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.

-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

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.

-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

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.

-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

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

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Digital Research

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.

-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

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

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Cartwheel Practice

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

-Practice the cartwheel movement safely.
-Support peers during practice.
-Demonstrate confidence in skill attempts.

-With guidance from the teacher, observe safety as you take turns to practice performing the cartwheel on a mat.
-Support each other during practice.
-Practice in groups until the skill is mastered.

How can proper practice improve gymnastics skills?

-MENTOR Creative Arts Grade 6 Learner's Book Page 98
-Gymnastics mats
-Safe practice area
-Spotting equipment
-Skill progression charts

-Skill progression assessment -Safety observation -Peer support evaluation -Practice engagement

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Cartwheel Practice

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

-Practice the cartwheel movement safely.
-Support peers during practice.
-Demonstrate confidence in skill attempts.

-With guidance from the teacher, observe safety as you take turns to practice performing the cartwheel on a mat.
-Support each other during practice.
-Practice in groups until the skill is mastered.

How can proper practice improve gymnastics skills?

-MENTOR Creative Arts Grade 6 Learner's Book Page 98
-Gymnastics mats
-Safe practice area
-Spotting equipment
-Skill progression charts

-Skill progression assessment -Safety observation -Peer support evaluation -Practice engagement

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.

-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.

-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 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.

-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

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.

-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

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

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Forward Roll Technique

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.

-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

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

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Forward Roll Practice

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

-Perform the forward roll with guidance.
-Follow the progression of the skill.
-Support peers during practice.

-With guidance from the teacher, practice performing forward roll on a mat or safe ground.
-Follow the progression: squat position, tuck chin, place hands, roll, stand up.
-Support peers during practice for safety.
-Practice several times to master the skill.

How can spotting and support improve safety during practice?

-MENTOR Creative Arts Grade 6 Learner's Book Page 99
-Gymnastics mats
-Spotting aids
-Skill progression charts
-Safe practice area

-Skill execution assessment -Progression adherence -Peer support evaluation -Practice engagement

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.

-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

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.

-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

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.

-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.

-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 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.

-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

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

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

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Three-Action Sequence Introduction

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

-Define a three-action sequence in gymnastics.
-Explain the connection between skills in a sequence.
-Value the creative aspect of sequences.

-Learn about three-action sequence as a performance of three gymnastic skills as one continuous movement.
-Understand that the finishing point of one skill should be the starting point of the next skill.
-Know that sequences may include cartwheels, rolls, and balances.

How are different gymnastics skills connected in a sequence?

-MENTOR Creative Arts Grade 6 Learner's Book Page 101
-Sequence explanation charts
-Video examples of sequences
-Sequence planning sheets
-Digital devices

-Definition explanation -Connection understanding -Concept application -Oral assessment

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Three-Action Sequence Introduction

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

-Define a three-action sequence in gymnastics.
-Explain the connection between skills in a sequence.
-Value the creative aspect of sequences.

-Learn about three-action sequence as a performance of three gymnastic skills as one continuous movement.
-Understand that the finishing point of one skill should be the starting point of the next skill.
-Know that sequences may include cartwheels, rolls, and balances.

How are different gymnastics skills connected in a sequence?

-MENTOR Creative Arts Grade 6 Learner's Book Page 101
-Sequence explanation charts
-Video examples of sequences
-Sequence planning sheets
-Digital devices

-Definition explanation -Connection understanding -Concept application -Oral assessment

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.

-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 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.

-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, 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 - 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, 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

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.

-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

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

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Family Demonstration

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.

-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

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

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Weaving Materials Collection

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

-Identify materials for weaving a gymnastic mat.
-Collect suitable materials for weaving.
-Show environmental consciousness in material selection.

-Identify suitable materials for weaving a gymnastics mat.
-Collect recyclable materials from the environment.
-Sort and prepare materials for weaving.
-Discuss the environmental benefits of using recyclable materials.

Why is recycling beneficial to the environment?

-MENTOR Creative Arts Grade 6 Learner's Book Page 102
-Material collection bags
-Sorting containers
-Material preparation tools
-Environmental impact charts

-Material identification -Collection quantity/quality -Environmental awareness -Preparation thoroughness

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Weaving Materials Collection

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

-Identify materials for weaving a gymnastic mat.
-Collect suitable materials for weaving.
-Show environmental consciousness in material selection.

-Identify suitable materials for weaving a gymnastics mat.
-Collect recyclable materials from the environment.
-Sort and prepare materials for weaving.
-Discuss the environmental benefits of using recyclable materials.

Why is recycling beneficial to the environment?

-MENTOR Creative Arts Grade 6 Learner's Book Page 102
-Material collection bags
-Sorting containers
-Material preparation tools
-Environmental impact charts

-Material identification -Collection quantity/quality -Environmental awareness -Preparation thoroughness

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.

-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.

-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, 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 - 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, 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 - 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, 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

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.

-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

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

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Sequence Performance on Woven Mat

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.

