LESSON PLAN

Second Grade Lesson Plan 

Objective:

The students will:

1. Walk a steady beat while entering the classroom and listening to Michael Jackson’s “Thriller”.
2. Differentiate between whole, half, quarter, and eighth notes and rests.
3. Identify various given rhythms.
4. Identify and imitate rhythmic patterns demonstrated by the teachers on their laps
5. define the word “scale” in terms of musical knowledge.
6. Be able to identify their instrumental note with its letter on note space on the board.
7. identify the lines and spaces on the treble clef staff.
8. sing an independent part of a song in an ensemble
9. sing the “Dancing Sausages” song

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.

Accomplished Practices:

1. Assessment. Assesses student learning in music.

• Uses assessment techniques appropriate to the grade level and students.
• Employs a variety of assessment techniques.
• Assesses individual and group musical performance and gives specific behavioral. instruction for improvement.
• Assesses learning in a positive, non-threatening manner.
• Maintains accurate records of student progress.
• Involves students in self-assessment activities at appropriate intervals.

4.  Critical and Creative Thinking. Encourages critical and creative thinking by the students. 

• Includes opportunities for critical and creative thinking in learning activities.
• Develops musical activities that include composition, improvisation, and/or arranging.
• Involves students in making decisions about the interpretation of songs and musical works.
• Provides opportunities for critical reflection and metacognition.

10.  Planning. Plans effective music instruction in a variety of musical settings.

• Plans lessons that meet students' musical interests and needs.
• Plans and sequences of instruction that lead to the maximum learning of music.
• Includes strategies to accommodate special learners.
• Connects subject matter to the Sunshine State Standards.

Materials:

1. “Thriller” recording and CD player
2. clean dry erase board and markers
3. 1 set of boom whackers
4. 1 set of bass boom whackers
5. 1 set of hand bells

Procedures:

1. “Thriller”
   • Teacher greets students at the door and leads them into the room with “Thriller” playing in the background.
   • Teacher plays the steady beat on a cow bell while the children walk in to the room.
   • At the conclusion of the song, the children sit down on the floor
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.
   • Students will play given rhythms on rhythm instruments.
3. E-G-B-D-F and F-A-C-E
   • Students will be shown a treble clef and shown what the lines and spaces mean.
   • A clever sentence will be given to help students remember what the note name is for each line and space (Line: Every Good Boy Does Fine and Spaces: Free All Chocolate Eskimos!).
   • Students will identify notes when teacher points to their spot on the staff.
   • Students will play the given note that corresponds with the space or line that the teacher points to.
4. “The Dancing Sausages”

·        Sing The Dancing Sausages Song and have the students listen

·        Ask the students questions about the song.

o       What is the song about?

o       What does the boy buy at the store?

o       How many sausages did the boy buy?

o       Where did he put the sausages?

·        Have the students keep a steady beat while listening to the song.

·        Teach the students the song through chunking.

·        Let the students get up and act out song with accompaniment

Assessment:

1. Teachers observe students’ ability to sing on pitch.
2. Teachers identify who is correctly maintaining the steady beat while walking in the classroom.
3. Teachers identify students who are able to demonstrably imitate given rhythms.
4. Teachers identify students who are able to correctly identity given notes and their values.

 

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