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Kayleigh Johnson Unit Plan from Emphasis Spring 2014 1st Grade- Lititz Elementary

Overall Unit Goals: Student will be able to sing sol and mi in tune Student will be able to identify sol and mi on a staff Student will be able to sight read sol and mi patterns Student will be able to sing simple songs using sol and mi solfege

National Standards: 1. Singing, alone and with others, a varied repertoire of music 4. Composing and arranging music within specified guidelines 5. Reading and notating music

6. Listening to, analyzing, and describing music 8. Understanding relationships between music, the other arts, and disciplines outside the arts

Pennsylvania Academic Standards for Arts and Humanities Addressed: 9.1.5 B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. 9.1.5 C Recognize and use fundamental vocabulary within each of the art forms. 9.3.5 A Recognize critical processes used in the examination of works in the arts and humanities.

9.3.5 D Compare similar and contrasting important aspects of works in the arts and humanities based on a set of guidelines using a comprehensive vocabulary of critical response.

Lesson Plan- January 15, 2014 Introducing Sol and Mi Week 2 National Standards Addressed: 1. Singing, alone and with others, a varied repertoire of music 6. Listening to, analyzing, and describing music Essential Question: How do I produce a singing voice that uses my head voice? Materials: Two Little Blackbirds

Procedure: Teacher sings four beat patterns using sol and mi and using solfege hand signs. The students echo back pattern and use hand signs Teacher sings Two Little Blackbirds on text using solfege hand signs and asks students to listen for which two notes the song uses Teacher sings song again on solfege and with hand signs. Teacher sings again and asks students to do hand signs with teacher. Teacher has students echo short phrases on text and using hand signs Teacher sings and does hand signs as students think the song in their heads Teacher gives a ready-sing and students sing entire song for teacher and does hand signs

Lesson Plan- January 24, 2014 Introducing Sol and Mi Notation Week 1 National Standards Addressed: 1. Singing, alone and with others, a varied repertoire of music 5. Reading and notating music 6. Listening to, analyzing, and describing music Essential Question: Which solfege note is higher, sol or mi? Materials: Two Little Blackbirds notation map

Procedure: Teacher has students echo 4 beat sol and mi patterns with hand signs Teacher sings Two Little Blackbirds and does hand signs as students only listen and do hand signs with teacher Teacher gives a ready-sing and students sing entire song for teacher and using hand signs Teacher shows the notation map to Two Little Blackbirds on the smart board Students sing song again as teacher points to each bird as the students sing the note Teacher asks students What did you notice about how the birds are sitting on the line? Teacher asks students Which line is sol? Which line is mi? Teacher sings song on solfege while pointing to birds on the map as students follow along Teacher asks for volunteers to come to the smart board and point to the birds as the class sings the song on solfege and does hand signs Teacher asks for more volunteers to come to the smart board and point to the birds as the class sings the song on text and does hand signs

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Lesson Plan- January 30, 2014 Introducing Sol and Mi Notation Week 2 National Standards Addressed: 1. Singing, alone and with others, a varied repertoire of music 4. Composing and arranging music within specified guidelines 5. Reading and notating music

6. Listening to, analyzing, and describing music Essential Question: Which solfege note is higher, sol or mi? Materials: Two Little Blackbirds notation map, sol and mi manipulatives, dry erase markers Procedure: Teacher has students echo 4 beat sol and mi patterns with hand signs Teacher shows Two Little Blackbirds notation map on smart board, gives students a ready-sing, and points to notes as students sing and do hand signs on text Teacher asks for volunteers to come to smart board and point as other students sing on text and do hand signs Teacher pairs off students in the class and gives them a sol and mi manipulative and a dry erase marker

Using the manipulatives, students compose their own 4 beat pattern only using sol and mi in their groups after teacher shows an example on the smart board o The line with the star is sol

The groups bring their composition to the teacher who then shows it on the smart board o The entire class sight sings the patterns

Lesson Plan- February 5, 2014 Introducing Sol and Mi Notation Week 3 National Standards Addressed: 1. Singing, alone and with others, a varied repertoire of music 5. Reading and notating music 8. Understanding relationships between music, the other arts, and disciplines outside the arts

Essential Question: Which solfege note is higher, sol or mi? Materials: Piano, 4 Corners cards

Procedure: Teacher has students echo 4 beat sol and mi patterns with hand signs Teacher shows 4 Corners cards on smart board and has students echo patterns Teacher has students sing 4 Corners cards again without echoing Students form a circle in center of room and march in a circle as teacher plays Two Little Blackbirds with accompaniment on the piano o When the music stops students must move to the closest corner and look at the card in that corner Teacher calls one group to sing card for class Teacher picks a student from another group to go to the smart board and point to the line that the group just sang o Repeat a few times

4 Corners Cards (cut out one line per corner)

Lesson Plan- February 18, 2014 Introduction to Sight Reading Sol and Mi National Standards Addressed: 1. Singing, alone and with others, a varied repertoire of music 4. Reading and notating music

Essential Question: Which solfege note is higher, sol or mi? Materials: Sol and Mi sight reading stick notation cards Procedure: Teacher holds up cards for students to read Teacher has students chant cards only using tas and titis Teacher explains the little S and M underneath the note stands for sol and mi o Students chant in the correct rhythm on sol and mi Teacher sings where sol is and students sing the card on the correct pitches and in rhythm using sol and mi o Students echo for the first couple of cards and then sing card on their own Students sing through all cards o Teacher corrects any mistakes

