Creating and Execution

Composing Melody - Introduction to melody
Composing Melody - Sol-fa syllables and ladder

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

- Sing a lullaby
- Hum the melody of a song
- Identify high and low sounds in a song

- Sing the song "Go to sleep"
-Hum the song
-Compare singing and humming the song
-Identify parts of the song that sound high
-Identify parts of the song that sound low
-Learn about pitch in music

How are high and low sounds identified in a melody?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 65
-Song charts
- Mentor Creative Arts Grade 4 Learner's Book, pg. 66
-Sol-fa ladder chart

- Observation -Performance assessment -Oral questions

Creating and Execution

Composing Melody - Performing melodies

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

- Perform simple melodies using sol-fa syllables
- Work together in group performances
- Give constructive feedback on performances

- Perform three given melodies
-Sing in groups
-Comment on each group's performance
-Discuss challenges faced during performance
-Suggest ways to improve

How can melodies be performed effectively?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 66
-Charts showing melodies

- Observation -Performance assessment -Peer assessment

Creating and Execution

Composing Melody - Sol-fa in "Go to sleep"
Composing Melody - Sol-fa in "Hot cross bun"

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

- Identify sol-fa syllables in "Go to sleep"
- Sing the song using sol-fa syllables
- Hum the melody of the song

- Study the sol-fa syllables for "Go to sleep"
-Sing the song
-Sing the sol-fa syllables for the song
-Hum the song
-Discuss patterns in the sol-fa syllables

How are sol-fa syllables used in lullabies?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 67
-Song charts with sol-fa syllables
- Mentor Creative Arts Grade 4 Learner's Book, pg. 68
-Digital devices
-Song charts

- Observation -Performance assessment -Oral questions

Creating and Execution

Composing Melody - Hand signs for sol-fa syllables

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

- Watch a video of Kodaly hand signs
- Imitate hand signs for sol-fa syllables
- Show correct hand signs to friends

- Watch a video of Kodaly hand signs
-Imitate the hand signs for sol-fa syllables d, r, m
-Show friends the hand signs for sol-fa syllables
-Learn the correct hand position for each sol-fa syllable

How do hand signs help in learning sol-fa syllables?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 69
-Digital devices
-Charts showing hand signs

- Observation -Demonstration -Peer assessment

Creating and Execution

Composing Melody - Practicing sol-fa with hand signs
Composing Melody - Hand signs in "Mary had a little lamb"

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

- Practice singing sol-fa syllables with hand signs
- Perform hand signs for given sol-fa patterns
- Work with others in musical activities

- Practice singing d, r, m with hand signs
-Sing up and down the sol-fa ladder with hand signs
-Perform hand signs for given sol-fa patterns
-Write sol-fa syllables for given hand signs
-Work in pairs to practice

How can hand signs enhance learning of sol-fa syllables?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 69
-Charts showing hand signs
- Mentor Creative Arts Grade 4 Learner's Book, pg. 70
-Song charts with sol-fa syllables

- Observation -Performance assessment -Peer assessment

Creating and Execution

Composing Melody - Free hand lettering of sol-fa

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

- Study artwork showing lettering
- Write letters neatly in exercise book
- Value neatness in written work

- Study artwork showing lettering
-Identify what is shown in the pictures
-Write letters neatly in exercise book
-Practice writing sol-fa syllables using free hand lettering

How can free hand lettering be applied to sol-fa syllables?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 71
-Writing materials

- Observation -Written work -Peer assessment

Creating and Execution

Composing Melody - Identifying sol-fa in songs
Composing Melody - Steps to identify sol-fa

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

- Sing a simple song to classmates
- Identify sol-fa syllables in the song
- Record self using digital device

- Sing a simple song to classmates
-Let friends identify the sol-fa syllables
-Sing the sol-fa pitches using hand signs
-Record self using a digital device
-Share recording with teacher

How can sol-fa syllables be identified in songs?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 71
-Digital devices
- Mentor Creative Arts Grade 4 Learner's Book, pg. 72
-Song recordings

- Observation -Performance assessment -Project work

Creating and Execution

Composing Melody - Stepwise motion
Composing Melody - Sound duration in melody
Composing Melody - Starting and ending melodies

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

- Sing a song with stepwise motion
- Identify how sol-fa syllables are connected
- Identify repeated sol-fa syllables

- Identify short and long sounds in a song
- Clap the rhythm of a song
- Understand sound duration in melody

- Sing the song "All through the night"
-Identify how sol-fa syllables are connected
-Identify which sol-fa syllables are repeated
-Show sol-fa syllables following each other using hand signs
-Learn about stepwise motion in melody
- Study the words of "Pease porridge hot"
-Sing the first line of the song
-Clap the rhythm of the song while reading the words
-Identify short and long sounds in the song
-Learn about sound duration in melody

What is stepwise motion in a melody?
How does sound duration affect melody?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 72
-Song charts with sol-fa syllables
- Mentor Creative Arts Grade 4 Learner's Book, pg. 73
-Song charts
- Mentor Creative Arts Grade 4 Learner's Book, pg. 74
-Song charts with sol-fa syllables

