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
Singing Games - Kenyan Style - Making a hula-hoop
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
- Mentor Creative Activities pg. 79-80
- Sticks/pipes

- Matching exercise - Oral questions - Participation

Performing and Displaying

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

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

- Singing assessment - Listening skills - Participation

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

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
Singing Games - Kenyan Style - Safety

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

- Pattern observation - Movement coordination - Group work

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

- Observation - Naming materials - Discussion

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
Throwing and Catching - Basic skills

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
- Mentor Creative Activities pg. 91
- Pictures
- Demonstration

- Product assessment - Tying skills - Final ball quality

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
Throwing and Catching - Curved line 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
- Mentor Creative Activities pg. 93

- Circle formation - Throwing accuracy - Catching ability

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 - Games
Throwing and Catching - Skills assessment

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

- Game play - Teamwork - Enjoyment

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
Paper Craft - Identifying items

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

- Game participation - Safety compliance - Enjoyment observation

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
Paper Craft - Making a paper fan

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
- Colored paper
- Pencil
- Ruler

- Material collection - Storage skills - Hygiene observation

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
Paper Craft - Completing the 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
- Mentor Creative Activities pg. 100
- Paper hats in progress

- Folding accuracy - Following instructions - Symmetry

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
Log Roll - Watching and learning

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

- Fan usage - Singing - Group participation

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
T-Balance - Watching and learning

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

- Rolling technique - Direction control - Safety compliance

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
Log Roll and T-Balance - Making field markers

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

- Material identification - Collection skills - Safety awareness

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
Log Roll and T-Balance - Log roll relay race

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

- Space marking - Direction following - Leadership skills

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
Log Roll and T-Balance - Skills check

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

- Partner work - Balance coordination - Encouragement

Performing and Displaying

Action Songs - Understanding messages

By the end of the lesson, the learner should be able to:
- Listen to action song
- Identify the message
- Understand what song teaches

- Look at picture of children
- Discuss what they are doing
- Think about song they are singing
- Listen to action songs

What is the song about?

- Mentor Creative Activities pg. 115
- Pictures
- Song recordings

- Listening skills - Message identification - Understanding

Performing and Displaying

Action Songs - Reading and singing
Action Songs - Good manners song

By the end of the lesson, the learner should be able to:
- Read song lyrics
- Identify message in song
- Touch body parts while singing

- Read 'Head, shoulders, knees and toes'
- Discuss what song is about
- Sing song
- Touch body parts as singing

What body parts are in the song?

- Mentor Creative Activities pg. 115-116
- Song lyrics chart
- Music
- Mentor Creative Activities pg. 116
- Picture
- Song lyrics

- Song reading - Singing - Body part identification

Performing and Displaying

Action Songs - Loud and soft

By the end of the lesson, the learner should be able to:
- Identify loud sounds
- Identify soft sounds
- Sing with correct volume

- Listen to song by teacher
- Learn tune of 'Brush your teeth'
- Sing together
- Use correct tune and rhythm
- Do actions while singing

Is the song loud or soft?

- Mentor Creative Activities pg. 117
- Song recording
- Visual aids

- Volume recognition - Tune accuracy - Rhythm keeping

Performing and Displaying

Action Songs - Practice volume

By the end of the lesson, the learner should be able to:
- Learn song tune
- Sing with correct volume
- Do actions

- Listen to teacher play song
- Learn tune
- Sing 'Clap, clap, clap your hands'
- Sing words clearly
- Clap hands while singing

How do we sing clearly?

- Mentor Creative Activities pg. 117-118
- Music player
- Song lyrics

- Volume control - Clarity of words - Action coordination

Performing and Displaying

Action Songs - Actions and expressions
Action Songs - Practice techniques

By the end of the lesson, the learner should be able to:
- Identify actions in song
- Show facial expressions
- Combine singing and actions

- Look at picture of learners
- Identify actions they are doing
- Check if they are happy or sad
- Sing 'If you are happy'
- Show happy face

What actions do we make?

- Mentor Creative Activities pg. 118
- Pictures
- Song lyrics
- Mentor Creative Activities pg. 118-119
- Various songs

- Action identification - Facial expressions - Expression matching

Performing and Displaying

Action Songs - Making up songs

By the end of the lesson, the learner should be able to:
- Think of actions
- Match actions to songs
- Create simple action songs

- Think of daily actions
- Match actions to songs
- Practice new actions
- Share with peers

Can we make our own action songs?

