Elementary Teaching Unit Mhiggins

Elementary Unit: Sol and Mi
MUSIC 670
Morgan Higgins
November 1, 2018
Table of Contents
Table of Contents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
Unit Outline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Prepare. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Present. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Lesson Plans. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Prepare Lesson 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Prepare Lesson 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Prepare Lesson 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Present Lesson 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Practice Lesson 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27
Practice Lesson 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
Practice Lesson 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
Practice Lesson 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41
Practice Lesson 5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46
Practice Lesson 6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51
Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56
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Unit Introduction
The focus of this unit plan is the identification and singing of the pitches Sol and Mi in the first-
grade classroom (students aged 6-7). Sol and Mi are solfege syllables for the third and fifth
degrees in a scale. I am working with the Manhattan Ogden School District #383 scope and
sequence to plan this unit. According to this scope and sequence, students will previously have
explored their voices through singing, speaking, calling, and whispering. In singing and listening
they will have distinguished between high and low pitches and have begun to explore pitch
matching. They have become familiar with the difference between steady beat and no beat, as
well as singing and knowing the difference between long and short notes. They have looked at
the different sounds all around us and talked about timbre (a musical vocabulary word meaning
the character or quality of a musical sound or voice as distinct from its pitch and intensity), loud
and soft sounds, and fast or slow music. In movement, they have worked on a variety of things
and spent a considerable amount of time on self and shared space. The goal of this unit is to
transition from kindergarten to first grade and identify higher and lower pitches with note names,
solfege, and notation.
This unit is intended to be used in the first-grade classroom. The songs, activities, and games that
are included in this unit plan are all appropriate for students of this age. Students will not only
focus on learning the concepts Sol and Mi, but will continue to develop other musical
knowledge, skills, and concepts that they will experience in the songs we are working with.
Some of this knowledge, skills, and concepts include: analyzing text in both English and other
languages (Hawaiian and Spanish), movement, timbre, rhythm, melodic themes, expressive
elements, meter (simple and compound) and improvisation. Students will also work with a
variety of instruments including many components of the Orff instrumentarium (keyboard
percussion).
This unit has several opportunities for cross-curricular connections. First and foremost, historical
connections. By learning the history and background of songs, students can learn about not only
where the piece came from, but also about their language and culture. In this unit, we will
discuss the historical context of the pieces. We will also have the opportunity to discover the
history of Halloween and its significance through the discussion of history. We will also have the
opportunity to talk about counting and the beginnings of math when we go over how many beats
are in a measure and the division of time. There will be additional opportunities that include a
variety of other musical genres, dance and movement, creation and composition, writing skills,
and more.
Pre-assessment:
Prior to teaching Sol and Mi, it is important that students can distinguish between high and low
pitches and are able to match pitch to some extent. My opening activity for this unit will serve as
a pre-assessment to determine how well students are able to distinguish a higher pitch from a
lower pitch. Students will stand quietly in a line along the back of the classroom. I will ask
students to listen as I sing two notes. If the second note is higher than the first note, I will ask
students to step forward. If the second note is lower than the first note, I will ask students to step
back. These notes won’t necessarily stay within the Sol-Mi box, as the general idea of this
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assessment is just to find out whether or not students can differentiate between high and low
pitches. See the Assessment section of this document for more on how I will document the
results of this assessment.
Post-assessment:
At the close of this unit, I will be using a number of different tools to assess student success and
learning. Throughout the unit, I have been observing students’ success at particular skills and
documenting this on a checklist. There will be assessments throughout all of the lessons, but the
most important assessments will take place closer to the end of the unit. In prepare lessons 3-6,
students will be asked to use solfege extensively. There will be a check in prepare lesson 4,
students will physically show the hand signs for sol and mi and will indicate that they know
which note is sol and which note is mi. Students will also complete a worksheet indicating their
ability to aurally identify and distinguish between sol and mi. The final lesson will have the most
assessment. We will aurally identify sol and mi using beanbags to notate as a group and then a
more individual activity, with the worksheets.
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Unit Outline
Prepare
The prepare stage is the very first time that the students will experience the new concept.
Students are not shown any notation of the melodic concept and are not told that there is a new
concept being taught. They will learn the concept in learning songs by rote. In this stage of the
unit, there will be three folk songs learned. Through these and some corresponding, students will
experience the new melodic concept.
1. “Lemonade”
a. Historical Context: There isn’t a great deal of background information available
or known about “Lemonade.” It has been noted that the song and game were
observed in Washington D.C. under the name “New York.” Many names of other
places could be substituted for “New York.” In England, the game has been called
“Trades.” In France, it has been called “Metiers.” The song is written in call and
response style with a soloist and an ensemble. There is some back and forth
between the singers, but the main subject of the song is lemonade.
b. The purpose of this song is to introduce the melodic concept right off the bat. It
also allows students an opportunity to improvise early on in the school year and
have success with improvisation early. We will use this piece to introduce the
melodic concept and get to know our classmates by playing the game that goes
with it.
2. “No Robbers Out Today”
a. Historical Context: Much like the previous song, there isn’t a great deal of
information available on the history or historical context of “No Robbers Out
Today.” It dates back to North Carolina in the early 1920’s. It was witnessed as a
song and game played by children in the area. Besides that, there is very little
information available regarding the history of the piece. The song is quite simple.
It is about no robbers being out and the students are expressing their joy at this by
singing.
b. The purpose of this song is mainly to solidify the melodic concept that we are
working on, Sol Mi. Additionally, we start to differentiate between high and low
pitches (the first step to identify sol and mi) by adding body percussion that
corresponds with the higher and lower pitches. This song will also give students
the opportunity to move around and have fun with acting it out after we know it.
3. “Witch, Witch”
a. Historical Context: Like the last two songs, this piece doesn’t have much
background or historical information available. It was published by Boosey and
Hawkes in 1981 for the first time, and this is all we know. The song is about a
witch and has a call and response portion after the first line. She asks about her
children and they repeat with the answer “yes” until the last repeat and they yell
“no!” There is also a corresponding game.
b. The purpose of this song is to continue to solidify the concept of Sol Mi before
actually introducing it. Additionally, this song is in 6/8 which is a new meter for
the students. This song also gives the students an opportunity to improvise on
some Orff instruments, namely keyboard percussion. It is possible for us to
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remove some keys on these instruments, so students only play notes that are in the
right tonality, which is what we will do to get started. The students will have the
opportunity to create a basic accompaniment ostinato and then they will get to
improvise on their instruments.
Present
In the present stage, students will finally be labeling the concept that they were introduced to and
explored during the prepare stage. During this stage, students will see notation of their songs for
the first time and be able to name the syllables.
1. “No Robbers Out Today”

