Elementary Unit Plan

Anna Featherston
Elementary Teaching Unit:
Fourth Grade, Fa
MUSIC 670:
Advanced Studies in Music Education
Spring 2020 
Contents
Introduction………………………………………………………………….……………. 3
The Concept……………………………………………………..……………… 3
Other Musical Concepts…………………………………………………..…… 3
Cross-Curricular Connections………………………………………….……… 3
Pre-Assessment……………………………………………………………….… 4
Post-Assessment……………………………………………………………..… 5
Outline………………………………………………………………………….….……… 6
Prepare…………………………………………………………………………… 6
Present…………………………………………………………………………… 6
Practice…………………………………………………………………………… 6
Prepare Lessons……………………………………………….………………………… 7
Lesson One: Housekeeping …………………………………………………… 7
Lesson Two: London Bridge …………………………………..……………… 12
Lesson Three: Buenos Días …………………………………………………… 18
Present Lesson…………………………………………………………………………… 25
Lesson Four: Housekeeping Part 2 …………………………………………… 25
Practice Lessons……………………….………………………………………………… 29
Lesson Five: London Bridge Part 2……………….…………..……………… 29
Lesson Six: Buenos Días Part 2 ……………..………………………..……… 32
Lesson Seven: This Lady ….…………………………………………………… 35
Lesson Eight: Around the Green Gravel ……………………………………… 40
Lesson Nine: Around the Green Gravel Part 2 ………………….…………… 43
Lesson Ten: Alabama Gal …………………………………..……………..…… 46
Materials……………………………………………………..…………………………… 48
Housekeeping…………………………………..………………..……………… 48
London Bridge …………………………………..……………………………… 48
Buenos Días …………………………………..………………………………… 48
Buenos Días Solfege ………………..……..…………………………………… 49 

This Lady………………………………….……………………………………… 49
This Lady Harmonic Context …………………..……………………………… 50
Around the Green Gravel ………………………..……………..……………… 50
Around the Green Gravel Rhythm & Solfege……..………..………………… 50
Alabama Gal …………………………………..………………………………… 51
Fa Aural Warm Up …………………………………..…..……………………… 51
Fa Sight Reading Activity ……………………………………………………… 51
Lesson 8 Sight Reading …………………………………..…………………… 52
Step Out Activity …………………………………..…………….……………… 52
London Bridge Worksheet 1 …………………………………..………….…… 53
London Bridge Worksheet 2 …………………………………..………………. 53
Introduction
The Concept
This is a unit based off of the USD 383 Manhattan Ogden Public Schools scope and
sequence. Fourth grade students will be learning to read, write, and use Fa. Before this
unit, students should have learned how to read and write the following: Do, Re, Mi, Sol,
La, High Do, Low La, Low Sol, and Pentatonic in F Major, G Major, and La. The goal of
this unit is to build student knowledge based off of what they have previously learned
and enhance their musical skills.
Other Musical Concepts
Besides Fa, other musical concepts will be utilized in this unit. They include, but are not
limited to the following:
• form
• Sol-Do ascending scale
• skips and leaps
• descending from La and Sol
• ascending and descending arpeggiated major chord (Do, Mi, Sol)
• game and dance songs
• historical context
• Spanish language greetings
Students will also be working with instruments such as Orff xylophones and ukuleles
regularly, enhancing their musical learning.
Cross-Curricular Connections
This unit will feature opportunities for cross-curricular connections. These connections
include, but are not limited to the following:
• Spanish language
• historical and cultural backgrounds
• movement/physical education 
4th Grade Fa Unit,
Anna Featherston, 2020 3

Pre-Assessment
Students should have most recently learned how to read, write, and use La pentatonic
scales. Give students a couple minutes to prepare the song below and then call them
up in pairs to sing for you.
Source: Bluebird in 150 American Folk Songs to Sing, Read, and Play - pg. 18
by Katalin Komlos, Peter Erdei, and The Staff of the Kodály Musical Training Institute
Assess their previous learning with a checklist. If the at least 80% of the students
receive a score of able, they are ready for this unit. Below is an example of a checklist
to use.
Name Able Attempted, but not Not Attempted

Able
Alice B. x
Carson D. x
Ella F. x
Gregory H. x
Isaac J. x
Kelli L. x
Mark N. x
4th Grade Fa Unit,

Post-Assessment
By the end of the unit, students should have accomplished using, reading, and writing
Fa. Use the short quiz below to assess student learning. This quiz asks students to
write and identify Fa.
———————————————————————————————————————
Name: ________________________
Class: ________________________
Fa Quiz
Each measure starts with Do. Please write Fa.
Please write down at least two songs that we learned that used Fa.
(+ .5 for each extra song) 

5.
7.
9.
6.
8.
10. 
Circle each Fa in the following song. It starts on Do.
Score: ______/10 
4th Grade Fa Unit,

Outline
Prepare
In the first three lessons, fourth grade students will be preparing to for their new pitch,
Fa. To do this, the students will be learned Housekeeping, London Bridge, and Buenos
Días. Each song contains Fa, but they will not be shown this until the Present lesson,
Lesson Four. These first three lessons should be used to give the students time to play
with the concept before becoming aware of it. The first lesson asks students to learn
Housekeeping by rote and perform it with accurate notes and rhythms. The second
lesson is with the popular London Bridge. At the end of the lesson, students will learn
the game that goes along with song, asking students to show they can do something
else while performing with accurate notes and rhythms. Lesson three uses Buenos
Días, a take on the popular song Frère Jaques with Spanish greeting phrases.
Present
Lesson Four is the Present lesson. This is where the students will first be formally
introduced to the new concept Fa. In this lesson, we revisit Housekeeping and learn
how to read and identify Fa in music. Students are to discover the new note before the
teacher informs the students exactly what it is.
Practice
Lessons Five through Ten ask students to practice using, reading, and writing Fa with
various activities. London Bridge and Buenos Días are revisited with standard notation.
In the sixth lesson, students will get the opportunity to compose their own song while
using Fa and the same form as Buenos Días. The students will also learn three more
songs; This Lady, Around the Green Gravel, and Alabama Gal. Lesson Seven, This
Lady, incorporates the World Music Pedagogy. Students will get a more extensive
lesson on the background of the song and will create something similar.
4th Grade Fa Unit,

