Differentiated Learning Plan Project Template
Name: Nicolas Harding
Grade Level: 10th grade
Unit Topic/Theme: Solfege
Unit Plan Sketch – Part One: Develop KUDo’s for your unit. Use correct format and be comprehensive
in content.
Know:
Names of all the solfege symbols and the hand signs for each solfege symbol, Do-Re-Mi-Fa-SolLa-Ti-Do
Associate solfege with music notes and octave scale.
Sight reading skills with solfege symbols.
Tonic
Pitch
Key Signature
Rhythm
Time Signature
Understand:
Solfege symbols are tools musicians can use to sight sing a melody or phrase.
Solfege symbols are associated with notes to sight sing accurately by pitch the melody or
phrase.
The tonic is the note associated with Do that sets the tone or key signature for the melody or
phrase.
Do:
Name each note in a melody or phrase with solfege symbols.
Clap a rhythm or say it on Ta.
Sight sing accurately a melody or phrase.
Unit Plan Sketch - Part Two: Write a short paragraph that explains EVERY teaching day of your unit.
Incorporate any of the differentiated strategies or techniques we have discussed in class or read about
in your textbook as you see fit. You are NOT required to demonstrate differentiation on every day of
your unit, but I should see multiple examples.
Day One: This day will mostly be used as a lecture day for the class. I will teach the class the solfege
symbols, Do-Re-Mi-Fa-Sol-La-Ti-Do with hand signals. I will have the class use hand signals for each
solfege symbol and I will repeat this process until I see that the whole class is participating and able to
hand signal every solfege symbol. I will than associate the solfege symbols to notes on a scale starting on
the note C. I will sing the scale using solfege symbols up to Sol and have the class sing responsively. We
will sing the entire octave scale with solfege symbols responsively and add in the hand signals. I will
determine mastery among the class through observation.
Day Two: I will begin class with a bell ringer. It will be a handout that has the solfege on one side and the
hand signals on the other side. They will match the hand signals with the solfege symbols to remind
them of what they learned yesterday. We will go over the bell ringer in class. I will provide some rhythm
patterns on the projector for the class to work through and begin our lesson on rhythms. I will go over
note values with the class to remind and check their understanding of note values, eighth note, quarter
note, half-note, whole note. We will than clap some rhythms and phrases provided on the projector. I
will give the class an exit slip to complete before leaving class.
Day Three: Based on the exit slip results, I will start class with re-teaching rhythms or start the next
lesson with applying solfege symbols with a melody or phrase in the key of C. If only a handful of
students need re-taught, than I will put them in a group and re-teach to them while the rest of the class
writes in solfege-symbols for the melody or phrase with C being the tonic that represents Do. After the
group of students that were re-taught show mastery of content with rhythms, I will work with them
through the worksheet for labeling the notes of the melody or phrase with solfege symbols.
Day Four: I will begin class with passing out a tic-tac-toe choice assignment and explain the details of the
assignment. I will have the class sight sing some melodies or phrases that I will provide. We will first clap
the rhythms, say them in rhythm with solfege symbols, add hand signals, and then sing on pitch as
accurately as possible. I will let them have the rest of class time to start their tic-tac-toe project. It will
be due at the end of class the following day. They can take them home and work on it a bit to ensure it
will be completed at the end of class the next day.
Day Five: Students will come in and be expected to work on their tic-tac-toe projects. I will walk around
to monitor their progress and meet with everyone to make sure they are on target. I will help those that
need help. The students will turn in their tic-tac-toe projects at the end of class.
Long Form Lesson Plan: Clearly define differentiated techniques for specific students in the right hand
column of the lesson plan.
Student Teacher: Nicolas Harding
State Standard: FA 12.4.2
Name of Lesson: Solfege
Grade Level: 10th
Date: December 8, 2014
Subject: Aural Skills
Period / Time:
I. Goal: Sight sing melodies or phrases in rhythm, with
solfege symbols and on accurate pitch.
Required Adaptations/Modifications:
II. Objectives: The students will be able to demonstrate
their understanding of solfege symbols by properly labeling
notes with solfege symbols and hand signals, speak or sing
melodies, or phrases on solfege accurately on pitch and in
rhythm with their tic-tac-toe student choice project.
Required Adaptations/Modifications:
III: Faith / Values Integration: None
Required Adaptations/Modifications:
IV. Integrated Technology: None
Required Adaptations/Modifications:
V. Materials: Tic-tac-toe sheets, various melodies or
phrases, Christmas carols, worksheets
Required Adaptations/Modifications:
VI: Procedure:
Required Adaptations/Modifications:
A. Set / Hook: Guess that song by singing it in solfege
without it being labeled. See if the class can guess what the
song is.
