of warm and cool colours in artwork

In groups, pairs learners are guided to;
-Study the colour wheels presented
-Create tone on the drawing using smudging considering blending considering blending and variation of tones
-Draw a colour wheel
-Analyse artwork that show warm colours and cool colours

What is painting? What is the difference between warm and cool colours?

-Teachers notes
-Internet
-Colour wheels
-Digital devices

-Assessment rubrics -Oral questions -Written tests -Checklist -Observation

Creating and performing

Drawing & Painting

By the end of the lesson, the learner should be able to:
-Paint scenery based on colour temperature
-Pain an imaginative sea scape using either warm or cool colours
-Mat mount pictures
-Appreciate own and others pictorial composition

The learner is guided to:
-Paint an imaginative landscape
-Mat mount pictures
-Display the artworks and take turn to talk about own and others work

What emotions do different colours evoke in us when we look at them?

-Colour wheels
-Teachers notes
-Paint
-Drawing books

-Assessment -Oral questions -Written questions

Creating and performing

Rhythm

By the end of the lesson, the learner should be able to:
-Outline factors to consider in creating rhythmic pattern
-Describe the time signature in composing rhythm
-Search the internet for clips

In groups, pairs learners are guided to:
-Search and listen to a song to identify the basic elements of music from the song
-Search the internet for clips on the time signatures

What constitutes rhythm in music?

-Video clips
-Digital devices
-Teachers notes

-Practical demonstration -Check lists -Oral discussions

Creating and performing

Rhythm

By the end of the lesson, the learner should be able to:
-Compose a four bar rhythmic pattern in 2/4 time
-Write rhythmic patterns in 2/4 time
-Appreciate time signatures in composing of rhythmic patterns

In groups, pairs learners are guided to;
-write notes equivalent to the crochet beats using different colours to make 2/4 time
-use digital devices to compose a four bar rhythmic pattern in 2/4 time

What is importance of time signature in composing rhythmic patterns?

Digital devices

-Checklist -Practical activities -Assessment rubric

Creating and performing

Composing rhythm
Rhythm

By the end of the lesson, the learner should be able to:
-Define the term monotone
-Discuss how to write rhythmic of music on monotone
-Enjoy writing rhythms of melodies dictated by the teacher

-Define the term monotone
-Discuss how to write rhythmic patterns on monotone

-What is importance of writing rhythm on monotone? -How do you write a rhythm of music on monotone?

-Digital devices
-Charts
-Tunes (Purple haze)
Video clips
-Digital devices
-Teachers notes
-Performing arts
Page 7

-Oral discussions -Assessment rubrics -Oral presentations

Creating and performing

Rhythm
Composing rhythm

By the end of the lesson, the learner should be able to:
-Identify body movements that accompany rhythmic patterns
-Discuss body movement in composing of rhythmic patterns
-Appreciate variation of notes in composing rhythmic patterns

In groups, learners are guided to:
-List body movement that accompany body movement
- Discuss the body movements in composing of rhythm patterns for warm up
-Improvise rhythmic patterns for warm up routine

How can you ensure body movements accompany a rhythmic pattern?

-Teacher’s notes
-Digital devices
Digital devices
-Video clips
-Teachers notes
-Performing arts
Page 7-10

-Check list -Practical activities -observation -Assessment rubric

Creating and performing

Rhythm

By the end of the lesson, the learner should be able to:
-Practice performing the French rhythmic names
-Record using digital services
-Compose a song using French rhythms
-Perform the composed song
-Enjoy practicing French rhythmic names

In groups, pairs or individual learners are guided to:
-Listen to audios on French rhythms
-Record themselves and peer assess the performance
-Use French rhythmic sounds to compose simple songs

How do you rate the rhythmic names? How can you compose a song using the French rhythmic patterns

-Audios
-Digital devices
-Video clips
-Performing arts
Page 10-12

-Check list -Portfolio8 -Observation -Practical demonstration -Peer assessments

Creating and performing

Javelin and Sculpture

By the end of the lesson, the learner should be able to:
-Describe the javelin appearance from the photo
-Identify materials for carving in sculpture
-Sketch a javelin implement on charts or books
-Enjoy drawing the javelin Implement

In groups learners are guided to:
-Observe actual or visual images of javelin with general shape, length, weight and thickness
-Draw a javelin implement on charts or books

What materials can be used to make a javelin conserving the environment?