Lesson One - Prepare
Housekeeping
Standards Addressed
MU:Cr1.1.4b Generate musical ideas (such as rhythms, melodies, and simple

accompaniment patterns) within related tonalities (such as major and minor) and
meters.
MU:Pr5.1.4b Rehearse to refine technical accuracy and expressive qualities, and

address performance challenges.
MU:Pr6.1.4a Perform music, alone or with others, with expression and technical
accuracy, and appropriate interpretation.
MU:Cr2.1.4a Demonstrate selected and organized musical ideas for an improvisation,

arrangement, or composition to express intent, and explain connection to purpose and
context.
Materials
• Housekeeping song
• classroom set of ukuleles
• Fa Aural Warm Up
Lesson Sequence
Warm Up/Entry Activity
1. T: Welcome to class students! We’re going to start learning something

new today! Let’s start with a little echo activity.
2. T uses Fa Aural Warm Up. Ss do not see notation. T sings measures on

neutral syllable. Ss echo in empty measure.
3. If Ss miss a measure, T can repeat/correct as necessary.
4th Grade Fa Unit,

Activity One - Whole
Purpose: Introduce Housekeeping and Fa as a concept aurally.
1. T: Now that we’re ready to sing and learn something new today, gather
around and let me tell you about this new song we’re going to learn
today.
2. T: Have any of you ever had problems with friends or siblings deciding
what game to play?
3. T: Well these 5 children in 1770s England couldn’t decide what to play

because the boys wanted to play soldiers and the girls wanted to play
house. The girls decided to play tea together and Kitty was told to put the
kettle on the stove so that they could drink their tea. This song is called
Housekeeping and is about that story.
4. T: Listen to me sing the song for you.
5. T sings whole song for students and accompanies self on ukulele.
Activity Two - Part
Objective: Using Fa, fourth grade students will sing Housekeeping in broken up
sections with accurate pitches and rhythms.
1. T: Let’s learn Housekeeping together. Repeat after me.
2. T breaks Housekeeping into 2 measure phrases and Ss echo (teaching by

rote).
3. After Ss have echoed the entire song in 2 measure phrases, T can break
the song into bigger chucks (extended echo).
4. The following are suggestions to use to help Ss learn the song by rote.
• extended echo - 4 measure phrases
• fill in the blank - Ss fill in spots T leaves out
• Q & A - example: T: What’s the first word?
5. T should help and correct Ss as necessary.
4th Grade Fa Unit,

Activity Three - Whole
Objective: Using Fa, fourth grade students will perform Housekeeping in entirety
with accurate pitches and rhythms.
1. T: We’ve learned the entire song now. Let’s try singing it in our heads.
2. T plays ukulele to accompany and mouths the words without making

sound.
3. T: What were parts that you had a harder time remembering the words or
how it went?
4. Ss tell parts that more difficult. T reviews as necessary.
5. T: Do we think we can sing the whole song together now?
6. Ss should feel ready to sing the song in entirety. If not, consider reviewing
as necessary. T and Ss sing Housekeeping together.
Assessment
Can each student sing the entire song? Have the students sing the song without
teacher and observe to see if all students look as if they know the song. If so, they are
ready to learn the next part. If not, review Housekeeping as necessary.
Activity Four - Accompaniment
Objective: Using Fa, fourth grade students will perform Housekeeping with
accurate pitches, rhythms, and ukulele accompaniment.
1. If this is a new day, review Housekeeping as necessary to get the song in

the Ss minds.
2. T: We’re now going to learn the ukulele part to Housekeeping. Watch me.
3. T sings and plays Housekeeping for Ss.
4. T: How many chords did you see me use?
5. Ss should have observed the use of two different chords. If they’ve had
prior ukulele experiences (which they probably should have by this age),
they might be able to identify that it was G and D.
6. T: Grab a ukulele. Can everyone find their G chord and show their
neighbors? If your neighbor needs a reminder, please help them out.
4th Grade Fa Unit,

7. T: Let’s try strumming G together.
8. T: Now let’s find our D chord. Show your neighbors your D chord and
help your neighbors that might want some reminders.
9. T: Let’s try strumming D together.
10. T: Let’s practice changing between G and D. Join me when you’re ready.
11. T cycles strumming G and D for two measures each. Ss join in when
they’re ready.
12. T: Now let’s change chords like the song. Join me when you’re ready.
13. T cycles playing the song. T should also sing the words to the song
during this. Ss join when they’re ready. It’s great if some Ss feel
comfortable adding the words too.
14. T: If you haven’t sung along with me yet, join me this time.
15. T and Ss sing and play Housekeeping together.
Assessment
Can all students sing the entire song with accurate pitches, rhythms, and ukulele
accompaniment? Have the students perform the song without teacher in groups and
observe to see if all students look as if they know the ukulele part. If so, they are ready
to learn the next part. If not, review Housekeeping as necessary.
Activity Five - Improvising
Objective: Using Housekeeping, fourth grade students will improvise with Fa

over an 8 bar phrase in 4/4.
1. T: Let’s sing and play Housekeeping together.
2. Review as necessary, depending on how long it’s been since Activity

Four.
3. T: Watch me, I’m going to do something different now.
4. T sings Housekeeping on a neutral syllable.
5. T: What did I do differently?
6. Ss will note that it was the same song, but on “loo” or whatever the
chosen neutral syllable was.
4th Grade Fa Unit,

7. T: Watch me, I’m going to do one more thing different with our song.
8. T improvises on a neutral syllable over the 8 bars of Housekeeping. Use a

ukulele to accompany self and make sure to include Fa.
9. T: What did I do this time?
10. Ss: Made something up!
11. T: I made something up! Let’s all make something up! We’ll each be
singing something different, so it might sound a little funny, but that’s
okay. Listen for my ukulele to tell you when to stop.
12. T: This time, turn to a neighbor and take turns making something up.
Listen for my ukulele to tell you when to stop.
13. T: Now let’s take turns as a class improvising. I’ll go first. Who wants to
go after me? We’ll go in a circle after that.
Assessment
Can each student improvise around the Fa pitch for 8 bars in 4/4? Take turns going
around in a circle to have each student do it on their own.
4th Grade Fa Unit,

Lesson Two - Prepare
London Bridge
Standards Addressed

meters.


context.
Materials
• London Bridge song
• ukuleles
• space to play game
• classroom set of Orff xylophone instruments
Lesson Sequence