The tic-tac-toe project will have
different choices that will range with
difficulty to better fit the learning style
of my classroom. Those that struggle
will have the option to choose an easier
project and those that excel can choose
the more extensive and difficult
B. Transition: The students will grab materials needed
for their tic-tac-toe assignments.
C. Main Lesson: The tic-tac-toe assignments will be
the main lesson and I will walk around meeting with each
student real quick to make sure they are making progress.
The students will demonstrate their learning through this
project.
D. Transition: I will have the class turn in their
projects.
projects. The average students can
choose moderate projects or more
advanced. I would encourage the
students to choose the project that best
fits them and will help them the most.
E. Conclusion: I will have students fill out an exit slip
asking for their evaluation of the unit and what they liked or
didn’t like with their suggestions.
VII. Assessment: The projects will be a summative
assessment that demonstrates everything they have
learned.
Required Adaptations/Modifications:
VIII. Assignment: None
Required Adaptations/Modifications:
IX. Self-Evaluation: I will evaluate how the class does
working by themselves on the projects based on what they
accomplish. I will analyze what went well and what did not
so I can make modifications. The exit slips will be beneficial
for an evaluation as well.
X. Coop’s Comments:
Create the Teaching Tools: Copy/Paste/Create student teaching tools required for the long form lesson
plan day.
Create the Assessments: Copy/Paste/Create two forms of assessment below. The assessments can
come from any day in your unit plan sketch.
Formative Assessment:
The matching solfege symbol worksheet will assess if the students are able to know and understand
what the hand signs are for each solfege symbol. This worksheet will tell me who still needs to learn or
needs help with understanding the hand signs for the solfege symbols.
Summative Assessment:
The tic-tac-toe final project will be an assessment of whether or not the students learned the overall
material I wanted them to learn and if they have reached the goals I had made for them. This will assess
the learning progress of all of my students from the beginning of the unit. Did they learn the main part
of my unit?
Match the Solfege Symbols to the correct Hand Signal
Do
Re
Mi
Fa
Sol
La
Ti
Tic-Tac-Toe Solfege Board
Write in the solfege symbols
for three Christmas tunes and
sing one of them for me on
solfege symbols.
Create a complicated rhythm
pattern or phrase to have the
class try to clap it. Use correct
meters, time signatures, and
correct use of notation.
Write a paper on solfege and
its use in music and how to
learn to sight sing with solfege
symbols. Include the hand
signals and an example of
solfege being applied to a
melody.
Compose a short melody and
write in the solfege symbols.
Be able to sing the melody to
the teacher using solfege
symbols and correct hand
signals.
You must choose to do one of
the following projects. Choose
a project that would best suit
you and that you can
accomplish in two days. Your
decision may be subject to
change based on teacher’s
judgment.
Create a presentation for the
class that describes solfege
and its use in music. Include
hand signals and an example
of how solfege can be used.
Be able to teach the class
solfege.
Sight sing two random
melodies provided by the
teacher using solfege symbols
to the teacher using correct
rhythm and accurate pitch.
Create a melody from a song
of your choice by listening to
the melody and associating it
with solfege symbols. Create a
worksheet challenge that has
the person guess the song by
writing in the solfege symbols
and singing it aloud.
Create a video of you teaching
a lesson to someone who
does not know solfege. In
your lesson, you should teach
solfege and the hand signals.
Your student should be able
to sing an octave scale using
solfege and hand signals.
Evaluation of Unit
What did you think of the organization of this unit?
Was the way in which it was taught helpful?
What did you like and what didn’t you like?
What would you change?
Any other feedback?
Differentiated Learning Plan Project Evaluation
(Keep this included in your final submission)
KUDo’s follow correct format, provide clear direction for the unit, and are
comprehensive.
The unit plan sketch offers a clear understanding of content, teaching
strategies, and varied uses of differentiation. Brief paragraphs are included for
each teaching day.
The lesson plan includes all listed components with a clear connection from
standard to objective to assessment. Instructional plans are age appropriate,
strategic, and engaging.
The lesson plan/unit sketch demonstrates differentiated techniques that
addresses specific learning populations.
 The needs of the gifted and high achievers were addressed.
 The needs of the students with IEPs were addressed.
 The needs of the student with limited language were addressed.
 The needs of the 5 low performing students were addressed.
All teaching tools required to teach the long form lesson plan day are included
and are professionally prepared/shared.
Two assessments were created to address learner growth and/or proficiency.
The evaluations include two different aspects of either pre-assessment,
formative assessment, and/or summative assessment.
Total Score:
Comments:
/10
/10
/10
/20
/10
/10
/70