Creating and Executing

Melody - Identifying melodic and non-melodic sounds
Melody - Identifying sounds from pictures

By the end of the lesson, the learner should be able to:
- Identify sounds as melodic or non-melodic
- Distinguish between different types of sounds
- Show interest in listening to sounds

- Listen to a variety of sounds
- Identify them as melodic or non-melodic
- Discuss the difference between melodic and non-melodic sounds

Why are melodic sounds important?

- Mentor Creative Activities Learner's Book pg. 65
- Audio recordings
- Pictures of sound sources
- Pictures of sound-making objects
- Flashcards

- Observation - Oral questions - Aural test

Creating and Executing

Melody - Listening and identifying played sounds

By the end of the lesson, the learner should be able to:
- Listen to sounds played by teacher
- Name objects producing sounds
- Imitate the sounds

- Teacher plays some sounds
- Listen to the sounds
- Name the objects producing the sounds
- Imitate the sounds played

How can we identify different sounds?

- Mentor Creative Activities Learner's Book pg. 66
- Sound-making objects
- Audio recordings

- Aural test - Observation - Practical demonstration

Creating and Executing

Melody - Recognizing similar and different tunes
Melody - Finding repeated lines in songs

By the end of the lesson, the learner should be able to:
- Listen to songs
- Identify similar lines in songs
- Recognize different passages

- Listen to "Happy birthday to you" song
- Sing the song
- Identify which lines sound the same

Which lines sound the same?

- Mentor Creative Activities Learner's Book pg. 66
- Song lyrics
- Audio recordings

- Aural test - Oral questions - Observation

Creating and Executing

Melody - Singing melodic patterns

By the end of the lesson, the learner should be able to:
- Listen to melodic patterns
- Echo simple melodies
- Sing with correct pitch

- Listen to song "Ndizi, machungwa"
- Sing the first line
- Hum the second line
- Sing the last line
- Sing the whole song

Why do we echo melodies?

- Mentor Creative Activities Learner's Book pg. 67
- Song lyrics
- Pitching instrument

- Aural test - Practical demonstration - Observation

Creating and Executing

Melody - Humming parts of songs
Melody - Singing each line after teacher

By the end of the lesson, the learner should be able to:
- Sing "Brother John"
- Hum specific lines
- Sing the whole song with actions

- Sing "Brother John" song
- Hum lines 1, 2, 3, 4, and 5
- Sing the last three lines
- Sing the song with actions

What is humming?

- Mentor Creative Activities Learner's Book pg. 67
- Song lyrics
- Action demonstrations
- Mentor Creative Activities Learner's Book pg. 68
- Resource person

- Aural test - Practical demonstration - Peer assessment

Creating and Executing

Melody - Singing "Twinkle twinkle little star"

By the end of the lesson, the learner should be able to:
- Sing "Twinkle twinkle little star"
- Follow teacher's demonstration
- Perform song correctly

- Teacher sings "Twinkle twinkle little star" line by line
- Sing each line after teacher
- Sing whole song after teacher

Why do we learn new songs?

- Mentor Creative Activities Learner's Book pg. 68
- Song lyrics
- Pitching instrument

- Aural test - Observation - Practical demonstration

Creating and Executing

Melody - Creating pictures of sound-making objects

By the end of the lesson, the learner should be able to:
- Draw picture of vehicle
- Make sound made by vehicle
- Connect pictures with sounds

- Draw a picture of vehicle
- Make the sound made by the vehicle

What sounds do vehicles make?

- Mentor Creative Activities Learner's Book pg. 69
- Drawing materials
- Exercise books

- Practical tests - Product assessment - Observation

Creating and Executing

Melody - Identifying sounds at home

By the end of the lesson, the learner should be able to:
- Listen to sounds at home
- Name melodic sounds
- Name non-melodic sounds

- Listen to sounds at home
- Name animals and objects that make melodic sounds
- Name objects and animals that make non-melodic sounds

What melodic sounds do you hear at home?

- Mentor Creative Activities Learner's Book pg. 69
- Home environment

- Oral presentations - Field work reports - Observation

Creating and Executing

Melody - Identifying sounds at home

By the end of the lesson, the learner should be able to:
- Listen to sounds at home
- Name melodic sounds
- Name non-melodic sounds

- Listen to sounds at home
- Name animals and objects that make melodic sounds
- Name objects and animals that make non-melodic sounds

What melodic sounds do you hear at home?

- Mentor Creative Activities Learner's Book pg. 69
- Home environment

- Oral presentations - Field work reports - Observation

Creating and Executing

Melody - Recognizing melodic sound makers

By the end of the lesson, the learner should be able to:
- Look at picture of object
- Say if it makes melodic or non-melodic sound
- Complete sentences about melodic sounds

- Look at picture
- Identify if it makes melodic or non-melodic sound
- Complete: "This is a ___. It makes a ___ sound"

How do we know if a sound is melodic?