4th Grade Fa Unit,

Purpose: Introduce Fa and London Bridge.
1. T: Who knows the song London Bridge? Today we’re going to learn that
song and a game that goes with it! First, does anybody have a guess
where London Bridge comes from?
2. Ss will likely guess London.
3. T: It comes from London, England, when predatory attacks were

happening on the London Bridge in the mid-18th century. When is the
18th century?
4. T: The 18th century is the 1700s! That’s more than 300 years ago! Even
though this song was written in the 1700s, it didn’t become popular in
Britain and the US until the 19th century, or 1800s.
Activity Two - Part
Objective: Using Fa, fourth grade students will sing London Bridge in broken up
sections with accurate pitches and rhythms.
1. T: Let’s learn London Bridge together. Repeat after me.
2. T breaks London Bridge into 2 measure phrases and Ss echo (teaching

by rote).
3. After Ss have echoed the entire song in 2 measure phrases, T can break
the song into bigger chucks (extended echo).
4. The following are suggestions to use to help Ss learn the song by rote.
• extended echo - 4 measure phrases
• fill in the blank - Ss fill in spots T leaves out
• Q & A - example: T: What’s the first word?
5. T should help and correct Ss as necessary.
Objective: Using Fa, fourth grade students will perform London Bridge in entirety
with accurate pitches and rhythms.
1. T: We’ve learned the entire song now. Let’s try singing it in our heads.
4th Grade Fa Unit,

2. T plays ukulele to accompany and mouths the words without making
sound.
3. T: What were parts that you had a harder time remembering the words or
how it went?
4. Ss tell parts that more difficult. T reviews as necessary.
5. T: Do we think we can sing the whole song together now?
6. Ss should feel ready to sing the song in entirety. If not, consider reviewing
as necessary. T and Ss sing London Bridge together.
7. Once Ss are confident with singing London Bridge, T may teach game.
8. T: Are you ready to learn the game that goes along with our song?
9. T: I need a volunteer to help me example the game.
10. T picks from S volunteers.
11. T: S and I are going to form a bridge with

our arms. Now the rest of the class needs
to line up and go through our bridge as
we sing the song. The goal is to not get
caught when we drop our bridge. If you
get caught, you’ll grab a ukulele and play
and sing with me. The last one to not get
caught wins. Everyone will be singing the
entire time we play. Who would like to be my first two bridge makers?
12. T picks 2 S volunteers to be the first to make the bridge. Ss can play
game several times if time permits. T should play and sing the song the
entire time, but assist as necessary.
Assessment
Observe students as they play the game. If students are able to do something else
(play the game) while singing the song, they are ready to move onto accompaniment. If
not all students are ready to move on, review as necessary.
4th Grade Fa Unit,

Objective: Using Fa, fourth grade students will perform London Bridge with
accurate pitches, rhythms, and ukulele accompaniment.
1. If this is a new day, review London Bridge as necessary to get the song in
the Ss minds.
2. T: We’re now going to learn the ukulele part to London Bridge. Watch me.
3. T sings and plays London Bridge for Ss.
4. T: How many chords did you see me use?
5. Ss should have observed the use of two different chords. It’s possible
that they’ll notice that it’s the same as Housekeeping.
6. T: London Bridge’s ukulele part is just like Housekeeping’s. Grab a

ukulele. Can everyone find their G chord and show their neighbors? If
your neighbor needs a reminder, please help them out.
7. T: Let’s try strumming G together.
8. T: Now let’s find our D chord. Show your neighbors your D chord and
help your neighbors that might want some reminders.
9. T: Let’s try strumming D together.
10. T: Let’s practice changing between G and D. Join me when you’re ready.
11. T cycles strumming G and D for two measures each. Ss join in when
they’re ready.
12. T: Now let’s change chords like the song. Join me when you’re ready.
13. T cycles playing the song. T should also sing the words to the song
during this. Ss join when they’re ready. It’s great if some Ss feel
comfortable adding the words too.
14. T: If you haven’t sung along with me yet, join me this time.
15. T and Ss sing and play London Bridge together.
4th Grade Fa Unit,

Assessment
Can all students sing the entire song with accurate pitches, rhythms, and ukulele
observe to see if all students look and sound as if they know the ukulele
accompaniment. If so, they are ready to learn the next part. If not, review London
Bridge as necessary.
Objective: Using London Bridge, fourth grade students will improvise with Fa
over an 8 bar phrase in 4/4.
1. T: Let’s sing and play London Bridge together.
2. Review as necessary, depending on how long it’s been since Activity

Four.
3. T: Watch me, I’m going to play it on the xylophone now. Please sing
along with me on loo.
4. T plays London Bridge on xylophone and sings along with Ss on a

neutral syllable (loo).
5. T: Watch me, I’m going to do one more thing different with our song.
6. T improvises on xylophone over the 8 bars of Housekeeping. Make sure

to include Fa.
7. T: What did I do this time?
8. Ss: Made something up!
9. T: I made something up! Let’s all make something up! We’ll each be
playing something different, so it might sound a little funny, but that’s
okay. Listen for my xylophone to tell you when to stop. I’ll do four counts
of G on the last measure so that you know to be done. Try playing notes
between G and D.
10. T should play chord roots for all four beats of each measure to signal
and provide harmonic context.
11. T: This time, turn to a neighbor and take turns making something up.
Listen for my xylophone to tell you when to stop.
4th Grade Fa Unit,

12. T: Now let’s take turns as a class improvising. I’ll go first. Who wants to
go after me? We’ll go in a circle after that.
Assessment
Can each student improvise around the Fa pitch for 8 bars in 4/4? Take turns going
around in a circle to have each student do it on their own.
4th Grade Fa Unit,

Lesson Three - Prepare
Buenos Días
Standards Addressed

meters.


context.
Materials
• Buenos Dias song
• ukulele
Lesson Sequence

4th Grade Fa Unit,

Objective: Using Fa, fourth grade students will sing Buenos Días with accurate
pitches and rhythm.
1. T: ¡Buenos días, classe! Good morning, class! I know some of you already
know some Spanish and some of you have friends that speak Spanish,
too! Today we’re going to be learning a song in Spanish!
2. T: When we see a friend, what are some things we might say to them
3. Ss might say:
• Hi!
• How are you?
4. T: We’re going to learn how to say these things to our friend in Spanish!
Repeat these phrases after me!
5. T: ¡Buenos días!
6. T should pause after each to give Ss time to repeat; repeat phrases in

Spanish a couple times before moving onto the English.
7. T: Good morning!
8. T: ¿Como estás?
9. T: How are you?
10. T: Muy bien, gracias.
11. T: Very good, thank you.
12. T: ¿Y usted?
13. T: And you?
14. T: Great! Now let’s it faster! Repeat after me!
15. T: ¡Buenos días!
16. T should pause after each for time to repeat and go straight to the next
phrase.
17. T: Good morning!
18. T: ¿Como estás?
19. T: How are you?
20. T: Muy bien, gracias.
21. T: Very good, thank you.
4th Grade Fa Unit,

