edTPA Lesson Plan #1

Central Focus: Students will focus on learning the major scale and solfege, as well as learn different methods of demonstrating their
understanding and knowledge of both.
Illinois State Content Standards:
25A-1. Distinguish between loud/soft, high/low sounds.
25A-6. Distinguish between same and different phrases or sections in a simple song.
25A-7. Identify the sensory element that creates a mood, emotion, or idea in a musical example.
25B-1. Compare sensory elements, organizational principles, and expressive qualities shared among several art forms that
express a similar idea (e.g. beginning, middle, and end in music, dance, and drama).
25B-3. Examine the same sensory elements, organizational principles, and expressive qualities in two different works in the
same art form.
26A-5. Use appropriate vocal timbre and volume when singing classroom songs.
26A-7. Sing or play accurately simple pitch notation using a symbol system (e.g., icons, syllables, numbers, letters).
27A-1. Listen attentively to and observe performances and art works.
27B-1. Identify the images, objects, sounds, and movements from a work of art and describe what they tell about people,
time, places, and everyday life.
Specific Objectives
Students will begin to learn what the major scale is.
Students will begin to learn what solfege is, and what the solfege syllables are for the major scale.
Students will gain an understanding of how to sing the major scale using solfege syllables.
Students will focus on learning the solfege syllables by listening Do-Re-Mi from the musical The Sound of Music
Students will gain a better understanding of the solfege syllables through singing Do-Re-Mi from the musical The Sound of
Music
Students will take what they have learned about the major scale and solfege syllables, and apply it to their warm-up song,
Its So Good To See You
Students will be able to sing an ascending major scale using solfege, when they sing Its So Good to See You
Materials:
Share the Music Teachers Edition. McGraw-Hill (pg. 351)
Music Stand
iPod for Do Re Mi from The Sound of Music
Speakers and cable
Yamaha Piano
Whiteboard with dry erase markers
Sequence:
Est.
Time

2 min





5 min










Procedures


Stretching: Stretching arms, stretching legs, Superman stretch, Iron Man Stretch, Batman
Stretch, massage tummy, massage neck, etc.




Vocal Warm-Up Song-Its So Good To See You:
Its so good to see you
I really couldnt wait.
Will you clap, clap, clap,
while we count to eight.
1, 2, 3, 4, 5, 6, 7, 8.
Students clapping hands, stomping feet, nodding head, jumping jacks, snap our fingers,
blink eyes. Listening exercise and movement activity. Students already sing an ascending
major scale within the song (they sing it using numbers-1, 2, 3, 4, 5, 6, 7, 8). This will
transition us over to our discussion of the major scale

Assessment


Students are stretching their
arms high. Eyes are forward,
bodies facing forward, and
students are following
directions.

Students are singing along
with the music. Students are
standing up straight. Students
are singing with a strong and
supported tone. Students are
also participating by doing the
motions of the song (e.g.
clapping, stomping feet.)
Students are also volunteering
ideas for different motions.


4 min













5 min









2 min





2 min




2 min




3 min

Major Scale: What is the major scale? The major scale is a group of 8 notes, that we use to
sing a song. The notes in the major scale are the building blocks for music, and how we
learn melody The Major Scale is a series of notes that can be sung going up and down.
Sing the major scale portion of Its So Good To See You, and write the numbers on the
board- 1, 2, 3, 4, 5, 6, 7, 8.









Solfege: What is solfege? Sometimes we sing the major scale using numbers, and
sometimes we sing the major scale using different syllables. Numbers and syllables are
used to help us remember which notes we are singing. These syllables are called solfege.
Solfege is a method used to teach students about notes. It is used to teach students that
each note or pitch in the major scale is different from the other. That is why each note
gets a different syllable. Solfege is another way we can use to sing the major scale. Our
major scale has seven syllables. We will use these to help us learn about the major scale.
Solfege Syllables: Writing on the board each of the solfege syllables, and write them
underneath each number from 1 to 8.

Do-Re-Mi from The Sound of Music: Students will listen to this song once. While they
are listening, they will watch as the teacher points to the different solfege syllables in the
solfege diagram from our Share the Music book.



Do-Re-Mi from The Sound of Music Singing: Students will sing along with the song, and
watch as the teacher points to each of the solfege syllables in our diagram



Review: Major scale is made up of eight notes, that we can use to sing a song. The notes
in this scale are the building blocks for how we sing music. We can sing a major scale using
numbers or syllables. These syllables are called solfege. Solfege is used to show us that
each note is different from the other.

