Creating And Performing

Rugby - Different Passes
Rugby - Basic Pass

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

-Distinguish passes in Rugby
-Identify the spin, pop and basic passes
-Describe the execution of the passes
-Appreciate passing as a fundamental skill in Rugby

-Describe the basic pass in Rugby
-Demonstrate proper technique for basic pass
-Execute passes accurately
-Value fundamentals in sports

In groups, learners are guided to:
-Watch a live or virtual Rugby game to identify passes
-Discuss how the passes are executed
-Research using digital devices on different passes in Rugby
In groups, learners are guided to:
-Study the technique for basic pass
-Practice holding the Rugby ball with both hands
-Execute the basic pass focusing on proper technique
-Give feedback to peers on passing technique

What are the best ways to advance a ball in a game of Rugby?
What makes the basic pass effective in Rugby?

- MENTOR pg. 84
-Digital resources
-Rugby balls
-Playing field
-Video clips
- MENTOR pg. 85
-Rugby balls
-Playing field
-Digital resources
-Video clips

- Observation -Oral questions -Practical activity
- Practical activity -Technical assessment -Peer evaluation -Observation

Creating And Performing

Rugby - Spin Pass
Rugby - Pop Pass

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

-Describe the spin pass in Rugby
-Demonstrate proper technique for spin pass
-Execute passes with proper spin
-Value specialized skills in sports

In groups, learners are guided to:
-Study the technique for spin pass
-Practice holding the ball with thumb on one side, fingers on other
-Execute the flicking motion for proper spin
-Practice the spin pass with partners

How does the spin action improve pass effectiveness in Rugby?

- MENTOR pg. 86
-Rugby balls
-Playing field
-Digital resources
-Video demonstrations
- MENTOR pg. 87

- Practical activity -Technical assessment -Peer evaluation -Observation

Creating And Performing

Rugby - Pass Demonstrations

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

-Perform passing skills in Rugby
-Demonstrate all three pass types
-Execute passes with proper technique
-Value versatility in sports skills

In groups, learners are guided to:
-Stand in pairs facing each other
-Practice all three passes on command
-Focus on proper technique for each pass
-Take turns demonstrating each pass type

How can you distinguish when to use each type of pass?

- MENTOR pg. 87
-Rugby balls
-Playing field
-Digital resources
-Visual cue cards

- Practical demonstration -Technical assessment -Response time assessment -Observation

Creating And Performing

Rugby - Group Practice

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

-Practice passes in group formations
-Apply passes in semi-game situations
-Adapt passing based on positioning
-Value teamwork in sports

In groups, learners are guided to:
-Form semi-circles with one learner at front
-Practice passing patterns between front player and semi-circle
-Rotate positions to practice different angles
-Provide feedback on passing accuracy

How does positioning affect passing technique and decision making?

- MENTOR pg. 88
-Rugby balls
-Playing field
-Markers for positions
-Digital resources

- Group dynamics assessment -Positional awareness evaluation -Passing accuracy measurement -Observation

Creating And Performing

Rugby - Kicking Techniques
Rugby - Performing Kicks

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

-Identify different kicks in Rugby
-Describe the drop and place kick
-Understand kick applications
-Value diverse skills in sports

-Perform kick techniques in Rugby
-Demonstrate the drop and place kick
-Practice kicking skills
-Value own and others' efforts in applying kicking skills

In groups, learners are guided to:
-Watch demonstrations of different kicks
-Discuss the technique for drop and place kicks
-Identify game situations for each kick type
-Research Rugby kicking strategies
In groups, learners are guided to:
-Demonstrate kicking skills in Rugby
-Practice the drop and place kick techniques
-Use the skills of kicking in modified games
-Observe safety during practice

What factors determine kick selection in Rugby?
When are different kicks used in Rugby?

- MENTOR pg. 89
-Rugby balls
-Kicking tees
-Digital resources
-Video demonstrations
- MENTOR pg. 90
-Rugby balls
-Playing field
-Kicking tees
-Digital resources

- Oral questions -Written assessment -Research presentation -Class discussion
- Practical activity -Assessment rubrics -Observation

Creating And Performing

Rugby - Modified Game

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

-Apply passing and kicking in gameplay
-Make appropriate skill selections
-Demonstrate teamwork and strategy
-Value application of skills in competition

In groups, learners are guided to:
-Participate in modified Rugby games
-Apply the skills of passing and kicking
-Make strategic decisions during gameplay
-Observe the rules of the game and safety

How do skills practice translate to effective gameplay?