a. Historical Context: See above.
b. During this stage of the unit, the students are finally introduced to the new
concept. “No Robbers Out Today” uses only the notes for Sol and Mi, this way
students are not distracted or confused by additional notes in the melody. The
song can be changed to different tempos, so it isn’t too much. When adding
solfege, we will slow it down a bit. The students will use word rhythms, solfege
syllables, Curwen hand signs, and notation to aid their understanding of the
concept.
Practice
It is in the practice stage that students will get to apply the concept. In this stage, students have
learned the concept and now get to continue to implement and master the concept. Here, students
will read, write, improvise, and compose while using the new concept. Students will continue to
perform the concept and work towards mastery as they begin to jump in to the next unit.
1. “Lemonade”
b. This time, students have seen the notation and know the syllables for sol and mi.
We will continue to practice the concept while using and getting used to seeing
notation and using solfege syllables. There will also be a performance assessment
of student progress and ability to accurately sing the pitches in this lesson.
2. “Witch, Witch”
b. Much like “Lemonade,” this time through “Witch, Witch” will work on pitch
accuracy through using Sol and Mi and looking at notation. This time through, we
will add a good amount of movement, to hit a few other standards and parts of the
scope and sequence.
3. “Song of the Land Shell”
a. Historical Context: “Song of the Land Shell” is a Hawaiian folk song. The text is
in Hawaiian but translates to “Kahuli calling, hear us a-far, a dainty lei made of
green, lovely fern, of green lovely fern, fetch us some dew, dew from the fern,
kolea, kolea.” Kahuli is a little, red-striped shell that attaches itself to the bark of a
tree. The Hawaiians assert that these shells chirp, similar to the hum of mosquitos
or crickets. Akolea is a fern. Kolea is a plover, a type of bird related to the
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sandpiper. It is suggested that we add a humming to simulate the sound of the
shells by using the note A to accompany the melody throughout.
b. This song adds another layer to the concept by adding a language. Students will
first get used to singing the song in rhythm but using solfege instead of words.
They will then move to speaking words before shifting to singing words.
4. “One, Two, Tie my Shoe”
a. Historical Context: This rhyme is one of the English “Lace Tells,” or short songs
sung as a memory aid by child workers making bobbin lace in 19th century
England. An annotated version is as follows:
One, two, buckle [or tie] my shoe: The lacemaker is getting up in the morning.
Three, four, shut the door: Making the house or schoolroom quiet for work.
Five, six, pick up sticks: A reference to the bobbins used in lacemaking.
Seven, eight, lay them straight: Direction to place the bobbins before continuing.
Nine, ten, a big fat hen: Straw-stuffed pillow that holds the lace pattern.
Lacemakers often worked in groups in various places around the house or in the
street. The maids in the rest of the piece refer to the stands used to position the
pillow comfortably on the lacemaker’s knees.
b. This song is relatively easy and should be somewhat familiar to the first graders.
They will use this song as a concept review class, since the singing aspects of it
are not difficult. Students will verbally review concept and complete a
worksheet.2
5. “Aserrin, aserran”
a. Historical Context: This song is an old Spanish popular song that has evolved into
many different forms depending on the country you are in (Spain, Peru,
Columbia, Chile, etc.), though the meaning is mostly the same.
Sawdust sawdust, [rhyming word play]