- Mentor Creative Activities Learner's Book pg. 69
- Pictures
- Worksheets

- Written tests - Observation - Oral questions

Creating and Executing

Melody - Filling in missing words in songs

By the end of the lesson, the learner should be able to:
- Complete "Twinkle twinkle little star"
- Fill in missing words
- Sing completed song

- Complete the song "Twinkle twinkle little ___"
- Fill in: "star", "high", "star"
- Sing the completed song aloud

Why is it important to know song words?

- Mentor Creative Activities Learner's Book pg. 69
- Song worksheets
- Pencils

- Written tests - Aural test - Observation

Creating and Executing

Melody - Filling in missing words in songs

By the end of the lesson, the learner should be able to:
- Complete "Twinkle twinkle little star"
- Fill in missing words
- Sing completed song

- Complete the song "Twinkle twinkle little ___"
- Fill in: "star", "high", "star"
- Sing the completed song aloud

Why is it important to know song words?

- Mentor Creative Activities Learner's Book pg. 69
- Song worksheets
- Pencils

- Written tests - Aural test - Observation

Creating and Executing

Melody - Appreciating melodic sounds and songs

By the end of the lesson, the learner should be able to:
- Sing learned songs
- Identify melodic sounds
- Appreciate melody in music

- Review all songs learned
- Sing favorite songs
- Discuss what we learned about melody
- Share experiences with peers

What have we learned about melody?

- Mentor Creative Activities Learner's Book pg. 69
- Song lyrics
- Audio recordings

- Observation - Peer assessment - Self-assessment

Creating and Executing

Pattern Making - What is a pattern
Pattern Making - Identifying numeral and letter patterns

By the end of the lesson, the learner should be able to:
- Define what a pattern is
- Understand patterns are made by repeating
- Show interest in making patterns

- Learn that pattern is art made by repeating a shape, number, letter or colour
- Understand patterns are beautiful to look at
- Discuss different types of patterns

How is a pattern made?

- Mentor Creative Activities Learner's Book pg. 71
- Examples of patterns
- Flashcards
- Pattern examples

- Observation - Oral questions - Peer assessment

Creating and Executing

Pattern Making - Creating patterns using letters

By the end of the lesson, the learner should be able to:
- Read letter patterns
- Create patterns using specific letters
- Show creativity in pattern making

- Look at patterns: CCCCCC, ggggg, yyyyy
- Read the letters in the patterns aloud
- Practice creating letter patterns

How do we create patterns with letters?

- Mentor Creative Activities Learner's Book pg. 72
- Letter cards
- Writing materials

- Practical tests - Observation - Product assessment

Creating and Executing

Pattern Making - Identifying letter patterns in school
Pattern Making - Finishing letter patterns

By the end of the lesson, the learner should be able to:
- Look around school
- Name objects with letter patterns
- Write letter patterns seen

- Walk around your school
- Name objects that have letter patterns
- Write the letter patterns you have seen

Where can we find letter patterns?

- Mentor Creative Activities Learner's Book pg. 72
- School environment
- Writing materials
- Pattern worksheets

- Fieldwork reports - Observation - Oral presentations

Creating and Executing

Pattern Making - Understanding numeral patterns

By the end of the lesson, the learner should be able to:
- Recognize patterns made with numbers
- Talk about how numbers are arranged
- Identify the number used

- Look at pattern showing 444444
- Identify which number has been used
- Talk about how numbers are arranged

What numbers can make patterns?

- Mentor Creative Activities Learner's Book pg. 73
- Number cards
- Pattern examples

- Observation - Oral questions - Written tests

Creating and Executing

Pattern Making - Reading number patterns aloud
Pattern Making - Finishing number patterns

By the end of the lesson, the learner should be able to:
- Say number patterns aloud
- Identify numbers in patterns
- Talk about patterns with peers

- Say pattern: 1 2 1 2 1 2
- Talk about numbers used to make pattern
- Practice reading patterns

How do we read number patterns?

- Mentor Creative Activities Learner's Book pg. 73
- Number pattern charts
- Flashcards
- Crayons
- Pattern worksheets

- Oral tests - Observation - Peer assessment

Creating and Executing

Pattern Making - Making personal number patterns

By the end of the lesson, the learner should be able to:
- Make their own number patterns
- Use crayons to color patterns
- Show work to classmates

- Make your own number patterns
- Use crayons to color them
- Show your work to classmates

Why do we make our own patterns?

- Mentor Creative Activities Learner's Book pg. 73
- Crayons
- Paper
- Number cards

- Practical tests - Product assessment - Showcase

Creating and Executing

Pattern Making - Appreciating patterns for creativity

By the end of the lesson, the learner should be able to:
- Create patterns on plain paper
- Draw a shirt with patterns
- Appreciate patterns for expression
- Display their work for peer appreciation

- On a plain paper, draw a shirt
- Create patterns on the shirt using numbers or letters
- Color the patterns using crayons
- Display work in the class gallery
- Discuss what we learned about pattern making
- Share favorite patterns with peers

What have we learned about patterns?