- MENTOR pg. 91
-Rugby balls
-Playing field
-Markers/cones
-Safety equipment

- Game performance assessment -Strategic decision evaluation -Teamwork assessment -Observation

Creating And Performing

Rugby - Skill Review
Photography - Different Viewpoints

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

-Evaluate personal skill development
-Identify areas for improvement
-Demonstrate selected skills for assessment
-Value reflective practice in sports

In groups, learners are guided to:
-Review all Rugby skills learned
-Self-assess strengths and weaknesses
-Demonstrate skills for peer feedback
-Create personal improvement plans

How can ongoing assessment improve Rugby skills?

- MENTOR pg. 92
-Rugby balls
-Assessment checklists
-Digital recording devices
-Playing field
- MENTOR pg. 95
-Digital cameras/smartphones
-Sample photographs
-Digital resources
-Textbooks

- Self-assessment -Peer evaluation -Practical demonstrations -Improvement plans

Creating And Performing

Photography - Normal Viewpoint

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

-Describe normal eye viewpoint
-Identify characteristics of normal viewpoint photos
-Analyze sample photographs
-Value perspective in visual communication

In groups, learners are guided to:
-Study photographs taken from normal eye level
-Discuss advantages and limitations of normal viewpoint
-Identify subjects best photographed from eye level
-Analyze composition elements in normal viewpoint

How does normal viewpoint affect viewer perception of an image?

- MENTOR pg. 96
-Sample photographs
-Digital resources
-Digital cameras/smartphones
-Display equipment

- Photo analysis -Written work -Oral discussions -Visual literacy assessment

Creating And Performing

Photography - Bird's Eye Viewpoint
Photography - Worm's Eye Viewpoint

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

-Describe bird's eye viewpoint
-Identify characteristics of high-angle photos
-Analyze sample photographs
-Value varied perspectives in art

-Describe worm's eye viewpoint
-Identify characteristics of low-angle photos
-Analyze sample photographs
-Value creative perspectives in art

In groups, learners are guided to:
-Study photographs taken from elevated positions
-Discuss how bird's eye view creates linear perspective
-Identify subjects best photographed from above
-Analyze composition elements in high-angle shots
In groups, learners are guided to:
-Study photographs taken from below subjects
-Discuss how worm's eye view affects subject perception
-Identify subjects best photographed from below
-Analyze composition elements in low-angle shots

How does bird's eye viewpoint change the narrative of an image?
How does worm's eye viewpoint create impact in photography?

- MENTOR pg. 97
-Sample photographs
-Digital resources
-Digital cameras/smartphones
-Display equipment

- Photo analysis -Written work -Oral discussions -Visual literacy assessment

Creating And Performing

Photography - Taking Photographs

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

-Take photographs of a scenery in viewpoint for showcase
-Apply different viewpoints in photography
-Identify suitable scenic points
-Value photography as an art form

In groups, learners are guided to:
-Research/take a field walk to explore and identify scenic points
-Take photographs inspired by the environment from different viewpoints
-Discuss ethical issues in photography

How can photography be used to showcase Kenya's beauty?

- MENTOR pg. 98
-Digital cameras/smartphones
-Photography locations
-Digital storage
-Display equipment

- Portfolio -Project assessment -Observation

Creating And Performing

Photography - Ethics

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

-Identify ethical issues in photography
-Apply ethical principles when taking photos
-Respect subjects' rights and dignity
-Value responsible photography

In groups, learners are guided to:
-Brainstorm ethical issues in photography
-Discuss consequences of unethical photography
-Research photography ethics guidelines
-Role-play ethical decision-making scenarios

What responsibilities do photographers have to their subjects?

- MENTOR pg. 99
-Digital resources
-Ethics guidelines
-Case studies
-Role-play scenarios

- Written work -Role-play evaluation -Class discussion -Ethical scenario resolution

Creating And Performing

Photography - Presenting Photographs

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

-Present the photographs for appreciation
-Select and organize photographs
-Create captions and context
-Appreciate photography as a means of expression

In groups, learners are guided to:
-Select and store the photographs in an E-folder
-Make a still/slide presentation
-Create captions for photographs
-Present for reflection and peer feedback

What makes a photograph effective in communicating a message?

