Level 2. Lesson 4. Practise la
Woodblock
Difficulty: 
Prior learning: None
Prepare: Present: Practice: la
Students will explore the relationships between notes on a tone ladder and identify steps, skips, and relative pitch.
Questions
- What does the tone ladder show us about the relationship between notes?
- Is mi closer to so as a step or a skip? How can you tell?
- How do we know if la is higher or lower in pitch than so?
- Display the tone ladder prominently for the class.
- Ask students to observe the tone ladder and share what they think it shows.
- Guide the discussion to highlight that it represents the relative pitch and position of musical notes.
- Point to mi on the tone ladder and ask if mi is a step or a skip below so. Allow students to answer and discuss their reasoning.
- Sing so and mi, pointing to the pitches on the ladder. Students should echo.
- Direct attention to la on the tone ladder and ask if la is a step or a skip from so.
- Sing so and la, pointing to the pitches on the ladder. Students should echo.
- Ask students if la is higher or lower in pitch than so. Use gestures or hand movements to reinforce the concept of higher and lower pitches.
- Sing the three notes with the class and point to the solfa on the ladder.
Success Criteria
- I can explain what the tone ladder represents.
- I can identify if a note is a step or a skip below or above another note.
- I can describe whether a note is higher or lower in pitch than another.
Students will explore the new note la through movement, singing, and a collaborative game to reinforce pitch and rhythm.
Lyrics
Round and round, the wheel goes round.
As it turns, the corn is ground.
- Ask students to form a circle.
- Sing the song once with the class, pointing out where la occurs in the melody. Encourage them to use their hand signs as they sing.
- Choose one student to start with a beach ball in the middle of the circle.
- When secure, the circle will walk clockwise in time to the beat while singing the song.
- The student in the middle will walk anticlockwise, gently holding the ball.
- On the word 'ground', the student in the middle gently bounces the ball to a student in the circle.
- The student who receives the ball steps into the middle, and the game continues with the new student.
- Practice the game slowly, ensuring everyone understands how to combine the singing, movement, and timing.
- Once students are comfortable, play the game steadily, keeping the energy lively and engaging.
Success Criteria
- I can sing the song accurately, including the note la.
- I can walk to the beat of the song while singing.
- I can take turns participating in the circle game, following the rules and maintaining the rhythm.
Questions
- How many times could you hear the new note la? [4]
- How many different notes are in the song? [3]
- What are the solfa names of these notes? [m-s-l]
Students will identify and locate the note la on the staff in relation to so and mi, reinforcing their understanding of pitch relationships.
- Explain the relationship between so and la on the staff.
- Teach that if so is in a space, la is on the line above.
- If so is on a line, la is in the space above.
- Project the graphic showing la on the staff in different contexts (above so in both line and space positions).
- Sing and point to each note. The class should echo back.
- Guide the students through identifying la in these examples.
Success Criteria
- I can recognise songs that include la.
- I can explain that la is higher than so and mi.
- I can locate la on the staff above so, whether so is on a line or in a space.
Students will practice matching musical notation to familiar songs, enhancing their understanding of rhythm and melody.
- If using the projected version, guide the whole class in deciding which song matches each notation collectively. Facilitate discussion and decision-making, ensuring everyone feels involved.
- If using printed worksheets, distribute the sheets and paper scissors to the students. Instruct them to cut out the squares containing musical notation. Allow time for them to complete this step.
- Explain the matching process. The goal is to identify which musical notation corresponds to a specific song. Emphasise teamwork, observation, and using their knowledge of the songs.
- Ask students to choose a song. Once decided, have the class sing the first line of the selected song together to connect the melody with the notation.
- Select a student to find and present the notation they believe matches the song. Offer support or hints as needed to guide them in their decision.
- Repeat this process for the remaining songs, alternating which students are chosen to identify the notation. Encourage everyone to participate in the activity to keep it inclusive.
Success Criteria
- I can identify the musical notation that matches the song.
- I can sing the first line of a song to connect it with its notation.
- I can work collaboratively to solve the matching activity.
Students will engage with a song to practise counting and develop fine motor skills through coordinated hand movements.
Lyrics
One, two, three, four, five, once I caught a fish alive.
Six, seven, eight, nine, ten, then I let it go again.
Why did you let it go? Because it bit my finger so!
Which finger did it bite? This little finger on the right.
- Hold up your right hand with extended fingers, and explain that the students will sing and count their fingers using their left hand.
- Sing the first line, "One, two, three, four, five," while using your left hand to count each finger on your right hand. Have students join in, ensuring they match the counting motion with the numbers.
- For the line "Once I caught a fish alive," clasp your hands together and demonstrate a catching motion. Encourage students to copy this action.
- Continue with "Six, seven, eight, nine, ten," counting those fingers like before. Ensure students use their left hand to count and keep the song's rhythm.
- "Then I let it go again," show a releasing motion with your hands as if letting the fish go. Have students follow along.
- "Why did you let it go?" shrug your shoulders to indicate uncertainty. Encourage students to mimic this gesture.
- "Because it bit my finger so," pretend your right-hand pinky was bitten by shaking it as if in pain. Ask students to dramatise this action.
- When singing, "Which finger did it bite?" Point to your right-hand pinky and invite students to do the same.
- Repeat the song a few times to build familiarity and confidence with the lyrics and the actions. Emphasise counting accuracy and encourage clear, exaggerated movements to make the activity engaging and enjoyable.
Questions
- What did the fish do?
- Why was the fish let go?
- Which finger did it bite?
Success Criteria
- I can sing the song while performing the associated hand movements.
- I can count from one to ten using my fingers.
- I can coordinate my movements with the lyrics of the song.
Students will practice identifying and notating the relationship between so, mi, and la on the staff.
- Distribute staff paper to each student and provide a quick review of the relationship between so, mi, and la. Emphasise that la is always one step higher than so.
- Model the activity on the board or a projector. Write so and mi on the staff and leave a dotted circle above where la would go. Explain that the student's task is to complete this by filling in the dotted circle on their staff paper to indicate la.
- Ask students to choose whether to place so on a line or in a space and write so and mi in the corresponding positions. Then, instruct them to place and fill in la above so in the correct position on the line above or in the space above, depending on their choice.
- Circulate the room to check for understanding and provide guidance. To ensure accuracy, offer feedback on their placement of so, mi, and la.
Questions
- Is so is in a space, where is mi?
- If so is in a space, where is la?
- If la is on a line, where is so?
Success Criteria
- I can write so and mi correctly on the staff.
- I can locate la and fill in its position above so on the staff.
- I can demonstrate an understanding of the relationship between so, mi, and la.
ASSESSMENT QUESTIONS
- The student can
- The student can
- The student can
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