CREATING AND EXECUTION

Picture Making - Identifying Wind Instruments
Picture Making - Parts of Wind Instruments

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

- Identify indigenous wind instruments used by various communities in Kenya
- Name the parts of the wind instruments
- Appreciate the cultural diversity of wind instruments in Kenya

- Learners view real/pictures/videos of Kenyan indigenous wind instruments and identify them (name, community)
- Learners name the parts of a wind instrument
- Learners discuss how the different parts contribute towards sound production

What types of wind instruments are found in Kenya?

- Mentor Creative Arts Grade 5 Learner's Book pg. 1
- Pictures/videos of Kenyan indigenous wind instruments
- Digital devices for viewing videos
- Mentor Creative Arts Grade 5 Learner's Book pg. 4
- Realia: Indigenous wind instruments
- Charts showing parts of wind instruments

- Oral questions - Observation - Written assignment

CREATING AND EXECUTION

Picture Making - Materials for Wind Instruments
Picture Making - Creating Wind Instruments

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

- Identify materials for making a wind instrument
- Select appropriate materials for making a wind instrument
- Value sustainable use of local materials for crafts

- Learners collect and prepare materials for making a wind instrument
- Learners observe precautions while collecting the materials
- Learners discuss environmental conservation while collecting materials

What materials can be used to make a wind instrument?

- Mentor Creative Arts Grade 5 Learner's Book pg. 6
- Sample materials for making wind instruments
- Digital devices for research
- Mentor Creative Arts Grade 5 Learner's Book pg. 7
- Tools for making instruments
- Locally available materials

- Observation - Oral questions - Portfolio assessment

CREATING AND EXECUTION

Picture Making - Testing Wind Instruments
Picture Making - Caring for Wind Instruments

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

- Make a playable wind instrument
- Test the functionality of the wind instrument
- Show patience in perfecting the instrument

- Learners finalize making their wind instruments
- Learners test their instruments for functionality
- Learners make adjustments where necessary

How can we test if our wind instruments are functional?

- Mentor Creative Arts Grade 5 Learner's Book pg. 8
- Tools for refining instruments
- Sample wind instruments
- Mentor Creative Arts Grade 5 Learner's Book pg. 9
- Cleaning materials
- Storage containers

- Practical testing - Peer assessment - Observation

CREATING AND EXECUTION

Picture Making - Making Crayons
Picture Making - Crayon Etching Technique

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

- Make materials for drawing
- Make crayons using recyclable materials
- Value conservation through recycling

- Learners explore the environment to collect materials for making crayons
- Learners make improvised crayons from locally available materials
- Learners discuss the importance of recycling

How are crayons improvised?

- Mentor Creative Arts Grade 5 Learner's Book pg. 10
- Used candle wax
- Beeswax
- Pigments
- Moulds
- Mentor Creative Arts Grade 5 Learner's Book pg. 11
- Crayons
- Paper
- Black ink/paint

- Observation - Product assessment - Oral questions

CREATING AND EXECUTION

Picture Making - Drawing Wind Instruments
Picture Making - Applying Etching Techniques

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

- Draw wind instruments using crayon etching technique
- Apply cross-hatching technique for texture
- Appreciate the aesthetic value of crayon etching

- Learners draw a composition of two wind instruments using crayon etching technique
- Learners apply techniques to create texture
- Learners create designs through etching

How can we create texture using crayon etching?

- Mentor Creative Arts Grade 5 Learner's Book pg. 13
- Crayons
- Black ink/paint
- Etching tools
- Paper
- Mentor Creative Arts Grade 5 Learner's Book pg. 14
- Colored crayons
- Black ink

- Observation - Product assessment - Peer assessment

CREATING AND EXECUTION

Picture Making - Completing Etched Drawings
Picture Making - Mounting Pictures

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

- Create a wind instrument drawing
- Use etching technique effectively
- Take pride in their artwork

- Learners complete their wind instrument drawings using crayon etching
- Learners refine details through careful etching
- Learners clean up their work area

How can we improve our crayon etching technique?

- Mentor Creative Arts Grade 5 Learner's Book pg. 15
- Completed crayon etchings
- Etching tools
- Cleaning materials
- Mentor Creative Arts Grade 5 Learner's Book pg. 16
- Mounting boards
- Adhesives
- Rulers
- Scissors

- Product assessment - Self-assessment - Peer review

CREATING AND EXECUTION

Picture Making - Creating Portfolios
Picture Making - Displaying Artwork

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

- Make a portfolio for artwork storage
- Use locally available materials for the portfolio
- Value organization of artwork

- Learners make a working portfolio from locally available resources
- Learners label their portfolios
- Learners decorate their portfolios

Why is it important to properly store artwork?

