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Day 61 · Four tones can hold and riseFoundation Music · T2 W13–14 · Day 61 lesson

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Foundation / Music / Term 2 / Weeks 13 14

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Sources and materials · Worked swaps · Fresh learner checks · Aids and text routes.

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Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Learner choices

Target/codes: plan LOW LOW HIGH HIGH and name SAME at 1→2, UP at 2→3, SAME at 3→4; AC9AMUFD01, AC9AMUFC01. Prepare: A contour picture, Practice A, wide numbered strip and two fixed pitch rails.

  1. Welcome · 3 min. Revisit earlier LOW/HIGH labels, now across four places. Name HIGH as pitch, not volume or a physical height.
  2. Model · 4 min. Place two LOW dots then two HIGH dots. Trace three joins left to right: same level, up one level, same level.
  3. Try together · 5 min. Child chooses SAME/UP/SAME cards or uses a tactile two-rail guide. Four dots are four planned short tone events.
  4. Child choice · 7 min. Child chooses a plain contour or an invented paper lift scene and explains where the music plan rises. Optional candidate A cue (playback review held) only after local human review.
  5. Notice · 4 min. Save actual card order and child reason. A paper upward line does not show the child heard a higher tone.
  6. Close · 2 min. Keep the two pitch rails for a changing direction tomorrow.

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