- Observation -Performance assessment -Oral questions

Creating and Execution

Composing Melody - Creating short melodies

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

- Follow guidelines for creating melodies
- Complete given melody patterns
- Create original melodies using d, r, m

- Learn guidelines for creating melodies using d, r, m
-Complete given melody patterns
-Compose original melodies using d, r, m
-Ensure melodies start and end on 'd'
-Share melodies with classmates

How can short melodies be created using d, r, m?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 75
-Writing materials

- Observation -Project work -Peer assessment

Creating and Execution

Composing Melody - Creating melodies with rhythm
Composing Melody - Making clay slabs (1)

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

- Use rhythm patterns to create melodies
- Combine rhythm and pitch in melodies
- Show creativity in melody composition

- Use given rhythm patterns to create melodies
-Create melodies using d, r, m with various rhythms
-Ensure melodies start and end on 'd'
-Perform created melodies
-Give feedback on each other's compositions

How can rhythm and pitch be combined in melody creation?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 75
-Writing materials
- Mentor Creative Arts Grade 4 Learner's Book, pg. 76
-Clay
-Polythene paper
-Ruler

- Observation -Project work -Peer assessment

Creating and Execution
Performance and Display

Composing Melody - Making clay slabs (2)
Athletics - Introduction to sprint starts and sprinting techniques

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

- Roll clay to create even slabs
- Mark out rectangular shapes of different sizes
- Cut out clay slabs neatly

- Take a rolling pin and roll clay
-Mark out rectangular shapes of different sizes
-Cut out the shapes carefully
-Ensure the slabs are of even thickness
-Set aside to partially dry

How are clay slabs prepared for making sol-fa models?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 76
-Clay
-Rolling pin
-Cutting tools
- Mentor Creative Arts pg. 80
- Digital devices for video demonstrations
- Open space for practical activities

- Observation -Project work -Peer assessment

Performance and Display

Athletics - Medium sprint start technique demonstration
Athletics - Medium sprint start technique practice

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

- Describe the steps of medium sprint start
- Demonstrate "on your marks" position in medium sprint start
- Appreciate the importance of proper body positioning in sprinting

- Watch video clip/demonstration of medium sprint start
- Observe body positioning, foot placement, and hand positioning
- Practice the "on your marks" position with proper stance and body alignment
- Discuss safety measures when practicing sprint starts

What is the importance of proper positioning in "on your marks" command?

- Mentor Creative Arts pg. 82
- Open space with marked lines
- Digital devices for recording performances
- Mentor Creative Arts pg. 83
- Open space with marked starting line
- Whistle
- Mentor Creative Arts pg. 84
- Open space with marked starting and finishing lines

- Observation - Skill progression chart - Peer assessment

Performance and Display

Athletics - Elongated sprint start technique demonstration
Athletics - Elongated sprint start technique practice
Athletics - Body posture, acceleration, transition, and finish in sprinting
Athletics - Sprinting techniques practice
Athletics - Reading and understanding the Kenya National Anthem

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

- Identify the characteristics of elongated sprint start
- Explain the body positioning in elongated sprint start
- Appreciate different sprint start techniques

- Demonstrate proper body posture during sprinting
- Apply acceleration techniques during sprint
- Value the importance of practice in mastering sprinting

- Study pictures of elongated sprint start position
- Discuss the hand and body position, eye focus, and foot placement
- Compare elongated sprint start with medium sprint start
- Watch demonstration of elongated sprint start
- Practice proper upper body position when sprinting
- Make longer steps and increase step frequency
- Practice maintaining maximum speed to the finish line
- Perform sprinting technique in pairs

How does elongated sprint start differ from medium sprint start?
Why is proper finishing technique important in sprinting?

- Mentor Creative Arts pg. 85
- Digital devices for video demonstrations
- Open space for practice
- Mentor Creative Arts pg. 86
- Open space with marked starting and finishing lines
- Whistle
- Mentor Creative Arts pg. 87
- Digital devices for video clips
- Open space for demonstration
- Mentor Creative Arts pg. 88
- Open space with marked lines
- Stopwatch
- Mentor Creative Arts pg. 91
- Chart with Kenya National Anthem words
- Audio recording of Kenya National Anthem

- Observation - Oral questions - Written assignments
- Observation - Performance analysis - Peer assessment

Performance and Display

Athletics - Singing the Kenya National Anthem in groups
Athletics - Studying the Kenyan flag colors and arrangement

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

- Sing the Kenya National Anthem with proper pronunciation
- Apply appropriate tempo when singing the anthem
- Show respect while singing the national anthem

- Practice singing the Kenya National Anthem in groups
- Focus on accuracy in tune and proper pronunciation
- Maintain appropriate tempo during singing
- Observe appropriate etiquette during anthem performance

How does singing the national anthem promote patriotism?

- Mentor Creative Arts pg. 91
- Audio recording of Kenya National Anthem
- Chart with Kenya National Anthem words
- Mentor Creative Arts pg. 90
- Digital devices for searching images
- Chart showing the Kenyan flag

- Observation - Performance analysis - Peer assessment

Performance and Display

Athletics - Sketching and painting the Kenyan flag

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

- Sketch the Kenyan flag on paper
- Paint the flag using the correct colors
- Value the importance of neatness in artwork

- Sketch the Kenyan flag on paper
- Paint the flag observing the correct color arrangement
- Apply proper painting techniques for neat results
- Display completed flags for peer feedback

How should colors be arranged on the Kenyan flag?