- Mentor Creative Arts Grade 5 Learner's Book pg. 17
- Local materials for portfolios
- Decorative materials
- Labeling materials
- Display area
- Mounted artworks
- Portfolio collections

- Observation - Product assessment - Functional assessment

CREATING AND EXECUTION

Picture Making - Playing Wind Instruments
Picture Making - Exploring Environmental Objects

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

- Play indigenous wind instruments
- Apply proper playing techniques
- Appreciate traditional musical instruments

- Learners practice holding wind instruments correctly
- Learners apply proper breathing techniques
- Learners produce basic sounds on the instruments

How do we play indigenous wind instruments?

- Mentor Creative Arts Grade 5 Learner's Book pg. 18
- Wind instruments
- Instructional videos
- Resource persons
- Environmental objects
- Drawing materials
- Etching tools

- Observation - Practical assessment - Peer feedback

CREATING AND EXECUTION

Picture Making - Advanced Etching Techniques
Football - Basic Skills

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

- Apply advanced etching techniques
- Create complex textures
- Demonstrate creativity in artwork

- Learners apply advanced etching techniques
- Learners create complex textures through detailed etching
- Learners express creativity through their artwork

How can advanced etching techniques enhance artistic expression?

- Mentor Creative Arts Grade 5 Learner's Book pg. 18
- Etching samples
- Etching tools
- Drawing materials
- Mentor Creative Arts Grade 5 Learner's Book pg. 19
- Football field
- Footballs
- Digital devices

- Observation - Product assessment - Self-assessment

CREATING AND EXECUTION

Football - In-step Kicking
Football - In-step Kicking Practice

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

- Execute in-step kicking in football
- Follow the correct progression for kicking
- Show discipline during practice

- Learners observe demonstrations of in-step kicking
- Learners practice the stance, execution, and follow-through
- Learners perform kicking drills in pairs

How is the in-step kick executed?

- Mentor Creative Arts Grade 5 Learner's Book pg. 22
- Football field
- Footballs
- Instructional videos
- Mentor Creative Arts Grade 5 Learner's Book pg. 23
- Practice cones

- Observation - Practical assessment - Peer assessment

CREATING AND EXECUTION

Football - Outside-of-Foot Kicking
Football - Outside-of-Foot Kicking Practice

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

- Execute outside-of-the-foot kicking
- Perform the correct technique
- Demonstrate sportsmanship during practice

- Learners observe demonstrations of outside-of-the-foot kicking
- Learners practice the stance, execution, and follow-through
- Learners perform kicking drills in pairs

What is the advantage of using outside-of-the-foot kicks?

- Mentor Creative Arts Grade 5 Learner's Book pg. 24
- Football field
- Footballs
- Instructional videos
- Mentor Creative Arts Grade 5 Learner's Book pg. 25
- Practice cones

- Observation - Practical assessment - Peer assessment

CREATING AND EXECUTION

Football - Comparing Kicking Techniques
Football - Stopping with Inside of Foot

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

- Compare in-step and outside-of-foot kicks
- Select appropriate kicking techniques
- Value versatility in football skills

- Learners compare different kicking techniques
- Learners identify appropriate situations for each technique
- Learners practice selecting the right kick for different scenarios

Which kicking technique is most effective in different situations?

- Mentor Creative Arts Grade 5 Learner's Book pg. 26
- Football field
- Footballs
- Situational diagrams
- Mentor Creative Arts Grade 5 Learner's Book pg. 27
- Instructional videos

- Observation - Decision-making assessment - Practical assessment

CREATING AND EXECUTION

Football - Inside-of-Foot Stopping Practice
Football - Combination of Kicking and Stopping

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

- Practice inside-of-foot stopping
- Apply stopping techniques in drills
- Show patience during skill development

- Learners practice inside-of-foot stopping in various situations
- Learners apply stopping techniques with different ball speeds
- Learners progress from simple to complex stopping scenarios

What factors affect successful stopping with the inside of the foot?

- Mentor Creative Arts Grade 5 Learner's Book pg. 28
- Football field
- Footballs
- Practice cones
- Mentor Creative Arts Grade 5 Learner's Book pg. 29
- Practice stations

- Observation - Practical assessment - Skill progression assessment

CREATING AND EXECUTION

Football - Step Trap Stopping
Football - Step Trap Stopping Practice

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

- Execute step trap stopping in football
- Apply proper technique
- Demonstrate patience during practice

- Learners observe demonstrations of step trap stopping
- Learners practice the stance, execution, and control
- Learners perform stopping drills in pairs

How does step trap stopping differ from inside-of-foot stopping?

