Click on each underlined song title to view the song

Learn on Board Together  = introduction to acronyms, practice putting magnetic stars/shapes on different lines and spaces, discuss which way on the staff makes notes go higher and which lower

Assessments

1. Can students remember and identify the line and space letter names?

2. Can students place shapes or notes on the correct line or space when prompted?

3. Can students recognize where higher or lower notes are placed on the staff?

Dry-erase board with Staff = St. practice drawing different notes on staff with markers, turns into game when one st. is chosen to grab a note out of a hat, then race to see who finishes first

Assessments

1. Can students draw the note on the correct line or space when prompted?

Notation (based on sol/mi labeling/introduction) = refer to “Music Street” to discover relationship between sol and mi, figure out on staff that sol/mi can be wherever they want as long as mi is below sol, use general vicinities to practice

Assessments

1. Are students able to understand the story of “Music Street” and the relationship between sol and mi?

2. Do students understand the distance between sol and mi?

3. Do students understand and demonstrate that sol and mi can be moved around the staff?