1.0 CREATING AND EXECUTION

1.2 Volleyball - The Underarm Service

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

-Identify the underarm service in Volleyball.
-Demonstrate interest in learning Volleyball skills.

In groups, learners are guided to:

-Look at pictures of underarm service in Volleyball.
-Discuss the position of the ball, hands, and legs as shown in the picture.
-Watch a video clip showing how to perform an underarm service.

How is the game of volleyball played?

-MENTOR Creative Arts Grade 6 Learner's Book Page 39-40
-Pictures of underarm service
-Video clips of Volleyball games
-Digital devices for watching videos
-Volleyball court diagram

-Observation -Oral questions -Self-assessment

1.0 CREATING AND EXECUTION

1.2 Volleyball - Underarm Service Observation
1.2 Volleyball - Safety Measures

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

-Observe the underarm service during a Volleyball game.
-Demonstrate the underarm service as observed.
-Appreciate the importance of observation in learning sports skills.

In groups, learners are guided to:

-Watch a Volleyball game guided by the teacher.
-Observe the players as they play.
-Identify underarm service during the game.
-Demonstrate how underarm service is performed.

What safety measures should be observed when playing Volleyball?

-MENTOR Creative Arts Grade 6 Learner's Book Page 40-41
-Volleyball court
-Volleyballs
-Video recording device
-Safety equipment
-First aid kit
-MENTOR Creative Arts Grade 6 Learner's Book Page 41
-Safety equipment (knee pads)
-Sports uniform
-Volleyball
-Volleyball net

-Observation -Demonstration -Peer assessment

1.0 CREATING AND EXECUTION

1.2 Volleyball - Stance for Underarm Service

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

-Demonstrate the proper stance for underarm service.
-Position the body correctly for service.
-Value the importance of proper stance in service execution.

In groups, learners are guided to:

-Demonstrate the stance (position of the body) with one foot slightly ahead of the other.
-Position body weight on the back foot, ready to shift forward.
-Practice the stance in pairs, giving feedback to each other.

How does proper stance affect the execution of underarm service?

-MENTOR Creative Arts Grade 6 Learner's Book Page 41-42
-Demonstration area
-Volleyballs
-Position markers
-Charts showing correct stance
-Whistle

-Observation -Peer assessment -Skills checklist

1.0 CREATING AND EXECUTION

1.2 Volleyball - Grip and Ball Positioning

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

-Demonstrate the correct grip for underarm service.
-Position the ball correctly before service.
-Show commitment to mastering grip techniques.

In groups, learners are guided to:

-Hold the ball in non-serving hand.
-Extend the non-serving hand in front at waist level.
-Form a fist with serving hand or have an open palm.
-Practice the grip and ball positioning in pairs.

How does grip affect the quality of the underarm service?

-MENTOR Creative Arts Grade 6 Learner's Book Page 42
-Volleyballs
-Demonstration area
-Charts showing correct grip
-Pictures of grip positions

-Observation -Demonstration -Skills checklist

1.0 CREATING AND EXECUTION

1.2 Volleyball - Execution of Underarm Service
1.2 Volleyball - Follow-through

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

-Execute the underarm service with proper technique.
-Coordinate the serving motion correctly.
-Develop confidence in service execution.

In groups, learners are guided to:

-Draw the serving arm back and keep it straight.
-Swing the arm forward.
-Shift body weight from back foot to front foot.
-Toss the ball.
-Hit the ball with the heel of the hand or fist.

How can energy be transferred effectively during service execution?

-MENTOR Creative Arts Grade 6 Learner's Book Page 42
-Volleyballs
-Volleyball court
-Whistle
-Demonstration charts
-Skill progression cards
-MENTOR Creative Arts Grade 6 Learner's Book Page 42-43
-Demonstration area
-Video clips showing follow-through
-Feedback charts

-Observation -Skills assessment -Peer feedback

1.0 CREATING AND EXECUTION

1.2 Volleyball - Practicing Underarm Service

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

-Practice the underarm service in a group setting.
-Give and receive feedback on service technique.
-Show persistence in improving service skills.

-Form groups and make lines.
-One learner acts as ball feeder.
-Others serve back using underarm service.
-Move to back of line after serving.
-Continue practicing the service.

How can practice improve service accuracy?

-MENTOR Creative Arts Grade 6 Learner's Book Page 43
-Volleyballs
-Volleyball court
-Whistle
-Ball collectors
-Feedback forms

-Observation -Peer assessment -Skills progression checklist

1.0 CREATING AND EXECUTION

1.2 Volleyball - Target Practice

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

-Aim the underarm service at a specific target.
-Improve service accuracy through practice.
-Value precision in Volleyball skills.

In groups, learners are guided to:

-Place cartons at corners of back line on one side of court.
-Line up on opposite side.
-Serve the ball aiming to hit directly into the carton.
-Practice stance, toss and underarm service.
-Give honest feedback to each other.

How can accuracy be improved in underarm service?

-MENTOR Creative Arts Grade 6 Learner's Book Page 43
-Volleyballs
-Cartons for targets
-Volleyball court
-Accuracy record sheets
-Whistle

-Target hitting accuracy -Observation -Peer feedback

1.0 CREATING AND EXECUTION

1.2 Volleyball - Service Practice in Game Situation
1.2 Volleyball - Single Hand Dig Pass

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

-Practice underarm service in a game-like situation.
-Serve the ball across the net correctly.
-Collaborate with peers during practice.

In groups, learners are guided to:

-Form two groups, each making a line on each side of the net.
-Serve to each other using the underarm service.
-Move behind the line after serving.
-Continue practicing and giving feedback.

How is underarm service applied in a game situation?

-MENTOR Creative Arts Grade 6 Learner's Book Page 43-44
-Volleyball court
-Volleyballs
-Volleyball net
-Whistle
-Score sheets
-MENTOR Creative Arts Grade 6 Learner's Book Page 44
-Pictures of single hand dig pass
-Video clips of dig pass techniques
-Digital devices
-Demonstration area

-Game situation assessment -Observation -Group assessment

1.0 CREATING AND EXECUTION

1.2 Volleyball - Types of Dig Passes

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

-Differentiate between single hand and double hand dig passes.
-Explain when to use a single hand dig pass.
-Appreciate the versatility of different dig pass techniques.