the lumberjacks from San Juan,
Those [that saw] above ask for cheese,
those [that saw] below ask for bread.
The song is typically heard the night of San Juan. It is often accompanied by a
game played with young children. Most versions agree that there are people who
ask for food, such as bread or cheese, but they do not receive it. The song could
be understood as a representation of poverty scenes of everyday life.
b. This song adds another layer to the concept by adding a language. Students will
first get used to singing the song in rhythm but using solfege instead of words.
They will then move to speaking words before shifting to singing words.
6. “Aserrin, aserran”
b. Students will build on the previous lesson of this song. The final lesson will
assess their understanding of the melodic concept through a beanbag activity, a
repeat of the worksheet from lesson 4, and a verbal review.
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Lesson Plans
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Lesson Plan (PREPARE #1)
Teacher Name Morgan Higgins
Lesson Goal (individual objectives addressed at the start of each activity): 1st grade students
will perform melodic improvisations within single measures of 2/4 time, using pitches Sol-Mi (G
E) from the song “Lemonade.”
Standards Being Addressed:
Improvisation:
MU:Cr1.1.1a – With limited guidance, create musical ideas (such as answering a musical
question) for a specific purpose.
Song/Arrangement:
MU:Pr5.1.1b – With limited guidance, use suggested strategies in rehearsal to address
interpretive challenges of music.
MU:Pr6.1.1a – With limited guidance, perform music for a specific purpose with
expression.
Materials of Instruction:
 “Lemonade” from Kodaly Center; The American Folk Song Collection.
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Lesson Sequence:
Entry Activity/Preassessment/Transition:
1. “Welcome to music class, 1st` graders! As you come in, go ahead and make a line along
the back of the classroom. Show me how quiet a mouse would get in line!”
a. Students will come into the classroom and get in line in the back of the classroom.
Hopefully students will be silent, there may be scurrying, so make sure to stop
that and get them walking.
2. After students have become stationary at their spots, Teacher: “Listen carefully. I’m
going to sing two notes. If the second note is higher than the first note, step forward. If
the second note is lower than the first note, step back.”
a. Teacher will wing two notes. Students will step forward or back.
i. The line will allow the teacher to assess which students understand higher
and lower pitches, and which students do not.
b. After singing the first notes, sing a second set. After each repetition, ask the
students to get back in line.
c. Repeat as many times as necessary to be able to assess al student understanding of
lower and higher pitches.
Activity #1 (Objective): 1st grade students will sing “Lemonade” with accurate pitch (Sol
and Mi) and rhythm (2/4 meter, quarter notes, eighth notes).
1. T: “Pat the steady beat that I pat while I sing the song for you.”
a. S’s pat the beat as T sings.
b. It may be necessary to repeat this a couple of times and T should make sure
that the tempo is slow enough for students to understand and pick up on the
melody.
2. Have students echo the 1 bar phrases.
a. T sings on G “this is our starting note” and gestures to self, “Here I come.” T
then gestures to S’s and they echo.
b. T gestures to self, “Where from?” T gestures to S’s and they echo.
c. T gestures to self, “New York.” T gestures to S’s and they echo.
d. T gestures to self, “What’s your trade?” T gestures to S’s and they echo.
e. T gestures to self, “Lemonade.” T gestures to S’s and they echo.
f. T gestures to self, “Give us some, don’t be afraid.” T gestures to S’s and they
echo. This is the longest line in the song and therefore might need multiple
repetitions.
3. T: “What does this song remind you of?”
a. Answers will vary. S’s “a conversation” “talking” “questions and answers.”
b. T: “That’s right. I’ll sing the first line and then you do the one that responds to
it. So I’ll start by singing Here I Come. What do you sing back?”
c. S’s: “Where from!” If students get these wrong, just do some reminders.
d. Repeat with all of the lines until students know what to sing when we begin.
4. T sings “Here I come”
a. S’s “Where from?”
b. T “New York.”
c. S’s “What’s your trade?”
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d. T “Lemonade.”
e. S’s “Give us some, don’t be afraid.”
5. Repeat fill in the blank until students know all of the song, having them start to take
over all of it.
6. T “Now let’s use our magic lips to sing the whole song.” T hums starting note and
sings “1, 2, ready, go” on the same pitch. T and S’s audiate the entire song.
a. T “Were there any parts that you had trouble remembering?”
b. Create movements to help students with any parts they had trouble with.
7. T and S’s sing the whole song together.
Assessment: Students should be able to sing the whole song with accurate pitch and
rhythm. If they are still having difficulty with any of the phrases/verses, review the parts
until students sing them successfully.
Transition: “Good job! Let’s get out some instruments and play accompaniment for
our song.”
Activity #2 (Objective): 1st grade students will perform body percussion to “Lemonade”
with steady tempo/beat and accurate rhythms (2/4 meter, using their bodies and motions).
1. Pat the quarter note pattern from the beginning of class on T thighs. T “Remember
how I patted this when we started singing? Will you pat that quietly for me on your
legs?” S’s pat steady beat as teacher pats and sings song.
a. T “Join in and sing with me.” All S’s and T pat and sing the song.
b. Transfer pat to other body percussions – claps, shoulder taps, etc.
2. Teach eighth note pattern.
a. Repeat the process for straight quarter notes on the steady beat to straight eighth
notes.
b. This may take some additional practice as the eighth note pulse can be more
difficult for students feel than the quarter note pulse.
3. Teach the rhythm in pats.
a. T “Now that we know how to do both the fast pats and the slow pats, lets
combine them. When I start the song, try to pat when you say the words”
b. T starts singing the song and pats the beat structure of the song with S’s.
c. Assess whether students are having success with this new beat. If not, repeat until
they do.
4. Teach the body percussion parts.
a. T “Remember when we were learning our new song and I started and then you
asked the questions in my song?”
b. S’s “yes/no”
c. T “This next part is just like that. When I go, I will clap with my words. When
you go, you pat with the words.”
d. T “Here I come” (clap the rhythm). S’s “Where from?” (pat the rhythm)…
Continue.
e. Assess whether students are having success with the body percussion by
watching them. Split them into two groups and have each group take a part –
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some students will take the “solo” lines (starting with “Here I come”) that the
teacher has been using, the others will remain the same. Switch groups back and
forth to get students to practice both parts.
f. Do not move on until it is clear that all students can do both parts.
Assessment: Are all students able to successfully do both body percussion parts with a
steady beat in 2/4 time? Use repetition and possibly slower tempos if necessary to
solidify parts but make sure students are learning from each other.
Transition: T “Wasn’t that fun?” S’s answer yes/no. T “Let’s do it again!” Teacher
and Students will do body percussion and sing entire song again.
Activity #3 (Objective): Students will improvise by using Sol and Mi in 2/4 time in the 1
measure phrases (responses) of “Lemonade.”
1. Teacher will ask students to do the group/question part once more. T will say “Here I
come” S’s “Where from” T “Oklahoma” S’s “What’s your trade” T “Cherry
Limeade” S’s “Give us some, don’t be afraid.”
a. T “What did I do differently that time?” (Intro to improv.)
b. S’s “Sang something new” “Made it up”
c. T “That’s right, I made it up. Would you like to try it?”
d. S’s “Yes!”
e. T will start off the students but allow them to sing the “Here I come” and the
following corresponding lines. Remind students they have to use the beat still
but that they can respond differently than their neighbor and they can give
their own answers to the questions.
2. T “Great job, everyone! Now, let’s sing the song with a partner.”
a. Give students partners based on their spots on the floor.
b. T “If you’re on this side (motion your right) of the partner group you start
with the ‘Here I come’ and you get to make us your answers. The other
partner will ask the questions. Then we will switch so everyone gets a turn!”
c. Pat the beat for the students so that they keep a steady beat but still get to do
the activity well.
d. Make sure to move around to assess.
e.
Assessment: Can all students improvise in the phrase length (1 measures) and meter
(2/4 time)? Are students able to modify improvisation and stay in time? Watch students
as their groups improvise to assess.
Transition: When classroom teacher returns to pick up students, perform the whole
song for the teacher.
Closure: T “Wasn’t it fun to make up your own music? We call that improvisation. We’ll do
some more of that next time I see you. Have a great day!!”
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will perform melodic improvisations within two measures of 2/4 time, using pitches Sol-Mi (G
E) from the song “No Robbers.”
Improvisation:
Song/Arrangement:
expression.
 “No Robbers” from Kodaly Center; The American Folk Song Collection.
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Lesson Sequence:
Entry Activity/Transition:
1. “Welcome to music class, 1st` graders! As you come in, go ahead and find your spot in
the circle. Make sure you listen to the words in my song,”
a. Students will come into the classroom and get into the circle. As students do this,
sing the song for them, patting a steady beat on your thighs.
2. After students have become stationary at their spots, Teacher: “Listen carefully to my
song.” Sing the song again, thereby insuring all students heard it.
a. Teacher will sing again.
3. T: “What is my song about?”
a. S’s will offer their various answers, likely talking about the robbers mentioned in
the song.
b. Have students walk around in the circle to the steady beat as you sing the song.
This will help students get used to the notes and internalize the steady beat.
Activity #1 (Objective): 1st grade students will sing “No Robbers” with accurate pitch (Sol
melody.
a. T sings on G “this is our starting note” and gestures to self, “No robbers out
today,” T then gestures to S’s and they echo.
b. T gestures to self, “no robbers out today;” T gestures to S’s and they echo.
c. T gestures to self, “We are singing on our way..” T gestures to S’s and they
echo.
d. T gestures to self, “For there’s no robbers out today.” T gestures to S’s and
they echo. This is the longest line in the song and there is a pickup (for)
therefore might need multiple repetitions.
3. T: “I’m going to sing the song again. Listen to the words carefully.” T sings the song
again.
a. T: ”Do we sing one of those lines more than once?”
b. S’s will answer “yes, no robbers out today!”
c. T: “That’s right! How many times do we say it?”
d. S’s: “3!”
e. T: “Yep! Can you take over saying one of those for me?”
f. S’s will pick which time they want to take over “no robbers out today,”
probably the second one or the third one.
4. T sings the song, allowing the students to take over the ”no robbers out today” line
that they chose.
a. After S’s sing through it taking over that line, ask which they would like to
take over next. Sing it again.
5. Repeat fill in the take over until students know all of the song, having them start to
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take over all of it.
Transition: “Good job! Let’s play accompaniment for our song.”
Activity #2 (Objective): 1st grade students will perform body percussion to “No Robbers
Out Today” with steady tempo/beat and accurate rhythms (2/4 meter, using their bodies
and motions).
1. Pat the quarter note pattern from the beginning of class on T thighs. T “Remember
how I patted this when we started singing? Will you pat that quietly for me on your
legs?” S’s pat steady beat as teacher pats and sings song.
b. Transfer pat to other body percussions – claps, shoulder taps, etc.
2. Teach eighth note pattern.
a. Repeat the process for straight quarter notes on the steady beat to straight eighth
notes.
b. This may take some additional practice as the eighth note pulse can be more
difficult for students feel than the quarter note pulse.
3. Teach the rhythm in pats.
a. T “Now that we know how to do both the fast pats and the slow pats, lets
combine them. When I start the song, try to pat when you say the words”
b. T starts singing the song and pats the beat structure of the song with S’s.
c. Assess whether students are having success with this new beat. If not, repeat until
they do.
4. Teach the body percussion parts.
a. T “Now we’re going to put all of that together. Watch what I do.”
b. T will demonstrate the body percussion. Clap the rhythms on 1, pat the rhythms
on 2.
c. T “Can you try it with me?”
i. Have students do the song with the teacher.
d. Assess whether students are having success with the body percussion by
watching them.
e. Do not move on until it is clear that all students can do all of the body percussion.
Assessment: Are all students able to successfully do both body percussion parts with a
steady beat in 2/4 time? Use repetition and possibly slower tempos if necessary, to
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Activity #3 (Objective): Students will improvise by using Sol and Mi in 2/4 time in the 2
measure phrases of “No Robbers Out Today.”
1. T “Listen to me sing the song again.” T will sing the song, the song as written, and
then will add two measures of improv on sol and mi either humming or using the
syllable “doo” before singing the song once more.
b. S’s “Sang something new” “Made it up”
d. S’s “Yes!”
2. T “We will sing the song and then you get to make up something using those notes
and staying with the steady beat, and then we will finish by singing the song again.
a. T will start off the students and let them do their improv in the middle.
b. T might have to cut the students off after the improv to get back into the song,
if they are having trouble hearing the phrase length.
3. T “Great job, everyone! Now, let’s add one more fun thing. We say, ‘we are singing
on our way.’ So, after we say that the first time, start walking around the room.”
a. Have students spread out.
b. Sing the song again, including the improv.
i. Ensure that students do not run or hurt themselves. Watch closely.
c. Pat the beat for the students so that they keep a steady beat but still get to do
the activity well.
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will perform melodic improvisations within single measures of 6/8 time, using pitches Sol-Mi (G
E) from the song “Witch, Witch.”
Improvisation:
Song/Arrangement:
expression.
 “Witch, Witch” from Kodaly Center; The American Folk Song Collection.
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Lesson Sequence:
1. “Welcome to music class, 1st graders! As you come in, go ahead and find your spot in
the circle, but stay standing!”
a. Students will come into classroom and get into the circle. As students do this,
teacher will start playing a steady beat (using quarter notes) on one of the alto
xylophones. Teacher can play a tempo (quarter = 120 bpm) but should slow
down when it is time for students to learn the song.
2. After students have become stationary at their spots, Teacher: “Listen carefully to my
song.”
a. Teacher will continue to play steady beat on alto xylophone and then will sing
the song.
3. Teacher: “What is my song about?”
a. Students: “A witch!” or “Kids and a witch!”
b. T: “Good! There’s a game that goes with this song and if we have some time
later, we will get to play!”
c. T: “Let’s find our seats in the circle and learn the song!”
Activity #1 (Objective): 1st grade students will sing “Witch, Witch” with accurate pitch
(Sol and Mi) and rhythm (6/8 meter, dotted quarter notes, quarter notes, eighth notes).
1. T: “Pat the beat that I play on the xylophone while I sing the song for you.”
melody.
a. T sings on G “this is our starting note” and gestures to self, “Witch, witch, fell
in a ditch,” T then gestures to S’s and they echo.
b. T gestures to self, “Picked up a penny and thought she was rich.” T gestures to
S’s and they echo.
c. T gestures to self, “Are you my children?” T gestures to S’s and they echo.
d. T gestures to self, “Yes, we’re your children.” T gestures to S’s and they echo.
e. The last two phrases are repeated three times, and on the third time instead of
“yes, we’re your children” they shout, “no you old witch!”
3. T: “Do we sing one of those lines more than once?”
a. S’s “yes!” “the boom one!”
b. T: “That’s right. You guys can take over that line when it is time for it. So, I’ll
sing ‘are you my children’ and you sing ‘yes, we’re your children’.”
4. T sings “Witch, witch, fell in a ditch, picked up a penny and thought she was rich.
Are you my children?” (observe repeats)
a. S’s “Yes, we’re you’re children.”
b. T “Are you my children?”
c. S’s “Yes, we’re you’re children.”
d. T “Are you my children?”
e. S’s “NO YOU OLD WITCH!”
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5. Repeat take over strategy, letting students pick the next line they want to take over,
until they sing the whole song with T mouthing along.
Transition: “Good job! Let’s get out some instruments and play accompaniment for
our song.”
Activity #2 (Objective): 1st grade students will perform accompaniment to “Witch, Witch”
with steady tempo/beat and accurate rhythms (6/8 meter, using xylophones).
1. Ask students to get behind an instrument in the circle and share with a friend. There
will be one mallet for each of them. (These will already be set out for the students. If
there are not enough instruments for each pair, they can share or take turns with
leftover students. The keys will all be removed except for E and G).
2. Play the quarter note pattern from the beginning of class on the alto xylophone. T
“Remember how I played this when we started class? Will you pat that quietly for
me on your legs?” S’s pat rhythm as teacher plays and sings song.
b. Transfer pat to instruments, playing E. All S’s and T play and sing the song. This
will stay the part for half of the students.
3. Teach xylophone part 2.
a. T “If your partner played the other part, this will be your part so watch and listen
carefully.” Model the second part while S’s play the first part and sing.
i. Some students may struggle to remember their part after a new part has
been added so it might be necessary to tell students to plug their ears if
this is not their part.
b. T isolates and models the second part for students. S’s echo when teacher
gestures to them.
c. Add the first part and sing.
d. Assess whether students are having success with all parts and have students
playing the same parts work together to remember their line.
Assessment: Are all students able to successfully do accompaniment parts with a