- Mentor Creative Activities Learner's Book pg. 74
- Plain paper
- Drawing materials
- Coloring materials (crayons, colored pencils)
- Display board

- Showcase - Peer assessment - Self-assessment - Product assessment

Performing and Displaying

Singing Games - Kenyan Style - Props

By the end of the lesson, the learner should be able to:
- Identify props used in singing games from Kenyan communities
- Name common props like ropes, baskets, balls
- Show interest in learning about props

- Watch video clips of singing games from Kenyan communities
- Name the items used in the singing games
- Draw and colour pictures of props
- Display pictures in class

What props are used in singing games?

- Mentor Creative Activities pg. 76
- Digital devices
- Video clips of singing games
- Drawing materials
- Sample props (rope, basket, ball)

- Observation - Oral questions - Drawing assessment

Performing and Displaying

Singing Games - Kenyan Style - Props

By the end of the lesson, the learner should be able to:
- Identify different props used in singing games
- Match props with their names
- Appreciate diversity in singing games

- Observe pictures of props from different communities
- Match pictures with names
- Discuss how props are used
- Group similar props together

Why do we use props in singing games?

- Mentor Creative Activities pg. 77-78
- Flashcards with props
- Pictures of props
- Charts

- Matching exercise - Oral questions - Participation

Performing and Displaying

Singing Games - Kenyan Style - Making a hula-hoop

By the end of the lesson, the learner should be able to:
- Collect materials for making props
- Name materials needed for a hula-hoop
- Show willingness to improvise props

- Collect sticks or foldable pipes
- Gather elastic bands and sandpaper
- Bring materials to class
- Store materials safely

What materials do we need to make a hula-hoop?

- Mentor Creative Activities pg. 79
- Long sticks or foldable pipes
- Elastic bands
- Sandpaper
- Mentor Creative Activities pg. 79-80
- Sticks/pipes

- Observation - Material collection - Safety awareness

Performing and Displaying

Singing Games - Kenyan Style - Songs

By the end of the lesson, the learner should be able to:
- Listen to songs in singing games
- Identify different songs
- Sing simple songs from singing games

- Watch video of singing games
- Listen to songs in the games
- Identify if songs are same or different
- Sing one song from the game

What songs do we sing in singing games?

- Mentor Creative Activities pg. 80
- Video clips
- Digital device
- Audio recordings

- Singing assessment - Listening skills - Participation

Performing and Displaying

Singing Games - Kenyan Style - Kanyoni kanja
Singing Games - Kenyan Style - Game activities

By the end of the lesson, the learner should be able to:
- Learn a traditional song
- Sing with props
- Enjoy participating in singing games

- Learn the song 'Kanyoni kanja'
- Sing the song in groups
- Use props while singing
- Practice with teacher guidance

Why do we use props when singing?

- Mentor Creative Activities pg. 80
- Props (balls, baskets)
- Song lyrics chart
- Mentor Creative Activities pg. 81-82
- Pictures of singing games
- Video clips

- Singing performance - Prop usage - Group work

Performing and Displaying

Singing Games - Kenyan Style - Performing singing games

By the end of the lesson, the learner should be able to:
- Perform a singing game
- Sing and play together
- Record performance

- Perform singing game in groups
- Record performance
- Watch recording
- Discuss performance

How did you sing?

- Mentor Creative Activities pg. 82
- Digital recording device
- Props
- Open space

- Performance assessment - Self-evaluation - Video review

Performing and Displaying

Singing Games - Kenyan Style - Making patterns

By the end of the lesson, the learner should be able to:
- Watch patterns in singing games
- Make simple patterns
- Move in formations

- Watch video of singing game
- Observe how performers arrange themselves
- Make patterns like in video
- Practice different formations

How are the performers arranged?

- Mentor Creative Activities pg. 82
- Video clips
- Open space
- Visual aids

- Observation - Pattern making - Movement assessment

Performing and Displaying

Singing Games - Kenyan Style - Circle pattern

By the end of the lesson, the learner should be able to:
- Stand in a circle
- Sing while making patterns
- Jump as singing

- Stand in circle formation
- Sing 'Oringo bayoyo'
- Imitate pattern shown
- Jump while singing

What pattern are you making?

- Mentor Creative Activities pg. 82-83
- Open space
- Song lyrics

- Formation assessment - Singing and movement - Participation

Performing and Displaying

Singing Games - Kenyan Style - Line and square patterns

By the end of the lesson, the learner should be able to:
- Make different line formations
- Sing in formations
- Enjoy making patterns

- Stand in two straight lines
- Sing 'Twamtaka rafiki'
- Stand in square pattern
- Sing games in different patterns

Why do we make patterns when singing?