In groups, learners are guided to:

-Learn about dig pass as a technique for making passes and defenses.
-Understand that dig pass can be either single hand or double hand.
-Compare single hand dig pass (performed using one hand) with double hand dig pass (performed using both hands).
-Identify when to use single hand dig pass.

When would you use a single hand dig pass versus a double hand dig pass?

-MENTOR Creative Arts Grade 6 Learner's Book Page 44-45
-Charts comparing dig passes
-Video clips of different passes
-Volleyballs
-Demonstration area

-Comparison charts -Oral questioning -Written assessment

1.0 CREATING AND EXECUTION

1.2 Volleyball - Observing Dig Pass in Games

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

-Identify single hand dig pass during a Volleyball game.
-Explain instances when single hand dig pass is used.
-Value observation as a learning tool.

In groups, learners are guided to:

-Watch a game of Volleyball in school.
-Observe as the players play the game.
-Identify single hand dig pass during the game.
-Explain instances when the single hand dig pass was performed.

What situations in a game require a single hand dig pass?

-MENTOR Creative Arts Grade 6 Learner's Book Page 45
-Volleyball court
-Volleyball players
-Video recording of games
-Observation sheets

-Observation records -Game analysis -Oral presentation

1.0 CREATING AND EXECUTION

1.2 Volleyball - Executing Single Hand Dig Pass
1.2 Volleyball - Practicing Single Hand Dig Pass

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

-Demonstrate the body position for single hand dig pass.
-Position the arms correctly for the dig.
-Show confidence in attempting the skill.

In groups, learners are guided to:

-Stand with feet shoulder-width apart.
-Bend the trunk, keeping the back straight.
-Keep eyes on the ball.
-Stretch one arm out to reach for the ball.
-Practice the body position in pairs.

How does body positioning affect the effectiveness of a dig pass?

-MENTOR Creative Arts Grade 6 Learner's Book Page 45
-Volleyballs
-Demonstration area
-Position markers
-Charts showing correct positioning
-MENTOR Creative Arts Grade 6 Learner's Book Page 45-46
-Practice area
-Feedback forms
-Demonstration charts

-Demonstration assessment -Peer feedback -Position checklist

1.0 CREATING AND EXECUTION

1.2 Volleyball - Continuous Dig Practice

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

-Perform continuous single hand digs.
-Maintain control of the ball during multiple digs.
-Demonstrate perseverance in skill practice.

In groups, learners are guided to:

-In pairs, take turns to practice the single hand dig pass.
-Throw the ball up then dig it upwards.
-Do continuous single hand digs until the ball falls down.
-Count the number of successful digs.
-Try to increase the number with each attempt.

How can control be maintained during continuous digs?

-MENTOR Creative Arts Grade 6 Learner's Book Page 46
-Volleyballs
-Practice area
-Counting sheets
-Stopwatch
-Record cards

-Counting successful digs -Progress tracking -Self-assessment

1.0 CREATING AND EXECUTION

1.2 Volleyball - Dig on the Run

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

-Perform a dig pass while moving.
-Coordinate movement with digging action.
-Appreciate the dynamic nature of Volleyball skills.

-Form groups and make lines.
-One learner holds a volleyball about 5m away from the line.
-Ball carrier throws to first learner who digs and catches.
-New ball carrier moves to front to throw, previous moves to back of line.
-Continue until all participate in throwing and digging.

How does movement affect the execution of a dig pass?

-MENTOR Creative Arts Grade 6 Learner's Book Page 46
-Volleyballs
-Practice area
-Markers for positions
-Whistle
-Movement patterns chart

-Movement coordination assessment -Group observation -Skill execution checklist

1.0 CREATING AND EXECUTION

1.2 Volleyball - Mini Game Introduction
1.2 Volleyball - Mini Game Rules

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

-Apply underarm service and dig pass in a mini game.
-Follow basic Volleyball rules.
-Show teamwork during play.

In groups, learners are guided to:

-Form teams of 6 players each.
-Play a mini Volleyball game.
-Focus on using underarm service to start play.
-Use single hand dig pass during the game.
-Follow basic Volleyball rules.

How are underarm service and dig pass applied in a game?

-MENTOR Creative Arts Grade 6 Learner's Book Page 46-47
-Volleyball court
-Volleyballs
-Volleyball net
-Whistle
-Score sheets
-Rule book
-MENTOR Creative Arts Grade 6 Learner's Book Page 47
-Volleyball rules poster
-Boundary markers
-Score cards

-Game situation assessment -Team cooperation -Skill application evaluation

1.0 CREATING AND EXECUTION

1.2 Volleyball - Mini Tournament

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

-Participate in a mini Volleyball tournament.
-Apply learned skills in competitive play.
-Show fair play and sportsmanship.

In groups, learners are guided to:

-Set up games going to 5-11 points (must win by 2 points).
-Teams switch courts after a game.
-Losing team moves off and new team comes in.
-Discuss performance and technique after games.
-Focus on application of underarm service and dig pass.

How can tournaments help improve game skills?

-MENTOR Creative Arts Grade 6 Learner's Book Page 47
-Volleyball court
-Volleyballs
-Score boards
-Whistle
-Tournament brackets

-Tournament performance -Skill application assessment -Team evaluation

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making (20 lessons)

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

-Interpret rhythmic patterns in music.
-Identify the sounds: taa-aa, taa, ta-te.
-Show interest in rhythm interpretation.

In groups, learners are guided to:

-Watch the performance of the song: Hot Cross Buns.
-Sing the song as guided by the teacher.
-Clap the rhythm of the song.
-Recite the French rhythm names of the rhythm of the song.
-Identify words that carry specific sounds.
-Sing the song again while snapping fingers to the rhythm.

How are French rhythm names used to create rhythmic patterns?

-MENTOR Creative Arts Grade 6 Learner's Book Page 51
-Audio/video of "Hot Cross Buns"
-Digital devices for playback
-Rhythm charts
-Percussion instruments

-Observation -Aural/oral assessment -Performance assessment

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Humpty Dumpty
1.3 Rhythm and Pattern Making - Mary Had a Little Lamb

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

-Identify rhythmic patterns in the song Humpty Dumpty.
-Recite French rhythm names for the song.
-Demonstrate rhythm through clapping.

