Foundation of creative art and sports

Introduction of creative arts and sports

By the end of the lesson, the learner should be able to:
-Identify categories of creative arts
-Appreciate categories of creative arts
-Discuss categories of creative arts

-In groups or pairs learners to;
- Watch clip showing creative arts
-Identify the categories of creative arts
-Discuss categories of creative arts and sports
-Search for more information on the categories of creative arts and sports

What are categories of creative arts and sports

-Video clips
-Digital devices internet
Teacher’s notes

-Oral questions -Oral discussions -Written test -Observation

Foundation of creative art and sports

Introduction of creative arts and sports

By the end of the lesson, the learner should be able to:
-Identify categories of creative arts
-Appreciate categories of creative arts
-Discuss categories of creative arts

-In groups or pairs learners to;
- Watch clip showing creative arts
-Identify the categories of creative arts
-Discuss categories of creative arts and sports
-Search for more information on the categories of creative arts and sports

What are categories of creative arts and sports

-Video clips
-Digital devices internet
Teacher’s notes

-Oral questions -Oral discussions -Written test -Observation

Foundation of creative arts and sports

Introduction of creative arts and sports

By the end of the lesson, the learner should be able to:
-Outline the relationships among the categories of creative arts
-Discuss the relationship among creative arts
-Search the internet for more information and acknowledge the relationship among creative arts and sports

-In groups, pairs learners are guided to;
-Outline relationship among categories
-Discuss categories of creative and sports
-use digital devices to search information

How are categories creative arts and sports related?

-Digital devices
-Teacher’s notes
-Internet

-Oral Questions -Oral Discussion -Written tests

Foundation of creative arts and sports

Introduction of creative arts and sports

By the end of the lesson, the learner should be able to:
-Outline the relationships among the categories of creative arts
-Discuss the relationship among creative arts
-Search the internet for more information and acknowledge the relationship among creative arts and sports

-In groups, pairs learners are guided to;
-Outline relationship among categories
-Discuss categories of creative and sports
-use digital devices to search information

How are categories creative arts and sports related?

-Digital devices
-Teacher’s notes
-Internet

-Oral Questions -Oral Discussion -Written tests

Foundation of creative arts & sports

Components of creative arts and sports

By the end of the lesson, the learner should be able to:
-Identify the physical fitness exercises
-Search the internet
-Perform physical fitness
-Enjoy performing the physical fitness

-In groups and pairs, learners to;
-Watch video clips
-Identify physical fitness
-Practice the physical fitness

Which physical fitness can one perform to enhance strength?

-Open field
-Digital devices
-Video clips

-Observation -Checklist -Practical demonstration

Foundation of creative arts and sports

Components of creative arts and sports

By the end of the lesson, the learner should be able to:
-Execute the basic elements pitch and rhythm)
-Recognize and execute the basic elements
-Enjoy singing songs while exuiting the pitch and rhythm

-In groups, pairs learners are;
-sing familiar tunes to recognize and execute basic elements
-Use digital devices
-group music notes in 2/4 times

How are components of creative arts created and applied?

-Familiar songs
-Digital devices

-Checklist Assessments

Foundation of creative arts and sports

Components of creative arts and sports

By the end of the lesson, the learner should be able to:
-Execute the basic elements pitch and rhythm)
-Recognize and execute the basic elements
-Enjoy singing songs while exuiting the pitch and rhythm

-In groups, pairs learners are;
-sing familiar tunes to recognize and execute basic elements
-Use digital devices
-group music notes in 2/4 times

How are components of creative arts created and applied?

-Familiar songs
-Digital devices

-Checklist Assessments

Foundation of creative arts and sports

Components of creative arts and sports

By the end of the lesson, the learner should be able to:
-Execute the basic elements pitch and rhythm)
-Recognize and execute the basic elements
-Enjoy singing songs while exuiting the pitch and rhythm

-In groups, pairs learners are;
-sing familiar tunes to recognize and execute basic elements
-Use digital devices
-group music notes in 2/4 times

How are components of creative arts created and applied?

