Foundations of Creative Arts and Sports

Careers in Creative Arts and Sports - 

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

- Identify various careers in Creative Arts and Sports
- List careers in Creative Arts and Sports areas
- Show interest in exploring Creative Arts and Sports careers

- In groups learners are guided to research using digital devices or print materials to identify careers in Creative Arts and Sports
- Discuss in groups different career opportunities
- Study findings on careers written in tables
- Compile a list of identified careers

What are the career opportunities related to Creative Arts and Sports?

- KLB Top Scholar (pg. 1)
- Digital resources
- Chart
- 

- Observation - Oral questions - Written assignments

Foundations of Creative Arts and Sports

Careers in Creative Arts and Sports 

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

- Identify roles performed by personnel in Creative Arts and Sports
- Explain the responsibilities of different career professionals
- Appreciate the diversity of roles in Creative Arts and Sports

- In groups learners to visit  actual Creative Arts spaces
- Watch photo slideshows of careers in Creative Arts and Sports
- Observe roles performed by personnel
- Discuss observed roles in groups

Which roles are performed by personnel in Creative Arts and Sports?

- KLB Top Scholar (pg. 2)
- Digital resources
- Chart

- Observation - Oral questions - Written reports

Foundations of Creative Arts and Sports

Careers in Creative Arts and Sports - Personnel roles in depth

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

- Describe specific roles performed by Creative Arts and Sports personnel
- Compare different career paths within Creative Arts and Sports
- Value the contribution of professionals in the field

- In pairs learners are guided to study the roles of various personnel such as sports coach, pianist, graphic designer
- Discuss the responsibilities of photojournalist and drumist
- Analyze the roles of play director
- Share findings with the class

How do personnel in Creative Arts and Sports contribute to society?

- KLB Top Scholar (pg. 4)
- Digital resources
- Career profiles
-Chart

- Observation - Group presentations - Role-play assessment

Foundations of Creative Arts and Sports

Careers in Creative Arts and Sports

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

- Identify careers in creative arts and sports.
- Illustrate entrepreneurial opportunities in creative arts and sports 
- Show interest in entrepreneurship in Creative Arts and Sports

- In pairs learners are guided to study  pictures showing entrepreneurial opportunities
- Discuss businesses taking place in the community
- Research entrepreneurial opportunities in Creative Arts and Sports
- Share experiences on income-generating activities

What entrepreneurial opportunities exist in Creative Arts and Sports?

- KLB Top Scholar (pg. 5)
- Digital resources
- 

- Observation - oral questions - Portfolio evaluation

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports 

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

- Describe the elements of a play
- Distinguish theme, characters, plot, and conflict in plays
- Appreciate plays as a form of creative expression

- In groups learners are guided to watch actual or virtual play performances
- Identify key elements of a play
- Discuss the basic elements including story, theme, plot, characters

How does one create harmony in play elements?

- KLB Top Scholar (pg. 9)
- Digital resources
- Play scripts
- Play videos/recordings
- 

- Observation - Oral questions - Written analysis

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports 

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

- Define power as a component of physical fitness
- Perform activities demonstrating power
- Apply power concepts in physical activities

- In groups learners to observe virtual activities showing power in physical fitness
- Discuss the importance of power in sports
- Demonstrate activities that improve power
- Perform vertical jumps, squat jumps, power lunges

Why should athletes avoid performance enhancers to develop physical fitness?

- KLB Top Scholar (pg. 12)
- Digital resources
- 

- Observation - Practical assessment 

Foundations of Creative Arts and Sports

Components of Creative Arts and sports

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

- Define power as a component of physical fitness.
- Demonstrate proper technique in power activities
- Value physical fitness as part of healthy living

- In groups learners to set up four corners with different power activities
- Practice power squats, squat jumps, straddle jumps, vertical jumps
- Rotate through each station
- Provide feedback on performances

How can power be enhanced through various exercises?

- KLB Top Scholar (pg. 14)
- Digital resources
- Exercise space
- Fitness equipment

- Observation - Practical assessment - Peer evaluation

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - Reaction time

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

- Define reaction time as a component of physical fitness
- Perform activities demonstrating reaction time
- Apply reaction time concepts in physical activities

- In groups learners to Observe virtual activities showing reaction time
- Discuss importance of quick reactions in sports
- Demonstrate activities that improve reaction time
- Perform funny ball bounce and wall juggle activities

Why is reaction time important in sports performance?