steady beat in 6/8 time? Use repetition and possibly slower tempos if necessary, to
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Activity #3 (Objective): Students will improvise on their instrument by using Sol and Mi in
6/8 time in the 4 measure phrases of “Witch, Witch.”
1. Teacher will ask students to play accompaniment again but stop singing this time. T
will improvise over the top of the class playing the accompaniment.
b. S’s “Played something new” “Made it up”
d. S’s “Yes!”
e. T play dotted quarter notes on E and G to keep time, using a smaller rhythmic
pattern to signal the end of the 4 measures. Students improvise. (No need to
worry about keeping it in the correct pitch group, no F or B on the
instrument.)
2. T “Great job, everyone! Now, let’s play with the song with the accompaniment and
then our first friend will improvise after it is over.”
a. Partner one improvises, and teacher plays dotted quarter note pattern on E and
G until the signal to end the phrase. The other partners will watch.
3. When improvisation is over, song repeats, and T will announce who will improvise
after we finish the song.
a. Partner two
b. Everyone
c. Last play through the song will end.
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Lesson Plan (PRESENT #1)
Lesson Goal (individual objectives addressed at the start of each activity): Given sung “No
Robbers Out Today” song, 1st grade students will aurally distinguish higher and lower pitches
that have a name – sol and mi.
MU:Pr4.2.1a – With limited guidance, demonstrate knowledge of music concepts (such

as beat and melodic contour) in music from a variety of cultures selected for
performance.
 “No Robbers” from Kodaly Center; The American Folk Song Collection.
 Solfege poster or wall chart.
 “Happy Birthday”
 “Mary Had a Little Lamb”
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Lesson Sequence:
1. Teacher will greet students with a song that gives them instruction
a. “I can find my special spot (D R M F S S S)” Repeated until students are in
their seats. “Here I am. (S M D)”
b. “Criss cross applesauce, spoons in your bowls. Criss cross apple sauce spoons
in your bowls.”
Activity #1 (Warm Up) (Objective): 1st grade students will distinguish between different
pitches (high and low, and multiple pitches).
1. T: “When we sing songs, how many notes are there?”
a. S: Answers will vary.
b. T: “Some songs have a lot of notes and some don’t have as many. What’s a
song we all know?”
c. S: answers will vary but hopefully “Happy Birthday” “Mary Had a Little
Lamb” “Twinkle Twinkle/ABC Song”.
d. T: “Great! Listen to me sing “Happy Birthday.” Teacher sings Happy
Birthday aloud for students and moves hand with the pitches (low at the belly
button to high at the head).
e. T: “How many notes did you hear?”
f. S: “A lot.” Some might give a number.
g. T: “That’s right. Who remembers the song from last week? What was it
called”
h. S: “Me!” “No Robbers Out Today!”
i. T: “Yes! Listen to me sing it again.” Sing No Robbers Out Today with hand
sings. Make a BIG DEAL out of the fact that there are only 2 pitches.
j. T: “How many notes were there in that song?”
k. S: “Two!” But again, answers will vary.
Assessment: Are students able to identify that there are two notes in No Robbers Out
Today and a lot of notes in Happy Birthday?
Transition: “Good job! Let’s all sing our song from last week.”
Activity #2 (Objective): 1st grade students will use motions to distinguish higher and lower
pitches using the song “No Robbers Out Today”.
1. The whole class will sing “No Robbers Out Today.”
a. Teacher will pat a steady beat to keep the class together.
b. Teacher might need to remind students of the words, so this may take a couple f
sing throughs to remind students of the song.
2. T: “This time when we sing it, I’m going to do something with my hand so watch
carefully.”
a. Teacher will not use solfege yet, merely use height to indicate the difference in
pitch (S M) and show students (just like in the warm up).
b. T: “What did you see me do with my hand?”
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c. S: “Moved it up and down.”
d. T: “Yes, that’s right. I moved it up when the note was higher and down when the
note was lower.
3. T: “Let’s sing our song again but this time, when it is the higher pitch, I want you to
raise both arms in the air and when it’s the lower one I want you to put them down.”
a. Sing the song as a class and watch the students closely.
b. It may take multiple sing throughs to get to watch all of the students and make
sure they know what to do with their arms. Model at least once before they are
expected to do it on their own.
Assessment: Were all students able to identify higher pitch versus lower pitch and
demonstrate their understanding by raising and lowering their arms?
Transition: T “Now that we have sang our song from last week, listen carefully as I
sing it again.”
Activity #3 (Objective): 1st grade students will learn Sol and Mi solfege names and hand
signs using the melody of “No Robbers Out Today.”
1. T “Listen to the song again.”

a. This time, the teacher will sing alone and only use Sol and Mi as the words
and show the sol and mi hand signs.
2. T: “What did I do differently?”
a. S: “You didn’t sing the words, you did different hand things.”
b. T: “What words did I use instead?”
c. S: “So (Sol) and Me (Mi).”
d. T: “Yes! This is called solfege. The higher note we are singing is called Sol
and the lower note we are singing is called mi. Can you say those words back
to me? Sol (echo), Mi (echo).”
3. T: “Let’s try singing our song using these new words. Listen to me one more time and
then you try.”
a. T: Models the song again using sol and mi and the hand signs.
b. After one repetition ask students to join in.
4. Teacher may use a solfege poster or wall chart to assist in this activity.
Assessment: Were students able to identify the higher and lower pitches and
associate them with the new solfege names? Can they say the solfege names
correctly?
Transition: T “The words and hand signs that we just used to sing the song are called
solfege.”
Activity #4 (Objective): 1st grade students will use Sol and Mi solfege and hand signs to
transfer knowledge to reading traditional notation for “No Robbers Out Today.”
1. T: “Now that you know the solfege for our song, I’m going to show you what it
25
actually looks like when it is written down.”
a. Teacher will either have the notation drawn on the board or projected in its
entirety.
2. T: “Does anyone remember what we said on the first note we sing?” Point to the note
on the board that we are talking about (“No” on G).
a. S: “Sol.”
b. T: “Good! What about the other note?” Point to the note on the board (the
second note, “Robbers” on E).
c. S: “Mi.”
d. T: “That is how we read the notes, as Sol and Mi. Let’s try singing it together
using solfege and looking at the music.”
e. Students and Teacher sing “No Robbers Out Today” on solfege. Teacher will
continue to show hand signs and help when possible.
Assessment: Were students able to sing sol and mi with accuracy? Were students
able to apply knowledge about higher and lower pitches to notation? Could students
sing the whole song on sol and mi with progressively less assistance while looking at
notation?
Transition: T “Great job with the solfege, 1st grade friends. Let’s trying it again with
words.”
Activity #5 (Objective): 1st grade students will sing “No Robbers Out Today” with
increased accuracy on the pitches after using solfege and reading notation.
1. T will reintroduce words to the song.

