Adapted Experience

Understanding Statements
Students will understand major scale solfege.
I CAN Statements
I CAN recite the solfege of an ascending and descending major scale.
Standards
SOL 2.1.1, 2.2.1, 2.5.1
Materials

Red paper plates

One hole hole-punch
Yarn
Construction paper
Glue

Procedure
SECTION 1: Review Major Scale Solfege from Last Class
*As students are walking in, Baa Baa Black Sheep is playing quietly in the background*

Teacher: Last lesson, we talked about solfege! Lets all sing the solfege of an ascending
major scale. Who remembers what ascending means?
Students: Going up!
Teacher: Correct! Only going up! Here is your starting note!
Students: Sing DO-RE-MI-FA-SOL-LA-TI-DO
Teacher: Excellent remembering! Lets see if you can do the descending order. Who
can tell me what descending means?
Students: Going down!
Teacher: Exactly. We will start at the very tip top DO and go backwards to TI. Ready?
Students: Sing DO-TI-LA-SOL-FA-MI-RE-DO
Teacher: Spectacular memory, class! Here is a reference chart up on the board if we
ever need it as things get more complicated, but you all seem so confident!

(*ADAPTATION: USE THE REFERENCE CHART EARLIER AS A CUE FOR VISUAL

LEARNERS*)
SECTION 2: Solfege and Movement

Teacher: Now we are going to bring out our floor chart of solfege! ( *ADAPTATION:
EACH PLATE/SOLFEGE SYLLABLE WILL BE A DIFFERENT COLOR*) Everyone get
in a beautiful straight line starting at the DO side of the chart and we will walk right up the
chart, saying the names of the solfege as you pass each one of them. You will all pass
them at different times so say the one YOU are passing as YOU are passing it!
Students: Walk
Teacher: Everyone sit in a circle around our chart. Was it hard to get from one end to
the other? Why or why not?
Students: No we were just walking
Teacher: How many of you have played hopscotch?
Students: Raise hands
Teacher: Well now we are going to play hopscotch with solfege. Everyone watch what I
am going to do with the floor chart here. *throw a couple bean bags to land on plates
indicating different solfege syllables* It looks as though my bean bags landed on MI and
LA! For those of you that play hopscotch, what does that mean when I get there? Can I
keep stepping on them?
Students: No! You have to jump over them!
Teacher: Okay! Im going to have to jump over them! (*ADAPTATION: WE CAN SLOW
THE LEARNING DOWN HERE AND HAVE THE STUDENTS TALK THROUGH WHAT
SYLLABLES HAPPEN IF WE ARE SKIPPING OVER MI. DO RE -- FA.*) So its not
going to be hopscotch all the way. We are still just going to step on all of the other notes
rather than hop, but we will jump over the notes with the bean bags. Ready?
Students: Watch
Teacher: Alrighty! Its your turn to try! Everybody get in another beautiful line. Lets
throw the bean bags again! ( *ADAPTATION: STUDENTS THAT HAVE
COORDINATION OR MOBILITY ISSUES AND CANNOT HOP CAN USE A MINI
VERSION OF THE HOPSCOTCH BOARD PRINTED ON PAPER. THEY CAN BE
GIVEN PENNIES OR PENCIL ERASERS AS BEAN BAGS AND USE THEIR
FINGERS TO HOP ACROSS THE PAGE*)
Students: Play a few rounds
Teacher: How did you like that game?
Students: Respond
Teacher: What happened when the bean bags landed on two plates that were right next
to each other?
Students: You had to jump over them both!
Teacher: It was a bigger leap wasnt it?
Students: Yes
Teacher: Dont forget about this game! We are going to do more work with it next week!