- KLB Top Scholar (pg. 15)
- Digital resources
- Reaction time equipment (balls, rulers)
-

- Observation - Practical assessment - Performance evaluation

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - 

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

- Perform fitness activities with musical accompaniment
- Coordinate movements with musical cues
- Appreciate the relationship between music and physical fitness

- In pairs learners to use digital devices to play music during activities
- Practice ruler test, ball drop, and speed activities with music
- Coordinate movements with musical cues
- Adjust activities based on tempo changes

How does music enhance physical fitness activities?

- KLB Top Scholar (pg. 16)
- Digital resources
- Music player
- Fitness equipment

- Observation - Practical assessment - 

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - Grand stave

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

- Define pitch in music notation
- Name pitches on the grand stave
- Appreciate basic elements of creative arts and sports 

- In groups learners are guided to research the grand stave using digital or print resources
- Identify components of the grand stave
- Study pitch naming on lines and spaces
- Relate stave positions to keyboard layout

How does the grand stave represent musical pitch?

- KLB Top Scholar (pg. 17)
- Digital resources
- Chart

- Observation - Written exercises  -oral questions 

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - Note grouping

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

- Identify music notes in 4/4 time
- Group music notes in 4/4 time 
- Appreciate basic elements of creative arts and sports 

- In groups learners are guided to identify different music notes.
- Practice grouping rhythms correctly
- Correct wrongly grouped rhythms
- Appreciate grouping notes in 4/4 time 

Why is note extension important in music notation?

- KLB Top Scholar (pg. 19)
- Digital resources
- Chart

- Observation - Written exercises

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - F major scale

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

- Describe the structure of a major scale
- Construct the scale of F major on a staff
- Appreciate basic elements of creative arts and sports 

- In groups learners are guided to watch videos illustrating major scale construction
- Study the pattern of tones and semitones in major scales
- Construct F major scale on treble and bass staff
- Identify accidentals in the F major scale

What is the pattern of notes in the F major scale?

- KLB Top Scholar (pg. 21)
- Digital resources
- 

- Observation - Written exercises - Scale construction

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Picture-making techniques

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

- Identify drawing and painting techniques
- Distinguish between drawing and painting
- Show interest in drawing and painting techniques

- In groups learners are guided to analyze pictures showing drawing and painting techniques
- Discuss differences between drawing and painting
- Share observations with peers

How were the pictures created?

- KLB Top Scholar (pg. 26)
- Digital resources
- Sample drawings and paintings
- Pictures of drawings and paintings

- Observation - Oral questions - Written assignments

Creating and Performing in Creative Arts and Sports

Drawing and Painting -

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

- Discuss harmony in a picture 
- Study samples of actual drawing and paintings
- Show appreciation for different drawing and painting styles

- Learners in groups are guided to observe drawings and paintings
- Discuss harmony in painting 
- Analyze paintings in books, magazines, and calendars

What materials were used to create each picture?

- KLB Top Scholar (pg. 27)
- Digital resources
- Drawings and paintings
- Books and magazines with art
-

- Observation - Practical assessment - Portfolio assessment

Creating and Performing in Creative Arts and Sports

Drawing and Painting -

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

- Discuss harmony in a picture 
- Classify analogous colors on a color wheel 
- Show appreciation for texture in compositions

- In groups learners are guided to discuss harmony in pictures
- Classify analogous colours
- Identify analogous colors on the color wheel 

What are analogous colors ?

- KLB Top Scholar (pg. 28)
- Digital resources
- 

- Observation - Oral questions - Practical assessment

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Color wheel

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

- Explain the purpose of a color wheel
- Classify analogous colors on the color wheel 
- Show interest in color classification

- In pairs learners are guided to brainstorm the purpose of the color wheel
- Discuss and name the colors on the color wheel
- paint a color wheel to classify analogous colors 

How are colors classified on a color wheel?

- KLB Top Scholar (pg. 29)
- Digital resources
- Brushes
- paints

- Observation - Oral questions - Written assignments

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Creating a color wheel

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

- Explain the purpose of a color wheel
- Paint primary, secondary and tertiary colors correctly
- Appreciate own and others pictures

- individually learners are guided to:
- Paint primary colors in appropriate sections
- Mix and paint secondary and tertiary colors
- Clean the working area and materials

Which colors are primary, secondary, and tertiary?

