LESSON PLANS FOR MUSIC 2ND GRADE

2012-2013
Essential Standards for 2nd Grade
Musical Literacy

Essential Standard
1. ML. 1

Apply the elements of music

and musical techniques in
order to sing and play music
with accuracy and expression

Clarifying Objectives
1. ML 1.1 Apply problem solving
strategies to improve musical
technique when singing and playing
instruments.
2. ML 1. 2 Use accurate pitch to sing
three pitch melodic patterns
3. Execute extended rhythmic patterns
using body, instruments or voice
4. Apply changes in music to the
elements of dynamics, tempo, melody,
and form.

5. ML. 2

Interpret the sound and

symbol systems of music

1. Interpret rhythm patterns that use

standard notation for half notes and
quarter notes, half and quarter rests
and beamed eighth notes.
2. Interpret three pitch songs that use
traditional music notation with voice
and or by playing pitched
instruments. (G, E, F, A
3. Use standard notation to notate half
and quarter notes, half and quarter
rests, and beamed eighth notes

4. ML. 3

Create music using a variety of

sound and notational sources

1.

Use improvisation to create simple

rhythmic and melodic variations on
familiar melodies

2. Create extended rhythmic patterns

over a steady beat

3. Create rhythm patterns using half

and quarter notes, half and quarter
rests and beamed eighth notes in
duple and triple meter

Musical Response
Essential Standard
Understand the
interacting elements to
respond to music and
music performances

1.MR.1

Clarifying Objectives
Illustrate prominent musical
characteristics or specific
musical events while listening
to and or singing music

MR 1.1

Illustrate melodic patterns,

dynamics, and forms.

MR 1. 2

MR 1. 3

Illustrate Audience and

participant behavior
appropriate for the purpose
and setting that music is
performed.
Differentiate various
instrumental based on how
their sounds are produced.

MR 1. 4

Contextual Relevancy
Essential Standard
1.CR.1

Understand global,
interdisciplinary, and
21st century
connections with
music

Clarifying Objectives
1. CR. 1.1

2. CR 1.2

Exemplify music
representing the
heritage, customs and
traditions of various
cultures.
Understand between
music and concepts
from other areas.

2 N D GRADE SPECIFIC LEARNING OBJECTIVES

(Compiled from North Carolina standards, new essential standards, and common core curriculum)

Names of Rhythm Notes and Rests

Difference between speaking and singing voices
Match Pitch
Respond to Conductor Cues
Echo Rhythmic Patterns
Demonstrate steady beat
Improvise to given melodic and rhythmic phrases
Compose a melody of at least two pitches
o Using Solfedge
o Understand difference between stepping and Skipping
Compose a simple rhythmic pattern
Read Simple rhythm notation using quarters and eighths
Read melodic notation, stepping and skipping
o Read Melodic Notation using Shape notes
o Sing a pentatonic scale using solfedge
o Copy and echo using solfedge (Do RE ME)
Understand that Music is composed on a Staff
Learn to recognize and draw a treble clef
Learn to Recognize Pitches on the treble Staff: G E, F A
Listen to works of music, identify same/different sound
Identify instruments of the orchestra and family by sound and visually

Demonstrate the character traits of responsibility, self-discipline, and

perseverance while informally or formally participating in music.
Understand Difference between High/Low-pitch
Understand Difference between Loud/Soft-Dynamics
Understand Difference between fast/slow Allegro/Andante
Vocabulary
o Piano, Forte, Dynamics
o Treble Clef, Staff
o Measure
o Rhythm Note Names
o Repeat Sign
o Cut Cue
o Allegro, Andante, Tempo
o Rhythm

Pacing Guide 2nd Grade year at each school, weekly lessons, 45 minute classes
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LESSON 1
WEEKLY OBJECTIVES

Student Names

Students will sing alone and with a group

Students will play on instruments

Students will master a cut cue and will follow rules

Students will learn a steady beat.

Show Respect Participate Follow all Instructions and Cues Never play unless you
play as a group
Procedure

1.

Greet Students at door-Read class lists ahead of time-invite students in

2.

Sing the Welcome to Music Song: Theme and Variations Curriculum, copy and echo based
(ML 1.2)

3. Welcome and get to know you-Hello, my name is Mrs. Lewis, welcome to music classtell
students a little bit about what they will be doing this year and today.

