CREATING AND EXECUTION

Picture Making - Identifying Wind Instruments

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

- Identify indigenous wind instruments used by various communities in Kenya
- Name the parts of the wind instruments
- Appreciate the cultural diversity of wind instruments in Kenya

- Learners view real/pictures/videos of Kenyan indigenous wind instruments and identify them (name, community)
- Learners name the parts of a wind instrument
- Learners discuss how the different parts contribute towards sound production

What types of wind instruments are found in Kenya?

- Mentor Creative Arts Grade 5 Learner's Book pg. 1
- Pictures/videos of Kenyan indigenous wind instruments
- Digital devices for viewing videos

- Oral questions - Observation - Written assignment

CREATING AND EXECUTION

Picture Making - Parts of Wind Instruments
Picture Making - Materials for Wind Instruments

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

- Explain the roles of the parts of a wind instrument in sound production
- Identify how various parts work together
- Value the craftsmanship in wind instruments

- Learners identify the parts of wind instruments
- Learners discuss the role of each part in sound production
- Learners demonstrate how the parts work together

How do the different parts of a wind instrument contribute to sound production?

- Mentor Creative Arts Grade 5 Learner's Book pg. 4
- Realia: Indigenous wind instruments
- Charts showing parts of wind instruments
- Mentor Creative Arts Grade 5 Learner's Book pg. 6
- Sample materials for making wind instruments
- Digital devices for research

- Oral questions - Observation - Practical assessment

CREATING AND EXECUTION

Picture Making - Creating Wind Instruments
Picture Making - Testing Wind Instruments
Picture Making - Caring for Wind Instruments

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

- Make a wind instrument using locally available materials
- Follow the correct procedure
- Value creativity in making instruments

- Learners make a wind instrument using locally available materials
- Learners observe safety as they make the wind instrument
- Learners clean up after the activity

How can we make a functional wind instrument using locally available materials?

- Mentor Creative Arts Grade 5 Learner's Book pg. 7
- Tools for making instruments
- Locally available materials
- Mentor Creative Arts Grade 5 Learner's Book pg. 8
- Tools for refining instruments
- Sample wind instruments
- Mentor Creative Arts Grade 5 Learner's Book pg. 9
- Cleaning materials
- Storage containers

- Observation - Project work - Product assessment

CREATING AND EXECUTION

Picture Making - Making Crayons
Picture Making - Crayon Etching Technique
Picture Making - Drawing Wind Instruments

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

- Make materials for drawing
- Make crayons using recyclable materials
- Value conservation through recycling

- Learners explore the environment to collect materials for making crayons
- Learners make improvised crayons from locally available materials
- Learners discuss the importance of recycling

How are crayons improvised?

- Mentor Creative Arts Grade 5 Learner's Book pg. 10
- Used candle wax
- Beeswax
- Pigments
- Moulds
- Mentor Creative Arts Grade 5 Learner's Book pg. 11
- Crayons
- Paper
- Black ink/paint
- Mentor Creative Arts Grade 5 Learner's Book pg. 13
- Etching tools

- Observation - Product assessment - Oral questions

CREATING AND EXECUTION

Picture Making - Applying Etching Techniques
Picture Making - Completing Etched Drawings

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

- Apply the crayon etching technique
- Create textures through etching
- Show patience in the etching process

- Learners apply coloured crayons over paper
- Learners cover with black pigment/Indian ink
- Learners scratch/etch the black ink to reveal wax beneath

How can we create drawings using crayon etching?

- Mentor Creative Arts Grade 5 Learner's Book pg. 14
- Colored crayons
- Black ink
- Etching tools
- Paper
- Mentor Creative Arts Grade 5 Learner's Book pg. 15
- Completed crayon etchings
- Cleaning materials

- Observation - Product assessment - Peer review

CREATING AND EXECUTION

Picture Making - Mounting Pictures
Picture Making - Creating Portfolios
Picture Making - Displaying Artwork

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

- Mount pictures for display
- Apply the mat technique for mounting
- Appreciate neatness in presentation

- Learners mount their pictures using the mat technique
- Learners observe correct dimensions and layout/balance
- Learners ensure neat pasting

How can we effectively display our artwork?

- Mentor Creative Arts Grade 5 Learner's Book pg. 16
- Mounting boards
- Adhesives
- Rulers
- Scissors
- Mentor Creative Arts Grade 5 Learner's Book pg. 17
- Local materials for portfolios
- Decorative materials
- Labeling materials
- Display area
- Mounted artworks
- Portfolio collections

- Observation - Product assessment - Peer review

CREATING AND EXECUTION

Picture Making - Playing Wind Instruments
Picture Making - Exploring Environmental Objects
Picture Making - Advanced Etching Techniques

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

- Play indigenous wind instruments
- Apply proper playing techniques
- Appreciate traditional musical instruments

- Learners practice holding wind instruments correctly
- Learners apply proper breathing techniques
- Learners produce basic sounds on the instruments

How do we play indigenous wind instruments?