- KLB Top Scholar (pg. 30)
- Paint and brushes
- Drawing paper
- Color wheel examples

- Observation - Practical assessment - Portfolio assessment

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Analogous colors

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

- Explain the purpose of a color wheel 
- Classify analogous colors on the color wheel 
- Appreciate own and others pictures 

- Individually learners are guided to:
- Display their completed color wheel 
- Talk about own and others pictures and give feedback

Why is color classification important in painting?

- KLB Top Scholar (pg. 31)
- Digital resources
- Color wheel
-

- Observation - Oral questions - Written assignments

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Color gradation strip

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

- Define a color gradation strip
- Create a color gradation strip using analogous colors
-Appreciate own and others pictures 

- In groups learners to brainstorm the meaning of gradation strip
- Create a continuous blended gradation strip
- Paint the gradation strip using analogous colors 

Why is color gradation important in painting?

- KLB Top Scholar (pg. 32)
- Paint and brushes
- Drawing paper
- Examples of color gradation strips

- Observation - Practical assessment - Portfolio assessment

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Scenery composition

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

- Define scenery, landscape, and seascape compositions
- Paint a scenery composition to express harmony 
- Appreciate own and others pictures 

- In groups learners are guided to study landscape and seascape compositions
- Identify features in the foreground, middle ground, and background
- Analyze the arrangement of elements in scenery

What makes a good scenery composition?

- KLB Top Scholar (pg. 33)
- Digital resources
- Landscape and seascape examples
- Pictures of scenery

- Observation - Oral questions - Written assignments

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Painting a landscape

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

- Define scenery,landscape and seascape compositions
- Paint a scenery composition to express harmony 
- Appreciate own and others pictures 

- Individually learners are guided to select  a landscape composition
- prepare tools and materials for painting 
-Sketch a landscape painting 

How does a thin wash help create a background?

- KLB Top Scholar (pg. 34)
- Paint and brushes
- Drawing paper
- Reference materials for landscapes

- Observation - Practical assessment

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Display and critique

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

- Define scenery, landscape and seascape compositions 
- Paint a scenery composition to express harmony 
- Appreciate own and others pictures 

- Individually learners are guided to display landscape paintings
- Discuss harmony in landscape compositions
- Analyze texture in the compositions
- Suggest improvements

How does the color affect the mood.

- KLB Top Scholar (pg. 36)
- Completed landscape paintings

- Observation - Peer assessment - Self-assessment - Teacher assessment

Creating and Performing in Creative Arts and Sports

Rhythm - Note extension effects
Rhythm - Dotted notes

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

- Define note extension in music
-Describe the effect of note extension 
- Show interest in rhythmic patterns

- In groups learners to:Listen to songs with note extensions
-Discuss the effect of note extension 
- Tap the beat while listening to music

What is the effect of note extension on rhythms?

- KLB Top Scholar (pg. 37)
- Digital resources
- Audio recordings
- Chart

- Observation - Oral questions - Practical assessment

Creating and Performing in Creative Arts and Sports

Rhythm - Tied notes

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

- Explain the effect of ties on note values
- Describe the effect of note extension 
- Show interest in note connections

- In pairs learners are guided to:Study examples of tied notes
- Practice identifying tied notes in music
- Calculate the value of tied notes

How does a tie affect the value of notes?

- KLB Top Scholar (pg. 39)
- Chart
- Audio examples of tied notes

- Observation - Written exercises - oral questions 

Creating and Performing in Creative Arts and Sports

Rhythm - French rhythm names

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

- Identify French rhythm names for different notes
- Apply French rhythm names to rhythmic patterns
- Show interest in rhythm naming systems

- In groups learners to study the French names for different note values
- Practice saying French rhythm names
- Apply French rhythm names to music examples

Why are French rhythm names useful in music education?

- KLB Top Scholar (pg. 39)
- Chart of French rhythm names
- Digital sources 

- Observation - Oral assessment - Practical assessment

Creating and Performing in Creative Arts and Sports

Rhythm - Accented and weak beats

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

- Identify accented and weak beats in 4/4 time
- Demonstrate strong and weak beats through clapping
- Show interest in time signatures

- In groups learners to eatch and listen to songs with clear beats
- Identify the time signature and strongest beat
- Clap beats with emphasis on accented beats

Which is the strongest beat in 4/4 time?