- Mentor Creative Activities pg. 83
- Open space
- Multiple songs

- Pattern observation - Movement coordination - Group work

Performing and Displaying

Singing Games - Kenyan Style - Safety

By the end of the lesson, the learner should be able to:
- Practice singing games safely
- Show good behavior
- Respect others during games

- Clear performing area
- Practice singing game
- Show respect to others
- Observe safety rules

How do we keep safe during singing games?

- Mentor Creative Activities pg. 84-85
- Open safe space
- Props

- Safety observation - Behavior assessment - Etiquette check

Performing and Displaying

Singing Games - Kenyan Style - Safety

By the end of the lesson, the learner should be able to:
- Practice singing games safely
- Show good behavior
- Respect others during games

- Clear performing area
- Practice singing game
- Show respect to others
- Observe safety rules

How do we keep safe during singing games?

- Mentor Creative Activities pg. 84-85
- Open safe space
- Props

- Safety observation - Behavior assessment - Etiquette check

Performing and Displaying

Singing Games - Kenyan Style - Performance

By the end of the lesson, the learner should be able to:
- Perform complete singing game
- Use songs, props and patterns
- Enjoy singing games

- Choose singing game
- Collect props
- Practice performance
- Perform during school function
- Record performance

What did you enjoy about singing games?

- Mentor Creative Activities pg. 85-87
- All props
- Digital device
- Performance space

- Performance assessment - Use of elements - Enjoyment and participation

Performing and Displaying

Throwing and Catching - Materials

By the end of the lesson, the learner should be able to:
- Name materials for making a ball
- Identify materials in pictures
- Show interest in collecting materials

- Look at pictures of materials
- Name the materials
- Identify materials in locality
- Share with friends about materials

What materials can make a ball?

- Mentor Creative Activities pg. 89
- Pictures of materials
- Sample materials

- Observation - Naming materials - Discussion

Performing and Displaying

Throwing and Catching - Collecting materials

By the end of the lesson, the learner should be able to:
- Collect materials for making ball
- List collected materials
- Store materials safely

- Take walk in school area
- Collect materials for ball
- List materials collected
- Keep materials safely
- Wash hands after collection

Why do we wash hands after collecting materials?

- Mentor Creative Activities pg. 90
- Collection bags
- Soap and water

- Material collection - List making - Hygiene observation

Performing and Displaying

Throwing and Catching - Collecting materials

By the end of the lesson, the learner should be able to:
- Collect materials for making ball
- List collected materials
- Store materials safely

- Take walk in school area
- Collect materials for ball
- List materials collected
- Keep materials safely
- Wash hands after collection

Why do we wash hands after collecting materials?

- Mentor Creative Activities pg. 90
- Collection bags
- Soap and water

- Material collection - List making - Hygiene observation

Performing and Displaying

Throwing and Catching - Making a ball

By the end of the lesson, the learner should be able to:
- Follow steps to make a ball
- Roll and fold materials
- Show creativity in ball making

- Watch video on making ball
- Discuss the video
- Roll waste papers together
- Put papers in carrier bag

How do we start making a ball?

- Mentor Creative Activities pg. 90
- Video clips
- Waste papers
- Carrier bags

- Observation - Following instructions - Process assessment

Performing and Displaying

Throwing and Catching - Making a ball

By the end of the lesson, the learner should be able to:
- Complete making a ball
- Tie string around ball
- Make ball ready for use

- Fold carrier bag
- Tie string around ball
- Knot the string
- Create mesh of string
- Complete the ball

What do we use to tie the ball?

- Mentor Creative Activities pg. 90-91
- String or banana fiber
- Carrier bags
- Papers

- Product assessment - Tying skills - Final ball quality

Performing and Displaying

Throwing and Catching - Making a ball

By the end of the lesson, the learner should be able to:
- Complete making a ball
- Tie string around ball
- Make ball ready for use

- Fold carrier bag
- Tie string around ball
- Knot the string
- Create mesh of string
- Complete the ball

What do we use to tie the ball?

- Mentor Creative Activities pg. 90-91
- String or banana fiber
- Carrier bags
- Papers

- Product assessment - Tying skills - Final ball quality

Performing and Displaying

Throwing and Catching - Basic skills

By the end of the lesson, the learner should be able to:
- Point at person throwing
- Point at person catching
- Understand throwing and catching

- Look at pictures of throwing and catching
- Point at learner throwing
- Point at learner catching
- Discuss the actions

What is the person doing?