Its So Good To See You-Singing our song with our new knowledge of solfege
Its so good to see you
I really couldnt wait
Let us sing solfege,
while we count to eight.
Do, re , mi, fa, so, la, ti do









Students are sitting quietly,
eyes on the teacher while
teaching. Students are
strongly singing the numbers,
as I write them on the
whiteboard. Students
understand that the major
scale is a group of eight notes.
Students can also make a
connection between Its So
Good To See You and the
major scale.


Students eyes are facing me
and the whiteboard. Raising
hands and asking questions if
they have any. Students are
volunteering in class.





Students are sitting and
listening quietly to the song.
Eyes are forward and
following along with the
diagram.

Students are listening to the
song and saying the solfege
syllables as they appear in the
song.

Students are facing the front,
eyes forward and listening
quietly to the teachers
instruction.

Students are standing up
straight. Singing along with
good breath support. No
screaming, and no whispering.
Students are able to sing the
ascending major scale within
the song, using solfege. Its
okay if this takes more than
one attempt, but no more
than three.



edTPA Lesson Plan #2

Central Focus: Students will focus on learning the major scale and solfege, as well as learn different methods of demonstrating their
understanding and knowledge of both.
Illinois State Content Standards:
25A-6. Distinguish between same and different phrases or sections in a simple song.
25A-7. Identify the sensory element that creates a mood, emotion, or idea in a musical example.
25B-2. Compare the use of sound, movement, action, or visual images to express similar ideas (e.g., subject matter such as
night, ocean; emotions/moods such as sad, scary).
25B-3. Examine the same sensory elements, organizational principles, and expressive qualities in two different works in the
same art form.
26A-5. Use appropriate vocal timbre and volume when singing classroom songs.
26A-7. Sing or play accurately simple pitch notation using a symbol system (e.g., icons, syllables, numbers, letters).
26.B-1. Sing songs of various cultures in rhythm maintaining a steady tempo.
27A-1. Listen attentively to and observe performances and art works.
27A-5. Interpret movements, sounds, and visual images in art works made by self and others.
Specific Objectives
Students will continue their learning of what the major scale is.
Students will continue their learning on how to sing a major scale.
Students will continue with their understanding of what solfege is, and what the solfege syllables are for the major scale.
Students will gain an understanding of how to sing the major scale using solfege syllables.
Students will gain a better understanding of the solfege syllables through listening and singing Do-Re-Mi from the musical
The Sound of Music
Students will take what they have learned about the major scale and solfege syllables, and apply it to their warm-up song,
Its So Good To See You
Students will be able to sing an ascending major scale using solfege, when they sing Its So Good to See You
Students will learn about the solfege hand signs popularized by Rev. John Curwen
Students will learn how to use three of solfege hand signs (do, re, mi)
Students will learn that the solfege syllables and hand signs can also be applied to other songs and musical concepts, besides
the major scale and Do-Re-Mi
Materials:
Share the Music Teachers Edition. McGraw-Hill (pg. 351)
Music Stand
iPod for Do Re Mi from The Sound of Music
Do-Re-Mi solfege diagram (paper handout for student use only)
Solfege Hand Signs Handout (For teachers use only)
Speakers and cable
Yamaha Piano
Whiteboard with dry erase markers
Sequence:
Est.
Time

2 min





4 min





Procedures


Stretching: Stretching arms, stretching legs, Superman stretch, Iron Man Stretch, Batman
Stretch, massage tummy, massage neck, etc.




Vocal Warm-Up Song-Its So Good To See You:
Its so good to see you
I really couldnt wait.
Will you clap, clap, clap,
while we count to eight.
1, 2, 3, 4, 5, 6, 7, 8.
Assessment


Students are stretching their
arms high. Eyes are forward,
bodies facing forward, and
students are following
directions.

Students are singing along
with the music. Students are
standing up straight. Students
are singing with a strong and
supported tone. Students are
also participating by doing the





3 min













2 min







1 min






2 min







5 min










2 min


Students clapping hands, stomping feet, nodding head, jumping jacks, snap our fingers,
blink eyes. Listening exercise and movement activity. Students already sing an ascending
major scale within the song (they sing it using numbers-1, 2, 3, 4, 5, 6, 7, 8). This will
transition us over to our discussion of the major scale

Review of the major scale: What is a major scale? How is it sung? Do we use numbers? Do
we use syllables? How many notes are there in a major scale? The major scale is a group
of 8 notes, that we use to sing a song. The notes in the major scale are the building blocks
for music, and how we learn melody. The Major Scale is a series of notes that can be sung
going up and down. Sing the major scale portion of Its So Good To See You, and write
the numbers on the board- 1, 2, 3, 4, 5, 6, 7, 8.