- Mentor Creative Arts Grade 5 Learner's Book pg. 30
- Football field
- Footballs
- Instructional videos
- Mentor Creative Arts Grade 5 Learner's Book pg. 31
- Practice cones

- Observation - Practical assessment - Peer assessment

CREATING AND EXECUTION

Football - Comparing Stopping Techniques
Football - Dribbling

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

- Compare different stopping techniques
- Select appropriate stopping methods
- Value adaptability in football

- Learners compare different stopping techniques
- Learners identify appropriate situations for each technique
- Learners practice selecting the right stopping method for different scenarios

Which stopping technique is most effective in different situations?

- Mentor Creative Arts Grade 5 Learner's Book pg. 32
- Football field
- Footballs
- Situational diagrams
- Mentor Creative Arts Grade 5 Learner's Book pg. 33
- Cones
- Instructional videos

- Observation - Decision-making assessment - Practical assessment

CREATING AND EXECUTION

Football - Dribbling Practice
Football - Advanced Dribbling

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

- Practice straight dribbling
- Apply dribbling techniques in drills
- Show concentration during skill practice

- Learners practice straight dribbling with different speeds
- Learners apply dribbling techniques in controlled situations
- Learners focus on maintaining close ball control

What factors contribute to successful straight dribbling?

- Mentor Creative Arts Grade 5 Learner's Book pg. 34
- Football field
- Footballs
- Practice cones
- Obstacle courses

- Observation - Practical assessment - Skill progression assessment

CREATING AND EXECUTION

Football - Preparing Papier Mâché
Football - Creating Cone Moulds

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

- Prepare papier mâché material
- Mix papier mâché to proper consistency
- Value recycling and creativity

- Learners tear recyclable paper into small pieces
- Learners soak paper in water
- Learners mix paper pulp with glue to form papier mâché

What are the advantages of using papier mâché for casting?

- Mentor Creative Arts Grade 5 Learner's Book pg. 35
- Recyclable paper
- Containers
- Glue
- Water
- Mentor Creative Arts Grade 5 Learner's Book pg. 37
- Manila paper
- Scissors
- Tape
- Petroleum jelly

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Football - Casting Marking Cones
Football - Finishing Cones

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

- Cast marking cones using papier mâché
- Apply papier mâché correctly to moulds
- Value precision in craft work

- Learners apply papier mâché to prepared moulds
- Learners ensure even application and thickness
- Learners allow casts to partially dry before removing moulds

How can we ensure our casts are even and strong?

- Mentor Creative Arts Grade 5 Learner's Book pg. 38
- Prepared papier mâché
- Prepared moulds
- Brushes
- Workspace
- Mentor Creative Arts Grade 5 Learner's Book pg. 39
- Cast cones
- Drying space
- Assessment tools

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Football - Decorating Cones
Football - Tie and Dye Introduction

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

- Decorate marking cones
- Apply water-based paints effectively
- Appreciate color in functional items

- Learners mix water-based paints
- Learners apply paint to cones
- Learners allow painted cones to dry

How does color affect the visibility of marking cones?

- Mentor Creative Arts Grade 5 Learner's Book pg. 40
- Water-based paints
- Brushes
- Palettes
- Cast cones
- Mentor Creative Arts Grade 5 Learner's Book pg. 41
- Fabric samples
- Dye materials
- Reference materials

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Football - T-shirt Decoration
Football - Color Wheel

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

- Decorate t-shirts using tie and dye
- Apply pleating technique
- Show creativity in fabric decoration

- Learners prepare t-shirts for decoration
- Learners apply pleating technique for tie and dye
- Learners use two different colors for decoration

How can tie and dye be used to create distinctive team shirts?

- Mentor Creative Arts Grade 5 Learner's Book pg. 42
- T-shirts
- Dyes
- Tying materials
- Dye containers
- Mentor Creative Arts Grade 5 Learner's Book pg. 43
- Paint
- Brushes
- Paper
- Color reference

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Football - Wash Technique Introduction
Football - Painting with Wash Technique

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

- Demonstrate wash technique of painting
- Apply flat and graded wash
- Appreciate watercolor techniques

- Learners practice wash technique of painting
- Learners apply flat and graded wash techniques
- Learners compare different wash effects

What is the difference between flat and graded wash?

