CREATING AND EXECUTION

Picture Making (Wind Instruments) - Identification of indigenous wind instruments
Picture Making (Wind Instruments) - Features of indigenous wind instruments

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

- Identify various wind instruments used by different indigenous communities in Kenya.
- Explain the origin of wind instruments.
- Appreciate the diversity of indigenous wind instruments.

- Learners to identify various wind instruments used by different indigenous communities in Kenya.
- Learners to use digital devices to search and watch the performance of indigenous Kenyan wind instruments.
- Learners to talk about the indigenous wind instruments viewed in the videos.

How can we identify indigenous Kenyan wind instruments?

- Pictures
- Photos
- Digital devices
- KLB Creative Arts Grade 5 pg. 1
- Video clips
- KLB Creative Arts Grade 5 pg. 2
- Real wind instruments

- Oral questions - Written quizzes - Observation

CREATING AND EXECUTION

Picture Making (Wind Instruments) - Parts of wind instruments
Picture Making (Wind Instruments) - Role of parts in sound production

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

- Name the parts of a wind instrument.
- Identify the parts of a wind instrument.
- Appreciate the role of each part in sound production.

- Learners to observe real or pictorial representations of wind instruments.
- Learners to identify and name different parts of a wind instrument.
- Learners to draw and label the parts of an indigenous Kenyan wind instrument.

What are the parts of a wind instrument?

- Pictures
- Photos
- Digital devices
- KLB Creative Arts Grade 5 pg. 4
- Real wind instruments
- KLB Creative Arts Grade 5 pg. 5
- Wind instruments

- Oral questions - Written work - Drawings

CREATING AND EXECUTION

Picture Making (Wind Instruments) - Identifying materials for making wind instruments
Picture Making (Wind Instruments) - Collecting materials

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

- Identify suitable materials for making a wind instrument.
- Explain the properties of materials used for wind instruments.
- Value environmental conservation when collecting materials.

- Learners to discuss materials used for making indigenous wind instruments.
- Learners to explore why specific materials are used for different parts.
- Learners to identify sustainable sources of materials.

What materials are suitable for making wind instruments?

- Pictures
- Photos
- Digital devices
- KLB Creative Arts Grade 5 pg. 6
- Sample materials
- Locally available materials

- Oral questions - Written work - Projects

CREATING AND EXECUTION

Picture Making (Wind Instruments) - Making process
Picture Making (Wind Instruments) - Construction of a wind instrument

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

- Explain the process of making a wind instrument.
- Follow the correct procedure to make a wind instrument.
- Show creativity in making a wind instrument.

- Learners to use digital devices to watch videos on making wind instruments.
- Learners to discuss the steps involved in making a wind instrument.
- Learners to plan the making of their wind instruments.

How do we make a wind instrument?

- Pictures
- Photos
- Digital devices
- KLB Creative Arts Grade 5 pg. 7
- Materials for making wind instruments
- Cutting tools

- Oral questions - Observation - Projects

CREATING AND EXECUTION

Picture Making (Wind Instruments) - Tuning a wind instrument
Picture Making (Wind Instruments) - Care and maintenance

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

- Explain how to tune a wind instrument.
- Demonstrate tuning of a wind instrument.
- Appreciate the importance of proper tuning for sound quality.

- Learners to discuss ways of tuning a wind instrument.
- Learners to demonstrate how to hold a wind instrument correctly.
- Learners to practice tuning their improvised wind instruments.

How do we tune a wind instrument?

- Pictures
- Photos
- Digital devices
- KLB Creative Arts Grade 5 pg. 7
- Improvised wind instruments
- KLB Creative Arts Grade 5 pg. 9
- Wind instruments

- Practical assessment - Oral questions - Observation

CREATING AND EXECUTION

Picture Making (Wind Instruments) - Introduction to crayon making
Picture Making (Wind Instruments) - Collecting materials for crayons

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

- Explain what improvised crayons are.
- Identify materials for making crayons.
- Appreciate recycling as a method of environmental conservation.

- Learners to discuss what improvised crayons are.
- Learners to identify materials that can be used to make crayons.
- Learners to explore how making crayons relates to environmental conservation.

What are improvised crayons and why should we make them?

- Pictures
- Digital devices
- KLB Creative Arts Grade 5 pg. 10
- Sample crayons
- Photos
- Materials for making crayons

- Oral questions - Written work - Observation

CREATING AND EXECUTION

Picture Making (Wind Instruments) - Making crayons
Picture Making (Wind Instruments) - Introduction to crayon etching

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

- Make improvised crayons using collected materials.
- Follow the correct procedure for making crayons.
- Value creativity in repurposing materials.

- Learners to melt wax for making crayons.
- Learners to add pigments to create different colored crayons.
- Learners to pour the mixture into molds and allow to cool.

How do we make crayons from collected materials?

- Pictures
- Photos
- KLB Creative Arts Grade 5 pg. 10
- Materials for making crayons
- Heat source
- Molds
- Digital devices
- KLB Creative Arts Grade 5 pg. 11
- Crayons
- Black ink

- Practical assessment - Observation - Projects

CREATING AND EXECUTION

Picture Making (Wind Instruments) - Drawing using crayon etching

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

- Draw a composition of wind instruments using crayon etching.
- Apply the crayon etching technique correctly.
- Appreciate the aesthetic value of artwork.

- Learners to draw a composition of two wind instruments using crayon etching technique.
- Learners to apply colored crayons over paper, cover with black pigment and scratch to define forms.
- Learners to create texture using cross-hatching technique.

How can we use crayon etching to create a drawing of wind instruments?

- Pictures
- Photos
- Digital devices
- KLB Creative Arts Grade 5 pg. 12
- Crayons
- Black ink
- Scratching tools

- Practical assessment - Observation - Finished artwork

CREATING AND EXECUTION

Picture Making (Wind Instruments) - Enhancing texture
Picture Making (Wind Instruments) - Mounting pictures

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

- Create textures using cross-hatching technique.
- Apply cross-hatching to enhance drawings.
- Value attention to detail in artwork.

- Learners to practice creating textures using cross-hatching technique.
- Learners to apply cross-hatching to enhance their wind instrument drawings.
- Learners to discuss how texture adds depth and interest to artwork.

How does cross-hatching enhance texture in drawings?

- Pictures
- KLB Creative Arts Grade 5 pg. 12
- Drawing materials
- Sample artwork
- Photos
- Mounting materials
- Adhesives

- Practical assessment - Observation - Finished artwork

CREATING AND EXECUTION

Picture Making (Wind Instruments) - Making portfolios
Football - Introduction to football skills

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

- Make a working portfolio for storing mounted work.
- Apply appropriate techniques in portfolio making.
- Show organization and care for artwork.