Review of the solfege syllables: What is solfege? Sometimes we sing the major scale using
numbers, and sometimes we sing the major scale using different syllables. Numbers and
syllables are used to help us remember which notes we are singing. Solfege is a method
used to teach students about notes. It is used to teach students that each note or pitch in
the major scale is different from the other. That is why each note gets a different syllable.
Solfege is another way we can use to sing the major scale. Our major scale has seven
syllables. We will use these to help us learn about the major scale.

Solfege Syllables: Writing on the board each of the solfege syllables, and write them
underneath each number from 1 to 8.





Do-Re-Mi from The Sound of Music Singing: Pass out the solfege diagram handout that
goes with the Do-Re-Mi song. Students will listen and sing along with the song, and
follow along using their handout, pointing to each of the different solfege syllables.





Solfege Hand Signs: Students will about the solfege hand signs which were made popular
by Rev. John Curwen. Students will learn the hand signals for do, re, and mi.









Exercises using the solfege hand signals: This is a call and response activity between the
teacher and the students. The teacher will sing short musical ideas (motif), while using the
solfege hand signals. At the end of each short idea, the students will sing it back to the
motions of the song (e.g.
clapping, stomping feet.)
Students are also volunteering
ideas for different motions.

Students are sitting quietly,
eyes on the teacher while
teaching. Students
understand that the major
scale is a group of eight notes.
Students understand that the
notes in the major scale are
the building blocks for music,
and how we learn melody.
Students can also make a
connection between Its So
Good To See You and the
major scale.

Students eyes are facing me
and the whiteboard. Raising
hands, answering questions,
and asking questions if they
have any. Students are
volunteering in class.


Students are raising their
hands and stating the correct
solfege syllable with the
correct number. Students can
also be stating the solfege as a
whole class.

Students are listening to the
song and saying the solfege
syllables as they appear in the
song. Students are also using
their fingers to follow the
solfege syllables on their
paper handouts.

Students are standing up
straight. Students eyes and
bodies are facing the front of
the room. Students are using
their hands to create the
solfege hand signals.





Students are watching the
teacher. Students are verbally
responding and following the



3 min














teacher, and show it using the solfege hand signals


Mary Had A Little Lamb: Students will sing Mary Had A Little Lamb. Students will then
learn how to sing Mary Had A Little Lamb using solfege, and using the solfege hand
signals.











teacher using the solfege
hand signals.

Students will be standing
straight. Students will be
singing strongly, in a
supported manner. Students
can accurately sing Mary Had
A Little Lamb. Are the
students singing the correct
solfege syllables? Are they
using the correct hand
signals? Students will
understand the similarities
and differences between the
notes in Mary Had A Little
Lamb.



































edTPA Lesson Plan #3

Central Focus: Students will focus on learning the major scale and solfege, as well as learn different methods of demonstrating their
understanding and knowledge of both.
Illinois State Content Standards:
25A-7. Identify the sensory element that creates a mood, emotion, or idea in a musical example.
25B-2. Compare the use of sound, movement, action, or visual images to express similar ideas (e.g., subject matter such as
night, ocean; emotions/moods such as sad, scary).
25B-3. Examine the same sensory elements, organizational principles, and expressive qualities in two different works in the
same art form.
26A-5. Use appropriate vocal timbre and volume when singing classroom songs.
26A-7. Sing or play accurately simple pitch notation using a symbol system (e.g., icons, syllables, numbers, letters).
27A-5. Interpret movements, sounds, and visual images in art works made by self and others.
Specific Objectives
Students will be able to sing the major scale using solfege syllables.
Students will be able to sing an ascending major scale using solfege, when they sing Its So Good to See You
Students will learn about the solfege hand signs popularized by Rev. John Curwen
Students will learn review how do the solfege hand signals for do, re, and mi.
Students will learn the remaining solfege hand signals like fa, so, la, ti, do.
Students will get more comfortable using the solfege hand signals, by showing with their hands and singing the solfege
syllable.
Students will learn that the solfege syllables and hand signs can also be applied to other songs and musical concepts, besides
the major scale and Do-Re-Mi
Students will attempt to show the solfege hand signals while listening to Do-Re-Mi from The Sound of Music
Materials:
Share the Music Teachers Edition. McGraw-Hill (pg. 351)
Music Stand
iPod for Do Re Mi from The Sound of Music
Solfege Hand Signs Handout (For teachers use only)
Speakers and cable
Yamaha Piano
Whiteboard with dry erase markers
Sequence:
Est.
Time

2 min





4 min










3 min

Procedures


Stretching: Stretching arms, stretching legs, Superman stretch, Iron Man Stretch, Batman
Stretch, massage tummy, massage neck, etc.