Names to the Beat

Who Stole the Cookie from the Cookie jar?

o

-hand out drums, then call/echo/respond with names

Cover Classroom Rules, consequences and behaviors, rewards. 1st use drum to teach
the word Ostinato Play patterns on drums and have students join in clapping.
Cover classroom rules and consequences by turning each into an ostinato-repeating
pattern. (ML 1.3)

.Introduce Word: Ostinato : Teach simple repeating pattern half, half, quarter
quarter half, after they master it, put the cd music for little Mozarts play put the
beat I n your feet with them track 22. Play with drums, then put the drums away
and stand up and move to it. Ml 1.3

Steady Beat vs. Rhythm: Students practice playing the steady beat, record using
audacity. Practice making beat pictures. Rap of what is a beat. Students describe
the difference between beat and rhythm. Students play beat while I play with them
a rhythm using conga drum and boom pipes. Students take turns creating rhythmic
patterns while the class keeps a beat. Individual feedback. Ml 3.2

Self-Assessment on behavior and reflection: grade entered into ncwise.

Good Bye Song (The Music time is Over)- Music Play Grade 2

LESSON 2
WEEKLY OBJECTIVES

Imitate Do Re Mi

Recognize quarter and 8th

Play with steady beat

Recognize E and G, High and Middle C on the staff

Review treble clef sign

Introduce Improvisation

Refine mallet technique

PROCEDURE
1.

Welcome to Music Song ML 1..2

2. Copy and Echo in Solfedge Focus on Do Re Mi ML 1.2, 1 measure patterns

3. Engine Engine Number nine, Music Play Grade 2 ML 2.1, ML 2.2
a. Review of Beat: Introduce Eigth note and quarter note. Ta and Ti ti the Rhythm
b. Quick hand of review of pitches, EGBDF
c. Review Lines/Spaces, sing pitches to song
d. Instrument Rules, technique, hand shape ML 1.1
e. Play rhythm of the song on any c: ML 1.3
Instrument Time
1. Move to Orff instruments, set in front of chairs so that they can find their place easily and so
all can see the board. Discuss Rules/Technique for I instruments: Review all Rhythm notes,
play through the notes on DFA Students choose Pitch ML 1.1 ML 2.2
2. Play steady beat on c 1 2 3 4 5 6 7 rest, fix technique as necessary.
3. Play ta ta ti ti ta pattern on c e or g while fixing technique.
4. Play a pentatonic scale 1 2 3 4 5-hold, descend, working on using two hands and alternating.
5. Play Cross Over Pattern 1 5 8 5 1. Working on alternating and crossing over.
6. Teach I can sing/play a high note using C and G on the instruments. Once the melody is
mastered, add the accompaniment patterns the students learned.
7. Try Improvisation: practice keeping steady beat on d and a, to a slower tempo, students
will take turns improvise a rhythmic pattern on the conga drum. 3.2
Self-Evaluate, grade into ncwise
The music time is over Song.

LESSON 3
WEEKLY GOALS

Introduce/ Review the rhythm tree

Learn difference between ta and ti , eighth and quarter notes
High and Low
Following directions, right and left.

Echo Sol and Me, Do Re Mi in tune, with hand signs

Play a repeating rhythm while singing a different melody at the same time
PROCEDURES

1.

Sing: Welcome to Music Song, Copy and Echo in Solfedge, Name Review Time (ML 1.2

2. Review the rhythm Tree : Stand and copy rhythms: ML 1.3, Start with one measure 4 beat
patterns, extend into 8 beat patterns.
3.

Rhythm Tree with Dance Music and Claves, practicing rhythm patterns by ear. ML 1.3

4. Thanks a Lot for Hands that clap fun song, with motion (Music play grade 2)
a.

Work with rhythmic reading, read the rhythms ML 2.1

b. Sing and Move to the Song

5. Okkitokiunga: ML 2.2, 2.1 MR 1.2
a. Instruments: drums and Rhythm Instruments, hollow part of mallet
b. Introduce: Before we sing, explain to the children that this is a camp song about
Seal Hunting. Show that each section will have different motions. Teach children
the song by rote-they listen, then catch on-repeating one word at a time in Inuit.
Review Rhythm Names, have students say the names of the notes. Point out that
half notes. Teach rhythmic chant How many beats does a half note get? Answer 2
beats 2 beats. Sing song with motions 1 time.
c. Hand Out Paper and Crayons and ask students to draw a picture of the song story in
order.
d. Tell students that music has a form, or structure, and that art and stories also have
form. Show students that this song has several different sections, using PowerPoint,
to reveal the form A section and B section, the rowing section and the action
section.
e. Hand out hand drums. Choose some students to play the conga drums-will require
setting them up in the back ahead of the lesson. Teach the rhythmic accompaniment
patter ti ti ti ti t a. ti ti ti ti ta. See if students can keep the rhythm while singing the
different rhythm of the words (BRAIN CHALLENGE) . ML 1.3
Math concepts: rhythms-fractions-division of eighths.

LESSON 4
WEEKLY GOALS

Imitate in tune, Do Re Mi, Sol Mi, La Sol Mi

Music Vocabulary words for tempo

Refine improvisational skills

Practice reading quarters and paired eighths.

PROCEDURE

1.