22. T: ¿Y usted?
23. T: And you?
24. T: Awesome! We’ve learned all the words to our song!
25. T: Now that we’ve learned the words, let’s learn the song! Do you
remember the song Frère Jacques? This song uses that same melody,
but with different words. Don’t worry if you don’t remember or don’t know
that song, we’ll learn this one together!
26. T: Pat the beat with me!
27. T pats quarter notes in tempo.
28. I’m going to get my ukulele out now. Continue to pat the beat while I sing
our song for you.
29. T strum pattern is 1 2+ 3 4 on C chord.
30. T sings: “do, do, do, do, this is our starting note
31. T sings Buenos Días
32. T: What did you notice about our song?
33. T: Everything is repeated! We sing each Spanish phrase twice. We’re now
going to slow our song down just a little bit. Continue to pat the beat and
fill in the blanks to the song. I’ll sing the little phrase and then you’ll
repeat it.
34. T sings and plays Buenos Días with fill in the blank every other measure,
playing the entire time.
Activity Two - Part
Objective: Using Buenos Días, fourth grade students will use Fa.
1. T: Think about the words. What’s first?
2. Ss: ¡Buenos días!
3. T: What comes after that?
4. Ss: ¿Come estás?
5. Let’s try singing that all together now! Pat the beat and sing the first part
with me.
6. T and Ss sing Buenos Días first line.
4th Grade Fa Unit,

7. T: Let’s try that one more time together!
8. T sings and plays Buenos Días first line to review, Ss sing.
9. Now that we’ve got the first line down, let’s move onto the second line!
What comes after “¿Come estás?”
10. Ss: ¡Muy bien, gracias!
11. T: What comes after that?
12. Ss: ¿Y usted?
13. T: Let’s try the second phrase together
14. T sings and play Buenos Días second line, Ss sing.
15. T: Let’s try that one more time together.
16. T sings and plays Buenos Días second line, Ss sing.
17. T: Now let’s sing the whole song together! Please make sure you are still
patting along?
18. T sings and plays Buenos Días, Ss sing.
19. T: ¡Muy bien! Very good! Now we’re going to try some extended fill in the
blank. Do you remember what comes after “¡buenos días!?” “¿Come
estás?” is next. I’ll sing the “¡buenos días!” part and then you sing
“¿come estás?” I’ll still play so that we stick together!
20. T: Do you think you can do the entire first line by yourself? I’ll play and
you sing.
21. T: Now we’ll try some extended fill in the blank with the second line.
Remember how it starts. “¡Muy bien, gracias!” and then “¿y usted?” I’ll
sing “¡muy bien, gracias!” and you sing “¿y usted?”
22. T: I bet you can do the entire second line by yourself! I’ll play and you
sing!
Objective: Using Buenos Días, fourth grade students will use Fa.
1. T: Let’s sing it all together!
2. T sings and plays Buenos Días, Ss sing.
4th Grade Fa Unit,

3. ¡Muy bien! Very good! Now I’m just going to play my ukulele. I want you
to pat along and sing the song for me.
4. T only plays Buenos Días, Ss sing.
Assessment
Can all students sing the whole song with accurate pitch and rhythm? Review as
necessary.
Objective: Using Fa, fourth grade students will perform melodic accompaniment
to Buenos Días with steady beat and accurate rhythm using ukuleles.
1. T: We’re going to learn the accompaniment to Buenos Días now. Go

ahead and grab a ukulele.
2. T: We’re going to use just one chord for this song, C Major! Put your first
three fingers in the first three spaces on the string farthest away from
your nose. Remember that this is the A string?
3. T: Try playing the C Major chord on quarter notes with me! If you don’t
have a ukulele, feel free to pretend.
4. T strums quarter notes and give students time to adjust.
5. Now, let’s learn the strum pattern. Join me when you’re ready!
6. T strums pattern 1 2+ 3 4 and repeat several times.
7. T: Strum along with me while I sing our song for you!
8. T: ¡Muy bien! Very good! Let’s sing and play the song together!
9. T: ¡Muy bien! Very good! Now I want to see you accompany yourself!
Send me a video of you singing our song Buenos Días while
accompanying yourself. You can play ukulele and/or do the body
percussion!
4th Grade Fa Unit,

Assessment
Can all students sing the whole song with accurate pitch, rhythm, and
observe to see if all students are ready to move onto the next step. Review Buenos
Días as necessary.
Objective: Using Fa, fourth grade students will improvise in C Major in 4/4 time
in the phrase length (8 bars) of Buenos Días.
1. T: We’re going to add one final thing to our song today; improvising!
Before we do that, let’s sing our song together! Go ahead and grab a
ukulele.
2. T: This song is so much fun! I love it so much that I’m going to play it
again for you. But this time, I’m going to do something different! If you
want, you can pat along with me while I sing for you.
3. T sings “loo” instead of words.
4. T: So what did I do differently?
5. Ss: You sang the song, but with “loo” instead of the words.
6. T: I still sang the melody, but I used “loo” to replace the words. This time,
I’m going to do something different than that and I want to see if you can
figure it out. You can still pat along.
7. T improvises on “loo” and uses Fa in improvisation.
8. T: What did I do that time?
9. T: I made something up. We’re going to try making something up, or

improvise, together.
10. T: Strum along on the C chord with me. Put your third finger on the A
string, the string farthest away from your nose.We’re going to use our
voices to make something up. It might sound a little funny because we
won’t be singing the same thing, but that’s okay.
11. T sings “do mi so me do, here we go.”
4th Grade Fa Unit,

12. T: This time, I’m going to sing you a question and I want you to sing me
an answer back when I point to you. Listen to my question.
13. T improvises 4 bars while Ss improvise for 4.
14. T: ¡Muy bien! Very good! This time, we’re going to do it all together. We’ll
sing our song Buenos Días first, do our question and answer, and then
sing our song again.
15. T sings “loo loo, this is our starting note, 1 2 here we go” before starting
16. T and Ss play and sing Buenos Días one time.
17. T: My turn.
18. T improvises 4 bars.
19. T: Your turn.
20. T plays 4 bars for Ss to improvise.
21. T: My turn.
22. T improvises 4 bars.
23. T: Your turn.
24. T plays 4 bars for Ss to improvise.
25. T: ¡Muy bien!
26. T and Ss play and sing Buenos Días one time.
Assessment
Can each student improvise around the Fa pitch for 8 bars? Take turns going around in
a circle to have each student do it on their own.
4th Grade Fa Unit,

Lesson 4 - Present
Housekeeping Part 2
Standards Addressed
MU:Cr3.1.4a Evaluate, refine, and document revisions to personal music, applying

teacher provided and collaboratively developed criteria and feedback to show
improvement over time.
MU:Pr4.2.4b When analyzing selected music, read and perform using iconic and/or
standard notation.
Materials
• Housekeeping song
• ukulele
• Housekeeping warmup
Overarching Objective
Using Housekeeping, fourth grade students will discover and identify Fa in standard
notation.
Lesson Sequence
Warm Up - Using “Housekeeping Warmup”
1. T: Welcome to class students! Circle up and let’s do an echoing exercise!