- Mentor Creative Arts pg. 91
- Paper, pencils, rulers
- Paints (black, red, green, white)
- Brushes

- Observation - Project assessment - Peer critique

Performance and Display

Athletics - Attaching the flag to a suitable handle
Athletics - Practicing medium starts in pairs

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

- Select suitable material for a flag handle
- Attach the painted flag to the handle securely
- Demonstrate pride in creating a national symbol

- Collect suitable materials for flag handles
- Apply glue on one end of the flag paper
- Attach the flag to the handle securely
- Test the flag by waving it gently

Why is proper attachment of the flag to the handle important?

- Mentor Creative Arts pg. 92
- Completed painted flags
- Materials for handles (sticks, dowels)
- Glue
- Mentor Creative Arts pg. 89
- Open space with marked starting lines
- Whistle

- Observation - Project assessment - Peer critique

Performance and Display

Athletics - Practicing sprinting technique in pairs

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

- Execute sprinting technique with proper body alignment
- Maintain maximum speed during a sprint
- Value the role of practice in improving performance

- Practice proper sprinting technique in pairs
- Focus on start, arm and leg action, and finish
- Mark lines to practice sprinting for short distances
- Provide feedback to partners on technique

What are the key elements of proper sprinting technique?

- Mentor Creative Arts pg. 89
- Open space with marked lines
- Stopwatch

- Observation - Performance analysis - Peer assessment

Performance and Display

Athletics - Participating in sprint competitions
Athletics - Recording and critiquing sprint performances

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

- Apply sprint start and sprinting techniques in competition
- Participate actively in organized sprint events
- Demonstrate sportsmanship during competition

- Record sprint performances using digital devices
- Critique application of sprint techniques in recordings
- Appreciate the use of technology in improving performance

- Organize sprint competitions in groups
- Apply learned sprint starts and running techniques
- Participate in hurray, back and forth activity
- Practice two push-ups and run activity
- Use digital devices to record sprint performances
- Play back recordings for analysis
- Critique application of starting and sprinting techniques
- Identify areas for improvement based on recordings

How does competition enhance learning of athletic skills?
How can recording performances help improve athletic technique?

- Mentor Creative Arts pg. 89
- Open space with marked track
- Whistle
- Stopwatch
- Mentor Creative Arts pg. 90
- Open space with marked lines
- Stopwatch
- Whistle
- Mentor Creative Arts pg. 90
- Digital devices for recording
- Open space for sprint activities
- Playback equipment

- Observation - Performance analysis - Competition results
- Observation - Performance analysis - Self-assessment

Performance and Display

Athletics - Importance of the flag and anthem during events
Athletics - Sprint competition with flag and anthem

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

- Explain why the flag is raised during athletic events
- Describe the importance of singing the anthem at events
- Value national symbols during sporting events

- Study pictures of flag raising during athletic events
- Discuss the significance of raising the flag during events
- Explore the importance of singing the anthem at events
- Role-play a flag raising and anthem singing ceremony

Why is flying the flag important during athletics events?

- Mentor Creative Arts pg. 92
- Pictures of athletic events with flag raising
- Painted flags with handles
- Audio recording of Kenya National Anthem
- Open space with marked track
- Kenyan flags
- Audio equipment for anthem
- Stopwatch

- Observation - Oral questions - Written assignments

Performance and Display

Athletics - Athletic event appreciation

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

- Identify the sprint starts learned in sprinting
- Describe the sprinting techniques learned
- Appreciate the value of athletics in physical development

- Review different sprint starts learned (medium, elongated)
- Summarize sprinting techniques learned throughout the unit
- Discuss the importance of recovery after athletic activities
- Share experiences from participating in sprint events

What have we learned about sprint techniques that can help us in future athletic activities?

- Mentor Creative Arts pg. 92
- Charts showing sprint techniques
- Digital devices with recorded performances

- Observation - Oral questions - Written assignments

Performance and Display

Athletics - Sprint skills assessment
Gymnastics - Introduction to balances and rolls in gymnastics

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

- Demonstrate mastery of sprint starts and techniques
- Explain the symbolism of the Kenyan flag
- Show pride in national symbols during athletic events

- Demonstrate medium and elongated sprint starts
- Show proper sprinting technique in short races
- Explain the importance of the flag and anthem in athletics
- Demonstrate proper flag handling and anthem etiquette

How do athletics and national symbols connect to form a complete sporting experience?

- Mentor Creative Arts pg. 92
- Open space with marked track
- Kenyan flags
- Assessment sheets
- Mentor Creative Arts pg. 94
- Digital devices for video demonstrations
- Pictures of gymnastic positions
- Safe practice area with mats

- Observation - Performance assessment - Oral evaluation

Performance and Display

Gymnastics - Crab balance demonstration and practice

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

- Describe the steps of performing crab balance
- Demonstrate initial positioning for crab balance
- Appreciate the importance of balance in gymnastics

- Watch video clip/demonstration of crab balance
- Observe body positioning of head, hands, and feet
- Discuss how to maintain balance during the pose
- Practice sitting position with knees bent for crab balance

How is weight distributed in the crab balance position?