In groups, learners are guided to:

-Listen to the rhythm of the song Humpty Dumpty.
-Clap the rhythm of the song.
-Recite the French rhythm names of the rhythm of the song.
-Identify words that carry specific sounds (taa-aa, taa-aa-aa, taa).
-Recite taa-aa-aa repeatedly to experience a dotted minim.

What rhythmic patterns are found in familiar songs?

-MENTOR Creative Arts Grade 6 Learner's Book Page 51-52
-Audio recording of "Humpty Dumpty"
-Rhythm flash cards
-Digital devices
-Charts showing French rhythm names
-MENTOR Creative Arts Grade 6 Learner's Book Page 52
-Audio recording of "Mary Had a Little Lamb"
-Musical notation charts
-Digital playback device
-Rhythm cards

-Rhythm clapping assessment -Oral questioning -Group performance

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - French Rhythm Names

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

-Identify various French rhythm names.
-Demonstrate rhythms through clapping.
-Compare durations of different rhythm patterns.

In groups, learners are guided to:

-Study a table of French rhythm names.
-Assign each group member a sound from the table.
-Clap the sounds assigned.
-Tap the sounds continuously.
-Compare how many sounds of one type fit within another (e.g., how many taa-aa within taa-aa-aa-aa).

How do various rhythm values relate to each other?

-MENTOR Creative Arts Grade 6 Learner's Book Page 52-53
-French rhythm name charts
-Rhythm flash cards
-Metronome
-Percussion instruments

-Clapping accuracy assessment -Counting assessment -Group rhythm work

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Rhythmic Pattern Performance

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

-Clap given rhythmic patterns.
-Perform body percussion to rhythmic patterns.
-Show coordination in rhythm performance.

In groups, learners are guided to:

-Clap given rhythmic patterns.
-Carry out various body percussion actions while performing the rhythms (tapping shoulders, stamping feet).
-Combine different body percussion sounds with rhythms.

How can body percussion enhance rhythmic understanding?

-MENTOR Creative Arts Grade 6 Learner's Book Page 53
-Rhythm pattern cards
-Body percussion demonstrations
-Audio examples
-Metronome

-Body percussion coordination -Rhythm accuracy assessment -Peer assessment

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Rhythm Game
1.3 Rhythm and Pattern Making - Note Values and Rests

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

-Perform rhythmic patterns using body percussion.
-Coordinate different percussion sounds with rhythms.
-Appreciate the game aspect of rhythm learning.

In groups, learners are guided to:

-Practice performing rhythmic patterns using assigned body percussions.
-Associate specific body percussion with specific rhythm patterns (e.g., snapping for taa taa).
-Perform the game as a group.
-Increase speed as the game continues.

How can games make learning rhythm more enjoyable?

-MENTOR Creative Arts Grade 6 Learner's Book Page 53
-Rhythm game instructions
-Body percussion demonstration videos
-Metronome
-Flash cards with rhythm patterns
-MENTOR Creative Arts Grade 6 Learner's Book Page 53-54
-Note value and rest charts
-Musical notation examples
-Flash cards
-Rhythm worksheets

-Game participation assessment -Rhythm accuracy -Speed progression assessment

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Grandfather's Clock

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

-Identify musical rests in the song My Grandfather's Clock.
-Apply rests in singing the song.
-Appreciate the effect of rests in music.

In groups, learners are guided to:

-Listen to the performance of the song My Grandfather's Clock.
-Sing the song as guided by the teacher.
-Identify instances where music rests have been applied.
-Determine which rests have been applied in the song.

How do rests contribute to musical expression?

-MENTOR Creative Arts Grade 6 Learner's Book Page 54
-Audio recording of "My Grandfather's Clock"
-Sheet music with rest markings
-Digital playback device
-Rest symbol charts

-Singing assessment -Rest identification -Aural assessment

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Drawing Rest Symbols

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

-Draw various musical rest symbols.
-Show the duration of each rest.
-Demonstrate neatness in music notation.

In groups, learners are guided to:

-Watch a video clip showing rest symbols.
-Draw the semibreve rest, minim rest, and crotchet rest.
-Show the duration of each rest drawn.
-Practice writing rest symbols neatly and accurately.

How are rest symbols drawn and used in music notation?

-MENTOR Creative Arts Grade 6 Learner's Book Page 54
-Video clip on rest symbols
-Digital devices
-Manuscript paper
-Drawing tools
-Rest symbol charts

-Drawing assessment -Duration explanation -Notation neatness

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Where am I Hiding Game

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

-Identify rest symbols in rhythm patterns.
-Clap rhythms with rests accurately.
-Enjoy the game aspect of learning rests.

In groups, learners are guided to:

-Watch a rhythm game video.
-Clap the rhythms shown.
-Point at the rhythm clapped.
-Identify which rest has been used in the patterns.
-Play the "Where am I Hiding?" game to locate rests.

How can games help in learning about musical rests?

-MENTOR Creative Arts Grade 6 Learner's Book Page 54
-Rhythm game video
-Rhythm cards with rests
-Digital devices
-Game instructions

-Game participation -Rest identification accuracy -Clapping assessment

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Kookaburra Song
1.3 Rhythm and Pattern Making - Composing with Rhythm Cards

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

-Perform the song Kookaburra with appropriate rests.
-Identify rests in the song.
-Record and share rhythm performances.

In groups, learners are guided to:

-Watch a video of the song Kookaburra.
-Perform the song to family members and friends.
-Identify instances where musical rests are used.
-Write the French rhythm names of the song.
-Record recitation and share with classmates.

How can we identify and apply rests in familiar songs?

-MENTOR Creative Arts Grade 6 Learner's Book Page 55
-Video of "Kookaburra" song
-Recording device
-Sheet music
-Digital portfolio storage
-Materials for making rhythm cards
-Box for card storage
-Rhythm patterns guide

-Performance assessment -Rest identification -Recording quality -Peer feedback

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Digital Research on Rhythms

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

-Research online about rhythm pattern creation.
-Apply research findings to create original rhythms.
-Share findings with classmates.

In groups, learners are guided to:

-Search online for information on creating rhythmic patterns using French rhythm names.
-Discuss research findings.
-Practice creating an original rhythmic pattern based on findings.
-Share created patterns with classmates.

How can digital resources enhance rhythm composition?