- Learners to make working portfolios from locally available resources.
- Learners to label and decorate their portfolios.
- Learners to store their mounted work in the portfolios.

How can we store and organize our artwork?

- Pictures
- KLB Creative Arts Grade 5 pg. 13
- Materials for portfolio making
- Decorative materials
- Digital devices
- KLB Creative Arts Grade 5 pg. 17
- Footballs

- Practical assessment - Observation - Finished work

CREATING AND EXECUTION

Football - Skills of kicking
Football - Demonstration of kicking

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

- Identify the skills involved in kicking in football.
- Explain the in-step kick technique.
- Appreciate the importance of proper technique in sports.

- Learners to use digital devices to watch video clips on the in-step kick in football.
- Learners to observe the position of the non-kicking foot, the posture and arm position during kicking.
- Learners to discuss the body position, backswing and follow-through in in-step kick.

How is the in-step kick performed in football?

- Pictures
- Photos
- Digital devices
- KLB Creative Arts Grade 5 pg. 17
- Footballs
- Open space
- KLB Creative Arts Grade 5 pg. 20
- Cones

- Oral questions - Practical assessment - Observation

CREATING AND EXECUTION

Football - Practice of in-step kick
Football - Outside of the foot kick

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

- Practice the in-step kick in different formations.
- Apply the in-step kick in varied distances.
- Show improvement in kicking technique.

- Learners to practice the in-step kick in circle formations.
- Learners to gradually increase the distance of their kicks.
- Learners to practice kicking accuracy at different distances.

How can we improve accuracy in the in-step kick?

- Footballs
- Open space
- KLB Creative Arts Grade 5 pg. 20
- Cones
- Targets
- KLB Creative Arts Grade 5 pg. 21
- Digital devices

- Practical assessment - Observation - Peer assessment

CREATING AND EXECUTION

Football - Demonstration of outside of the foot kick
Football - Practice of outside of the foot kick

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

- Demonstrate the outside of the foot kick correctly.
- Identify when to use the outside of the foot kick.
- Value precision in skill execution.

- Learners to demonstrate the outside of the foot kick technique.
- Learners to discuss situations where the outside of the foot kick is most effective.
- Learners to practice the technique in pairs.

When is the outside of the foot kick most effective?

- Footballs
- Open space
- KLB Creative Arts Grade 5 pg. 22
- Cones
- KLB Creative Arts Grade 5 pg. 23

- Practical assessment - Observation - Oral questions

CREATING AND EXECUTION

Football - Stopping using inside of the foot
Football - Demonstration of stopping

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

- Explain the technique of stopping a ball using the inside of the foot.
- Identify the correct body position for stopping.
- Value precision and control in sports.

- Learners to discuss the technique of stopping a ball using the inside of the foot.
- Learners to observe the correct stance, approach and execution of stopping.
- Learners to identify how the inside of the foot is positioned to stop the ball.

How do we stop a football using the inside of the foot?

- Footballs
- Open space
- KLB Creative Arts Grade 5 pg. 24
- Digital devices
- KLB Creative Arts Grade 5 pg. 25
- Cones

- Oral questions - Practical assessment - Observation

CREATING AND EXECUTION

Football - Practice of stopping
Football - Step trap stopping

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

- Practice stopping a ball using the inside of the foot.
- Coordinate stopping with other football skills.
- Show patience and persistence in learning new skills.

- Learners to practice stopping in pairs.
- Learners to combine stopping with passing in practice drills.
- Learners to give each other feedback on their technique.

How can we improve our skill of stopping the ball in football?

- Footballs
- Open space
- KLB Creative Arts Grade 5 pg. 25
- Cones
- KLB Creative Arts Grade 5 pg. 27
- Digital devices

- Practical assessment - Peer assessment - Observation

CREATING AND EXECUTION

Football - Demonstration of step trap stopping

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

- Demonstrate step trap stopping technique.
- Identify when to use step trap stopping.
- Value versatility in football skills.

- Learners to demonstrate step trap stopping technique.
- Learners to discuss situations where step trap stopping is most effective.
- Learners to practice the technique in pairs.

When should we use step trap stopping?

- Footballs
- Open space
- KLB Creative Arts Grade 5 pg. 28
- Cones

- Practical assessment - Observation - Oral questions

CREATING AND EXECUTION

Football - Practice of step trap stopping
Football - Introduction to dribbling

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

- Practice step trap stopping in groups.
- Combine step trap stopping with other skills.
- Show teamwork and cooperation in group activities.

- Learners to practice step trap stopping in groups.
- Learners to combine step trap stopping with passing and movement.
- Learners to give constructive feedback to each other.

How can we effectively use step trap stopping in a game?

- Footballs
- Open space
- KLB Creative Arts Grade 5 pg. 29
- Cones
- Digital devices
- KLB Creative Arts Grade 5 pg. 30
- Video clips

- Practical assessment - Peer assessment - Observation

CREATING AND EXECUTION

Football - Straight dribble technique
Football - Demonstration of dribbling

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

- Explain the straight dribble technique.
- Identify the correct body position and foot placement for dribbling.
- Value control and precision in football.

- Learners to use digital devices to watch video clips on straight dribble.
- Learners to identify the positioning of the lead foot, body posture, and hand position during dribbling.
- Learners to discuss the importance of keeping the ball close during dribbling.

How is straight dribble performed in football?

- Footballs
- Digital devices
- KLB Creative Arts Grade 5 pg. 30
- Open space
- KLB Creative Arts Grade 5 pg. 31
- Cones

- Oral questions - Practical assessment - Observation

CREATING AND EXECUTION

Football - Practice of dribbling
Football - Casting marking cones

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

- Practice dribbling in different formations.
- Vary the speed of dribbling.
- Show improvement in dribbling technique.

- Learners to practice dribbling in pairs and groups.
- Learners to vary the speed of dribbling from slow to fast.
- Learners to practice maintaining control at different speeds.

How can we vary the speed of dribbling while maintaining control?

- Footballs
- Open space
- KLB Creative Arts Grade 5 pg. 31
- Cones
- Pictures
- Photos
- Digital devices
- KLB Creative Arts Grade 5 pg. 32
- Recycled materials

- Practical assessment - Observation - Peer assessment

CREATING AND EXECUTION

Football - Preparation of papier mâché
Football - Casting cones

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

- Explain how to prepare papier mâché.
- Follow the correct procedure to prepare papier mâché.
- Value resourcefulness in creating materials for play.

- Learners to collect materials for preparing papier mâché.
- Learners to prepare papier mâché following the correct procedure.
- Learners to discuss the advantages of using papier mâché for casting cones.

How do we prepare papier mâché for casting cones?