-Photos
-Pictures and images of javelins
-Top scholar PE and sports
Page 43
-Digital 43
-Digital devices

-Observation -Checklists -Portfolios -Oral questions

Creating and performing

Javelin and sculpture

By the end of the lesson, the learner should be able to:
-Carve a javelin according to the right specification
-Finish the javelin using appropriate technique
-Observe safety while handling tools and materials
-Appreciate each other’s carved javelin

In pairs or individual
-use the selected materials and tools to carve a javelin
-Finish the javelin focusing on shape pointedness and craftsmanship
-Finish using appropriate techniques
-Observe safety while handling tool

-How do you carve a javelin? -Which safety considerations are important in carving of javelin?

-Selected materials and tools
-Sketched images
-Top scholar PE and sports
Page 43

-Portfolio -Observation -Checklists -Practical activities

Creating and performing

Javelin and Sculpture
Javelin and sculpture

By the end of the lesson, the learner should be able to:
-Phases of throwing a javelin from a clip
-Discuss the phases of throwing a javelin
-Search the internet for video clips on phases of throwing a javelin

In pairs or groups, learners are guided to:
-Use digital devices
-Discuss the phases of throwing a javelin
-Note down the phases of throwing javelin in note books

What are phases of throwing a javelin

-Digital devices
-Video clips
-Top scholar PE &Sports
Page 4-46
-Digital devices
-Video clips
Top scholar PE & sports
Page 44-46

-Assessment rubric -Observation -Oral questions -Oral discussions -Written tests

Creating and performing

Javelin and sculpture

By the end of the lesson, the learner should be able to:
-Decorate the javelin using appropriate technique
-Finish the javelin using appropriate techniques
-Appreciate the decoration through sanding, texting or smoking

-Carve a javelin while observing sketching image
-Apply Africa pattern decorative technique

How do we decorate a javelin?

Teachers notes devices pictures

-Observation -Checklists -Practical -Assessment rubric

preforming and Creating

Javelin and sculpture

By the end of the lesson, the learner should be able to:
-Identify the types of grips used in javelin from a clip
-Demonstrate different types of grips
-Practice the phases in javelin using different grills
-Acknowledge the different types of javelin grips
-Enjoy practicing the phases of javelin using different grills

In groups, learners are guided to:
-Use digital devices to watch a clip
-Identify the types of javelin grips
-Describe the different types of javelin grips
-use the different grills to practice the phase of javelin

Which safety measures should one follow while throwing a javelin

-Open filled javelins
-Digital devices
-Top scholar PE & sports
Page 47-48

-Observation -Checklists -Assessment rubric

Creating and performing

Javelin and Sculpture

By the end of the lesson, the learner should be able to:
-Execute the javelin throw following the throwing phases for skill acquisition
-Use digital devices to record as they practice
-Appreciate each other’s throwing efforts by feedback

In groups, individually learners are guided to:
-Practice javelin throw while deserving the fire phases and basic rules
-Use digital devices to record as they practice

How do you throw the javelin

-Top scholar PE and sports
Page 44-46
-Open field
Javelins

-Assessment rubrics -Observation -Checklist

Creative and performance

Melody

By the end of the lesson, the learner should be able to:
-Discuss the qualities of a good melody in reference to the melodies sung
-Sing the melody in learner’s book using tonic sol-fas and hand signs
-Acknowledge the qualities of a good melody

In groups the learner is guided:
-Make familiar tunes to outline the qualities of a good melody
-Discuss the qualities of a good melody in reference to the melodies sung

How do you compose a good melody?