-Familiar songs
-Digital devices

-Checklist Assessments

Foundation of creative arts and sports

Introduction to creative arts ad sports

By the end of the lesson, the learner should be able to:
-Create a chart on the categories of creative and sports
-Collect images of creative arts and sports

-In groups learners are guided to;
-Collaboratively collect images
-Share the materials and paste them on manila
-Decorate the chart neatly and display the chart in class

What are categories of creative arts and sports?

-Manilla papers
-Pictures
-Glue
-Teachers notes

-Checklists -Observations -Practical activity

Foundation of creative and sports

Introduction to creative arts and sports

By the end of the lesson, the learner should be able to:
-Identify the roles of creative arts
-Discuss the roles
-Prepare posters to show the roles of creative arts
_Acknowledge the roles played by creative arts and sports

In groups, pairs, learners are guided:
-Brainstorm the role of creative art and sports
-Discuss the roles of creative arts
-search internet for more information

What are the categories of creative arts and sports?

Teachers notes digital devices internet posters

-Oral questions -Oral discussions -Written test assessments gital devices internet postersports? sportss and sportsticipation for personal and social well-being

Foundation of creative and sports

Introduction to creative arts and sports

By the end of the lesson, the learner should be able to:
-Search the internet
-Discuss the roles of creative arts
-Appreciate the roles of creative arts

In groups and pairs
-Discuss the roles of creative arts
-Search the internet
-Outline the roles of creative arts

What are the roles played by creative arts and sports in the society?

Teachers notes

-Oral questions -Oral discussions

Foundation of creative and sports

Components of creative arts and sports

By the end of the lesson, the learner should be able to:
-Describe pitch (treble staff and ledger lines
-Draw the piano keyboard
-Group music notes in 2/4 time
-Appreciate the components of creative arts and sports

-Draw the piano keyboard
-Group music notes in 2/4 time
-Excute the basic elements of music
-watch video

How are the components of creative arts and sports inter-related

-Familiar songs tunes
-Digital devices

-Written test -Oral questions

Creating and performing

Drawing and painting

By the end of the lesson, the learner should be able to:
-Identify the different types of lines in art
-Discuss the types of line as elements and principle of arts
-Appreciate different types of lines used in art
-Examine lines as an element and principle of art
-Describe lines as elements and principle of art

In groups or pairs
-To study visual and actual sample drawing
-Examine lines as an element and principle of art
-identify lines used in the sample drawing
-Describe line as elements and principle of art

Why is line considered a fundamental element? -Which types of lines are used as element of art?

-Teachers note
-Sample drawings

Assessment rubrics -Observation checklist -Oral questions

Creating and performing

Drawing and painting

By the end of the lesson, the learner should be able to:
-Identify the different types of lines in art
-Discuss the types of line as elements and principle of arts
-Appreciate different types of lines used in art
-Examine lines as an element and principle of art
-Describe lines as elements and principle of art

In groups or pairs
-To study visual and actual sample drawing
-Examine lines as an element and principle of art
-identify lines used in the sample drawing
-Describe line as elements and principle of art

Why is line considered a fundamental element? -Which types of lines are used as element of art?

-Teachers note
-Sample drawings

Assessment rubrics -Observation checklist -Oral questions

Creating and performing

Drawing and painting

By the end of the lesson, the learner should be able to:
-Define tone as an element of art
-Define tone as an element of art
-State the meaning of time as an element of art
-Appreciate the role of tone as an element of art

In groups, pairs of individually learners are guided to;
-State the meaning of tone as an element of art
-Study virtual and actual sample drawing
-Analyse tone/value as element of art

What is tone as an element of art?

-Sample drawing
-Teaching notes
-Internet
-Digital devices

-Assessments rubrics -checklist -Oral questions -Observations

Creating and performing

Drawing and painting

By the end of the lesson, the learner should be able to:
-Define balance as a principle of art
--Identify different types of balance
-appreciate balance in creating visual harmony and stability

In groups, pairs learners are guided to
-Define balance as a principle
-Discuss it significance in composition
-Study examples of artworks showcasing different types of balance

What is balance as a principle of art?