- Pictures
- Photos
- KLB Creative Arts Grade 5 pg. 34
- Recycled papers
- Glue
- Water
- KLB Creative Arts Grade 5 pg. 35
- Prepared papier mâché
- Moulds

- Practical assessment - Observation - Projects

CREATING AND EXECUTION

Football - Drying and finishing cones
Football - Painting marking cones

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

- Finish the marking cones by smoothening and sanding.
- Remove the cones carefully from the moulds.
- Show care in handling delicate materials.

- Learners to remove the dried cones from the moulds.
- Learners to smoothen the edges using sandpaper or rough stone.
- Learners to prepare the cones for painting.

How do we finish the cast cones?

- Pictures
- Photos
- KLB Creative Arts Grade 5 pg. 36
- Sandpaper
- Rough stones
- Paints
- Brushes
- Cast cones

- Practical assessment - Observation - Projects

CREATING AND EXECUTION

Football - Tie and dye technique
Football - T-shirt decoration using tie and dye

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

- Explain what tie and dye is.
- Identify materials needed for tie and dye.
- Value creativity in fabric decoration.

- Learners to discuss what tie and dye is and its purpose in decorating fabrics.
- Learners to identify materials needed for tie and dye.
- Learners to explore different tie and dye patterns.

What is tie and dye technique?

- Pictures
- Digital devices
- KLB Creative Arts Grade 5 pg. 120
- Sample tie-dyed fabrics
- T-shirts
- Dyes
- KLB Creative Arts Grade 5 pg. 122
- Tying materials

- Oral questions - Written work - Observation

CREATING AND EXECUTION

Football - Mini game

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

- Apply football skills in a mini game.
- Use marking cones to set up a playing area.
- Demonstrate good sportsmanship and fair play.

- Learners to mark a playing area using the decorated cones.
- Learners to form teams and play a mini football game wearing the decorated t-shirts.
- Learners to apply the skills of kicking, stopping, and dribbling learned.

How can we apply the football skills we have learned in a game situation?

- Footballs
- Open space
- KLB Creative Arts Grade 5 pg. 39
- Marking cones
- Decorated t-shirts

- Practical assessment - Peer assessment - Observation

CREATING AND EXECUTION

Composing rhythm - Introduction to rhythm
Composing rhythm - Note values

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

- Explain what rhythm is in music.
- Identify the beat in music.
- Appreciate rhythm as an element of music.

- Learners to listen to songs and identify the beat.
- Learners to discuss what rhythm is and its importance in music.
- Learners to feel and mark the beat by tapping, stamping, or clapping.

What is rhythm in music?

- Audio recordings
- Digital devices
- KLB Creative Arts Grade 5 pg. 42
- Percussion instruments
- Charts
- KLB Creative Arts Grade 5 pg. 43
- Music notation charts

- Oral questions - Practical assessment - Observation

CREATING AND EXECUTION

Composing rhythm - French rhythm names
Composing rhythm - Rests

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

- Relate French rhythm names to note values.
- Recite French rhythm names correctly.
- Show confidence in using musical terminology.

- Learners to identify French rhythm names (taa-aa, taa, ta-te) for different note values.
- Learners to practice reciting French rhythm names.
- Learners to relate French rhythm names to written notation.

How do we use French rhythm names for different note values?

- Charts
- Audio recordings
- KLB Creative Arts Grade 5 pg. 44
- Music notation charts
- KLB Creative Arts Grade 5 pg. 45

- Oral questions - Practical tests - Observation

CREATING AND EXECUTION

Composing rhythm - Interpreting rhythmic patterns
Composing rhythm - Writing rhythmic patterns

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

- Interpret rhythmic patterns using French rhythm names.
- Clap rhythms using the French rhythm names.
- Show confidence in performing rhythms.

- Learners to interpret rhythmic patterns using French rhythm names.
- Learners to clap or tap rhythms while reciting the French rhythm names.
- Learners to translate rhythmic patterns played/clapped to French rhythm names.

How can we interpret rhythms using French rhythm names?

- Charts
- Digital devices
- KLB Creative Arts Grade 5 pg. 47
- Percussion instruments
- Music books
- KLB Creative Arts Grade 5 pg. 48
- Music writing materials

- Practical assessment - Observation - Performance

CREATING AND EXECUTION

Composing rhythm - Making a calligraphy pen
Composing rhythm - Improvising a calligraphy pen

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

- Explain what calligraphy is.
- Identify materials for making a calligraphy pen.
- Value resourcefulness and creativity.

- Learners to use digital devices to watch tutorials on making a calligraphy pen.
- Learners to identify suitable materials for making a calligraphy pen.
- Learners to discuss the importance of calligraphy in music notation.

What materials can we use to make a calligraphy pen?

- Pictures
- Digital devices
- KLB Creative Arts Grade 5 pg. 49
- Materials for making calligraphy pens
- KLB Creative Arts Grade 5 pg. 51
- Bamboo/papyrus sticks
- Knives
- Ink

- Oral questions - Observation - Projects

CREATING AND EXECUTION

Composing rhythm - Calligraphy writing
Composing rhythm - Writing French rhythm names

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

- Write letters using calligraphy.
- Apply the correct technique in calligraphy writing.
- Appreciate the aesthetic value of calligraphy.

- Learners to practice writing alphabets in calligraphy.
- Learners to observe the angle of slant, ascenders and descenders in calligraphy writing.
- Learners to practice maintaining uniform angle of slant in their writing.

How do we write letters using calligraphy?

- Pictures
- Sample calligraphy
- KLB Creative Arts Grade 5 pg. 52
- Calligraphy pens
- Paper
- KLB Creative Arts Grade 5 pg. 53

- Written work - Practical assessment - Observation

CREATING AND EXECUTION

Composing rhythm - Cartwheel skill
Composing rhythm - Demonstrating cartwheel

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

- Explain what a cartwheel is.
- Identify the steps in performing a cartwheel.
- Value physical activity in music performance.

- Learners to watch a video recording of a cartwheel skill presentation.
- Learners to discuss the steps involved in performing a cartwheel.
- Learners to identify safety considerations when performing cartwheels.

What is a cartwheel and how is it performed?

- Pictures
- Digital devices
- KLB Creative Arts Grade 5 pg. 54
- Open space
- Mats

- Oral questions - Observation - Written work

CREATING AND EXECUTION

Composing rhythm - Cartwheel to rhythmic pattern
Composing rhythm - Identifying two-beat patterns

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

- Perform a cartwheel to a rhythmic pattern.
- Coordinate movement with rhythm.
- Value the integration of movement and music.

- Learners to perform a cartwheel to a rhythmic pattern built on French rhythm names taa, taa-aa, ta-te.
- Learners to practice coordinating their movement with the rhythm.
- Learners to take turns supporting and observing each other.

How can we coordinate a cartwheel with a rhythmic pattern?

