Creating and performing

Kenyan folksong

By the end of the lesson, the learner should be able to:
-Explain what is folksong
-Discuss what is a folk song
-Search a folksong from a video cli to be able to have a clear insight on folksong
-Desire to learn more about folksongs

In groups or pairs, learner to be guided to:
-Explaining what is a folksong
-Discussing together in groups familiar folksongs from their community
-Watch video clips
-Collaborate information about folksong

What is a folksong?

-Digital devices
-Teachers notes
-Internet

-Assessment rubrics -Observation -Oral questions

Creating and performing

Folksongs

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

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

How are folksongs classified?

-Digital devices
-Teacher’s notes
-Internet

-Assessment rubrics -Observations -Oral questions

Creating and performing

Folksongs

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

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

How are folksongs classified?

-Digital devices
-Teacher’s notes
-Internet

-Assessment rubrics -Observations -Oral questions

Creating and performing

Folksong

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

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

How do you perform in a folksongs

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

-Assessment rubrics -Observation -Oral Questions

Creating and performing

Folksong

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

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

How can performance of Kenyan folk songs be make interesting?

-Digital devices
-Video clips

-Assessment rubrics -Written tests

Creating and performing

Folksong

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

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

How can performance of Kenyan folk songs be make interesting?

-Digital devices
-Video clips

-Assessment rubrics -Written tests

Creating and performing

Folksong

By the end of the lesson, the learner should be able to:
-Visit an actual or virtual cultural center to watch and select a solo or group folksong
-Demonstrate the folksong they watched as others observe
-Appreciate folk song performance as means of cultural preservation

In groups, the learners should be guided to:
-Visit a cultural center
-Demonstrate the folksong as others watch
-Discuss about the performance they watched

What is role of a folksong in Kenyan society?

-Cultural center
-Digital devices
-Video clip

-Assessment rubrics -Oral questions

Creating and performing

Indigenous Kenyan craft beadwork

By the end of the lesson, the learner should be able to:
-Discuss functions of jewelry in Kenyan communities
-Recognize beadwork as an indigenous Kenya craft
-Outline the functions of jewelry in Kenya communities
-Appreciate the functions of jewelry in Kenyan community
-Identify the materials
-use digital devices
-Collect beads and strings
-Enjoy collecting the materials
-Appreciate the materials for beadwork

In groups, learners are guided to:
-Discuss the findings of a beaded jewelry
-Outline the functions of Jewelry in Kenyan community
-Recognize beadwork as indigenous Kenyan craft
-Write short notes
-Watch actual virtual samples on functions of beadwork
In groups, pairs or individual learners are guided to;
-Brainstorm ad present materials
-Search the internet
-Interview a resource person
-Store the materials safely

What are the functions of beadwork?
Which materials are used in beadwork? Where can we collect beads?

-Digital devices
-Teachers notes
-Digital devices
Teachers notes
-Resource person

-Assessment rubrics -Checklist
-Oral questions -Checklists -Written test -Questionnaire

Creating and performing

Indigenous Kenyan craft beadwork

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

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

Which traditional techniques were used in beadwork?

-Digital devices
-Teachers notes
-Video clips

-Observation -Oral questions -Written tests -Checklist

Creating and performing

Indigenous Kenyan craft beadwork

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

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

Which traditional techniques were used in beadwork?

-Digital devices
-Teachers notes
-Video clips

-Observation -Oral questions -Written tests -Checklist

Creating and performing

Indigenous Kenyan craft beadwork

By the end of the lesson, the learner should be able to:
-Outline the steps in making beaded jewelry
-Discuss the steps
-use digital resources
-Desire to follow the steps inspired by patriotism of Kenya

-Brainstorm and present steps
-Use print or digital resources
-Discuss the steps for making a beadwork inspired by patriotism

How can you make a beaded jewelry inspired by patriotism of Kenya?