-Artwork and drawings
-Samples digital devices internet
-Teachers notes

-Assessment rubrics -Observation -Checklist -Oral questions

Creating and performing

Drawing and painting

By the end of the lesson, the learner should be able to:
-Define balance as a principle of art
--Identify different types of balance
-appreciate balance in creating visual harmony and stability

In groups, pairs learners are guided to
-Define balance as a principle
-Discuss it significance in composition
-Study examples of artworks showcasing different types of balance

What is balance as a principle of art?

-Artwork and drawings
-Samples digital devices internet
-Teachers notes

-Assessment rubrics -Observation -Checklist -Oral questions

Creating and painting

Drawing and painting

By the end of the lesson, the learner should be able to:
-Analyse artworks that exhibit various forms of balance
-Draw set up balls using any media focusing on balance of forms in a space.
-Draw a picture to apply balance
-Enjoy drawing the pictures

-Observe the pictures
-Draw set up of balls using any media focusing on balance
-Analyse drawings/ artwork showing different forms of balance

How is balance achieved in drawing

Drawing samples
-Digital devices
-Teachers notes

-Assessment rubrics -Observation -Oral questions

Creating and performing

Drawing and painting

By the end of the lesson, the learner should be able to:
-Identify cool and warm colours on the colours wheel
-discuss the characteristic and visual effects of cool and warm colours
-Analyse cool and warm colours for colour temperature
-Appreciate the use of warm and cool colours in artwork

In groups, pairs learners are guided to;
-Study the colour wheels presented
-Create tone on the drawing using smudging considering blending considering blending and variation of tones
-Draw a colour wheel
-Analyse artwork that show warm colours and cool colours

What is painting? What is the difference between warm and cool colours?

-Teachers notes
-Internet
-Colour wheels
-Digital devices

-Assessment rubrics -Oral questions -Written tests -Checklist -Observation

Creating and performing

Drawing and painting

By the end of the lesson, the learner should be able to:
-Identify cool and warm colours on the colours wheel
-discuss the characteristic and visual effects of cool and warm colours
-Analyse cool and warm colours for colour temperature
-Appreciate the use of warm and cool colours in artwork

In groups, pairs learners are guided to;
-Study the colour wheels presented
-Create tone on the drawing using smudging considering blending considering blending and variation of tones
-Draw a colour wheel
-Analyse artwork that show warm colours and cool colours

What is painting? What is the difference between warm and cool colours?

-Teachers notes
-Internet
-Colour wheels
-Digital devices

-Assessment rubrics -Oral questions -Written tests -Checklist -Observation

Creating and performing

Drawing & Painting

By the end of the lesson, the learner should be able to:
-Paint scenery based on colour temperature
-Pain an imaginative sea scape using either warm or cool colours
-Mat mount pictures
-Appreciate own and others pictorial composition

The learner is guided to:
-Paint an imaginative landscape
-Mat mount pictures
-Display the artworks and take turn to talk about own and others work

What emotions do different colours evoke in us when we look at them?

-Colour wheels
-Teachers notes
-Paint
-Drawing books

-Assessment -Oral questions -Written questions

Creating and performing

Drawing & Painting

By the end of the lesson, the learner should be able to:
-Paint scenery based on colour temperature
-Pain an imaginative sea scape using either warm or cool colours
-Mat mount pictures
-Appreciate own and others pictorial composition

The learner is guided to:
-Paint an imaginative landscape
-Mat mount pictures
-Display the artworks and take turn to talk about own and others work

What emotions do different colours evoke in us when we look at them?

-Colour wheels
-Teachers notes
-Paint
-Drawing books

-Assessment -Oral questions -Written questions

Creating and performing

Rhythm

By the end of the lesson, the learner should be able to:
-Outline factors to consider in creating rhythmic pattern
-Describe the time signature in composing rhythm
-Search the internet for clips

In groups, pairs learners are guided to:
-Search and listen to a song to identify the basic elements of music from the song
-Search the internet for clips on the time signatures

What constitutes rhythm in music?

-Video clips
-Digital devices
-Teachers notes

-Practical demonstration -Check lists -Oral discussions

Creating and performing

Rhythm

By the end of the lesson, the learner should be able to:
-Outline factors to consider in creating rhythmic pattern
-Describe the time signature in composing rhythm
-Search the internet for clips

In groups, pairs learners are guided to:
-Search and listen to a song to identify the basic elements of music from the song
-Search the internet for clips on the time signatures

What constitutes rhythm in music?

