**Lesson Plan: Singing Tonic Solfa of "Twinkle Twinkle Little Star"**
**Grade Level:** Primary 3
**Subject:** Cultural and Creative Arts
**Topic:** Singing Tonic Solfa of "Twinkle Twinkle Little Star"
**Duration:** 40 minutes
---
### **Learning Objectives:**
1. Students will be able to identify the tonic solfa notes (d, r, m, f, s, l, t, d') of the song "Twinkle Twinkle Little Star."
2. Students will be able to sing the song "Twinkle Twinkle Little Star" using tonic solfa.
3. Students will appreciate the importance of musical notation in performing arts.
### **Materials:**
- A musical keyboard or piano (if available)
- Flashcards with tonic solfa notes
- Lyrics of "Twinkle Twinkle Little Star"
- Whiteboard and markers
### **Introduction (10 minutes):**
1. **Greeting and Warm-Up:** Greet students and do a quick vocal warm-up.
2. **Review:** Briefly review the musical notes (C, D, E, F, G, A, B) and their corresponding tonic solfa syllables (d, r, m, f, s, l, t) on the board.
3. **Motivation:** Ask the students if they are familiar with the song "Twinkle Twinkle Little Star" and encourage a short discussion on why they like the song.
### **Direct Instruction (15 minutes):**
1. **Tonic Solfa Introduction:**
- Display the tonic solfa syllables using flashcards.
- Explain that tonic solfa is a way of reading music using syllables.
2. **Song Breakdown:**
- Write the lyrics of "Twinkle Twinkle Little Star" on the whiteboard.
- Underneath each line of lyrics, write the corresponding tonic solfa notes.
Example:
```
Twinkle, twinkle, little star,
do do sol sol la la sol,
```
3. **Demonstration:**
- Sing the first line of the song using tonic solfa syllables: "do do sol sol la la sol."
- Play the corresponding melody on the keyboard or piano if available.
### **Guided Practice (10 minutes):**
1. **Group Practice:**
- Sing the first line together as a class using tonic solfa.
- Continue with each subsequent line, ensuring students follow along with the correct notes.
- Practice the entire song a couple of times, helping students who may have difficulty with certain parts.
2. **Individual Participation:**
- Invite students to sing individual lines of the song using tonic solfa to ensure they understand.
### **Independent Practice (5 minutes):**
1. **Flashcards Activity:**
- Distribute flashcards to students with different parts of the song (tonic solfa notes).
- Ask students to arrange themselves in the correct order to form the tonic solfa sequence of the entire song.
### **Conclusion (5 minutes):**
1. **Recap:**
- Recap the main points of the lesson: the importance of tonic solfa in singing and how they used it to sing "Twinkle Twinkle Little Star."
2. **Q&A Session:**
- Allow students to ask questions or clarify any doubts they might have.
3. **Closing Activity:**
- Sing the song together one last time as a class to reinforce learning and ensure everyone is participating.
### **Assessment:**
- Informal observation during class activities and participation in singing.
- Check for understanding through students’ ability to correctly identify and sing the tonic solfa notes.
### **Extension Activity:**
- For students who grasp the concept quickly, challenge them to try another simple song using tonic solfa. Provide a simple song sheet for "Mary Had a Little Lamb" or similar.
### **Reflection:**
- Reflect on the lesson effectiveness and note any areas for improvement or next steps in teaching musical notation and singing.