Welcome to Music Song Ml 1.2

a. Copy and Echo in Solfedge, combining do re mi and sol la, starting and ending on do.

2.

Tony Chestnut: Moving, playing, Music Play 14 1.4

a. Review Rhythms: read the rhythms in Tony Chestnut, saying, quarter, quarter, half.
b. Introduce the word tempo: words for different tempos.
c. Students listen to the song, the raise their hand when they hear it getting faster.
Teach the melody slowly, with actions for each word. Toes, knees, chest, head,
notes, eyes, cross hands over heart, extend hands to someone else, clap clap (TOE
KNEE CHEST NUT NOES EYE LOVE YOU) fun play on words. Practice at different
Tempos

3. Rhythm Koosh Ball: 2.1

a. Move students to instruments. Instruct them to choose only from DFA.
b. Using Smart Board Rhythm Koosh Ball File, students will choose a color, and then
will say the rhythm. After saying the pattern, they will practice it as an ostinato,
choosing their own pitches.
c. Teach Students Beginning rhythm dictation, aural skills, memory work. ML 2.3
1. (only eighths and quarters)
ii. Teacher plays a pattern on the conga drum, students have to guess the
pattern: altered rhythm koosh ball file, patterns showing on top of colored
square matrix-will have to design
iii. Teacher plays pattern on conga drum and students say it using Kodaly
syllables
iv. Hand out Paper and pencils. Teacher plays rhythm example, students clap
back, teacher plays same example, students say using Kodaly, teacher claps
same pattern, guides students into hearing one sound per beat or two
sounds per beat.
v. Teacher claps same pattern, students write down the pattern using eights
and quarters.

d. ML 3.3: Students create rhythm patterns

i. Turn the paper the notated on over onto the other side: ask students now to
draw four boxes, demonstrate on board. Step one: decide if they want one
sound in each beat box, or 2 sounds. (Lead In group demonstration using
smart notebook and smart board if I have one)-students take turns, group
plays each create pattern on the instruments. Then, students all create their
own pattern using eighth notes and quarter notes. Then ask students to
diddle on the instruments to assign each note as a d f a. Students practice
the rhythm they have made while I walk around and listen. Students
perform their rhythms for the group.
ii. Play the created rhythms as a group, and also as individual patterns over the
conga drum.
4. Sing the Goodbye Song

LESSON 5
WEEKLY GOALS

Imitate in tune, using good breath, add ti

Practice reading Rhythms, quarters and paired eighths, introduce quarter rest

Reading pitches on the staff

Singing in harmony using rounds

Playing a melody on the instruments

Learning good practice techniques

Understand difference between melody and harmony

PROCEDURE

1.

Welcome to Music

2. Copy and Echo in Solfedge, Joining Do Re Mi Sol LA- add ti as a neighboring tone: discuss
Breath Support ML 1.1 1.2
3. Review Names/memory while copying and echoing
4. Rhythm Time:
Review rhythms by copying and echoing, with varied dynamics and tempo, hand out
rhythm sticks, review the rhythm tree, draw symbols for quarter rest, eighth rest. Track 6,
dance music, students play with claves to different rhythms. ML 1.3 ML 1.4
5.

Reading Song: Yellow Red and Brown Musicplay: Ml 2.1 ML 2.2 ML 1.2

1.

Read the Rhythms, using Ta and Ti Ti

2. Review the Staff: Use PowerPoint to reteach

3. Identify the Notes: Understand concepts of Line and Space Notes, and Skipping or
Stepping, up and down
4. Sing the Words as a group
5. Sing as a Round
6. Discuss harmony/round to make harmony
7. Move to the instruments: Keep an accompaniment pattern on D and A, play while
singing the melody, play soft, play loud ML 1.4
8. Teach the Melody to Yellow, Red and Brown, fairly simple repeating pattern.
9. Discuss Improvisation. Give examples of levels of improvisation. Take students through
the levels of improvisation on the melody Yellow, Red and Brown- first begin by
changing only a little rhythm, etc., give examples. ML 3.1
10. Create a Rondo Form by having the whole group sing and play the accompaniment as
written, then a section with the group keeping the accompaniment pattern while one
student improvises a melody for 16 beats, alternate. students are to improvised based
on the melody already given- ML 3.1
11. Reading Song: Ham and Eggs (MusicPlay)
(motion song, class, stands, class sits.)
Teach Rhythm by Rote. Teaching the song by rote, then perform. Review different
tempo words.
Analyze the Music (Music Response)- MR 1.2
a. The Form: Call and Response
b. Sing through the melody once
c. Move to the melody (Melodic Patterns)
2. Music Time is Over Song

LESSON 6
WEEKLY GOALS

Good Breath Support

Hand Signs for Do Re Mi Sol

Tempo Review, music vocabulary

Introduction to different kinds of instruments

PROCEDURE

1.