- Mentor Creative Arts Grade 5 Learner's Book pg. 18
- Wind instruments
- Instructional videos
- Resource persons
- Environmental objects
- Drawing materials
- Etching tools
- Etching samples

- Observation - Practical assessment - Peer feedback

CREATING AND EXECUTION

Football - Basic Skills
Football - In-step Kicking

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

- Identify the skills used in football
- Demonstrate basic football positions
- Value teamwork in sports

- Learners observe and identify football skills through videos or demonstrations
- Learners discuss the different positions in football
- Learners practice basic positioning

Why is football a popular game?

- Mentor Creative Arts Grade 5 Learner's Book pg. 19
- Football field
- Footballs
- Digital devices
- Mentor Creative Arts Grade 5 Learner's Book pg. 22
- Instructional videos

- Observation - Oral questions - Practical assessment

CREATING AND EXECUTION

Football - In-step Kicking Practice
Football - Outside-of-Foot Kicking
Football - Outside-of-Foot Kicking Practice

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

- Practice in-step kicking
- Apply kicking techniques in drills
- Value persistence in skill development

- Learners practice in-step kicking in various formations
- Learners apply techniques in different situations
- Learners provide feedback to each other

What factors affect the effectiveness of an in-step kick?

- Mentor Creative Arts Grade 5 Learner's Book pg. 23
- Football field
- Footballs
- Practice cones
- Mentor Creative Arts Grade 5 Learner's Book pg. 24
- Instructional videos
- Mentor Creative Arts Grade 5 Learner's Book pg. 25

- Observation - Practical assessment - Peer assessment

CREATING AND EXECUTION

Football - Comparing Kicking Techniques
Football - Stopping with Inside of Foot
Football - Inside-of-Foot Stopping Practice

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

- Compare in-step and outside-of-foot kicks
- Select appropriate kicking techniques
- Value versatility in football skills

- Learners compare different kicking techniques
- Learners identify appropriate situations for each technique
- Learners practice selecting the right kick for different scenarios

Which kicking technique is most effective in different situations?

- Mentor Creative Arts Grade 5 Learner's Book pg. 26
- Football field
- Footballs
- Situational diagrams
- Mentor Creative Arts Grade 5 Learner's Book pg. 27
- Instructional videos
- Mentor Creative Arts Grade 5 Learner's Book pg. 28
- Practice cones

- Observation - Decision-making assessment - Practical assessment

CREATING AND EXECUTION

Football - Combination of Kicking and Stopping
Football - Step Trap Stopping

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

- Combine kicking and stopping skills
- Apply multiple techniques in sequence
- Value skill integration in football

- Learners practice sequences of kicking and stopping
- Learners apply multiple techniques in controlled situations
- Learners work in groups to create skill sequences

How can kicking and stopping skills be effectively combined?

- Mentor Creative Arts Grade 5 Learner's Book pg. 29
- Football field
- Footballs
- Practice stations
- Mentor Creative Arts Grade 5 Learner's Book pg. 30
- Instructional videos

- Observation - Sequence assessment - Group assessment

CREATING AND EXECUTION

Football - Step Trap Stopping Practice
Football - Comparing Stopping Techniques
Football - Dribbling

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

- Practice step trap stopping
- Apply stopping techniques in drills
- Show determination in skill mastery

- Learners practice step trap stopping in various situations
- Learners apply stopping techniques with different ball trajectories
- Learners progress from simple to complex stopping scenarios

What scenarios best suit step trap stopping?

- Mentor Creative Arts Grade 5 Learner's Book pg. 31
- Football field
- Footballs
- Practice cones
- Mentor Creative Arts Grade 5 Learner's Book pg. 32
- Situational diagrams
- Mentor Creative Arts Grade 5 Learner's Book pg. 33
- Cones
- Instructional videos

- Observation - Practical assessment - Skill progression assessment

CREATING AND EXECUTION

Football - Dribbling Practice
Football - Advanced Dribbling
Football - Preparing Papier Mâché

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

- Practice straight dribbling
- Apply dribbling techniques in drills
- Show concentration during skill practice

- Learners practice straight dribbling with different speeds
- Learners apply dribbling techniques in controlled situations
- Learners focus on maintaining close ball control

What factors contribute to successful straight dribbling?

- Mentor Creative Arts Grade 5 Learner's Book pg. 34
- Football field
- Footballs
- Practice cones
- Obstacle courses
- Mentor Creative Arts Grade 5 Learner's Book pg. 35
- Recyclable paper
- Containers
- Glue
- Water

- Observation - Practical assessment - Skill progression assessment

CREATING AND EXECUTION

Football - Creating Cone Moulds
Football - Casting Marking Cones

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

- Create moulds for cones
- Prepare moulds properly
- Show patience during the creation process

- Learners create moulds for cones using manila paper
- Learners shape and secure the moulds
- Learners prepare moulds for casting

How do we create effective moulds for casting?

- Mentor Creative Arts Grade 5 Learner's Book pg. 37
- Manila paper
- Scissors
- Tape
- Petroleum jelly
- Mentor Creative Arts Grade 5 Learner's Book pg. 38
- Prepared papier mâché
- Prepared moulds
- Brushes
- Workspace

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Football - Finishing Cones
Football - Decorating Cones
Football - Tie and Dye Introduction

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

- Complete the casting of cones
- Allow casts to dry completely
- Demonstrate care during the finishing process

- Learners remove cones from moulds after partial drying
- Learners set cones to dry completely
- Learners prepare cones for decoration

How do we know when casts are ready for decoration?

