Unit Introduction

The focus of this unit plan is introducing Do in the 2nd grade classroom. At this point in their music education students
will have already distinguished between high/ low sounds, explored matching pitch, and have mastered singing and
identifying So, Mi, and La in a song. Do is the first new concept that students will learn during their time as 2nd graders. As the
school year progresses, they will also learn to concept of Re, and through that concept will be introduced to F & G Pentatonic
scales. Each student will be able to identify Do and perform a composition and improvisation on classroom instruments such
as xylophone or glockenspiel with So, Mi, La, and Do at the end of this unit.
During this unit students will also be exposed to other concepts while learning Do. While learning the songs for this
unit, students will also learn dance, as well as be introduced to dynamics (loud vs. soft) as well as proper mallet percussion
technique. These concepts will enhance the learning of Do as well as overall musicianship for the students. Based on previous
exposure to mallet instruments students will expand upon their knowledge and develop new techniques.
This unit provides opportunities for musicianship in many ways, students will be exposed to harmony, major triads,
and singing M3 intervals. Although students will not be notified of these concepts it is of the utmost importance that they are
successfully completing them. Students will be asked to sing with their best voices and mastery will not be complete until
pitch is matched by the student.
This unit also provides opportunity for cross-curricular activities through researching and learning the history of the
music provided. One of the songs in this unit is sang in Spanish and gives students the opportunity to learn more about the
Mexican culture through the song and activity that will be done with this particular piece.

Pre-Assessment:
Before learning Do, it is important that students have complete mastery and understanding of the concepts, So, Mi, and
La. In order for mastery to be assessed students will sing those pitches on the correct solfege syllables while also using the
correct solfege hand signs (pictured below)

Solfege hand signs: (used in assessment)

The activity that I would use to assess the students’ knowledge on So, Mi, and La is sing a song they have already been
taught, Lucy Locket. Students will sing the song with correct solfege names of each note and correct solfege hand signs. I will
have the entire class review it together with all of the assessment points stated clearly, and then the students will perform one
line of the song by themselves in order to provide individual assessment. I will have a checklist with me as the students are
singing and signing Lucy Locket that will be marked after each student’s performance. If the students cannot master this song
then I will select another song previously taught such as Snail, Snail, Bounce, or Pizza, Pizza. Mastery of these skills is essential
to the introduction of Do and without 80% class mastery the new concept is not ready to be introduced and further review of
the previous concepts is essential.

Checklist Model:
Student Correct Hand- Correct Solfege Both Correct Neither
name Signs Syllables Correct

Bobby + -
Suzy - +
Jimmy +

Post-Assessment:
At the end of the unit I will use two different assessment tools in order to assess the student’s learning. First, I will have
students sing a song taught during this unit on solfege syllables, while also using the hand signs. Similarly to the pre-assessment I will
have students work on this as a large group, small groups, and then I will walk around the classroom with a checklist in order to test
individual assessment. The other component of this post assessment will be a student improvisation with So, La, Mi, and Do being
incorporated on orff instruments such as Xylophone, Glockenspiel, and Marimba. Throughout the entire unit I will be having students
write journal entries in order to receive self-assessment. Through these entries I will gain a better understanding of mastery or lack of
mastery. If there are not enough students who feel comfortable with the new concept, I will include new lessons or adjust previous
lessons to allow for complete student mastery.