Please repeat after me!
2. T establishes key on solfege (Do-Mi-Sol-Mi-Do-low Sol-Do)
3. T sings warmup on neutral syllable
• Ss do not see notation, only T sees
• Ss echo during succeeding empty measure in warmup
4th Grade Fa Unit,

Activity One - Review Before Fa
Purpose: Review what the students already know without introducing the new
concept quite yet.
1. T: Great job with that exercise! Who remembers the song we learned
Housekeeping? Let’s sing it together!
2. T and Ss sing together
3. T corrects any errors as necessary
4. T: Let’s look at what the beginning of this song looks like and sing it on
solfege. Here’s our key.
5. T establishes the key
6. show first two measures of Housekeeping
7. T: What do we start on?
8. Ss: Mi!
9. T: Correct! Let’s sing the first two measures on solfege, starting on Mi.
10. T accompanies on ukulele and Ss sing first two measures on solfege
11. T corrects any errors as necessary
Activity Two - Discovering Fa Aurally
Objective: Using Housekeeping, fourth grade students will discover Fa aurally.
1. T: Great job with the first two measures! What does the next measure
sound like?
2. Ss sing either the words or on a neutral syllable
3. T: Great! Let’s figure out what that is!
4. T facilitates discussion and prompting of where does the note go with

solfege
• play around D, M, S, and L
5. Ss discover that there is a new note we haven’t learned yet in the third
measure
4th Grade Fa Unit,

Activity Three - Labeling and Presenting Fa as a Symbol
Objective: Using Housekeeping, fourth grade students will identify Fa visually

with symbols.
1. T: Great detective work! We haven’t learned what that is yet! That’s Fa!
Let’s try and use Fa by stepping it out, but jump when you get to Fa.
2. Ss and T stand up and step out D to L and back down to D, emphasizing

Fa by jumping when arriving at it.
Activity Four - Labeling and Presenting Fa in Standard Notation
Objective: Using Housekeeping, fourth grade students will identify Fa visually

with standard notation.
1. T displays standard notation of song
2. T: If this (point to S in song) is Sol and this (point to M in song) is Mi,

where is our new friend Fa in our song? Can somebody show me one
place? Can somebody else show me the other place?
3. Volunteered Ss point to the two different places where Fa appears in

Housekeeping, or T corrects as necessary
4. T: Right! Here’s Fa and here it is again!
• either write Fa or have Fa appear above the two places
Activity Five - Reinforcing Fa
Purpose: Reinforce the new skill while continuing to compare it with what the
students knew previously.
1. T: Now that we know Fa, let’s sing all of Housekeeping together on

solfege!
2. T and Ss sing Housekeeping on solfege
• be sure to remind Ss of Fa as it approaches
4th Grade Fa Unit,

Assessment
Split students into two groups. Have one group sing the first half of the song and the
other group sing the second half. Fa is present in both halves. If the students can sing
their parts successfully, they are ready to move on. Review as necessary.  
4th Grade Fa Unit,

Lesson 5 - Practice
London Bridge Part 2
Standards Addressed
MU:Pr4.2.4a Demonstrate understanding of the structure and the elements of music

(such as rhythm, pitch, and form) in music selected for performance.
standard notation.
Materials
• London Bridge song
• London Bridge activity worksheets
• Board to display song
• Empty staff to be displayed on board
Objective
Using London Bridge, fourth grade students will practice reading and writing using Fa
in standard notation.
Lesson Sequence
1. T: Who remembers the song London Bridge that we learned and played a
game with?
2. T: Today, we’re going to learn how to read London Bridge, but first, let’s
do an activity finding Fa. Remember that to go from Do to Fa, we want to
remember Here Comes the Bride. (sing this)
3. T: I’m going to give you a key and you sing back Fa.
4. T establishes a key (Do-Mi-So-Mi-Do).
5. Ss sing Fa.
4th Grade Fa Unit,

6. Repeat this several times.
Activity One
Objective: Students will practice identifying Fa in London Bridge.
1. T: Listen to me. Does this sound like anything we know?
2. T sings first few measures of London Bridge on solfege.
3. Ss: That sounds like London Bridge!
4. T: Yes! Great listening!
5. T: We’re now going to practice finding Fa in our song.
6. T passes out Worksheet 1.
7. T: Fa appears a few times in our song. Can you find all of them and circle
them? Do we remember what London Bridge starts on?
8. Ss: It starts on Sol!
9. T: Correct! Find the Fa’s in London Bridge and put your hands on your
head.
10. When everybody is finishing up, T displays Worksheet 1 on board.
11. After everyone has finished, T: Hold up a number for me. How many Fa’s
did we find in London Bridge?
12. T: You should have found 6 Fa’s in our song. Does anybody know what
that note is for this song? (This is an extra assessment just to see what
students know; If students can name Fa as C on the staff, that’s great)
13. T: Can I have 6 volunteers to come circle a Fa in the song on the board?
14. 6 Ss volunteer to circle a Fa in the song on the board, T corrects as

needed.
15. T takes Worksheet 1 off board display. Display blank staff.
Activity Two
Objective: Students will practice writing Fa in London Bridge.
1. T: Now that we’ve found it, let’s practice writing it in our song together.
Since Fa is C, how is that going to look? First we need the notehead.
2. T draws a notehead for C on the staff.
4th Grade Fa Unit,

3. T: Which way should the stem go? Up or down?
4. Ss: Down!
5. T: Right! It goes down, so which side of the note should it go on?
6. Ss: Left!
7. T: Correct, it goes on the left side, going down!
8. T passes out Worksheet 2.
9. T: Now we’re going to practice writing Fa in London Bridge. Write in Fa

on the staff where it is missing in our song. When you’re done, put your
feet.
10. As students are working on on Worksheet 2, pull it up to display it on the

board.
11. Finish out activity asking for 6 new volunteers to write Fa in the song on
the board.
Closer
T: Great job practicing finding and writing Fa today! Pass in your worksheets and have
a great rest of your day!
Assessment
If 80% of students receive an 80% or higher on the worksheets, students are ready to
move on. Review as necessary in following lessons. 
4th Grade Fa Unit,