- MENTOR pg. 100
-Digital devices
-Presentation software
-Display equipment
-Digital photographs

- Portfolio -Project assessment -Peer assessment -Observation

Creating And Performing

Descant Recorder - Fingering of Notes
Descant Recorder - Playing Techniques
Descant Recorder - Scale of F Major

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

-Identify the fingering of notes in the scale of F major
-Use correct finger positions
-Produce clear sounds
-Appreciate the importance of proper technique

-Play the scale of F major from staff notation on a descant recorder
-Perform ascending and descending scale
-Apply correct fingering and techniques
-Appreciate the sound of F major scale

In groups, learners are guided to:
-Read and interpret fingering charts to play the notes of F major scale
-Practice finger positions for each note
-Observe proper recorder techniques while playing
-Give feedback to peers
In groups, learners are guided to:
-Play the scale of F Major ascending and descending on staff notation
-Practice long tones to improve breath control and tone quality
-Apply crescendo and diminuendo while playing scales
-Give feedback to peers

What are the correct fingerings for notes in F major on the descant recorder?
How can you develop good tone quality when playing the descant recorder?

- MENTOR pg. 102
-Descant recorders
-Fingering charts
-Digital resources
-Music scores
- MENTOR pg. 104
-Tutorial videos
- MENTOR pg. 106
-Descant recorders
-Music scores
-Digital resources
-Staff paper

- Practical activity -Assessment rubrics -Observation
- Practical activity -Assessment rubrics -Observation -Peer assessment

Creating And Performing

Descant Recorder - Simple Melodies

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

-Play simple melodies in the scale of F major
-Apply correct fingering and breathing
-Follow notation accurately
-Value musical expression

In groups, learners are guided to:
-Play simple melodies in the scale of F major on staff notation
-Focus on accurate pitch and rhythm
-Apply proper breathing at phrase marks
-Practice with attention to musicality

How do you maintain accurate pitch and rhythm when playing melodies?

- MENTOR pg. 107
-Descant recorders
-Simple melody scores
-Digital resources
-Metronome

- Melody performance assessment -Accuracy evaluation -Observation -Peer feedback

Creating And Performing

Descant Recorder - Performance Directions

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

-Apply performance directions in playing
-Demonstrate dynamics (crescendo/diminuendo)
-Follow articulation markings
-Value expressiveness in music

In groups, learners are guided to:
-Explore actual or virtual demonstrations of performance directions
-Practice applying dynamics in scale playing
-Observe articulation markings in melodies
-Create expressive interpretations

How do performance directions enhance musical expression?

- MENTOR pg. 108
-Descant recorders
-Music scores with directions
-Digital resources
-Demonstration recordings

- Expression assessment -Technical application -Observation -Self-evaluation

Creating And Performing

Descant Recorder - Solo Pieces

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

-Perform a solo piece in F major on a descant recorder
-Apply correct playing techniques
-Follow performance directions
-Value playing music on the descant recorder

In groups, learners are guided to:
-Study the music score for "Early One Morning"
-Analyze rhythm and pitch aspects
-Practice the piece with attention to details
-Perform for peer feedback

How can performance directions be applied when playing the descant recorder?

- MENTOR pg. 109
-Descant recorders
-Music scores
-Digital recording devices
-Performance space

- Practical activity -Assessment rubrics -Observation -Peer assessment -Portfolio

Creating And Performing

Play - Format of a Script
Play - Script Reading
Play - Elements of a Play

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

-Describe the format of a play script
-Identify title, playwright, characters, acts, scenes, setting, stage directions and dialogue
-Read a play using the correct format
-Recognize the importance of proper formatting

-Read aloud from a play script
-Use appropriate expression and emphasis
-Follow stage directions in reading
-Value vocal interpretation in drama

In groups, learners are guided to:
-Read a sample play to identify the format of a script
-Discuss what makes a play different from other literary works
-Identify elements in the script format
-Practice reading the play aloud
In groups, learners are guided to:
-Conduct a "cold reading" of a play script in a circle
-Follow stage directions during reading
-Apply appropriate vocal expression
-Discuss character motivations

What is a play? How is a play script formatted?
How does reading aloud enhance understanding of a play?