a. T may have to do the echo as in the Prepare lesson to remind the students of
the words to the song since they have been singing on solfege for so long.
2. T will continue to do the hand signs for sol and mi as students sing the song to remind
them of the solfege they just learned and keep the notation projected on the board
(make sure the words are visible even though they likely cannot read them yet.
Assessment: Were students able to successfully navigate back to words from

solfege? Has note accuracy improved?
Closure: T “Great job today, 1st graders! We will keep working on solfege next time.”
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Lesson Plan (PRACTICE #1)
will accurately perform “Lemonade” which uses the interval of a minor third (measures of 2/4
time, using pitches Sol-Mi (G E)). Students will be able to identify sol and mi both aurally and
by looking at standard notation.
MU: Cr2.1.1.b – With limited guidance, use iconic or standard notation and/or recording
technology to document and organize personal musical ideas.
MU:Pr4.2.1b – When analyzing selected music, read and perform rhythmic patterns using
iconic or standard notation.
expression.
 “Lemonade” from Kodaly Center; The American Folk Song Collection.
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Lesson Sequence:
Entry Activity//Transition:
1. T: “I can find my special spot (D R M F S S S)” repeated until students take their seats.
“Here I am (S M D).”
2. T: “Welcome back, 1st grade friends! How is your day going?”
a. S: “Good.”
b. T: “Great! We are going to sing a song from a little while ago called Lemonade,
let’s see what you remember.”
Activity #1 (Objective): 1st grade students will sing “Lemonade” with accurate pitch (Sol
3. Before singing the song, make sure that the notation for the song is up on the board,
either written or projected, so that students can get used to seeing notation for Sol – Mi.
a. T should make sure to bring this up to them and remind them that the notes we are
singing are called Sol and Mi and that is what they look like on music.
4. T: “Pat the steady beat that I pat, and we will sing our song together.”
a. S’s pat the beat as everyone sings.
b. Teacher will need to assess how much students remember as they sing through
Lemonade.
c. If students are having difficulty remembering, repeat the echo strategy from the
first time we learned the song.
i. T sings on G “this is our starting note” and gestures to self, “Here I come.”
T then gestures to S’s and they echo.
ii. T gestures to self, “Where from?” T gestures to S’s and they echo.
iii. T gestures to self, “New York.” T gestures to S’s and they echo.
iv. T gestures to self, “What’s your trade?” T gestures to S’s and they echo.
v. T gestures to self, “Lemonade.” T gestures to S’s and they echo.
vi. T gestures to self, “Give us some, don’t be afraid.” T gestures to S’s and
they echo. This is the longest line in the song and therefore might need
multiple repetitions.
5. Have students sing the song on their own.
a. T: “Now that we remember Lemonade, show me how well 1st graders sing!”
b. T will pat a steady beat and sing “one, two, ready, go” on the starting pitch.
c. Students will sing Lemonade on their own.
d. Teacher will assess how well students are singing the song without help as they
sing.
Assessment: Students should be able to sing the whole song with accurate pitch,
rhythm, and words. Are students able to do this?
Transition: “Good job! Time to make a circle, a circle a circle, time to make a circle,
while holding hands.” (To the tune of Mary Had a Little Lamb)
Activity #2 (Objective): 1st grade students play the game, using the last line as a solo and
performance assessment.
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1. Students will stand in a circle to sing Lemonade.
2. T: “Okay 1st graders, we’re going to play a little game using our Lemonade song. One 1st
grade friend will stand in the middle of our circle as we sing the song, and they will sing
all of the solo parts. The student can improvise/make up the words or sing the words to
the song. The students in the outside circle will cup their hands and put them toward the
middle of the circle on “Give us some don’t be afraid.” The student in the middle will
pick one student in the circle to be in the middle next.”
3. Model the game for the students one time by the teacher being in the middle first.
Teacher should stand in the circle to help guide the activity and make sure students know
what to do next.
4. Repeat as many times as possible to get through most/all students and to use this as an
assessment tool.
Assessment: Were the students in the middle able to successfully sing the song alone,
improvised or as written? Was the game successfully executed?
*note: Due to the length of the song and the volume of students in the class, it is likely
that this will take the entirety of the class period. It is necessary to ensure each student
has the opportunity to sing the solo part as it is a performance assessment of how well the
students are able to sing the interval, Sol-Mi.
Transition: T “Wasn’t that fun?” S’s answer yes/no.
Closure: T “You have beautiful singing voices, 1st graders. I’m so lucky I get to hear you sing
every week. Let’s line up to go back to our classroom. Put your finger on your lip, the other hand
on your hip, and we walk down the hall with no sound at all.”
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will perform “Witch, Witch” which uses the interval of a minor third (measures of 6/8 time,
using pitches Sol-Mi (G E)). Students will be able to identify sol and mi both aurally and by
looking at standard notation.
expression.
 “Witch, Witch” from Kodaly Center; The American Folk Song Collection.
 “The Monsters Stomp Around the House – Instrumental” by the Kiboomers
 “Listen and Move” – Greg and Steve
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Lesson Sequence:
1. “Welcome to music class, 1st graders! As you come in, go ahead and find your spot in the
circle, but stay standing!”
Activity #1 (Objective): 1st grade students will sing “Witch, Witch” with accurate pitch
(Sol and Mi) and rhythm (6/8 meter, dotted quarter notes, quarter notes, eighth notes).
1. Before singing the song, make sure that the notation for the song is up on the board,
either written or projected, so that students can get used to seeing notation for Sol – Mi.
2. T: “Pat the steady beat that I pat, and we will sing our song together.”
a. S’s pat the beat as everyone sings.
b. Teacher will need to assess how much students remember as they sing through
“Witch, Witch”.
i. If students are having difficulty remembering, repeat the echo strategy
from the first time we learned the song.
ii. T sings on G “this is our starting note” and gestures to self, “Witch, witch,
fell in a ditch,” T then gestures to S’s and they echo.
iii. T gestures to self, “Picked up a penny and thought she was rich.” T
gestures to S’s and they echo.
iv. T gestures to self, “Are you my children?” T gestures to S’s and they echo.
v. T gestures to self, “Yes, we’re your children.” T gestures to S’s and they
echo.
vi. The last two phrases are repeated three times, and on the third time instead
of “yes, we’re your children” they shout, “no you old witch!”
c. Review repeat of the lines at the end.
i. T sings “Witch, witch, fell in a ditch, picked up a penny and thought she
was rich. Are you my children?” (observe repeats)
ii. S’s “Yes, we’re you’re children.”
iii. T “Are you my children?”
iv. S’s “Yes, we’re you’re children.”
v. T “Are you my children?”
vi. S’s “NO YOU OLD WITCH!”
3. Have students sing the song on their own.
a. T: “Now that we remember “Witch, Witch”, show me how well 1st graders sing!”
b. T will pat a steady beat and sing “one, two, ready, go” on the starting pitch.
c. Students will sing “Witch, Witch” on their own.
d. Teacher will assess how well students are singing the song without help as they
sing.
Assessment: Students should be able to sing the whole song with accurate rhythm,
pitch, and words. Are students able to do this?
Transition: “Good job! This is my place, this is my space, my place, my space,