- Mats
- Open space
- KLB Creative Arts Grade 5 pg. 55
- Percussion instruments
- Audio recordings
- Digital devices
- KLB Creative Arts Grade 5 pg. 57

- Practical assessment - Observation - Performance

CREATING AND EXECUTION

Composing rhythm - Clapping beat patterns

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

- Clap/tap/stamp the beat in songs.
- Identify strong and weak beats in music.
- Show confidence in performing beat patterns.

- Learners to clap, tap or stamp to mark the beat in songs.
- Learners to emphasize the strong beats and de-emphasize the weak beats.
- Learners to practice maintaining a steady beat.

How do we identify and perform strong and weak beats?

- Audio recordings
- Digital devices
- KLB Creative Arts Grade 5 pg. 58
- Percussion instruments

- Practical assessment - Observation - Performance

CREATING AND EXECUTION

Composing rhythm - Composing two-beat rhythms
Composing rhythm - Presenting composed rhythms

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

- Create rhythmic patterns in two-beat patterns.
- Apply composition techniques in creating rhythms.
- Value originality in creative work.

- Learners to discuss composition techniques like repetition and variation.
- Learners to create rhythmic patterns using the techniques learned.
- Learners to write the created rhythms using note values.

How can we compose our own rhythms in two-beat patterns?

- Charts
- Digital devices
- KLB Creative Arts Grade 5 pg. 59
- Percussion instruments
- Recording devices
- KLB Creative Arts Grade 5 pg. 61

- Practical assessment - Written work - Projects

CREATING AND EXECUTION

Composing melody - Introduction to melody
Composing melody - Sol-fa syllables

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

- Explain what melody is in music.
- Identify the difference between rhythm and melody.
- Appreciate melody as an element of music.

- Learners to discuss what melody is and how it differs from rhythm.
- Learners to listen to simple melodies and identify their characteristics.
- Learners to explore how melody creates emotion in music.

What is melody and how does it differ from rhythm?

- Audio recordings
- Digital devices
- KLB Creative Arts Grade 5 pg. 77
- Musical instruments
- Charts showing sol-fa syllables

- Oral questions - Written work - Observation

CREATING AND EXECUTION

Composing melody - Pitch discrimination
Composing melody - Ascending and descending order

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

- Discriminate between different pitches.
- Sing sol-fa syllables with accurate pitch.
- Value pitch accuracy in singing.

- Learners to play melody games for pitch discrimination.
- Learners to identify different pitches displayed on cards or played on instruments.
- Learners to practice singing sol-fa syllables with accurate pitch.

How can we improve our pitch discrimination?

- Melody instruments
- Flash cards
- KLB Creative Arts Grade 5 pg. 78
- Digital devices
- Audio recordings
- KLB Creative Arts Grade 5 pg. 76
- Charts showing sol-fa syllables

- Practical assessment - Singing tests - Observation

CREATING AND EXECUTION

Composing melody - Kodaly hand signs
Composing melody - Performing hand signs

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

- Identify the hand signs for sol-fa syllables d r m f s.
- Perform the hand signs correctly.
- Value gestures as a form of musical communication.

- Learners to use digital devices to watch videos of hand signs for sol-fa syllables.
- Learners to practice performing the hand signs for each sol-fa syllable.
- Learners to understand how the level of the hand shows the pitch level.

What are the hand signs for sol-fa syllables d r m f s?

- Pictures
- Digital devices
- KLB Creative Arts Grade 5 pg. 77
- Charts showing hand signs
- Audio recordings
- KLB Creative Arts Grade 5 pg. 79

- Practical assessment - Observation - Performance

CREATING AND EXECUTION

Composing melody - Oral interpretation
Composing melody - Aural interpretation

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

- Interpret pitches of a melody by looking at hand signs or sol-fa syllables.
- Sing melodies from visual cues.
- Show confidence in sight-singing.

- Learners to make flashcards with sol-fa syllables.
- Learners to practice singing pitches shown on the flashcards.
- Learners to interpret hand signs performed by others.

How can we interpret melodies visually?

- Flashcards
- Charts
- KLB Creative Arts Grade 5 pg. 80
- Pictures of hand signs
- Audio recordings
- Digital devices
- KLB Creative Arts Grade 5 pg. 81
- Musical instruments

- Practical assessment - Observation - Performance

CREATING AND EXECUTION

Composing melody - Melody games
Composing melody - Composition techniques

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

- Participate in melody games for pitch discrimination.
- Improve pitch accuracy through games.
- Show enjoyment in musical activities.

- Learners to play the sol-fa challenge game using digital devices.
- Learners to play melody games in groups.
- Learners to give each other feedback on pitch accuracy.

How can games help us improve our pitch discrimination?

- Digital devices
- KLB Creative Arts Grade 5 pg. 81
- Melody instruments
- Flashcards
- Audio recordings
- KLB Creative Arts Grade 5 pg. 82
- Charts showing sample melodies

- Practical assessment - Peer assessment - Observation

CREATING AND EXECUTION

Composing melody - Creating short melodies
Composing melody - Analyzing composed melodies

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

- Create short melodies using sol-fa syllables d r m f s.
- Apply composition techniques in melody creation.
- Show originality in creative work.

- Learners to create short melodies using sol-fa syllables d r m f s and learned rhythms.
- Learners to apply composition techniques in their melodies.
- Learners to write their melodies using sol-fa syllables.

How can we create our own melodies using sol-fa syllables?

- Music writing materials
- KLB Creative Arts Grade 5 pg. 83
- Audio recording devices
- Written melodies
- KLB Creative Arts Grade 5 pg. 84
- Charts

- Projects - Written work - Peer assessment

CREATING AND EXECUTION

Composing melody - Creating a card

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

- Explain how to make a decorated card.
- Identify materials for card making.
- Value creativity in presentation.

- Learners to discuss what cards are and their purposes.
- Learners to identify materials needed for making cards.
- Learners to plan the design and layout of their cards.

What materials do we need to make a decorated card?

- Pictures
- Digital devices
- KLB Creative Arts Grade 5 pg. 85
- Sample cards

- Oral questions - Observation - Projects

CREATING AND EXECUTION

Composing melody - Collecting materials for cards
Composing melody - Making a card

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

- Collect materials for making decorated cards.
- Select appropriate materials based on the card's purpose.
- Show resourcefulness in gathering materials.

- Learners to collect materials for card making (stiff paper, glue, cutting tools, colors).
- Learners to sort and prepare the materials.
- Learners to discuss how to select appropriate materials for specific card types.

What materials are suitable for making decorated cards?

- Pictures
- KLB Creative Arts Grade 5 pg. 87
- Materials for card making
- Card making materials
- Scissors
- Adhesives

- Observation - Oral questions - Projects

CREATING AND EXECUTION

Composing melody - Decorating cards
Composing melody - Writing melodies on cards

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

- Decorate cards using various techniques.
- Apply appropriate decoration based on the card's purpose.
- Value aesthetics in presentation.