- Mentor Creative Arts Grade 5 Learner's Book pg. 43
- Watercolors
- Brushes
- Paper
- Water containers
- Still-life setup

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Football - Field Setup
Football - Mini Game

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

- Set up a football field using cones
- Apply proper field dimensions
- Value organization in sports

- Learners mark a football field using colored cones
- Learners apply proper spacing and dimensions
- Learners set up stations for practice

How does proper field setup contribute to gameplay?

- Mentor Creative Arts Grade 5 Learner's Book pg. 43
- Open space
- Colored cones
- Measuring tools
- Marked field
- Footballs
- Colored t-shirts

- Observation - Process assessment - Field assessment

CREATING AND EXECUTION

Composing Rhythm - French Rhythm Names
Composing Rhythm - Rhythm Recognition

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

- Identify rhythmic patterns using French rhythm names
- Recite taa-aa, taa and ta-te rhythms
- Show interest in rhythm

- Learners listen to or sing simple songs
- Learners identify notes using French rhythm names
- Learners recite the rhythm patterns

How are French rhythm names used in music?

- Mentor Creative Arts Grade 5 Learner's Book pg. 44
- Charts with rhythm patterns
- Audio recordings
- Musical instruments
- Mentor Creative Arts Grade 5 Learner's Book pg. 45
- Rhythm charts

- Observation - Oral assessment - Practical performance

CREATING AND EXECUTION

Composing Rhythm - Interpreting Patterns
Composing Rhythm - Rest Patterns

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

- Interpret rhythmic patterns using French rhythm names
- Clap rhythmic patterns accurately
- Value accuracy in rhythm

- Learners orally translate rhythmic patterns to French rhythm names
- Learners clap or tap the rhythms
- Learners practice rhythmic patterns in groups

How can rhythmic patterns be interpreted?

- Mentor Creative Arts Grade 5 Learner's Book pg. 46
- Charts with rhythm patterns
- Audio recordings
- Percussion instruments
- Mentor Creative Arts Grade 5 Learner's Book pg. 47
- Charts with rest patterns
- Musical instruments

- Observation - Oral assessment - Practical performance

CREATING AND EXECUTION

Composing Rhythm - Writing Patterns
Composing Rhythm - Creating Simple Patterns

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

- Write rhythmic patterns using French rhythm names
- Apply proper notation
- Demonstrate neatness in writing

- Learners write down dictated rhythmic patterns
- Learners practice writing French rhythm names
- Learners review and correct their work

How can we represent rhythms using French rhythm names?

- Mentor Creative Arts Grade 5 Learner's Book pg. 48
- Manuscript paper
- Writing materials
- Reference charts
- Mentor Creative Arts Grade 5 Learner's Book pg. 49
- Percussion instruments
- Reference materials

- Written assessment - Process observation - Product assessment

CREATING AND EXECUTION

Composing Rhythm - Variation Technique
Composing Rhythm - Calligraphy Materials

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

- Apply variation technique in rhythm composition
- Create varied patterns
- Value diversity in musical expression

- Learners create rhythmic patterns using variation technique
- Learners perform varied patterns
- Learners discuss how variation enhances rhythm

How does variation enhance rhythmic patterns?

- Mentor Creative Arts Grade 5 Learner's Book pg. 50
- Manuscript paper
- Percussion instruments
- Reference materials
- Mentor Creative Arts Grade 5 Learner's Book pg. 52
- Sample materials
- Pictures of calligraphy pens

- Product assessment - Performance assessment - Peer review

CREATING AND EXECUTION

Composing Rhythm - Making Stick Calligraphy Pen
Composing Rhythm - Making Fountain Pen Calligraphy

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

- Make a calligraphy pen from a stick
- Follow the correct procedure
- Show patience in the creation process

- Learners prepare sticks for making pens
- Learners cut and shape pens according to instructions
- Learners smooth and finish their pens

How can we create an effective calligraphy pen?

- Mentor Creative Arts Grade 5 Learner's Book pg. 53
- Bamboo/sticks
- Cutting tools
- Sandpaper
- Ink
- Mentor Creative Arts Grade 5 Learner's Book pg. 54
- Fountain pens

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Composing Rhythm - Calligraphy Techniques
Composing Rhythm - Rhythm Names in Calligraphy

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

- Write alphabets in calligraphy
- Apply proper technique
- Appreciate beauty in writing

- Learners practice holding the calligraphy pen correctly
- Learners write alphabets with attention to angle and slant
- Learners identify ascenders and descenders in letters

What techniques are used in calligraphy?