- Mentor Creative Activities pg. 91
- Pictures
- Demonstration

- Identification - Pointing accuracy - Understanding

Performing and Displaying

Throwing and Catching - Triangle formation

By the end of the lesson, the learner should be able to:
- Stand in triangle formation
- Throw ball to others
- Catch ball in turns

- Stand in triangle formation
- Take turns throwing
- Catch the ball
- Cheer each other

How do we throw the ball?

- Mentor Creative Activities pg. 92
- Ball made earlier
- Open space

- Formation observation - Throwing skill - Catching skill

Performing and Displaying

Throwing and Catching - Circle formation

By the end of the lesson, the learner should be able to:
- Make circle formation
- Throw and catch in circle
- Work together in groups

- Make a circle
- One person stands in middle
- Throw and catch ball
- Use ball made earlier

Why is one person in the middle?

- Mentor Creative Activities pg. 92
- Ball
- Open space

- Circle formation - Throwing accuracy - Catching ability

Performing and Displaying

Throwing and Catching - Circle formation

By the end of the lesson, the learner should be able to:
- Make circle formation
- Throw and catch in circle
- Work together in groups

- Make a circle
- One person stands in middle
- Throw and catch ball
- Use ball made earlier

Why is one person in the middle?

- Mentor Creative Activities pg. 92
- Ball
- Open space

- Circle formation - Throwing accuracy - Catching ability

Performing and Displaying

Throwing and Catching - Curved line formation

By the end of the lesson, the learner should be able to:
- Stand in curved line
- Take turns throwing and catching
- Respect each other during game

- Stand in curved line
- One learner stands in front
- Take turns throwing and catching
- Show respect during game

What formation are you making?

- Mentor Creative Activities pg. 93
- Ball
- Open space

- Formation assessment - Turn-taking - Respect observation

Performing and Displaying

Throwing and Catching - Zigzag formation

By the end of the lesson, the learner should be able to:
- Form zigzag line
- Clap before catching
- Play game safely

- Form group of four
- Stand in zigzag line
- Throw ball to next person
- Clap before catching
- Catch with both hands

Why do we clap before catching?

- Mentor Creative Activities pg. 95
- Ball
- Open space

- Formation skills - Coordination - Safety awareness

Performing and Displaying

Throwing and Catching - Game practice

By the end of the lesson, the learner should be able to:
- Practice throwing accurately
- Catch ball successfully
- Play safely with others

- Practice throwing in pairs
- Practice catching in groups
- Play simple throwing games
- Follow safety rules

How can we throw better?

- Mentor Creative Activities pg. 95
- Balls
- Open space

- Skill improvement - Game participation - Safety compliance

Performing and Displaying

Throwing and Catching - Game practice

By the end of the lesson, the learner should be able to:
- Practice throwing accurately
- Catch ball successfully
- Play safely with others

- Practice throwing in pairs
- Practice catching in groups
- Play simple throwing games
- Follow safety rules

How can we throw better?

- Mentor Creative Activities pg. 95
- Balls
- Open space

- Skill improvement - Game participation - Safety compliance

Performing and Displaying

Throwing and Catching - Games

By the end of the lesson, the learner should be able to:
- Play throwing and catching games
- Work in teams
- Enjoy physical activity

- Play organized games
- Work in teams
- Throw and catch in games
- Encourage teammates

What games can we play with throwing and catching?

- Mentor Creative Activities pg. 95
- Multiple balls
- Open space

- Game play - Teamwork - Enjoyment

Performing and Displaying

Throwing and Catching - Skills assessment

By the end of the lesson, the learner should be able to:
- Demonstrate throwing skills
- Demonstrate catching skills
- Show improvement in skills

- Individual throwing demonstration
- Individual catching demonstration
- Peer assessment using rubric
- Self-reflection

How have your skills improved?

- Mentor Creative Activities pg. 96
- Assessment rubric
- Balls

- Practical demonstration - Peer assessment - Self-evaluation

Performing and Displaying

Throwing and Catching - Review

By the end of the lesson, the learner should be able to:
- Review all formations learned
- Practice all skills learned
- Celebrate achievements

- Review triangle formation
- Review circle formation
- Review other formations
- Practice all skills
- Celebrate progress

What did you learn about throwing and catching?

- Mentor Creative Activities pg. 89-96
- Balls
- Open space

- Comprehensive review - Skill demonstration - Participation

Performing and Displaying

Throwing and Catching - Fun games

By the end of the lesson, the learner should be able to:
- Play various throwing games
- Enjoy physical activity
- Apply safety rules

- Play different throwing games
- Include all learners
- Follow safety guidelines
- Have fun playing

Why is it important to play safely?

- Mentor Creative Activities pg. 95-96
- Balls
- Open safe space

- Game participation - Safety compliance - Enjoyment observation

Performing and Displaying

Throwing and Catching - Fun games

By the end of the lesson, the learner should be able to:
- Play various throwing games
- Enjoy physical activity
- Apply safety rules

- Play different throwing games
- Include all learners
- Follow safety guidelines
- Have fun playing

Why is it important to play safely?