- Learners to apply different decoration techniques to their cards.
- Learners to use colors, cut-outs, and other materials to enhance the cards.
- Learners to discuss how decoration contributes to the card's purpose.

How can we decorate our cards effectively?

- Pictures
- KLB Creative Arts Grade 5 pg. 88
- Decorative materials
- Adhesives
- Colors
- Cards
- Calligraphy pens
- KLB Creative Arts Grade 5 pg. 89
- Ink

- Practical assessment - Observation - Projects

CREATING AND EXECUTION

Rounders - Introduction to Rounders
Rounders - Features of a Rounders bat

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

- Explain what Rounders is.
- Identify the equipment used in Rounders.
- Appreciate team sports.

- Learners to discuss what Rounders is and its basic rules.
- Learners to identify the equipment used in Rounders (bat, ball, posts).
- Learners to discuss the objectives of the game.

What is Rounders and what equipment is needed to play it?

- Pictures
- Digital devices
- KLB Creative Arts Grade 5 pg. 93
- Rounders equipment
- Rounders bats (if available)

- Oral questions - Written work - Observation

CREATING AND EXECUTION

Rounders - Materials for carving
Rounders - Collecting materials for carving

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

- Identify materials and tools for carving.
- Explain the carving process.
- Value traditional crafting methods.

- Learners to study pictures of carving tools and materials.
- Learners to identify tools like chisels, knives, gouges and mallets.
- Learners to discuss the function of each tool in the carving process.

What materials and tools do we need for carving?

- Pictures
- Digital devices
- KLB Creative Arts Grade 5 pg. 94
- Carving tools (if available)
- KLB Creative Arts Grade 5 pg. 95
- Wood samples

- Oral questions - Written work - Observation

CREATING AND EXECUTION

Rounders - Preparation for carving
Rounders - Carving a bat

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

- Prepare wood for carving.
- Mark the parts of the bat on the wood.
- Show care in handling tools and materials.

- Learners to prepare the wood for carving by removing bark.
- Learners to mark the knob, handle, and barrel head on the piece of wood.
- Learners to discuss safety precautions when carving.

How do we prepare wood for carving a Rounders bat?

- Pictures
- KLB Creative Arts Grade 5 pg. 95
- Wood
- Marking tools
- KLB Creative Arts Grade 5 pg. 96
- Carving tools

- Practical assessment - Observation - Projects

CREATING AND EXECUTION

Rounders - Finishing a bat
Rounders - Ball improvisation

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

- Smoothen and finish a carved bat.
- Apply appropriate finishing techniques.
- Value quality in craftsmanship.

- Learners to smoothen the carved bat using sandpaper or rough stone.
- Learners to apply wood stain or varnish to protect the wood.
- Learners to wrap the handle with tape or leather for better grip.

How do we finish and protect a carved bat?

- Pictures
- KLB Creative Arts Grade 5 pg. 97
- Sandpaper
- Finishing materials
- KLB Creative Arts Grade 5 pg. 98
- Materials for ball making
- Sample balls

- Practical assessment - Observation - Finished products

CREATING AND EXECUTION

Rounders - Making an improvised ball
Rounders - Batting technique

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

- Make an improvised ball for Rounders.
- Apply appropriate techniques in ball making.
- Show creativity in repurposing materials.

- Learners to make a ball using recyclable materials.
- Learners to follow the correct procedure for making the ball.
- Learners to decorate the ball using suitable techniques (spray painting).

How do we make an improvised ball for Rounders?

- Pictures
- KLB Creative Arts Grade 5 pg. 98
- Recyclable materials
- Decorating materials
- Digital devices
- Rounders bats

- Practical assessment - Observation - Finished products

CREATING AND EXECUTION

Rounders - Demonstration of batting

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

- Demonstrate the correct batting technique.
- Apply proper stance, grip, swing and follow-through.
- Show confidence in skill execution.

- Learners to demonstrate the correct batting stance and grip.
- Learners to practice the swing motion with emphasis on follow-through.
- Learners to provide feedback to each other on technique.

How can we improve our batting technique?

- Rounders bats
- Open space
- KLB Creative Arts Grade 5 pg. 99
- Improvised bats

- Practical assessment - Peer assessment - Observation

CREATING AND EXECUTION

Rounders - Fielding technique
Rounders - Bowling technique

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

- Explain fielding skills in Rounders.
- Identify techniques for bowling, catching and tagging.
- Value teamwork in fielding activities.

- Learners to discuss fielding skills including bowling, catching and tagging.
- Learners to observe the correct techniques for each fielding skill.
- Learners to identify safety considerations in fielding.

What fielding skills are needed in Rounders?

- Pictures
- Digital devices
- KLB Creative Arts Grade 5 pg. 101
- Rounders equipment
- Rounders balls
- Open space
- Improvised balls

- Oral questions - Practical assessment - Observation

CREATING AND EXECUTION

Rounders - Catching technique
Rounders - Tagging technique

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

- Demonstrate the correct catching technique.
- Apply proper hand positioning and body stance.
- Show anticipation and quick reaction in catching.

- Learners to demonstrate the correct hand positioning for catching.
- Learners to practice keeping their eyes on the ball.
- Learners to focus on securing the ball after catching.

What is the correct technique for catching in Rounders?

- Rounders balls
- Open space
- KLB Creative Arts Grade 5 pg. 102
- Improvised balls
- Rounders equipment
- Improvised equipment

- Practical assessment - Observation - Skills tests

CREATING AND EXECUTION

Rounders - Practicing batting and fielding
Rounders - Warming up activities

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

- Demonstrate batting and fielding skills.
- Practice the skills in small groups.
- Show fair play and sportsmanship.

- Learners to demonstrate batting and fielding skills in small groups.
- Learners to practice bowling, batting, and fielding in rotation.
- Learners to give each other feedback on their technique.

How can we improve our batting and fielding skills?

- Rounders equipment
- Open space
- KLB Creative Arts Grade 5 pg. 104
- Improvised bats and balls
- Audio equipment

- Practical assessment - Peer assessment - Observation

CREATING AND EXECUTION

Rounders - Rules of the game
Rounders - Playing a mini game

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

- Explain the rules of Rounders.
- Identify scoring methods in Rounders.
- Value fairness and adherence to rules.

- Learners to discuss the rules of Rounders.
- Learners to identify how scores are made in the game.
- Learners to explore the importance of following rules in team sports.

What are the key rules in Rounders?