nobody but me.”
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Activity #2 (Objective): 1st grade students will continue working on doing skips/gallops
(coordination/gross motor skills) to a steady beat, in preparation for the “Witch, Witch”
game.
1. T: “Hello 1st Graders! How are we doing today?
a. S: “Gooooood!”
b. T: “Glad to hear that! *Sing direction* This is my place, this is my space, my
place, my space, nobody but me.”
i. Students know that this means to spread out around the classroom, so
that they are not touching anyone else even when they put their arms
out and they are standing.
c. T: “Now that we have some space, does everyone remember our
walk/run/skip song”
d. S: “Yes!”
e. T: “Can anyone remind me what we do when they tell you to run?”
f. S: “We don’t ever run inside or in school because it isn’t safe. We can have
fast feet in place whenever they say to run!”
g. T: “That’s right. Now remember, we don’t touch our friends or run, and we
pay attention. Listen to my song and do what it tells you!”
i. T plays “The Monsters Stomp Around the House – Instrumental” and
sings the commands for the students, demonstrating actions whenever
necessary.
ii. The song includes walk, skip, gallop, run, and hop.
iii. “The monsters walk around the house, oooooo oooooo, the monsters
walk around the house, oooooo oooooo, the monsters walk around the
house, they sing and shout and walk about and they make a lot of noise
around the house.”
iv. Students follow directions in the song.
v. If using this activity outside of Halloween, or “spooky time,” use the
Greg and Steve track “Listen and Move.”
Assessment: Are students coordination skills improving? Are they able to skip/gallop
better than the last time we did an activity like this in class? Do students remember the
rules about running?
Transition: “Good job! This is my place, this is my space, my place, my space, nobody
but me.”
Activity #3 (Objective): 1st grade students will perform “Witch, Witch” with steady
tempo/beat and accurate rhythms, adding the game.
1. Students will spread out in the classroom to sing “Witch, Witch.”

