Here is an outline of my lesson plan for ti. I have used this lesson for two years now, and it seems to work. I hope it is of some benefit to you.
I teach ti after I teach fa. What this means is that you should look to my previous post for more context. You should also realize that the student needs to have a good understanding of whole steps and half steps. I have shown this to them with an excellent illustration from Lois Choksy’s book Kodaly Method I ( p. 81). They need to understand that half steps are the smallest amount of space between two notes that we have in Western (I say “American”) music.
Greeting Portion (5 Minutes)
Have the class sing I’s the By in preparation for compound meter in later grades.
High Concentration (10-15 Minutes)
Have class sing For the Beauty of the Earth. Point out ti. I tell them that just like “fa” is closer to “mi” than it is to “sol,” so “ti” is closer to “do” than it is to “la”. This is why the “fa” handsign points down to “mi” and the “ti” handsign points up to “do.” We listen to it on the piano and sung. We learn that “ti” is a half step away from “do.” We practice “ti” by singing our song in solfa.
Change of pace (5 minutes)
Class plays one of the many games that we have learned so far. Currently, the song-game “We’re Floating Down the River” is quite popular.
Moderate Concentration Portion (5 minutes)
Class sings O How Lovely Is the Evening in canon. This is a great canon for part-singing.
Well, there you have it. Another hopefully useful lesson plan for you. I actually enjoy teaching “fa” and “ti.” The students enjoy learning them because they are tougher concepts. Please understand that it will take a while before your students will be able to sing “fa” and “ti” with complete accuracy. The smaller spacing (half steps) can be tricky.