-MENTOR Creative Arts Grade 6 Learner's Book Page 55
-Digital devices with internet
-Online rhythm resources
-Presentation materials
-Rhythm composition guides

-Research quality -Online resource utilization -Original pattern creation -Presentation skills

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Repetition Technique

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

-Create rhythms using repetition technique.
-Identify repeated sounds in rhythmic patterns.
-Appreciate the effect of repetition in music.

In groups, learners are guided to:

-Learn that rhythms can be created by repeating a particular note (repetition technique).
-Clap rhythms created using repetition method.
-Identify which sound is repeated in example patterns.
-Compose simple rhythmic patterns using repetition technique.

How does repetition enhance rhythm in music?

-MENTOR Creative Arts Grade 6 Learner's Book Page 55-56
-Rhythm examples using repetition
-Recording of repeated rhythms
-Composition worksheets
-Percussion instruments

-Pattern creation assessment -Repetition identification -Composition technique

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Variation Technique
1.3 Rhythm and Pattern Making - Combined Techniques

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

-Create rhythms using variation technique.
-Combine long and short notes in patterns.
-Appreciate the contrast created by variation.

In groups, learners are guided to:

-Learn about variation technique in rhythm (combining long and short notes).
-Recite rhythms using French rhythm names.
-Clap the rhythms with variation.
-Identify notes used to create variation in patterns.
-Identify the ending note of patterns.
-Compose rhythmic patterns using variation.

How does variation create interest in rhythm patterns?

-MENTOR Creative Arts Grade 6 Learner's Book Page 56
-Rhythm examples with variation
-Comparison charts
-Composition worksheets
-Percussion instruments
-MENTOR Creative Arts Grade 6 Learner's Book Page 56-57
-Examples of combined technique rhythms
-Rhythm notation tools
-Display materials for patterns

-Variation identification -Pattern creation -Clapping accuracy -Peer assessment

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Three-beat Patterns

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

-Identify three-beat patterns in music.
-Count and play beats in groups of three.
-Show appropriate stress on first beat.

In groups, learners are guided to:

-Study three-beat patterns where beats fall into regular groups of three.
-Learn how beats are stressed in three-beat patterns (strong-weak-weak).
-Play the beats by counting as indicated in examples.
-Recite rhythms with appropriate stress.

How are beats grouped and stressed in three-beat patterns?

-MENTOR Creative Arts Grade 6 Learner's Book Page 57
-Three-beat pattern examples
-Counting charts
-Percussion instruments
-Metronome

-Beat counting accuracy -Stress placement -Pattern performance -Oral assessment

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Music Alone Shall Live

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

-Perform the song "Music Alone Shall Live" with proper stress.
-Conduct in three-beat pattern.
-Appreciate the conducting pattern for three beats.

In groups, learners are guided to:

-Sing the song "Music Alone Shall Live" with appropriate accents.
-Study the conducting pattern for three-beat music.
-Practice conducting three-beat pattern.
-Sing the song while conducting the performance.

How does conducting help maintain three-beat patterns?

-MENTOR Creative Arts Grade 6 Learner's Book Page 57-58
-Sheet music for "Music Alone Shall Live"
-Conducting pattern diagrams
-Audio recording of the song
-Conducting batons (optional)

-Singing with stress assessment -Conducting technique -Coordination assessment -Performance quality

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Wakulima Song
1.3 Rhythm and Pattern Making - Three-beat Improvisation

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

-Perform "Wakulima" song with three-beat patterns.
-Follow a conductor for three-beat music.
-Improvise three-beat rhythms on percussion.

In groups, learners are guided to:

-Listen to the song "Wakulima Ongezeni Kilimo" played by the teacher.
-Perform the song.
-Select a conductor and practice following them.
-Mark three-beat patterns correctly.
-Improvise three-beat patterns on percussion instruments to accompany the performance.

How can percussion accompany songs in three-beat patterns?

-MENTOR Creative Arts Grade 6 Learner's Book Page 58
-Sheet music for "Wakulima" song
-Percussion instruments
-Conducting patterns guide
-Audio recording of the song
-MENTOR Creative Arts Grade 6 Learner's Book Page 59
-Drums and percussion instruments
-Rhythm pattern cards
-Improvisation guidelines
-Recording device

-Song performance assessment -Following conductor assessment -Percussion improvisation quality -Group coordination

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Songs in Three-beat Pattern

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

-Search for songs in three-beat pattern.
-Perform selected songs with three-beat accompaniment.
-Record performances for feedback.

In groups, learners are guided to:

-In groups, search for at least two songs that are performed in three-beat pattern.
-Sing one of the identified songs.
-Improvise rhythm accompaniment on a percussion instrument during song performance.
-Record the performance and play it for feedback.
-Store recordings in digital portfolio.

How can we identify and perform songs in three-beat pattern?

-MENTOR Creative Arts Grade 6 Learner's Book Page 59
-Resources for song research
-Percussion instruments
-Recording devices
-Digital portfolio storage
-Playback equipment

-Song selection relevance -Performance quality -Accompaniment appropriateness -Recording quality -Peer feedback

1.0 CREATING AND EXECUTION

1.4 Gymnastics

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

-Identify the cartwheel skill in gymnastics.
-Discuss the body position during cartwheel.
-Value the importance of safety in gymnastics.

In groups, learners are guided to:

-Observe pictures of cartwheel performance.
-Discuss the position of the body when performing a cartwheel.
-Identify safety precautions when performing the cartwheel.
-Discuss the importance of performing a cartwheel.

How does sequencing in gymnastics foster creativity?

-MENTOR Creative Arts Grade 6 Learner's Book Page 97
-Pictures of cartwheel performance
-Demonstration area
-Safety guidelines charts
-First aid kit

-Observation -Oral questioning -Discussion participation

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Digital Research
1.4 Gymnastics - Cartwheel Practice

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

-Watch a video of cartwheel performance.
-Describe the cartwheel technique based on video.
-Practice the cartwheel technique safely.

In groups, learners are guided to:

-Use a digital device to watch a video clip showing how to perform cartwheel.
-Describe how cartwheel is performed as shown in the video clip.
-Take turns to practice performing cartwheel on a mat as shown in the video clip.

What are the key techniques for a successful cartwheel?

