Unit Plan 11 (Grade 3 Music): Melody Patterns

Focus: Read and perform short melodic phrases using iconic and standard notation, connecting written patterns to singing and instrument playing.

Grade Level: 3

Subject Area: Music (Melody • Notation • Performance)

Total Unit Duration: 1–3 sessions (3+ weeks), 50–60 minutes per session

I. Introduction

In this unit, students strengthen their ability to read and perform simple melody patterns from the page. They move from iconic notation (dots, shapes, or lines that show high/low) to short examples of standard notation on a staff. Using solfege (e.g., so–mi, la–so–mi, or do–re–mi) and classroom instruments, students match what they see to what they sing or play. They also practice reading short melodic phrases that include both rhythmic patterns and pitch patterns, building toward confident music reading.

Essential Questions

• How can I use notation (pictures and notes on a staff) to tell me what melody to sing or play?
• What is a melody pattern, and how is it different from just one note?
• How do rhythm and pitch work together in a short melodic phrase?
• How does practicing reading and performing patterns help me learn new songs more easily?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Read and perform simple iconic melodic patterns that show high/low and direction (up/down/same).
2. Read and perform short standard-notated melodic patterns on a staff using solfege or note names (limited pitch set).
3. Connect rhythmic patterns (ta, ti-ti, rest) with melody patterns, performing phrases that show both rhythm and pitch.
4. Match a notated melodic phrase to a sung or played version, identifying when performances are accurate or not.
5. Use basic notation vocabulary (e.g., line, space, notehead, staff, pattern) to talk about how they read and perform music.

Standards Alignment — Grade 3 Music (NAfME-Aligned)

• MU:Pr4.2.3b — When analyzing selected music, read and perform rhythmic patterns and melodic phrases using iconic and standard notation.
  • Example: Reading and performing a notated melody on a recorder.

Success Criteria — Student Language

• I can look at iconic notation and tell if the melody goes high, low, or stays the same, then perform it.
• I can read simple notes on a staff and sing or play the matching melody patterns.
• I can put together rhythm + melody to perform short phrases accurately.
• I can check if my performance matches the notation and fix mistakes.
• I can use words like staff, line, space, melody pattern, and phrase when I talk about what I’m reading.