- KLB Top Scholar (pg. 40)
- Digital resources
- Audio examples in 4/4 time
- 

- Observation - Practical assessment - Oral questions

Creating and Performing in Creative Arts and Sports

Rhythm - Sight reading rhythms

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

- describe the effect of note extension 
- compose a four- bar rhythmic pattern in 4/4 time 
- appreciate rhythmic patterns in creative arts and sports 

- In pairs learners are guided to sight read rhythms using French rhythm names
- Clap or tap rhythmic patterns with accents
- Perform in groups with percussion instruments

How can French rhythm names help in sight reading?

- KLB Top Scholar (pg. 41)
- Rhythm examples
- Percussion instruments
- Audio demonstrations

- Observation - Practical assessment 

Creating and Performing in Creative Arts and Sports

Rhythm - Composing rhythms

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

- Identify characteristics of well-composed rhythms
- Compose a four bar rhythmic pattern in 4/4 time 
- Appreciate rhythmic patterns in creative arts and sports 

- Learners are guided to discuss factors considered in creating rhythm.
- Discuss characteristics of good rhythms
- Orally compose 4 bar rhythmic patterns involving dotted notes and their rests.

How are various note combinations used to form rhythms in simple time?

- KLB Top Scholar (pg. 42)
- Digital resources
- Composed rhythm examples
-

- Observation - Oral questions - Written exercises

Creating and Performing in Creative Arts and Sports

Rhythm - Four-bar rhythm composition

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

-Describe the effect of note extension 
-Compose a four bar rhythmic pattern in 4/4 time 
- Appreciate rhythmic patterns in creative arts and sports 

- In pairs learners to study examples of composed four-bar rhythms
- Compose four-bar rhythms in 4/4 time
- Clap or tap composed rhythms
- Perform rhythms for feedback

How can one create an interesting four-bar rhythm?

- KLB Top Scholar (pg. 43)
- Percussion instruments
- Composed rhythm examples

- Observation - Written assessment - Performance evaluation

Creating and Performing in Creative Arts and Sports

Rhythm - Notating rhythms

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

- Describe the effect of note extension 
- Notate rhythmic patterns in 4/4 time 
- Appreciate rhythmic patterns in creative arts and sports.

- In pairs learners to study rhythm notation principles
- Practice notating rhythmic patterns
- Apply correct grouping of notes in 4/4 time 

What are the rules for correctly notating rhythms?

- KLB Top Scholar (pg. 44)
- Music notation examples
- Digital resources

- Observation - Written exercises - Practical assessment

Creating and Performing in Creative Arts and Sports

Athletics and Mosaic - Triple jump phases

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

- Identify the phases in Triple jump
- Explain the importance of each phase
- Show interest in Triple jump technique

- In groups learners to Observe figures showing Triple jump
- Discuss the phases of Triple jump
- Analyze the importance of the approach run

Why is it important for an athlete to make a fast run up during Triple jump?

- KLB Top Scholar (pg. 47)
- Digital resources
- Pictures/diagrams of Triple jump
- Videos of Triple jump

- Observation - Oral questions - Written assignments

Creating and Performing in Creative Arts and Sports

Athletics and Mosaic - Approach phase

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

- Describe the approach phase in Triple jump
- Demonstrate an effective approach run
- Show interest in proper running technique

- In groups learners to discuss the approach phase in detail
- Demonstrate the approach run technique
- Practice approach runs with consistent speed

How can an athlete gain optimal speed during the approach?

- KLB Top Scholar (pg. 48)
- Open space for practice
- Cones for marking
- Video demonstrations

- Observation - Practical assessment - Peer assessment

Creating and Performing in Creative Arts and Sports

Athletics and Mosaic - Takeoff phase

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

- Describe the takeoff phase in Triple jump
- Demonstrate the hop movement
- Show interest in proper takeoff technique

- In Pairs learners to discuss the takeoff phase in detail
- Demonstrate the hop, step, and jump movements
- Practice hop movements from standing position

How can an athlete cover a long distance during a Triple jump?