- Pictures
- Charts
- KLB Creative Arts Grade 5 pg. 105
- Rule books
- Rounders equipment
- Open space
- Improvised equipment

- Oral questions - Written work - Observation

CREATING AND EXECUTION

Rounders - Team roles
Rounders - Game strategy

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

- Identify different roles in a Rounders team.
- Explain the responsibilities of each role.
- Value teamwork and cooperation.

- Learners to discuss different roles in a Rounders team (batters, bowlers, fielders).
- Learners to identify the responsibilities of each role.
- Learners to explore how different roles contribute to team success.

What are the different roles in a Rounders team?

- Pictures
- Charts
- KLB Creative Arts Grade 5 pg. 106
- Digital devices

- Oral questions - Written work - Observation

CREATING AND EXECUTION

Rounders - Game situation practice
Rounders - Fair play and sportsmanship

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

- Apply Rounders skills in game situations.
- Make appropriate decisions based on game context.
- Show adaptability in different game situations.

- Learners to practice specific game situations (e.g., runners on multiple posts).
- Learners to make decisions based on the game context.
- Learners to adapt their skills to different game situations.

How can we apply our skills in different game situations?

- Rounders equipment
- Open space
- KLB Creative Arts Grade 5 pg. 106
- Improvised equipment
- Pictures
- Charts
- Digital devices

- Practical assessment - Observation - Scenario-based assessment

CREATING AND EXECUTION
PERFORMANCE AND DISPLAY

Rounders - Full game
Kenyan Folk Dance - Background

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

- Play a full game of Rounders.
- Apply all skills, rules, and strategies learned.
- Demonstrate teamwork, fair play, and sportsmanship.

- Learners to set up a full Rounders field.
- Learners to form teams and play a complete game of Rounders.
- Learners to apply all the skills, rules, and strategies they have learned.

How can we combine all we've learned in a full game of Rounders?

- Rounders equipment
- Open space
- KLB Creative Arts Grade 5 pg. 106
- Improvised equipment
- Folk dance videos
- KLB Creative Arts Learner's Book Grade 5 pg. 132
- Digital devices
- Resource persons

- Practical assessment - Observation - Peer assessment

PERFORMANCE AND DISPLAY

Kenyan Folk Dance - Components

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

- Identify the components of a folk dance.
- Analyze how components contribute to a folk dance.
- Show interest in cultural diversity of folk dances.

- Learners identify components of folk dances from pictures and videos.
- Learners discuss components: songs, costumes, body movements, formations, instruments, props.
- Learners analyze how these components work together in a dance.
- Learners create charts showing folk dance components.

What are the components of a folk dance?

- Pictures and videos
- KLB Creative Arts Learner's Book Grade 5 pg. 134
- Digital devices
- Chart-making materials

- Oral questions - Component analysis - Chart quality

PERFORMANCE AND DISPLAY

Kenyan Folk Dance - Roles
Kenyan Folk Dance - Ornaments

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

- Explain the social roles of folk dances in communities.
- Identify the economic roles of folk dances.
- Value the contribution of folk dances to society.

- Learners study pictures showing folk dance performances.
- Learners discuss social roles: entertainment, education, cultural preservation, bonding.
- Learners explore economic roles: income generation, tourism, advertising.
- Learners create presentations on the importance of folk dances.

What roles do folk dances play in the community?

- Pictures of folk dance performances
- KLB Creative Arts Learner's Book Grade 5 pg. 135
- Digital devices
- Presentation materials
- Pictures of folk dancers
- KLB Creative Arts Learner's Book Grade 5 pg. 136
- Sample ornaments

- Oral presentations - Written assignment - Group discussion

PERFORMANCE AND DISPLAY

Kenyan Folk Dance - Ornaments
Kenyan Folk Dance - Materials Collection

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

- Explore techniques used in making ornaments.
- Describe beadwork, metalwork, and woodwork techniques.
- Show interest in traditional craft techniques.

- Learners study samples of ornaments made using different techniques.
- Learners explore beadwork techniques for making ornaments.
- Learners explore metalwork and woodwork techniques.
- Learners discuss how these techniques can be applied to make ornaments.

What techniques are used to make ornaments?

- Sample ornaments
- KLB Creative Arts Learner's Book Grade 5 pg. 137
- Pictures of ornament-making processes
- Digital devices
- Collection bags
- KLB Creative Arts Learner's Book Grade 5 pg. 138
- Cleaning materials
- Storage containers

- Oral questions - Technique identification - Group discussion

PERFORMANCE AND DISPLAY

Kenyan Folk Dance - Making Earrings
Kenyan Folk Dance - Making Necklaces

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

- Make earrings using collected materials.
- Apply appropriate techniques for earring making.
- Demonstrate creativity in ornament design.

- Learners select materials for making earrings.
- Learners create designs for their earrings.
- Learners make earrings following appropriate techniques.
- Learners discuss challenges in the earring-making process.

How can we make earrings using locally available materials?

- Collected materials
- KLB Creative Arts Learner's Book Grade 5 pg. 139
- Tools for ornament making
- Sample earrings
- KLB Creative Arts Learner's Book Grade 5 pg. 140
- Thread, wire
- Tools for making holes
- Clasps

- Practical assessment - Observation - Product quality evaluation

PERFORMANCE AND DISPLAY

Kenyan Folk Dance - Making Bangles
Kenyan Folk Dance - Ornament Appraisal

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

- Make bangles using collected materials.
- Apply appropriate techniques for bangle making.
- Value the cultural significance of ornaments.

- Learners select materials for making bangles.
- Learners create bangles from metallic tins, plastic bottles, or tissue paper cores.
- Learners file edges for safety and decorate bangles.
- Learners try the bangles for fit and comfort.

How are bangles made from recyclable materials?

- Recyclable materials
- KLB Creative Arts Learner's Book Grade 5 pg. 141
- Decorative materials
- Tools for cutting and filing
- Created ornaments
- KLB Creative Arts Learner's Book Grade 5 pg. 142
- Dance costumes
- Assessment forms

- Practical assessment - Observation - Product quality evaluation

PERFORMANCE AND DISPLAY

Kenyan Folk Dance - Warm-up
Kenyan Folk Dance - Practice

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

- Perform warm-up activities for dance.
- Explain the importance of warm-up before dancing.
- Demonstrate discipline during preparation.

- Learners perform stretching exercises as warm-up for dance.
- Learners discuss the importance of warming up before dancing.
- Learners practice rhythmic movements as part of warm-up.
- Learners observe proper techniques during warm-up.

Why is warm-up important before a dance performance?

- Open space
- KLB Creative Arts Learner's Book Grade 5 pg. 144
- Music for warm-up
- Demonstration videos
- Folk dance music
- Instruments and props

- Practical assessment - Observation - Technique evaluation

PERFORMANCE AND DISPLAY

Kenyan Folk Dance - Performance
Puppetry - Identification

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

- Perform a Kenyan folk dance wearing appropriate costumes and ornaments.
- Introduce the dance with relevant background information.
- Demonstrate confidence during performance.

