Apple Tree

Although this song uses the pitches Do-Mi-So-La, I think it is a great song to use with 3rd graders at the beginning of the year (apples are so fall/school themed anyway) as we review all the pitches they learned in 2nd.  I begin using songs with Do-Re-Mi, then add So and La in a variety of ways until the Do Pentatonic scale has been reconstructed (this "review" usually takes the first 1.5 months of school).  I've added lots of little "extras" to this download, check it out:

Lyrics Slide

Steady Beat Slide

Rhythm Icon Slide

Rhythm Slide

Rhythm Worksheet

The slide above can be used (after printed on cardstock, laminated, and placed in plastic bags) as a dictation exercise (students can dictate patterns of your choice or use the icons to recreate the rhythms of the song) or composition exercise (students can create patterns of their own for others to dictate, play on an instrument, or use as an ostinato).

Add the Melody

Melodic Icons

You'll notice that "Re" is included in some of the following slides because my students have already learned it at this point.  If you're using this song with 2nd graders, skip over those slides.

Solfa Icons

Solfa on Staff

Melody on Staff

For some extra fun, I added a partner song this year (created by me).  Instructions are included for transferring the song to bass xylophones and also for creating two-part singing music with your students.

I also added cards (as usual) for reconstructing the song (as an assessment).  Here's a picture of the solfa cards (lyrics - rhythm - solfa cards included):

The download also includes notes for teaching and instructions for a fun movement activity.

If you've already downloaded my Do Mi So La Lesson Bundle, you'll find it there (check out my post for more info: Do Mi So La Lessons).  That download includes six other song slides for teaching Do Mi So La and accompanying worksheets, instructions, printables, games, movement suggestions, and instrumentation).

Solfa Dojo - Levels 1, 2, 3, and 4

I recently wrapped up my Recorder Karate unit with 3rd - 5th grade.  We had a recorder number of Black Belts this year and the students worked very hard. One thing I did this year that I hadn't in previous years was to create a bulletin board like this (obviously taken toward the beginning - I ended up putting a picture of each black belt in the red free space) in addition to announcing the students' names on our morning announcements:

It looked very cute, if a little cluttered, with so many smiling black belt faces adorning it.

The motivation was great and I got to thinking, "What if the students had something motivating to use when learning solfa?"  All my kiddos are eager sight-singers, and many will often show their skills in front of the class, but having a reward-system in place can't hurt right?  I could always use more data and more assessment opportunities also!

So, I created the Solfa Dojo! 

WHAT IS THE SOLFA DOJO? 
I borrowed the progression of 'belts' from Karate and adapted it for the Kodaly classroom.  The melodies of the "belts" mirror melodic structures from various songs the students already learn as we progress from Mi-So to Mi-So-La and to Do-Mi-So-La.  Vital rhythms for these levels are also included in the "belts".  The melodies use the keys of C, D, F and G so students can sing at higher and lower levels and view the solfa on various places on the staff.

Level 1: 9 melodies using so/mi, quarter note/eighth note pair
Level 2: 9 melodies using mi/so/la, quarter note/quarter rest/eighth note pair
Level 3: 9 melodies using do/mi/so/la, half note/quarter note/quarter rest/eighth note pair
Level 4 (updated 07/30): 9 melodies using do/re/mi/so/la, half note/quarter  note/quarter rest/eighth note pair 

HOW ARE STUDENTS ASSESSED?
Students are assessed using the following rubric (which you can go over with the students and it is also included in the music you can send home for them to practice).  Each "song" has 8 total beats.   You can address time signature, measures, bar lines, and double bar lines also.

Students also receive and overview of which concepts are used in each level and a reminder about what steps to use when singing:

 
HOW CAN I USE THE MATERIALS?
You can use the materials in a variety of ways (and feel free to adapt what you need to for your own students' needs): 

1. Individual sight-reading: Use this progressive assessment alongside your traditional Mi/So, Mi/So/La, or Do/Mi/So/La lessons (check out the links to the right for more information).  You can use it as you progress through different keys or songs.  During part of the lesson, while students are engaged in center activities, etc, call students over to your desk and have them follow the sight-reading steps (don’t allow them prior practice time).

2.  Individual or Small Group Study: Equip each student (or small groups of students – 3 to 4) with a set of the songs.   You can print these out on cardstock, laminate or put in page pprotectors, and clasp with binder rings or store in a binder.

 

Red Belt Example Level 3

Students can either work alone in their groups, with a partner, or with the entire group to sing through the songs.  Have a melodic instrument ready so they can play the starting pitches since these change.   You can call groups or individual students to sing for you to “pass off” a belt.  You can even send home music for the students to practice:

Example of Level 2 Printable Music

3.     Whole-class Study: You can project the slides for the class to sing (they can compete against other classes in their grade level).  Have them follow the sight-reading steps.  If they score high enough, you can select a student to color the belt on their class tracking sheet.  If not, they can earn a chance to perform again later.

HOW IS PROGRESS TRACKED?

Included in each download are printable book-mark sized blank "belts".  I suggest having two per each student, one in a binder where you record which level they earn (highlight or check off each belt) and one on a bulletin board that the student can color in (if they color, you don't have to worry about finding time to do it yourself).  If you are tracking their progress as a class, you can put their homeroom teacher's name on the tracking sheet instead.

WHAT REWARDS CAN I USE?
 For most students, the progression on the bulletin board will be enough.
However, some more ideas for rewards are:
1. Class with the most black belts (or class that first reaches the black belt level if you are assessing the class as a whole) earns a music game day (students can play favorite music games).
2. Each students who earns a black belt gets a certificate, their name on the announcements, and their picture on the bulletin board.

3. When the unit is over, place all the black belt names in a drawing, and the "winners" (you can select how many you want) can receive music prizes (you can decided what those are - for example, these cute, but durable inflatable mics):

 

Inflatable Mics from Oriental Trading

WHAT ABOUT OLDER STUDENTS?  I'm working on six more levels that will be appropriate from late 2nd through 5th grade - coming soon :)

Easter Spelling - Do-Mi-So-La

My 2nd graders are working away on Do-Mi-So-La patterns (almost ready for Do-pentatonic - yay).  I created this bunch of downloads for them: Easter Music Spelling Activities - Do-Mi-So-La

I included a set in both F Major and G Major - that way we get the lines and the spaces in.

I like using these PowerPoints to help explain to the students what they will do with the printables.  When an egg is clicked on, it takes the students to the a pattern on an egg to sing.