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Foundation / Music / Term 3 / Weeks 21 22

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Ten optional educator-ready Music starts · Days 101–110Foundation Music · T3 W21–22 · Lesson sequence

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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.

Each session totals 3 + 4 + 5 + 7 + 4 + 2 = 25 minutes. One section has two equal event places. The six-place form is OPENING (1–2) · DIFFERENT (3–4) · RETURN (5–6). Children choose a familiar binary mark key, such as pitch L/H or invented source A/B. The middle changes at least one of its two marks; the final two marks copy the opening in the same order. These are compositional plans. A card route meets the form-planning target; aural distinction, production, comfort, real source context and audience need separate observations. Offer high-contrast fixed cards, raised keys, AAC, neutral reading/scribing, no sound and pass every day. Candidate audio is held until human educator listening and local device-level approval.

Week 21 · Day 101 · Three places for two-event sections

Target/codes: distinguish OPENING, DIFFERENT and RETURN as three musical sections of two events each; AC9AMUFD01. Prepare: A section-road legend, Practice A, six numbered broad cards.

  1. Welcome · 3 min. Lay three wide section mats with two empty slots apiece. These names describe a sound plan, not a real road route.
  2. Model · 4 min. Put pitch L H in OPENING; put H H in DIFFERENT; leave RETURN blank. Trace six numbered positions without sounding them.
  3. Try together · 5 min. Child groups the six positions into pairs by border/texture/word. Ask which two slots belong to each section, not for a map direction.
  4. Child choice · 7 min. Child gives a two-card opening for an imagined round window changing view or a plain abstract score. Point, AAC or adult-directed placement counts.
  5. Notice · 4 min. Save section grouping, chosen opening and route. A picture alone does not prove a heard phrase.
  6. Close · 2 min. Keep the opening together; tomorrow it can return exactly.

Week 21 · Day 102 · Keep the opening so it can come back

Target/codes: copy a two-event opening exactly into the final two slots, preserving order; AC9AMUFD01, AC9AMUFC01. Prepare: B exact-copy board, Practice B, wide L/H cards.

  1. Welcome · 3 min. Read the section names; the middle can wait while we check the final pair.
  2. Model · 4 min. Place opening L H at 1–2. Copy L H, not H L, into 5–6. Match first-to-first and second-to-second with broad pairing lines.
  3. Try together · 5 min. Child compares two fixed tactile or printed pairs and repairs one adult-made order error on a separate example.
  4. Child choice · 7 min. Child invents an opening H L, L L, H H or another permitted two-event key, then directs an exact final copy for a toy train's return or plain score.
  5. Notice · 4 min. Save first pair, final pair and whether child directed order. A copied opening is only a form plan until made/heard.
  6. Close · 2 min. Tomorrow a contrasting middle makes the return matter.

Week 21 · Day 103 · Put a different middle between them

Target/codes: make at least one middle mark different from the opening while keeping final pair exactly the opening; AC9AMUFD01, AC9AMUFC01. Prepare: C contrast/return strip, Practice C.

  1. Welcome · 3 min. Keep opening L H and exact return L H visible.
  2. Model · 4 min. Put L L in the middle. Compare the second middle mark H→L; leave opening and return untouched. This is six events L H | L L | L H.
  3. Try together · 5 min. Child traces opening/middle, then opening/return, naming “different in middle, same at end” via words, cards or AAC.
  4. Child choice · 7 min. Child selects their own different middle for a fictional bunting picture, imagined weather change or plain phrase, ensuring at least one mark differs and return stays exact.
  5. Notice · 4 min. Save all six marks and child's stated difference. Do not infer what another person felt or heard.
  6. Close · 2 min. Tomorrow a lookalike ending may fail to return.

Week 21 · Day 104 · A different ending is not a return

Target/codes: compare L H | H H | L H with L H | H H | H L and identify which final pair is an exact ordered return; AC9AMUFD01. Prepare: D compare endings, Practice D.

  1. Welcome · 3 min. Fix opening at L H. A final pair needs both marks in the same order to return.
  2. Model · 4 min. Trace each final pair first-to-first/second-to-second. Row 1 returns; row 2 reverses the two marks, which is a new ending, not the same opening.
  3. Try together · 5 min. Child chooses a true return using broad paired cards, raised lanes or neutral verbal reading. Keep sound optional.
  4. Child choice · 7 min. Child chooses an exact return or deliberately different ending for a fictional museum room image or plain sound piece, saying which structural idea they intend.
  5. Notice · 4 min. Save selected row and child explanation. “Different ending” can be a valid composition; it simply is not this week's exact-return target.
  6. Close · 2 min. A new independent return puzzle follows.

Week 21 · Day 105 · Fresh Check Return 1: spot the return

Target/codes: independently read an unfamiliar six-event pitch score and identify the exact-return section and contrasting middle; AC9AMUFD01. Prepare: public Return 1, A4 check, raised L/H cards; key closed.

  1. Welcome · 3 min. Offer a new paper Music puzzle with no playback or speed requirement.
  2. Access · 4 min. Present H H | L H | H H by print, raised low/high card, AAC or neutral read-aloud. Do not point out the matching pair.
  3. Independent plan · 5 min. Child compares final pair to opening in order, then finds at least one middle difference.
  4. Child response · 7 min. Save first answer: which section returns, exact opening/final pair, one middle contrast, and one thing the paper cannot prove about actual sound.
  5. Self-check · 4 min. Child checks all three two-event sections without an adult moving an answer card.
  6. Close · 2 min. Consult separate key after capture. Reteach with a different score.