-MENTOR Creative Arts Grade 6 Learner's Book Page 97-98
-Digital devices
-Video clips of cartwheel
-Gymnastics mats
-Internet connection
-MENTOR Creative Arts Grade 6 Learner's Book Page 98
-Safe practice area
-Spotting equipment
-Skill progression charts

-Video comprehension -Technique description -Practical demonstration -Peer feedback

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Forward Roll

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

-Identify the forward roll technique.
-Describe body, hands, and leg positions.
-Recognize safety precautions for forward roll.

In groups, learners are guided to:

-Study a picture of forward roll.
-Describe the position of the body, hands, and legs in the picture.
-Discuss safety precautions to observe when performing the forward roll.

What safety precautions should be observed when performing a forward roll?

-MENTOR Creative Arts Grade 6 Learner's Book Page 98
-Pictures of forward roll positions
-Safety guidelines poster
-Gymnastics mats
-Demonstration aids

-Position identification -Safety knowledge assessment -Oral questioning -Discussion participation

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Forward Roll Video Study

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

-Watch and analyze forward roll performance.
-Discuss the technique of forward roll.
-Demonstrate interest in learning the skill.

In groups, learners are guided to:

-Use a digital device to watch a video clip showing how forward roll is performed.
-Discuss how the forward roll is performed based on the video.
-Take turns to practice performing a forward roll on a large mat or ground.

How does video analysis help in learning gymnastics skills?

-MENTOR Creative Arts Grade 6 Learner's Book Page 98-99
-Digital devices
-Video clips of forward roll
-Gymnastics mats
-Safe practice area

-Video analysis participation -Discussion contribution -Technique understanding -Practice engagement

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Forward Roll Technique
1.4 Gymnastics - Forward Roll Practice

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

-Describe the steps of a forward roll.
-Explain safety measures for forward roll.
-Show appreciation for proper technique.

In groups, learners are guided to:

-Learn the steps for forward roll: starting position, tucking chin, placing hands, rolling forward, extending legs to stand.
-Understand safety measures: warm-up, suitable surface, support, cool down, following instructions.

How do the different positions connect in a forward roll?

-MENTOR Creative Arts Grade 6 Learner's Book Page 99
-Step-by-step forward roll charts
-Safety measure posters
-Gymnastics mats
-Demonstration models
-Spotting aids
-Skill progression charts
-Safe practice area

-Step sequence recollection -Safety measure explanation -Written assessment -Oral questioning

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Swan Balance

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

-Identify the swan balance position.
-Explain the importance of balance in gymnastics.
-Show interest in mastering balance skills.

In groups, learners are guided to:

-Study pictures of swan balance.
-Discuss the position of the body, arms, and legs in the pictures.
-Explain the importance of body balance in gymnastics.
-Identify safety precautions for balance positions.

Why is balance important in gymnastics?

-MENTOR Creative Arts Grade 6 Learner's Book Page 99-100
-Pictures of swan balance
-Balance demonstration charts
-Gymnastics mats
-Safety guidelines

-Balance position identification -Explanation quality -Discussion participation -Safety awareness

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Swan Balance Practice

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

-Perform the swan balance with proper technique.
-Maintain stability in the balance position.
-Show patience and perseverance in practice.

In groups, learners are guided to:

-Demonstrate the swan balance by lying on stomach.
-Lift chest off the ground, arms extended forward.
-Lift legs off the ground, creating a rocking position.
-Hold the position and rock gently.
-Practice in pairs, giving feedback to each other.

How can body control be maintained during balance positions?

-MENTOR Creative Arts Grade 6 Learner's Book Page 100
-Gymnastics mats
-Balance practice area
-Stopwatch for timing holds
-Peer feedback forms

-Balance execution quality -Position stability -Hold duration -Peer feedback

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Swan Balance Peer Practice
1.4 Gymnastics - Three-Action Sequence Introduction

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

-Practice the swan balance with a partner.
-Give and receive constructive feedback.
-Demonstrate increased control in balance.

-In pairs, take turns performing the swan balance.
-One learner performs while the other observes and provides feedback.
-Focus on body position, stability, and control.
-Change roles until both have performed.
-Correct each other using constructive feedback.

How can peer feedback improve gymnastics skills?

-MENTOR Creative Arts Grade 6 Learner's Book Page 100-101
-Gymnastics mats
-Feedback guidelines
-Observation checklists
-Balance reference pictures
-MENTOR Creative Arts Grade 6 Learner's Book Page 101
-Sequence explanation charts
-Video examples of sequences
-Sequence planning sheets
-Digital devices

-Partner work assessment -Feedback quality -Skill improvement -Peer teaching ability

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Three-Action Sequence Study

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

-Analyze pictures of gymnastics sequences.
-Describe body and leg positions in sequence elements.
-Demonstrate sequence elements safely.

In groups, learners are guided to:

-Study pictures showing a three-action sequence in gymnastics.
-Describe the activity being performed in each picture.
-Discuss the body and leg position in each picture.
-Demonstrate the 3-action gymnastics sequence shown in the pictures.

What makes a gymnastics sequence effective?

-MENTOR Creative Arts Grade 6 Learner's Book Page 101
-Sequence picture series
-Body position analysis charts
-Gymnastics mats
-Safe demonstration area

-Picture analysis accuracy -Position description -Demonstration attempt -Safety awareness

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Three-Action Sequence Practice

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

-Practice the three-action sequence safely.
-Perform the sequence with increasing fluidity.
-Record performances for feedback.

In groups, learners are guided to:

-In groups, practice the three-action gymnastics sequence on a mat or safe ground.
-Practice multiple times until mastery is achieved.
-Record performances on video.
-Share recordings with classmates.
-Give feedback on each other's performance.

How can practice improve the fluidity of a sequence?

-MENTOR Creative Arts Grade 6 Learner's Book Page 101-102
-Gymnastics mats
-Video recording devices
-Playback equipment
-Safe practice area

-Sequence fluidity -Skill connection -Recording quality -Peer feedback

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Family Demonstration
1.4 Gymnastics - Weaving Materials Collection

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

-Demonstrate the three-action sequence to family.
-Explain the sequence to others.
-Share experiences with classmates.

In groups, learners are guided to:

-Show family members and peers how to perform the three-action sequence.
-Explain the technique and safety considerations.
-Get feedback from family.
-Share experiences with classmates.

How can gymnastics skills be shared with the community?