-Print and digital resources
-Teachers notes

-Oral questions -Checklists -Oral reports

Creating and performing

Indigenous Kenyan craft -Bead work
Indigenous Kenyan craft bead work

By the end of the lesson, the learner should be able to:
-Identify different types of beads
-Discuss different beads
-Use digital devices
-Appreciate the different types of beads
-State the functions of beaded jewelry
-Use digital resources for such
-Acknowledge the function of beaded jewelry

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

What types of beads are used in bead work?
How can bead work be used to preserve Kenyan culture

-Digital resources
-Teachers notes
-Video clips
-Digital resources
Print resources
-Teachers notes

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

Creating and performing

Indigenous Kenyan craft beadwork

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

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

How can you express patriotism through creative activities?

-Collected bead work
-Materials sample beadwork

-Checklists -Observation -Schedule -Assessment rubrics

Creating and performing

Indigenous Kenyan craft beadwork

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

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

How can you express patriotism through creative activities?

-Collected beadwork materials
-Sample beadwork

-Checklists -Observation -Schedule -Assessment rubric project

Creating and performing

Indigenous Kenya craft beadwork

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

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

How can you express patriotism through creative activities

-Digital devise
Patriotic songs –Oral questions
-Observation
-Schedule

Creating and performing

Indigenous Kenyan craft beadwork
Swimming

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

-Identify the ways of entry to a pool
-Describe the sliding jumping and diving methods
-Use digital devices
-Appreciate the water entry methods in a pool

-Collaborate in sing a patriotic song
-Record the performance
-Display and talk about the work
In groups, learners are guided:
-Use print and digital resources
-Discuss sliding, jumping and diving methods
-Demonstrate sliding and diving methods

-How can beadwork be used to preserve Kenyan culture? -How can you make performance interesting and great?
What safety measures and pool rules should be observed?

-Digital devices
-Open area for performance
-Beaded jewelry
-Top scholar PE & Sports
Page 136-137
-Digital resources
-Video clips
-Lesson notes

-Oral questions -Observation -Discussion

Creating and performing

Swimming

By the end of the lesson, the learner should be able to:
-Identify water entry techniques
-Describe pencil dive as an entry sill
-Use digital devices
-Appreciate the pencil dive

In group, learners are guided to:
-Identify water entry skills into a pool
-use digital resources to search
-Discuss the pencil dive
-Watch clips on pencil dive

How does water entry skills enhance safety in swimming?

Video clips digital resource lesson notes
-Top scholar and sports
Pg 140

-Oral questions -Checklist-Observation Schedules Written test

Creating and performing

Swimming

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

-Observe a resource person
-Demonstrate pencil dive
Record themselves

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

-Swimming pool
-Resource person
-Costumes

-Demonstration -Observation -Schedule -Checklists

Creating and performing

Swimming

By the end of the lesson, the learner should be able to:
-State the meaning of crouch dive
-Describe how to perform a crouch dive
-Use digital devices to search and watch clips
-Appreciate crouch dive as an entry sill

In group learners to be guided to:
-Brainstorm crouch dive
-Use digital & print resources
-Discuss crouch dive

How do you perform the crouch dive?

-Lesson notes
-Video clips
-Digital derives
-Resource person

-Oral questions -Assessment rubrics

Creating and performing

Swimming

By the end of the lesson, the learner should be able to:
-Perform a crouch dive
-Practice a crouch dive
-Appreciate others and own efforts
-Demonstrate the backstroke body position using spines back drills
-Observe a resource person
-Appreciate others and own effort

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

Which safety measure do you observe?
How is back stroke leg action done?

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

-Observation -Practical -Checklists
-Demonstration -Checklist -Observation

Creating and performing

Swimming

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

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

How is back stroke leg action done?

