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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
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
|
|
| 1 | 2 |
Performing and Displaying
|
Singing Games - Kenyan Style - Props
Singing Games - Kenyan Style - Making a hula-hoop |
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 - Mentor Creative Activities pg. 79 - Long sticks or foldable pipes - Elastic bands - Sandpaper |
- Matching exercise
- Oral questions
- Participation
|
|
| 1 | 3 |
Performing and Displaying
|
Singing Games - Kenyan Style - Making a hula-hoop
|
By the end of the
lesson, the learner
should be able to:
- Make a simple hula-hoop - Follow steps to create props - Work safely with materials |
- Fold stick or pipe into a loop
- Tie ends with elastic band - Smoothen with sandpaper - Show hula-hoop in class - Clean working area |
How do we make a hula-hoop?
|
- Mentor Creative Activities pg. 79-80
- Sticks/pipes - Elastic bands - Sandpaper |
- Practical assessment
- Product evaluation
- Safety observation
|
|
| 1 | 4 |
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
|
|
| 1 | 5 |
Performing and Displaying
|
Singing Games - Kenyan Style - Kanyoni kanja
|
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 |
- Singing performance
- Prop usage
- Group work
|
|
| 1 | 6 |
Performing and Displaying
|
Singing Games - Kenyan Style - Game activities
|
By the end of the
lesson, the learner
should be able to:
- Identify games in singing games - Name different activities - Show interest in playing singing games |
- Look at pictures of children playing
- Discuss what they are doing - Name games played during singing games - Talk about favorite games |
What games do you play during singing games?
|
- Mentor Creative Activities pg. 81-82
- Pictures of singing games - Video clips |
- Observation
- Oral questions
- Discussion
|
|
| 1 | 7 |
Performing and Displaying
|
Singing Games - Kenyan Style - Performing singing games
Singing Games - Kenyan Style - Making patterns |
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 - Video clips - Visual aids |
- Performance assessment
- Self-evaluation
- Video review
|
|
| 2 | 1 |
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
|
|
| 2 | 2 |
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
|
|
| 2 | 3 |
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
|
|
| 2 | 4 |
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
|
|
| 2 | 5 |
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
|
|
| 2 | 6 |
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
|
|
| 2 | 7 |
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
|
|
| 3 | 1 |
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
|
|
| 3 | 2 |
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
|
|
| 3 | 3 |
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
|
|
| 3 | 4 |
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
|
|
| 3 | 5 |
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
|
|
| 3 | 6 |
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
|
|
| 3 | 7 |
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
|
|
| 4 | 1 |
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
|
|
| 4 | 2 |
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
|
|
| 4 | 3 |
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
|
|
| 4 | 4 |
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
|
|
| 4 | 5 |
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
|
|
| 4 | 6 |
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
|
|
| 4 | 7 |
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
|
|
| 5 | 1 |
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
|
|
| 5 | 2 |
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
|
|
| 5 | 3 |
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
|
|
| 5 | 4 |
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
|
|
| 5 | 5 |
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
|
|
| 5 | 6 |
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
|
|
| 5 | 7 |
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
|
|
| 6 | 1 |
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
|
|
| 6 | 2 |
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
|
|
| 6 | 3 |
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
|
|
| 6 | 4 |
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
|
|
| 6 | 5 |
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
|
|
| 6 | 6 |
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
|
|
| 6 | 7 |
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
|
|
| 7 | 1 |
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
|
|
| 7 | 2 |
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
|
|
| 7 | 3 |
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
|
|
| 7 | 4 |
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
|
|
| 7 | 5 |
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
|
|
| 7 | 6 |
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
|
|
| 7 | 7 |
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
|
|
| 8 | 1 |
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
|
|
| 8 | 2 |
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
|
|
| 8 | 3 |
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
|
|
| 8 | 4 |
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
|
|
| 8 | 5 |
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
|
|
| 8 | 6 |
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
|
|
| 8 | 7 |
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
|
|
| 9 |
Midterm |
||||||||
| 10 | 1 |
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
|
|
| 10 | 2 |
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
|
|
| 10 | 3 |
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
|
|
| 10 | 4 |
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
|
|
| 10 | 5 |
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
|
|
| 10 | 6 |
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
|
|
| 10 | 7 |
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
|
|
| 11 | 1 |
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
|
|
| 11 | 2 |
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
|
|
| 11 | 3 |
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
|
|
| 11 | 4 |
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
|
|
| 11 | 5 |
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
|
|
| 11 | 6 |
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
|
|
| 11 | 7 |
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
|
|
| 12 | 1 |
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
|
|
| 12 | 2 |
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
|
|
| 12 | 3 |
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
|
|
| 12 | 4 |
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
|
|
| 12 | 5 |
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
|
|
| 12 | 6 |
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
|
|
| 12 | 7 |
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
|
|
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