2. T: “Listen up, 1st grade friends. We are going to play a game with our song! One of you
gets to be the witch and you will stand in front of the whole group. The class will tiptoe
toward you for the beginning part of the song. Then the witch will sing “are you my
children?” with the response until the class says, “no you old witch!” Then, the class will
walk around, and you will go tap on a friend to catch them and then they get to be the
34
witch.
3. Model the game for the students by the teacher being the witch the first time.
a. A reminder of the running rule may be necessary.
4. Repeat as many times as we can to get as many students to sing alone as possible.
Assessment: Were the students who played as the witch able to successfully sing their
phrase alone? Was the game successfully executed? Did students remember the rule
about running?
Transition: T “Wasn’t that fun?” S’s answer yes/no. T “I’m so glad you enjoyed it!”
Closure: T “Wasn’t it fun to play a game with our song? You all made great witches! See you
next time first grade friends, have a great day!”
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will perform “Song of the Land Shell” which uses the interval of a minor third (measures of 4/4
time, using pitches Sol- Mi (A #F)). Students will be able to identify sol and mi both aurally and
expression.
 “Song of the Land Shell” from Kodaly Center; The American Folk Song Collection.
36
37
“Welcome to music class, 1st graders! As you come in, go ahead and find your spot in the
circle!”
Activity #1 (Objective): 1st grade students will sing “Song of the Land Shell” with accurate
pitch on solfege (Sol and Mi) and rhythm (4/4 meter, quarter notes, eighth notes, and
corresponding rests).
1. T: “Can anyone look at this music and tell me which note is sol?”
a. Music for the song will be projected on the board.
b. S should raise hands and indicate where sol is.
c. T: “Good job! Can anyone tell me where mi is?”
i. This may seem obvious, but it is important to keep identifying the two
pitches and naming them.
d. S should raise hands and indicate where mi is.
e. T: “Nicely done, first graders! We’re going to learn this song for you, but first
I’m going to sing it on solfege.”
b. T will sing on solfege but sing the rhythm as it is written.
c. Make sure to also use Curwen hand signs while singing to give visual learners
something to latch on to.
d. It may be necessary to repeat this a couple of times and T should make sure
melody.
3. Have students echo the 2 bar phrases on solfege.
a. T sings on G “this is our starting note” and gestures to self, “Sol sol-sol sol
mi.” T then gestures to S’s and they echo.
b. T will repeat the process using solfege and hand signs.
c. Do not move on until students can accurately sing pitch and rhythm on
solfege.
4. T: “Does solfege help us sing our songs?”
a. S: “Yes/no” answers may vary.
b. It is interesting to see how people feel and also gauge how successfully
students are grasping solfege, in their opinion.
c. T: “Thanks for letting me know how you feel. We are going to learn the words
now, and they are a little tricky, so we have to listen carefully.”
Assessment: Students should be able to sing the song with accurate pitch and rhythm
using solfege syllables.
Transition: “Don’t sing along, just listen so I can share the words with you.”
Activity #2 (Objective): 1st grade students will sing “Song of the Land Shell” with accurate
pitch on words (Sol and Mi) and rhythm (4/4 meter, quarter notes, eighth notes, and
38
c. S’s pat the beat as T sings.
that the tempo is slow enough for students to understand and pick up on what
the words should sound like.
2. Have students echo the words in 2 bar phrases (no pitch)
a. T: “Kahuli aku, kahuli mai.”
b. S: “Kahuli aku, kahuli mai.”
c. T: “Kahuli lei ula, lei akolea.”
d. S: “Kahuli lei ula, lei akolea.”
e. T: “Kole akolea, hoika wai.”
f. S: “Kole akolea, hoika wai.”
g. T: “Wai akolea, kolea, kolea.”
h. S: “Wai akolea, kolea, kolea.”
i. Some words may be particularly difficult for students, so the Teacher should
continue to repeat and isolate words as necessary.
a. T sings on G “this is our starting note” and gestures to self, “Kahuli aku,
kahuli mai,” T then gestures to S’s and they echo.
b. T: “Kahuli lei ula, lei akolea.”
c. S: “Kahuli lei ula, lei akolea.”
d. T: “Kole akolea, hoika wai.”
e. S: “Kole akolea, hoika wai.”
f. T: “Wai akolea, kolea, kolea.”
g. S: “Wai akolea, kolea, kolea.”
h. Some words may be particularly difficult for students, so the Teacher should
4. T sings the song, allowing the students to take over the first line of the song.
Assessment: Were students able to successfully switch from solfege to the words?
Could the students sing the melody and the words correctly? Could students sing the song
well without assistance?
Transition: T “Great job singing, first graders! This is my place, this is my space, my
Activity #3 (Objective): 1st grade students will sing “Song of the Land Shell” with
accurate pitch on words (Sol and Mi) and rhythm (4/4 meter, quarter notes, eighth notes,
39
and corresponding rests) and learn how to hula dance to the music.
1. T: “Everyone stand in your spots, far enough away from anyone else that you
won’t hit them or bump them when you move.”
2. T: “Can you move your hips like this?”
a. Teacher demonstrates hula movement in hips.
b. Students mimic the hula hip movement.
c. T: “Now try to walk and move your legs, like this.”
i. Teacher demonstrates walking and moving hips.
d. Students mimic the hula movement while walking.
e. T: “Now let’s add arms.”
i. Teacher demonstrates all of the movements combined.
f. Students mimic all the combined movements.
3. T: “Now watch and I will show you how the dance goes.”
a. Teacher demonstrates hula dance while singing the music.
b. Dance: Hula to the right for two measures, hula to the left for two
measures, then turn in a circle to the right for two measures, and hula to the
left for two measures.
4. T: “Let’s try it!”
a. Teacher will give verbal cues and mirror students while dancing to see how
they do.
b. Students dance while teacher sings and dances.
c. Repeat until students know the dance.
5. T: “Now that you know the dance, lets sing and dance!”
a. T and S sing and dance.
Assessment: Were students able to successfully sing and dance? Was the hula style
accurate?
Transition: T “Great job singing and dancing first graders. That’s all for today! See
you next time.”
40
will perform “One, Two, Tie My Shoe” which uses the interval of a minor third (measures of 2/4
time, using pitches Sol-Mi (A #F)). Students will be able to identify sol and mi both aurally and
expression.
 “One, Two, Tie My Shoe” from Kodaly Center; The American Folk Song Collection.
 Enlarged staff paper
 Stickers
41
42
“Welcome to music class, 1st graders! As you come in, go ahead and find your special spot!”
Activity #1 (Objective): 1st grade students will sing “One, Two, Tie My Shoe” with accurate
pitch (Sol and Mi) and rhythm (2/4 meter, quarter notes, eighth notes, sixteenth notes).
melody.
c. Several of them have also probably heard this before and will tell you so.
a. T sings on G “this is our starting note” and gestures to self, “One, two, tie my
shoe.” T then gestures to S’s and they echo.
b. T gestures to self, “three, four, shut the door.” T gestures to S’s and they echo.
c. T gestures to self, “five, six, pick up sticks.” T gestures to S’s and they echo.
d. T gestures to self, “seven, eight, lay them straight” T gestures to S’s and they
echo.
e. T gestures to self, “nine, ten, a big fat hen.” T gestures to S’s and they echo.
f. T gestures to self, “Eleven, twelve, dig and delve.” T gestures to S’s and they
echo.
g. Continue until the song is complete.
3. Sing through with students
a. Make sure the music is already projected up on the board for them to see, or
that they have handouts.
4. T: “How many of you knew this song already?”
a. Some students will raise their hands, and some won’t.
b. T: “Since some of you know it, I need you to be leaders and help your friends.
Can you sing the ‘one, two, tie my shoe’ part and I’ll sing the rest?”
c. S: “Yes!”
d. Continue to have students take over lines until they get through the entire song
- they might need some prompting.
e. Have students sing the whole song by themselves, with limited guidance from
the teacher.
7. T: “What did you notice about this song?”
a. Answers will vary. S’s “history” “an old song” “counting”
b. T: “That’s right. But what else? Does this sound like a lot of the songs we
have been working on lately?”
c. S’s: “Yes, it’s just like them.” If students get this wrong and say not, just sing
the song on solfege with the hand signs and ask again.
43
rhythm. If they are still having difficulty with any of the phrases/verses, review the
parts until students sing them successfully.
Transition: “Good job! Since it reminds us of old songs, let’s think about why.”
Activity #2 (Objective): 1st grade students will use “One, Two, Tie My Shoe” to identify sol and
mi on standard notation and test their reading skills.
8. T: “Can someone raise their hand and tell me what the names of those two notes are?
a. S’s “Sol” “Mi”
b. T “That’s right. Can someone else come up and show me sol? Can someone
else come up and show me mi?”
c. S’s Come up and point to sol and/or mi based on the projected image of “One,
Two, Tie My Shoe.”
d. T “Great job first graders.”
9. T: “Can everyone show me the hand sign for sol?”
a. S will raise their hand and show the Curwen hand sign for sol.
b. T: “That’s right! Just like that!” Teacher will confirm by mirroring the hand
sign back.
c. T: “Now, can everyone show me the hand sign for mi?”
d. S will raise their hand and show the Curwen hand sign for mi.
10. T: “Let’s try to sing our song with our solfege, just by looking at it.”
a. Use this as an indicator to how well students are able to sight sing and know
sol and mi based on looking at notation and hand signs given by the teacher.
b. Observe and make notes on the checklist as necessary.
Assessment: Are students able to identify sol and mi based on notation? Do students
know the Curwen hand signs for sol and mi? Can students read sol and mi based on
looking at standard notation?
Transition: “Good job! Let’s apply what we learned.”
Activity #3 (Objective): 1st grade students will use the knowledge they just practiced on “One,
Two, Tie My Shoe” to complete a notation worksheet.
1. Teacher will hand out some star stickers and enlarged notation out to all of the students.
2. T: “Don’t touch the stickers or the paper until you hear all of the directions. I am going to
sing a little musical pattern of sol and mi, like we have been working on. I would like you
to put a sticker on the place where the note belongs.”
a. Teacher will draw on the board stars on the lines for sol and mi and write “sol”
and “mi” next to the corresponding notes.
3. T will sing simple, one measure pattern.
a. Keep it all quarter notes at first.
b. Examples: S M M S, S M S M, M S M S, S S S M, M M M S, M M S S, etc.
c. Have students listen twice and then do notes one at a time and ask them to notate
it.
44
4. Walk around and help students throughout since you are singing.
a. Make sure to keep the tonality the same, changing keys could confuse the
students.
b. If there is space, do multiple examples.
5. Pass out pencils or markers so students can write their names.
6. Collect students’ worksheets to assess success.
Assessment: Were students able to successfully notate sol and mi with stickers? Did
they understand the basic activity?
Transition: T “My first-grade friends are so smart, you all did so well today! Thank
you for focusing. Have a great day, I’ll see you soon!”
45
will perform “Aserrin, Aserran” which uses the interval of a minor third (measures of 2/4 time,
using pitches Sol-Mi (A #F)). Students will be able to identify sol and mi both aurally and by
looking at standard notation.
expression.
 “Aserrin, Aserran” from Kodaly Center; The American Folk Song Collection.
46
47
“Welcome to music class, 1st graders! As you come in, go ahead and find your spot!”
Activity #1 (Objective): 1st grade students will sing “Aserrin, aserran” with accurate pitch
on solfege (Sol and Mi) and rhythm (2/4 meter, quarter notes, eighth notes, and
1. T: “Can anyone look at this music and tell me which note is sol?”
a. Music for the song will be projected on the board.
b. S should raise hands and indicate where sol is.
c. T: “Good job! Can anyone tell me where mi is?”
i. This may seem obvious, but it is important to keep identifying the two
pitches and naming them.
d. S should raise hands and indicate where mi is.
e. T: “Nicely done, first graders! We’re going to learn this song for you, but first
I’m going to sing it on solfege.”
b. T will sing on solfege but sing the rhythm as it is written.
c. Make sure to also use Curwen hand signs while singing to give visual learners
something to latch on to.
melody.
3. Have students echo the 2 bar phrases on solfege.
a. T sings on G “this is our starting note” and gestures to self, “Sol-sol mi sol-sol
mi.” T then gestures to S’s and they echo.
b. T will repeat the process using solfege and hand signs.
c. Do not move on until students can accurately sing pitch and rhythm on
solfege.
4. T: “Does solfege help us sing our songs?”
a. S: “Yes/no” answers may vary.
b. It is interesting to see how people feel and also gauge how successfully
students are grasping solfege, in their opinion.
c. T: “Thanks for letting me know how you feel. We are going to learn the words
now, and they are a little tricky, so we have to listen carefully.”
on words (Sol and Mi) and rhythm (2/4 meter, quarter notes, eighth notes, and
c. S’s pat the beat as T sings.
48
that the tempo is slow enough for students to understand and pick up on what
the words should sound like.
2. Have students echo the words in 2 bar phrases (no pitch)
a. T: “Aserrin, aserran.”
b. S: “Aserrin, aserran.”
c. T: “Los maderos de San Juan.”
d. S: “Los maderos de San Juan.”
e. T: “Los de arriba piden queso.”
f. S: “Los de arriba piden queso.”
g. T: “Los de abaio piden pan.”
h. S: “Los de abaio piden pan.”
i. Some words may be particularly difficult for students, so the Teacher should
a. T sings on G “this is our starting note” and gestures to self, “Aserrin, aserran,”
T then gestures to S’s and they echo.
b. T: “Los maderos de San Juan.”
c. S: “Los maderos de San Juan.”
d. T: “Los de arriba piden queso.”
e. S: “Los de arriba piden queso.”
f. T: “Los de abaio piden pan.”
g. S: “Los de abaio piden pan.”
h. Some words may be particularly difficult for students, so the Teacher should
4. T sings the song, allowing the students to take over the first line of the song.
Assessment: Were students able to successfully switch from solfege to the words?
Could the students sing the melody and the words correctly? Could students sing the song
well without assistance?
Transition: T “Great job singing, first graders! This is my place, this is my space, my
Activity #3 (Objective): 1st grade students will sing “Aserrin, aserran” with accurate
pitch on words (Sol and Mi) and rhythm (2/4 meter, quarter notes, eighth notes, and
corresponding rests) and do the actions to the music.
49
1. T: “Everyone move in from your spots to make a circle.”
2. T: “Can we all hold hands?”
a. Students will stand in a circle and hold hands.
3. T: “Now let’s sway left to right in time with the steady beat.”
a. Sway until students get on the right beat and all move together.
4. T: “Let’s try singing while we sway.”
a. Teacher will give verbal cues and help students while dancing to see how
they do.
5. T: “Now that you know the dance, lets sing and dance!”
a. T and S sing and dance.
b. T will watch when possible to allow students to be independent.
Assessment: Were students able to successfully sing and dance? Was the hula style
accurate?
Transition: T “Great job singing and dancing first graders. That’s all for today! See
you next time.”
50
will perform “Aserrin, Aserran” which uses the interval of a minor third (measures of 2/4 time,
using pitches Sol-Mi (A #F)). Students will be able to identify sol and mi both aurally and by
looking at standard notation. Students will be able to notate sol and mi on the staff with limited
guidance.
expression.
 “Aserrin, Aserran” from Kodaly Center; The American Folk Song Collection.
 Worksheet
 Star Stickers
 Tape
 Beanbags
51
52
“Welcome to music class, 1st graders! As you come in, go ahead and sit in your special
spots.”
on words (Sol and Mi) and rhythm (2/4 meter, quarter notes, eighth notes, and
1. T: “Hi first grade friends! Do we remember the Spanish song that we learned last time?”
a. S: “Yes!”
i. There might be a few “no’s” but that’s why we ask, so we can review.
b. T: “Awesome! Let’s go ahead and sing it right now.”
c. T: “Pat the steady beat with me.”
i. Wait until all students have joined in the patting before you start the
singing.
d. T: “This is your starting note, one, two, ready, go”
e. T and S all sing the song together.
f. If students cannot remember the words repeat the echo activity to remind them.
i. Have students echo the 2 bar phrases.
ii. T sings on G “this is our starting note” and gestures to self, “Aserrin,
aserran,” T then gestures to S’s and they echo.
iii. T: “Los maderos de San Juan.”
iv. S: “Los maderos de San Juan.”
v. T: “Los de arriba piden queso.”
vi. S: “Los de arriba piden queso.”
vii. T: “Los de abaio piden pan.”
viii. S: “Los de abaio piden pan.”
ix. Some words may be particularly difficult for students, so the Teacher
should continue to repeat and isolate words as necessary.
2. T: “Great job! Let’s review what we’ve been talking about recently.
Activity #2 (Objective): 1st grade students will sing “Aserrin, aserran” to review visually and
aurally the Sol Mi concept we have been working on.
1. T: “Can someone raise their hand and tell me what the names of those two notes are?
a. S’s “Sol” “Mi”
b. T “That’s right. Can someone else come up and show me sol? Can someone
else come up and show me mi?”
c. S’s Come up and point to sol and/or mi based on the projected image of “One,
Two, Tie My Shoe.”
d. T “Great job first graders.”
2. T: “Can everyone show me the hand sign for sol?”
a. S will raise their hand and show the Curwen hand sign for sol.
53
b. T: “That’s right! Just like that!” Teacher will confirm by mirroring the hand
sign back.
c. T: “Now, can everyone show me the hand sign for mi?”
d. S will raise their hand and show the Curwen hand sign for mi.
3. T: “Let’s try to sing our song with our solfege, just by looking at it.”
a. Use this as an indicator to how well students are able to sight sing and know
sol and mi based on looking at notation and hand signs given by the teacher.
b. Observe and make notes on the checklist as necessary.
Assessment: Are students able to identify sol and mi based on notation? Do students
know the Curwen hand signs for sol and mi? Can students read sol and mi based on
looking at standard notation?
Transition: “Good job! Now, be quiet little kittens and make your way all the way to
the back of the classroom.”
Activity #3 (Objective): 1st grade students will use the knowledge they just practiced on
“Aserrin, aserran” to complete a notation activity.
1. Teacher will have students stand in the back of the room where they can see the carpet.
a. T will have put tape out on the carpet to look like a staff with a treble clef.
b. Students will be given beanbags but will have to take turns.
c. Put students in 4 lines so only 4 students go at a time.
2. T: “Remember our rules for beanbags?”
a. S: “No throwing” “No hitting our friends” “Be nice and be safe.”
b. T: “That’s right.”
3. T: “I’m going to sing a pattern of three notes, all of them will be Sol or Mi. I want you to
practice by putting your beanbags on the lines, where you think it sounded like they go.
Sol goes on the green line and mi goes on the red line.”
a. T will have done the staff so that the E (bottom) line is red and the G (second) line
is green and the rest of the lines are white.
b. Examples: S M S, S M M, M M S, S S S, M M M, M S S, etc.
it.
students.
b. Make sure all students have completed the example before moving on to the next
set of students.
c. Ensure all students get at least 2 turns to go.
d. T will observe and note student success throughout.
Assessment: Were students able to successfully notate sol and mi with beanbags? Did
they understand the basic activity? Did students follow directions?
54
you for focusing. Have a great day, I’ll see you soon!”
Activity #4 (Objective): 1st grade students will use the knowledge they just practiced on
“Aserrin, aserran” to complete a notation worksheet.
1. Teacher will hand out some star stickers and enlarged notation out to all of the students.
2. T: “Don’t touch the stickers or the paper until you hear all of the directions. I am going to
sing a little musical pattern of sol and mi, like we have been working on. I would like you
to put a sticker on the place where the note belongs.”
a. Teacher will draw on the board stars on the lines for sol and mi and write “sol”
and “mi” next to the corresponding notes.
b. Examples: S M M S, S M S M, M S M S, S S S M, M M M S, M M S S, etc.
it.
students.
b. If there is space, do multiple examples.
5. Pass out pencils or markers so students can write their names.
6. Collect students’ worksheets to assess success.
Assessment: Were students able to successfully notate sol and mi with stickers? Did
they understand the basic activity?
you for focusing. Next time, we will start something new!”
55
Assessment
This is an example of what the checklist of skills would look like for this unit. This would be
completed throughout the many lessons. A check = fully mastered this skill. A W = work in
progress. A circle = we have learned this but there is little to no mastery.
Can perform SM melody with accurate

