2^nd Grade Lesson Plan

Objective:

 

The students will:

1. Experience and demonstrate the steady beat
2. Differentiate between half, quarter, and eighth notes and rests.
3. Identify and imitate rhythmic patterns
4. Sing with accurate pitch, accurate rhythm, and appropriate tone quality on do, re, mi, fa, sol, la

 

Standards:

 

Strand A: Skills and Techniques

Standard 1: The student sings, alone and with others, a varied repertoire of music.

Benchmark MU.A.1.1.1: The student sings songs within a five-to-seven note range alone and maintains the tonal center.

 

1. sings melodic patterns and songs, alone and with others and matching pitch, within a five- to seven-note range (E-D1).

2. echoes simple melodic patterns, using sol, la, mi, re, and do accurately and maintaining the tonal center.

3. demonstrates use of healthy singing techniques, including head tone, posture, diction, and breath support.

 

Benchmark MU.A.1.1.2: The student sings simple songs (e.g., folk, patriotic, nursery rhymes, rounds, and singing games) with appropriate tone, pitch, and rhythm, with and without accompaniment.

 

1. sings simple unison songs, with and without accompaniment, with accurate pitch, accurate rhythm, and appropriate tone quality.

 

Standard 3: The student reads and notates music.

Benchmark MU.A.3.1.1: The student reads simple rhythmic and melodic notation, using

traditional and nontraditional symbols.

 

1. reads and performs rhythmic patterns (quarter notes, quarter rests, two eighth notes, and half notes) in response to traditional and nontraditional notation.

Standard 2: The student uses viewing strategies effectively.

Benchmark LA.C.2.1.1: The student determines the main idea in a non-print communication.

Grade Level Expectations The student:

Second

                        1. understands the main idea or common theme in a non-print communication (for example, pictures, symbols, film, and works of art).

 

 

Accomplished Practices 1, 4, 9, 10, 11

 

Materials:

 

1. Recorder, piano
2. Plush Pumpkin
3. “The Pumpkin Song” visuals
4. “Thriller” recording and CD player
5. clean dry erase board and markers
6. larger round carpet

 

Procedures:

 

1. “Thriller”— Experience and Demonstrate Steady Beat
   • Teacher greets students at the door and leads them into the room with “Thriller” playing in the background.
   • While one teacher plays the steady beat on a drum head, the other leads the children around the oval mat, guiding them through various dance moves they are asked to imitate.
   • At the conclusion of the song, the children sit down around the mat in their circle and the teachers will introduce themselves in a unique way.
2. Note Classification Identification
   • The students are asked to identify different note and rest values drawn on the white board.
   • The students will then identify various rhythmic sequences given on the board.
   • The students will place the steady beat in their laps and then demonstrate the rhythm of the various measures also in their laps. (These various measures will correspond to the rhythms that the students will hear in “The Pumpkin Song”.)
3. “The Pumpkin Song”
   • With the rhythmic figures already placed into the students’ minds, the teacher will initiate a steady beat in which the students will place it in their laps. The teacher will then teach the students “The Pumpkin Song” by singing it line by line and having the students repeat it after him.
   • With the visual in place, the students and the teacher will sing the song together. After enough necessary repetition, one teacher will go to the piano and play a background harmony while the other teacher sings with the students.
   • While singing, the students will pass around a pumpkin created from the notes they identified earlier in the class.
   • Lyrics: “Pass the pumpkin round and round, listen to that spooky sounds, ooo-ooo, ooo-ooo, will it land on you?”
4. “The Spider Song”
   • Establish a steady beat.
   • Line by line, the teacher will sing the parts of the song and the students will imitate what they hear.
   • While singing, the students will be asked to perform certain hand movements and gestures relating to each line of the song.
   • Lyrics: “Spider, Spider In the sky, Weaving your webs way up high,
     Catching bugs, and insects too, What a chore it is for you, Spider, Spider
     In the sky, Weaving your webs way up high”
   • Critical Thinking question: “What other song that you have heard before has the same melody as "The Spider Song"?
   • Critical Thinking question: “What is this song about?” and “What is the spider’s job in the song?”

 

Assessment:

 

1. Teachers observe students’ ability to sing on pitch.
2. Teachers identify who is correctly maintaining the steady beat while passing the pumpkin on the correct beat.
3. Teachers identify students who are able to demonstrably imitate given rhythms.
4. Teachers identify students who are able to correctly identity given notes.
5. Record observations in a notebook (whomever is not teaching at the time, will record the observations in the "Observations Notebook").

 

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