- Learners put on costumes, ornaments, and body decorations.
- Learners introduce the dance by providing background information.
- Learners perform the Kenyan folk dance.
- Learners receive feedback from the audience.

How can we effectively perform a Kenyan folk dance?

- Performance space
- KLB Creative Arts Learner's Book Grade 5 pg. 146
- Costumes and ornaments
- Musical instruments
- Props
- Pictures of puppets
- KLB Creative Arts Learner's Book Grade 5 pg. 148
- Sample puppets
- Digital devices

- Performance assessment - Observation - Audience feedback

PERFORMANCE AND DISPLAY

Puppetry - Materials Collection

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

- Collect materials for making glove puppets.
- Identify recyclable materials suitable for puppets.
- Value recycling in art creation.

- Learners explore and collect recyclable materials for making glove puppets.
- Learners sort and classify collected materials.
- Learners discuss how different materials can be used for puppet features.
- Learners prepare materials for puppet making.

What materials can be used to make glove puppets?

- Collection bags
- KLB Creative Arts Learner's Book Grade 5 pg. 150
- Storage containers
- Sample puppet materials

- Observation - Materials checklist - Resource management assessment

PERFORMANCE AND DISPLAY

Puppetry - Making Puppets
Puppetry - Decoration

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

- Make a glove puppet using recyclable materials.
- Apply appropriate techniques for puppet making.
- Demonstrate creativity in puppet design.

- Learners create glove puppets using collected materials.
- Learners follow appropriate steps for puppet making.
- Learners ensure the puppet has functionality for manipulation.
- Learners discuss challenges in the puppet-making process.

How can we make a glove puppet?

- Collected materials
- KLB Creative Arts Learner's Book Grade 5 pg. 151
- Tools for cutting, gluing
- Demonstration puppets
- Decoration materials
- KLB Creative Arts Learner's Book Grade 5 pg. 152
- Paints, fabrics, yarn
- Sample decorated puppets

- Practical assessment - Observation - Product functionality evaluation

PERFORMANCE AND DISPLAY

Puppetry - Topical Songs
Puppetry - Performance

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

- Select topical songs for puppet performance.
- Explain the importance of songs in puppet shows.
- Value the educational potential of puppet shows.

- Learners identify suitable topical songs for puppet shows.
- Learners discuss themes that can be addressed through puppet performances.
- Learners select and practice topical songs for their puppet show.
- Learners discuss how songs enhance puppet performances.

What makes a song suitable for a puppet show?

- Song recordings
- KLB Creative Arts Learner's Book Grade 5 pg. 153
- Digital devices
- Song lyrics
- Puppets
- KLB Creative Arts Learner's Book Grade 5 pg. 154
- Performance space
- Music equipment
- Puppet stage

- Song selection assessment - Oral questions - Group discussion

PERFORMANCE AND DISPLAY

Puppetry - Appraisal
Playing the Descant recorder - Fingering

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

- Appraise own and others' puppet performances.
- Apply criteria for evaluating puppet shows.
- Respect others' creative expressions.

- Learners display their puppets and discuss how they were made.
- Learners provide feedback on puppet manipulation techniques.
- Learners evaluate how effectively puppets appeared to move, talk, and sing.
- Learners complete self and peer assessment forms.

How can we improve our puppet performances?

- Puppets
- KLB Creative Arts Learner's Book Grade 5 pg. 154
- Assessment forms
- Evaluation criteria
- Descant recorders
- KLB Creative Arts Learner's Book Grade 5 pg. 155
- Fingering charts
- Digital devices

- Peer evaluation - Self-assessment - Group discussion

PERFORMANCE AND DISPLAY

Playing the Descant recorder - Techniques
Playing the Descant recorder - Notes G A B

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

- Identify techniques for playing the descant recorder.
- Explain the importance of proper breathing and fingering.
- Value the development of musical skills.

- Learners use digital devices to watch techniques of playing descant recorder.
- Learners identify key techniques: fingering, breath control, tonguing, tone quality.
- Learners discuss the importance of each technique.
- Learners practice correct posture when holding the recorder.

What techniques are important for playing the descant recorder?

- Descant recorders
- KLB Creative Arts Learner's Book Grade 5 pg. 158
- Digital devices
- Demonstration videos
- KLB Creative Arts Learner's Book Grade 5 pg. 159
- Simple exercise sheets
- Fingering charts

- Oral questions - Written assignment - Technique identification

PERFORMANCE AND DISPLAY

Playing the Descant recorder - Notes C' D'
Playing the Descant recorder - Combining Notes

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

- Play notes C' and D' on the descant recorder.
- Apply proper fingering and breath control.
- Show perseverance when practicing difficult notes.

- Learners practice proper fingering for notes C' and D'.
- Learners practice breath control when playing each note.
- Learners play simple exercises using notes C' and D'.
- Learners practice transitioning between notes.

What fingering is used for notes C' and D'?

- Descant recorders
- KLB Creative Arts Learner's Book Grade 5 pg. 159
- Simple exercise sheets
- Fingering charts
- KLB Creative Arts Learner's Book Grade 5 pg. 160
- Music notation

- Practical assessment - Observation - Performance evaluation

PERFORMANCE AND DISPLAY

Playing the Descant recorder - Melodies
Playing the Descant recorder - Random Patterns

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

- Play simple melodies using notes G, A, B, C', D'.
- Apply appropriate techniques for melody playing.
- Express enjoyment in music making.

- Learners use digital devices to watch demonstrations of playing melodies.
- Learners practice playing simple melodies on the descant recorder.
- Learners apply proper fingering, breath control, and tonguing techniques.
- Learners practice playing with consistent tempo.

How can we play melodies on the descant recorder?

- Descant recorders
- KLB Creative Arts Learner's Book Grade 5 pg. 160
- Simple melody sheets
- Digital devices
- Sample patterns
- KLB Creative Arts Learner's Book Grade 5 pg. 161
- Visual aids

- Practical assessment - Observation - Performance evaluation

PERFORMANCE AND DISPLAY

Playing the Descant recorder - Stencils
Playing the Descant recorder - Printing Patterns

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

- Create stencils of notes G, A, B, C', D'.
- Apply appropriate techniques for stencil making.
- Demonstrate precision in craft work.

- Learners prepare materials for making stencils.
- Learners create stencils for each of the notes G, A, B, C', D'.
- Learners create bridges in stencils where needed.
- Learners ensure stencils are cut cleanly and preserved for use.

How do we make effective stencils for printing?

