Unit Plan Outline

Teacher: Miss Rose

Unit Title: Jungle and animals
Grade: 2nd
Number of Classes: 4

National Standards:

Create:
MU:Cr2.1.2a Demonstrate and explain personal reasons for selecting patterns and ideas
for music that represent expressive intent.
MU:Cr3.2.2a Convey expressive intent for a specific purpose by presenting a final
version of personal musical ideas to peers or informal audience.

Perform:
MU:Pr4.3.2a Demonstrate understanding of expressive qualities (such as dynamics and
tempo) and how creators use them to convey expressive intent.
MU:Pr5.1.2a - Apply established criteria to judge the accuracy, expressiveness, and
effectiveness of performances.
MU:Pr6.1.2a Perform music for a specific purpose with expression and technical
accuracy.

Respond:
MU:Re7.1.2a Explain and demonstrate how personal interests and experiences influence
musical selection for specific purposes.
MU:Re7.2.2a Describe how specific music concepts are used to support a specific
purpose in music.
MU:Re8.1.3a Demonstrate and describe how the expressive qualities (such as dynamics
and tempo) are used in performers’ interpretations to reflect expressive intent.
MU:Re9.1.2a Apply personal and expressive preferences in the evaluation of music for
specific purposes.

Connect:
MU:Cn10.0.2a Demonstrate how interests, knowledge, and skills relate to personal
choices and intent when creating, performing, and responding to music.
MU:Cr2.1.2a Demonstrate and explain personal reasons for selecting patterns and ideas
for their music that represent expressive intent.
MU:Cr3.2.2a Convey expressive intent for a specific purpose by presenting a final
version of personal musical ideas to peers or informal audience.
MU:Pr4.3.2a Demonstrate understanding of expressive qualities (such as dynamics and
tempo) and how creators use them to convey expressive intent.
MU:Cn11.0.2a Demonstrate understanding of relationships between music and the other
arts, other disciplines, varied contexts, and daily life.
MA Frameworks:

Creating:
Organize and develop artistic ideas and work. Connect multiple original musical
ideas together into a single piece. (1-2.M.Cr.02
Refine and complete artistic work. Explore different musical ideas by experimenting
with the voice or instruments. (1-2.M.Cr.03)

Performing:
Select, analyze and interpret artistic work for presentation. Sing songs using head
voice, appropriately produced tone quality, and correct posture. (1-2.M.P.04)
Develop and refine artistic techniques and work for presentation. Individually sing
and play simple phrases following basic standard notation (e.g., half and quarter notes or
matching simple pentatonic patterns). (1-2.M.P.05)
Convey meaning through the presentation of artistic work. Sing and play in groups
matching dynamic levels and responding to the cues of a conductor. (1-2.M.P.06)

Responding:
Perceive and analyze artistic work. With support, identify basic elements in familiar
songs (including tempo, dynamics, rhythm, melody). (1-2.M.R.07)
Connecting:
Synthesize and relate knowledge and personal experiences to make art. Make
connections between personal experience and a musical work. (1-2.M.Co.10)

Rationale:
It is helpful for students to learn these basic concepts so they can connect more to the
songs ahead and they can determine more information about the song. With these
concepts in mind, students will be able to understand the songs more.

Essential Questions:
What are dynamics? What is pitch? What is tempo? How can you put these expressions
into a song?

Enduring Understanding:
Use dynamics, pitch, and tempo which are all fundamental topics to know in music at
whatever age/level

Student Learning Objectives:

Students will be able to identify loud/soft, high/low, fast/slow through different animals
Students will know the definition of dynamics, tempo, and pitch
Assessment/Evaluation:
Informal- students understand what animal matches with these different
concepts… students can connect with these animals – observe students when I present
them with a question
Formal- pick an animal and talk about mannerisms that’s related to music
concepts they’ve learned
Perform as different animals showing these contrasting dynamics, tempo, and pitch
Long Range Assignment/Project/Product
Draw a picture of chosen animal. Learn more about why chosen animal either loud, soft,
high, low, fast, or slow

Prior Knowledge and Skills:

Loud/soft, high/low, fast/slow… students have the concepts of these but has not been
introduced to the musical terms yet

Accommodations:
1. Special needs
Have different options of learning: act out as animal, choose either dynamics,
pitch, or tempo to work on depending on their comfort level, option for loud
or soft, will warn student if they are sensitive to loud noises in the beginning
of class
2. ELL
Can act out the animals and make sounds of animals