- Mentor Creative Arts Grade 5 Learner's Book pg. 55
- Calligraphy pens
- Ink
- Practice paper
- Sample alphabets
- Mentor Creative Arts Grade 5 Learner's Book pg. 57
- Sample rhythm names

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION
PERFORMANCE AND DISPLAY

Composing Rhythm - Rhythmic Patterns in Calligraphy
Athletics - Visual baton exchange

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

- Write rhythmic patterns in calligraphy
- Apply proper spacing and layout
- Value neatness in presentation

- Learners write complete rhythmic patterns in calligraphy
- Learners focus on layout and presentation
- Learners review and refine their work

How can calligraphy enhance musical notation?

- Mentor Creative Arts Grade 5 Learner's Book pg. 58
- Calligraphy pens
- Ink
- Quality paper
- Sample patterns
- Pictures of skipping ropes
- Samples of plaited ropes
- Digital devices
- Mentor Creative Arts pg. 118

- Observation - Process assessment - Product assessment

PERFORMANCE AND DISPLAY

Athletics - Visual baton exchange

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

- Explore actual and virtual samples of plaited basketry items.
- Identify materials used for plaiting a rope.
- Appreciate the value of plaited items in society.

- Learners to explore actual and virtual samples of plaited basketry items.
- In groups, learners to identify materials used for plaiting a rope.
- Learners to discuss the value of plaited items in society.

How are plaiting materials prepared?

- Pictures of plaited items
- Digital devices
- Mentor Creative Arts pg. 119
- Actual plaited items
- Dyes
- Paints
- Plaiting materials
- Mentor Creative Arts pg. 120

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Athletics - Visual baton exchange

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

- Demonstrate the procedure for plaiting a three-strand rope.
- Plait a three-strand rope for skipping.
- Value the importance of following the correct procedure when plaiting.

- Teacher to demonstrate the procedure for plaiting a three-strand rope.
- Learners to plait a three-strand rope for skipping.
- Learners to use the skipping rope for warm-up before skill demonstration.

How can we plait a three-strand rope?

- Prepared and decorated materials
- Mentor Creative Arts pg. 121-122
- Pictures of relay batons
- Samples of relay batons
- Digital devices
- Mentor Creative Arts pg. 123

- Observation - Project work - Peer assessment

PERFORMANCE AND DISPLAY

Athletics - Visual baton exchange

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

- Make a relay baton using locally available materials.
- Follow the correct procedure when making a relay baton.
- Appreciate the importance of making own relay baton.

- Teacher to demonstrate how to make a relay baton.
- Learners to make a relay baton using locally available materials.
- Learners to display and talk about their relay batons.

How do we make a relay baton?

- Locally available materials (bamboo, plastic, wood)
- Tools for making relay batons
- Mentor Creative Arts pg. 124-126
- Digital devices
- Video clips
- Mentor Creative Arts pg. 127-128

- Observation - Project work - Peer assessment

PERFORMANCE AND DISPLAY

Athletics - Visual baton exchange

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

- Demonstrate the visual baton change technique.
- Observe safety measures during visual baton change.
- Show responsibility when demonstrating visual baton change.

- Teacher to demonstrate visual baton change technique.
- Learners to practice visual baton change in pairs.
- Learners to observe safety measures during the activity.

What are the key steps in visual baton change?

- Relay batons
- Open field
- Mentor Creative Arts pg. 129-130
- Mentor Creative Arts pg. 131

- Observation - Performance test - Peer assessment

PERFORMANCE AND DISPLAY

Athletics - Visual baton exchange

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

- Describe non-visual baton change in a relay race.
- Identify the key elements of non-visual baton change.
- Value the importance of proper non-visual baton exchange.

- Learners to watch a video clip on non-visual baton change.
- Learners to discuss the key elements of non-visual baton change.
- Learners to describe the non-visual baton change technique.

How is non-visual baton change performed?

- Digital devices
- Video clips
- Mentor Creative Arts pg. 132-133
- Relay batons
- Open field
- Mentor Creative Arts pg. 134

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Athletics - Visual baton exchange

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

- Identify the techniques in baton change (upsweep and downsweep).
- Distinguish between upsweep and downsweep techniques.
- Appreciate the different techniques in baton change.

- Learners to observe demonstrations of upsweep and downsweep techniques.
- Learners to identify the differences between upsweep and downsweep techniques.
- Learners to discuss the advantages of each technique.

What are the techniques used in baton change?

- Digital devices
- Video clips
- Mentor Creative Arts pg. 135-136
- Relay batons
- Open field
- Mentor Creative Arts pg. 137

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Athletics - Visual baton exchange
Puppetry

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

- Demonstrate the downsweep technique in baton change.
- Follow the correct procedure for downsweep technique.
- Show confidence when demonstrating downsweep technique.