- Mentor Creative Arts Grade 5 Learner's Book pg. 39
- Cast cones
- Drying space
- Assessment tools
- Mentor Creative Arts Grade 5 Learner's Book pg. 40
- Water-based paints
- Brushes
- Palettes
- Mentor Creative Arts Grade 5 Learner's Book pg. 41
- Fabric samples
- Dye materials
- Reference materials

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Football - T-shirt Decoration
Football - Color Wheel
Football - Wash Technique Introduction

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

- Decorate t-shirts using tie and dye
- Apply pleating technique
- Show creativity in fabric decoration

- Learners prepare t-shirts for decoration
- Learners apply pleating technique for tie and dye
- Learners use two different colors for decoration

How can tie and dye be used to create distinctive team shirts?

- Mentor Creative Arts Grade 5 Learner's Book pg. 42
- T-shirts
- Dyes
- Tying materials
- Dye containers
- Mentor Creative Arts Grade 5 Learner's Book pg. 43
- Paint
- Brushes
- Paper
- Color reference
- Watercolors
- Water containers

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Football - Painting with Wash Technique
Football - Field Setup

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

- Paint a still-life composition
- Use wash technique effectively
- Value color value in painting

- Learners paint a still-life composition based on a PCI theme
- Learners apply wash technique to create color value
- Learners focus on creating depth through wash

How can wash technique create depth in a painting?

- Mentor Creative Arts Grade 5 Learner's Book pg. 43
- Watercolors
- Brushes
- Paper
- Still-life setup
- Open space
- Colored cones
- Measuring tools

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Football - Mini Game
Composing Rhythm - French Rhythm Names
Composing Rhythm - Rhythm Recognition

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

- Play a mini game of football
- Apply skills learned in game situations
- Demonstrate fair play and sportsmanship

- Learners organize themselves into teams
- Learners play a mini game using colored t-shirts
- Learners apply skills learned in previous lessons

How can we apply the skills we've learned in a game situation?

- Mentor Creative Arts Grade 5 Learner's Book pg. 43
- Marked field
- Footballs
- Colored t-shirts
- Mentor Creative Arts Grade 5 Learner's Book pg. 44
- Charts with rhythm patterns
- Audio recordings
- Musical instruments
- Mentor Creative Arts Grade 5 Learner's Book pg. 45
- Rhythm charts

- Observation - Performance assessment - Sportsmanship assessment

CREATING AND EXECUTION

Composing Rhythm - Interpreting Patterns
Composing Rhythm - Rest Patterns
Composing Rhythm - Writing Patterns

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

- Interpret rhythmic patterns using French rhythm names
- Clap rhythmic patterns accurately
- Value accuracy in rhythm

- Learners orally translate rhythmic patterns to French rhythm names
- Learners clap or tap the rhythms
- Learners practice rhythmic patterns in groups

How can rhythmic patterns be interpreted?

- Mentor Creative Arts Grade 5 Learner's Book pg. 46
- Charts with rhythm patterns
- Audio recordings
- Percussion instruments
- Mentor Creative Arts Grade 5 Learner's Book pg. 47
- Charts with rest patterns
- Musical instruments
- Mentor Creative Arts Grade 5 Learner's Book pg. 48
- Manuscript paper
- Writing materials
- Reference charts

- Observation - Oral assessment - Practical performance

CREATING AND EXECUTION

Composing Rhythm - Creating Simple Patterns
Composing Rhythm - Variation Technique

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

- Create simple rhythmic patterns
- Apply repetition technique
- Show creativity in rhythm composition

- Learners create simple rhythmic patterns
- Learners apply repetition technique in composition
- Learners perform their created rhythms

How are rhythmic patterns created?

- Mentor Creative Arts Grade 5 Learner's Book pg. 49
- Manuscript paper
- Percussion instruments
- Reference materials
- Mentor Creative Arts Grade 5 Learner's Book pg. 50

- Product assessment - Performance assessment - Peer review

CREATING AND EXECUTION

Composing Rhythm - Calligraphy Materials
Composing Rhythm - Making Stick Calligraphy Pen
Composing Rhythm - Making Fountain Pen Calligraphy

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

- Identify materials for making a calligraphy pen
- Select appropriate materials
- Value resourcefulness in art

- Learners identify materials for making calligraphy pens
- Learners collect suitable materials
- Learners discuss the characteristics of good materials

What materials can be used to make calligraphy pens?

- Mentor Creative Arts Grade 5 Learner's Book pg. 52
- Sample materials
- Pictures of calligraphy pens
- Reference materials
- Mentor Creative Arts Grade 5 Learner's Book pg. 53
- Bamboo/sticks
- Cutting tools
- Sandpaper
- Ink
- Mentor Creative Arts Grade 5 Learner's Book pg. 54
- Fountain pens

- Observation - Oral assessment - Material selection assessment

CREATING AND EXECUTION

Composing Rhythm - Calligraphy Techniques
Composing Rhythm - Rhythm Names in Calligraphy

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

- Write alphabets in calligraphy
- Apply proper technique
- Appreciate beauty in writing

- Learners practice holding the calligraphy pen correctly
- Learners write alphabets with attention to angle and slant
- Learners identify ascenders and descenders in letters

What techniques are used in calligraphy?