Lesson 6 - Practice
Buenos Días Part 2
Standards Addressed

meters.

context.
MU:Cr2.1.4b Use standard and/or iconic notation and/or recording technology to

document personal rhythmic, melodic, and simple harmonic musical ideas.
MU:Cr3.2.4a Present the final version of personal created music to others, and explain
connection to expressive intent.
standard notation.
Materials
• Buenos Días song
• Buenos Días song with solfege instead of words
• blank staff paper
Objective
In groups, fourth grade students will write a song using Fa in the same form as Buenos
Días.
4th Grade Fa Unit,

Lesson Sequence
Review/Entry Activity
1. T: Welcome to class, students! We’re going to start class off today by

reading this song on the board on solfege. Add in the hand signs if you
feel comfortable with that!
2. T should have Buenos Días song with solfege instead of words displayed
on the board and establish the key.
3. T sings and does solfege hand signs with Ss.
4. T: Who recognizes this song?
5. Ss should recognize it as Buenos Días from Lesson Three.
Activity One
1. T: Good work with the solfege. What is something about the form of the
song that you remember or now recognize?
2. Ss should notice/remember that the song is an echo.
3. T: Each measure is repeated directly after it, making it an echo. Today,

we’re going to write pieces in the same form as Buenos Días. Get in
groups of four. I want you to work together to write this song. You can
either each write one measure that goes with the others or work together
to create the measures. You have complete control over what it sounds
like, but make sure you use Fa.
4. Ss create groups of four and go off into different parts of the classroom

to work together with the time needed to compose together. T must
check in with the groups as they are creating their songs and offer help
as necessary.
5. Wrap up Ss working and ask them to come back together as a class.
6. T asks students how they felt about the process and their compositions.
(self assessment )
7. Each group can explain their composition and the class can sing them
together on solfege.
4th Grade Fa Unit,

Closer
T: Great job composing your own pieces together today! We’ll be working on using Fa
some more with new songs next time!
Assessment
3 2 1
Form 8 measures in Echos, but not in Not the correct
singular measure singular measures. number of
echo form. measures or form.
Use of Fa Uses Fa in places Uses Fa at least Does not use Fa.
where it makes once.
sense.
Melody Musically complete Complete, but lacks Not complete or
and imaginative. imagination. imaginative.
Rhythm Rhythms make Rhythms are stable, Rhythms are erratic
musical sense for but do not make and do not make
the overall form of musical sense for musical sense for
the composition. the composition. the piece overall.
Teamwork Each group One member did Only one member
member not participate as contributed majorly
contributed equally much as others in to the completion
to the composition. the group. of the composition.
4th Grade Fa Unit,

Lesson 7 - Practice
This Lady
Standards Addressed

meters.

MU:Pr4.2.4c Explain how context (such as social and cultural) informs a performance.
Materials
• Wives' Song / Alabama Children's Song (medley) recording
• https://www.youtube.com/watch?v=JN0ChkIg64o
• classroom set of xylophones
• This Lady song
• Fa Sight Reading Activity
• This Lady Harmonic Context
• “19th-century ads written by newly freed slaves tell story about chapter in history”
video
• https://www.youtube.com/watch?v=XoF_OgOl99c
Objective
Using This Lady and steps from the World Music Pedagogy, fourth grade students will
practice using Fa.
4th Grade Fa Unit,

Lesson Sequence
Entry Activity
1. T: Welcome, fourth graders! Today, we’re going to be learning a new

song, but let’s first start off with some sight reading! Get your hands
ready to some solfege!
2. T pulls up Fa Sight Reading Activity and gives starting pitch
3. T does hand signs and sings along with Ss
Activity One - Attentive Listening
1. T: Now that we have our brains ready to do some learning, let’s listen to a
song from the same region as the song we’ll be learning today. While you
listen I want you to think of two things. Where do you think this song is
from? And what is the form?
2. T plays Wives' Song / Alabama Children's Song (medley) recording

starting at 0:44.
3. T: Can somebody tell me where they think this song is from?
4. Ss give their answers
5. T: This song was written and sang by slaves in Alabama, in the 1800s. Its
title is Alabama Children’s Song. What did you notice about the form?
6. Ss should recognize the call and response sections and congregational

singing.
Activity Two - Engaged Listening
1. T: Now that we’ve listened to and answered some questions about

Alabama Children’s Song, let’s listen again and put the song in our body
somewhere. Feel free to get up and move around.
2. T plays Alabama Children’s Song again and directs/helps Ss as they put

the music in their body. It could be tapping the beat, dancing along, etc.
T should be doing this with Ss to encourage movement and creativity.
4th Grade Fa Unit,

Activity Three - Enactive Listening
1. T: We’ve listened to, answered questions about, and moved around to

Alabama Children’s Song. Now let’s make some music similar to what we
heard in that recording. Find a xylophone, but wait to play. Listen to me
while I play and sing this song for you.
2. T pulls up music to the melody for This Lady and plays harmonic context
while singing.
3. T: Practice the melody on your own for 30 seconds and then we can all
play it together.
4. T: I’ll play the bass line. Who wants to be my leader for the melody?
5. T picks a volunteer from Ss to lead other Ss in playing the melody.
Activity Four - Integrating World Music
1. T: We just learned the

song This Lady, which
comes from African-
American children in
Georgia, from after
Alabama Children's
Song. Take a look at this
picture. What do are
things you notice in it?
2. S s make their
observations. Once a Ss
notices their hula
hoops…
3. T: The children in this picture are playing. Alabama Children’s Song and
This Lady are both game songs. That means that children would sing
these songs and play a game along with them. What are some games
you play that have songs with them?
4th Grade Fa Unit,

