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Gordy,
Here is my attempt of a Lesson plan for your situation above.
1,) Have your students warm up with some casting at steam side to confirm what level of casting ability they each have. Just to make sure all the essentials are there for the lesson at hand.
2.) Work with each as needed to help reach the level needed if necessary, however for this lesson lets suppose all the essentials and substance with good style is present in both casters.
3.) Test the waters and see what each of the students may know about aerial mending to date with a briefing prior to the casting lesson program. Address any questions they may have regarding the subject and any concerns they may have with regards to implementing the task at hand if their knowledge of casting allows.
4.) Depending on the briefing identify a mend. Two types On the water Mends, & Aerial Mends.
Define each as needed: On the water mends is repositioning the line after the line is on the water.
Aerial Mending is the repositioning of the line after the stop of the casting stroke, while the line is still in the air before it hits the water. So aerial mends must happen quickly and quite soon after the casting stroke is completed depending on the lay out desired.
Subjects to cover prior to mending:
Address casting stroke if needed
Address the stop if needed
Address rod movements depending on the conditions made after the stop = Aerial Mends if needed.
They may be very delicate on a smaller slow flowing stream where they may be much more demonstrative on a faster flowing river. Rod movements will be based on the conditions and distance being cast.
This can mean a variety of rod movement to position the line as needed base on the conditions.
Current, Obstructions, Wind, Terrain, Line path desired for the fly. Moving water, Still water etc.
Re-enforce that many of these rod movements needed to initiate the mends desired especially on smaller body of water will be very delicate indeed to implement. Most of us when we begin this process will over do the rod movements. We will have to cast in extremes to obtain the desired results. This will take time and practice to become proficient at mending the line correctly.
5.) Identify the reason for aerial mends:
Primary reason on a small stream when trout fishing dry fly is for a drag free drift of the fly. (Definition) No drag visible on the fly due to line pull in the water.
Aerial Mending is the repositioning the line in the air to provide the desired results needed quickly and efficiently before the line hits the water for a drag free drift of the fly.
6.) This could be a combination of rod movements while the line is in the air. Plus a combination of both aerial and water mending may be needed to obtain the desired results needed. Especially stack mending to prolong the drifting of the fly on a body of water.
7.) Discuss, demo and implement the fundamental cast for aerial mending which is the Reach Mend. Show both with no slipping of line and slipping of line to make the cast. (This premise in this lesson plan will be a standard for all the future demo mends shown below. The instructor to show the following: (Why we make the mend. Demo the mend on the stream, and then let the student implement the mend on the stream).
8.) Discuss and demo the implementation of the curve mend. How is it administered with regards to timing and the reason for placement of curves in the water to address the current patterns present in the water. Show the timing elements of the mend and how you can provide the mend in either direction to accommodate the needs of the water patterns in front of you. Both left to right as needed to obtain the needed drift desired. Position of the mends close to far on the cast.
9.) Discuss and demo the implementation of the parachute mend.
10.) Discuss and demo the implementation of the wiggle mend.
11.) Discuss and demo the implementation of the pile cast with mend.
12.) Discuss and demo the implementation of the vertical hump mend.
13.) Stress the importance of being creative with the mends being made and initiate combination of both aerial and on the water mends to complement each other in order to accomplish the positioning the line to obtain the desired presentation of the fly based on the conditions.
14.) Touch on all venues it may be for Ocean, River, Lake, Stream, Creek, Pond etc. Think natural presentation for the conditions and try to visualize the most desired feeding lanes or patterns that the fish may desire for the most natural presentation of the fly to initiate a strike.
15.) Note that most of us when we begin this process will over do the rod movements especially on the smaller bodies of water. Try to make the mends as smooth, and as delicate as possible, with a rhythm.
Conclude the lesson with a question and answer with debrief of what was covered in the lesson. Provide reference material for the students to review to refine the practice and application.
Best ones that comes to mind is Presentations by Gary Borger for this processing.
Plus Casting with Lefty Kreh great photos of the cast discussed in this lesson plan.
All the best
Gary Davison
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[GH] Gary,
You've covered the topic well. Now we need to condense it and put it in a form which will work with no hitches out there in the field. Let's make it a bit more difficult with a class of several students, just to make a couple of points.
My suggestions:
When I come up with a lesson plan, I ask myself these questions:
A. Will my plan actually work for me as I give this course tomorrow afternoon (Or, whenever.)?
B. Have I properly allotted my time intervals for each event ?
C. Will it be in outline form for my clipboard for easy reference out there ?
D. Are my students going to be with rod in hand most of the time actually performing these casts ?
E. Will my goals & objectives be met in the time allotted for my course ?
F. Have I provided appropriate break times ?
G. Am I providing sufficient "alone time" for students to practice ?
H. At my conclusion, have I made a plan which will help motivate my students to practice what we've taught them after they leave ?
Your 1.) and 2.) indicate that you would have the students with rod in hand during most of the lesson. Good. Best, I think, to have that stated as part of the actual lesson plan each time you go to an event which entails the students be out on the field or at waterside casting and making these mends while instructors provide guidance.
I like to have something like this for a real working lesson plan on my clipboard. Let's start with your 9.) - 12.) :
10:00 - 10:30 : 9.) - 12.) - Discuss & Demo. :
9.) Parachute mend.
10.) Wiggle mend.
11.) Pile cast with mend.
12.) Vertical hump mend.
10:30 - 10:40 : Break time.
10:40 - 10:45 : Brief review of mends already discussed.
10:45 - 11:15 : Students assemble at pond side.
11:15 - 12:00 : Students perform mends as demonstrated. Instructors circulate
to assist & encourage each student.
12:00- 12:05 : Students reassemble as a group.
12:05 -12:20 : Q&A re. any problems encountered when learning mends.
Etc, etc., .........................................
This is CONDENSED, It is READABLE on your clipboard out in the weather, and EASILY REVISED on the spot if necessary. It fits the TIME CONSTRAINTS. Note that I provided brief time intervals for students to assemble and/or move from one place to another. Break time is also added.
Gordy
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