-Swimming pool
-Resource person
-Digital devices

-Demonstration -Checklist -Observation

Creating and performing

Swimming

By the end of the lesson, the learner should be able to:
-Perform backstroke arm action using drills l
-Demonstrate the backstroke arm action
-Appreciate other’s effort

-Demonstrate back stroke arm action
-Observe each other
-Discuss arm action

How do you perform the backstroke arm action

-Digital resources
-Resource person

-Observation -Demonstration -Checklists

Creating and performing

Swimming

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

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

How do you perform the backstroke

-Swimming pool
-Resource person

-Observation -Demonstration -Checklists

Creating and performing
Appreciation creating arts and sports

Swimming
Analysis of creative arts and sports

By the end of the lesson, the learner should be able to:
-Demonstrate flutter kicks, arm action and breathing while in supine position
-Use digital devices to record
-Appreciate own and other people’s effort
-Evaluate or examine the spirit of sport values for clean sports
-Work as a team and talk about the values
-Appreciate the spirit of spirit values for clean sports

In pairs or individually learners guided to:
-Perform flutter kicks
-Use digital devices
-Discuss the flutter kicks
In groups or pairs, the learner to work as a term and talk about the values in sports
-Fairness team building and equality

How do you perform flutter kicks, arm action and breathing while in supine position?
Why do you evaluate the spirit of sport values?

-Swimming pool
-
Digital resources
-Digital devices
-Video clips
-Notes

-Observation -Schedule -Checklists -Assessment rubrics
-Assessment rubrics -Checklist -Written test

Appreciate in creative and sports

Analysis of creative arts and sports

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

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

Why do we analyse a given folksong

-Digital devices
-Resource person

-Assessment rubrics -Checklist -Written test

Appreciate in creative and sports

Analysis of creative arts and sports

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

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

Why do we analyse a given folksong

-Digital devices
-Resource person

-Assessment rubrics -Checklist -Written test

Appreciate in creative and sports

Analysis of creative arts and sports

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

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

Why do we analyse a given folksong

-Digital devices
-Resource person

-Assessment rubrics -Checklist -Written test

Appreciate in creative and sports

Analysis of creative arts and sports

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

-Outline the role of props
-List down the body movements
-Explain the use of costumes
-express different moods in every stanza of the folksong
-Desire to analyse a given folksong more

-Analyse a given folksong paying attention to it components
-Discussing origins of different folksong
-Listening to a resource person
-Discuss the use of costumes
-List down different body movements
-Practice the folksong
-Sing as they record themselves
-Explain role of props

Why do we analyse a given folksong
What are the components of the folksong?

-Digital devices
-Resource person
-Digital devices
-Video clips

-Assessment rubrics -Checklist -Written test
-Practical -Assessment rubrics -Written test

Appreciation in creative arts and sports

Analysis of creative arts and sports

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

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

How do we anise a story telling performance?

-Digital devices
-Video clip

-Assessment rubrics -Observation -Checklist

Appreciation in creative arts and sports

Analysis of creative arts and sports

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

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

How do we anise a story telling performance?

-Digital devices
-Video clip

-Assessment rubrics -Observation -Checklist

Appreciation in creative arts and sports

Analysis of creative arts and sports

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

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

What is the importance of a portfolio?

-Materials
-Video clip

-Assessment rubrics -Observation -Checklist

Appreciation in creative arts and sports

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

By the end of the lesson, the learner should be able to:
-Making a portfolio for show case
-Sourcing a recyclable material for making a working portfolio
-Put together all the materials and make a portfolio
-Outline the procedure of making a portfolio
-Observe as the teacher demonstrates
-Enjoy to make a portfolio as well as appreciating other’s work
-Explain the role of analysis in creative arts and sports
-Create an A3 portfolio and label it
-Evaluate the analyses in creative arts and sports
-Discuss the role of analysis in creative arts and sports
-Appreciate the role of analysis in creative arts and sports
-Decorate the portfolio
-Enjoy decorating the portfolio

In groups or pairs, the learners are guided to”
-Source a recyclable material for making a working portfolio
-Put together all the materials
-Discuss the procedure of making a portfolio
-Teacher to demonstrate
In groups, individually or in pairs:
-The learner should be guided to:
-Create an A3 portfolio and label it
-Discuss the role of analysis in creative arts
-Decorate the portfolio with found objects

What is the importance of a portfolio?
Why do we analyse creative arts and sports work?

-Materials
-Video clip

-Assessment rubrics -Observation -Checklist
-Assessment rubrics -Observation -Oral questions