Level 2. Lesson 10. Present do
Woodblock
Difficulty: 
Prior learning: None
Prepare: Present: do Practice:
Students will learn to identify and sing the solfa note do and practise its hand sign.
Lyrics
Peas porridge hot, pease porridge cold.
Pease porridge in the pot, nine days old.
Questions
- Where can you see the solfa note do in the song Pease Porridge?
- Can you show me the hand sign for do?
- What does do sound like compared to the other notes in the song?
- Project the score of Pease Porridge on the board in full-screen mode so it is clear for all students to see.
- Tell the class that they will sing the song with you and should pay close attention to where you are pointing as you guide them through the melody.
- Lead the class in singing Pease Porridge, pointing to each note as it is sung. Emphasise the flow of the melody as you move from note to note.
- At the song's end, draw their attention to the solfa note do, marked in red.
- Teach the class the hand sign for do. Demonstrate it clearly and ensure all students try it.
- Lead the class in singing Pease Porridge again, asking them to use the hand signs, including for do whenever they sing that note.
- Praise the class for their efforts and ask if anyone noticed where do appeared in the song. This can help reinforce their understanding.
Success Criteria
- I can recognise the solfa note do in the song.
- I can use the hand sign for do while singing.
- I can follow the teacher’s pointing to each note as we sing the song.
Students
- Project the first graphic showing Melody Street.
- Remind students that Melody Street is a magical street where notes live.
- Today, the focus will be on the new note do on this street.
- Point to do on the graphic. Highlight that do lives in the house below mi.
- Sing the notes as you point.
- Project the second graphic showing the gap in detail.
- Use this visual to explain that the space between do and mi is called a skip. This is because you must skip to get from one house to another.
- Demonstrate the hand sign for do.
- Guide students to imitate the hand sign, encouraging them to practice moving between do and mi to reinforce the idea of the step.
Questions
- What is shown on Melody Street?
- What is the distance between do and mi called?
- Which is higher - do or mi?
Success Criteria
- I can identify the location of do and mi on Melody Street.
- I can explain the relationship between do and mi as a skip.
- I can confidently demonstrate the hand sign for do and move between do and mi.
Students prepare do in "Mary Wore a Red Dress" through listening and solfa practice.
This lesson in wrong place!
Lyrics
Mary wore a red dress, red dress, red dress.
Mary wore a red dress all day long.
- Sing the song with the students.
- Ask students to listen for a new low note at the end.
- Isolate the phrase with the low note ("all day long"), sing it slowly, and have students echo.
- Discuss how the low note sounds different.
- Ask if the new low note is heard anywhere else in the song [first note measures 1 & 5]
- Regarding the tone ladder, discuss the new note below mi.
- Ask if the new note is a skip or a step blow mi.
Questions
- What colour was Mary's dress?
- Do you think she wore it to bed?
- Would Mary wear red trousers?
Success Criteria
- I can sing the melody of "Mary Wore a Red Dress."
- I can recognise the low note and sing it.
- I know the low note is below mi.
Students will practise identifying the highest and lowest notes in a song and use solfa hand signs while singing.
Lyrics
Pumpkin, pumpkin, round and fat.
Turn into a jack o' lantern just like that!
Questions
- What is a lantern?
- Can a pumpkin really become a lantern?
- What other vegetable is big enough to turn into a lantern?
- Project the score on the board and ensure it is visible to the class.
- Lead the class in singing Pumpkin, pointing to the notes sequentially on the board as you sing.
- Once the class is secure with the song, ask them to identify the lowest note in the song (do).
- Then, ask them to identify the highest note (la).
- Sing the song again together, this time incorporating hand signs for each solfa note and encouraging the students to use them.
Success Criteria
- I can identify the lowest note (do) in the song.
- I can identify the highest note (la) in the song.
- I can use solfa hand signs accurately while singing the song.
Students will identify and clap rhythms from flashcards using time names.
Questions
- Which pattern is the easiest to clap?
- Which is the hardest?
- Can you clap your own four-beat pattern?
- Project the rhythm flashcards on the board.
- Demonstrate clapping a rhythm while saying the time names. Students should say and clap the time names.
- Invite individual students to lead the class by clapping and saying the rhythm for a flashcard. Then, have the group echo.
- For a challenge, project a sequence of two or three flashcards and ask the students to perform the full rhythm pattern, keeping the beat steady.
Success Criteria
- I can read and clap rhythms shown on flashcards.
- I can say the time names accurately while clapping.
- I can recognise each pattern has four beats.
Students will practise using time names while singing and develop leadership skills by taking on the role of a conductor.
Dr James Cuskelly and students of St Joseph's School, Stanthorpe.
- Model how to sing the time names for See-Saw while maintaining the beat and demonstrating precise conducting movements.
- Choose a student to be the conductor. Encourage them to use clear and smooth arm movements to keep the class in time.
- Lead the class in singing the time names while observing the student conductor. Provide gentle guidance to the conductor as needed, ensuring the class follows their lead.
- Acknowledge the student conductor’s efforts and provide constructive feedback to help them improve.
- Once the first student feels secure, select another student to be the conductor. Repeat the process, allowing each student to lead.
Questions
- What time names did we sing for See-Saw?
- How can a conductor help the class stay in time?
- What should your arm movements look like when you are conducting?
Success Criteria
- I can sing the time names accurately while staying in time with the class.
- I can use clear and smooth arm movements to conduct the class.
- I can respond to guidance and apply it to improve my conducting.
ASSESSMENT QUESTIONS
- The student can
- The student can
- The student can
Suggested lessons
Y1. Beat II
Y1. Beat III
Y1. Beat IV