- Mentor Creative Activities pg. 95-96
- Balls
- Open safe space

- Game participation - Safety compliance - Enjoyment observation

Performing and Displaying

Paper Craft - Identifying items

By the end of the lesson, the learner should be able to:
- Identify items made from paper
- Name paper craft items
- Show interest in paper craft

- Look at pictures of paper items
- Discuss what is seen
- Identify materials used
- Think about how items were made

What can we make with paper?

- Mentor Creative Activities pg. 97
- Pictures of paper crafts
- Sample paper items

- Observation - Naming items - Discussion

Performing and Displaying

Paper Craft - Identifying items

By the end of the lesson, the learner should be able to:
- Identify items made from paper
- Name paper craft items
- Show interest in paper craft

- Look at pictures of paper items
- Discuss what is seen
- Identify materials used
- Think about how items were made

What can we make with paper?

- Mentor Creative Activities pg. 97
- Pictures of paper crafts
- Sample paper items

- Observation - Naming items - Discussion

Performing and Displaying

Paper Craft - Learning techniques

By the end of the lesson, the learner should be able to:
- Watch video about paper craft
- Identify how items are made
- Understand paper craft techniques

- Watch video of paper craft items
- Discuss what is seen
- Talk about how items are made
- Share ideas

How are paper items made?

- Mentor Creative Activities pg. 97
- Video clips
- Digital device

- Video observation - Discussion - Understanding check

Performing and Displaying

Paper Craft - Materials collection

By the end of the lesson, the learner should be able to:
- Collect different types of paper
- Store materials safely
- Show responsibility in material care

- Take walk within school
- Collect different papers
- Keep materials safely
- Wash hands after collecting

What types of paper can we collect?

- Mentor Creative Activities pg. 98
- Collection bags
- Various papers
- Soap and water

- Material collection - Storage skills - Hygiene observation

Performing and Displaying

Paper Craft - Making a paper fan

By the end of the lesson, the learner should be able to:
- Draw lines on paper
- Fold paper along lines
- Begin making a fan

- Draw lines on paper
- Fold along first line
- Turn paper over
- Fold along second line

What is pleating?

- Mentor Creative Activities pg. 98
- Colored paper
- Pencil
- Ruler

- Line drawing - Folding accuracy - Following steps

Performing and Displaying

Paper Craft - Completing the fan

By the end of the lesson, the learner should be able to:
- Complete pleating process
- Fold and glue pleated paper
- Make a finished fan

- Continue folding until end
- Fold pleated paper by half
- Glue where pleats meet
- Complete the fan

How do we finish the fan?

- Mentor Creative Activities pg. 98-99
- Glue
- Pleated paper

- Pleating completion - Gluing skill - Final product

Performing and Displaying

Paper Craft - Completing the fan

By the end of the lesson, the learner should be able to:
- Complete pleating process
- Fold and glue pleated paper
- Make a finished fan

- Continue folding until end
- Fold pleated paper by half
- Glue where pleats meet
- Complete the fan

How do we finish the fan?

- Mentor Creative Activities pg. 98-99
- Glue
- Pleated paper

- Pleating completion - Gluing skill - Final product

Performing and Displaying

Paper Craft - Displaying and using

By the end of the lesson, the learner should be able to:
- Smoothen and decorate fan
- Display fan to friends
- Use fan during play

- Smoothen fan with fingers
- Decorate using tools
- Display to class
- Use during play
- Clean working area

Why do we decorate the fan?

- Mentor Creative Activities pg. 99
- Texturing tools
- Display area

- Product quality - Display skills - Creativity

Performing and Displaying

Paper Craft - Making a paper hat

By the end of the lesson, the learner should be able to:
- Fold paper into two
- Fold corners of paper
- Start making a hat

- Get colored paper
- Fold paper into two
- Fold corners of paper
- Follow teacher guidance

What shapes do we make?

- Mentor Creative Activities pg. 99-100
- Colored papers
- Demonstration

- Folding accuracy - Following instructions - Symmetry

Performing and Displaying

Paper Craft - Making a paper hat

By the end of the lesson, the learner should be able to:
- Fold paper into two
- Fold corners of paper
- Start making a hat

- Get colored paper
- Fold paper into two
- Fold corners of paper
- Follow teacher guidance

What shapes do we make?

- Mentor Creative Activities pg. 99-100
- Colored papers
- Demonstration

- Folding accuracy - Following instructions - Symmetry

Performing and Displaying

Paper Craft - Completing the hat

By the end of the lesson, the learner should be able to:
- Complete folding process
- Make finished hat
- Wear the hat

- Fold bottom parts
- Turn and fold other part
- Complete the hat
- Wear it
- Show to friends

How do we complete the hat?

