Creating and Execution

Composing Melody - Introduction to melody

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

- Observation -Performance assessment -Oral questions

Creating and Execution

Composing Melody - Sol-fa syllables and ladder
Composing Melody - Performing melodies

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

- Identify sol-fa syllables d, r, m
- Sing up and down the sol-fa ladder
- Value the importance of sol-fa in music

- Observe the sol-fa ladder
-Sing d r m up the ladder
-Sing m r d down the ladder
-Identify which sol-fa syllable sounds the highest
-Identify which sol-fa syllable sounds the lowest

How does the sol-fa ladder represent pitch?

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

- Observation -Performance assessment -Oral questions

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
Composing Melody - Practicing sol-fa with hand signs

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 - Hand signs in "Mary had a little lamb"
Composing Melody - Free hand lettering of sol-fa
Composing Melody - Identifying sol-fa in songs

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

- Sing "Mary had a little lamb" with hand signs
- Follow sol-fa syllables in the song
- Appreciate hand signs as learning tools

- Sing "Mary had a little lamb" while performing hand signs
-Follow the sol-fa syllables provided for the song
-Perform the song in groups
-Give feedback on each other's performance

How can hand signs be applied to familiar songs?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 70
-Song charts with sol-fa syllables
- Mentor Creative Arts Grade 4 Learner's Book, pg. 71
-Writing materials
-Digital devices

- Observation -Performance assessment -Peer assessment

Creating and Execution

Composing Melody - Steps to identify sol-fa
Composing Melody - Stepwise motion

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

- Follow steps to identify sol-fa notes
- Sing along to recordings
- Identify 'd' syllable in songs

- Learn steps to identify sol-fa notes in a song
-Sing along to recordings or hum to melodies
-Practice singing sol-fa syllables up and down
-Identify the 'd' syllable as a reference point
-Note down sol-fa syllables in songs

What steps help in identifying sol-fa notes in songs?

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

- Observation -Oral questions -Demonstration

Creating and Execution

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

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

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

How does sound duration affect melody?

- 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
Composing Melody - Creating melodies with rhythm

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
Performance and Display
Performance and Display

Composing Melody - Making clay slabs (1)
Composing Melody - Making clay slabs (2)
Athletics - Introduction to sprint starts and sprinting techniques
Athletics - Medium sprint start technique demonstration

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

- Identify techniques for making sol-fa syllables with clay
- Prepare clay for making slabs
- Show interest in clay work

- Learn about two techniques for making sol-fa syllables
-Prepare clay by kneading to make it smooth
-Cut a lump of clay and place on polythene paper
-Discuss clay preparation techniques

What techniques are used for making sol-fa syllables with clay?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 76
-Clay
-Polythene paper
-Ruler
-Rolling pin
-Cutting tools
- Mentor Creative Arts pg. 80
- Digital devices for video demonstrations
- Open space for practical activities
- Mentor Creative Arts pg. 82
- Open space with marked lines
- Digital devices for recording performances

- Observation -Project work -Oral questions

Performance and Display

Athletics - Medium sprint start technique demonstration
Athletics - Medium sprint start technique practice
Athletics - Elongated sprint start technique demonstration
Athletics - Elongated sprint start technique practice
Athletics - Body posture, acceleration, transition, and finish in sprinting

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

- Demonstrate the "set" position in medium sprint start
- Execute the starting movement following "go" command
- Value the importance of proper technique in athletic performance

- Practice the "set" position with hips raised higher than shoulders
- Practice the starting movement on "go" command
- Practice the complete sequence: "on your marks, set, go"
- Give feedback to peers on their medium sprint start technique

How does the "set" position prepare a runner for an effective start?

- 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
- Mentor Creative Arts pg. 85
- Digital devices for video demonstrations
- Open space for practice
- Mentor Creative Arts pg. 86
- Mentor Creative Arts pg. 87
- Digital devices for video clips
- Open space for demonstration

- Observation - Peer assessment - Skill progression charts

Performance and Display

Athletics - Sprinting techniques practice
Athletics - Reading and understanding the Kenya National Anthem
Athletics - Singing the Kenya National Anthem in groups

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

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

- 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

Why is proper finishing technique important in sprinting?