4. Ss may answer with various recess, jumprope, etc games. It’s great if
they remember London Bridge from earlier in the unit.
5. T: African-Americans in
the United States haven’t
always been treated so
kindly. We’re lucky to live
in a time where people
are more welcome for
whoever they are. Take a
look at this picture. All of
the students in this
picture are African-
Americans. During the unfair treatment of African-Americans, just
because of their skin pigmentation, children had to go to separate
schools. Does anybody know how or why people from Africa ended up
living in the United States?
6. By fourth grade, Ss should have lessons about slavery. T should talk

about the subject how they and the school feel appropriate.
7. T: During the time of slavery in the United States, many people were
separated from their families. We’re going to watch a video now about
some articles people posted to find their family members after slavery
was abolished.
8. T plays “19th-century ads written by newly freed slaves tell story about
chapter in history” video.
9. T: Try to imagine how you would feel if your family had been taken from
you or you had been taken from your family. What might you say in the
paper to try and find your mom or dad or brother or sister after not seeing
them for many years?
10. Ss can share what they might say.
4th Grade Fa Unit,

Activity Five - Creating
1. T: Now that we now more about This Lady, let’s improvise something like
it. Watch how I make something up.
2. T improvises over 8-bars, using Fa in the improvisation.
3. T: What is the note that we have been learning to read and use recently?
4. Ss: Fa!
5. T: Right! I want you to use Fa somewhere in your improvisations. Did you

hear when I used it?
6. T: Our song is in the key of G, so Fa is what?
7. Ss should be able to answer that Fa is C.
8. T: Now it’s your turn to make something up. Everybody is going to be

playing something different at the same time. I’ll play the bass line, so
you know where we are. Remember to make sure to use C, also known
as Fa in our song, in your improvisation.
9. Ss improvise and T plays bass line.
10. T: This time, I want you to turn yourself and your instrument towards the
person next to you and take turns improvising. Remember to use Fa
when you’re improvising.
11. T: Now we’re going to go in a circle and take turns. Who wants to start?
Closer
T: Great job with our new music today. Next time, we’re going to learn another new
song.
Assessment
Can all students improvise over 8 bars and use Fa? Does it make sense with the bass
line?
4th Grade Fa Unit,

Lesson 8 - Practice
Around the Green Gravel
Standards Addressed
standard notation.
Materials
• Around the Green Gravel song

• Lesson 8 Sight Reading
• Blank staff paper
• Around the Green Gravel Rhythm & Solfege
Objective
Using Around the Green Gravel, fourth grade students will practice reading and writing
Fa.
Lesson Sequence
1. T: We’re going to learn another new song today that uses our new note
Fa! Let’s first start with a little sight reading to get our gears going!
2. T pulls up Lesson 8 Sight Reading for Ss.
3. T should establish the key and ask Ss to find the starting note.
4. Give Ss 30 seconds to work through it on their own first and then go

through as a class.
5. T should sight read along with Ss and use hand signs, encouraging Ss to
do the same.
4th Grade Fa Unit,

6. T corrects Ss as necessary.
Activity One
1. T: Now that our gears are going, let’s move on to reading a new song.
Around the Green Gravel is a traditional English country song.
2. T pulls up Around the Green Gravel Rhythm & Solfege on board.
3. T: On the board is the rhythm and solfege to Around the Green Gravel. If
Do is G, what is our starting note, or Sol?
4. Ss: D.
5. T: Right, D is our starting note and Sol because G is Do. We’re now going
to write out our new song onto blank staff paper. Get out a blank sheet
and I’ll help you get started and be available to help
while you all work on it.
6. After Ss have staff paper, T draws the first part of

Around the Green Gravel like pictured to the right with
Ss.
7. T: Use the rhythm and solfege on the board to write out our new song.
Please don’t hesitate to ask for help.
8. Ss transcribe Around the Green Gravel.

9. T: Once you’re done, turn your paper over and draw me a picture of
something that reminds you of England.
10. T walks around and helps students when they need it and observes for
when everybody is drawing. Once everybody is drawing, move on to the
next step.
11. T: It looks like everyone is done transcribing Around the Green Gravel, so
let’s try reading what we wrote. You can use a mix of what you wrote and
the rhythm and solfege on the board.
12. T and Ss sing Around the Green Gravel on solfege or neutral syllable, T
correcting as necessary.
13. T: We’re not done with this song yet, but turn your staff paper in and we’ll
visit it some more another time.
4th Grade Fa Unit,

Assessment
3 2 1
Rhythms >90% of rhythms >80% of rhythms <70% of rhythms
are correct are correct are correct
Pitches >90% of pitches >80% of pitches <70% of pitches
are correct are correct are correct
Neatness >90% of notation is >80% of nation is <70% of notation is
neat and legible neat and legible neat and legible
4th Grade Fa Unit,

Lesson 9 - Practice
Around the Green Gravel Part 2
Standards Addressed

standard notation.
MU:Pr5.1.4a Apply teacher-provided and collaboratively developed criteria and

feedback to evaluate accuracy and expressiveness of ensemble and personal
performances.
Materials
• Around the Green Gravel song

• classroom set of Orff xylophone instruments
Objective
Using Around the Green Gravel, fourth grade students will practice reading and playing
Fa.
Lesson Sequence
1. T: Welcome to class! Repeat after me.
2. T sings first part of Around the Green Gravel. Ss echo.
4th Grade Fa Unit,

3. T sings next part. Ss echo.
4. T puts the two parts together and Ss echo.
5. T: Does this sound familiar at all?
6. If Ss aren’t quite placing it yet, move onto echoing the next part until they
catch on.
7. T: This is the song we wrote down before off of the rhythm and solfege on
the board, Around the Green Gravel.
8. To warm up, let’s sing the song together.
9. T puts Around the Green Gravel on the board.
10. T and Ss sing Around the Green Gravel together on words. Review as
necessary.
Activity One
1. T: We’re now going to play it all together on our xylophones. Gather

around in today’s xylophone corner and get ready to play.
2. T and Ss read Around the Green Gravel together on xylophones.
3. T should scaffold the learning of the song.
4. T should also remind Ss of good playing posture and technique.
4th Grade Fa Unit,

5. T: Now that we’ve all played together, we’re going to take turns playing
the measures. We’ll go in the circle and each play one measure. Be ready
before your turn.
6. Below is an example of how to break up the song. Repeat until each

student has had a chance to play at least one measure.
7. T: Can I now have two volunteers to play Around the Green Gravel
together?
8. T picks from S volunteers. Repeat this until all Ss have gone.
Assessment
Can all students play Around the Green Gravel with current notes and pitches? Correct
and review as necessary.
4th Grade Fa Unit,