- Paper for stencils
- KLB Creative Arts Learner's Book Grade 5 pg. 162
- Cutting tools
- Rulers, pencils
- Created stencils
- KLB Creative Arts Learner's Book Grade 5 pg. 164
- Paints, brushes, sponges
- Printing surfaces

- Practical assessment - Observation - Stencil quality evaluation

PERFORMANCE AND DISPLAY

Playing the Descant recorder - Appraisal

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

- Appraise own and others' printed patterns.
- Apply criteria for evaluating printed patterns.
- Respect others' creative expressions.

- Learners display their printed patterns.
- Learners discuss ways of creating clear random repeat patterns.
- Learners talk about preventing paint from smudging.
- Learners identify what they like about their own and others' work.

How can we evaluate and improve our printed patterns?

- Printed patterns
- KLB Creative Arts Learner's Book Grade 5 pg. 166
- Assessment criteria
- Display area

- Peer evaluation - Self-assessment - Group discussion

PERFORMANCE AND DISPLAY

Swimming - Front Crawl
Swimming - Safety

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

- Describe the front crawl technique in swimming.
- Identify the body position, arm action, and leg action.
- Appreciate swimming as a life skill.

- Learners study pictures of the front crawl stroke.
- Learners describe the arm and leg action of the swimmer.
- Learners describe the breathing technique in front crawl.
- Learners watch videos of front crawl technique.

Why is the front crawl technique the fastest stroke?

- Pictures of swimming techniques
- KLB Creative Arts Learner's Book Grade 5 pg. 167
- Digital devices
- Video links
- Pictures of swimming safety
- KLB Creative Arts Learner's Book Grade 5 pg. 168
- Safety charts

- Oral questions - Written assignment - Technique identification

PERFORMANCE AND DISPLAY

Swimming - Glide and Body Position
Swimming - Arm Action

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

- Demonstrate the glide position in front crawl.
- Maintain proper body position for front crawl.
- Show confidence in water activities.

- Learners practice the glide position (in shallow water or on land if no pool).
- Learners practice maintaining a flat, straight, and streamlined body position.
- Learners practice keeping the head in the correct position.
- Learners provide feedback to each other on technique.

How do we maintain proper body position in front crawl?

- Swimming pool (if available)
- KLB Creative Arts Learner's Book Grade 5 pg. 169
- Flotation devices
- Demonstration area

- Practical assessment - Observation - Technique evaluation

PERFORMANCE AND DISPLAY

Swimming - Leg Action
Swimming - Breathing

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

- Demonstrate the leg action in front crawl.
- Maintain proper kicking technique.
- Show perseverance when practicing new skills.

- Learners practice the leg action for front crawl.
- Learners practice keeping legs straightened with knees slightly bent.
- Learners practice continuous up and down kicking motion.
- Learners practice keeping kicks near the surface of the water.

How is the leg action performed in front crawl?

- Swimming pool (if available)
- KLB Creative Arts Learner's Book Grade 5 pg. 170
- Flotation devices
- Demonstration area
- KLB Creative Arts Learner's Book Grade 5 pg. 171

- Practical assessment - Observation - Technique evaluation

PERFORMANCE AND DISPLAY

Swimming - Coordination
Swimming - Demonstration

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

- Coordinate arm action, leg action, and breathing.
- Establish rhythm and timing in front crawl.
- Show determination in mastering complex skills.

- Learners practice coordinating arm and leg actions.
- Learners practice 6-beat kick cycle with arm movements.
- Learners integrate breathing into the coordinated movements.
- Learners practice maintaining smooth rhythm and timing.

How do we coordinate all components of front crawl?

- Swimming pool (if available)
- KLB Creative Arts Learner's Book Grade 5 pg. 171
- Flotation devices
- Demonstration area
- KLB Creative Arts Learner's Book Grade 5 pg. 172
- Observation forms

- Practical assessment - Observation - Coordination evaluation

PERFORMANCE AND DISPLAY

Swimming - Practice
Swimming - Performance

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

- Practice the front crawl technique.
- Apply corrections from feedback.
- Show improvement in technique through practice.

- Learners practice the front crawl technique in groups.
- Learners focus on areas identified for improvement.
- Learners practice with a smooth progression of leg, arm action, rhythm, and tempo.
- Learners provide constructive feedback to each other.

How can practice improve our front crawl technique?

- Swimming pool (if available)
- KLB Creative Arts Learner's Book Grade 5 pg. 172
- Observation forms
- Flotation devices
- KLB Creative Arts Learner's Book Grade 5 pg. 173
- Performance evaluation forms

- Practical assessment - Observation - Progress evaluation

PERFORMANCE AND DISPLAY

Swimming - Mosaic
Indigenous Kenyan Games - Identification

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

- Create a mosaic composition themed 'swimming'.
- Apply appropriate techniques for mosaic creation.
- Show creativity in artistic expression.

- Learners collect and prepare materials for making mosaic.
- Learners draw a sketch of a swimming facility or equipment.
- Learners create a mosaic composition emphasizing mono media, color contrast, and spacing.
- Learners discuss challenges and solutions in mosaic creation.

How can we create a mosaic based on a swimming theme?

- Mosaic materials
- KLB Creative Arts Learner's Book Grade 5 pg. 174
- Adhesives
- Support materials
- Sketching materials
- Pictures of indigenous games
- KLB Creative Arts Learner's Book Grade 5 pg. 176
- Digital devices
- Game items

- Practical assessment - Observation - Product quality evaluation

PERFORMANCE AND DISPLAY

Indigenous Kenyan Games - Types
Indigenous Kenyan Games - Ten Ten

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

- Identify different types of indigenous counting games.
- Classify counting games according to their characteristics.
- Show interest in cultural diversity of games.

- Learners identify different types of counting games: sequence, physical movement, rhythm, competitive, story-based.
- Learners discuss the characteristics of each type.
- Learners explore examples of each type of counting game.
- Learners create a chart classifying counting games.

What types of indigenous counting games exist?

- Game classification charts
- KLB Creative Arts Learner's Book Grade 5 pg. 177
- Digital devices
- Game materials
- Open space
- KLB Creative Arts Learner's Book Grade 5 pg. 178
- Game guidelines
- Demonstration area

- Oral questions - Classification assessment - Chart quality

PERFORMANCE AND DISPLAY

Indigenous Kenyan Games - Hopping and Jumping

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

- Explain the rules of hopping and jumping counting games.
- Demonstrate hopping and jumping counting games.
- Show enjoyment in physical activity.

- Learners discuss the rules of hopping and jumping counting games.
- Learners practice hopping on one leg while counting.
- Learners practice jumping on both feet while counting.
- Learners play hopping and jumping counting games.

How are hopping and jumping counting games played?

- Open space
- KLB Creative Arts Learner's Book Grade 5 pg. 178
- Game guidelines
- Demonstration area

- Practical assessment - Observation - Coordination evaluation