- 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
- Audio recording of Kenya National Anthem
- Chart with Kenya National Anthem words

- Observation - Performance analysis - Peer assessment

Performance and Display

Athletics - Studying the Kenyan flag colors and arrangement
Athletics - Sketching and painting the Kenyan flag

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

- Identify the colors of the Kenyan flag
- Describe the arrangement of colors on the flag
- Appreciate the symbolism of the Kenyan flag

- Search for images of the Kenyan flag from virtual sources
- Study the colors and their arrangement on the flag
- Discuss the symbolism of each color and the shield
- Watch video clips about the Kenyan flag

What does the Kenyan flag symbolize?

- Mentor Creative Arts pg. 90
- Digital devices for searching images
- Chart showing the Kenyan flag
- Mentor Creative Arts pg. 91
- Paper, pencils, rulers
- Paints (black, red, green, white)
- Brushes

- Observation - Oral questions - Written assignments

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
Athletics - Participating in sprint competitions
Athletics - Participating in sprint competitions

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
- Open space with marked track
- Whistle
- Mentor Creative Arts pg. 90
- Stopwatch
- Whistle

- Observation - Performance analysis - Peer assessment

Performance and Display

Athletics - Recording and critiquing sprint performances
Athletics - Importance of the flag and anthem during events

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

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

- 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 can recording performances help improve athletic technique?

- Mentor Creative Arts pg. 90
- Digital devices for recording
- Open space for sprint activities
- Playback equipment
- Mentor Creative Arts pg. 92
- Pictures of athletic events with flag raising
- Painted flags with handles
- Audio recording of Kenya National Anthem

- Observation - Performance analysis - Self-assessment

Performance and Display

Athletics - Sprint competition with flag and anthem
Athletics - Athletic event appreciation

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

- Participate in organized sprint competition
- Sing the Kenya National Anthem before competition
- Display appropriate behavior during flag raising ceremony

- Organize a complete sprint competition event
- Begin with flag raising and anthem singing
- Participate in sprint races applying learned techniques
- Award winners at the end of the competition

How do ceremonial elements enhance athletic competitions?

- Mentor Creative Arts pg. 92
- Open space with marked track
- Kenyan flags
- Audio equipment for anthem
- Stopwatch
- Charts showing sprint techniques
- Digital devices with recorded performances

- Observation - Performance analysis - Competition results

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
Gymnastics - Crab balance technique practice
Gymnastics - Side roll 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
- Safe practice area with mats
- Demonstration charts
- Mentor Creative Arts pg. 96

- Observation - Skill progression chart - Peer assessment

Performance and Display

Gymnastics - Side roll technique practice
Gymnastics - Singing patriotic songs during warm-up

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

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

- 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 is the importance of sequence in performing side roll?

- Mentor Creative Arts pg. 97
- Safe practice area with mats
- Demonstration charts
- Mentor Creative Arts pg. 100
- Audio recordings of patriotic songs
- Charts with song lyrics
- Open space for warm-up activities

- Observation - Performance analysis - Self-assessment

Performance and Display

Gymnastics - Playing rhythmic percussion instruments
Gymnastics - Practicing the crab balance and side roll in pairs

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

- Identify percussion instruments for accompaniment
- Play simple rhythms on percussion instruments
- Show interest in combining music with gymnastics

- Select appropriate percussion instruments (shakers, rattles, drum)
- Practice playing simple rhythmic patterns
- Discuss how rhythm can complement gymnastic movements
- Play instruments to accompany simple movements

How do percussion instruments enhance gymnastic activities?

- Mentor Creative Arts pg. 97
- Percussion instruments (shakers, rattles, drums)
- Demonstration charts of rhythmic patterns
- Safe practice area with mats
- Markers (lime or ash) for circles
- Assessment checklists

- Observation - Performance assessment - Peer feedback

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
Gymnastics - Peer assessment of gymnastics skills

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

- 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

How do rhythmic patterns enhance gymnastic movements?