Vocal Warm-Up Song-Its So Good To See You:
Its so good to see you
I really couldnt wait.
Will you clap, clap, clap,
while we count to eight.
1, 2, 3, 4, 5, 6, 7, 8.
Students clapping hands, stomping feet, nodding head, jumping jacks, snap our fingers,
blink eyes. Listening exercise and movement activity. Students already sing an ascending
major scale within the song (they sing it using numbers-1, 2, 3, 4, 5, 6, 7, 8). This will
transition us over to our discussion of the major scale

Review of Solfege Syllables: Students will state the solfege for the major scale, and the
teacher will write it up on the board. Students will then say the numbers for the major
Assessment


Students are stretching their
arms high. Eyes are forward,
bodies facing forward, and
students are following
directions.

Students are singing along
with the music. Students are
standing up straight. Students
are singing with a strong and
supported tone. Students are
also participating by doing the
motions of the song (e.g.
clapping, stomping feet.)
Students are also volunteering
ideas for different motions.

Students are either saying the
solfege syllables together as a




3 min






5 min







3 min














5 min













2 min
scale, as the teacher writes them on the board.



Solfege Hand Signs Part 1: Review the hand signals for do, re, and mi. Sing Mary Had A
Little Lamb using solfege, and using the hand signals.





Solfege Hand Signs Part 2: Students will learn the hand signals for fa, so, la, ti, and
finishing at the end with do.






Call and Response Activity: Use the solfege hand signals. Create short musical phrases,
and the students will sing it back and use solfege hands signs.













Twinkle, Twinkle, Little Star: Students will sing through Twinkle, Twinkle, Little Star
without using hand signals. Next students will learn how the solfege hand signals go along
with the song. Students will only use the solfege hand signs for do, re, mi, fa, so, and la.











Do-Re-Mi from The Sound of Music: Students will be listening, instead of singing along
with the song. Students are going to attempt give the solfege hand signs every time they
hear a solfege syllable within the song.

class, OR they are raising their
hands and volunteering to
give answers.

Students are using their arms
to demonstrate the solfege
hand signs. Students are also
speaking the solfege syllables
while they are doing the hand
signs.

Students are using their hands
and arms to demonstrate the
solfege hand signs. Students
are also speaking the solfege
syllables while they are doing
the hand signs. Students are
standing up straight.

Students are standing up
straight, facing toward the
board. Student will have their
eyes focused on the teacher,
and they will be following
directions. Students will also
show the correct solfege hand
signals. Students arms will be
at their waist, to show the
beginning of the major scale,
and their arm will end up at
eye level to represent the end
of the major scale, and the
highest note in the scale.

Students will be standing up
straight, and singing strongly
Twinkle, Twinkle, Little Star.
Students are singing the
words clearly, and they are
easy to understand. Students
will be able to show the
correct solfege hand signals.
Students can singing Twinkle,
Twinkle, Little Star with the
correct solfege, while at the
same time using the solfege
hand signals.

Students are sitting up
straight. Students are singing
strongly the solfege, and using
the correct hand signals for
the correct solfege syllables.



edTPA Lesson #4

Central Focus: Students will focus on learning the major scale and solfege , as well as learn different methods of demonstrating their
understanding and knowledge of both.
Illinois State Content Standards:
25A-7. Identify the sensory element that creates a mood, emotion, or idea in a musical example.
25B-2. Compare the use of sound, movement, action, or visual images to express similar ideas (e.g., subject matter such as
night, ocean; emotions/moods such as sad, scary).
25B-3. Examine the same sensory elements, organizational principles, and expressive qualities in two different works in the
same art form.
26A-5. Use appropriate vocal timbre and volume when singing classroom songs.
26A-7. Sing or play accurately simple pitch notation using a symbol system (e.g., icons, syllables, numbers, letters).
26B-3. Create short vocal or instrumental melodic and rhythmic phrases within specified guidelines.
27A-1. Listen attentively to and observe performances and art works.
27A-2. Identify and demonstrate the qualities of good audience behaviors.
27A-3. React to performances/ art works in a respectful, constructive, and supportive manner.
27A-5. Interpret movements, sounds, and visual images in art works made by self and others.
Specific Objectives
Students will be able to sing the major scale using solfege syllables.
Students will gain a better understanding of how to use the solfege hand signs.
Students will be formally assessed on how well they know solfege for the major scale.
Students will be given opportunity to create and perform their own five note melody using solfege
Students will be able to review, analyze, and assess their own progress with using the solfege syllables.
Students will get more comfortable using the solfege hand signals, by showing with their hands and singing the solfege
syllable.
Students will attempt to show the solfege hand signals while listening to Do-Re-Mi from The Sound of Music
Students will learn that the solfege syllables and hand signs can also be applied to other songs and musical concepts, like
Mary Had A Little Lamb and We Are Playing in the Forest.
Materials:
Share the Music Teachers Edition. McGraw-Hill (pg. 351, pg. T202 and pg. T203)
Formal Assessment sheet: Students
Pencils
Music Stand
iPod for Do Re Mi from The Sound of Music
Solfege Hand Signs Handout (For teachers use only)
Speakers and cable
Yamaha Piano
Whiteboard with dry erase markers
Sequence:
Est.
Time