-MENTOR Creative Arts Grade 6 Learner's Book Page 102
-Home practice guidelines
-Safety instructions
-Experience sharing template
-Feedback forms
-Material collection bags
-Sorting containers
-Material preparation tools
-Environmental impact charts

-Demonstration ability -Explanation clarity -Experience sharing -Family feedback

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Frame Loom Construction

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

-Construct a frame loom using mitre joints.
-Apply safety measures when using tools.
-Demonstrate precision in construction.

In groups, learners are guided to:

-Collect materials for making a frame loom.
-Measure and cut wooden pieces for the frame.
-Construct the frame using mitre joints.
-Apply safety measures when using tools.
-Ensure the frame is sturdy and properly joined.

How does a well-constructed loom affect the weaving process?

-MENTOR Creative Arts Grade 6 Learner's Book Page 102-103
-Wood for frame
-Cutting and measuring tools
-Safety equipment
-Joining materials
-Construction guides

-Frame construction quality -Joint precision -Safety observation -Tool handling

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Mat Weaving

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

-Weave a small floor mat using 2/2 twill weave.
-Apply color variation in the weaving.
-Complete appropriate finishing techniques.

In groups, learners are guided to:

-Weave a small floor mat (1x1ft) for gymnastics performance using twill weave 2/2.
-Incorporate color variation in the weaving.
-Apply appropriate finishing techniques.
-Ensure the mat is sturdy enough for gymnastics use.

How does the weaving technique affect the mat's functionality?

-MENTOR Creative Arts Grade 6 Learner's Book Page 103
-Prepared frame loom
-Weaving materials
-Color variation guide
-Finishing tools
-Weaving patterns

-Weaving technique -Color variation application -Finishing quality -Mat functionality

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Collaborative Mat Assembly

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

-Stitch individual mats together to create a larger mat.
-Apply appropriate stitching techniques.
-Work collaboratively in a group project.

In groups, learners are guided to:

-In groups, stitch the small mat pieces together.
-Create a large floor mat for gymnastics performance.
-Focus on type of finishing stitch, color pattern, and texture.
-Ensure the final mat is secure and safe for use.

How does collaboration enhance project outcomes?

-MENTOR Creative Arts Grade 6 Learner's Book Page 103
-Individual mat pieces
-Stitching materials
-Pattern planning guides
-Collaboration guidelines
-Finishing tools

-Stitching quality -Collaboration effectiveness -Final mat safety/quality -Group work assessment

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Sequence Performance on Woven Mat
1.5 Composing Melody (15 lessons)

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

-Perform the 3-phase gymnastics sequence on the woven mat.
-Accompany the performance with instrumental ensemble.
-Provide constructive feedback on performances.

In groups, learners are guided to:

-Display and critique each other's woven mats.
-Practice the 3-phase sequence on the woven mats.
-Perform the sequence accompanied by percussion instruments.
-Record performances on video.
-Comment on each other's performance.

How does the woven mat enhance gymnastics performance?

-MENTOR Creative Arts Grade 6 Learner's Book Page 103-104
-Completed woven mats
-Percussion instruments
-Video recording devices
-Performance space
-Feedback forms
-MENTOR Creative Arts Grade 6 Learner's Book Page 106
-Audio/video of "Doh a Deer"
-Digital playback device
-Sol-fa chart
-Keyboard/melodic instrument

-Sequence execution -Mat utilization -Musical accompaniment -Video analysis -Peer feedback

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Sol-fa Ladder

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

-Identify all sol-fa syllables on the sol-fa ladder.
-Sing the sol-fa ladder ascending.
-Maintain accurate pitch when singing.

In groups, learners are guided to:

-Study the sol-fa ladder chart as a class.
-Count the number of sol-fa syllables shown.
-Recite the sol-fa syllables ascending.
-Sing the sol-fa ladder ascending.
-Watch a video demonstrating sol-fa pitches.
-Imitate the pitches while maintaining accuracy.

What is the relationship between pitch and sol-fa syllables?

-MENTOR Creative Arts Grade 6 Learner's Book Page 106-107
-Sol-fa ladder chart
-Video demonstrating pitches
-Digital devices
-Melodic instruments

-Identification accuracy -Pitch accuracy in singing -Imitation ability -Participation

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Descending Sol-fa

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

-Identify sol-fa syllables in descending order.
-Sing the sol-fa syllables descending.
-Appreciate both ascending and descending patterns.

In groups, learners are guided to:

-Study the sol-fa chart in groups.
-Discuss the order of sol-fa syllables descending.
-Sing the sol-fa syllables descending.
-Sing the sol-fa syllables both ascending and descending.
-Use instruments to help with pitch accuracy.

How does descending sol-fa differ from ascending?

-MENTOR Creative Arts Grade 6 Learner's Book Page 107
-Sol-fa chart
-Descant recorder or melodic instrument
-Demonstration recordings
-Pitch reference tools

-Descending order identification -Singing accuracy -Ascending/descending comparison -Group participation

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Singing with La
1.5 Composing Melody - Kodaly Hand Signs

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

-Sing the sol-fa ladder using "la" sound.
-Replace sol-fa syllables with "la" while maintaining pitch.
-Perform the complete ladder ascending and descending.

In groups, learners are guided to:

-Sing the sol-fa ladder from d to d' ascending, replacing the sol-fa pitches with "la".
-Sing the sol-fa ladder from d' to d descending, replacing the sol-fa pitches with "la".
-Using sol-fa syllables, sing the ladder both ascending and descending.
-Replacing the sol-fa pitches with "la", sing the sol-fa ladder both ascending and descending.

How does replacing syllables with "la" affect singing?

-MENTOR Creative Arts Grade 6 Learner's Book Page 107
-Sol-fa ladder chart
-Pitch reference tools
-Recording of ladder with "la"
-Playback equipment
-MENTOR Creative Arts Grade 6 Learner's Book Page 107-108
-Video of Kodaly hand signs
-Hand sign charts
-Digital devices
-Sol-fa level diagrams

-Pitch accuracy with "la" -Ascending/descending fluency -Substitution accuracy -Performance quality

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Hand Sign Practice

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

-Perform Kodaly hand signs correctly.
-Associate each sol-fa syllable with its hand sign.
-Show precision in hand movements.

In groups, learners are guided to:

-In pairs, observe pictures of hand signs.
-Take turns to perform the hand signs while partners watch.
-Use the correct hand sign for each sol-fa syllable.
-Perform hand signs at the correct level.
-Give feedback to each other.

