LESSON PLAN 4: Identifying DO

Level: Grade 1

Content: Identifying do in written notation with help, follow melodic contour

Context: The Swan (melody), My Owlet (Do)

Standards:
Creating: Anchor 2: Organize and develop artistic ideas and work.
[Organizing layers to an ensemble playing/sing My Owlet]
Responding: Anchor 7: Perceive and analyze artistic work.
[Moving to the melodic contour of The Swan]
Performing: Anchor 5: Develop and refine artistic work for presentation.
[Singing/playing osintati to the song My Owlet]


Objectives:
SWBAT move to the music of The Swan appropriate with the melodic line of the violin
playing.
SWBAT identify the solfege syllable do in a familiar song, My Owlet, by looking at the
notation.
SWBAT sing My Owlet with correct solfege syllables, and accurate pitches.
SWBAT keep the beat of My Owlet accurately and in time while singing the words or
solfege syllables.
SWBAT to play an ostinato rhythm accurately and in time while also singing My Owlet
using words or solfege.

Known: Mi, Sol, La

New: DO (still new - Second time seeing)

Materials:
1. The Swan (MusicPlay Music Kit 1: 18)
3. My Owlet recording (https://www.youtube.com/watch?v=UuUPUQcgLZg)
2. My Owlet Sheet Music (http://kodaly.hnu.edu/song.cfm?id=534)

Assessment:
Informal:
Are students able to hear high and low sounds and move accordingly?
Watch movements.
Are students able to identify high and low notes in relation to solfege?
Answers to questions.
Are students able to keep the beat/ content rhythm.
Watch while playing instruments.
Are students able to sing correct pitches (words and solfege) to the song?
Listen to singing in the group setting.
Procedure:
1. The Swan
1. Quick Review of what we have listened to in Camille Saint-Saens in regards to
melody
1. What does melody mean?:
1. A line of high and low notes [AVIARY]
2. Shape of the music (contour) [DONKEY] [KANGAROO]
2. Introduce The Swan
1. Have students listen to the song once.
1. Listen for (and watch) a melodic section that happens twice.
2. Discuss the song.
1. Tempo: Slow
2. Short or Long notes: Long not separated
3. Instruments: Violin solo (viola could play it too) with Piano
Accompaniment
3. Listen to the song again and have students move to the musical lines with
scarves
1. Spread around the room, can move around in their immediate area (not
moving across the room). Be able to see the board (to help).
2. Transition: Listen to My Owlet (Familiar song) while collecting the scarves
1. Have sheet music up on screen. Students can sing along if they want to.
3. My Owlet
1. Look at sheet notation.
1. What was our new notes from last class? When looking at the song Apple
Tree?
1. (Switch to notation so students can see)
2. Answer: Last note - DO
2. What is special about DO? Is it higher or lower than our other solfege?
1. Answer: Lower (Lowest note in our solfege scale).
3. Switch back to My Owlet
1. Have someone come up and point to a DO note on the board.
2. What is our highest note that we know in our solfege scale? Mi? Sol? Or
La?
1. Answer: LA (Have student come up to the board and point to a LA
note)
3. Mi and Sol are left. Which one is higher? : SOL
1. Point to notes on first line: Which one is Sol and which one is Mi?
1. First note: SOL
2. Second note: SOL
3. Third note: MI
4. Point to notes on board and go through solfege.
5. Sing solfege (while doing hand signs) slowly while still pointing.
2. Learn words
1. Learn the words of the song (repeat after me style)
1. Owlet my owlet [short phrase]
2. is sleeping [short phrase]
3. Owlet my owlet is sleeping [long phrase]
4. Bright stars are twinkling
5. in the sky
 6. Bright stars are twinkling in the sky
7. Mother is singing
8. lullaby
9. Mother is singing lullaby
10. Bright stars are twinkling in the sky, mother is singing lullaby [put together]
11. Owlet my owlet is sleeping, owlet my owlet is sleeping. Bright starts are
twinkling in the sky. Mother is singing lullaby.
3. Beat
1. Sing together: pat the beat and see if student notice and follow along.
1. What was I doing with my hands? - Beat (not rhythm)
1. Beat stays steady like your heart, rhythm changes.
2. Ask some students (about a third) to go to xylophones.
1. Play to notes at the same time (any) to keep the beat while we sing.
1. Sing the song again with other students patting the beat.
2. Sing solfege wile keeping the beat.
3. Play a little bit of the video. What was the rhythm pattern from it?
1. Shake, shake, drum. Shake, shake, drum.
2. Have students clap it (clap, clap, arms (cross arms and slap forearms))
1. Sing solfege with students clapping
1. ADD: Xylophones beat playing.
3. Pass out shakers (one per person) to half of remaining students, and a
drum to the other half.
4. Sing while playing.
1. Sing the song while students play beat and ostinato rhythm.
1. Get beat started and then at rhythm.
1. During song: help out a section that is struggling with clapping or
visual cues to get back on track
2. Switch back and forth from words to solfege while continuing to repeat
the song. (point on board too keep place if needed.
4. End Ensemble playing by slowly getting quieter and end with the rainstick.
1. While singing/playing just shout out start getting quieter.
1. If students are standing slowly start to sit down to also show dynamics.