-Songs
-Digital devices

-Oral discussion -Written tests

Creating and performing

Melody

By the end of the lesson, the learner should be able to:
-Outline steps that guide one in composing a four bar melody in c major
-Create and route four bar melodies in c major and in 2/4 time using the treble clef
-Enjoy composing four bar melodies in c major

In groups, pairs learners are guided to:
-Search the internet for information and clips on steps in creating a card design
-Outline the steps to follow in creating a card design inspired by composed melody
-Discuss the steps in creating a card design inspired by composed melody
-Create 2/4 using treble clef

How do you compose a four bar melodies in c major

-MTP performing arts
-Digital devices
Pages 71-73

-Portfolio -Checklists

Creating and performing

Composing melody

By the end of the lesson, the learner should be able to:
-Outlie steps to follow in creating a card design inspired by composed melodies
-Discuss the steps to follow in creating a card design inspired by composed melodies
-Search the internet for clips and more information on creating a card design
-enjoy creating a card design

In groups, pairs, learners are guided to:
-Search for steps one should follow in composing a four-bar
-Out line steps to follow in creating a card design
-Discuss the steps in creating a card design inspired by composed melody

Which steps do you follow in creating a card design

-Digital devices
-Internet
-Video clips
-Teachers notes

-Oral questions -Oral discussion -Checklist -Assessment rubric

Creating and performing
Creative and performing

Melody
melody

By the end of the lesson, the learner should be able to:
-Create a card design inspired by a composed melody
-Design a decorated one-fold window
-Appreciate the use of melody in creative arts and sports

In groups, pairs individually learners, are guided:
-design a decorated one-fold window seasonal
-Create illustration inspired by the melody
-Include the melody sign a card using calligraphy

How do you create a card design inspired by a composed melody

Creating materials
-Music instruments
-Music in c major
-Digital devices

-Observation -Checklists -Assessments rubrics -Portfolio

Creating and performing

Handball
Hand ball

By the end of the lesson, the learner should be able to:
-identify steps of making a lark head knot
-Describe steps of making a lark head
-Practice making a lark head macramé knots
-Acknowledge the steps followed in making a lark head knot
-Search for a video

In groups or pairs learners are guided to:
-Outline steps of making a lark head knot
-Describe the steps of making a lark head knot
-Use digital devices to search for steps of making a lark

What steps do you follow in making a lark head knot?

-Digital devices
-Top scholar visual arts
Pages 106-127
Weaving material resource person

-Observation -Oral discussion

Creating and performing

Hand ball
Handball
Handball

By the end of the lesson, the learner should be able to:
-Weave a handball net using larks head macramé knots
-Identify materials using in weaving a handball net
-Outline the steps to follow weave a net
-Acknowledge steps of weaving a net

In groups learners are guided to:
-Search internet for suitable ad available materials
-Watch a clip how to weave a handball net
-Identify and describe steps followed in weaving a handball goal net

Which locally available materials can be used to weave a net?

-Suitable weaving materials
-Digital devices
-Video clips
-Weaved handball goal net
-Goal posts open field handball
-Digital devices
-Top scholar PE and sports
Page 18-20
-Video clips
-Pictures
-Teacher notes

-Observation -Oral discussions -Oral questions

Creating and performing

Handball
Hand ball

By the end of the lesson, the learner should be able to:
-Demonstrate passing skills
-Practice jump, side and flick pass in handball
-Use digital devices to record
-Enjoy themselves as the practice passes in handball

-Practice jump side, flick pass etc.
-Use digital devices to record themselves
-Discuss the passes
-Observe as the rest demonstrate passes

How do you pass in handball? What are qualities of a good pass?

-Open field
-Hand ball
-Digital devices
-Top scholar PE and sports
Page 20-21
Page 29
-Video clips
-Pictures

-Observation -Checklists -Assessment rubric -Practical activity

Creating and performing

Handball

By the end of the lesson, the learner should be able to:
-Execute dribbling in handball for skill acquisition
-Use different grills to practice a high and low dribble
-Enjoy executing dribbling in the game of handball

In groups or pairs, learners are guided to:
-Use different grills to execute dribbling
-Record themselves as hey practice high and low dribbling

How do you dribble in a handball game?

-Open field handball pitch
-Handball top scholar PE & sports
Page 30-31
-Top scholar PE and sports
Page 32-34
-Digital devices
-Video clips –Pictures

-Observation -Checklist -Assessment rubrics

Creating and performing

Handball

By the end of the lesson, the learner should be able to:
-Execute jump shot in handball
-Observe the teacher as he/she demonstrates jump shot
-Practice jump shot using drills
-Desire to execute jump shot

In groups individually, learners are guided to:
-Observe the teacher as she/he demonstrate jump shot
-Practice jump shot
-Use digital devices to record

How do you perform a jump shot?