- Teacher to demonstrate the downsweep technique in baton change.
- Learners to practice downsweep technique in pairs.
- Learners to give feedback to each other.

How is the downsweep technique performed?

- Relay batons
- Open field
- Mentor Creative Arts pg. 138
- Pictures of puppets
- Videos of puppet shows
- Digital devices
- Mentor Creative Arts pg. 176

- Observation - Performance test - Peer assessment

PERFORMANCE AND DISPLAY

Puppetry

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

- Explore the environment to gather recyclable materials for making glove puppets.
- Identify suitable found objects for making puppets.
- Value the importance of recycling materials.

- Learners to explore the environment to gather recyclable materials for making glove puppets.
- Learners to identify suitable found objects for making puppets.
- Learners to sort and organize the collected materials.

What materials can be used to make puppets?

- Recyclable materials
- Found objects
- Mentor Creative Arts pg. 177-178
- Tools for making puppets
- Mentor Creative Arts pg. 179-180

- Observation - Project work - Peer assessment

PERFORMANCE AND DISPLAY

Puppetry
Performing a Kenyan Folk Dance

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

- Perform a puppet show while singing topical songs.
- Manipulate the puppet appropriately during the performance.
- Show confidence when performing with puppets.

- Learners to watch a video on how to use a glove puppet.
- Learners to practice using their glove puppets.
- Learners to perform a puppet show while singing topical songs.

How can puppets be used to communicate messages?

- Glove puppets
- Digital devices
- Mentor Creative Arts pg. 181-182
- Video clips
- Mentor Creative Arts pg. 157

- Observation - Performance test - Peer assessment

PERFORMANCE AND DISPLAY

Performing a Kenyan Folk Dance

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

- Identify the participants in a folk dance.
- Describe the roles of different participants in a folk dance.
- Value the contribution of each participant in a folk dance.

- Learners to watch videos of folk dance performances.
- Learners to identify the participants in the folk dance (soloist, chorus, instrumentalists, dancers).
- Learners to discuss the roles of each participant.

What are the roles of different participants in a folk dance?

- Digital devices
- Video clips
- Mentor Creative Arts pg. 158
- Mentor Creative Arts pg. 159-160

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Performing a Kenyan Folk Dance

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

- Describe the costumes used in Kenyan folk dances.
- Identify the materials used to make the costumes.
- Value the role of costumes in folk dances.

- Learners to observe pictures/videos of costumes used in Kenyan folk dances.
- Learners to describe the costumes worn by dancers from different communities.
- Learners to identify the materials used to make the costumes.

What is the role of costumes in a folk dance?

- Pictures of folk dance costumes
- Digital devices
- Mentor Creative Arts pg. 161
- Pictures of ornaments, props, and body adornments
- Mentor Creative Arts pg. 162-163

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Performing a Kenyan Folk Dance

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

- Identify dance formations used in folk dances.
- Describe different dance formations.
- Value the importance of dance formations in folk dances.

- Learners to observe videos of folk dance formations.
- Learners to identify different dance formations used in folk dances.
- Learners to describe the formations observed in the videos.

How do the aspects of a folk dance contribute to its performance?

- Digital devices
- Video clips
- Mentor Creative Arts pg. 164-165
- Mentor Creative Arts pg. 166

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Performing a Kenyan Folk Dance

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

- Identify musical instruments used in folk dances.
- Describe the role of musical instruments in folk dances.
- Appreciate the role of musical instruments in folk dances.

- Learners to observe videos of musical instruments used in folk dances.
- Learners to identify the musical instruments used in folk dances.
- Learners to discuss the role of musical instruments in folk dances.

What is the role of instruments in a folk dance?

- Digital devices
- Video clips
- Mentor Creative Arts pg. 167
- Mentor Creative Arts pg. 168-169

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Performing a Kenyan Folk Dance

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

- Identify materials for making ornaments for a Kenyan folk dance.
- Discuss how color variation is achieved in ornaments.
- Value the importance of color variation in ornaments.

- Learners to observe pictures of ornaments used in folk dances.
- Learners to identify materials for making ornaments.
- Learners to discuss how color variation is achieved in ornaments.

How are ornaments made for folk dances?

- Pictures of ornaments
- Digital devices
- Mentor Creative Arts pg. 170
- Materials for making ornaments
- Tools for making ornaments
- Mentor Creative Arts pg. 171

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Performing a Kenyan Folk Dance

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

- Select a folk dance from a Kenyan community.
- Identify the props and costumes to be used in the dance.
- Value the importance of preparation before a performance.