- MENTOR pg. 112
-Play scripts
-Digital resources
-Textbooks
-Video recordings of plays
- MENTOR pg. 113
-Play scripts
-Chairs arranged in circle
-Digital resources
-Reading guides
- MENTOR pg. 115
-Video recordings of plays
-Textbooks

- Oral questions -Written work -Observation
- Reading performance -Vocal expression assessment -Following directions evaluation -Peer feedback

Creating And Performing

Play - Societal Issues

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

-Identify societal issues suitable for plays
-Analyze how plays address social concerns
-Recognize plays as vehicles for commentary
-Value drama as social communication

In groups, learners are guided to:
-Recall plays that address societal issues
-Identify central themes in these plays
-Discuss how issues were presented and resolved
-Connect plays to current social concerns

How can plays effectively address societal issues?

- MENTOR pg. 116
-Example plays with social themes
-Digital resources
-News articles
-Community resources

- Issue identification assessment -Analysis of play effectiveness -Written work -Class discussion

Creating And Performing

Play - Creating a Play

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

-Create a one act play addressing a societal issue
-Brainstorm ideas for a play
-Develop a script with proper formatting
-Value play creation as a means of addressing issues

In groups, learners are guided to:
-Brainstorm, in groups, an idea for a short play
-Create a short play script using the play elements
-Select relevant prop(s), costumes and music for the play performance
-Share and revise their scripts

Why is it important to decorate props to be used for performance?

- MENTOR pg. 116
-Writing materials
-Digital resources
-Sample play scripts
-Societal issues resources

- Project assessment -Portfolio -Assessment rubrics -Peer review

Creating And Performing

Play - Warm-up Activities

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

-Perform physical warm-up activities
-Engage in vocal exercises
-Participate in concentration games
-Value preparation in performance

In groups, learners are guided to:
-Perform stretches, jumps or dancing for physical warm-up
-Practice breathing and vocal exercises
-Engage in concentration games
-Discuss the importance of warming up

How do warm-up activities prepare performers physically and mentally?

- MENTOR pg. 117
-Open space
-Warm-up instruction cards
-Digital resources
-Audio for breathing exercises

- Participation assessment -Technique evaluation -Observation -Self-reporting on effectiveness

Creating And Performing

Play - Rehearsing
Play - Blocking

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

-Participate in warm-up activities
-Rehearse a role in the play
-Apply vocal and physical techniques
-Collaborate effectively with others

-Understand stage areas and positions
-Create effective blocking for scenes
-Position actors for visibility and impact
-Value spatial awareness in drama

In groups, learners are guided to:
-Perform vocal and physical warm up activities in preparation for play performance
-Rehearse a role in the play (paying attention to use of voice, body, movement, space)
-Provide constructive feedback to peers
-Refine their performances
In groups, learners are guided to:
-Learn stage area terminology
-Practice positioning actors on stage
-Create blocking that ensures visibility
-Position props in relation to actors

How does rehearsal improve a theatrical performance?
How does effective blocking enhance storytelling in drama?

- MENTOR pg. 118
-Play scripts
-Props
-Costumes
-Music
-Rehearsal space
- MENTOR pg. 119
-Stage area diagrams
-Open performance space
-Props
-Play scripts

- Practical activity -Observation -Peer assessment -Assessment rubrics
- Blocking design assessment -Spatial awareness evaluation -Observation -Practical application

Creating And Performing

Play - Dress Rehearsal
Play - Performance

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

-Participate in a dress rehearsal
-Use costumes and props appropriately
-Perform the full play with technical elements
-Value feedback for improvement

In groups, learners are guided to:
-Perform the play with all costumes and props
-Invite a small audience for feedback
-Review performance constructively
-Make final adjustments based on feedback

What can be learned from a dress rehearsal that cannot be learned in regular rehearsals?

- MENTOR pg. 120
-Costumes
-Props
-Performance space
-Audience feedback forms
- MENTOR pg. 121
-Play scripts
-Music
-Audience

- Complete performance assessment -Audience feedback analysis -Observation -Group reflection

Creating And Performing

Play - Reflection

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

-Reflect on the play performance
-Analyze strengths and areas for improvement
-Discuss audience response
-Value the process of theatrical creation

In groups, learners are guided to:
-Discuss the performance experience
-Review audience feedback
-Identify successful elements and challenges
-Discuss how effectively the play addressed its issue

How does reflection enhance future theatrical work?