How can the correct performance of hand signs be achieved?

-MENTOR Creative Arts Grade 6 Learner's Book Page 108
-Hand sign reference pictures
-Practice space
-Peer feedback forms
-Sol-fa syllable cards

-Hand sign accuracy -Level appropriateness -Syllable-sign connection -Peer feedback quality

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Sol-fa Ladders with Hand Signs

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

-Identify the difference in hand sign direction for ascending and descending ladders.
-Sing the sol-fa ladder while performing appropriate hand signs.
-Coordinate singing and hand movements.

In groups, learners are guided to:

-Study sol-fa ladders showing ascending and descending patterns.
-Identify the difference in hand sign direction between the patterns.
-Sing the ascending ladder while performing hand signs from down going up.
-Sing the descending ladder while performing hand signs from up going down.
-Practice coordination of voice and hands.

How does hand sign direction help indicate ascending or descending patterns?

-MENTOR Creative Arts Grade 6 Learner's Book Page 108
-Ascending/descending sol-fa charts
-Hand sign direction diagrams
-Practice space
-Coordination exercises

-Direction identification -Singing-signing coordination -Ascending/descending accuracy -Performance fluidity

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Hand Signs Practice
1.5 Composing Melody - Mary Had a Little Lamb Analysis

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

-Practice ascending and descending sol-fa ladder with hand signs.
-Ensure accuracy in hand positioning.
-Demonstrate improved coordination in performance.

In groups, learners are guided to:

-Practice performing the ascending and descending sol-fa ladder.
-Ensure the accuracy of hand signs.
-Observe pitch accuracy in singing the sol-fa syllables.
-Present performance to classmates.
-Comment on each group's performance.

How does practice improve the coordination of singing and hand signs?

-MENTOR Creative Arts Grade 6 Learner's Book Page 108-109
-Hand position reference charts
-Performance space
-Feedback forms
-Pitch reference tools
-MENTOR Creative Arts Grade 6 Learner's Book Page 109-110
-Recording of "Mary Had a Little Lamb"
-Digital playback device
-Pitch movement charts
-Sol-fa analysis worksheets

-Hand sign accuracy -Pitch accuracy -Coordination improvement -Performance quality -Peer feedback

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Song Analysis with La

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

-Sing songs replacing lyrics with "La".
-Follow sol-fa hand signs while singing.
-Complete missing sol-fa in song charts.

In groups, learners are guided to:

-Sing "Mary Had a Little Lamb" replacing words with "La".
-Watch/listen to guided performances of the song.
-Sing along while performing sol-fa hand signs.
-Study the song with missing sol-fa syllables.
-Complete the song by adding the missing sol-fa syllables.

How does singing with "La" help identify pitch patterns?

-MENTOR Creative Arts Grade 6 Learner's Book Page 110
-Song charts with missing sol-fa
-Recording of song with "La"
-Digital playback device
-Completion worksheets

-"La" singing accuracy -Hand sign coordination -Completion accuracy -Pitch recognition

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Twinkle Twinkle Analysis

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

-Identify sol-fa syllables in "Twinkle Twinkle Little Star".
-Complete a sol-fa chart for the song.
-Perform the song with correct sol-fa.

In groups, learners are guided to:

-Listen to "Twinkle Twinkle Little Star" in groups.
-Sing along with the song.
-Study the song's sol-fa chart with missing syllables.
-Complete the chart by adding missing sol-fa syllables.
-Assign group members to sing words while others sing sol-fa syllables.

How can we identify and notate sol-fa in familiar melodies?

-MENTOR Creative Arts Grade 6 Learner's Book Page 110-111
-"Twinkle Twinkle" recording
-Sol-fa chart with blanks
-Digital playback device
-Group assignment cards

-Identification accuracy -Chart completion -Group coordination -Performance accuracy

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Sol-fa Identification Project
1.5 Composing Melody - Home Project

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

-Choose a familiar song for sol-fa analysis.
-Create visual materials showing sol-fa and hand signs.
-Present work creatively using calligraphy.

In groups, learners are guided to:

-Choose a familiar song as a group.
-Identify sol-fa syllables through singing, humming, or playing.
-Create a table with words, sol-fa, and hand signs.
-Draw or print hand signs for each sol-fa.
-Use calligraphy for written elements.
-Display and review each other's work.

How can sol-fa analysis be presented visually?

-MENTOR Creative Arts Grade 6 Learner's Book Page 111-112
-Manila paper or poster boards
-Marker pens
-Hand sign printouts
-Calligraphy materials
-Display area
-MENTOR Creative Arts Grade 6 Learner's Book Page 112
-Home project guidelines
-Sol-fa reference materials
-Hand sign references
-Documentation template
-Digital resources

-Song selection relevance -Analysis accuracy -Visual presentation quality -Calligraphy skill -Peer review participation

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Introduction to Melody Composition

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

-Identify various approaches to melody composition.
-Listen to sample melodies in sol-fa.
-Show interest in melody creation.

In groups, learners are guided to:

-Watch a video on melody composition.
-Listen to melodies sung in sol-fa.
-Identify the highest and lowest sol-fa in the melodies.
-Discuss which melody was most interesting and why.
-Begin to consider personal composition ideas.

What makes a melody interesting?

-MENTOR Creative Arts Grade 6 Learner's Book Page 112
-Video on melody composition
-Sample melodies recordings
-Digital playback device
-Discussion prompts
-Melody analysis charts

-Listening attention -Range identification -Analytical discussion -Interest demonstration -Concept understanding

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Exact Repetition

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

-Create melodies using exact repetition technique.
-Identify repeated sections in melodies.
-Apply rhythmic patterns to repeated melodies.

In groups, learners are guided to:

-Study a melody with exact repetition.
-Recite sol-fa syllables while clapping the rhythm.
-Sight sing the melody making Kodaly hand signs.
-Identify and underline repeated sections.
-Create new melodies using repetition technique.

How can repetition be used effectively in melody creation?

-MENTOR Creative Arts Grade 6 Learner's Book Page 112-113
-Melody examples with repetition
-Rhythm pattern cards
-Sol-fa display charts
-Composition worksheets
-Performance space

-Repetition identification -Melody creation -Rhythm application -Singing accuracy -Hand sign coordination

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Stepwise Motion
1.5 Composing Melody - Narrow Leaps

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

-Identify stepwise motion in melodies.
-Create melodies with stepwise movement.
-Sing melodies using stepwise motion.