Welcome to Music Song, remind students of posture and breath and hand signs ml 1.1
1.2

2. Copy/Echo in Solfedge: Ascending Do Re Mi Sol, as a returning pattern. Focus on Do to

Sol
3. Ive Been Working On the Railroad: 1.4
i. Sing through song twice, looking at music
ii. Point out tempo change words, ask if they hear the music speeding up or
slowing down.
iii. Sing a third time, students show beat with arms
4.

Learn about How instruments are made and the classifications of instruments MR 1.4
CR 1.1
a. Chordophones
b. Membranophones
c. Idiophones
d. Chordophones
e. Areophones
i. Using the Musical Instruments of the World computer cd, take students
on a world tour of all the different musical instruments, beginning in our
own country. Listen and read about different world instruments.
Classify each one into the previous five categories. Discuss how they are
made and used in that culture.
ii. Use DSO.com, if other cd is not available, to explore different
instruments.

LESSON 7
WEEKLY GOALS

Review imitation Do Re Mi Sol La, focus on descending patterns

Play stone passing game, games for fun

Classify Instruments

Respond to music through movement

Working with improvisation, planning form for improvisation

PROCEDURE
1. Welcome to Music Song, Copy and Echo in Solfedge: Do Re Mi Sol LA
2. Obwisana, African Stone Passing Game CR 1.1 MR 1.4
a. Life in Ghana, PowerPoint
b. Student discussion/comparision In what ways is your life the same/different as
Ghana kids?
c. Entertainment in American vs in Ghana
d. Read/Analyze music: rhythms, pitches, dynamic Symbols
e. Play the Game: Form Circle, pass rocks, sing song while we pass rocks.
f.

Rocks as musical Instruments: Classify into family

3. The Finger Dance-MR 1.1

a. Tell students they will be listening to a musical composition by Edward Grieg In
the Hall of the Mountain King.- You Tube makes this easy- pre load the musicb. Ask students to lay down on the floor and close their eyes-raise one hand above
their head. Ask students to create a finger dance to accompany the music.
4. Listen again: Edvard Grieg: This time have students watch short You Tube clip: Talk to
the students ahead of time about if they were ever to go the symphony orchestra
concert, how they would be expected to perform: sit quietly, etc. Watch and pretend
they are at a concert. MR 1.3
5. Improvisation on Orff Instruments: Students working with extended rhythm patterns to
create staged improvisation for performance.

LESSON 8 TH
CALL AND RESPONSE/MUSICAL FORM/EXTENDED RHYTHMIC PATTERNING PART 1
WEEKLY OBJECTIVES

Imitate in Solfedge, introduce Fa

Learn about Call and Response

Learn to play instruments using improvisation, words, and musical form for performance
PROCEDURE

1. Welcome Song, Copy and Echo in Solfedge, Do Re Mi Fa Sol, Introduction of fa, singing in
order. Work on Deep breathing to improve intonation ML 1.1 and 1.2
2. Call and Response Music: The idea of echoing to produce a song:
a. Haul On the Bowlin:
i. Read through the rhythms, identify (ML 2.1)
ii. Review Paired 8ths vs. Single 8ths (ML 2.1)
iii. Work in small groups to make actions to illustrate the musical form, perform
in groups, perform as a round (MR 1.2)
3. Improvisation Work: Move students to instruments.
a. Work with Call and Response, begin with steady beat, move towards copy/echoing
on rhythm using drum and D, move to piano, students play notes d and f only, work
on ending on D, with question on the pianos and students playing answers. (ML
3.1)- creating melodic variation on a given rhythm
b. Teach group 2 measure rhythmic pattern: Ta Ta TO, ti ti ti ti ti TA: play as an
extended pattern (ML 1.2)
c. Teach students to stop together: 1st one pattern at a time, then 2, increase to 4.
Teach Musical Form, ending the fourth time with the final pattern, TA TA TO, work
backwards till they can repeat four times and end together on D. Work on
applying dynamics, piano first time through, then forte (ML 1.3)
d. As students are successful, develop the improvisation to include solo improvisation
over the group form. (ML 3.2)- create extended rhythmic pattern using body
percussion over a steady beat.

LESSON 9
Call and Response/Musical Form/Extended Rhythmic Patterning Part 2

WEEKLY OBJECTIVES

Imitate on Do re Mi fa sol, descending

Breath support

Instrument improvisation
PROCEDURE

1.