- Mentor Creative Arts pg. 95
- Digital devices for video demonstrations
- Safe practice area with mats

- Observation - Skill progression chart - Peer assessment

Performance and Display

Gymnastics - Crab balance technique practice
Gymnastics - Side roll demonstration and practice
Gymnastics - Side roll technique practice

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

- Demonstrate pushing up into crab balance position
- Maintain the crab balance position for several seconds
- Show confidence in performing gymnastic skills

- Demonstrate shifting weight to shoulders during side roll
- Execute complete side roll with proper technique
- Show perseverance in mastering gymnastic skills

- Practice placing hands below shoulders with fingers pointing to feet
- Practice lifting hips up into full crab position
- Maintain the position while shifting weight to hands and legs
- Practice lowering from the position safely
- Practice lowering shoulder and head to either side
- Practice shifting body weight to shoulders
- Execute full side roll with proper technique
- Practice standing back to starting position after roll

What muscles are engaged during the crab balance?
What is the importance of sequence in performing side roll?

- Mentor Creative Arts pg. 95
- Safe practice area with mats
- Demonstration charts
- Mentor Creative Arts pg. 96
- Digital devices for video demonstrations
- Safe practice area with mats
- Mentor Creative Arts pg. 97
- Safe practice area with mats
- Demonstration charts

- Observation - Performance analysis - Self-assessment

Performance and Display

Gymnastics - Singing patriotic songs during warm-up
Gymnastics - Playing rhythmic percussion instruments

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

- Identify patriotic songs suitable for warm-up
- Sing patriotic songs with proper diction during warm-up
- Appreciate the role of music in physical activities

- Select appropriate patriotic songs for warm-up
- Practice singing songs with proper diction and rhythm
- Perform general warm-up exercises while singing
- Discuss how music enhances physical activities

How does music support the performance of gymnastics?

- Mentor Creative Arts pg. 100
- Audio recordings of patriotic songs
- Charts with song lyrics
- Open space for warm-up activities
- Mentor Creative Arts pg. 97
- Percussion instruments (shakers, rattles, drums)
- Demonstration charts of rhythmic patterns

- Observation - Performance assessment - Peer feedback

Performance and Display

Gymnastics - Practicing the crab balance and side roll in pairs

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

- Perform crab balance with proper technique
- Provide constructive feedback to peers
- Value teamwork in learning gymnastics

- Form pairs for practice of crab balance and side roll
- Take turns performing while partner observes
- Provide feedback on technique and form
- Use markers to create practice areas

How does peer feedback improve gymnastic performance?

- Mentor Creative Arts pg. 97
- Safe practice area with mats
- Markers (lime or ash) for circles
- Assessment checklists

- Observation - Peer assessment - Skill progression charts

Performance and Display

Gymnastics - Group performance with percussion
Gymnastics - Relay performance practice

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

- Perform crab balance and side roll in sequence
- Accompany performances with percussion instruments
- Demonstrate teamwork in group performances

- Form two groups for alternate performances
- One group performs while the other plays percussion
- Mark circles on the ground for performance areas
- Alternate roles between performing and playing instruments

How does group performance enhance individual skills?

- Mentor Creative Arts pg. 98
- Safe practice area with mats
- Markers for circles
- Percussion instruments
- Markers for lines
- Whistle

- Observation - Group performance assessment - Peer feedback

Performance and Display

Gymnastics - Reciting French rhythm names during roll performance
Gymnastics - Crab balance with rhythmic patterns

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

- Recite French rhythm names 'taa' and 'ta-te'
- Coordinate recitation with side roll performance
- Appreciate the connection between rhythm and movement

- Perform crab balance with rhythmic movement
- Coordinate movement with French rhythm names
- Value the integration of rhythm and gymnastics

- Form groups and stand in lines
- Mark line and place cones for activity
- Recite 'taa' in ready position for side roll
- Recite 'ta-te' while performing side roll
- Repeat until reaching the cones
- Mark a square on the ground for activity
- Stand at corners of the square
- Perform crab balance on command
- Move in crab walk while chanting 'taa' and 'ta-te'
- Match steps to rhythm pattern

How do rhythmic patterns enhance gymnastic movements?
How does rhythmic chanting improve coordination during crab walk?

- Mentor Creative Arts pg. 98
- Safe practice area with mats
- Markers for lines
- Cones for targets
- Mentor Creative Arts pg. 99
- Safe practice area with mats
- Markers for square
- Rhythm charts

- Observation - Performance analysis - Rhythmic coordination assessment
- Observation - Performance analysis - Coordination assessment

Performance and Display

Gymnastics - Peer assessment of gymnastics skills
Gymnastics - Group game with gymnastic skills

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

- Evaluate peers' performance of gymnastic skills
- Provide constructive feedback
- Demonstrate respect for others' efforts

- Create assessment checklists for gymnastic skills
- Observe partners performing crab balance and side roll
- Complete checklists indicating strengths and areas for improvement
- Share feedback in supportive manner

How does assessment contribute to skill development?

