Level 2. Lesson 3. Present la
Woodblock
Difficulty: 
Prior learning: None
Prepare: Present: la Practice:
Students will identify pitch relationships between notes and discover where a new note sits.
Students will explore the melodic contour of a song and learn to sing it using solfa syllables and hand signs.
Lyrics
Lucy Lockett lost her pocket, Kitty Fisher found it.
Not a penny was there in it, only ribbon 'round it.
Questions
- How many notes are there? (three)
- Where should mi live? Is it a step or skip below so? [a skip]
- How does the new note compare to so? Is it a step or skip? [a step above]
Questions
- Is the new note la above or below so? [above]
- How many times is the new note found in the song? [3]
- Which is the lowest note of the song?
- Begin by drawing a long rectangle on the board divided into five equal spaces to represent a simple staff.
- Sing Lucy Locket to the class while they remain seated.
- Ask students to perform movements to represent the pitch levels. The low note is represented by clapping hands on knees. The middle note is represented by touching shoulders. The high note is represented by placing hands on their head.
- Ask how many notes are heard in the song and confirm there are three distinct pitches.
- Write an S for so in the middle box of the rectangle.
- Ask the class where mi should be placed and whether it is a step or a skip below so.
- Discuss that mi is a skip below so. Use three fingers to demonstrate the skip interval. Write an M for mi in the bottom box.
- Introduce the higher pitch and ask how it compares to so. Discuss that it is a step higher. Write a question mark in the box above so to represent the new note, leaving its name as a point of further exploration.
Success Criteria
- I can sing the song and use body movements to show the different pitches
- I can identify the number of different pitches in the song
- I can determine the relationship between the pitches (step or skip).
- Sing the first line of Bounce High with the class, asking them to listen carefully and notice the melodic shape. Use your hand to demonstrate the melodic contour as they sing.
- Ask how many beats were in the first line. Wait for their response (4).
- Ask which beat had the highest pitch or sound. Guide them to identify the second beat.
- Teach that this highest pitch is called la.
- Introduce the solfa syllables for the song's first line: so - la - so - mi. Sing the line using these syllables and ask the students to copy you. Repeat this until they are confident.
- Show the hand sign for la and demonstrate it alongside so and mi. Ask the students to copy each hand sign as they sing the respective syllable.
- Practice the first line again, asking students to use the hand signs for so, la, and mi as they sing.
- Once secure, move on to the song's second line, teaching it using solfa syllables and hand signs in the same way.
- Finally, ask the class to sing the entire song, combining the solfa syllables with hand signs to reinforce their understanding of the melodic contour.
Success Criteria
- I can recognise the highest pitch (la) in the melody.
- I can sing the song using solfa syllables (so, la, mi) with correct hand signs.
- I can sing the first two lines of the song and show the melodic contour with hand signs.
Students will explore the relationship between so and la, understanding their positions on Melody Street and the concept of a step.
- 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 la on this street.
- Point to so on the graphic. Highlight that la lives in the house above so.
- Sing the notes as you point.
- Project the second graphic showing the gap in detail.
- Use this visual to explain that the space between so and la is called a step. This is because you must step to get from one house to another.
- Demonstrate the hand sign for la.
- Guide students to imitate the hand sign, encouraging them to practice moving between so and la to reinforce the idea of the step.
Success Criteria
- I can identify the location of so and la on Melody Street.
- I can explain the relationship between so and la as a step.
- I can confidently demonstrate the hand sign for la and move between so and la.
Questions
- What is shown on Melody Street?
- What is the distance between so and la called?
- Which is higher - so or la?
Students will develop their ability to perform rhythmic ostinato while singing a melody.
Success Criteria
- I can sing the melody confidently while clapping either the rhythm or an ostinato pattern.
- I can perform a ti-ti ta ostinato in time with the song.
- I can switch between clapping the rhythm and the ostinato as instructed.
- Lead the class in singing through the song to ensure they are familiar with the melody and rhythm.
- Demonstrate the ti-ti ta ostinato. Guide the students in practising the ostinato until they can perform it confidently.
- Divide the class into two groups, assigning one group to clap the song's rhythm while singing and the other to clap the ti-ti ta ostinato.
- Encourage the groups to perform together, focusing on keeping their patterns in time with the melody.
- Switch roles so that the first group claps the ostinato while the second group claps the rhythm. Practice the song again, emphasising coordination and timing.
- Combine both roles and refine the performance by repeating the song several times.
- Encourage students to listen to each other and maintain their assigned patterns. Adjust and improve as needed.
Questions
- How can we keep in time with each other while singing and clapping?
- What do you notice about how the rhythm and ostinato fit together?
- How does listening to the group help improve our performance?
Students will participate in a circle game that incorporates singing, movement, and imitation, while fostering cooperation and creativity.
Lyrics
Little Johnny Brown, lay your comfort down. Little Johnny Brown, lay your comfort down.
Fold down the corner, Johnny Brown. Fold down the corner, Johnny Brown.
Fold down the corner, Johnny Brown. Fold down the corner, Johnny Brown.
- Students form a circle, standing shoulder to shoulder. Choose one student to be "Johnny Brown" and give them a blanket. "Johnny Brown" moves to the centre of the circle.
- The students in the circle clap their hands and sing the song together.
- In the first verse, "Johnny Brown" folds the corners of the blanket in a creative way while the rest of the students continue clapping and singing.
- During the second verse, "Johnny Brown" pretends to be a buzzard by flapping their arms.
- The other students copy the movements while singing.
- In the third verse, "Johnny Brown" performs a unique physical motion of their choice. The rest of the students imitate the motion while continuing to sing.
- During the fourth verse, "Johnny Brown" passes the blanket to a new player, who becomes the next "Johnny Brown" and moves to the centre of the circle.
- The game continues until everyone has had a turn.
Questions
- What thing does lay down?
- What do you think 'comfort' means in the song? [a blanket]
- What does Johnny do after he has laid his comfort down?
Success Criteria
- I can sing the song with my classmates.
- I can follow and imitate the movements of "Johnny Brown"
- I can take turns and participate in the game.
Students will learn to sing the song "A Ram Sam Sam" as a canon, focusing on melody, rhythm, and group coordination.
Lyrics
A ram sam sam, a ram, sam, sam,
Guli, guli, guli, guli ram sam sam.
Arafi, arafi, guli, guli, guli, guli ram sam sam.
Questions
- Can you be the leader and show the second group when to start singing?
- What does it sound like when both groups sing together—like a musical conversation or a game of chase?
- Can you keep your part steady while listening to the other group? Who sounds louder, your group or theirs?
- Introduce the song "A Ram Sam Sam" by singing it through with the class to ensure everyone is familiar with the melody.
- Practise the song together until the students are secure with the melody and the rhythm.
- Divide the class into two groups. Explain that they will sing the song as a canon, with the second group starting four measures after the first group.
- Rehearse with Group 1, starting with the melody.
- After four measures, Lead Group 2 in.
- Emphasise the importance of listening carefully to stay in time and not speed up or slow down. Use clear hand signals or a gesture to cue the second group.
- Encourage both groups to sing confidently and focus on their part while listening to the other group.
- Repeat the exercise several times, swapping group roles so that each has a chance to lead and follow.
Success Criteria
- I can sing my part of the canon accurately and confidently.
- I can maintain my group's timing while another group is singing.
- I can follow the leader’s direction to start my part of the canon at the correct time.
ASSESSMENT QUESTIONS
- The student can
- The student can
- The student can
Suggested lessons
Y1. Beat II
Y1. Beat III
Y1. Beat IV