Week 22 · Day 106 · What a score shows, what sound adds

Target/codes: keep a paper form observation distinct from an actually heard/made return and comfort response; AC9AMUFD01. Prepare: E plan/actual log, Practice E, candidate index only if cleared.

  1. Welcome · 3 min. Music's six-event section route is not the integrated paper map's wayfinding direction or safety record.
  2. Model · 4 min. Enter a card score under PLANNED. Leave ACTUALLY HEARD and COMFORT as NOT TRIED unless an approved real event occurs.
  3. Try together · 5 min. If an educator has listened to all cues on the actual device and approved a comfortable level, they may offer a short candidate. Otherwise use silent raised cards. Child can stop.
  4. Child choice · 7 min. Child traces, hears a cleared adult sound, or passes; ask what happened for this child only if an event occurred.
  5. Notice · 4 min. Save exact cue/device/trial and child's own words if true. Do not infer hearing, vocal technique or a universal emotional effect from paper.
  6. Close · 2 min. Keep planned and actual evidence apart for composition tomorrow.

Week 22 · Day 107 · Return works in another sound key

Target/codes: transfer OPENING · DIFFERENT · RETURN from pitch L/H to a familiar A/B electronic source key, preserving the section rule; AC9AMUFD01. Prepare: F source-key transfer, Practice F, broad circle/striped-square source cards.

  1. Welcome · 3 min. Section names are not A/B; A and B here label invented electronic tone recipes only.
  2. Model · 4 min. Lay source opening B A, middle B B, final B A. Show that the two-event opening returns exactly even when the key is source, not pitch.
  3. Try together · 5 min. Child checks final against opening first-to-first/second-to-second and marks where middle differs.
  4. Child choice · 7 min. Child chooses A/B cards for a fictional paper map visitor pause or a plain score, then says which pair returned. No real route or community instrument is implied.
  5. Notice · 4 min. Save six source labels and the child's reason. Actual timbre hearing is a separate event, not assumed from symbols.
  6. Close · 2 min. Tomorrow the child may choose the key and author all three sections.

Week 22 · Day 108 · Make a child-owned three-section score

Target/codes: compose two-event opening, different middle and exact return in a child-chosen familiar key; AC9AMUFD01, AC9AMUFC01. Prepare: G maker/reader board, Practice G, broad cards.

  1. Welcome · 3 min. Child can use L/H or A/B, or a locally approved equally clear two-mark key. One key stays consistent within the score.
  2. Model · 4 min. Adult practice uses pitch H L | H H | H L; explain middle place 4 differs and final exactly copies opening. Put this example away before child creates.
  3. Try together · 5 min. Child directs a change to a separate adult practice copy and checks that final still matches their opening.
  4. Child choice · 7 min. Child authors six marks for a chosen interest or plain music idea. Save first score, key and child's intended structure; allow silent, AAC and neutral-scribe routes.
  5. Notice · 4 min. Record actual child's three pairs, their explained contrast and whether return is exact. Do not silently repair their first answer.
  6. Close · 2 min. Child may invite a willing reader tomorrow or keep the work private.

Week 22 · Day 109 · Let a willing reader follow it

Target/codes: optionally help an actual willing reader follow a child-owned score; inquire about a cleared real work if one exists; AC9AMUFD01/FC01, AC9AMUFP01 and FE01 conditional. Prepare: G reader fields, authentic-source gate, child's score.

  1. Welcome · 3 min. Offer private keeping, a familiar adult reader, a willing peer, approved comfortable sound or pass. The child may withdraw.
  2. Model · 4 min. Educator shows their own made-up three-section score to a willing adult. If a cleared real work exists, name its maker and direct source-supported use without inventing meaning.
  3. Try together · 5 min. Reader follows section borders/key without a hidden explanation. Child may add a clearer label. For the real work, ask what its source actually says and what the child notices.
  4. Child choice · 7 min. Child may show paper/tactile score or approved sound to someone actually willing to receive it. No compulsory public solo, recording or family disclosure.
  5. Notice · 4 min. Record recipient and medium only after receipt; real-work identity/source/child response only after encounter. Otherwise leave conditional codes held.
  6. Close · 2 min. Give the score back to its maker; tomorrow's check has a new source-key opening.

Week 22 · Day 110 · Fresh Check Return 2: build the final pair

Target/codes: independently complete a new source-key six-event score by copying the opening exactly into blank final slots while keeping the contrasting middle; AC9AMUFD01, AC9AMUFC01. Prepare: public Return 2, A4 check, broad A/B cards; teacher key closed.

  1. Welcome · 3 min. This is a paper/card task; no device or audience is needed.
  2. Access · 4 min. Show source-key opening A B, middle B B, and two blank RETURN places. Read A=circle and B=striped square without filling blanks.
  3. Independent plan · 5 min. Child directs the two final cards in order, then compares their final pair to opening and middle.
  4. Child response · 7 min. Save first complete six-card score, explanation of exact return and one middle difference, plus an intended musical idea or paper evidence limit.
  5. Self-check · 4 min. Child checks first-to-first and second-to-second matches without adult answer cues.
  6. Close · 2 min. Consult the separate key later. A complete card plan cannot prove actual timbre hearing or sharing.

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