- Mentor Creative Arts pg. 99
- Safe practice area with mats
- Assessment checklists
- Pencils
- Mentor Creative Arts pg. 100
- Safe practice area
- Audio recording of song
- Open space for game

- Observation - Peer assessment - Written evaluation

Performance and Display

Gymnastics - Using digital devices to photograph gymnastics performances

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

- Take photographs of gymnastic performances
- Focus on center of interest in photography
- Show interest in documenting physical activities

- Use digital devices to take photographs of crab balance and side roll
- Focus on center of interest in photographs
- Take multiple shots from different angles
- Review photographs for clarity and focus

Why is the center of interest important in photography?

- Mentor Creative Arts pg. 97
- Digital devices with cameras
- Safe practice area for gymnastics
- Display equipment for reviewing photos

- Observation - Photo quality assessment - Peer feedback

Performance and Display

Gymnastics - Creating a portfolio of gymnastics photographs
Gymnastics - Home practice and documentation

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

- Select appropriate photographs for portfolio
- Store photographs in organized manner
- Appreciate visual documentation of physical activities

- Review photographs taken of gymnastic activities
- Select best photographs showing clear technique
- Create digital folder/portfolio for storage
- Organize photographs by skill type

How can photography help improve gymnastic technique?

- Mentor Creative Arts pg. 98
- Digital devices with photography
- Computer for portfolio organization
- Photographs from previous lesson
- Mentor Creative Arts pg. 100
- Planning templates
- Digital devices for recording
- List of safe home activities

- Observation - Portfolio assessment - Self-evaluation

Performance and Display

Gymnastics - Skills assessment

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

- Demonstrate mastery of crab balance and side roll
- Perform to rhythmic accompaniment
- Show confidence in gymnastic abilities

- Demonstrate crab balance and side roll individually
- Perform to rhythmic accompaniment of percussion or chanting
- Evaluate own performance against criteria
- Receive feedback from teacher and peers

What progress have you made in gymnastics skills?

- Mentor Creative Arts pg. 100
- Safe practice area with mats
- Assessment checklists
- Percussion instruments

- Observation - Performance assessment - Self-evaluation

Performance and Display

Gymnastics - Self and peer assessment
Gymnastics - Skills integration
Descant Recorder - Exploring and identifying parts of a descant recorder

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

- Evaluate own gymnastic performance
- Assess peers' performances objectively
- Appreciate the value of assessment in learning

- Identify the parts of a descant recorder
- Name the function of each part
- Show interest in learning about musical instruments

- Review criteria for successful gymnastic skills
- Perform crab balance and side roll for assessment
- Complete self-assessment forms
- Provide constructive feedback to peers
- Observe pictures/actual descant recorder
- Identify front and back views of the recorder
- Name the parts (head joint, middle joint, foot joint)
- Discuss the function of each part

How does assessment contribute to skill mastery?
How can one identify the parts of a descant recorder?

- Mentor Creative Arts pg. 100
- Safe practice area with mats
- Assessment forms
- Pencils
- Percussion instruments
- Audio equipment
- Mentor Creative Arts pg. 125
- Descant recorders
- Charts showing recorder parts
- Pictures of recorders

- Self-assessment - Peer assessment - Teacher observation
- Observation - Oral questions - Labeling activities

Performance and Display

Descant Recorder - Learning to hold and blow the descant recorder
Descant Recorder - Assembling and disassembling the recorder

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

- Demonstrate correct posture for holding recorder
- Position mouth correctly on the mouthpiece
- Appreciate the importance of proper technique

- Study pictures of correct recorder holding position
- Practice holding the recorder with proper hand position
- Position mouth correctly on the mouthpiece
- Practice producing sound by gentle blowing

How is a good tone produced on the descant recorder?

- Mentor Creative Arts pg. 129
- Descant recorders
- Charts showing correct posture
- Disinfectant wipes
- Mentor Creative Arts pg. 128
- Charts showing assembly steps
- Demonstration models

- Observation - Performance assessment - Peer feedback

Performance and Display

Descant Recorder - Learning care and maintenance of the recorder

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

- Describe methods of caring for a descant recorder
- Demonstrate cleaning of the recorder
- Show responsibility in instrument care

- Study pictures of recorder cleaning
- Discuss ways of caring for and maintaining recorder
- Demonstrate using cleaning rod and cloth
- Discuss importance of not sharing recorders
- Practice safe storage techniques

Why is proper care of the descant recorder important?

- Mentor Creative Arts pg. 129
- Descant recorders
- Cleaning rods
- Clean cloths
- Storage cases

- Observation - Oral questions - Demonstration assessment

Performance and Display

Descant Recorder - Health considerations with recorders
Descant Recorder - Practicing holding and blowing with appropriate fingering

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

- Explain the importance of hygiene with recorders
- Identify diseases that can be caused by sharing
- Value personal hygiene in music activities

- Discuss importance of avoiding sharing recorders
- Identify communicable diseases related to sharing
- Demonstrate proper cleaning before and after use
- Practice proper storage to maintain hygiene

Why is hygiene important when using the descant recorder?