- MENTOR pg. 122
-Performance recordings
-Audience feedback
-Reflection journals
-Discussion space

- Reflection quality assessment -Group discussion -Written reflection -Improvement planning

Creating And Performing

Basketball and Logo Design - Passing Skills

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

-Identify different passes in Basketball
-Describe the overhead, bounce and chest passes
-Observe proper technique in passing
-Value proper passing technique in Basketball

In groups, learners are guided to:
-Watch a live or virtual Basketball game and identify the passing skills in Basketball
-Discuss the execution of the skills
-Identify the overhead, bounce and chest passes
-Analyze the importance of passing in Basketball

Why is it important to combine passing and dribbling in Basketball?

- MENTOR pg. 123
-Digital resources
-Basketball court
-Basketballs
-Video clips

- Observation -Oral questions -Practical activity

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Performing Passes in Basketball
Basketball and Logo Design - Performing the Overhead Pass

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

- Distinguish passes in Basketball.
- Perform passing skills in Basketball.
- Appreciate each other's skills in Basketball game.

- Describe the execution of the overhead pass.
- Demonstrate the overhead pass in Basketball.
- Value teamwork during practice sessions.

The learner is guided to:
- Watch a live or virtual Basketball game and identify the passing skills in Basketball.
- Discuss the execution of the skills.
- Share ideas with classmates.
The learner is guided to:
- Observe pictures of overhead pass and discuss body position.
- Perform warm up activities.
- Demonstrate the overhead pass.
- Practice the overhead pass in pairs.

How can a poster be made an effective means of communicating?
Why is it important to combine passing and dribbling in Basketball?

- Mentor Creative Arts and Sports Learner's Book pg. 123
- Digital devices
- Basketball court
- Basketball
- Mentor Creative Arts and Sports Learner's Book pg. 124
- Digital resources
- Basketball court
- Basketball

- Observation - Oral questions - Assessment rubrics - Written questions
- Practical activity - Peer assessment - Observation - Oral feedback

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Performing the Bounce Pass

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

- Explain the bounce pass technique.
- Perform the bounce pass in Basketball.
- Appreciate the importance of proper technique in passing.

The learner is guided to:
- Perform warm up activities.
- Demonstrate the bounce pass.
- Practice the bounce pass in pairs.
- Give feedback to each other.

Why is it important to combine passing and dribbling in Basketball?

- Mentor Creative Arts and Sports Learner's Book pg. 126
- Basketball
- Open space
- Digital resources

- Practical activity - Observation - Checklist - Peer assessment

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Performing the Chest Pass
Basketball and Logo Design - Practicing Different Passes

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

- Describe the chest pass technique.
- Demonstrate the chest pass in Basketball.
- Show respect for others during group activities.

The learner is guided to:
- Study pictures of chest pass.
- Describe body position of player.
- Perform warm up activities.
- Demonstrate the chest pass.
- Practice the chest pass in pairs.

Why is it important to combine passing and dribbling in Basketball?

- Mentor Creative Arts and Sports Learner's Book pg. 127
- Basketball
- Digital devices
- Mentor Creative Arts and Sports Learner's Book pg. 128
- Open space
- Digital resources

- Practical activity - Observation - Oral feedback

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Executing Dribbling in Basketball

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

- Identify dribbling techniques in Basketball.
- Distinguish between high and low dribble.
- Appreciate dribbling as a fundamental skill in Basketball.

The learner is guided to:
- Use digital resources to observe dribbling skills.
- Identify high and low dribbles from videos.
- Discuss the execution of dribbling techniques.
- Share observations with others.

Why is it important to combine passing and dribbling in Basketball?

- Mentor Creative Arts and Sports Learner's Book pg. 128
- Digital devices
- Basketball
- Video clips

- Oral questions - Written responses - Observation

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Performing High Dribble
Basketball and Logo Design - Performing Low Dribble

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

- Explain the high dribble technique.
- Demonstrate the high dribble in Basketball.
- Show commitment to skill improvement.

- Describe the low dribble technique.
- Demonstrate the low dribble in Basketball.
- Appreciate proper technique in skill execution.

The learner is guided to:
- Study pictures of high dribble.
- Describe body position of player.
- Perform warm up activities.
- Practice high dribble technique.
- Observe safety measures.
The learner is guided to:
- Study pictures of low dribble.
- Describe body position and differences from high dribble.
- Perform warm up activities.
- Practice low dribble technique.
- Give each other feedback.