Lesson 10 - Practice
Alabama Gal
Standards Addressed

standard notation.
MU:Pr5.1.4a Apply teacher-provided and collaboratively developed criteria and

feedback to evaluate accuracy and expressiveness of ensemble and personal
performances.
Materials
• Alabama Gal song
• Step Out Activity
Objective
Using Alabama Gal, fourth grade students will practice reading Fa.
Lesson Sequence
1. T: Welcome to class, fourth graders! We’re going to start today with a

little step-out activity. Find your Do space. You’ll need room to step out
Do through La.
2. T and Ss find a starting spot to be able to step out Do through La.
3. T: Repeat after me.
4. T teaches Step Out Activity by rote and repeats with Ss.
5. T should correct/review as necessary.
4th Grade Fa Unit,

Activity One
1. T: That step out activity was so much fun! Let’s learn a new song now!
2. T: On the board is our new song Alabama Gal. Where do you think it
comes from?
3. Ss will probably guess Alabama.
4. T: It’s actually from Tennessee. From around 1820 to 1940, play parties
were super popular. People would get together and sing and dance
together and this was one of those songs. The song is about a lady that
came to Tennessee from Alabama to a play party. It was written in the
mid-1800s.
5. T: Take about 45 seconds on your own to sight-read Alabama Gal on

solfege.
6. Ss should pick it up quickly because of the Step Out Activity. After Ss

have had time to figure it out on their own, move onto next step.
7. T: Now that we’ve had a little time to look at it, let’s sing it together on
solfege.
8. T and Ss read Alabama Gal on solfege. Correct as necessary.
9. T: Can I have four volunteers to sing Alabama Gal together on solfege?
10. T selects four S volunteers. Correct/review as necessary.
11. T: Let’s all add the words now.
12. T and Ss sing Alabama Gal on words. Correct as necessary.
13. T: Can I have four volunteers to sing Alabama Gal together on words?
14. T selects four S volunteers. Correct/review as necessary. Continue until

the entire class has gone.
Assessment
In groups of four, students will have sung Alabama Gal. Can all students sing Alabama
Gal with correct notes and rhythms?
4th Grade Fa Unit,

Materials - Songs, Warm Ups, Worksheets
Song One - Housekeeping
Source: 150 American Folk Songs - pg. 73
Song Two - London Bridge

Source: 150 American Folk Songs - pg. 74 (rewritten in 4/4 for rhythmic pedagogical
purposes)
4th Grade Fa Unit,

Song Three - Buenos Días
Source: De Colores by José-Luis Orozco, adjusted into 4/4 to meet learning needs
Buenos Días Solfege
Song Four - This Lady
4th Grade Fa Unit,

This Lady Harmonic Context
Source: Anna Featherston
Song Five - Around the Green Gravel
Around the Green Gravel Rhythm & Solfege
4th Grade Fa Unit,

Song Six - Alabama Gal
Fa Aural Warm Up
Fa Sight Reading Activity
4th Grade Fa Unit,

Lesson 8 Sight Reading
Step Out Activity
150 American Folk Songs to Sing, Read, and Play by Katalin Komlos, Peter Erdei, and
The Staff of the Kodály Musical Training Institute.
4th Grade Fa Unit,

Name: _____________________________
Class: _____________________________
London Bridge Worksheet 1
Circle every Fa in the song.
—————————————————— cut here ————————————————
Name: _____________________________
Class: _____________________________
London Bridge Worksheet 2
Practice writing Fa by filling in the missing note.
4th Grade Fa Unit,

Elementary Unit Plan

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Elementary Unit Plan

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Anna Featherston

Elementary Teaching Unit:

Advanced Studies in Music Education

Other Musical Concepts…………………………………………………..…… 3

Lesson One: Housekeeping …………………………………………………… 7

Lesson Two: London Bridge …………………………………..……………… 12

Lesson Three: Buenos Días …………………………………………………… 18

Lesson Four: Housekeeping Part 2 …………………………………………… 25

Lesson Five: London Bridge Part 2……………….…………..……………… 29

Lesson Six: Buenos Días Part 2 ……………..………………………..……… 32

Lesson Seven: This Lady ….…………………………………………………… 35

Lesson Eight: Around the Green Gravel ……………………………………… 40

Lesson Nine: Around the Green Gravel Part 2 ………………….…………… 43

Lesson Ten: Alabama Gal …………………………………..……………..…… 46

London Bridge …………………………………..……………………………… 48

Buenos Días …………………………………..………………………………… 48

Buenos Días Solfege ………………..……..…………………………………… 49

This Lady Harmonic Context …………………..……………………………… 50

Around the Green Gravel ………………………..……………..……………… 50

Around the Green Gravel Rhythm & Solfege……..………..………………… 50

Alabama Gal …………………………………..………………………………… 51

Fa Aural Warm Up …………………………………..…..……………………… 51

Fa Sight Reading Activity ……………………………………………………… 51

Lesson 8 Sight Reading …………………………………..…………………… 52

Step Out Activity …………………………………..…………….……………… 52

London Bridge Worksheet 1 …………………………………..………….…… 53

London Bridge Worksheet 2 …………………………………..………………. 53

Other Musical Concepts

• Sol-Do ascending scale

• skips and leaps

• descending from La and Sol

• ascending and descending arpeggiated major chord (Do, Mi, Sol)

• game and dance songs

• Spanish language greetings

• historical and cultural backgrounds

4th Grade Fa Unit,

Anna Featherston, 2020 3

Name Able Attempted, but not Not Attempted

4th Grade Fa Unit,

Anna Featherston, 2020 4

Each measure starts with Do. Please write Fa.

(+ .5 for each extra song)

Circle each Fa in the following song. It starts on Do.

Anna Featherston, 2020 5

4th Grade Fa Unit,

Anna Featherston, 2020 6

MU:Cr1.1.4b Generate musical ideas (such as rhythms, melodies, and simple

MU:Pr5.1.4b Rehearse to refine technical accuracy and expressive qualities, and

MU:Cr2.1.4a Demonstrate selected and organized musical ideas for an improvisation,

• classroom set of ukuleles

Warm Up/Entry Activity

1. T: Welcome to class students! We’re going to start learning something

2. T uses Fa Aural Warm Up. Ss do not see notation. T sings measures on

3. If Ss miss a measure, T can repeat/correct as necessary.

4th Grade Fa Unit,

Anna Featherston, 2020 7

Purpose: Introduce Housekeeping and Fa as a concept aurally.

3. T: Well these 5 children in 1770s England couldn’t decide what to play

4. T: Listen to me sing the song for you.

5. T sings whole song for students and accompanies self on ukulele.

Activity Two - Part

1. T: Let’s learn Housekeeping together. Repeat after me.

Buenos Días Solfege ………………..……..…………………………………… 49 

(+ .5 for each extra song) 