- Mentor Creative Activities pg. 119
- Ideas from learners

- Creativity - Action creation - Sharing

Performing and Displaying

Action Songs - Group performance
Action Songs - Recording

By the end of the lesson, the learner should be able to:
- Perform in groups
- Use all techniques learned
- Support group members

- Form singing groups
- Choose action song
- Practice together
- Use correct techniques
- Perform for class

What makes a good performance?

- Mentor Creative Activities pg. 120
- Performance space
- Recording device

- Group coordination - Technique use - Teamwork

Performing and Displaying

Action Songs - Class showcase

By the end of the lesson, the learner should be able to:
- Present to class
- Watch others perform
- Give positive feedback

- Groups perform in turns
- Watch other groups
- Give positive comments
- Receive feedback
- Celebrate performances

What did you enjoy about the performances?

- Mentor Creative Activities pg. 120
- Performance space

- Presentation skills - Audience behavior - Feedback giving

Performing and Displaying

Action Songs - Skills assessment
Action Songs - Performance day

By the end of the lesson, the learner should be able to:
- Demonstrate singing skills
- Show action coordination
- Reflect on learning

- Individual assessment
- Group assessment
- Self-assessment
- Complete assessment rubric

What have you learned about action songs?

- Mentor Creative Activities pg. 120
- Assessment tools
- Mentor Creative Activities pg. 115-120
- All resources

- Comprehensive assessment - Self-reflection - Skill demonstration

Performing and Displaying

Modelling - Identifying items

By the end of the lesson, the learner should be able to:
- Identify items made by pinch method
- Name modelled items
- Show interest in modelling

- Look at pictures of modelled items
- Name the items
- Discuss what they are made of
- Think about how items were made

What can we make by modelling?

- Mentor Creative Activities pg. 121
- Pictures of modelled items
- Sample items

- Observation - Naming items - Discussion

Performing and Displaying

Modelling - Materials

By the end of the lesson, the learner should be able to:
- Identify modelling materials
- Name materials like clay
- Care for materials

- Look at pictures of materials
- Name modelling materials
- Discuss where to get materials
- Identify materials in school

Where do we get clay?

- Mentor Creative Activities pg. 122
- Pictures of materials
- Sample materials

- Material identification - Naming accuracy - Discussion

Performing and Displaying

Modelling - Cutting tools
Modelling - Rolling and shaping tools

By the end of the lesson, the learner should be able to:
- Identify cutting tools
- Name tools safely
- Understand tool use

- Look at pictures of tools
- Name clay cutters, knife, wire
- Discuss how tools are used
- Handle tools safely

What tools do we use for cutting?

- Mentor Creative Activities pg. 122-123
- Pictures of tools
- Safe tool samples
- Mentor Creative Activities pg. 123
- Rolling tools
- Shaping tools

- Tool identification - Safety awareness - Understanding use

Performing and Displaying

Modelling - Texturing tools

By the end of the lesson, the learner should be able to:
- Identify texturing tools
- Name tools like fork, comb
- Understand pattern making

- Look at pictures of tools
- Read names of tools
- Talk about making patterns
- Understand texture creation

What makes patterns on clay?

- Mentor Creative Activities pg. 124
- Pictures of texturing tools

- Tool identification - Pattern understanding - Discussion

Performing and Displaying

Modelling - Material collection
Modelling - Clay preparation

By the end of the lesson, the learner should be able to:
- Collect modelling materials
- Observe safety when collecting
- Store materials properly

- Collect materials for modelling
- Pick safe materials
- Keep materials in Creative Activities corner
- Observe safety

What materials can we collect?

- Mentor Creative Activities pg. 124-125
- Collection bags
- Mentor Creative Activities pg. 125
- Clay
- Working surface
- Container with lid

- Collection skills - Safety observation - Storage habits

Performing and Displaying

Modelling - Starting the bowl

By the end of the lesson, the learner should be able to:
- Roll clay into ball
- Create hole in center
- Begin pinching

- Roll clay into ball shape
- Create hole in center using thumb
- Begin pinching walls
- Follow teacher guidance

How do we start making a bowl?

- Mentor Creative Activities pg. 126
- Prepared clay
- Water

- Ball rolling - Hole making - Pinching start

Performing and Displaying

Modelling - Completing the bowl
Modelling - Finishing the bowl

By the end of the lesson, the learner should be able to:
- Pinch clay walls
- Make hole wider
- Complete bowl shape

- Pinch clay walls between fingers
- Make hole wider or longer
- Smoothen bowl
- Continue pinching

How do we make the bowl bigger?