- Mentor Creative Arts Grade 5 Learner's Book pg. 55
- Calligraphy pens
- Ink
- Practice paper
- Sample alphabets
- Mentor Creative Arts Grade 5 Learner's Book pg. 57
- Sample rhythm names

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Composing Rhythm - Rhythmic Patterns in Calligraphy
Composing Rhythm - Two-beat Patterns
Composing Rhythm - Strong and Weak Beats

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

- Write rhythmic patterns in calligraphy
- Apply proper spacing and layout
- Value neatness in presentation

- Learners write complete rhythmic patterns in calligraphy
- Learners focus on layout and presentation
- Learners review and refine their work

How can calligraphy enhance musical notation?

- Mentor Creative Arts Grade 5 Learner's Book pg. 58
- Calligraphy pens
- Ink
- Quality paper
- Sample patterns
- Mentor Creative Arts Grade 5 Learner's Book pg. 59
- Audio recordings
- Musical instruments
- Charts with examples
- Mentor Creative Arts Grade 5 Learner's Book pg. 60
- Percussion instruments

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Composing Rhythm - Cartwheel to Rhythm
Composing Rhythm - Creating Two-beat Patterns
Composing Rhythm - Rhythmic Patterns with Color

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

- Perform the cartwheel skill
- Sync movement with rhythm
- Demonstrate body coordination

- Learners watch demonstrations of the cartwheel skill
- Learners practice the cartwheel in pairs
- Learners perform cartwheels to rhythmic patterns

How can movement be synchronized with rhythm?

- Mentor Creative Arts Grade 5 Learner's Book pg. 61
- Open space
- Mats
- Percussion instruments
- Audio recordings
- Mentor Creative Arts Grade 5 Learner's Book pg. 62
- Manuscript paper
- Writing materials
- Reference materials
- Mentor Creative Arts Grade 5 Learner's Book pg. 63
- Calligraphy pens
- Colored inks
- Quality paper

- Observation - Practical assessment - Peer assessment

CREATING AND EXECUTION

Composing Rhythm - Presenting Compositions
Composing Melody - Sol-fa Syllables

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

- Present composed rhythmic patterns
- Perform rhythms accurately
- Appreciate others' compositions

- Learners present their composed rhythmic patterns
- Learners perform their rhythms for peers
- Learners provide feedback on others' compositions

How can rhythmic compositions be effectively performed?

- Mentor Creative Arts Grade 5 Learner's Book pg. 63
- Composed rhythms
- Percussion instruments
- Performance space
- Mentor Creative Arts Grade 5 Learner's Book pg. 80
- Pitch pipes or keyboard
- Charts with sol-fa syllables
- Audio recordings

- Performance assessment - Peer assessment - Self-reflection

CREATING AND EXECUTION

Composing Melody - Pitch Recognition
Composing Melody - Hand Signs
Composing Melody - Hand Signs Practice

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

- Recognize different pitches
- Distinguish between sol-fa syllables
- Value accurate pitch perception

- Learners practice recognizing different pitches
- Learners identify sol-fa syllables by ear
- Learners play pitch identification games

How can we develop accurate pitch recognition?

- Mentor Creative Arts Grade 5 Learner's Book pg. 81
- Pitch instruments
- Audio recordings
- Game materials
- Mentor Creative Arts Grade 5 Learner's Book pg. 83
- Charts with hand signs
- Instructional videos
- Pitch reference
- Mentor Creative Arts Grade 5 Learner's Book pg. 84
- Hand sign charts
- Practice space

- Observation - Listening assessment - Game performance

CREATING AND EXECUTION

Composing Melody - Creating Simple Melodies
Composing Melody - Narrow Leaps Technique
Composing Melody - Repetition and Variation

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

- Create short melodies using sol-fa syllables d r m f s
- Apply stepwise motion technique
- Show creativity in melody creation

- Learners create short melodies using the sol-fa syllables
- Learners apply stepwise motion technique
- Learners sing their created melodies

How are melodies created?

- Mentor Creative Arts Grade 5 Learner's Book pg. 85
- Manuscript paper
- Reference materials
- Pitch reference
- Mentor Creative Arts Grade 5 Learner's Book pg. 87
- Mentor Creative Arts Grade 5 Learner's Book pg. 89

- Product assessment - Performance assessment - Peer review

CREATING AND EXECUTION

Composing Melody - Card Making Materials
Composing Melody - Card Layout

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

- Prepare materials for card making
- Select appropriate materials
- Value resourcefulness in art

- Learners identify materials for card making
- Learners prepare hard paper, glue, cutting tools, etc.
- Learners discuss the characteristics of good materials

What materials are needed for making decorated cards?

- Mentor Creative Arts Grade 5 Learner's Book pg. 90
- Hard paper
- Glue
- Cutting tools
- Decorative materials
- Mentor Creative Arts Grade 5 Learner's Book pg. 91
- Rulers
- Scissors
- Folding tools

- Observation - Material selection assessment - Oral assessment

CREATING AND EXECUTION

Composing Melody - Card Decoration
Composing Melody - Writing Melodies on Cards
Composing Melody - Notation Translation

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

- Decorate cards using various techniques
- Apply color theory and design principles
- Show creativity in decoration

- Learners decorate cards using various techniques
- Learners apply color theory and design principles
- Learners create visually appealing decorations

What decoration techniques create appealing cards?