-Video clips
-Digital devices
-Teachers notes

-Practical demonstration -Check lists -Oral discussions

Creating and performing

Rhythm

By the end of the lesson, the learner should be able to:
-Compose a four bar rhythmic pattern in 2/4 time
-Write rhythmic patterns in 2/4 time
-Appreciate time signatures in composing of rhythmic patterns

In groups, pairs learners are guided to;
-write notes equivalent to the crochet beats using different colours to make 2/4 time
-use digital devices to compose a four bar rhythmic pattern in 2/4 time

What is importance of time signature in composing rhythmic patterns?

Digital devices

-Checklist -Practical activities -Assessment rubric

Creating and performing

Rhythm

By the end of the lesson, the learner should be able to:
-Describe values and tests in composing French rhythmic pattern 9ta-aa-aa-aa) ta-te
-Make rhythmic pattern (French
-Enjoy composing rhythmic French patterns

-Describe the values rests in composing rhythmic patterns
-Compose rhythmic patterns
-Use digital devices to compose French rhythmic

How do we compose French rhythmic pattern?

Digital devices

-Oral questions -Assessment rubrics

Creating and performing

Composing rhythm

By the end of the lesson, the learner should be able to:
-Define the term monotone
-Discuss how to write rhythmic of music on monotone
-Enjoy writing rhythms of melodies dictated by the teacher

-Define the term monotone
-Discuss how to write rhythmic patterns on monotone

-What is importance of writing rhythm on monotone? -How do you write a rhythm of music on monotone?

-Digital devices
-Charts

-Oral discussions -Assessment rubrics -Oral presentations

Creating and performing

Rhythm

By the end of the lesson, the learner should be able to:
-Describe variation of note as used in composure of rhythmic patterns
-Search for clips on variation notes in composing rhythmic patterns
-Appreciate variation of notes in composing rhythmic patterns

In groups, learners are guided to;
-Watch video clips on variation of notes in composing rhythmic patterns
-Discuss the variation of notes
-Practice composing of rhythmic pattern following variation of notes

How can one compose a rhythmic pattern using notes?

-Tunes (Purple haze)
Video clips
-Digital devices
-Teachers notes
-Performing arts
Page 7

-Portfolio -Check lists Practical activities

Creating and performing

Rhythm

By the end of the lesson, the learner should be able to:
-Identify body movements that accompany rhythmic patterns
-Discuss body movement in composing of rhythmic patterns
-Appreciate variation of notes in composing rhythmic patterns

In groups, learners are guided to:
-List body movement that accompany body movement
- Discuss the body movements in composing of rhythm patterns for warm up
-Improvise rhythmic patterns for warm up routine

How can you ensure body movements accompany a rhythmic pattern?

-Teacher’s notes
-Digital devices

-Check list -Practical activities -observation -Assessment rubric

Creating and performing

Composing rhythm

By the end of the lesson, the learner should be able to:
-Identity French rhythmic names
-Discuss the French rhythmic names
-Prepare charts showing French rhythmic names
-Appreciate the French rhythmic names

In groups, pairs learners are guided to:
-List body movement that accompany rhythmic patterns
-Discuss the body movements
-Select the body movements to accompany rhythmic patterns for warm up
-Prepare charts showing French rhythmic movement

What are French rhythmic names?

Digital devices
-Video clips
-Teachers notes
-Performing arts
Page 7-10

-Observation -Checklist -Written tests

Creating and performing

Rhythm

By the end of the lesson, the learner should be able to:
-Practice performing the French rhythmic names
-Record using digital services
-Compose a song using French rhythms
-Perform the composed song
-Enjoy practicing French rhythmic names

In groups, pairs or individual learners are guided to:
-Listen to audios on French rhythms
-Record themselves and peer assess the performance
-Use French rhythmic sounds to compose simple songs

How do you rate the rhythmic names? How can you compose a song using the French rhythmic patterns

-Audios
-Digital devices
-Video clips
-Performing arts
Page 10-12

-Check list -Portfolio8 -Observation -Practical demonstration -Peer assessments

Creating and performing

Javelin and Sculpture

By the end of the lesson, the learner should be able to:
-Describe the javelin appearance from the photo
-Identify materials for carving in sculpture
-Sketch a javelin implement on charts or books
-Enjoy drawing the javelin Implement

In groups learners are guided to:
-Observe actual or visual images of javelin with general shape, length, weight and thickness
-Draw a javelin implement on charts or books

What materials can be used to make a javelin conserving the environment?