- Mentor Creative Activities pg. 126-127
- Clay in progress
- Smoothing tools
- Mentor Creative Activities pg. 127
- Texturing tools
- Drying space

- Pinching technique - Size control - Smoothing

Performing and Displaying

Modelling - Showing work

By the end of the lesson, the learner should be able to:
- Show work in class
- Discuss own work
- Discuss others' work

- Show bowl to class
- Talk about own work
- Listen to others talk about work
- Give positive feedback

What do you like about your bowl?

- Mentor Creative Activities pg. 127
- Finished bowls

- Presentation skills - Discussion - Feedback giving

Performing and Displaying

Modelling - Clean hands and workspace

By the end of the lesson, the learner should be able to:
- Remember safety tips
- Wash hands properly
- Clean workspace

- Remember not to put dirty hands in mouth
- Wash hands with soap and water
- Not touch walls with dirty hands
- Not use clothes to wipe hands

Why do we wash our hands?

- Mentor Creative Activities pg. 127
- Soap and water
- Towels

- Hygiene awareness - Handwashing - Workspace cleaning

Performing and Displaying

Modelling - Making items at home
Percussion Instruments - Identifying

By the end of the lesson, the learner should be able to:
- Model items at home
- Use materials safely
- Share with family

- Model item with siblings or friends
- Use materials and tools safely
- Show to parents or guardians
- Take pictures of items

What did your family say?

- Mentor Creative Activities pg. 127
- Home materials
- Mentor Creative Activities pg. 130
- Picture
- Discussion prompts

- Home practice - Safety at home - Family sharing

Performing and Displaying

Percussion Instruments - Searching pictures

By the end of the lesson, the learner should be able to:
- Search for pictures of instruments
- Cut out pictures
- Paste on paper

- Search in old magazines
- Search in newspapers
- Cut out pictures
- Paste on manila paper
- Name the instruments

Where can we find pictures?

- Mentor Creative Activities pg. 130
- Old magazines
- Newspapers
- Manila paper
- Glue
- Scissors

- Picture collection - Cutting skills - Pasting accuracy

Performing and Displaying

Percussion Instruments - Digital search
Percussion Instruments - Kenyan instruments

By the end of the lesson, the learner should be able to:
- Use digital device
- Search for instruments online
- Download and save pictures

- Look at picture of learners using device
- Use digital device
- Search for percussion instruments
- Download and save pictures
- Name instruments

What digital devices can we use?

- Mentor Creative Activities pg. 131
- Digital devices
- Internet access
- Mentor Creative Activities pg. 131-132
- Pictures of instruments
- Chart with names

- Digital literacy - Search skills - Downloading

Performing and Displaying

Percussion Instruments - Collecting materials

By the end of the lesson, the learner should be able to:
- Identify materials for shaker
- Collect materials
- Keep materials safely

- Teacher guides material collection
- Collect Y-shaped stick
- Collect bottle tops
- Collect wire or string
- Bring to class
- Keep safely

What materials do we need?

- Mentor Creative Activities pg. 133
- Collection area
- Safe storage

- Material identification - Collection skills - Safety

Performing and Displaying

Percussion Instruments - Making holes
Percussion Instruments - Assembling shaker

By the end of the lesson, the learner should be able to:
- Make holes in bottle tops
- Make holes in stick
- Flatten bottle tops

- Make holes on bottle tops
- Make holes on stick
- Flatten bottle tops
- Follow teacher guidance
- Handle tools carefully

How do we make holes safely?

- Mentor Creative Activities pg. 133
- Hammer or stone
- Nail
- Safety supervision
- Mentor Creative Activities pg. 134
- String/wire
- Assembled parts

- Hole making - Tool handling - Safety awareness

Performing and Displaying

Percussion Instruments - Completing and cleaning

By the end of the lesson, the learner should be able to:
- Complete the shaker
- Play with instrument
- Clean working area

- Play with instrument
- Talk about each other's instruments
- Clean working area
- Wash hands
- Store instrument safely

Why do we clean up?

- Mentor Creative Activities pg. 134-135
- Completed shakers
- Cleaning materials

- Product completion - Playing skills - Cleaning habits

Performing and Displaying

Percussion Instruments - Playing shakers
Percussion Instruments - Playing and singing

By the end of the lesson, the learner should be able to:
- Watch video of instruments
- Learn how to play
- Practice playing

- Watch video of percussion instruments
- Name instruments in video
- Discuss how they are played
- Practice playing own shaker

How are instruments played?