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

- Observation - Performance analysis - Rhythmic coordination assessment

Performance and Display

Gymnastics - Group game with gymnastic skills
Gymnastics - Using digital devices to photograph gymnastics performances

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

- Integrate gymnastic skills into group games
- Sing songs during group activities
- Show enjoyment in combining skills with games

- Form two groups (taggers and runners)
- Sing "Watoto Wangu" song during activity
- Run from taggers after song
- Perform crab balance when tagged
- Pass under crab balance to save tagged players

How do games enhance the practice of gymnastic skills?

- Mentor Creative Arts pg. 100
- Safe practice area
- Audio recording of song
- Open space for game
- Mentor Creative Arts pg. 97
- Digital devices with cameras
- Safe practice area for gymnastics
- Display equipment for reviewing photos

- Observation - Participation assessment - Group dynamics evaluation

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
Gymnastics - Self and peer assessment
Gymnastics - Skills integration

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
- Assessment forms
- Pencils
- Percussion instruments
- Audio equipment

- Observation - Performance assessment - Self-evaluation

Performance and Display

Descant Recorder - Exploring and identifying parts of a descant recorder
Descant Recorder - Learning to hold and blow the descant recorder

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

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

- 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 can one identify the parts of a descant recorder?

- Mentor Creative Arts pg. 125
- Descant recorders
- Charts showing recorder parts
- Pictures of recorders
- Mentor Creative Arts pg. 129
- Charts showing correct posture
- Disinfectant wipes

- Observation - Oral questions - Labeling activities

Performance and Display

Descant Recorder - Assembling and disassembling the recorder
Descant Recorder - Learning care and maintenance of the recorder

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

- Separate recorder into its component parts
- Reassemble recorder correctly
- Value careful handling of musical instruments

- Practice separating recorder into three pieces
- Connect head joint to middle joint correctly
- Attach foot joint to assembled parts
- Position finger holes correctly for playing
- Test assembled recorder by gentle blowing

Why is correct assembly important for recorder playing?

- Mentor Creative Arts pg. 128
- Descant recorders
- Charts showing assembly steps
- Demonstration models
- Mentor Creative Arts pg. 129
- Cleaning rods
- Clean cloths
- Storage cases

- Observation - Performance assessment - Sequential task evaluation

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
Descant Recorder - Making a decorated case
Descant Recorder - Embellishing the case with found objects

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
- Collected materials
- Needles, thread
- Crochet hooks
- Scissors
- Completed recorder cases
- Found objects for decoration
- Adhesives, thread

- Observation - Material selection assessment - Resource collection evaluation

Performance and Display

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

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

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

- 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

How is note B played on the descant recorder?

- Mentor Creative Arts pg. 133
- Descant recorders
- Charts showing B fingering
- Digital devices for demonstrations
- Mentor Creative Arts pg. 134
- Charts showing A fingering

- Observation - Performance assessment - Note accuracy evaluation

Performance and Display

Descant Recorder - Learning to play note G
Descant Recorder - Practicing appropriate playing techniques

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

- Position fingers correctly for note G
- Produce correct sound for note G
- Value precision in musical performance

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

How is note G played on the descant recorder?

- Mentor Creative Arts pg. 135
- Descant recorders
- Charts showing G fingering
- Digital devices for demonstrations
- Mentor Creative Arts pg. 136
- Charts showing proper technique
- Mirror for self-observation

- Observation - Performance assessment - Note accuracy evaluation

Performance and Display

Descant Recorder - Playing combined note patterns
Descant Recorder - Playing simple melodies
Descant Recorder - Playing additional melodies
Swimming - Introduction to crouch and standing surface dives

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
- Mentor Creative Arts pg. 139
- Notation for "Hot Cross Buns" and other melodies
- Audio recordings of melodies
- Mentor Creative Arts pg. 144
- Digital devices for video demonstrations
- Pictures of surface dives
- Charts showing dive progressions

- Observation - Performance assessment - Transition fluency evaluation