-Photos
-Pictures and images of javelins
-Top scholar PE and sports
Page 43
-Digital 43
-Digital devices

-Observation -Checklists -Portfolios -Oral questions

Creating and performing

Javelin and Sculpture

By the end of the lesson, the learner should be able to:
-Describe the javelin appearance from the photo
-Identify materials for carving in sculpture
-Sketch a javelin implement on charts or books
-Enjoy drawing the javelin Implement

In groups learners are guided to:
-Observe actual or visual images of javelin with general shape, length, weight and thickness
-Draw a javelin implement on charts or books

What materials can be used to make a javelin conserving the environment?

-Photos
-Pictures and images of javelins
-Top scholar PE and sports
Page 43
-Digital 43
-Digital devices

-Observation -Checklists -Portfolios -Oral questions

Creating and performing

Javelin and sculpture

By the end of the lesson, the learner should be able to:
-Carve a javelin according to the right specification
-Finish the javelin using appropriate technique
-Observe safety while handling tools and materials
-Appreciate each other’s carved javelin

In pairs or individual
-use the selected materials and tools to carve a javelin
-Finish the javelin focusing on shape pointedness and craftsmanship
-Finish using appropriate techniques
-Observe safety while handling tool

-How do you carve a javelin? -Which safety considerations are important in carving of javelin?

-Selected materials and tools
-Sketched images
-Top scholar PE and sports
Page 43

-Portfolio -Observation -Checklists -Practical activities

Creating and performing

Javelin and sculpture

By the end of the lesson, the learner should be able to:
-Carve a javelin according to the right specification
-Finish the javelin using appropriate technique
-Observe safety while handling tools and materials
-Appreciate each other’s carved javelin

In pairs or individual
-use the selected materials and tools to carve a javelin
-Finish the javelin focusing on shape pointedness and craftsmanship
-Finish using appropriate techniques
-Observe safety while handling tool

-How do you carve a javelin? -Which safety considerations are important in carving of javelin?

-Selected materials and tools
-Sketched images
-Top scholar PE and sports
Page 43

-Portfolio -Observation -Checklists -Practical activities

Creating and performing

Javelin and Sculpture

By the end of the lesson, the learner should be able to:
-Phases of throwing a javelin from a clip
-Discuss the phases of throwing a javelin
-Search the internet for video clips on phases of throwing a javelin

In pairs or groups, learners are guided to:
-Use digital devices
-Discuss the phases of throwing a javelin
-Note down the phases of throwing javelin in note books

What are phases of throwing a javelin

-Digital devices
-Video clips
-Top scholar PE &Sports
Page 4-46

-Assessment rubric -Observation -Oral questions -Oral discussions -Written tests

Creating and performing

Javelin and sculpture

By the end of the lesson, the learner should be able to:
-Perform a javelin throw following the throwing phases
-Observe the phases of throwing a javelin
-Enjoy throwing a javelin

In pairs of groups learners are guided to:
-Observe phases of throwing a javelin
-Perform a javelin throw
-Observe safety

How do you throw a javelin?

-Digital devices
-Video clips
Top scholar PE & sports
Page 44-46

-Assessment rubric -Observation -Oral questions and discussions -Written tests

Creating and performing

Javelin and sculpture

By the end of the lesson, the learner should be able to:
-Decorate the javelin using appropriate technique
-Finish the javelin using appropriate techniques
-Appreciate the decoration through sanding, texting or smoking

-Carve a javelin while observing sketching image
-Apply Africa pattern decorative technique

How do we decorate a javelin?

Teachers notes devices pictures

-Observation -Checklists -Practical -Assessment rubric

Creating and performing

Javelin and sculpture

By the end of the lesson, the learner should be able to:
-Decorate the javelin using appropriate technique
-Finish the javelin using appropriate techniques
-Appreciate the decoration through sanding, texting or smoking

-Carve a javelin while observing sketching image
-Apply Africa pattern decorative technique

How do we decorate a javelin?

