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
-Artwork and drawings
-Samples digital devices internet
-Teachers notes

-Assessments rubrics -checklist -Oral questions -Observations

Creating and painting
Creating and performing

Drawing and painting

By the end of the lesson, the learner should be able to:
-Analyse artworks that exhibit various forms of balance
-Draw set up balls using any media focusing on balance of forms in a space.
-Draw a picture to apply balance
-Enjoy drawing the pictures

-Observe the pictures
-Draw set up of balls using any media focusing on balance
-Analyse drawings/ artwork showing different forms of balance

How is balance achieved in drawing

Drawing samples
-Digital devices
-Teachers notes
-Teachers notes
-Internet
-Colour wheels

-Assessment rubrics -Observation -Oral questions

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
Composing 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
-Digital devices
-Charts

-Checklist -Practical activities -Assessment rubric

Creating and performing

Rhythm

By the end of the lesson, the learner should be able to:
-Describe variation of note as used in composure of rhythmic patterns
-Search for clips on variation notes in composing rhythmic patterns
-Appreciate variation of notes in composing rhythmic patterns

In groups, learners are guided to;
-Watch video clips on variation of notes in composing rhythmic patterns
-Discuss the variation of notes
-Practice composing of rhythmic pattern following variation of notes

How can one compose a rhythmic pattern using notes?

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

-Portfolio -Check lists Practical activities

Creating and performing

Composing rhythm
Rhythm

By the end of the lesson, the learner should be able to:
-Identity French rhythmic names
-Discuss the French rhythmic names
-Prepare charts showing French rhythmic names
-Appreciate the French rhythmic names

In groups, pairs learners are guided to:
-List body movement that accompany rhythmic patterns
-Discuss the body movements
-Select the body movements to accompany rhythmic patterns for warm up
-Prepare charts showing French rhythmic movement

What are French rhythmic names?

Digital devices
-Video clips
-Teachers notes
-Performing arts
Page 7-10
-Audios
-Digital devices
Page 10-12

-Observation -Checklist -Written tests

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
Creative and performance

Javelin and Sculpture
Melody

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
-Songs
-Digital devices

-Assessment rubrics -Observation -Checklist

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
Creating and performing

Melody
melody
Handball

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
-Top scholar visual arts
Pages 106-127

-Observation -Checklists -Assessments rubrics -Portfolio

Creating and performing

Hand ball

By the end of the lesson, the learner should be able to:
-Search for clips on the 4 basic macramé knots used for weaving a handball net
-Outline the steps for making basic macramé knots used for weaving
-practice ting knots
-Appreciate each other’s effort

In groups learners are guided to:
-Observe clips and samples
of 4 basic macramé knots
-Discuss 4 macramé knots
-Collaboratively practice tying knots
-Watching a video clip

How do you tie a knot using basic macramé knots?

Weaving material resource person
-Suitable weaving materials
-Digital devices
-Video clips

-Observation -Checklist -Practical demonstration

Creating and performing

Handball

By the end of the lesson, the learner should be able to:
-Fix the onto the goal posts
-Use nets to practice shooting in handball
-Enjoy fixing the handball net

In groups learners are guided to
-Fix weaved nets onto the goal posts
-Use fixed nets to practice shooting in a handball game

How do you fix a handball goal net on the goal posts

-Weaved handball goal net
-Goal posts open field handball
-Digital devices
-Top scholar PE and sports
Page 18-20
-Video clips
-Pictures
-Teacher notes
-Open field
-Hand ball
-Top scholar PE and sports
Page 20-21

-Observation -Checklists -Practical activity

Creating and performing

Hand ball
Handball

By the end of the lesson, the learner should be able to:
-Identify the types of dribbling in a handball game
-Describe types of dribbling used in handball game
-Search the internet for clips on the types of dribbling in a handball game
-Acknowledge the different types of dribbling used in hand ball

In groups learners are guided to:
-Explain the meaning of dribbling
-Watch a clip on dribbling and identify the types of dribbling
-Describe the different types of dribbling from the clip watched

What is dribbling? What are types of dribbling in a handball game?

-Top scholar PE and sports
Page 29
-Digital devices
-Video clips
-Pictures
-Open field handball pitch
-Handball top scholar PE & sports
Page 30-31

-Oral discussion -Written tests Assessments rubrics

Creating and performing

Handball

By the end of the lesson, the learner should be able to:
-Identify the different types of shots in a handball game
-Describe the types of shots in a handball gall
-Search the internet for clips on the types of shots
-Acknowledge the different types of shots in handball

In groups, pairs learners are guided to:
-Watch clips from the internet showing different types of shots in handball
-Identify the different shots
-Discuss and demonstrate the different types of shots in handball

What are the different types of shots in handball game?