Welcome to Music/Copy and Response, DO RE Mi FA SOL- working on Descending Pattern,

remind students of good posture and deep breathing: (ML 1.1-vocal technique Ml 1.2: sing
3 note patterns in tune
(extra time on instruments)-no reading song

2. Move Students To Instruments: Review work from previous week, in order of skill set, to
create a big A section, four measure pattern, repeat once. (ML 1.3 1.4 ML 3.1 3.2)-dynamics,
form, extended pattern, rhythmic improvisation)
3. Teach Composed B Section, hand clapping pattern, with rhythmic added in, see written
notes. Teach transition section. (ML 3.2-creating extended pattern over steady beat.- work
in 3 sections, teach crescendo and soft to loud in groups using layers (ml 1.4)- Ml 1.3)Apply
FORTE Teaching form, (Transitions)

LESSON 10
WEEKLY OBJECTIVES

Imitate based on blues, minor patter

Learn about African American Spirituals

Pitches on the Staff: F and A

Adding Bordun Accompaniment

PROCEDURE
1. Welcome to Music: Copy and Echo in Solfedge on a Minor Blues Pattern: focus on Do LA Sol
ML 1.1 ML 1.2
2. The American African Spiritual: CR 1.1 CR 1.2, social studies and culture
a. Discuss what is the Spiritual: Name Some Spirituals that the students may have
heard before: Read the web site http://www.negrospirituals.com/song.htm,
discussion of history of the spiritual: use as a coding song
b. Swing Low/Sweet Chariot: call and response- introduce ideas, practice melody,
write solfedge on the board to the melody of the response section, practice again,
using hand signs. 2.1, reading pitch 1.1 1.2
c. Trampin ML 2.1, 2.2, reading pitch and rhythm F and A
i. Music Play 2nd:
ii. Discuss the Song: Read the rhythms, analyze time signature, count the
measures.

iii. Read the Pitches, two pitches, F and A: High and Low, reading iconic
notation
iv. Sing the Words to the Song
v. Move to Instruments: Teach ostinato bordun: add tambourine and hand
drums for effects, sing and play together ML 2.2
d. Link to http://spiritualsproject.org/galleries/video-gallery/: Show students short
video of Spiritual Music Example Battle of Jericho- MR 1.3, audience behavior
e. Listen to the Spiritual Song Wade in the Water MR 1.3
f.

Play for students on the piano Troubled Waters- by Black Women

Songwriter.MR 1.3

g. Introduce Over My Head Ml 1.1 1.2 2.1 3.1,

i. Over My Head, I hear music in the air
ii. Solfedge it: Practice in Solfedge with the signs, using shapes, written in the
shape note singing PowerPoint
iii. Discuss the Musical Form of the song with the students 3.1
iv. Have students illustrate the musical form while they sing the song using
motions
v. Watch the song performed on You Tube.
3. The Music Time is Over Song

LESSON 11
AFRICAN AMERICAN SPIRITUALS PART 2

WEEKLY OBJECTIVES

Connect Shapes to Solfedge

Start Chordal Patterns

Review African American Spirituals

Playing an accompaniment
PROCEDURE

1.

Welcome to Music: define solfedge with shapes continuing solfedge patterns based on Do
La Sol, add Me, add harmony while copying the patterns to improve pitch, focus on patterns
based on chordal patterns on the tonic and submediant chord. ML 1.1, 1.2

2. Review of what the African American Spiritual is: include work songs
3. Sing: Joshua Fit the Battle of Jericho: CR 1.2, Reading, Sociology, ML 1.1 1.2 CR 1.1
a. Read childrens version of the story of the battle of Jericho
b. (alternatively, could use the Elijah and Joshua cd version for a performance piece)
c. Sing the Song with the piano
4. Sing and Play on instruments: Dry Bones Music play Grade 6 ML 2.1 2.2 CR 1.1
5. Sing and Play on instruments: Ezekiel Fit the Wheel CR 1.1
a. What Ezekiel Saw the Wheel on You Tube
b. Evaluate the performance
c. Go to website http://www.gospelsonglyrics.org/songs/ezekiel_saw_the_wheel.html
d. Listen and sing along, discuss verse vs. chorus
6. The Music Time is Over: in Solfedge today: ML 1.1

LESSON 12
MATH IN MUSIC
WEEKLY OBJECTIVES

GOALS: STUDENTS WILL LEARN TO RECOGNIZE MATH IN MUSIC AND WHY MUSIC IS
MATHEMATICAL AND WILL LEARN MORE DEEPLY ABOUT MATHEMATICS IN RHYTHM.

2. STUDENTS WILL PRACTICE NOTATING RHYTHM.

SHAPES FOR RE

1.