Teachers notes devices pictures

-Observation -Checklists -Practical -Assessment rubric

preforming and Creating

Javelin and sculpture

By the end of the lesson, the learner should be able to:
-Identify the types of grips used in javelin from a clip
-Demonstrate different types of grips
-Practice the phases in javelin using different grills
-Acknowledge the different types of javelin grips
-Enjoy practicing the phases of javelin using different grills

In groups, learners are guided to:
-Use digital devices to watch a clip
-Identify the types of javelin grips
-Describe the different types of javelin grips
-use the different grills to practice the phase of javelin

Which safety measures should one follow while throwing a javelin

-Open filled javelins
-Digital devices
-Top scholar PE & sports
Page 47-48

-Observation -Checklists -Assessment rubric

preforming and Creating

Javelin and sculpture

By the end of the lesson, the learner should be able to:
-Identify the types of grips used in javelin from a clip
-Demonstrate different types of grips
-Practice the phases in javelin using different grills
-Acknowledge the different types of javelin grips
-Enjoy practicing the phases of javelin using different grills

In groups, learners are guided to:
-Use digital devices to watch a clip
-Identify the types of javelin grips
-Describe the different types of javelin grips
-use the different grills to practice the phase of javelin

Which safety measures should one follow while throwing a javelin

-Open filled javelins
-Digital devices
-Top scholar PE & sports
Page 47-48

-Observation -Checklists -Assessment rubric

Creating and performing

Javelin and Sculpture

By the end of the lesson, the learner should be able to:
-Execute the javelin throw following the throwing phases for skill acquisition
-Use digital devices to record as they practice
-Appreciate each other’s throwing efforts by feedback

In groups, individually learners are guided to:
-Practice javelin throw while deserving the fire phases and basic rules
-Use digital devices to record as they practice

How do you throw the javelin

-Top scholar PE and sports
Page 44-46
-Open field
Javelins

-Assessment rubrics -Observation -Checklist

Creative and performance

Melody

By the end of the lesson, the learner should be able to:
-Discuss the qualities of a good melody in reference to the melodies sung
-Sing the melody in learner’s book using tonic sol-fas and hand signs
-Acknowledge the qualities of a good melody

In groups the learner is guided:
-Make familiar tunes to outline the qualities of a good melody
-Discuss the qualities of a good melody in reference to the melodies sung

How do you compose a good melody?

-Songs
-Digital devices

-Oral discussion -Written tests

Creative and performance

Melody

By the end of the lesson, the learner should be able to:
-Discuss the qualities of a good melody in reference to the melodies sung
-Sing the melody in learner’s book using tonic sol-fas and hand signs
-Acknowledge the qualities of a good melody

In groups the learner is guided:
-Make familiar tunes to outline the qualities of a good melody
-Discuss the qualities of a good melody in reference to the melodies sung

How do you compose a good melody?

-Songs
-Digital devices

-Oral discussion -Written tests

Creative and performance

Melody

By the end of the lesson, the learner should be able to:
-Discuss the qualities of a good melody in reference to the melodies sung
-Sing the melody in learner’s book using tonic sol-fas and hand signs
-Acknowledge the qualities of a good melody

In groups the learner is guided:
-Make familiar tunes to outline the qualities of a good melody
-Discuss the qualities of a good melody in reference to the melodies sung

How do you compose a good melody?

-Songs
-Digital devices

-Oral discussion -Written tests

Creating and performing

Melody

By the end of the lesson, the learner should be able to:
-Outline steps that guide one in composing a four bar melody in c major
-Create and route four bar melodies in c major and in 2/4 time using the treble clef
-Enjoy composing four bar melodies in c major

In groups, pairs learners are guided to:
-Search the internet for information and clips on steps in creating a card design
-Outline the steps to follow in creating a card design inspired by composed melody
-Discuss the steps in creating a card design inspired by composed melody
-Create 2/4 using treble clef