In groups, learners are guided to:

-Watch/listen to songs with stepwise motion.
-Identify sol-fa syllables moving step by step.
-Play the pitches on the descant recorder.
-Sing the sol-fa syllables ascending and descending.
-Create a rhythm for a series of stepwise sol-fa syllables.

How does stepwise motion create melodic flow?

-MENTOR Creative Arts Grade 6 Learner's Book Page 113-114
-Stepwise melody examples
-Descant recorders
-Sol-fa ladder charts
-Rhythm creation materials
-Digital resources
-MENTOR Creative Arts Grade 6 Learner's Book Page 114-115
-"Mary Had a Little Lamb" recording
-Melody modification worksheets
-Digital playback device

-Stepwise motion identification -Recorder playing accuracy -Singing accuracy -Rhythm creation -Melody performance

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Long Jump (12 lessons)

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

-Identify the long jump field.
-Explain the parts of the long jump facility.
-Show interest in long jump as a field event.

In groups, learners are guided to:

-Look at a picture of long jump facility.
-Identify the field event played in the facility.
-Discuss what happens in the runway, take-off board, and landing pit.
-Identify materials used in the landing pit.

How are long jump and high jump field events performed?

-MENTOR Creative Arts Grade 6 Learner's Book Page 125
-Pictures of long jump field
-Video clips of long jump
-Digital devices
-Charts showing parts of long jump field

-Observation -Oral questions -Discussion participation

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Sail Technique in Long Jump

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

-Describe the stages of long jump using the sail technique.
-Identify possible injuries in long jump.
-Value safety in long jump practice.

In groups, learners are guided to:

-Study pictures showing long jump technique.
-Describe the stages of long jump shown in the picture.
-Discuss possible injuries that can happen if the sand pit is poorly maintained.
-Watch a video clip showing the sail technique in Long jump.

Why is it important to maintain a tempo in athletics?

-MENTOR Creative Arts Grade 6 Learner's Book Page 126
-Pictures of sail technique
-Video clips
-Digital devices
-Safety guidelines charts

-Picture analysis -Oral questioning -Discussion participation -Video comprehension

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Sail Technique Approach
2.1 Athletics - Sail Technique Take-off

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

-Demonstrate the approach phase of the sail technique.
-Make quick long strides along the runway.
-Show confidence during approach.

In groups, learners are guided to:

-Observe safety during demonstration.
-Run along the runway making quick long strides (11-15 strides).
-Slightly lean forward during approach and assume upright position as speed builds.
-Stay relaxed and control the run.

How does proper approach affect long jump performance?

-MENTOR Creative Arts Grade 6 Learner's Book Page 126-127
-Long jump runway
-Markers for strides
-Demonstration area
-Safety equipment
-MENTOR Creative Arts Grade 6 Learner's Book Page 127
-Long jump pit with take-off board
-Take-off board markers
-Demonstration charts

-Technique observation -Stride counting -Body position assessment -Safety adherence

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Sail Technique Flight

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

-Execute the flight phase of sail technique.
-Position the body correctly during flight.
-Show control during the flight phase.

In groups, learners are guided to:

-Tuck the knees close to the chest during flight.
-Bend the trunk forward.
-Focus the eyes on the landing area ahead.
-Practice the body positioning for flight phase.

How is body positioned during the flight phase?

-MENTOR Creative Arts Grade 6 Learner's Book Page 127
-Long jump pit
-Flight position demonstration charts
-Video demonstrations
-Safety equipment

-Flight position assessment -Body control -Eye focus -Technique execution

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Sail Technique Landing

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

-Perform the landing phase of sail technique.
-Position the body correctly for landing.
-Demonstrate safe landing technique.

In groups, learners are guided to:

-On contact with the ground, let knees give in to absorb shock.
-Keep the head low and bring trunk forward to prevent sitting back.
-Bring hands forward to assist the movement.
-Practice safe landing technique.

Why is proper landing technique important for safety?

-MENTOR Creative Arts Grade 6 Learner's Book Page 127
-Long jump pit with sand
-Landing technique charts
-Video demonstrations
-Safety equipment

-Landing technique -Body position -Shock absorption -Safety observation

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Practicing Sail Technique
2.1 Athletics - Full Sail Technique Practice

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

-Practice the sail technique progressively.
-Perform standing and running jumps.
-Support peers during practice.

In groups, learners are guided to:

-Jump from a standing position to land on both feet.
-After a short run, jump forward and land on both feet.
-Practice the technique with peers.
-Give feedback on each other's performance.

How can progressive practice improve long jump technique?

-MENTOR Creative Arts Grade 6 Learner's Book Page 127-128
-Long jump field
-Markers for practice stations
-Observation checklists
-Feedback forms
-MENTOR Creative Arts Grade 6 Learner's Book Page 128
-Warm-up and cool-down guides
-Performance assessment sheets

-Progressive skill development -Standing jump technique -Running jump technique -Peer support and feedback

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - High Jump Facility

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

-Identify the high jump facility.
-Explain the uses of different parts of high jump facility.
-Show interest in high jump as a field event.

In groups, learners are guided to:

-Study a picture of high jump facility.
-Identify the event that takes place in the facility.
-Discuss the uses of the labeled parts of the facility.
-Explore the high jump facility in the school if available.

What are the essential components of a high jump facility?

-MENTOR Creative Arts Grade 6 Learner's Book Page 128-129
-Pictures of high jump facility
-High jump facility (if available)
-Charts showing parts of facility
-Video demonstrations

-Facility identification -Parts explanation -Interest demonstration -Oral questioning

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Scissors Technique in High Jump

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

-Describe the scissors technique in high jump.
-Identify the stages of scissors technique.
-Value safety measures in high jump.

-Study pictures showing scissors technique.
-Discuss what the learner is doing in the pictures.
-Discuss the stages numbered in the picture.
-Watch a video clip showing the scissors technique in high jump.

How is the scissors technique performed in high jump?

-MENTOR Creative Arts Grade 6 Learner's Book Page 129
-Pictures of scissors technique
-Video clips
-Digital devices
-Safety guidelines charts

-Technique description -Stage identification -Safety awareness -Discussion participation