Top scholar PE and Sport
Page 35-36
Open field
-Handball pitch
-Handball
-Teams
pitch

-Observation -Checklist -Assessment rubric

Creating and performing

Handball (Assessment)

By the end of the lesson, the learner should be able to:
-Attempt the questions on handball

In pairs or individually learner is guided to:
-Answer the questions on the end of handball assessment

How do we answer the questions accurately

-Assessment books
-Top scholar PE and sports
Page 36

-Written test -Assessment rubrics

Creating and performing

Descant Recorder

By the end of the lesson, the learner should be able to:
-Outline factors to consider in interpreting melodies on staff notation
-Describe steps and factors considered in interpreting melodies on staff notation
-Search in the internet
-Acknowledge factors considered in interpreting melodies on staff notation

In groups, pairs, learners are guided to;
-Use digital/devices to search internet
-Discuss the factors considered when interpreting melodies on staff notation

Which factors are considered when interpreting melodies on staff notation? What is a descant recorder?

--Digital devices
-Internet
-teachers note

-Assessment rubric -Checklists -Assessment rubric

Creating and performing

Descant recorder
Descent recorder

By the end of the lesson, the learner should be able to:
-Outline the steps for sight reading simple melodies n a descant recorder from staff notation
-Describe the steps for sight reading simple melodies
-Acknowledge the steps for sight reading simple melodies

In groups of learners or pairs
-Search the internet for steps for sight reading simple melodies on secant recorder
-discuss the steps for sight reading simple melodies
-Practice sight reading melodies in the key C major

What is the value of sight reading music?

MTP performing arts
Pages 112-113
-Digital/devices
-Internet
-Teachers notes
-Sheet music for simple melodies
Page 112
-Descant recorders

-Assessment rubric -Observation -Checklists -Oral questions

Creating and performing

Descant recorder

By the end of the lesson, the learner should be able to:
-Identify the techniques of playing the descant recorder
-Search the internet for clips on the technique of playing descant recorder
-Desire to practice the technique of playing descant recorder

In groups, pairs learners are guided to:
-Watch video clips
-Identify the technique of playing descant recorder for perfection

Which techniques are used in playing descant recorder?

-Performing ars
Page 113-114
-Picture
-Digital devices
-Video clips

-Assessment rubrics -Checklists -Practical work -Observation

Creating and performing

Descant recorder

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

-Identify the notes in c major scale on descant recorder
-Describe the notes in c major scale
-Appreciate the notes in c major scale

In groups the learners to be guided to:
-Describe the notes
-Identify the notes in c major
-Appreciate the notes in c major

How do you identify notes in c major?

-Descant recorder video

-Assessment rubrics -Checklists

Creating and performing

Descant recorder

By the end of the lesson, the learner should be able to:
-Play a piece of c major
-Demonstrate play of c major
-Observing the demonstration of playing a c major scale
Enjoy playing a piece of c major

Individually, learners are guided to:
-Observe keenly as teacher demonstrates the fingering for the c major scale

How do you finger the c major

-Descant recorder
-Video

-Assessment rubrics -Checklists -Practical work

Creating and performing

Storytelling and animation

By the end of the lesson, the learner should be able to:
-Identify the features of a narrative
-Discuss the features of a narrative
- Acknowledge the feature of a narrative

In groups, pairs learners are guided to:
-Search the internet or library for narratives
-Study the narratives and identify the features of a narrative
-Make short notes

-What is a story? -What are the features of narratives?

-Teachers notes
-Digital devices
-Performing arts
Page 47-48

-Assessment rubrics -Written test -Oral questions

Creating and performing

Storytelling and animation

By the end of the lesson, the learner should be able to:
-Identify the technique used in story telling
-Describe the technique used in story telling
-Appreciate the techniques used in story telling

-Watch a live or recorded performance
-Identify the techniques used in story telling
-Discuss and present the story telling techniques

Which technique are used in story telling?