-Top scholar PE and sports
Page 32-34
-Digital devices
-Video clips –Pictures
Top scholar PE and Sport
Page 35-36
Open field
-Handball pitch
-Handball

-Oral questions -Written tests -Oral discussion -Assessment rubric

Creating and performing

Handball
Handball (Assessment)

By the end of the lesson, the learner should be able to:
-Apply passing, dribbling and shooting skills in a mini game while observing safety and without gender bias
-Play a mini handball game
-Value each other’s effort in passing, dribbling and shooting in a mini handball game

In team, learners are guided to;
-Play a mini handball game applying the passing, dribbling and shooting skills learnt
-Discuss
-Compete against team to make it interesting

How does playing handball enhance health of an individual?

-Teams
-Handball
-Handball pitch
-Assessment books
-Top scholar PE and sports
Page 36

-Observation -Checklist -Assessment rubric -Play

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
-Descant recorder
-Video

-Assessment rubrics -Checklists

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 performing
Creating and performing

Storytelling and animation

By the end of the lesson, the learner should be able to:
-To identify a pertinent and contemporary
-Compose 3 & 5 story addressing
-Recognize the power of storytelling

In groups, pairs learners are guided to;
-Identify at least one pertinent
-Collaborate in composing
-Use digital devices

How can you compose a story addressing

Digital devices internet
Teacher’s notes
-Digital devices
-Flip books
-Pictures

Assessment rubrics -Checklists -Observation -Schedule

Creating and performing

Storytelling and animation

By the end of the lesson, the learner should be able to:
-Review the lesson of storytelling and animation
-Answer the questions correctly
-Acknowledge storytelling and animation

Individually, the learners to be guided
-How to answer the questions accurately
-Review the whole sub strand

How do you answer revise for an assessment?

Exercise books pamphlets

-Assessment -Written test

Creating and performing

Football

By the end of the lesson, the learner should be able to:
-Identify locally available materials to make a ball
-State the importance of improvising a good ball
-Appreciate and enjoy making a ball

In groups the learner should be able to:
-Improve a ball
-Define how to make a football

How do you improvise a ball

Paper strings

-assessment rubrics

Creating and performing

Football

By the end of the lesson, the learner should be able to:
-Identify locally available materials that are used to improve crayons for drawing
-Collect the identified locally available materials
-Recognize locally available materials for improvising crayons

In groups, pairs, learners are guided to;
-Collaborate and identify the locally available materials to improve crayons
-Search the internet for appropriate locally available materials
-Collect locally available materials for improvisation of drawing crayons

Which locally availbble materials can be used in making improvised crayons for drawings?

Environment digital device
-School compound locally available materials
-Candle wax
-Colour pigment
-Source of heat

-Practical work -Checklists

Creating and performing

Football

By the end of the lesson, the learner should be able to:
-State the meaning of crayon etching
-Search the internet for clips on crayon etching art technique
-Discuss the process of creating crayon etching
-Watch the clip
-Appreciate the use of craving etching in expressing one’s ideas

In groups, pairs learners are guided to;
-Explain the meaning of crayon etching
-Search the internet and outline the procedure of crayon etching
-Discuss the process of creating a crayon etching
-Watching clips showing crayon etching art techniques

What is crayon etching?

-Teacher’s notes
-Digital devices
-Print materials

-Assessments rubrics -Oral questions -Oral discussions

Creating and performing

Football

By the end of the lesson, the learner should be able to:
-Create a pictorial composition using crayon etching inspired by football game
-Display their work for assessment
-Value team effort in crayon etched drawing

In groups, pairs, individually, learners are guided to;
-Outline the steps for creating a crayon etching inspired by football game
-Source to cut out images inspired by football skill
-Coat the surface with black media
-Scratch creatively
-Display the work

How can you create a pictorial composition using etching?

-Crayons
-Wax paper
-Printing papers
-Black ink
-Working area

-Assessment rubric -Checklists -Observation -Practical work -Portfolio

Creating and performing

Football

By the end of the lesson, the learner should be able to:
-Search the internet for clips on how to perform trapping sills in football
-Discuss the trapping sill in football
-Appreciate the used of trapping sill in football

In group, learner should be guided to;
-Chest trapping skill in football
-Discuss the trapping skill in football

What is trapping skills

-School field
-Digital devices
-Soccer balls

-Questions ad discussions -Assessment rubrics

Creating and performing

Football

By the end of the lesson, the learner should be able to:
-Define the term dribbling as used in football
-Identify types of dribble in football
-Describe how to perform dribbling skills
-Appreciate the use of dribbling skill

-State the meaning of dribbling as used in football
-Identify types of dribble in football
-Search and watch clips
-Describe how to perform dribble and single dribble in football

What is dribbling in football? What is the difference between a double and single dribble techniques in soccer?

-Sport light PE
Page 45-47
-Pictures
-Digital devices
-Video Clips
-Teacher’s note

-Assessments rubrics -Written tests -Observayion -Oral questions

Creating and performing

Football

By the end of the lesson, the learner should be able to:
-Search and watch clips showing famous football executing the dribbling skills
-Perform the dribbling skills in football
-Appreciate each other’s effort in executing the dribbling sill

Individually in pairs or groups, learners are guided to;
-Use digital devices to search and watch clops of famous footballers performing dribbling skills in the school field and record themselves

How do you perform the dribbling skill in football?