- Mentor Creative Arts pg. 130
- Descant recorders
- Cleaning supplies
- Charts on hygiene
- Storage cases
- Finger position charts
- Demonstration models

- Observation - Oral questions - Written assignments

Performance and Display

Descant Recorder - Collecting materials for making a recorder case

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

- Identify suitable materials for recorder case
- Select appropriate materials based on function
- Show creativity in resource selection

- Discuss purposes of a recorder case
- Identify suitable materials (fabric, leather, yarn)
- Collect recyclable materials for case making
- Sort and prepare materials for use

What materials are suitable for making a recorder case?

- Mentor Creative Arts pg. 132
- Sample materials (fabric, leather, yarn)
- Recyclable materials
- Storage containers

- Observation - Material selection assessment - Resource collection evaluation

Performance and Display

Descant Recorder - Making a decorated case
Descant Recorder - Embellishing the case with found objects
Descant Recorder - Learning to play note B

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

- Create a case using appropriate technique
- Apply color variation in case design
- Value creativity in instrument accessories

- Position fingers correctly for note B
- Produce correct sound for note B
- Show interest in playing musical notes

- Demonstrate stitching technique for fabric/leather case
- Practice crocheting technique for yarn case
- Apply color variation in design
- Size case appropriately for recorder
- Watch demonstrations/videos of playing note B
- Practice closing back hole with left thumb
- Place first finger of left hand on first hole
- Support recorder with right hand thumb
- Blow gently to produce B note

What techniques can be used to create a functional recorder case?
How is note B played on the descant recorder?

- Mentor Creative Arts pg. 132
- Collected materials
- Needles, thread
- Crochet hooks
- Scissors
- Completed recorder cases
- Found objects for decoration
- Adhesives, thread
- Mentor Creative Arts pg. 133
- Descant recorders
- Charts showing B fingering
- Digital devices for demonstrations

- Observation - Project assessment - Creativity evaluation
- Observation - Performance assessment - Note accuracy evaluation

Performance and Display

Descant Recorder - Learning to play note A
Descant Recorder - Learning to play note G

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

- Position fingers correctly for note A
- Produce correct sound for note A
- Show confidence in playing musical notes

- Watch demonstrations/videos of playing note A
- Practice closing back hole with left thumb
- Place first and second fingers on appropriate holes
- Support recorder with right hand thumb
- Blow gently to produce A note

How is note A played on the descant recorder?

- Mentor Creative Arts pg. 134
- Descant recorders
- Charts showing A fingering
- Digital devices for demonstrations
- Mentor Creative Arts pg. 135
- Charts showing G fingering

- Observation - Performance assessment - Note accuracy evaluation

Performance and Display

Descant Recorder - Practicing appropriate playing techniques

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

- Demonstrate correct posture when playing
- Apply appropriate blowing technique
- Show perseverance in developing skills

- Practice correct sitting/standing posture
- Focus on gentle blowing for clear tone
- Practice correct finger positioning for each note
- Apply appropriate breath control

What contributes to good tone production on the recorder?

- Mentor Creative Arts pg. 136
- Descant recorders
- Charts showing proper technique
- Mirror for self-observation

- Observation - Performance assessment - Technique evaluation

Performance and Display

Descant Recorder - Playing combined note patterns
Descant Recorder - Playing simple melodies

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

- Play simple patterns combining G, A, B
- Transition smoothly between notes
- Demonstrate growing confidence in playing

- Practice combined note patterns using G, A, B
- Focus on clean transitions between notes
- Play simple exercises with alternating notes
- Apply proper fingering technique

How does finger movement affect note transitions?

- Mentor Creative Arts pg. 137
- Descant recorders
- Combined note pattern charts
- Transition exercises
- Mentor Creative Arts pg. 138
- Notation for "Merrily We Roll Along"
- Audio recording of melody

- Observation - Performance assessment - Transition fluency evaluation

Performance and Display

Descant Recorder - Playing additional melodies

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

- Play "Hot Cross Buns" and other simple melodies
- Apply correct fingering for each note
- Demonstrate growing musical confidence

- Practice playing "Hot Cross Buns" and other melodies
- Form groups for practice and performance
- Take turns playing the melodies
- Focus on note transitions and rhythm accuracy
- Provide feedback to group members

How does group practice enhance melody learning?

- Mentor Creative Arts pg. 139
- Descant recorders
- Notation for "Hot Cross Buns" and other melodies
- Audio recordings of melodies

- Observation - Performance assessment - Group participation evaluation

Performance and Display

Songs - Introduction to different types of songs
Songs - Sacred songs

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

- Identify different types of songs
- Discuss how songs are used to pass messages
- Show interest in learning about songs

- Discuss how songs are used to pass messages
- Identify different types of songs (sacred, patriotic, folk)
- Study pictures of people singing in different settings
- Share personal experiences with songs
- Discuss occasions for different song types

What contributes towards a good performance?

