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Aimee Adams

Teaching: November 18th, 2015

Grade Level: 2nd Grade

Lesson Objectives: The student will be able to do the following:
identify ta, ta-di, and ta-a rhythmic values visually, aurally, and
TEKS: Knowledge and Skills:
(A) Distinguish among a variety of musical timbres;
(B) Use standard terminology in explaining music, music
notation, musical instruments and voices, and musical
Historical/ Cultural Heritage:
(A) Identify aurally presented excerpts of music representing
diverse genres, styles, periods, and cultures;
(B) Describe various music vocations and avocation
(E) Identify concepts taught in the other fine arts and their
relationships to music concepts
Materials Needed The following items will be needed for this lesson:
Here comes a bluebird. Ppt
Xylos arranged in D pentatonic, remainder bars excluded.
Musical Compass Instruments: Xylos, pitched in D pentatonic,
wood blocks, knockers, thunder cup, wood sounds, rhythm sticks,
D & A Button Bells, and scarf.
Warm Up/

As students file in the classroom, have sit with

their teams
S will pat & clap while singing Dinah
S will sit, and sing through all 4 verses.
T will divide the class in following ways:
o Four lines: N & E, S & W
o If numbers allow, then have separated b
and g lines.
T reviews words to audiate
S play Dinah Audiation
o Dinah
o Me I know
o Ol Banjo

Transition: T says, Whoohoo!

1st Teaching


Now, lets really focus on that long sound

Follow below steps for Bluebird, Poor Little Kitty
Cat, Frere Jacque slides
T prompts, now lets sing the words and twofinger clap the syllables.
T prompts:
o Now lets SING on our Ta and Ta-Dis

Transition: T prompts students to say Too EASY, and makes the

siren sound effect to encourage students to stand. Now, lets make two
circles out of our lines.
2nd Teaching


T begins singing Rocky Mountain, and S will

T will lead the following:
o T starts Pats & Claps
o S sings verse 1
o Based off participation and pats, T picks a
team to go to the Xylos
o Now, we will ALL sing, and those at the
xylos can play anything on their own xylo
with gentle hands AS LONG AS THEYRE
o T allows for two verses at a time, then
switch teams to be at the xylos
o All teams will play on xylo

Transition: T says: Yeah, man! and S echo.

3rd Teaching

New SongBrass Wagon

Lets go back to our team spot

T picks team on their way from spots, and
forms a circle.
T guides, while other team sides are watching:
o Left shoulders in, and get close
o Look at the person in front of you ( to
your R)

Grab their wrist

T asks, what shape is it?
T sings Old Brass Wagon
As group 1 spins, get another team
working on it.
o Now, lets all stand up and come together
in one circle and make a LARGE wagon
T, now sit in your spot
o Clap the way your words go
o Sing Old Brass Wagon
o Pat your knees and keep the beat
o Sing Old Brass Wagon

Transition: T says, Too Easy! Now lets find our team spots and look
up at the board, T starts humming HCB
4th Teaching

Focus Point: Hot Cross Buns

T says, now keep the beat, listen to me, and

see if you can figure out my motions
o Head, Shoulder, Waist
o T sings Hot Cross Buns
o T, can someone raise a quiet hand and
tell me what motions we did?
o T puts dots up on the board for the focus
o Everyone get a pointer finger and point at
the phrase when we sing it!
o Sing twice
o Call team to line up at the board, let S
point to dots
o Switch teams for extension.

Transition: T compliments a SPECIFIC positive attribute about recent

task. You did so well! Would you like to play a game? T uses stand up
sound effect, and motions to have students in one large circle.

Movement: Musical Compas

T reviews rules of game (1st time theyve
Guide the first bells and needle.
o Lets be safe and sit criss cross.

o When choosing another student to be the

bell holder, make sure they have been
singing and playing.
o Instruments stay, S move to the left of
the musical circle
o Musical freedom to play anything with the
instrument in front of them, as long as
they are singing along.
o Songs: Rocky Mountain, Old Brass Wagon,
Transition to Line-Formation: T says; now with quiet hands and feet,
can I have my line leader and caboose find their spots to line up? Will
the remaining S line up?