(example of a card)

Lesson Plan- February 24, 2014 Sol and Mi Notation Reading Practice National Standards Addressed: 1. Singing, alone and with others, a varied repertoire of music 5. Reading and notating music 6. Listening to, analyzing, and describing music 8. Understanding relationships between music, the other arts, and disciplines outside the arts Essential Question: Which is higher, sol or mi? Materials: See Saw stick notation Procedure: Teacher sings See Saw Teacher shows stick notation on smart board and points to syllables and sings on solfege o Students echo Students stand up and bend their knees only when they sing the note sol o Do again with singing the note mi Teacher divides students into pairs o Assign one student to only bend their knees on sol and the other student to only bend their knees on mi Students sing on solfege as they are moving If students are successful, try with singing on text

It should create a see saw affect

Lesson Plan- February 24, 2014 Introducing Sol and Mi on a Staff National Standards Addressed: 1. Singing, alone and with others, a varied repertoire of music 5. Reading and notating music 6. Listening to, analyzing, and describing music Essential Question: How many lines and spaces are on a staff? Materials: Smart Notebook with staff and circles for sol and mi Procedure: Teacher shows a picture of a staff on the board o Asks students, How many lines do you see? How man spaces? o Explain that it is called a staff and that we use it to write music and read music with Teacher drags circles onto staff and asks for volunteers to determine if they are on lines or spaces Teacher explains how sol and mi look on a staff o Teacher has students echo: If sol is on a space (sung on sol), mi is on the space below (sung on mi) Teacher drags 4 circles onto the spaces and has students sing the pattern o Teacher has students echo: If sol is on a line (sung on sol), mi is on the line below (sung on mi) Teacher drags 4 circles onto the lines and has students sing the pattern Teacher calls for volunteers to drag and make own sol and mi pattern on either spaces or lines o Rest of class sight sings pattern

Lesson Plan- February 28, 2014 Reading Sol and Mi on a Staff National Standards Addressed: 1. Singing, alone and with others, a varied repertoire of music 5. Reading and notating music

Essential Question: What do sol and mi look like notated on a staff? Materials: Sol and mi sight singing cards on a staff Procedure: Teacher has students echo chant learned in last class (if sol is on a line, mi is on the line below. If sol is on a space, mi is on the space below Teacher holds up sol and mi cards with notes written on the staff o At each card, teacher asks students if the notes are on a line or space and then which one it starts on o Teacher has students echo patterns written on cards If students are doing well, have students sing cards without echoing

Lesson Plan- February 28, 2014 Identify Sol and Mi Patterns Practice National Standards Addressed: 1. Singing, alone and with others, a varied repertoire of music 4. Composing and arranging music within specified guidelines 5. Reading and notating music 6. Listening to, analyzing, and describing music Essential Question: What is higher, sol or mi? Materials: See Saw pdf of stick notation

Procedure: Teacher sings See Saw song on text and has students echo Teacher sings See Saw song on solfege and has students echo o Show stick notation on smart board Teacher asks for 5 student volunteers to represent the notes sol and mi o Arrange students so that they represent the first phrase of See Saw Sol people on one line, mi students on a lower line

o Ask class to sing what the line on solfege Does it sound like See saw, up and down

o Try multiple combination of patterns, some correct, some incorrect Ask for new student volunteers each time If position is wrong ask students to rearrange them so it is correct

Lesson Plan: March 06, 2014 Identifying and Singing Sol and Mi Patterns

National Standards Addressed: 1. Singing, alone and with others, a varied repertoire of music 5. Reading and notating music 6. Listening to, analyzing, and describing music Essential Question: How can I tell if a pattern is a sol and mi pattern? Materials: Could it be sol and mi smart notebook file, sol and mi staff cards

Procedure: Teacher reviews chant learned (if sol is on the line, mi is on the line below and if sol is on a space, mi is on the space below) Teacher shows examples of sol and mi patterns on the smart board o Asks students if it could be a sol and mi pattern Teacher has all students sing sol and mi pattern cards o Ask for volunteers to sing card on their own Teacher provides necessary feedback to students

Lesson Plan: March 12, 2014 Sol and Mi Singing Practice and Identification Test

National Standards Addressed: 1. Singing, alone and with others, a varied repertoire of music 5. Reading and notating music Essential Question: How do you identify a sol and mi pattern? Materials: sol and mi pattern cards, sol and mi identification tests, pencils

Procedure: Teacher has entire class sing sol and mi pattern cards o Ask for volunteers to sing card on their own Teacher provides necessary feedback to students

Teacher distributes tests and pencils to students o Explains directions to students: Teacher will sing a pattern in number one, and students will circle the pattern that they hear o Teacher sings through each pattern three times for students Students circle the pattern that they hear

Lesson Plan: March 18, 2014 Sol and Mi Singing Test

National Standards Addressed: 1. Singing, alone and with others, a varied repertoire of music 1. Reading and notating music Essential Question: How do I sing a sol and mi pattern? Materials: sol and mi pattern staff cards, class grade sheets

Procedure: Teacher has entire class sing sol and mi pattern cards Explain rubric for singing test 4- Correct syllables, rhythm, and notes 3- Two out of the three are correct: syllables, rhythm, notes 2- One out of the three are correct: syllables, rhythm, notes 1-None of the syllables, rhythm, or notes are correct Teacher calls on students to sing card on their own o Call on each student in class individually Record grades on class grade sheet