- KLB Top Scholar (pg. 49)
- Open space for practice
- Cones for marking
- Video demonstrations
- KLB Top Scholar (pg. 50)
-

- Observation - Practical assessment - Peer assessment

Creating and Performing in Creative Arts and Sports

Athletics and Mosaic - Landing phase

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

- Describe the landing phase in Triple jump
- Demonstrate proper landing technique
- Show interest in safe landing methods

-In groups  learners to discuss the landing phase in detail
- Demonstrate proper landing technique
- Practice landing with both feet together

Why is proper landing technique important in Triple jump?

- KLB Top Scholar (pg. 51)
- Sand pit (if available)
- Mats for safe landing
- Field

- Observation - Practical assessment - Peer assessment

Creating and Performing in Creative Arts and Sports

Athletics and Mosaic - Triple jump practice

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

- describe the phases in triple jump.
- Perform   triple jump for skill acquisition.
- Show interest in improving Triple jump technique

- In Pairs learners to identify phases in triple jump.
- Start from standing position, then with run-up
- Increase jump distance through practice
- Provide peer feedback

How can Triple jump technique be improved through practice?

- KLB Top Scholar (pg. 52)
-Field
- Sand pit 
- Measuring tape

- Observation - Practical assessment - Performance evaluation

Creating and Performing in Creative Arts and Sports

Athletics and Mosaic - Long distance running

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

- Identify long distance races in athletics
- Perform techniques for long distance running 
- Show interest in long distance running

- In groups learners to Study figures of long distance runners
- Describe body posture of athletes
- Discuss types of long distance races

How has long distance running benefited Kenya?

- KLB Top Scholar (pg. 52)
- Digital resources
- Pictures of long distance runners
- Videos of races

- Observation - Oral questions - Written assignments

Creating and Performing in Creative Arts and Sports

Athletics and Mosaic - Standing start

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

- Demonstrate the standing start technique
- Explain the importance of starting position
- Show interest in proper starting technique

-In groups  learners are guided to discuss the standing start technique
- Demonstrate proper standing start position
- Practice the standing start and initial acceleration

What is the proper body position for a standing start?

- KLB Top Scholar (pg. 53)
-Field
- Starting line markings
- Video demonstrations

- Observation - Practical assessment - Peer assessment

Creating and Performing in Creative Arts and Sports

Athletics and Mosaic - Arm action and stride

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

- Demonstrate proper arm action in -Perform triple jump for skill acquisition .
- Show interest in running technique

- Learners are guided to discuss arm action and stride technique
- Demonstrate proper arm movement and stride
- Practice arm action and stride coordination

How does proper arm action improve running efficiency?

- KLB Top Scholar (pg. 54)
- Field
- Cones for drills
- Video demonstrations

- Observation - Practical assessment - Peer assessment

Creating and Performing in Creative Arts and Sports

Athletics and Mosaic - Pacing and breathing

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

-Describe the phases in triple jump.
- Perform triple jump for skill acquisition
- Acknowledge own and others effort in triple jump 

-In groups learners are guided to brainstorm phases in triple jump.
- Demonstrate triple jump phases 
- Perform triple jump correctly.

Why is it important to follow the phases of jumping in triple jump

- KLB Top Scholar (pg. 55)
- Open space for practice
- Stopwatch
- Video demonstrations

- Observation - Practical assessment - Peer assessment

Creating and Performing in Creative Arts and Sports

Athletics and Mosaic - Exploring mosaic

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

- Explore characteristics of mosaic 
- create a mosaic pictorial composition inspired by an athletic event
- acknowledge own and others mosaics

-Learners are guided to observe sample mosaics
- Discuss materials used in mosaics
- Explore how materials are prepared and pasted

Which materials can be used to create a mosaic?

- KLB Top Scholar (pg. 58)
- Digital resources
- Mosaic videos
- Sample mosaic materials

- Observation - Oral questions - Research reports

Creating and Performing in Creative Arts and Sports

Athletics and Mosaic - Mosaic characteristics

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

- Explore characteristics of mosaic
- Create a mosaic pictorial composition inspired by athletic event
- Acknowledge own and others mosaics 

- In groups learners are guided to discuss unique characteristics of mosaic
- Examine the concept of mono media
- Analyze tesserae arrangement in mosaics

Why is mosaic considered a mono media technique?