Welcome to Music Song, copy and echo in solfedge: Sing with no accompaniment, Review
Do Re Mi Sol La. ML 1.1 1.2

2. Pause. Tell the students that today they will be learning about mathematics in music and
ways that music is mathematical. Begin by sharing the image of the major scale and
teaching that shapes represent pitch, pitch being high and low sounds. Teach shapes for Do
Re Mi Sol LA (in 1st grade they mastered the shapes for Sol La and Mi). Have the whole
scale shape up and practice pointing to the shape as they sing it. Then practice with the
individual pattern slide for Do Re Mi. ML 1.1 1.2 2.2, interpret three pitch songs using
shaped notes. CR 1.2, math in music
3. http://www.childrensmusicworkshop.com/videos/caseformusic.html Show Music
Advocacy on video in math skills! To Encourage Students early why music is important
2.53 seconds.

4. Ask students and write on board: what kind of math is found in music?? CR 1.2
5. Tell students we will be exploring more about math in the world of rhythm
6. Ask students to move to the instruments and find a C E or G
7. Tell students that math is everywhere in music: beginning with rhythm. Rhythm is the
foundation of organized sound. Rhythm can stand alone for music, so it is where we begin.
Pitch without rhythm is not organized sound. Math in music exists in patterning, form,
harmony, the scale, over tones, frequencies. Basically every part of music is simply math
coming alive that you hear. So, music is elemental math made alive!!!! Music can also
increase math scores on the SAT and can realign students brain, developing the ability for
spatial reasoning.
8. Tell students that often music comes in phrases, or groups, of 4, 8 or 16. Practice playing
steady beats and stopping at 4, 8, and 16. Practice till the stop together and till they can
count out loud while they play. Explain that rhythms are simply divisions of the beat. ML
2.1
9. Use rhythm PowerPoint to teach the time signature: do examples. (2nd graders havent
explored fractions yet so they may or may not need to be taught this concept more by rote.
Older 2nd graders can understand a fraction of and how it symbolizes the term (half)-and
represents a half note in music. They also will know that means 1 half note, and 2/2
means 2 half notes. Cover measures, bar lines, and time signature.
10. Work on rhythmic division. After students work with quarter note pulses in groups of 16,
divide the quarters into eighths, teach the ti ti rhythm. Put the bases on quarters with the
other instruments moving in 8th notes. Repeat for 16th notes. Double for halts.
11. Use Audacity to help show the rhythmic division: Begin with recording a sampling of a
metronome (free metronome online)- Students will be able to visually see the beat graphs
on the program. Have students record a layer next with the metronome in eighths, they will
see that they move faster. Repeat layers for different rhythms. Allow students to select
instruments they think will sound the best for the different layers of notes, allow each
student to select the rhythm they are most comfortable with and the instrument, practice
with audacity and then record a fresh sampling.
12. Tell students that they can combine different rhythm notes to create rhythms, and different
measures to create extended patterns. (they have been working on playing these, but not
writing them or understanding them. ) Use Smart Note Book Rhythm Koosh ball to play
through some examples of combining pair eighths, quarters, halves.
13. Practice notating rhythmic patterns: 2.3: Use Smart Note Book Rhythm Game Page:
Students will hear a rhythm that I clap. They will clap back the pattern. I will clap again and
they will repeat using ta and ti ti. I will clap again and they will repeat while I correct their
ta and ti ti if needed. Use the smart board file to drag and drop the needed rhythms for
notating into place. Hand students paper with grid on one side, direct them to practice on
the blank side of the paper 1st, ask them to practice drawing different rhythm notes, starting
by copying the ones on the board that we do as a group.

14. Tell students that they will be making a two measure rhythmic pattern. The only choices
they have to work with on half notes, quarters, beamed eighths, and quarter rests. Hand out
sheets of paper, pencils, with a grid box of 8 beats. Remind them that the half note gets two
beats, if they use a half note, they color in 2 boxes. They spend time writing their pattern
and then they will softly practice it on the instruments until everyone has written a pattern,
I have walked around and checked them. ML 3.3
15. They will play their patterns for the group. The group will play each pattern. (validation for
the individual)16. Choose 3 patterns and combine into a layer ( learned about in lessons 8 and 9)- to create a
song. Develop into musical form, extend based on time allowed.
Music Time is Over:

LESSON 13
MATH AND MUSIC LESSON CONTINUED

WEEKLY OBJECTIVES

Review Rhythm names, beat values

Poetry and Music

Use Music to illustrate mood and story

Musical elements of dynamics, form, tempo, rhythm, timbre, pitch, in story and music
PROCEDURE
Welcome to music