- Mentor Creative Arts Grade 5 Learner's Book pg. 93
- Decorated cards
- Decorative materials
- Color media
- Reference materials
- Mentor Creative Arts Grade 5 Learner's Book pg. 94
- Writing tools
- Display space
- Mentor Creative Arts Grade 5 Learner's Book pg. 95
- Charts with notations
- Writing materials

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Composing Melody - Playing Melodies
Composing Melody - Presenting Melodies
Composing Melody - Question and Answer Method

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

- Play melodies using the descant recorder
- Apply proper playing technique
- Show perseverance in practice

- Learners play their created melodies using descant recorders
- Learners apply proper playing techniques
- Learners practice to improve performance

How can melodies be effectively performed on recorders?

- Mentor Creative Arts Grade 5 Learner's Book pg. 96
- Descant recorders
- Melody cards
- Reference materials
- Mentor Creative Arts Grade 5 Learner's Book pg. 97
- Performance space
- Manuscript paper
- Musical instruments
- Reference recordings

- Performance assessment - Observation - Peer assessment

CREATING AND EXECUTION

Composing Melody - Melodic Embellishment
Composing Melody - Performance Preparation

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

- Add embellishments to simple melodies
- Apply decorative techniques
- Show creativity in melodic enhancement

- Learners identify embellishments in sample melodies
- Learners add decorative notes to simple melodies
- Learners perform embellished melodies

How do embellishments enhance musical expression?

- Mentor Creative Arts Grade 5 Learner's Book pg. 98
- Manuscript paper
- Audio examples
- Musical instruments
- Finalized compositions
- Performance space

- Product assessment - Performance assessment - Creativity assessment

CREATING AND EXECUTION

Composing Melody - Final Performance
Rounders - Bat Features
Rounders - Carving Materials

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

- Perform original melodies
- Apply proper performance techniques
- Value musical expression

- Learners perform their original melodies
- Learners apply proper performance techniques
- Learners express musical ideas through performance

How can we effectively communicate musical ideas through performance?

- Mentor Creative Arts Grade 5 Learner's Book pg. 99
- Final compositions
- Performance space
- Recording equipment (if available)
- Mentor Creative Arts Grade 5 Learner's Book pg. 100
- Rounders bats
- Pictures of bats
- Digital devices
- Mentor Creative Arts Grade 5 Learner's Book pg. 101
- Carving materials
- Carving tools
- Safety equipment

- Performance assessment - Audience feedback - Self-reflection

CREATING AND EXECUTION

Rounders - Preparing Carving Materials
Rounders - Carving a Bat
Rounders - Shaping the Bat

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

- Prepare materials for carving a bat
- Handle tools safely
- Show responsibility in material preparation

- Learners collect and prepare materials for carving a bat
- Learners learn proper handling of tools
- Learners store materials safely

What safety measures should be observed when preparing to carve a bat?

- Mentor Creative Arts Grade 5 Learner's Book pg. 102
- Wood
- Carving tools
- Safety equipment
- Storage area
- Mentor Creative Arts Grade 5 Learner's Book pg. 103
- Reference materials
- Mentor Creative Arts Grade 5 Learner's Book pg. 104
- Partially carved bats

- Observation - Process assessment - Safety compliance assessment

CREATING AND EXECUTION

Rounders - Finishing the Bat
Rounders - Improvising a Ball

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

- Finish carving a rounders bat
- Apply smoothing techniques
- Show pride in completed work

- Learners complete carving their rounders bats
- Learners use smoothing tools to finish the surface
- Learners prepare bats for grip attachment

What techniques are used to finish a carved bat?

- Mentor Creative Arts Grade 5 Learner's Book pg. 105
- Carved bats
- Sandpaper
- Smoothing tools
- Safety equipment
- Mentor Creative Arts Grade 5 Learner's Book pg. 106
- Recyclable materials
- Construction tools
- Reference materials

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Rounders - Decorating the Ball
Rounders - Warm-up Songs
Rounders - Batting Skills

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

- Decorate the ball using suitable techniques
- Apply color effectively
- Show creativity in decoration

- Learners decorate their balls using suitable techniques
- Learners apply color for visibility and appeal
- Learners prepare balls for play

How does decoration affect the functionality of a rounders ball?

- Mentor Creative Arts Grade 5 Learner's Book pg. 107
- Improvised balls
- Decoration materials
- Color media
- Mentor Creative Arts Grade 5 Learner's Book pg. 108
- Open space
- Audio equipment
- Song lyrics
- Mentor Creative Arts Grade 5 Learner's Book pg. 110
- Playing field
- Rounders bats
- Balls
- Instructional videos

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Rounders - Fielding Skills
Rounders - Bowling Skills
Rounders - Practicing Skills

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

- Execute fielding skills in rounders
- Perform bowling, catching, and tagging
- Demonstrate teamwork during practice

- Learners observe demonstrations of fielding skills
- Learners practice bowling, catching, and tagging
- Learners perform fielding drills

What are effective fielding strategies in rounders?