Performing arts
Page 49
-Digital devices
Record narratives
-Digital devise
-Library narrative

Assessment rubric -Written tests -Observation -Oral questions

Creating and performing

Storytelling and animation

By the end of the lesson, the learner should be able to:
-Identify a story as form of communication
-How to convey an information using storytelling
-Different ways of using story as a means of communication
-Acknowledge storytelling as a form of communication

In groups the learners to be guided to;
-Identify different ways of using a story as a form of communication
-State how to convey an information through storytelling and animations

How do you identify a story as a form of communication?

Devices internet

-Assessing rubric -Practical work -Observation

Creating and performing

Indigenous Kenyan craft beadwork
Beadwork

By the end of the lesson, the learner should be able to:
-Discuss functions of jewelry in Kenyan communities
-Recognize beadwork as an indigenous Kenya craft
-Outline the functions of jewelry in Kenya communities
-Appreciate the functions of jewelry in Kenyan community

In groups, learners are guided to:
-Discuss the findings of a beaded jewelry
-Outline the functions of Jewelry in Kenyan community
-Recognize beadwork as indigenous Kenyan craft
-Write short notes
-Watch actual virtual samples on functions of beadwork

What are the functions of beadwork?

-Digital devices
-Teachers notes
Teachers notes
-Resource person

-Assessment rubrics -Checklist

Creating and performing

Indigenous Kenyan craft beadwork

By the end of the lesson, the learner should be able to:
-Identify the traditional Kenyan beadwork
-Use digital resources
-Discuss the techniques in beadwork

In groups learners are guided to:
-Brainstorm and resent some techniques
-Search the internet
-Discuss the techniques

Which traditional techniques were used in beadwork?

-Digital devices
-Teachers notes
-Video clips
-Print and digital resources

-Observation -Oral questions -Written tests -Checklist

Creating and performing

Indigenous Kenyan craft -Bead work
Indigenous Kenyan craft bead work

By the end of the lesson, the learner should be able to:
-Identify different types of beads
-Discuss different beads
-Use digital devices
-Appreciate the different types of beads

-Brainstorm and present types of beads
-Use digital or print resources
-Discuss types of beads

What types of beads are used in bead work?

-Digital resources
-Teachers notes
-Video clips
Print resources

-Oral questions -Checklist -Written tests

Creating and performing

Indigenous Kenyan craft beadwork

By the end of the lesson, the learner should be able to:
-Make a beaded jewelry inspired by patriotism of Kenya
-Prepare the materials focusing on size, shape and color
-Enjoy beading using one way technique

In groups, individual learners to be guided to;
-Prepare materials based on size, shape and color
-Collaborate in making a beaded jewelry focus on color and pattern

How can you express patriotism through creative activities?

-Collected bead work
-Materials sample beadwork
-Collected beadwork materials
-Sample beadwork

-Checklists -Observation -Schedule -Assessment rubrics

Creating and performing

Indigenous Kenya craft beadwork
Indigenous Kenyan craft beadwork

By the end of the lesson, the learner should be able to:
-Identify a patriotic song using beaded jewelry
-Conduct a research on varied Kenyan jewelry
-Appreciate the different Kenyan patriotic songs

In groups learners are guided to:
-Observe keenly as the teacher demonstrates
-Use digital devices to research on varied patriotic songs
-Identify a patriotic song for performance
-Rehearse the patriotic song

How can you express patriotism through creative activities

-Digital devise
Patriotic songs –Oral questions
-Observation
-Schedule
-Digital devices
-Open area for performance
-Beaded jewelry

Creating and performing

Swimming

By the end of the lesson, the learner should be able to:
-Identify the ways of entry to a pool
-Describe the sliding jumping and diving methods
-Use digital devices
-Appreciate the water entry methods in a pool

In groups, learners are guided:
-Use print and digital resources
-Discuss sliding, jumping and diving methods
-Demonstrate sliding and diving methods

What safety measures and pool rules should be observed?

-Top scholar PE & Sports
Page 136-137
-Digital resources
-Video clips
-Lesson notes
Video clips digital resource lesson notes
-Top scholar and sports
Pg 140

-Oral questions -Observation -Discussion

Creating and performing

Swimming

By the end of the lesson, the learner should be able to:
-Execute a water entry skill using pencil dive
-Demonstrate the pencil dive
-Enjoy executing the pencil dive in a pool

-Observe a resource person
-Demonstrate pencil dive
Record themselves

How do you perform the pencil dive? What safety measure should you observe?