1. Copy and Echo in rhythm notes, using ta and ti ti, body percussion and movements. Ml 2.1
2. Tell the students that today we will be working on learning more about math in music,
patterns, and creating songs. Divide the class into three groups. Instruct them that they are
to follow the conductor cues and enter only when I point to them, continue their groups
sound until they are pointed to. Ml 1.2
3. Group 1: finger snaps slow, 2nd group, sssssh hands together, 3r group light finger patterns,
1st group cupped chest pats, 2nd group pat on legs 3rd group stomping thumper, disappear
the groups back in order one at a time, ask the students what did it sound like: they answer
a rain storm.
4. Literature in Music: Borrow or Buy Listen to the Rain CR 1.2
a. Read the story to the class, with great inflection
b. From Wresas NC DPI site on Arts Instruction: Load template for the music elements

c. Discuss the music elements with the students and how different musical elements
are in used in reading to create drama, cause, tension, effect (Dynamics, timbre,
tempo, pitch, (ML 1.4)
d. Divide class into small groups, give each group a print out of part of the story, ask
them to Orchestrate that part of the story using found sounds. (21st century: team
work, problem solving, creative thinking) ML 3.2- improvise a sound scape
e. Practice with each group, then perform as a whole, with words, repeat, no words,
record it/ video tape it.
5. Sing and Play on Instruments: Its Raining Music K8 volume 22 no 4
a.

Learn to sing the melody

b. Use Compose a Rain Song-PowerPoint, music play, 2nd grade

c. Have the students read the note ML 2.1 2.2
d. Students fill in the missing notes in solfedge 2.3
e. Students learn to play the melody on the instruments ML 2.3
f.

Students discuss how the verse can be changed, different instruments for different
sounds.
i. (Alternatively, this song could be learned using different instruments, hand
drums, metal Orff, triangle, for a performance piece.)

LESSON 14
WEEKLY OBJECTIVES

More on Literature and Music

Creating A sound carpet for a story

Ostinato Accompaniment to a poem

Taking a Poem and turning it into a song

PROCEDURE

1. Little Princess Goodnight.- will need to create a PowerPoint for the story, not in music play
(ML 1.1, singing, 1.2 extended patterns, ML 2.2 playing melodic patterns CR 1.2, reading and music,
3.2, creating a sound scape.

A. Teach students that musical instruments can be used as sound effects to make a story
more interesting: movie and TV example. (Would be great to find a scary you tube clip-show
without and with sound, ask, how did the music create drama and excitement?
B. Assign the following instruments to groups of students, they play when they hear their
sound: princess: finger cymbals, or metals, soft and light, (could be dynamics too)-pianissimo
princess
Unicorn= xylophones; improvisation on F pentatonic, bars removed ahead of time, mezzo
forte: teach running galloping patterns on knees 1st
Dragon- Timpani-we dont have these in the elementary school, substitute conga drums,
16th notes, Forte
Mouse= glockenspiels, going up, improvisatory, f pentatonic, bars removed.
Teach the beginning and ending song: Orff manual page 22
There was a little princess, a princess, a princess Little princess good night
Sol mi mi re re do do do re re re mi mi sol sol mi mi ro do
Read the story, students play their pattern, instrument, dynamic whenever they hear their
character mentioned in the story.
There was a princess, a lovely princess
She put her unicorn under her pillow
She put her dragon under her bed
She put her peacock under her chair
She put her mouse under her slipper
And then she crept into bed and fell asleep
But no the mouse
The mouse crept out from under the slipper and pinched the peacock under the chair
The peacock crept out from under the chair and pinched the dragon under the bed.
The dragon crept out from under the bed and pinched the unicorn under the pillow, and the
unicorn started to cry.
The little princess awaken. O hear: She said. What shall I do? She though and though and she
thought and she though Then;The little princess goodnight jumped out of bed.
She put her unicorn on top of her pillow. She put her dragon on top of her bed. She put her peacock
on top of her chair. She put her mouse on top of her slipper, And she, Little Princess goodnight,
crept under her bed and went back to sleep.
She was a lovely princess.

Ask the students why certain sounds might be used for certain characters or objects.
Ask the students what prepositions are: ask the students to name the prepositions in the
story.
Do it again, record it.
1.

Ostinato Accompaniment to a poem notating patterns 2.3, 1.3, extended patterns

a. Ooeey Gooey Marshmallows (musicplay 2 poweproint)
b. Students learn to read the poem with rhythm and inflection
c. Students learn to create body percussion moves for each of the presented ostinato
rhythms
d. Divide class into two sections to perform
e. Ask students to take the created ostinato pattern and put it on instruments of their
choice, few students at a time, with selections of instruments.

LESSON 15 AND LESSON 16, 2 WEEK COMBINED LESSON

MINI PROJECT: APPALACHIAN SINGING GAMES CR 1.1
(Could Substitute Performance Practice for the following four lessons)

WEEKLY OBJECTIVES
(for two Weeks)

Students learn about history in Appalachia, where the people came from, geography,
entertainment in the 1800

Students discuss different types of entertainment, and learn the purposes of music
o

Religious

Fun

History

Students review different kinds of Appalachian Instruments

Students Learn Appalachian Folk Songs, and Games

Resources (Music Play Grade 2, orange folder, Denise Gagne)
Sally Go Round The Moon Nancy and John Langstaff
PROCEDURE

1.

