Unit Plan 10 (Grade 6 Vocal Music): Reading Vocal Notation
Build Grade 6 music literacy by reading basic melodic notation on the treble staff, using solfege and lyrics to sing simple melodies with confidence.
Focus: Read and perform basic melodic notation on the staff using solfege syllables and lyric cues, building confidence in music reading.
Grade Level: 6
Subject Area: Vocal Music (Notation • Solfege • Music Literacy)
Total Unit Duration: 5 sessions (one week), 45–55 minutes per session
I. Introduction
In this unit, students learn how to read vocal notation instead of just “learning by ear.” They review the treble staff, line/space note names, and match those notes to solfege patterns (do–re–mi, etc.). Through echo patterns, stepwise melodies, and short reading exercises, students connect what they see on the page to what they sing with their voices. By the end of the week, they will be able to follow a simple written melody using staff notation and solfege with growing independence.
Essential Questions
- How does reading staff notation help singers become more independent musicians?
- What is the relationship between notes on the staff, pitch names, and solfege syllables?
- How can I use solfege to help me figure out and remember a melody I see on the page?
- What habits make reading new music feel less scary and more manageable?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Identify line and space notes on the treble staff for a basic singing range (e.g., middle C–G above).
- Sing simple stepwise melodies from notation using solfege syllables and/or neutral syllables.
- Use starting pitch and do placement to find solfege for a short written melody.
- Read and perform short melodic phrases that combine notation, solfege, and lyrics.
- Demonstrate increased independence when following a simple notated melody without relying solely on imitation.
Standards Alignment — Grade 6 Vocal Music (custom, NAfME-style)
- VM:Pr4.6b — Read and perform vocal music using basic notation, solfege, or lyric cues.
- Example: Students sight-sing a simple melody using solfege syllables.
Success Criteria — Student Language
- I can name where notes sit on the treble staff (lines and spaces) in my singing range.
- I can read and sing a short melody using solfege without hearing it first.
- I can find do and use solfege patterns (do–re–mi, etc.) to help me stay on pitch.
- I can follow written notes and lyrics at the same time in a simple song.
- I can explain one way reading notation makes me a more independent singer.