- Mentor Creative Activities pg. 135
- Video clips
- Shakers made
- Mentor Creative Activities pg. 136
- Shakers
- Song lyrics
- Open space

- Video observation - Playing technique - Practice

Appreciation

Musical Sounds - Identifying sources

By the end of the lesson, the learner should be able to:
- Look at picture
- Identify animals and objects
- Say sounds they make

- Look at picture
- Identify what can be seen
- Say sounds animals make
- Say sounds objects make

What do you see?

- Mentor Creative Activities pg. 141
- Picture with animals and objects

- Observation - Sound identification - Discussion

Appreciation

Musical Sounds - Bird sounds

By the end of the lesson, the learner should be able to:
- Identify birds in pictures
- Name the birds
- Make sounds birds produce

- Look at pictures of birds
- Name hen, weaverbird, duck, cock
- Talk about the birds
- Make sounds birds make
- Name other birds

What sound does a hen make?

- Mentor Creative Activities pg. 142
- Pictures of birds

- Bird identification - Sound imitation - Naming ability

Appreciation

Musical Sounds - Human sounds
Musical Sounds - School sounds

By the end of the lesson, the learner should be able to:
- Look at pictures of people
- Identify what they are doing
- Imitate sounds they make

- Look at pictures
- See boy laughing, playing flute
- See children playing, boy crying
- Imitate the sounds
- Discuss sounds heard

What sounds do people make?

- Mentor Creative Activities pg. 142
- Pictures of people
- Discussion prompts
- Mentor Creative Activities pg. 143
- School compound

- Picture observation - Sound imitation - Discussion

Appreciation

Musical Sounds - Animal sounds

By the end of the lesson, the learner should be able to:
- Look at pictures of animals
- Name the animals
- Make sounds animals produce

- Look at pictures of donkey, cat, pig, dog
- Identify sounds they make
- Imitate each sound
- Name other animals
- Make their sounds

How does a dog sound?

- Mentor Creative Activities pg. 143
- Pictures of animals

- Animal identification - Sound imitation - Naming

Appreciation

Musical Sounds - Object sounds
Musical Sounds - Environmental sounds

By the end of the lesson, the learner should be able to:
- Look at pictures of objects
- Identify sounds they make
- Imitate the sounds

- Look at pictures
- See bell, drum, shakers, kayamba
- Identify sounds objects make
- Imitate the sounds

What sound does a bell make?

- Mentor Creative Activities pg. 143-144
- Pictures of instruments
- Mentor Creative Activities pg. 144
- Quiet classroom

- Object identification - Sound recognition - Imitation

Appreciation

Musical Sounds - Sound matching

By the end of the lesson, the learner should be able to:
- Match sounds to sources
- Identify correct pairs
- Complete matching activity

- Match cat to meow sound
- Match clock to tick sound
- Match bell to ring sound
- Complete matching exercise

How do we match sounds?

- Mentor Creative Activities pg. 144
- Matching worksheet

- Matching accuracy - Sound understanding - Exercise completion

Appreciation

Musical Sounds - Guessing game
Musical Sounds - Loud and soft

By the end of the lesson, the learner should be able to:
- Write names on flashcards
- Pick cards from basket
- Make sounds correctly

- Write animal/bird/object names
- Put cards in basket
- Pick a card
- Make sound of what you picked
- Others guess

Can you guess the sound?

- Mentor Creative Activities pg. 144
- Flashcards
- Basket
- Markers
- Mentor Creative Activities pg. 145
- Music player
- Song recording

- Game participation - Sound making - Guessing ability

Appreciation

Musical Sounds - Understanding volume

By the end of the lesson, the learner should be able to:
- Look at pictures
- Identify loud sounds
- Identify soft sounds

- Look at ambulance, motorbike
- Look at bird, lion
- Imitate sounds
- Say if loud or soft

Is the ambulance loud or soft?

- Mentor Creative Activities pg. 145
- Pictures of sound sources

- Sound identification - Volume recognition - Classification

Appreciation

Musical Sounds - Singing with volume

By the end of the lesson, the learner should be able to:
- Listen to song
- Identify if loud or soft
- Sing with correct volume

- Listen as teacher plays song
- Determine if loud or soft
- Sing 'Lala, mtoto lala'
- Sing with correct volume

Should this song be loud or soft?

- Mentor Creative Activities pg. 146
- Music player
- Song lyrics

- Volume judgment - Singing skill - Volume control

Appreciation

Musical Sounds - High and low
Musical Sounds - What we learned

By the end of the lesson, the learner should be able to:
- Listen to sounds
- Identify high sounds
- Identify low sounds

- Listen to cat, violin
- Listen to bell, fireworks
- Say if sound is high or low
- Practice identifying pitch

How can you tell if sound is high?