Welcome Song

2. Introduce the Two week Project

3. Introduce Appalachia, using Google Earth, to zone in to topography of area
4. Introduce history of Appalachia, including coal mining areas, and countries from where the
people immigrated, and why they choose to settle in this part of the country.
5. Introduce the factor of isolation and how it prevented, or slowed change. Ask if students
are still isolated today.
6. Discuss Entertainment forms in 1800s Appalachia, fishing, harvesting, hunting, barn
raising, corn shucking, square dancing, and how the entertainment tied into life skills.
7. Use You Tube to Listen to select Appalachian Singing Songs.
Practice and play the following with the students.
Singing Games ( like to do these outside if time and place are available.)
1.

Bounce High/Bounce Low

a. Teach the song, use visual from Music Play 2
b. Teach the Rhythm
c. Teach the Pitch
d. Use Ball, bounce to the students on the beat. Students catch ball and bounce back on
the beat. Repeat on students who dont feel the beat.

2. This Way/That Away (Here Comes Sally)

This Way That Away This Way That Away This Way That Away, all day long. Here came johnny
struttin a long, here came johnny struttin g a long. Here comes another one, just like the other
one, here comes another one, all day long.
Game: Students line up in two rows with space in between, to make a hall. One students go
down the middle, makes an action. Student in the other rows goes down, copies him.
Repeat till all students have been called by name and gotten a chance to imitate.
3. Green Gavels
a. Green Gravel, green gravel, your grass is green, the fairest young damsel that ever
was seen. We washed her, we dried her, we clothed her in silk, and we wrote down
her name with a gold pen and ink. O Annie, O Annie, your true love is dead, and we
send you a letter to turn round your head.

b. Game: All students sit or stand and walk in a circle. When a students name is
called, they turn around and face outward. Continue until all names are called.
4. Floating Down the River (Jump Josie)
a. Children join hands and circle around 1 child, whoe chooses a partner from the ring.
b. At two in the middle, everyone stops and claps the beat while the children in the
middle jump up or down or skip around on the spot. Then repeat, with new
partners. After verse four, all eight children get out and rejoin the ring.
5. Charlie Over the Ocean
a. One in the middle stands, points finger, outside circle turns slowly. Outside sings
Charlie over the ocean. Inside student sings sol Charlie over the sea. Outside
sings Charlie Caught a black fish. Student inside sings Cant catch me. Group
stops, where the student points, is the new fish.
6. Oh the Noble Duke of York
a. Practice Marching, with motions up and down.
b. Alternatley, can make two lines, head couple marches down and back up, then skips
down to from arch. Other couples skip down, pass through arch, and regain place in
line. Repeat with new couple.
Substitue or Add more Singing Games, as you have them.

LESSON 17
1.

Composer Movie Bachs Fight for Freedom- 50 minutes

a. Audience behavior MR 1.3
b. Cr 1.1: music in culture and context

LESSON 18
WEEKLY OBJECTIVES

More Music and Math

Students read and record 3 part fugue

Students understand key points of Bachs Life

Students use art to illustrate understanding of the fugual process.

1.

Review previous learning about Johann Sebastian Bach, finish the movie if necessary.

2. Use PowerPoint to highlight key points of Bachs Life

3. Play samplings of Bachs main pieces of music

i. Toccata and Fugue in D minor
4. Use You Tube to show Fantasia 2000- Toccata and Fugue in D minor, against animation.
5. Try Teaching Spoken Fugue for Three Voices. (This might be too hard for 2nd grade!)
a. From Share the Music, Green Book, pg 148.
b. Teach each part using projector, rhythm written out, notation made with Sibelius.
c. Record using Audacity each Part, set to rhythm against the steady beat of drum
sticks.
d. Layer in each part, show students how to count multiple rests.
e. Listen to the finish project.
f.

Opportunity to discuss dynamics, inflection in each part.

g. What is a fugue?? Discuss concept of imitation, make connections to call and

response.
6. Introduce concept of Poly Tonality-multiple lines of music, draw on the board what this
looks like, using different colors to represent the themes. Read the story of the three little
bears to the children. Tell students that music can tell stories. Play the Bach Fugue in Ab
major, ask students to listen the first time through with good audience behavior. Then
single out the different motives of the piece of music, the baby bear motive, mama bear, and
papa bear. Give students paper and crayons and ask them to draw the motive line when
they hear the motive enter, so sometimes they will draw a single line, sometimes 3 lines all
together, discuss how different thickness of lines might represent different dynamic colors:
for example, a thick dark heavy line might represent loud in music, where a thin fine skinny
line might represent a pianissimo sound. MR 1.1, 1.2 1.3 replay the piece of music while
they draw. CR 1.2, art and music connections, music and literature connections.