Why is it important to combine passing and dribbling in Basketball?

- Mentor Creative Arts and Sports Learner's Book pg. 129
- Basketball
- Open space/court
- Digital resources
- Mentor Creative Arts and Sports Learner's Book pg. 130
- Basketball
- Open space/court
- Digital resources

- Practical activity - Observation - Checklist - Peer feedback
- Practical activity - Observation - Peer assessment - Checklist

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Combining Dribbling Skills

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

- Combine high and low dribbling techniques.
- Perform dribbling drills.
- Value teamwork during practice sessions.

The learner is guided to:
- Perform warm up activities.
- Practice high and low dribbling skills.
- Perform dribbling drills between markers.
- Switch between high and low dribble as appropriate.
- Observe safety measures.

Why is it important to combine passing and dribbling in Basketball?

- Mentor Creative Arts and Sports Learner's Book pg. 131
- Basketball
- Cones/markers
- Open space

- Practical activity - Observation - Peer assessment - Checklist

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Designing a Logo for a Basketball Team

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

- Analyze the features of a Basketball team logo.
- Identify the purpose of a team logo.
- Appreciate logos as identification symbols.

The learner is guided to:
- Study pictures of actual Basketball logos.
- Identify team names and slogans in logos.
- Discuss how logos inspire players and fans.
- Share ideas with classmates.

How can a poster be made an effective means of communicating?

- Mentor Creative Arts and Sports Learner's Book pg. 132
- Digital devices
- Sample logos
- Chart papers

- Oral questions - Written responses - Group discussions

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Creating a Basketball Team Logo

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

- Plan a design for a Basketball team logo.
- Sketch preliminary logo ideas.
- Value originality in creative work.

The learner is guided to:
- Identify a team name for designing the logo.
- Create a slogan for the team.
- Make sketches of logo designs.
- Try various combinations of letters arranged in different ways.

How can a poster be made an effective means of communicating?

- Mentor Creative Arts and Sports Learner's Book pg. 133
- Drawing books
- Pencils
- Digital devices

- Portfolio assessment - Observation - Peer feedback - Project work

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Refining and Finalizing Logo Design
Basketball and Logo Design - Applying Skills in a Modified Game
Indigenous Kenyan Crafts - Pottery

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

- Create a final logo design for a Basketball team.
- Apply color appropriately in the design.
- Appreciate creativity in visual representation.

- Describe coil technique in pottery.
- Identify characteristics of pottery in samples.
- Appreciate pottery as an indigenous craft.

The learner is guided to:
- Refine their sketches into a final design.
- Apply appropriate colors to the logo.
- Ensure the logo is clear and recognizable.
- Display completed logos for appreciation.
The learner is guided to:
- Study pottery items from actual and virtual sources.
- Analyze coil technique in samples.
- Discuss why the coil technique is preferred in traditional pottery.
- Share ideas with classmates.

How can a poster be made an effective means of communicating?
Why is clay the preferred material for pottery?

- Mentor Creative Arts and Sports Learner's Book pg. 134
- Paint/colored pencils
- Drawing books
- Manila paper
- Digital resources
- Basketball
- Team logos
- Open space
- Mentor Creative Arts and Sports Learner's Book pg. 143
- Digital resources
- Sample pottery items
- Video clips

- Project assessment - Portfolio - Peer review - Exhibition
- Oral questions - Written responses - Observation - Group discussions

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Pottery Techniques

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

- Explain clay preparation procedures for pottery.
- Identify suitable clay for pottery.
- Value indigenous knowledge in craft making.

The learner is guided to:
- Use digital devices to find information on clay sources and preparation.
- Discuss different types of clay and their properties.
- Share information on clay preparation procedures.
- Identify local sources of clay for pottery.

Why is clay the preferred material for pottery?

- Mentor Creative Arts and Sports Learner's Book pg. 144
- Digital resources
- Sample clay
- Video clips

- Oral discussions - Written responses - Question and answer - Research reports

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Preparing Clay for Pottery

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

- Source clay for pottery making.
- Prepare clay through removing impurities, kneading and wedging.
- Appreciate proper preparation for quality results.