- KLB Top Scholar (pg. 59)
- Digital resources
- Mosaic artwork examples
- Mosaic materials

- Observation - Oral questions - Written assignments

Creating and Performing in Creative Arts and Sports

Athletics and Mosaic -

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

- Identify appropriate materials for mosaic
- create a mosaic pictorial composition inspired by athletic event 
- Acknowledge own and others mosaics 

- Individually learners to Select and collect materials for mosaic
- Identify appropriate adhesives
- Choose suitable support surfaces
- Collect cutting tools

What factors should be considered when selecting mosaic materials?

- KLB Top Scholar (pg. 59)
- Various mosaic materials
- Adhesives
- Support surfaces
- Cutting tools
- KLB Top Scholar (pg. 61)
- Mosaic materials
- Sorting containers
- Safety equipment

- Observation - Practical assessment - Materials inventory

Creating and Performing in Creative Arts and Sports

Athletics and Mosaic - Mosaic creation

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

-Explore characteristics of mosaic in sample pictures.
- Create a mosaic pictorial composition inspired by an athletic event 
- Acknowledge own and others mosaics.

- Individually learners to apply adhesive to the support surface in sections
- Place tesserae according to color scheme
- Maintain small gaps between pieces
- display and talk about own and others mosaics 

How are tesserae arranged to create a clear image?

- KLB Top Scholar (pg. 61)
- Prepared support surface
- Cut tesserae
- Adhesive
- Application tools

- Observation - Practical assessment - Work in progress evaluation

Creating and Performing in Creative Arts and Sports

Athletics and Mosaic

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

- Identify long distance races in athletics
- Perform techniques for long distance running 
- Acknowledge own and others effort in long distance races

- In groups learners are guided to identify long distance races
- discuss techniques in long distance races
- 

How has long distance running benefitted Kenya?

- KLB Top Scholar (pg. 62)
- Digital sources 

- Observation - Practical assessment -

Creating and Performing in Creative Arts and Sports

Athletics and Mosaic -

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

-Identify long distance races in athletics 
- Perform techniques for long distance running 
- Acknowledge own and others effort in long distance races 

- In pairs learners to demonstrate long distance races 
-Practice long distance running 
- Give feedback on peers running skills
- 

How has long distance running benefitted Kenya?

- KLB Top Scholar (pg. 62)
- Field
- Whistle

- Observation - Peer assessment - Self-assessment

Creating and Performing in Creative Arts and Sports

Melody -

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

- Describe the use of variation in composing melody.
- Compose a four bar melody in F major and 4/4 time
- Value the use of melody in creative arts and sports.

- In groups learners to watch videos demonstrating melody variation
- Sing familiar tunes and discuss how variation had been used.
- Discuss types of variation in music

How can a melody be made interesting?

- KLB Top Scholar (pg. 64)
- Digital resources
- Audio examples
- Video demonstrations

- Observation - Oral questions - Written assignments

Creating and Performing in Creative Arts and Sports

Melody - Rhythmic variation

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

- Explain rhythmic variation technique
- Compose a four bar melody in F major and 4/4 time .-Value use of melody in creative arts and sports 

- Learners are guided to study rhythms
- write a 2 bar answering phrase in F major in 4/4 time 
- Discuss rhythmic variation technique.

How can rhythm changes affect a melody?

- KLB Top Scholar (pg. 65)
- Music notation examples
- Digital sources 
- Sample rhythms

- Observation - Written exercises - 

Creating and Performing in Creative Arts and Sports

Melody - Melodic variation

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

- Explain melodic variation technique
- Compose a four bar melody in F major and 4/4 time 
- Value use of melody in creative arts and sports 

Learners are guided to study melodies
- Improvise 2-bar answering phrase in F major and 4/4 time 
- Discuss melodic variation

How can changing pitch intervals affect a melody?

- KLB Top Scholar (pg. 65)
- Music notation 

- Observation - Written exercises - 

Creating and Performing in Creative Arts and Sports

Melody - Dynamic variation

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

- Explain dynamic variation technique
- Compose a four bar melody in F major and 4/4 time 
- Value use of melody in creative arts and sports 

- Learners are guided Study examples of dynamic variation
- Analyze how volume is altered
- Perform melodies with dynamic changes

How do dynamics affect the character of a melody?