- Mentor Creative Arts Grade 5 Learner's Book pg. 112
- Playing field
- Rounders bats
- Balls
- Instructional videos
- Mentor Creative Arts Grade 5 Learner's Book pg. 113
- Rounders balls
- Mentor Creative Arts Grade 5 Learner's Book pg. 114
- Rounders equipment
- Practice stations

- Observation - Practical assessment - Peer assessment

CREATING AND EXECUTION

Rounders - Safety in Games
Rounders - Game Setup

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

- Observe safety in rounders games
- Apply safety rules during play
- Value the safety of other players

- Learners discuss safety considerations in rounders
- Learners practice safe play techniques
- Learners apply safety rules during drills

Why is safety important in rounders?

- Mentor Creative Arts Grade 5 Learner's Book pg. 115
- Safety equipment
- Rules charts
- Playing field
- Mentor Creative Arts Grade 5 Learner's Book pg. 116
- Posts
- Marking materials
- Measuring tools

- Observation - Oral assessment - Practice assessment

CREATING AND EXECUTION

Rounders - Playing the Game
Rounders - Equipment Care
Rounders - Tournament Planning

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

- Play a game of rounders
- Apply skills in game situations
- Demonstrate fair play during the game

- Learners organize themselves into teams
- Learners play a full game of rounders
- Learners apply skills and rules during play

How do we apply rounders skills in a game situation?

- Mentor Creative Arts Grade 5 Learner's Book pg. 117
- Playing field
- Rounders equipment
- Scorecards
- Cleaning materials
- Storage facilities
- Planning materials
- Schedule templates
- Team lists

- Observation - Game performance assessment - Peer assessment

PERFORMANCE AND DISPLAY

Athletics - Visual baton exchange

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

- Identify appropriate materials for plaiting a skipping rope.
- Discuss factors to consider when collecting materials for plaiting a rope.
- Value the importance of using appropriate materials for making a skipping rope.

- Learners to observe illustrations/actual samples of skipping ropes to identify appropriate materials for plaiting.
- In groups, learners to discuss factors to consider when collecting materials for plaiting a rope.
- Learners to collect appropriate locally available materials for plaiting a rope (sisal, leather, recycled bag, old fabric).

Why is it important to use appropriate materials when making a skipping rope?

- Pictures of skipping ropes
- Samples of plaited ropes
- Digital devices
- Mentor Creative Arts pg. 118
- Pictures of plaited items
- Mentor Creative Arts pg. 119
- Actual plaited items
- Dyes
- Paints
- Plaiting materials
- Mentor Creative Arts pg. 120

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Athletics - Visual baton exchange

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

- Demonstrate the procedure for plaiting a three-strand rope.
- Plait a three-strand rope for skipping.
- Value the importance of following the correct procedure when plaiting.

- Teacher to demonstrate the procedure for plaiting a three-strand rope.
- Learners to plait a three-strand rope for skipping.
- Learners to use the skipping rope for warm-up before skill demonstration.

How can we plait a three-strand rope?

- Prepared and decorated materials
- Mentor Creative Arts pg. 121-122
- Pictures of relay batons
- Samples of relay batons
- Digital devices
- Mentor Creative Arts pg. 123

- Observation - Project work - Peer assessment

PERFORMANCE AND DISPLAY

Athletics - Visual baton exchange

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

- Make a relay baton using locally available materials.
- Follow the correct procedure when making a relay baton.
- Appreciate the importance of making own relay baton.

- Teacher to demonstrate how to make a relay baton.
- Learners to make a relay baton using locally available materials.
- Learners to display and talk about their relay batons.

How do we make a relay baton?

- Locally available materials (bamboo, plastic, wood)
- Tools for making relay batons
- Mentor Creative Arts pg. 124-126
- Digital devices
- Video clips
- Mentor Creative Arts pg. 127-128
- Relay batons
- Open field
- Mentor Creative Arts pg. 129-130

- Observation - Project work - Peer assessment

PERFORMANCE AND DISPLAY

Athletics - Visual baton exchange

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

- Practice visual baton change in groups.
- Maintain proper body position during visual baton change.
- Show teamwork when practicing visual baton change.

- Learners to practice visual baton change in groups.
- Learners to maintain proper body position during visual baton change.
- Learners to give feedback to each other.

How can we improve visual baton change?

- Relay batons
- Open field
- Mentor Creative Arts pg. 131
- Digital devices
- Video clips
- Mentor Creative Arts pg. 132-133

- Observation - Performance test - Peer assessment

PERFORMANCE AND DISPLAY

Athletics - Visual baton exchange

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

- Demonstrate the non-visual baton change technique.
- Observe safety measures during non-visual baton change.
- Show responsibility when demonstrating non-visual baton change.

- Teacher to demonstrate non-visual baton change technique.
- Learners to practice non-visual baton change in pairs.
- Learners to observe safety measures during the activity.

What are the key steps in non-visual baton change?

- Relay batons
- Open field
- Mentor Creative Arts pg. 134
- Digital devices
- Video clips
- Mentor Creative Arts pg. 135-136
- Mentor Creative Arts pg. 137

- Observation - Performance test - Peer assessment

PERFORMANCE AND DISPLAY

Athletics - Visual baton exchange
Puppetry
Puppetry

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

- Demonstrate the downsweep technique in baton change.
- Follow the correct procedure for downsweep technique.
- Show confidence when demonstrating downsweep technique.