- Mentor Creative Arts pg. 101
- Pictures of people singing in different settings
- Audio recordings of different song types
- Chart showing song categories
- Mentor Creative Arts pg. 102
- Audio recordings of sacred songs
- Pictures of worship settings
- Chart with song lyrics

- Observation - Oral questions - Written assignments

Performance and Display

Songs - Singing sacred songs expressively

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

- Sing sacred songs with proper expression
- Apply appropriate tempo and dynamics
- Value expression in musical performance

- Practice singing sacred songs with expression
- Explore fast/loud and slow/soft variations
- Discuss feelings when singing different ways
- Add hand clapping or table tapping for rhythm
- Perform songs with appropriate expression

How do tempo and dynamics affect the message of a song?

- Mentor Creative Arts pg. 102
- Audio recordings of sacred songs
- Chart with song lyrics
- Rhythm instruments

- Observation - Performance assessment - Expression evaluation

Performance and Display

Songs - Patriotic songs
Songs - Singing patriotic songs expressively
Songs - Introduction to folk songs

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

- Identify patriotic songs and their purpose
- Describe characteristics of patriotic songs
- Show pride in national songs

- Define folk songs as traditional songs
- Identify types of folk songs
- Show interest in cultural musical heritage

- Study pictures of patriotic performances
- Listen to "Tuishangilie Kenya" and other patriotic songs
- Discuss the message in patriotic songs
- Explore the tempo and dynamics of patriotic songs
- Learn about occasions for patriotic songs
- Discuss meaning of folk songs
- Explore different types of folk songs (work, funeral, naming, initiation, marriage, worship)
- Listen to examples of various folk songs
- Identify communities of origin for songs
- Discuss occasions for different folk songs

What messages are conveyed through patriotic songs?
How do Kenyan communities use folk songs?

- Mentor Creative Arts pg. 104
- Audio recordings of patriotic songs
- Chart with patriotic song lyrics
- Pictures of national celebrations
- Performance space
- Mentor Creative Arts pg. 106
- Audio/video recordings of folk songs
- Chart showing folk song categories
- Map of Kenyan communities

- Observation - Oral questions - Listening assessment

Performance and Display

Songs - Work folk songs
Songs - Naming folk songs

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

- Identify work folk songs and their purpose
- Sing a work folk song with appropriate expression
- Value cultural traditions in music

- Listen to examples of work folk songs
- Discuss the purpose of work songs
- Learn a work folk song from a Kenyan community
- Practice singing with appropriate expression
- Perform work-related movements while singing

What is the purpose of work folk songs?

- Mentor Creative Arts pg. 106
- Audio/video recordings of work folk songs
- Chart with song lyrics
- Pictures of traditional work activities
- Audio/video recordings of naming folk songs
- Pictures of naming ceremonies

- Observation - Performance assessment - Movement coordination evaluation

Performance and Display

Songs - Initiation folk songs

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

- Identify initiation folk songs and their purpose
- Sing an initiation folk song with proper expression
- Respect cultural transition ceremonies

- Study pictures of initiation ceremonies
- Listen to examples of initiation folk songs
- Discuss the purpose of initiation songs
- Learn an initiation folk song
- Perform song with appropriate expression and gestures

What messages are conveyed in initiation folk songs?

- Mentor Creative Arts pg. 108
- Audio/video recordings of initiation folk songs
- Chart with song lyrics
- Pictures of initiation ceremonies

- Observation - Performance assessment - Cultural understanding evaluation

Performance and Display

Songs - Marriage folk songs
Songs - Worship folk songs

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

- Identify marriage folk songs and their purpose
- Sing a marriage folk song with appropriate expression
- Value cultural marriage traditions

- Study pictures of marriage ceremonies
- Listen to examples of marriage folk songs
- Learn "Mueni" Akamba marriage folk song
- Discuss the message of the song
- Perform with appropriate expression and gestures

What is the purpose of marriage folk songs?

- Mentor Creative Arts pg. 109
- Audio/video recordings of marriage folk songs
- Chart with "Mueni" lyrics and translation
- Pictures of marriage ceremonies
- Mentor Creative Arts pg. 110
- Audio/video recordings of worship folk songs
- Chart with "Geithia mundu" lyrics and translation
- Pictures of traditional worship settings

- Observation - Performance assessment - Cultural understanding evaluation

Performance and Display

Songs - Exploring indigenous methods of costume decoration

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

- Identify indigenous costume decoration methods
- Describe tie-dye and beadwork techniques
- Value traditional craft techniques

- Watch videos/observe pictures of decorated costumes
- Identify decoration techniques (tie-dye, beadwork)
- Explore materials used in traditional decoration
- Discuss significance of designs and colors
- Examine samples of decorated costumes

How do Kenyan communities decorate costumes for performing folk songs?

- Mentor Creative Arts pg. 111
- Pictures of decorated costumes
- Samples of decorated fabrics
- Videos of costume decoration techniques
- Charts showing decoration methods

- Observation - Oral questions - Written assignments

Performance and Display

Songs - Learning tie-dye techniques for costume decoration
Songs - Applying dye to fabric for costume decoration
Songs - Learning beadwork techniques for costume decoration

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

- Explain the process of tie-dye
- Prepare fabric for tie-dye decoration
- Show interest in traditional craft techniques

- Explain beadwork decoration techniques
- Identify recyclable materials for beadwork
- Value sustainability in craft making

- Demonstrate tie-dye circle technique
- Prepare fabric by folding and tying
- Discuss use of natural vs. artificial dyes
- Practice tying techniques for different patterns
- Prepare fabrics for dyeing
- Explore traditional beadwork techniques
- Identify recyclable materials for beads
- Discuss color and pattern significance
- Collect materials for beadwork
- Practice simple beading techniques

What traditional materials are used for dyeing fabrics?
What materials can be recycled to create decorative beads?