- Mentor Creative Activities pg. 100
- Paper hats in progress

- Completion skills - Final product - Presentation

Performing and Displaying

Paper Craft - Singing with hat

By the end of the lesson, the learner should be able to:
- Wear paper hat
- Sing songs
- Enjoy paper craft items

- Wear paper hat
- Sing 'When I was a farmer'
- Act out the song
- Have fun

What can we do with our hats?

- Mentor Creative Activities pg. 101
- Paper hats
- Song lyrics

- Singing participation - Creative use - Enjoyment

Performing and Displaying

Paper Craft - Using the fan

By the end of the lesson, the learner should be able to:
- Use paper fan
- Sing songs with fan
- Appreciate paper craft

- Take paper fan made
- Fan yourself while singing
- Sing 'This is the way we play'
- Play together

Why is paper craft fun?

- Mentor Creative Activities pg. 101-102
- Paper fans
- Song lyrics

- Fan usage - Singing - Group participation

Performing and Displaying

Paper Craft - Using the fan

By the end of the lesson, the learner should be able to:
- Use paper fan
- Sing songs with fan
- Appreciate paper craft

- Take paper fan made
- Fan yourself while singing
- Sing 'This is the way we play'
- Play together

Why is paper craft fun?

- Mentor Creative Activities pg. 101-102
- Paper fans
- Song lyrics

- Fan usage - Singing - Group participation

Performing and Displaying

Log Roll - Watching and learning

By the end of the lesson, the learner should be able to:
- Watch video or demonstration
- Identify hand placement
- Identify leg placement

- Watch video on log roll
- Watch peers do log roll
- Identify where hands are placed
- Identify how legs are placed

How do we position our body?

- Mentor Creative Activities pg. 104
- Video clips
- Demonstration space

- Observation - Position identification - Understanding

Performing and Displaying

Log Roll - Practice

By the end of the lesson, the learner should be able to:
- Lie flat on surface
- Place hands above head
- Keep hands and legs straight

- Lie flat on smooth surface
- Place hands above head
- Keep hands and legs straight
- Follow teacher guidance

Where do we place our hands?

- Mentor Creative Activities pg. 104
- Smooth surface
- Safe space

- Body positioning - Instruction following - Safety awareness

Performing and Displaying

Log Roll - Practice

By the end of the lesson, the learner should be able to:
- Lie flat on surface
- Place hands above head
- Keep hands and legs straight

- Lie flat on smooth surface
- Place hands above head
- Keep hands and legs straight
- Follow teacher guidance

Where do we place our hands?

- Mentor Creative Activities pg. 104
- Smooth surface
- Safe space

- Body positioning - Instruction following - Safety awareness

Performing and Displaying

Log Roll - Rolling practice

By the end of the lesson, the learner should be able to:
- Roll to any direction
- Roll back to starting position
- Observe safety

- Roll to any direction
- Roll back to start
- Repeat activity four times
- Observe safety
- Remove sharp objects

How do we roll safely?

- Mentor Creative Activities pg. 104-105
- Clear open space

- Rolling technique - Direction control - Safety compliance

Performing and Displaying

T-Balance - Watching and learning

By the end of the lesson, the learner should be able to:
- Watch T-balance video
- Identify body parts used
- Understand T-balance position

- Watch video on T-balance
- Talk about video with friends
- Watch friend do T-balance
- Identify hand placement
- Identify leg placement

What body parts do we use?

- Mentor Creative Activities pg. 105
- Video clips
- Demonstration

- Video observation - Discussion - Body part identification

Performing and Displaying

T-Balance - Starting position

By the end of the lesson, the learner should be able to:
- Stand straight
- Raise hands above head
- Prepare for T-balance

- Stand straight with legs together
- Raise both hands above head
- Follow teacher guidance
- Prepare for bending

How do we start T-balance?

- Mentor Creative Activities pg. 105
- Open space
- Visual guide

- Standing position - Hand placement - Body alignment

Performing and Displaying

T-Balance - Starting position

By the end of the lesson, the learner should be able to:
- Stand straight
- Raise hands above head
- Prepare for T-balance

- Stand straight with legs together
- Raise both hands above head
- Follow teacher guidance
- Prepare for bending

How do we start T-balance?

- Mentor Creative Activities pg. 105
- Open space
- Visual guide

- Standing position - Hand placement - Body alignment

Performing and Displaying

T-Balance - Complete position

By the end of the lesson, the learner should be able to:
- Bend forward at waist
- Stretch one leg back
- Hold position

- Bend forward at waist
- Stretch one leg back straight
- Count up to five
- Repeat with other leg

How long do we hold the position?

- Mentor Creative Activities pg. 105-106
- Balance space

- Bending technique - Leg stretching - Balance holding

Performing and Displaying

Log Roll and T-Balance - Collecting materials

By the end of the lesson, the learner should be able to:
- Identify materials for markers
- Collect materials safely
- Share with others

- Identify reusable materials
- Collect materials
- Share with peers
- Keep materials safe
- Observe safety

What materials can we use?