- Teacher to demonstrate the downsweep technique in baton change.
- Learners to practice downsweep technique in pairs.
- Learners to give feedback to each other.

How is the downsweep technique performed?

- Relay batons
- Open field
- Mentor Creative Arts pg. 138
- Pictures of puppets
- Videos of puppet shows
- Digital devices
- Mentor Creative Arts pg. 176
- Recyclable materials
- Found objects
- Mentor Creative Arts pg. 177-178

- Observation - Performance test - Peer assessment

PERFORMANCE AND DISPLAY

Puppetry

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

- Make a glove puppet using recyclable materials.
- Follow the correct procedure when making a glove puppet.
- Show creativity when making a glove puppet.

- Learners to watch a demonstration of how to make a glove puppet.
- Learners to make a glove puppet using recyclable materials.
- Learners to decorate their puppets for aesthetic effects.

How can we make puppets from recyclable materials?

- Recyclable materials
- Tools for making puppets
- Mentor Creative Arts pg. 179-180
- Glove puppets
- Digital devices
- Mentor Creative Arts pg. 181-182

- Observation - Project work - Peer assessment

PERFORMANCE AND DISPLAY

Performing a Kenyan Folk Dance

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

- Identify different Kenyan folk dances.
- Discuss the background of Kenyan folk dances.
- Appreciate the diversity of Kenyan folk dances.

- Learners to watch videos of different Kenyan folk dances.
- Learners to identify the communities that perform the dances.
- Learners to discuss the occasions when the dances are performed.

Why is it important to perform a folk dance?

- Digital devices
- Video clips
- Mentor Creative Arts pg. 157
- Mentor Creative Arts pg. 158
- Mentor Creative Arts pg. 159-160

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Performing a Kenyan Folk Dance

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

- Describe the costumes used in Kenyan folk dances.
- Identify the materials used to make the costumes.
- Value the role of costumes in folk dances.

- Learners to observe pictures/videos of costumes used in Kenyan folk dances.
- Learners to describe the costumes worn by dancers from different communities.
- Learners to identify the materials used to make the costumes.

What is the role of costumes in a folk dance?

- Pictures of folk dance costumes
- Digital devices
- Mentor Creative Arts pg. 161
- Pictures of ornaments, props, and body adornments
- Mentor Creative Arts pg. 162-163
- Video clips
- Mentor Creative Arts pg. 164-165

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Performing a Kenyan Folk Dance

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

- Identify body movements used in folk dances.
- Demonstrate some body movements used in folk dances.
- Show confidence when demonstrating body movements.

- Learners to watch videos of folk dance body movements.
- Learners to identify the body parts involved in the movements.
- Learners to practice some of the body movements.

What body movements are used in folk dances?

- Digital devices
- Video clips
- Mentor Creative Arts pg. 166
- Mentor Creative Arts pg. 167

- Observation - Performance test - Peer assessment

PERFORMANCE AND DISPLAY

Performing a Kenyan Folk Dance

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

- Discuss the role of folk dances in the community.
- Classify the roles of folk dances into social and economic roles.
- Appreciate the importance of folk dances in the community.

- Learners to discuss the role of folk dances in the community.
- Learners to classify the roles of folk dances into social and economic roles.
- Learners to watch videos of folk dances and identify their roles.

Why is it important to showcase Creative Arts works?

- Digital devices
- Video clips
- Mentor Creative Arts pg. 168-169
- Pictures of ornaments
- Mentor Creative Arts pg. 170
- Materials for making ornaments
- Tools for making ornaments
- Mentor Creative Arts pg. 171

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Performing a Kenyan Folk Dance

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

- Select a folk dance from a Kenyan community.
- Identify the props and costumes to be used in the dance.
- Value the importance of preparation before a performance.

- Learners to select a folk dance from a Kenyan community.
- Learners to identify the props and costumes to be used in the dance.
- Learners to discuss the importance of preparation before a performance.

How do we prepare for a folk dance performance?

- Digital devices
- Video clips
- Mentor Creative Arts pg. 172
- Ornaments
- Props
- Costumes
- Mentor Creative Arts pg. 173
- Mentor Creative Arts pg. 174

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Performing a Kenyan Folk Dance
Playing the Descant recorder

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

- Assess the folk dance performance using a guide.
- Provide constructive feedback to peers.
- Appreciate the efforts of others in the performance.

- Learners to assess the folk dance performance using a guide.
- Learners to provide constructive feedback to peers.
- Learners to discuss ways to improve future performances.

How can we assess a folk dance performance?

- Performance assessment guide
- Digital devices
- Mentor Creative Arts pg. 175
- Descant recorders
- Pictures of descant recorders
- Mentor Creative Arts pg. 185

- Observation - Oral questions - Peer assessment

PERFORMANCE AND DISPLAY

Playing the Descant recorder

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

- Identify fingering positions on the descant recorder.
- Describe how to position fingers for playing notes G, A, and B.
- Appreciate the importance of correct finger positioning.

- Learners to observe illustrations of fingering positions on the descant recorder.
- Learners to identify fingering positions for notes G, A, and B.
- Learners to practice positioning their fingers for playing notes G, A, and B.

What are the correct fingering positions for notes G, A, and B?

