Marianne Thayer MUED 403/404

AIP Project - Lesson Three

Grade Level: 1 Class Type: General Music Length of Lesson: 50

Lesson Topic/Focus So-Mi, High-Low
Objective(s) SWBAT demonstrate their knowledge of Melodic Contour and Sol-Mi by creating
tactile listening guides with pipecleaners.
Materials On Chalk board, draw the Solfege stick we will be using with So and Mi.

On the presentation board, have ready two things:

● Post assessment.

● Followed by four different pictures of the pipecleaners (now attached to the google
slide with the assessment). One tilting upwards, one staying flat, one tilting
downward, and one zig-zaged.

Bring the karaoke mic!!

Ebeneezer Sneezer accompaniment - https://www.youtube.com/watch?v=8DoN7HfUTXQ

Prior Knowledge Students should recall….

Planning with UDL
http://udlguidelines.cast.org
Their pre assessment from four weeks ago. We took instruments, and circled the direction we
think their sound was travelling. Up the ladder, down the steps, or straight ahead.
So and Mi texting sticks. Which one was higher up? So or Mi?
Hello in Lulunese, High Low/So Mi
Multiple Means of Engagement (Purposeful and motivated learners): Students will be
manipulating their pipe cleaners on their own
Multiple Means of Action and Expression (Strategic and goal-directed learners): the
pipecleaners allow for tactile engagement! Curwen Hand signs will also be used.
Multiple Means of Representation (Resourceful and knowledgeable learners): Students

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 Marianne Thayer MUED 403/404

will have multiple visuals to refer to on the chalk board and projector.
Vocabulary Words, if Melodic Direction
applicable High/Low
So and Mi
Assessment Performance Tasks
● Students will continue to use Curwen hand signs and as a goodbye by picking either
So or Mi and fist bumping Ms. T. They will be asked to sing their pitch with Ms. T.
● Students will show and compare their pipe cleaner direction with a neighbor. Then
Ms. T will assess.

Learning Strategies / Instructional Procedures

Opening (Hook, Introduction,
Warm-Up, etc.)
Instructional Strategies
As applicable, identify Dalcroze,
Orff, or Kodaly strategy when
used by marking the activity
with a (D), (O), or (K) as
appropriate
Procedures:
Hello/welcome song! Bring in the mic and amp and see if any student would like to
try.
● Introduce new knowledge.
● Model new skills and knowledge.
● Guided practice.
● Pose leading questions.
● Physical demonstration
● Echoing
● Visual representation
● Peer review
1.) Hello/Welcome song from last week. But bring out the karaoke mic!
a. LAY OUT THE RULES!!
2.) Outline the goals for today!
a. Say hello to lulu again!
b. Review So and Mi
c. Discuss Highs and Lows - Is so higher than Mi?
d. Do an activity with pipecleaners to prepare for a post assessment

3.) Recall elements from previous classes:

a. We met lulu, lulu speaks lulunese which has lots of high and low
sounds, how do you say hello in lulunese?
b. We also used scarfs. What motions did we do? HIGH/LOW
c. LAST WEEK, we used our popsicle stick cell phones to practice so
and mi. We figured out that so was higher than mi!
d. We also worked on our hand signs!

4.) Lulunese. How do we say hello, and what is it in english

5.) Review So and Mi, ask what the hand signs are?
6.) Have them practice their so and mi with the hand signs. Fist bump a neighbor
with a so, then fist bump a neighbor with a mi.
7.) Be my echo! review what it means to echo.

8.) Have students find and orange line

9.) Do a brief movement activity- Pat your head for so, mi is your knees
10.) Sing a single measure pattern with so and mi and the corresponding
movement. Speed up progressively and try to trip them up!

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11.)Do a calming breath and sigh to calm down

12.)Everyone sit!

13.) Have everyone observe the projector sceen and review the preassessment.
14.) We know that a sound can move in a lot of different ways, but lets practice
identifying whether a sound moves up, moves down, goes straight, or maybe a
combination.
15.) Introduce the pipe cleaners and expectations/ettiquite.
16.) Have a helper pass our pipe cleaners
17.)Sing a scale on loo. Have students guess the answer and predict, then reveal!
Students should first match their pipecleaner with how the line on the board
looks if they have not ddone so yet.
18.) After they practice four times as a class, have them try on their own. Then
discuss with a neighbor before revealing. This can be done 2-3 times, with Ms.
T walking around to assess.
19.) Have a helper collect pipecleaners

20.) Lastly is practicing moving up and down on our bodies.

21.) Start with feet, ankles knees, thighs, hips, belly, shoulders, head. Then move
back down. Practice this a bit.
22.) Play the accompaniment with it!

23.)Close class with a review of the So and Mi hand signs. Have them first bump
and pitch match on the way out for a sticker. They can pet lulu again

Closure When class is over, have students line up for their sticker and show me their so and
their mi. They are going to give me a makeshift high five- “So-Mi” bump.

Homework n/a
Extension Hey Hey Look at me can be Played