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Luisa Lopez

Outcome:

2nd grade
The students will be able to

Warm-Up
Develop Tuneful Singing:

Sing known songs


Review known songs and
elements
Tuneful singing act

Week of: 4/4/16

Move to the beat and rhythm of a classical composition by Mozart.


Recall known songs learned from previous weeks.
Audiate and perform known pitch intervals individually and as a group
using solfege and hand signs.
Sing a new song while practicing their Aural skills.
Recall an old song and demonstrate their understanding of half note
lengths.
Demonstrate their knowledge of another country through dance.

Introductory Activities
Contradance II

Students follow teacher in dance that was created by teacher.

Tideo

T: Sings Tideo
T&S: Sing Tideo

Here come a blue bird

T: Sings Blue Bird


T&S: Sing Blue Bird

Rocky Mountain

T: Sing Rocky Mountain


T&S: Sing Rocky Mountain
T: Sing ending of Rocky Mountaindo, do, do, do, do remember
me...(yip[)
Students sing ^ with words and teacher do hand signs

Transition:

T&S sing to Rocky Mountain ending.(Do remember me)


Students sing ending teacher do hand signs (iiuuy) (Do
remember me)
T&S: sing and do the hand signs.

Solfege Practice

Teach New Song(s):

Teach through game

T: Review hand signs yuip[


T: Ill show you hand signs then sign after me.
ypy (do, SOL, do)
yp[p
pippi
ip[pi
iiuuy
iuy

Transition:
T: begins singing Tapping at the Window.
Core Activities
Tapping at the Window

T: Sing Tapping at the Window


S: Keep beat while teacher sings.
T: Sing, Whos that tapping at the window, whos that knocking at the
door?
S: Sing, I am tapping at the window, I am knocking at the door.

Try ^ 2x
T&S sing full song.
Teacher picks Anna and Andrew to sing 3rd and 4th phrases after the
teacher and students sing 1st and 2nd phrases.
Try^ 2x

Transition:

Prepare and Internalize


Musical concepts using

Kinesthetic
Aural
Visual

Label the sound

Present the notation

Creative Movement

Dance

wsssdqqqQ

Here Come a Bluebird- Half note Kinesthetic

________________________

Presentation

T: Sings Heeey Di-ddle da-ma day day day.


S: Join in singing ^ while tapping beat.

T: Sings Here Comes a Bluebird while students sing Heey diddle and
keep beat
S: Sing Heeey (move hand forward) di-ddle da-ma day day day while
clapping rhythm.
________________________________________________
Divide class in two groups: Group A performs beat, Group B perform
rhythm. Then reverse.
T&S: Left hand does beat while singing hey diddle
T&S: Right hand does rhythm while singing hey diddle
T&S: Both hands together.
S: Sing and point to representation of phrase on board.
---- sssdqqqQ

Mayim-Israeli Folk Dance

T: Show on map where to find Israel.


T: Explain that Mayim was composed around 1948 to celebrate when
Israel became a state and began building water wells in the desert.
T: The word Mayim means water.
T: Today we will be learning a small part of the dance known as the
grapevine some of you may know it already.
Everybody please move quietly to the risers and I will show you how to
do it.
Repeat after me.
Step, across, step, behind
Demonstrate step, across, step, behind.
T: Pick two students to do moves with them.
After students demonstrate for their peers they pick someone to come up
with them to demonstrate.
Continue this until whole class is on the floor in a circle doing the
grapevine.
After everyone makes it to the floor practice with the music.

Transition:

Practice previous musical


elements

Reading
Writing

T: Turns off music to Mayim and begins playing melody to Firefly on


the flute.
Ask students to sit on floor and sing along with the flute.

Firefly

If students dont recall words just sing melody on ta and ta-di.


T&S: Sing song from board with solfege and hand signs. 2x
T: Take away all Ds written on the white board and have students sing

Improvisation

Listening

Teacher as a performer

song continuing solfege and hand signs.


Take away all Ss and repeat.
Take away all Ls and repeat.

Performed Firefly on the flute

Closing Activities
T: Music time is over
S: Music time is over
T: Time to say goodbye
S: Time to say goodbye
T: Goodbye until the next time
S: Goodbye until the next time
T: Goodbye, goodbye, goodbye
S: Goodbye, goodbye, goodbye

Review & Assessment

TEKS covered in this lesson

At the end of this lesson, the students can


Move to the beat and rhythm of a classical composition by Mozart.
Recall known songs learned from previous weeks.
Audiate and perform known pitch intervals individually and as a group
using solfege and hand signs.
Sing a new song while practicing their Aural skills.
Recall an old song and demonstrate their understanding of half note
lengths.
Demonstrate their knowledge of another country through dance.
(1) Foundations: music literacy. The student describes and analyzes musical
sound. The student is expected to:
(B) identify instruments visually and aurally;
(D) identify and label simple small forms such as aaba and abac.
(2) Foundations: music literacy. The student reads, writes, and reproduces
music notation. Technology and other tools may be used to read, write, and
reproduce musical examples. The student is expected to:
(A) read, write, and reproduce rhythmic patterns using standard
notation in 2/4 meter, including half note/half rest;
(B) read, write, and reproduce pentatonic melodic patterns using
standard staff notation;
(3) Creative expression. The student performs a varied repertoire of
developmentally appropriate music in informal or formal settings. The student is
expected to:
(A) sing tunefully or play classroom instruments, including rhythmic
and melodic patterns, independently or in groups;
(B) sing songs or play classroom instruments from diverse cultures
and styles, independently or in groups;
(C) move alone or with others to a varied repertoire of music using
gross and fine locomotor and non-locomotor movement;
(D) perform simple part work, including rhythmic ostinato, and vocal

exploration such as singing, speaking, and chanting; and


(E) perform music using tempo, including presto, moderato, and
andante, and dynamics, including fortissimo and pianissimo.
(4) Creative expression. The student creates and explores new musical ideas.
The student is expected to:
(A) create rhythmic phrases using known rhythms;
(B) create melodic phrases using known pitches; and
(C) explore new musical ideas in phrases using singing voice and
classroom instruments.
(5) Historical and cultural relevance. The student examines music in relation to
history and cultures. The student is expected to:
(A) sing songs and play musical games, including patriotic, folk, and
seasonal music;
(B) examine short musical excerpts from various periods or times in
history and diverse and local cultures; and
(C) identify simple interdisciplinary concepts relating to music.
(6) Critical evaluation and response. The student listens to, responds to, and
evaluates music and musical performances. The student is expected to:
(A) begin to practice appropriate audience behavior during live or
recorded performances;
(B) recognize known rhythmic and melodic elements in simple aural
examples using known terminology;
(C) distinguish between rhythms, higher/lower pitches, louder/softer
dynamics, faster/slower tempos, and simple patterns in musical
performances; and
(D) respond verbally or through movement to short musical
examples.

https://jeswinfemina.files.wordpress.com/2012/05/israel-location-map.jpg