-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

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

1.0 CREATING AND EXECUTION

1.5 Composing Melody (15 lessons)

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

-Sing the sol-fa syllables doh to doh' ascending and descending.
-Identify sol-fa syllables learned in Grade 5.
-Show interest in sol-fa pitch learning.

-In pairs, watch or listen to the song "Doh a Deer".
-Identify the sol-fa syllables learned in Grade 5.
-Sing the sol-fa syllables pitches learned in Grade 5 ascending and descending.
-Identify new sol-fa syllables heard in the song.

How can one create interesting melodies?

-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

-Pitch accuracy assessment -Identification of syllables -Singing assessment -Participation

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.

-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 - 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.

-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 - 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.

-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.

-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

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.

-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

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

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Singing with La

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.

-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

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

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Kodaly Hand Signs

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

-Identify Kodaly hand signs for sol-fa syllables.
-Demonstrate hand signs while singing.
-Value the visual representation of pitch.

-Watch a video on Kodaly hand signs.
-Imitate the hand signs while watching.
-Discuss the hand signs demonstrated.
-Study pictures showing the hand signs.
-Discuss the level indicated on different sol-fa syllables.

How do hand signs help in learning sol-fa syllables?

-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

-Hand sign identification -Imitation accuracy -Level understanding -Discussion participation

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Kodaly Hand Signs

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

-Identify Kodaly hand signs for sol-fa syllables.
-Demonstrate hand signs while singing.
-Value the visual representation of pitch.

-Watch a video on Kodaly hand signs.
-Imitate the hand signs while watching.
-Discuss the hand signs demonstrated.
-Study pictures showing the hand signs.
-Discuss the level indicated on different sol-fa syllables.

How do hand signs help in learning sol-fa syllables?

-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

-Hand sign identification -Imitation accuracy -Level understanding -Discussion participation

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 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 - 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 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.

-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 - 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.

-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

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.

-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

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

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Hand Signs Practice

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.

-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

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

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Mary Had a Little Lamb Analysis

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

-Identify pitch patterns in familiar songs.
-Recognize repeated musical phrases.
-Demonstrate pitch changes through movement.

-Watch or listen to "Mary Had a Little Lamb".
-Sing along while clapping the rhythm.
-Identify repetitions of phrases like "Little lamb".
-Analyze pitch differences in repeated phrases.
-Use hand motions to show changes in pitch.

How can we identify pitch patterns in familiar songs?

-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

-Pattern identification -Repetition recognition -Movement appropriateness -Analytical ability

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.

-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 - 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.

-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.

-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

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.

-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

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

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Sol-fa Identification 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.

-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

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

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Sol-fa Identification 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.

-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

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

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Home Project

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

-Analyze sol-fa in a song of choice.
-Create a sol-fa chart with hand signs.
-Document work in a structured format.

-With guidance, watch/listen to songs in sol-fa.
-Choose a song other than previously studied examples.
-Write the words, sol-fa, and draw hand signs in a table.
-Organize work neatly and systematically.
-Prepare to share with classmates.

How can sol-fa analysis skills be applied independently?

-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 -Analysis accuracy -Table organization -Hand sign drawing -Project completion

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Home Project

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

-Analyze sol-fa in a song of choice.
-Create a sol-fa chart with hand signs.
-Document work in a structured format.

-With guidance, watch/listen to songs in sol-fa.
-Choose a song other than previously studied examples.
-Write the words, sol-fa, and draw hand signs in a table.
-Organize work neatly and systematically.
-Prepare to share with classmates.

How can sol-fa analysis skills be applied independently?

-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 -Analysis accuracy -Table organization -Hand sign drawing -Project completion

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.

-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.

-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 - 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.

-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

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.

-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

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

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Stepwise Motion

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.

-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

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

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Narrow Leaps

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

-Identify leaps in a familiar melody.
-Create melodies with narrow leaps.
-Appreciate the effect of leaps in melody.

-Listen to "Mary Had a Little Lamb" and identify sol-fa syllables.
-Underline sol-fa that are more than a step apart (leaps).
-Study a stepwise melody and remove alternating notes to create leaps.
-Create a rhythm for the new melody with leaps.
-Sing the original and modified melodies for comparison.

How do leaps differ from stepwise motion in melodies?

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

-Leap identification -Melody modification skill -Rhythm creation -Comparison analysis -Performance accuracy

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Narrow Leaps

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

-Identify leaps in a familiar melody.
-Create melodies with narrow leaps.
-Appreciate the effect of leaps in melody.

-Listen to "Mary Had a Little Lamb" and identify sol-fa syllables.
-Underline sol-fa that are more than a step apart (leaps).
-Study a stepwise melody and remove alternating notes to create leaps.
-Create a rhythm for the new melody with leaps.
-Sing the original and modified melodies for comparison.

How do leaps differ from stepwise motion in melodies?

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

-Leap identification -Melody modification skill -Rhythm creation -Comparison analysis -Performance accuracy