School to Home/community connection:

Can listen to music and can recognize if it is loud/soft, high/low, fast/slow. Students will
know when they are being fast or slow, loud or soft, and high or low

Activator: (when they walk in the door)

Will always be animal related music when students enter and there will be a new
vocabulary word on the board as well as the location we are visiting (for this unit it will
be the jungle)

Repertoire:
“Roar” by Katy Perry
“Blackbird” by the Beatles
“The Lion Sleeps Tonight”
the book “the tortoise and the hare”
Laurie Berkner – “Fast and Slow”
“Engine Engine”
“Trashin’ the Camp”
“5 Little Monkeys” book
“I Am a Cow”
“What Does the Fox Say?”
“Animal Action”
Materials Needed:
Drums and rhythm sticks
A whiteboard and marker

Lesson Outlines

Lesson 1. Dynamics
Lesson 2. Tempo
Lesson 3. Pitch
Lesson 4. Put them all together!

Lesson 1 (dynamics)
Behavioral Objective (learning objective for students)
Students will recognize whether something is played loud or soft.
Students will be able to define dynamics, forte, and piano and know what it is in
context of music

Assessment/Evaluation
- Students will be questioned throughout the class and the answers students
provide will determine whether or not they understand what is being taught
- At the end of class, students will choose their own animal that is either forte or
piano and present to the class

Prior Knowledge and activator

Understand the concept of loud and soft in music but not what they are called yet
Be able to find the beat of a song and show it somehow
Will always be animal related music when students enter and there will be a new
vocabulary word on the board as well as the location we are visiting (for this unit
it will be the jungle)

Lesson content
- Hello! Where are we today?
- Lion Sleeps Tonight
- What are dynamics?
- Blackbird
- Am I loud or quiet?
- Roar
- What animal are you?
- Goodbye

Lesson 2 (tempo)
Behavioral Objective (learning objective for students)
Students will recognize whether something is played fast or slow.
Students will be able to define tempo, allegro, and largo and know what it is in
context of music
 Assessment/Evaluation
- Students will be questioned throughout the class and the answers students
provide will determine whether or not they understand what is being taught
- At the end of class, students will choose their own animal that is either allegro
or largo and present to the class

Prior Knowledge and activator

Understand the concept of fast and slow in music but not what they are called yet
Be able to find the beat of a song and show it somehow
Will always be animal related music when students enter and there will be a new
vocabulary word on the board as well as the location we are visiting (for this unit
it will be the jungle)

Lesson content
- Hello! Where are we today?
- Tortoise and the Hare
- What is tempo?
- Trashin’ the Camp
- Am I fast or slow?
- Train ride
- What animal are you?
- Goodbye

Lesson 3 (pitch)
Behavioral Objective (learning objective for students)
Students will recognize whether something is high or low in pitch.
Students will be able to define pitch and know what it is in context of music

Assessment/Evaluation
- Students will be questioned throughout the class and the answers students
provide will determine whether or not they understand what is being taught
- At the end of class, students will choose their own animal that is either high or
low pitched and present to the class

Prior Knowledge and activator

Understand the concept of high or low pitch in music but not what they are called
yet
Be able to find the beat of a song and show it somehow
Will always be animal related music when students enter and there will be a new
vocabulary word on the board as well as the location we are visiting (for this unit
it will be the jungle)

Lesson content
- Hello! Where are we today?
- 5 little monkeys
 - What is pitch?
- I am a cow
- Am I singing high or low?
- What does the fox say?
- What animal are you?
- Goodbye

Lesson 4 (put them all together!)

Behavioral Objective (learning objective for students)
Students will be able to take all three concepts that they have learned (dynamics,
tempo, and pitch) and create a short composition by memory not notated

Assessment/Evaluation
Students will take what they learned this unit and create a short composition using
these different expressions of music

Prior Knowledge and activator

Know dynamics, tempo, and pitch
Have some experience of composing short pieces based on what they learned
Will always be animal related music when students enter and there will be a new
vocabulary word on the board as well as the location we are visiting (for this unit
it will be the jungle)

Lesson content
- Hello! Where are we today?
- What are dynamics, tempo, and pitch?
- Animal Action
- The Lion Sleeps Tonight
- Trashin’ the Camp
- I am a Cow
- Roar
- Compose!
- Goodbye