- Mentor Creative Activities pg. 106
- Reusable materials
- Collection bags

- Material identification - Collection skills - Safety awareness

Performing and Displaying

Log Roll and T-Balance - Making field markers

By the end of the lesson, the learner should be able to:
- Cut colored paper
- Wrap bottle with paper
- Begin making marker

- Cut colored paper
- Wrap bottle with paper
- Use glue to stick
- Follow steps carefully

How do we make a marker?

- Mentor Creative Activities pg. 106-107
- Empty bottles
- Colored paper
- Glue
- Scissors

- Cutting skills - Wrapping ability - Gluing technique

Performing and Displaying

Log Roll and T-Balance - Making field markers

By the end of the lesson, the learner should be able to:
- Cut colored paper
- Wrap bottle with paper
- Begin making marker

- Cut colored paper
- Wrap bottle with paper
- Use glue to stick
- Follow steps carefully

How do we make a marker?

- Mentor Creative Activities pg. 106-107
- Empty bottles
- Colored paper
- Glue
- Scissors

- Cutting skills - Wrapping ability - Gluing technique

Performing and Displaying

Log Roll and T-Balance - Completing markers

By the end of the lesson, the learner should be able to:
- Make cone for marker
- Put cone on bottle
- Complete marker

- Make cone using paper
- Put cone on bottle
- Complete the marker
- Clean working area
- Dispose waste properly

What does the marker look like?

- Mentor Creative Activities pg. 107
- Paper cones
- Bottles
- Glue

- Cone making - Assembly skills - Cleaning habits

Performing and Displaying

Log Roll and T-Balance - Log roll with markers

By the end of the lesson, the learner should be able to:
- Mark space using markers
- Roll to different directions
- Follow leader's directions

- Mark open space with markers
- Choose a leader
- Leader says directions
- Roll to the right/left
- Take turns being leader

Why do we use markers?

- Mentor Creative Activities pg. 107-108
- Field markers
- Open space

- Space marking - Direction following - Leadership skills

Performing and Displaying

Log Roll and T-Balance - Log roll with markers

By the end of the lesson, the learner should be able to:
- Mark space using markers
- Roll to different directions
- Follow leader's directions

- Mark open space with markers
- Choose a leader
- Leader says directions
- Roll to the right/left
- Take turns being leader

Why do we use markers?

- Mentor Creative Activities pg. 107-108
- Field markers
- Open space

- Space marking - Direction following - Leadership skills

Performing and Displaying

Log Roll and T-Balance - Log roll relay race

By the end of the lesson, the learner should be able to:
- Form two groups
- Perform log roll race
- High five next person

- Form two groups of five
- Mark starting and finishing line
- Line up at start
- Roll to finish when music starts
- Roll back and high five next person

What is a relay race?

- Mentor Creative Activities pg. 108-109
- Markers
- Music player
- Open space

- Group formation - Race participation - Teamwork

Performing and Displaying

Log Roll and T-Balance - T-balance with markers

By the end of the lesson, the learner should be able to:
- Use markers for T-balance
- Face different directions
- Hold position

- Mark field with markers
- Do T-balance facing right
- Do T-balance facing left
- Face backward and forward
- Hold each position

How many directions can we face?

- Mentor Creative Activities pg. 109-110
- Field markers
- Open space

- Direction changes - Balance maintenance - Multiple positions

Performing and Displaying

Log Roll and T-Balance - Partner balance

By the end of the lesson, the learner should be able to:
- Work with partner
- Join hands together
- Balance together

- Work in pairs
- Join hands together
- Each do T-balance
- Stand in position briefly
- Repeat with other leg
- Clap for each other

Why do we work with a partner?

- Mentor Creative Activities pg. 110
- Pairs
- Open space

- Partner work - Balance coordination - Encouragement

Performing and Displaying

Log Roll and T-Balance - Partner balance

By the end of the lesson, the learner should be able to:
- Work with partner
- Join hands together
- Balance together

- Work in pairs
- Join hands together
- Each do T-balance
- Stand in position briefly
- Repeat with other leg
- Clap for each other

Why do we work with a partner?

- Mentor Creative Activities pg. 110
- Pairs
- Open space

- Partner work - Balance coordination - Encouragement

Performing and Displaying

Log Roll and T-Balance - Skills check

By the end of the lesson, the learner should be able to:
- Demonstrate log roll
- Demonstrate T-balance
- Show improvement

- Perform log roll
- Perform T-balance
- Use assessment rubric
- Self-reflect on performance

What have you learned?

- Mentor Creative Activities pg. 111-112
- Assessment rubric
- Performance space

- Practical demonstration - Self-assessment - Peer evaluation