- Descant recorders
- Fingering charts
- Mentor Creative Arts pg. 186-187
- Mentor Creative Arts pg. 188
- Digital devices
- Mentor Creative Arts pg. 189

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Playing the Descant recorder

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

- Identify the fingering position for note D' on the descant recorder.
- Describe how to play note D' on the descant recorder.
- Value the importance of correct finger positioning for note D'.

- Learners to observe illustrations of fingering position for note D' on the descant recorder.
- Learners to identify the fingering position for note D'.
- Learners to watch a video on playing note D' on the descant recorder.

How do we play note D' on the descant recorder?

- Descant recorders
- Fingering charts
- Digital devices
- Mentor Creative Arts pg. 190
- Mentor Creative Arts pg. 191
- Mentor Creative Arts pg. 192-193

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Playing the Descant recorder

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

- Play a melody built on the notes G, A, B, C', and D' on the descant recorder.
- Maintain proper breath control and tone quality.
- Show confidence when playing a melody.

- Teacher to demonstrate how to play a melody on the descant recorder.
- Learners to practice playing a melody on the descant recorder.
- Learners to give feedback to each other.

How do we play a melody on the descant recorder?

- Descant recorders
- Melody charts
- Mentor Creative Arts pg. 194
- Digital devices
- Mentor Creative Arts pg. 195

- Observation - Performance test - Peer assessment

PERFORMANCE AND DISPLAY

Playing the Descant recorder

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

- Play the song "Lightly Row" on the descant recorder.
- Apply proper breathing, tonguing, and finger techniques.
- Show confidence when playing the song.

- Teacher to demonstrate how to play the song "Lightly Row" on the descant recorder.
- Learners to practice playing the song "Lightly Row" on the descant recorder.
- Learners to apply proper breathing, tonguing, and finger techniques.

How do we play songs on the descant recorder?

- Descant recorders
- Sheet music
- Mentor Creative Arts pg. 196
- Mentor Creative Arts pg. 197
- Pictures of patterns
- Digital devices
- Mentor Creative Arts pg. 198

- Observation - Performance test - Peer assessment

PERFORMANCE AND DISPLAY

Playing the Descant recorder
Swimming

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

- Design letters G, A, B, C', and D' for stencil cutting.
- Select appropriate fonts or letter styles.
- Value the importance of creativity in design.

- Learners to design letters G, A, B, C', and D' for stencil cutting.
- Learners to select appropriate fonts or letter styles.
- Learners to trace each letter on a separate piece of paper.

How can we create stencils for printing?

- Paper
- Pencils
- Digital devices
- Mentor Creative Arts pg. 199
- Cut-out stencils
- Printing ink/paint
- Paper/cloth
- Mentor Creative Arts pg. 200
- Pictures of swimming techniques
- Mentor Creative Arts pg. 201

- Observation - Project work - Peer assessment

PERFORMANCE AND DISPLAY

Swimming

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

- Discuss the importance of hygiene in a swimming pool.
- Identify measures to maintain hygiene in a swimming pool.
- Appreciate the value of proper hygiene in a swimming pool.

- Learners to discuss the importance of hygiene in a swimming pool.
- Learners to identify measures to maintain hygiene in a swimming pool.
- Learners to list ways to reduce the spread of waterborne diseases.

Why is hygiene important in a swimming pool?

- Pictures related to pool hygiene
- Digital devices
- Mentor Creative Arts pg. 202
- Swimming pool
- Mentor Creative Arts pg. 203-204

- Observation - Oral questions - Written assignment

PERFORMANCE AND DISPLAY

Swimming

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

- Demonstrate body positioning in front crawl.
- Maintain a flat streamlined position.
- Show confidence when demonstrating body positioning.

- Teacher to demonstrate body positioning in front crawl.
- Learners to practice body positioning in front crawl.
- Learners to give feedback to each other.

How do we maintain correct body position in front crawl?

- Swimming pool
- Mentor Creative Arts pg. 205
- Mentor Creative Arts pg. 206
- Kick boards
- Mentor Creative Arts pg. 207

- Observation - Performance test - Peer assessment

PERFORMANCE AND DISPLAY

Swimming

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

- Demonstrate breathing technique in front crawl.
- Follow the correct procedure for breathing.
- Show confidence when demonstrating breathing technique.

- Teacher to demonstrate breathing technique in front crawl.
- Learners to practice breathing technique in front crawl.
- Learners to give feedback to each other.

How do we breathe correctly in front crawl?

- Swimming pool
- Mentor Creative Arts pg. 208
- Mentor Creative Arts pg. 209
- Mentor Creative Arts pg. 210

- Observation - Performance test - Peer assessment

PERFORMANCE AND DISPLAY

Swimming

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

- Practice leg action in front crawl.
- Maintain proper leg movement during the practice.
- Show confidence when practicing leg action.

- Learners to practice leg action in front crawl.
- Learners to maintain proper leg movement during the practice.
- Learners to give feedback to each other.

How can we improve our leg action technique?

- Swimming pool
- Kick boards
- Mentor Creative Arts pg. 211
- Mentor Creative Arts pg. 212
- Mentor Creative Arts pg. 213
- Floaters
- Mentor Creative Arts pg. 214

- Observation - Performance test - Peer assessment