2 min





4 min






Procedures


Stretching: Stretching arms, stretching legs, Superman stretch, Iron Man Stretch, Batman
Stretch, massage tummy, massage neck, etc.




Vocal Warm-Up Song-Its So Good To See You:
Its so good to see you
I really couldnt wait.
Will you clap, clap, clap,
while we count to eight.
1, 2, 3, 4, 5, 6, 7, 8.
Students clapping hands, stomping feet, nodding head, jumping jacks, snap our fingers,
Assessment


Students are stretching their
arms high. Eyes are forward,
bodies facing forward, and
students are following
directions.

Students are singing along
with the music. Students are
standing up straight. Students
are singing with a strong and
supported tone. Students are
also participating by doing the
motions of the song (e.g.





1 min














5 min






3 min












1 min




5 min








2 min

blink eyes. Listening exercise and movement activity. Students already sing an ascending
major scale within the song (they sing it using numbers-1, 2, 3, 4, 5, 6, 7, 8). This will
transition us over to our discussion of the major scale. Last activity they will do during the
song is sing solfege.

Call and Response: Use the solfege hand signals. Create short musical phrases, and the
students will sing it back and use solfege hands signs.













Formal Assessment: Students will receive a half sheet of paper, that will serve as a formal
assessment. The assessment will ask for two things; write the solfege for the major scale,
and create their own 5 note melody. They are allowed to use any of the solfege syllables.




Solfege: Write the major scale in solfege on the board. Review the hand signs for each of
the solfege syllables. Answer any of the questions the students have.











Mary Had A Little Lamb: Students will sing the song using the correct solfege and hand
signs.



Compositions Show and Tell: Using their formal assessments from earlier in the lessons,
students will put their compositions on the board. The rest of the class will then perform
the composition using the solfege hand signs.






Do-Re-Mi from The Sound of Music: Students will use their solfege hand signs whenever
they hear a solfege syllable within the song.
clapping, stomping feet.)
Students are also volunteering
ideas for different motions.


Students are standing up
straight, facing toward the
board. Student will have their
eyes focused on the teacher,
and they will be following
directions. Students will also
show the correct solfege hand
signals. Students arms will be
at their waist, to show the
beginning of the major scale,
and their arm will end up at
eye level to represent the end
of the major scale, and the
highest note in the scale.

Students are sitting down
quietly, and writing on their
assessment. When they are
done, they will hold their
paper up in the air for me to
collect.

Students are either saying the
solfege syllables together as a
class, OR they are raising their
hands and volunteering to
give answers. Students are
using their hands and arms to
demonstrate the solfege hand
signs. Students are also
speaking the solfege syllables
while they are doing the hand
signs. Students are standing
up straight.

Students are singing along
using the correct solfege
syllables, and the correct
hand signs.

Students are volunteering to
show their composition to the
class. Students are also
participating and singing the
compositions with the correct
breathing and posture.
Students are also using the
correct solfege hand signs.

Students will be sitting up
straight. Students will be





7 min





We Are Playing in the Forest/The Wolf Game: Students will sing through the song first,
and then they will sing it using solfege syllables and the solfege hand signs. Afterwards,
the students will play The Wolf Game to finish class. The Wolf Game involves a group of
students standing on one side of the room, and one student on the other side playing the
wolf. While the wolfs back is turned, the students will approach the student and sing
We Are Playing in the Forest. At the end of the song, the student turns around, and
points out whoever is still moving. Whoever is still moving is out.
using the correct solfege hand
signs, and they will be actively
participating by saying the
solfege syllables.

Students will be standing up
straight using the correct
posture, and breathing.
Students will be using the
correct solfege syllables when
singing. They will also be using
the correct hand signs. Their
eyes will be focused on me,
and facing the board. While
playing the game, the
students will be actively
participating by moving and
singing along using the lyrics,
not solfege syllables.