- Mentor Creative Arts pg. 111
- Fabric for tie-dye
- String/rubber bands for tying
- Samples of tie-dye patterns
- Demonstration charts
- Prepared tied fabrics
- Dye (artificial or natural)
- Containers for dyeing
- Protective gloves and aprons
- Cleaning supplies
- Mentor Creative Arts pg. 111
- Samples of beadwork
- Recyclable materials for beads
- Threading materials
- Pictures of traditional beadwork

- Observation - Technique demonstration assessment - Pattern preparation evaluation
- Observation - Material selection assessment - Technique demonstration evaluation

Performance and Display

Songs - Creating beadwork decorations for costumes
Songs - Selecting folk songs for group performance

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

- Create beadwork decorations using recyclable materials
- Apply color patterns in beadwork
- Show creativity in costume design

- Create beads from recyclable materials
- String beads in patterns
- Apply beadwork to costume pieces
- Focus on color, type of beads, and function
- Display completed beadwork decorations

How do color patterns in beadwork convey meaning?

- Mentor Creative Arts pg. 111
- Prepared recyclable beads
- Threading materials
- Costume pieces for decoration
- Display materials
- Audio recordings of folk songs
- Charts with song lyrics
- Role assignment sheets
- Performance planning templates

- Observation - Product assessment - Pattern application evaluation - Creativity assessment

Performance and Display

Songs - Group performance of folk songs with correct diction

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

- Sing folk songs with correct diction
- Perform assigned roles in group
- Show confidence in cultural performance

- Practice singing selected folk songs in groups
- Focus on correct pronunciation of words
- Apply appropriate facial expressions and gestures
- Perform in assigned roles (soloist, chorus)
- Provide constructive feedback to peers

How does correct diction affect song meaning?

- Mentor Creative Arts pg. 111
- Charts with song lyrics
- Audio recordings for reference
- Performance space
- Decorated costumes

- Observation - Performance assessment - Diction evaluation - Role fulfillment assessment

Performance and Display

Songs - Playing percussion instruments to accompany folk songs
Songs - Learning care and maintenance of instruments

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

- Play simple rhythms on percussion instruments
- Accompany folk songs with percussion
- Value the role of instruments in performance

- Select appropriate percussion instruments
- Demonstrate techniques (hitting, shaking, plucking)
- Practice simple rhythmic patterns
- Accompany folk songs with percussion
- Coordinate instrumental parts with singing

How do percussion instruments enhance folk song performances?

- Mentor Creative Arts pg. 111
- Percussion instruments (drums, shakers, rattles)
- Charts showing rhythmic patterns
- Audio recordings of accompanied songs
- Mentor Creative Arts pg. 112
- Percussion instruments
- Cleaning materials
- Storage containers
- Instrument care charts

- Observation - Performance assessment - Rhythm accuracy evaluation - Coordination assessment

Performance and Display

Songs - Integrated folk song performance

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

- Perform folk songs with instrumental accompaniment
- Use decorated costumes in performance
- Demonstrate cultural appreciation through performance

- Rehearse folk songs with instrumental accompaniment
- Wear decorated costumes for performance
- Apply all performance elements (expression, diction, gestures)
- Perform for classmates
- Receive and respond to feedback

How do all performance elements work together in folk song presentation?

- Mentor Creative Arts pg. 112
- Percussion instruments
- Decorated costumes
- Performance space
- Feedback forms

- Observation - Performance assessment - Integration evaluation - Audience feedback

Performance and Display

Songs - Recording folk song performances
Songs - Appreciation of percussion instruments in performances
Songs - Cultural exchange through folk songs

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

- Perform folk songs for recording
- Evaluate recorded performances
- Value technology in preserving cultural expressions

- Perform folk songs from different communities
- Compare folk song traditions across cultures
- Value cultural diversity through music

- Use digital devices to record performances
- Perform folk songs for recording
- Review recordings for quality and improvement
- Store recordings in digital portfolio
- Discuss potential uses for recordings
- Share folk songs from different communities
- Identify similarities and differences in traditions
- Learn elements of songs from other communities
- Discuss values expressed in different traditions
- Create cultural exchange performance

How can recording technology preserve cultural heritage?
How do folk songs promote cultural understanding?

- Mentor Creative Arts pg. 112
- Digital recording devices
- Performance space
- Playback equipment
- Storage devices
- Audio recordings with percussion
- Percussion instruments
- Pictures of traditional instruments
- Poster-making materials
- Mentor Creative Arts pg. 112
- Audio recordings from different communities
- Charts comparing song traditions
- Performance space
- Cultural artifacts

- Observation - Recording quality assessment - Performance evaluation - Digital portfolio management
- Observation - Comparative analysis assessment - Performance evaluation - Cultural sensitivity observation