- Learners to select a folk dance from a Kenyan community.
- Learners to identify the props and costumes to be used in the dance.
- Learners to discuss the importance of preparation before a performance.

How do we prepare for a folk dance performance?

- Digital devices
- Video clips
- Mentor Creative Arts pg. 172
- Ornaments
- Props
- Costumes
- Mentor Creative Arts pg. 173

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Performing a Kenyan Folk Dance

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

- Perform the selected folk dance.
- Demonstrate proper coordination during the performance.
- Show confidence when performing the folk dance.

- Learners to perform the selected folk dance.
- Learners to demonstrate proper coordination during the performance.
- Learners to observe safety and good behavior during the performance.

How can we perform a folk dance effectively?

- Ornaments
- Props
- Costumes
- Digital devices
- Mentor Creative Arts pg. 174
- Performance assessment guide
- Mentor Creative Arts pg. 175

- Observation - Performance test - Peer assessment

PERFORMANCE AND DISPLAY

Playing the Descant recorder

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

- Identify the parts of a descant recorder.
- Assemble the parts of a descant recorder correctly.
- Value the importance of proper assembly of a descant recorder.

- Learners to observe pictures/actual descant recorders.
- Learners to identify the parts of a descant recorder.
- Learners to practice assembling the parts of a descant recorder.

How is a good tone produced on the descant recorder?

- Descant recorders
- Pictures of descant recorders
- Mentor Creative Arts pg. 185
- Fingering charts
- Mentor Creative Arts pg. 186-187

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Playing the Descant recorder

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

- Play notes G, A, and B on the descant recorder.
- Maintain proper finger positions when playing.
- Show confidence when playing the descant recorder.

- Teacher to demonstrate how to play notes G, A, and B on the descant recorder.
- Learners to practice playing notes G, A, and B on the descant recorder.
- Learners to give feedback to each other.

How do we play notes G, A, and B on the descant recorder?

- Descant recorders
- Fingering charts
- Mentor Creative Arts pg. 188
- Digital devices
- Mentor Creative Arts pg. 189

- Observation - Performance test - Peer assessment

PERFORMANCE AND DISPLAY

Playing the Descant recorder

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

- Identify the fingering position for note D' on the descant recorder.
- Describe how to play note D' on the descant recorder.
- Value the importance of correct finger positioning for note D'.

- Learners to observe illustrations of fingering position for note D' on the descant recorder.
- Learners to identify the fingering position for note D'.
- Learners to watch a video on playing note D' on the descant recorder.

How do we play note D' on the descant recorder?

- Descant recorders
- Fingering charts
- Digital devices
- Mentor Creative Arts pg. 190
- Mentor Creative Arts pg. 191

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Playing the Descant recorder

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

- Describe breath control and tone quality in playing the descant recorder.
- Discuss the importance of breath control when playing the descant recorder.
- Appreciate the importance of good tone quality.

- Learners to discuss breath control and tone quality in playing the descant recorder.
- Learners to identify exercises for improving breath control.
- Learners to practice exercises for improving breath control.

How can we improve breath control and tone quality?

- Descant recorders
- Digital devices
- Mentor Creative Arts pg. 192-193
- Melody charts
- Mentor Creative Arts pg. 194

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Playing the Descant recorder

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

- Describe tonguing technique in playing the descant recorder.
- Demonstrate tonguing technique when playing notes.
- Value the importance of proper tonguing technique.

- Learners to watch a video on tonguing technique in playing the descant recorder.
- Learners to discuss the steps to observe when tonguing.
- Learners to practice tonguing technique when playing notes.

What is tonguing technique in playing the descant recorder?

- Descant recorders
- Digital devices
- Mentor Creative Arts pg. 195
- Sheet music
- Mentor Creative Arts pg. 196

- Observation - Performance test - Peer assessment

PERFORMANCE AND DISPLAY

Playing the Descant recorder

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

- Play the song "Go and Tell Aunt Rhody" on the descant recorder.
- Apply proper breathing, tonguing, and finger techniques.
- Show confidence when playing the song.

- Teacher to demonstrate how to play the song "Go and Tell Aunt Rhody" on the descant recorder.
- Learners to practice playing the song "Go and Tell Aunt Rhody" on the descant recorder.
- Learners to apply proper breathing, tonguing, and finger techniques.

How do we improve our playing skills on the descant recorder?

