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Lesson

Title/Focus

Grade 2 Music: Multicultural Welcome


Song

Teacher

Kelly Spoering

LEARNING OBJECTIVES
Students will:
1. Sing in time with proper rhythm, even when the words are changed (Rhythm 6, 7, 9)
2. Sing the correct words and perform the correct actions for each language (Form 4, Moving 7)
3. Add new words to an existing song (Creating 4)

ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:

Can students keep the beat steady when the words/rhythms change?
Can students create appropriate actions for each language?
How do people around the world say good morning?
Multicultural Welcome Song with actions

LEARNING RESOURCES CONSULTED

Alberta Ed Curriculum Guide Elementary Music

MATERIALS AND EQUIPMENT

PROCEDURE
Attention Grabber
Assessment of Prior
Knowledge
Expectations for
Learning and
Behavior
Advance
Organizer/Agenda
Transition to Body
Day #1

Assessments/
Differentiation:

Day #2

Introduction
Begin singing the English verse; students will join in.

Time
1 minute

Observe whether they remember the words/melody securely.


Raise your hand to speak
Remain in your spot on the floor
Languages were using today, in order, on the board.
Who would like to share a way of saying good morning?
Body
Introduce the Good Morning Song in English. Sing it through
once or twice so students get it in their ears, then begin
learning line by line. When they have the lines individually,
begin putting two lines together. Eventually do the entire song.
Ask what kinds of actions we could put with this song; what do
students do when they say good morning to their friends? What
have they seen their parents or teachers do when saying good
morning?
Try singing the song through with some of these actions, to see
if they work.
Are students accurately echoing the melody? Are they able to
suggest appropriate actions? Do the actions they suggested fit
with the song, and can they sing while performing them?
No differentiation necessary for this activity.
Sing through the Good Morning Song once in English. Students
may do actions in their spot if they remember them. Ask
students to listen carefully for the new words, and sing through
it again using the Japanese for good morning (Ohayo). Ask
students to identify the different word. Have them repeat the
word by itself, then try putting it into the song. Ask if anyone
knows what language that was (Japanese). Ask students what
kind of actions might be appropriate in Japan to say good
morning (bowing). Have students try the song while bowing to
each other.
Ask if anyone in the class speaks another language at home.
How do you say good morning in your language? What actions
might go with it? Use one other language for this lesson.
Ask students to talk to their parents, grandparents, siblings,
neighbours etc. Find someone who speaks a language other

Adapted from a template created by Dr. K. Roscoe

2 minutes
Time

8 minutes

8 minutes

Assessments/
Differentiation

Day #3

Assessments/
Differentiation

Day #4

Assessments/
Differentiation

Assessment of
Learning:

Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson

than English, and bring in how they say good morning for us to
add to our song.
Are students accurately echoing the melody and the foreign
words? Are they being respectful of other cultures and
languages? Are they able to connect the English they already
know to the new words?
ESL Students get to bring their home language into class.
Sing through the song once in English, Japanese, and whatever
our third language was from day two. Make sure students are
remember the words and actions in the right order.
Ask for volunteers to share what languages they learned to say
good morning in. What actions could go with our new
languages?
Try two or three new languages and actions for the song.
Are students accurately echoing the melody and the foreign
words? Are they being respectful of other cultures and
languages? Are they able to connect the English they already
know to the new words?
ESL Students get to bring their home language into class.
Sing through using all the languages we know how to say Good
Morning in, with the appropriate actions for each language.
Split students into partners, and have them sing facing their
partner so theyre actually saying good morning to someone.
Do your actions change at all with a partner (handshakes,
waving, bowing, cheek kissing, etc.)?
Learn our last good morning language (Sign Language). What is
different about using sign language in a song like this? What do
we need to think about?
Are students accurately echoing the melody and the foreign
words? Are they being respectful of other cultures and
languages? Are they able to connect the English they already
know to the new words? Do they recognize what happens when
sign language is added to the song?
ESL Students get to bring their home language into class.
Closure
How well were students able to keep the same beat and
melody going, when words, rhythms, and actions changed?
How well were students able to connect foreign words with the
English song they already know? How well were they able to fit
appropriate actions to each language?
Were there any languages you wanted to use that we didnt
get to? Would you like to do this song again?

8 minutes

8 minutes

Time

Good work everyone!


After working on this song each day, let the students know
what song theyre moving on to next.
After working on this song on Day #4, let them know we will
probably continue using this as our classroom welcome song
for another few classes.
Reflections

What went well?


What changes
would you make in
your planning?
What have you
learned to improve
upon future
instruction?
Adapted from a template created by Dr. K. Roscoe