-Swimming pool
-Resource person
-Costumes
-Lesson notes
-Video clips
-Digital derives

-Demonstration -Observation -Schedule -Checklists

Creating and performing

Swimming

By the end of the lesson, the learner should be able to:
-Perform a crouch dive
-Practice a crouch dive
-Appreciate others and own efforts

In pairs or individual learners are guided to;
-Observe a resource person
-Demonstrate crouch dive
-Record themselves as the execute crouch dive

Which safety measure do you observe?

Swimming pool
-Resource person
-Digital devices
-Digital devices

-Observation -Practical -Checklists

Creating and performing

Swimming

By the end of the lesson, the learner should be able to:
-Demonstrate the backstroke leg action
-Observe a resource person
-Demonstrate backstroke using leg action
-Appreciate own effort and others

-Observe a resource person
-Demonstrate leg action
-Discuss leg action

How is back stroke leg action done?

-Swimming pool
-Resource person
-Digital devices
-Digital resources
-Resource person

-Demonstration -Checklist -Observation

Creating and performing

Swimming

By the end of the lesson, the learner should be able to:
-Demonstrate backstroke breathing action
-Observe a resource person
-appreciate own effort in executing breath action drill

In groups or individuals, learners are guided to:
-Observe a resource person
-Demonstrate backstroke

How do you perform the backstroke

-Swimming pool
-Resource person
-
Digital resources

-Observation -Demonstration -Checklists

Appreciation creating arts and sports

Analysis of creative arts and sports

By the end of the lesson, the learner should be able to:
-Evaluate or examine the spirit of sport values for clean sports
-Work as a team and talk about the values
-Appreciate the spirit of spirit values for clean sports

In groups or pairs, the learner to work as a term and talk about the values in sports
-Fairness team building and equality

Why do you evaluate the spirit of sport values?

-Digital devices
-Video clips
-Notes

-Assessment rubrics -Checklist -Written test

Appreciate in creative and sports

Analysis of creative arts and sports

By the end of the lesson, the learner should be able to:
-Analyse a given folk song paying attention to its components
-Discuss the community of origin of different folksongs
-Enjoy performing a folksong

-Analyse a given folksong paying attention to it components
-Discussing origins of different folksong
-Listening to a resource person

Why do we analyse a given folksong

-Digital devices
-Resource person

-Assessment rubrics -Checklist -Written test

Appreciate in creative and sports

Analysis of creative arts and sports

By the end of the lesson, the learner should be able to:
-Outline the role of props
-List down the body movements
-Explain the use of costumes
-express different moods in every stanza of the folksong
-Desire to analyse a given folksong more

-Discuss the use of costumes
-List down different body movements
-Practice the folksong
-Sing as they record themselves
-Explain role of props

What are the components of the folksong?

-Digital devices
-Video clips

-Practical -Assessment rubrics -Written test

Appreciation in creative arts and sports

Analysis of creative arts and sports

By the end of the lesson, the learner should be able to:
-Analyse a story telling performance
-Identify the techniques used in the story telling
-Identify different ways of using a story as means of communication
-Enjoy storytelling

In groups or pairs, the learners are guided to:
-Identify technique used in storytelling
-Outline different ways of using a story as a means of communication

How do we anise a story telling performance?

-Digital devices
-Video clip

-Assessment rubrics -Observation -Checklist

Appreciation in creative arts and sports

Analysis of creative arts and sports
Analyisis of creative arts and sports

By the end of the lesson, the learner should be able to:
-Making a portfolio for show case
-Sourcing a recyclable material for making a working portfolio
-Put together all the materials and make a portfolio
-Outline the procedure of making a portfolio
-Observe as the teacher demonstrates
-Enjoy to make a portfolio as well as appreciating other’s work

In groups or pairs, the learners are guided to”
-Source a recyclable material for making a working portfolio
-Put together all the materials
-Discuss the procedure of making a portfolio
-Teacher to demonstrate

What is the importance of a portfolio?

-Materials
-Video clip

-Assessment rubrics -Observation -Checklist