-School field -Soccer balls
-Digital services
-Internet
-Video clips of famous footballers
-Dribbling

-Assessment rubrics -Checklists -Observation schedule -Practical task

Creating and performing

Football
Kenyan folksong

By the end of the lesson, the learner should be able to:
-Identify the techniques of shooting in football
-Describe the shooting techniques used in football
-Discuss the different techniques of shooting and types of shots in football
-Desire to perform the shooting techniques in a football game

In groups, pairs learners are guided to:
-Brainstorm and present on some of the shooting technique used in football
-Identify the shooting techniques used in football
-Search the internet for information on the techniques used in shooting and types of shots in football

How do you shoot in football game?

-Digital devices
-Video clips
-School field
-Soccer balls
-Open field
-Exercise book
-Teachers notes
-Internet

-Assessment rubrics -Checklists -Observation -Schedule -Practical work

Creating and performing

Folksongs

By the end of the lesson, the learner should be able to:
-Classify folksongs in Kenyan communities
-Outline the community of origin
-Identify different occasion when the folksongs are performed
-State the gender that perform different folksongs in different communities
-Appreciate folksongs from different communities

In groups or pairs, learner to be guided to:
-Brainstorm to classify the folksongs from different communities
-Identify different occasions when the folksongs are performed
-Outline the genders that perform different folk songs in communities

How are folksongs classified?

-Digital devices
-Teacher’s notes
-Internet

-Assessment rubrics -Observations -Oral questions

Creating and performing

Folksong

By the end of the lesson, the learner should be able to:
-Identify the techniques of performing a folksong
-Discuss voice project
-Watch in clips different techniques of performing folksong
-Demonstrate different techniques e.g. voice projection and balance etc.
-Desire to perform the performance techniques of a folk song

In groups or pairs
-Brainstorm and present some of the performance techniques in a folksong
-Identify the performance techniques in a folksong
-Search the internet for information on the techniques used in performance of a folksong

How do you perform in a folksongs

-Digital devices -Video clips
-School field
-Teacher’s notes

-Assessment rubrics -Observation -Oral Questions

Creating and performing

Folksong

By the end of the lesson, the learner should be able to:
-Perform a folksong from a Kenyan community with appropriate techniques
-Outline the right costumes for the folksongs
-Take a role in performing a folksong in solo or in a group
-Enjoy and appreciate others as they perform

In groups the learner should be guided to:
-Take a role in performing a group folksong
-Outline the right costumes for different folksongs
-Discuss about performance of a folksong
-Competing in groups

How can performance of Kenyan folk songs be make interesting?

-Digital devices
-Video clips
-Cultural center
-Video clip

-Assessment rubrics -Written tests

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
Indigenous Kenyan craft -Bead work

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
-Digital resources

-Observation -Oral questions -Written tests -Checklist

Creating and performing

Indigenous Kenyan craft bead work
Indigenous Kenyan craft beadwork

By the end of the lesson, the learner should be able to:
-State the functions of beaded jewelry
-Use digital resources for such
-Acknowledge the function of beaded jewelry

In groups, pairs, learners are guided to:
-Brainstorm the functions of beaded jewelry
-Use digital or print; resources
-Discuss the functions
-Write short notes

How can bead work be used to preserve Kenyan culture

-Digital resources
Print resources
-Teachers notes
-Collected bead work
-Materials sample beadwork

-Oral questions -Checklists -Written tests -Assessment rubrics

Creating and performing

Indigenous Kenyan craft beadwork
Indigenous Kenya craft beadwork

By the end of the lesson, the learner should be able to:
-Identify a patriotic song for performance using criss cross technique
-To observe keenly as the teacher demonstrate
-Enjoy beading a jewelry inspired by patriotism using criss cross

-Observe keenly as the teacher demonstrates
-Collaborate in making a bracelet inspired by patriotism
-Discuss how to make a beaded jewelry

How can you express patriotism through creative activities?

-Collected beadwork materials
-Sample beadwork
-Digital devise
Patriotic songs –Oral questions
-Observation
-Schedule

-Checklists -Observation -Schedule -Assessment rubric project

Creating and performing

Indigenous Kenyan craft beadwork
Swimming
Swimming

By the end of the lesson, the learner should be able to:
-Sing a patriotic song ordained in beaded jewelry
-Record using a digital device
-Display and talk about own and others work
-Enjoy the performance

-Collaborate in sing a patriotic song
-Record the performance
-Display and talk about the work

-How can beadwork be used to preserve Kenyan culture? -How can you make performance interesting and great?

-Digital devices
-Open area for performance
-Beaded jewelry
-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

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 flutter kicks, arm action and breathing while in supine position
-Use digital devices to record
-Appreciate own and other people’s effort

In pairs or individually learners guided to:
-Perform flutter kicks
-Use digital devices
-Discuss the flutter kicks

How do you perform flutter kicks, arm action and breathing while in supine position?

-Swimming pool
-
Digital resources

-Observation -Schedule -Checklists -Assessment rubrics

Appreciation creating arts and sports
Appreciate in creative 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
-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