- Descant recorders
- Sheet music
- Mentor Creative Arts pg. 197
- Pictures of patterns
- Digital devices
- Mentor Creative Arts pg. 198

- Observation - Performance test - Peer assessment

PERFORMANCE AND DISPLAY

Playing the Descant recorder

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

- Design letters G, A, B, C', and D' for stencil cutting.
- Select appropriate fonts or letter styles.
- Value the importance of creativity in design.

- Learners to design letters G, A, B, C', and D' for stencil cutting.
- Learners to select appropriate fonts or letter styles.
- Learners to trace each letter on a separate piece of paper.

How can we create stencils for printing?

- Paper
- Pencils
- Digital devices
- Mentor Creative Arts pg. 199
- Cut-out stencils
- Printing ink/paint
- Paper/cloth
- Mentor Creative Arts pg. 200

- Observation - Project work - Peer assessment

PERFORMANCE AND DISPLAY

Swimming

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

- Describe the front crawl technique in swimming.
- Identify the key elements of front crawl technique.
- Value the importance of learning the front crawl technique.

- Learners to observe pictures/videos of the front crawl technique.
- Learners to identify the key elements of front crawl technique (gliding, body positioning, arm action, leg action, breathing).
- Learners to discuss the importance of proper technique in swimming.

Why is the front crawl technique the fastest stroke?

- Pictures of swimming techniques
- Digital devices
- Mentor Creative Arts pg. 201
- Pictures related to pool hygiene
- Mentor Creative Arts pg. 202

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Swimming

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

- Demonstrate gliding in front crawl.
- Follow the correct procedure for gliding.
- Show confidence when demonstrating gliding.

- Teacher to demonstrate gliding in front crawl.
- Learners to practice gliding in front crawl at the shallow end of the pool.
- Learners to give feedback to each other.

How do we glide in front crawl?

- Swimming pool
- Mentor Creative Arts pg. 203-204
- Mentor Creative Arts pg. 205

- Observation - Performance test - Peer assessment

PERFORMANCE AND DISPLAY

Swimming

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

- Demonstrate arm action in front crawl.
- Follow the correct procedure for arm action.
- Show confidence when demonstrating arm action.

- Teacher to demonstrate arm action in front crawl.
- Learners to practice arm action in front crawl.
- Learners to give feedback to each other.

How do we perform arm action in front crawl?

- Swimming pool
- Mentor Creative Arts pg. 206
- Kick boards
- Mentor Creative Arts pg. 207

- Observation - Performance test - Peer assessment

PERFORMANCE AND DISPLAY

Swimming

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

- Demonstrate breathing technique in front crawl.
- Follow the correct procedure for breathing.
- Show confidence when demonstrating breathing technique.

- Teacher to demonstrate breathing technique in front crawl.
- Learners to practice breathing technique in front crawl.
- Learners to give feedback to each other.

How do we breathe correctly in front crawl?

- Swimming pool
- Mentor Creative Arts pg. 208
- Mentor Creative Arts pg. 209

- Observation - Performance test - Peer assessment

PERFORMANCE AND DISPLAY

Swimming

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

- Practice arm action in front crawl.
- Maintain proper arm movement during the practice.
- Show confidence when practicing arm action.

- Learners to practice arm action in front crawl.
- Learners to maintain proper arm movement during the practice.
- Learners to give feedback to each other.

How can we improve our arm action technique?

- Swimming pool
- Mentor Creative Arts pg. 210
- Kick boards
- Mentor Creative Arts pg. 211

- Observation - Performance test - Peer assessment

PERFORMANCE AND DISPLAY

Swimming

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

- Practice breathing technique in front crawl.
- Maintain proper breathing rhythm during the practice.
- Show confidence when practicing breathing technique.

- Learners to practice breathing technique in front crawl.
- Learners to maintain proper breathing rhythm during the practice.
- Learners to give feedback to each other.

How can we improve our breathing technique?

- Swimming pool
- Mentor Creative Arts pg. 212
- Mentor Creative Arts pg. 213

- Observation - Performance test - Peer assessment

PERFORMANCE AND DISPLAY

Swimming

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

- Play swimming games that involve front crawl technique.
- Apply the front crawl technique correctly during the games.
- Show teamwork when playing the games.

- Learners to play swimming games that involve front crawl technique (e.g., floater pick).
- Learners to apply the front crawl technique correctly during the games.
- Learners to observe pool hygiene and safety measures.

How can swimming games help improve our swimming skills?

- Swimming pool
- Floaters
- Mentor Creative Arts pg. 214

- Observation - Performance test - Peer assessment