The learner is guided to:
- Source clay and prepare it by removing impurities.
- Crush, soak, and mix the clay.
- Sieve the clay to remove finer impurities.
- Dry the clay to remove excess moisture.
- Knead and wedge the clay to make it consistent.

Why is clay the preferred material for pottery?

- Mentor Creative Arts and Sports Learner's Book pg. 145
- Clay
- Water container
- Sieves
- Canvas/sacks

- Practical activity - Observation - Checklist - Product assessment

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Modeling a Vessel Using Coil Method

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

- Create uniform coils from prepared clay.
- Model a vessel using the coil technique.
- Show patience during the creative process.

The learner is guided to:
- Make coils of uniform thickness.
- Roll coils to form a base.
- Score the clay coil and add slip.
- Join the clay coils to form a vessel.
- Smoothen the inside and outside of the vessel.

Why is clay the preferred material for pottery?

- Mentor Creative Arts and Sports Learner's Book pg. 146
- Prepared clay
- Water
- Sponge
- Working surface

- Practical activity - Observation - Product assessment - Peer feedback

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Decorating and Drying Clay Vessel
Indigenous Kenyan Crafts - Firing Clay Vessels
Indigenous Kenyan Crafts - Making a Frame Loom for Weaving

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

- Apply incising technique to decorate pottery.
- Dry clay vessels appropriately.
- Appreciate decoration in enhancing pottery.

- Explain the firing process for pottery.
- Fire clay vessels using an open pit kiln.
- Observe safety during the firing process.

The learner is guided to:
- Create designs by raising coils above the clay body.
- Smoothen and complete the form.
- Decorate the slightly dry vessel by incising.
- Dry the vessel in a shade.
- Display completed work for feedback.
The learner is guided to:
- Dig a pit about 2 feet deep in a dry area.
- Place firewood at the bottom and light a fire.
- Place completely dry clay works on the charcoal.
- Add more firewood and fire them for about 5 hours.
- Cover the pit with soil and leave overnight.
- Unearth the clay works the following day.

Why is clay the preferred material for pottery?

- Mentor Creative Arts and Sports Learner's Book pg. 147
- Clay vessels
- Forks/spoons
- Table knife
- Textured objects
- Mentor Creative Arts and Sports Learner's Book pg. 147
- Dry clay vessels
- Firewood
- Matches
- Digging tools
- Mentor Creative Arts and Sports Learner's Book pg. 148
- Digital resources
- Sample looms
- Video clips

- Practical activity - Observation - Product assessment - Exhibition
- Practical activity - Observation - Product assessment - Safety checklist

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Constructing a Frame Loom

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

- Make a wooden mitre joint frame loom.
- Prepare the loom for weaving.
- Demonstrate teamwork during construction.

The learner is guided to:
- Collaboratively make a wooden mitre joint frame loom.
- Ensure equal spacing of nails around the frame.
- Secure the joints for stability.
- Prepare the loom for weaving.

How is a fabric woven?

- Mentor Creative Arts and Sports Learner's Book pg. 148
- Wooden planks
- Nails
- Hammer
- Measuring tools

- Practical activity - Observation - Product assessment - Group evaluation

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Making a Fabric Using 2/1 Twill Weaving

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

- Explain 2/1 twill weaving technique.
- Secure warps on the loom.
- Show patience in the weaving process.

The learner is guided to:
- Explore actual and virtual resources to study 2/1 twill weaves.
- Secure the warps on the loom.
- Start weaving or interlacing weft yarns with warps.
- Use the 2/1 twill technique (over 2, under 1).

How is a fabric woven?

- Mentor Creative Arts and Sports Learner's Book pg. 149
- Frame loom
- Yarn/threads
- Cardboard strip
- Scissors

- Practical activity - Observation - Process assessment - Product examination

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Completing a Woven Fabric

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

- Complete a fabric using 2/1 twill weaving technique.
- Finish the woven fabric properly.
- Appreciate the final woven product.

The learner is guided to:
- Continue weaving to desired size using 2/1 twill technique.
- Cut the warp threads off the top of the frame.
- Tie adjacent warp threads together.
- Weave the ends through the back of the weave.
- Trim long tails of warp threads.
- Display completed work for appreciation.

How is a fabric woven?

- Mentor Creative Arts and Sports Learner's Book pg. 150
- Frame loom with work in progress
- Scissors
- Additional yarn
- Display area

- Product assessment - Exhibition - Peer feedback - Portfolio