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Understanding By Design Unit Template

Title of Unit Learning La Grade Level 1


Curriculum Area General - Music Literacy Time Frame 3 lessons
Developed By John Shusdock
Identify Desired Results (Stage 1)
Content Standards
Singing, alone and with others, a varied repertoire of music.
Performing on instruments, alone and with others, a varied repertoire of music.
Reading and notating music.




Understandings Essential Questions
Overarching Understanding Overarching Topical
Students will understand how a new note, La, acts in music and relates to
known notes, So and Mi, visually and aurally.




In what ways does La relate with
So and Mi?
What does La sound like?
What does La look like on the staff?
What are the characteristics of La?
What patterns do we encounter La
in?
Related Misconceptions
As songs progress in difficulty and the new note, La, is used in different
patterns, students may have difficulty familiarizing themselves to new
patterns.




Knowledge
Students will know
Skills
Students will be able to
Students will know the characteristics of La regarding its relationship to So
and Mi.






Students will be able to sing La in different patterns, identify its location
on the staff in relation to So and Mi, and dictate songs using La.
Assessment Evidence (Stage 2)
Performance Task Description
Goal Write a score to the folk song Lucy Locket
Role Each student transcribes the melody and rhythms of the song to staff paper.
Audience The class and teacher.
Situation Students memorize and then transcribe the melody and rhythm of the song with teacher guidance.
Product/Performance Students successfully complete their first basic music score and perform the song using the score.
Standards
Students complete the task successfully by first memorizing the song using their hand as a representation of the staff and
where the notes will fall on the staff.
Other Evidence
Student progress towards the goal is measured informally by their ability to recall characteristics of La every class, individual and group singing of songs
using La in a variety of patterns, and written assessment where they must identify where La is on the staff depending on where So and Mi are given.
Learning Plan (Stage 3)
Where are your students headed? Where have
they been? How will you make sure the
students know where they are going?
Students are headed toward a complete understanding of La. They have prepared the concept
but do note have a name for the new note, and they have a complete understanding of So and
Mi. Students will be assessed constantly through their performance of songs and games, their
ability to identify characteristics of La and when it occurs in music.
How will you hook students at the beginning of
the unit?
Students will be presented with the name of the new note via the story of music street.
What events will help students experience and
explore the big idea and questions in the unit?
How will you equip them with needed skills and
knowledge?
A large variety of songs using La and accompanying games or activities (i.e. with orff
instruments and hand bells) will familiarize students with La and how it is used in music.
How will you cause students to reflect and
rethink? How will you guide them in rehearsing,
revising, and refining their work?
When students are presented with a song that uses La in an unfamiliar pattern, they will rethink
their understanding of how La is used and must retrain their voice and mind to use it in the new
pattern. They will be guided in this process using kinesthetic aides like body and hand motions
and visual aides like melodic representations showing contours of high and low.
How will you help students to exhibit and self-
evaluate their growing skills, knowledge, and
Students will informally perform every song they learn while they play games or do activities.
Students are often asked how well they think they performed a song and are challenged to
understanding throughout the unit? perform at a greater level. These performances and activities contribute to their skills,
knowledge, and understanding by giving them experience with La and asking them to think
about how it is used.
How will you tailor and otherwise personalize
the learning plan to optimize the engagement
and effectiveness of ALL students, without
compromising the goals of the unit?
Songs are often related back to an experience in students lives if possible. A weekly opening
activity will ask students about a favorite activity, animal, color, etc. using different melodic
patterns using La and students will respond with the same melodic pattern.
How will you organize and sequence the
learning activities to optimize the engagement
and achievement of ALL students?
The order of the songs used in the unit are organized in order from known to unknown. To
clarify, a song with the melody "So Mi So Mi So La So Mi" would precede a melody like "So So
La La So So Mi."

Day 1:
Opening Activity: "Whats your favorite thing in spring?" "So Mi So Mi So La So Mi"
Snail snail
Learn gross body signs, refine to body signs then hand signs.
Identify mystery note in song
Sing in solfege
Review characteristics of note
Teddy Bear
Learn gross body signs, refine to body signs then hand signs Sing along using the books
Compare melody to Snail Snail
Students sing solfege w/o teacher
Present mystery note as La
Teacher sings song fragments of known songs, students sing back the solfege
Identify a song from the teacher's (or students) hand/body signs

Day 2:
Opening Activity: "What's your favorite ice cream?" "So So La La So Mi"
Bobby Shaftoe
Learn body signs, then hand signs.
Use tape on the floor to represent staff. Experiment with different locations of So Mi and La. Recreate Bobby Shaftoe.
Lucy Locket
Learn, play, and memorize song with body signs, hand signs, and ultimately on the hand staff.
Review the characteristics of La

Day 3:
Opening activity: "What's your favorite animal?" "So So So La So So Mi"
Pass out staff paper with words written underneath for writing activity.
Draw a staff on the board, write a treble clef, identify where so is on the 3rd space
Who do we start on? How do you know? Is there a note higher than the first? Lower?
Are there one or two Sos on the first beat? Write two Sos above the word Lucy. Is the next note higher or lower than so? Repeat this process
for the first measure and draw a bar line.
How many beats are in the first measure? Tap the beat on your body and sing it to find out.
Is the 2nd measure the same or different? Is the first beat the same? The second? How are the last two beats different? Write in the melody as
we go.
Is the 3rd measure the same as the 1st or 2nd measure? Copy the notes into the 3rd measure.
Is the 4th measure the same as the 1st or 2nd measure?
Draw the lines of the notes in the right directions. All the Sos first, then the Las, then the Mis.
Tape together the ti-tis.
Sing on solfege syllables, rhythm syllables, and words.
We are dancing in the forest
Sing and learn with hand signs. How could we change the melody to match Lucy Locket?
Then sing on solfege syllables

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)

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