- KLB Top Scholar (pg. 66)
- Music notation examples
- Audio demonstrations
- Musical instruments

- Observation - Practical assessment - Performance evaluation

Creating and Performing in Creative Arts and Sports

Melody - Melodic structure

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

- Describe the use of variation in composing melody.
- Compose a four bar melody in F major and 4/4 time 
- Value use of melody in creative arts and sports 

- Learners are guided to describe use of variation in melody.
- Create a four bar melody in F major and 4/4 time 
- assess melodies created by self and others.

What are the characteristics of a good melody?

- KLB Top Scholar (pg. 68)
- Digital resources
- Music notation examples
- Audio demonstrations

- Observation - Oral questions - Written assignments

Creating and Performing in Creative Arts and Sports

Melody - 

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

-Describe use of variation in composing melody 
- Compose a four bar melody in F major and 4/4 time.
- Value use of melody in creative arts and sports 

- Individually learners are guided to add phrase marks to the 4 bar melodies indicating dynamics as loud and soft

How should answering phrases relate to opening phrases?

- KLB Top Scholar (pg. 70)
- Musical instruments
- Given answering phrases

- Observation - Written exercises - Composition assessment

Creating and Performing in Creative Arts and Sports

Melody - 

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

- Describe the use of variation in composing melody 
- perform melodies in F major and 4/4 time 
- Value use of melody in creative arts and sports 

-In pairs learners  to perform four-bar melodies in F major and 4/4 time
- listen to melodies created by self and others 
-

How can phrase structure enhance a four-bar melody?

- KLB Top Scholar (pg. 71)
-Digital sources 
- Musical instruments
- F major scale reference

- Observation - Written composition - Performance assessment

Creating and Performing in Creative Arts and Sports

Melody

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

-Describe use of variation in composing melody 
- perform melodies in F major and 4/4 time 
-Value use of melody in creative arts and sports 

- Individually learners are guided to perform melodies created by self and others.
- Give feedback on peers performance and suggest improvement.

How can a melody be made interesting?

- KLB Top Scholar (pg. 71)
- Digital sources 
- Music notation examples
- F major scale reference

- Observation - Written exercises - Notation assessment

Creating and Performing in Creative Arts and Sports

Melody

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

- Describe use of variation in composing melody.
- Notate four bar melodies in 4/4 time 
- Value use of melody in creative arts and sports 

- Learners are guided to Perform the F major scale and tonic arpeggio
- Sight sing or play composed melodies
-notate melodies created in 4/4 time.

How can a melody be made interesting?

- KLB Top Scholar (pg. 72)
- Composed melodies
- Musical instruments
- 

- Observation - Performance assessment - Peer feedback

Creating and Performing in Creative Arts and Sports

Rugby - Introduction to passes

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

- Identify different passes in Rugby
- Describe the position and hand placement for passes
- Show interest in Rugby passing techniques

- In groups learners to Observe pictures of Rugby passes
- Discuss positions of players passing and receiving
- Analyze hand placement for effective passes

What are the best ways to advance a ball in a game of Rugby?

- KLB Top Scholar (pg. 72)
- Digital resources
- Pictures of Rugby passes
- Videos of Rugby games

- Observation - Oral questions - Written assignments

Creating and Performing in Creative Arts and Sports

Rugby - Basic pass

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

- Demonstrate proper grip for basic pass
- Execute correct stance for passing
- Show interest in basic passing technique

- In pairs learners to Practice proper grip across the seams
- Demonstrate stance with feet apart
- Execute the basic pass with proper follow-through
- Perform basic pass while stationary

How should players grip the ball for an effective basic pass?

- KLB Top Scholar (pg. 73)
- Rugby balls
- Open space for practice
- Video demonstrations

- Observation - Practical assessment - Peer assessment

Creating and Performing in Creative Arts and Sports

Rugby - Pop pass

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

- Demonstrate proper grip for pop pass
- Execute correct stance for pop passing
- Show interest in pop passing technique

- In  pairs learners to Practice proper grip for pop pass
- Demonstrate stance with chest toward target
- Execute the pop pass with proper release
- Perform pop pass while stationary

When is a pop pass most effective in Rugby?