How do you compose a four bar melodies in c major

-MTP performing arts
-Digital devices
Pages 71-73

-Portfolio -Checklists

Creating and performing

Composing melody

By the end of the lesson, the learner should be able to:
-Outlie steps to follow in creating a card design inspired by composed melodies
-Discuss the steps to follow in creating a card design inspired by composed melodies
-Search the internet for clips and more information on creating a card design
-enjoy creating a card design

In groups, pairs, learners are guided to:
-Search for steps one should follow in composing a four-bar
-Out line steps to follow in creating a card design
-Discuss the steps in creating a card design inspired by composed melody

Which steps do you follow in creating a card design

-Digital devices
-Internet
-Video clips
-Teachers notes

-Oral questions -Oral discussion -Checklist -Assessment rubric

Creating and performing

Melody

By the end of the lesson, the learner should be able to:
-Create a card design inspired by a composed melody
-Design a decorated one-fold window
-Appreciate the use of melody in creative arts and sports

In groups, pairs individually learners, are guided:
-design a decorated one-fold window seasonal
-Create illustration inspired by the melody
-Include the melody sign a card using calligraphy

How do you create a card design inspired by a composed melody

Creating materials

-Observation -Checklists -Assessments rubrics -Portfolio

Creating and performing

Melody

By the end of the lesson, the learner should be able to:
-Create a card design inspired by a composed melody
-Design a decorated one-fold window
-Appreciate the use of melody in creative arts and sports

In groups, pairs individually learners, are guided:
-design a decorated one-fold window seasonal
-Create illustration inspired by the melody
-Include the melody sign a card using calligraphy

How do you create a card design inspired by a composed melody

Creating materials

-Observation -Checklists -Assessments rubrics -Portfolio

Creating and performing

Melody

By the end of the lesson, the learner should be able to:
-Create a card design inspired by a composed melody
-Design a decorated one-fold window
-Appreciate the use of melody in creative arts and sports

In groups, pairs individually learners, are guided:
-design a decorated one-fold window seasonal
-Create illustration inspired by the melody
-Include the melody sign a card using calligraphy

How do you create a card design inspired by a composed melody

Creating materials

-Observation -Checklists -Assessments rubrics -Portfolio

Creative and performing

melody

By the end of the lesson, the learner should be able to:
-Perform simple pieces of music in c major using voice or any other western instrument
-Demonstrate performing pieces C major
-Enjoy performing the simple pieces of music in c major

-Observe the teacher as she/he demonstrates
Watch clips showing performance
-Collaborate in performing simple pieces of music in c major

Observe the teacher performing pieces of music in c major and record themselves

-Music instruments
-Music in c major
-Digital devices

-Observation -Checklist -Practical assessments

Creating and performing

Handball
Hand ball

By the end of the lesson, the learner should be able to:
-identify steps of making a lark head knot
-Describe steps of making a lark head
-Practice making a lark head macramé knots
-Acknowledge the steps followed in making a lark head knot
-Search for a video

In groups or pairs learners are guided to:
-Outline steps of making a lark head knot
-Describe the steps of making a lark head knot
-Use digital devices to search for steps of making a lark

What steps do you follow in making a lark head knot?

-Digital devices
-Top scholar visual arts
Pages 106-127
Weaving material resource person

-Observation -Oral discussion

Creating and performing

Hand ball

By the end of the lesson, the learner should be able to:
-Weave a handball net using larks head macramé knots
-Identify materials using in weaving a handball net
-Outline the steps to follow weave a net
-Acknowledge steps of weaving a net

In groups learners are guided to:
-Search internet for suitable ad available materials
-Watch a clip how to weave a handball net
-Identify and describe steps followed in weaving a handball goal net

Which locally available materials can be used to weave a net?

-Suitable weaving materials
-Digital devices
-Video clips

-Observation -Oral discussions -Oral questions

Creating and performing

Handball

By the end of the lesson, the learner should be able to:
-Fix the onto the goal posts
-Use nets to practice shooting in handball
-Enjoy fixing the handball net

In groups learners are guided to
-Fix weaved nets onto the goal posts
-Use fixed nets to practice shooting in a handball game

How do you fix a handball goal net on the goal posts

-Weaved handball goal net
-Goal posts open field handball

-Observation -Checklists -Practical activity

Creating and performing

Handball

By the end of the lesson, the learner should be able to:
-Identify types of passes used in handball
-Describe types of passes used in handball
-Search the internet for clips on types of passes
-Appreciate types of passes in handball

-Watch a clip on types of passes
-Identify the passes used in handball
-Describe stages of execution of types of execution of types of passes in handball

What types of passes are used in handball game?