- Mentor Creative Activities pg. 147
- Pictures
- Sound examples
- Mentor Creative Activities pg. 141-147
- Assessment tools

- Pitch recognition - High/low identification - Understanding

Appreciation

Water Safety - Identifying water points

By the end of the lesson, the learner should be able to:
- Look at pictures of water points
- Name water points
- Talk about water points at home

- Look at pictures of water points
- Name well, river, sea, dam, stream, lake
- Talk about water points at home
- Share where they get water

Where do we get water at home?

- Mentor Creative Activities pg. 160
- Pictures of water points

- Picture observation - Naming accuracy - Discussion

Appreciation

Water Safety - Singing about water
Water Safety - Identifying dangers

By the end of the lesson, the learner should be able to:
- Learn song about water
- Name water points in song
- Sing together

- Learn song 'Water, water, water'
- Sing about clean and safe water
- Sing about well, river, sea, dam, stream, lake
- Sing in class

What water points are in the song?

- Mentor Creative Activities pg. 160
- Song lyrics chart
- Mentor Creative Activities pg. 161
- Picture
- Discussion prompts

- Song learning - Singing participation - Water point identification

Appreciation

Water Safety - Drowning danger

By the end of the lesson, the learner should be able to:
- Look at picture of drowning
- Understand drowning danger
- Know how to stay safe

- Look at picture of person drowning
- Discuss what is happening
- Talk about dangers shown
- Discuss how water points can be dangerous

What is happening in the picture?

- Mentor Creative Activities pg. 161
- Picture of drowning scene

- Picture analysis - Understanding danger - Safety awareness

Appreciation

Water Safety - Types of dangers
Water Safety - Understanding montage

By the end of the lesson, the learner should be able to:
- Name water dangers
- Understand drowning, injuries, death
- Know how to avoid dangers

- Learn about drowning
- Learn about injuries
- Learn about death
- Discuss ways to avoid dangers
- Not swim in river
- Use bridge when crossing

What can happen at water points?

- Mentor Creative Activities pg. 162
- Charts with dangers listed
- Sample montage

- Danger identification - Understanding consequences - Safety knowledge

Appreciation

Water Safety - Collecting pictures

By the end of the lesson, the learner should be able to:
- Collect pictures from magazines
- Collect pictures from newspapers
- Store pictures safely

- Search for water point pictures
- Look in magazines
- Look in newspapers
- Collect pictures
- Keep them safe

Where can we find pictures?

- Mentor Creative Activities pg. 162
- Old magazines
- Newspapers
- Storage envelopes

- Picture collection - Searching skills - Organization

Appreciation

Water Safety - Sorting pictures

By the end of the lesson, the learner should be able to:
- Sort collected pictures
- Cut out pictures
- Group similar water points

- Sort pictures collected
- Cut out pictures carefully
- Group similar water points
- Prepare for pasting

How do we sort the pictures?

- Mentor Creative Activities pg. 163
- Scissors
- Collected pictures

- Sorting skills - Cutting accuracy - Grouping ability

Appreciation

Water Safety - Creating montage
Water Safety - Ways to be safe

By the end of the lesson, the learner should be able to:
- Paste pictures on paper
- Stick pictures side by side
- Create simple montage

- Get stiff paper
- Paste pictures side by side
- Use glue carefully
- Create montage
- Let it dry

How do we stick pictures?

- Mentor Creative Activities pg. 163
- Stiff paper
- Glue
- Cut pictures
- Mentor Creative Activities pg. 164
- Safety rules chart

- Pasting skills - Arrangement - Glue usage

Appreciation

Water Safety - Showing montage

By the end of the lesson, the learner should be able to:
- Show completed montage
- Talk about water points
- Explain safety measures

- Show montage to class
- Talk about water points shown
- Explain ways to be safe
- Display montage

What does your montage show?

- Mentor Creative Activities pg. 164
- Completed montages
- Display area

- Presentation skills - Explanation ability - Display

Appreciation

Water Safety - Safety at home
Water Safety - Performance
Water Safety - What we learned

By the end of the lesson, the learner should be able to:
- Practice safety at home
- Exercise self-discipline
- Follow safety rules

- Observe safety at home water points
- Exercise self-discipline
- Follow rules given by adults
- Stay away from dangerous areas

Why should we practice safety?

- Mentor Creative Activities pg. 164
- Safety guidelines
- Singing game song
- Open space
- Mentor Creative Activities pg. 160-164
- All montages
- Assessment rubric

- Safety practice - Self-discipline - Rule following