pitch and rhythm
Can use self and shared space to perform
body percussion/movement game
Can improvise their own verse to a Q&A
song with the correct phrase length
Can play Orff mallet instrument with
correct rhythm, pitch, and technique
Can perform a SM melody with accurate
pitch, rhythm, and dynamic contrast
Can use rehearsed singular circle
movement to perform a movement game
Can aurally and visually identify S and
M on solfege
Can identify S and M using traditional
notation
Can use solfege and Curwen hand signs
for SM melodies
Can improvise rhythmically in simple
meter
Can aurally identify previously learned
song(s)
Can read S and M from standard
notation with limited guidance
Can echo sing solfege on S and M with
accurate pitch and rhythm
Can sing a melody with accurate pitch
and rhythm
Can sing a melody using S and M
individually with accurate pitch and
rhythm
Can skip and gallop on both right and
left sides
Can identify general body parts
Other assessments will be mainly observations. See Practice Lessons 3-6 for detailed
descriptions of assessments.
56

Elementary Teaching Unit Mhiggins

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Elementary Teaching Unit Mhiggins

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Elementary Unit: Sol and Mi

1. “No Robbers Out Today”

Sawdust sawdust, [rhyming word play]

Standards Being Addressed:

Standards Being Addressed:

Transition: “Good job! Let’s play accompaniment for our song.”

Standards Being Addressed:

Assessment: Are all students able to successfully do accompaniment parts with a

Standards Being Addressed:

MU:Pr4.2.1a – With limited guidance, demonstrate knowledge of music concepts (such

1. T “Listen to the song again.”

1. T will reintroduce words to the song.

Assessment: Were students able to successfully navigate back to words from

Standards Being Addressed:

Transition: T “Wasn’t that fun?” S’s answer yes/no.

Standards Being Addressed:

Transition: “Good job! This is my place, this is my space, my place, my space,

1. Students will spread out in the classroom to sing “Witch, Witch.”

Standards Being Addressed:

Standards Being Addressed:

Transition: “Good job! Let’s apply what we learned.”

Standards Being Addressed:

Standards Being Addressed:

Can perform SM melody with accurate

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