- KLB Top Scholar (pg. 74)
- Rugby balls
- Open space for practice
- Video demonstrations

- Observation - Practical assessment - Peer assessment

Creating and Performing in Creative Arts and Sports

Rugby - Spin pass

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

- Demonstrate proper grip for spin pass
- Execute correct technique for spin passing
- Show interest in spin passing technique

- In pairs learners to Practice proper grip with fingers across seam
- Demonstrate stance with feet apart
- Execute the spin pass with flicking motion
- Perform spin pass while stationary

Why is the spin pass used for long-distance passing?

- KLB Top Scholar (pg. 75)
- Rugby balls
- Open space for practice
- Video demonstrations

- Observation - Practical assessment - Peer assessment

Creating and Performing in Creative Arts and Sports

Rugby - Pass demonstrations

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

-Identify different passes in rugby 
- Perform passing skill in rugby.
- Show interest in playing rugby

- In groups learners to identify passes in rugby .Demonstrate basic, pop, and spin passes
- Take turns performing different passes
- Provide feedback using polite language
- Use feedback to improve technique

How can proper technique improve passing accuracy?

- KLB Top Scholar (pg. 76)
- Rugby balls
- Open space for practice
- Feedback guidelines

- Observation - Practical assessment - Peer assessment

Creating and Performing in Creative Arts and Sports

Rugby -

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

- Identify kick techniques in rugby  development
- Perform kick techniques in rugby.
- Show interest in playing rugby.

- learners are guided to use digital sources to research on kick techniques.
- Differentiate kick techniques in rugby
- demonstrate kick techniques 

What are the kick techniques in rugby?

- KLB Top Scholar (pg. 77)
- Rugby balls
- Open space for practice
- Marking cones
- 
- Digital resources

- Observation - Practical assessment

Creating and Performing in Creative Arts and Sports

Rugby - Drop kick

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

- Demonstrate proper grip for drop kick
- Execute correct drop kick technique
- Show interest in drop kicking technique

- In pairs learners to Practice proper grip with point downwards
- Demonstrate stance with slight bend
- Execute drop kick with proper ball drop
- Perform follow-through motion

What makes a successful drop kick in Rugby?

- KLB Top Scholar (pg. 79)
- Rugby balls
- Open space for practice
- Video demonstrations

- Observation - Practical assessment - Peer assessment

Creating and Performing in Creative Arts and Sports

Rugby - Place kick

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

- Demonstrate proper ball placement for place kick
- Execute correct place kick technique
- Show interest in place kicking technique

- Individually learners to Practice proper ball placement on tee/mound
- Demonstrate run-up technique
- Execute place kick with proper foot contact
- Perform follow-through motion

How does the run-up affect place kick accuracy?

- KLB Top Scholar (pg. 80)
- Rugby balls
- Kicking tees/mounds
- Open space for practice

- Observation - Practical assessment - Peer assessment

Creating and Performing in Creative Arts and Sports

Rugby - Kicking demonstrations

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

- Demonstrate place and drop kicks
- Perform kick techniques in rugby 
- Show interest in playing rugby.

-In pairs learners to Demonstrate place and drop kicks
- Take turns performing different kicks
- Provide feedback using polite language
- Use feedback to improve technique

How can proper technique improve kicking accuracy?

- KLB Top Scholar (pg. 81)
- Rugby balls
- Kicking tees/mounds
- Open space for practice

- Observation - Practical assessment - Peer assessment

Creating and Performing in Creative Arts and Sports

Rugby - Kick practice activities

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

- Identify kicking activities for skill development
- Execute kicks with increasing accuracy
- Show interest in playing rugby 

- Individually learners to Practice drop kick activities with markers
- Execute place kick activities with tees
- Increase kicking distance progressively
- Aim at specific targets

How do kicking drills improve game performance?

- KLB Top Scholar (pg. 82)
- Rugby balls
- Kicking tees/mounds
- Marking cones/targets

- Observation - Practical assessment - Skill development evaluation

Creating and Performing in Creative Arts and Sports

Rugby - Mini game

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

- Identify passes in rugby
-Perform passing skill in rugby 
- Show interest in team play and sportsmanship

- In groups learners to play a mini Rugby game with modified rules
- Apply passing and kicking skills in the game
- Observe safety and game rules
- Demonstrate teamwork and sportsmanship

How can passing and kicking skills be effectively applied in a game?

- KLB Top Scholar (pg. 83)
- Rugby balls
- Field markings
- Rule guidelines
- Safety equipment

- Observation - Game performance assessment - Teamwork evaluation