-Digital devices
-Top scholar PE and sports
Page 18-20
-Video clips
-Pictures
-Teacher notes

-Assessments rubrics -Oral questions -Discussions -Written tests -Practical demonstration

Creating and performing

Handball

By the end of the lesson, the learner should be able to:
-Demonstrate passing skills
-Practice jump, side and flick pass in handball
-Use digital devices to record
-Enjoy themselves as the practice passes in handball

-Practice jump side, flick pass etc.
-Use digital devices to record themselves
-Discuss the passes
-Observe as the rest demonstrate passes

How do you pass in handball? What are qualities of a good pass?

-Open field
-Hand ball
-Digital devices
-Top scholar PE and sports
Page 20-21

-Observation -Checklists -Assessment rubric -Practical activity

Creating and performing

Hand ball

By the end of the lesson, the learner should be able to:
-Identify the types of dribbling in a handball game
-Describe types of dribbling used in handball game
-Search the internet for clips on the types of dribbling in a handball game
-Acknowledge the different types of dribbling used in hand ball

In groups learners are guided to:
-Explain the meaning of dribbling
-Watch a clip on dribbling and identify the types of dribbling
-Describe the different types of dribbling from the clip watched

What is dribbling? What are types of dribbling in a handball game?

-Top scholar PE and sports
Page 29
-Digital devices
-Video clips
-Pictures

-Oral discussion -Written tests Assessments rubrics

Creating and performing

Handball

By the end of the lesson, the learner should be able to:
-Execute dribbling in handball for skill acquisition
-Use different grills to practice a high and low dribble
-Enjoy executing dribbling in the game of handball

In groups or pairs, learners are guided to:
-Use different grills to execute dribbling
-Record themselves as hey practice high and low dribbling

How do you dribble in a handball game?

-Open field handball pitch
-Handball top scholar PE & sports
Page 30-31

-Observation -Checklist -Assessment rubrics

Creating and performing

Handball

By the end of the lesson, the learner should be able to:
-Identify the different types of shots in a handball game
-Describe the types of shots in a handball gall
-Search the internet for clips on the types of shots
-Acknowledge the different types of shots in handball

In groups, pairs learners are guided to:
-Watch clips from the internet showing different types of shots in handball
-Identify the different shots
-Discuss and demonstrate the different types of shots in handball

What are the different types of shots in handball game?

-Top scholar PE and sports
Page 32-34
-Digital devices
-Video clips –Pictures

-Oral questions -Written tests -Oral discussion -Assessment rubric

Creating and performing

Handball

By the end of the lesson, the learner should be able to:
-Execute jump shot in handball
-Observe the teacher as he/she demonstrates jump shot
-Practice jump shot using drills
-Desire to execute jump shot

In groups individually, learners are guided to:
-Observe the teacher as she/he demonstrate jump shot
-Practice jump shot
-Use digital devices to record

How do you perform a jump shot?

Top scholar PE and Sport
Page 35-36
Open field
-Handball pitch
-Handball

-Observation -Checklist -Assessment rubric

Creating and performing

Handball

By the end of the lesson, the learner should be able to:
-Apply passing, dribbling and shooting skills in a mini game while observing safety and without gender bias
-Play a mini handball game
-Value each other’s effort in passing, dribbling and shooting in a mini handball game

In team, learners are guided to;
-Play a mini handball game applying the passing, dribbling and shooting skills learnt
-Discuss
-Compete against team to make it interesting

How does playing handball enhance health of an individual?

-Teams
-Handball
-Handball pitch

-Observation -Checklist -Assessment rubric -Play

Creating and performing

Handball (Assessment)

By the end of the lesson, the learner should be able to:
-Attempt the questions on handball

In pairs or individually learner is guided to:
-Answer the questions on the end of handball assessment

How do we answer the questions accurately

-Assessment books
-Top scholar PE and sports
Page 36

-Written test -Assessment rubrics