Lesson Plans from Edumate

Grade 2

Lesson 3 – Expressive Element: Tempo

WEEK 15 

International Period 

(I) Piano and Forte (10 minutes) 

The students will first show to their classmates their drawings on things that make loud (forte) and soft/quiet 
(piano) sounds. 

The students will even be asked to make or imitate the sound of the thing that they have drawn. 

(W) Review of Dynamic Markings and Song Study (10 minutes) 

The class will then review the different dynamics and their corresponding dynamic markings (p, f, pp, ff, cres. and
decres.). 

Then the class will study the 2 stanzas of "Row, Row, Your Boat." 

The class will then be asked to apply specific dynamics based on the markings written on specific parts of the
song. 

(I) Individual Singing of "Row, Row Your Boat with Dynamics" (10-15 minutes) 

Each student will then be asked to step at the center and sing "Row, Row your Boat" applying the different
dynamics to help express the feeling of the song. 

Bilingual/International Period 

(W) Review of "Row, Row Your Boat" with Dynamics (5 minutes) 

The class will first watch a short video clip of the song "Row, Row, Your Boat". 

Then the class will sing and apply dynamics to the song to express feeling. 

(W/I) Aural Activitiy (10 minutes) 

The class will then listen to three audio files. 

The students will share their own observations about the music heard. 

Then some individuals will be asked to compare the speed of the songs heard. 

(W) Discussion on Tempo,  Another Expressive Element in Music (15 minutes)

The teacher will then explain to the class that another element in Music that help express feeling is the speed or
tempo. 
Tempo is the Italian term for time. Tempo refers to the fastness or slowness of a song. 

Then the teacher will show the class the metronome and ask them what they think it is. 

The teacher will then explain the use of metronome, how to use it, and how to adjust the tempo. 

Using  "Row, Row, Your Boat," the class will be asked to sing in different tempos. 

The teacher will then be introduced to two important tempo markings,  largo (slow) and presto (fast). 

To explain further the meaning of the largo and presto the class will watch a short clip on Largo and Presto. 

The class ends will their observation on how the speed of the song adds beauty and meaning to the song. 

WEEK 16

International 

(W)  Video Clip on Fast and Slow (5 minutes) 

The class will first watch a video about slow and fast, showing slow actions and fast actions that they will
imitate. 

(I) Slow and Fast Actions (10 minutes) 

Individuals will be called in front to pick a paper where a specific action is written.

Then they will be asked to do that action slowly and quickly. 

 
(W/I) Aural Activitiy (15 minutes) 

The class will listen to audio files and try to identify the souce of the sound. 

Then they will be asked to classify the sound whether it should fall under presto (fast) or under largo (slow) 

Bilingual/International 

(W) Fast and Slow Actions (5 minutes) 

The class will first dance to the tuneof "Wiggy Wiggy Wiggles" where they will be asked to do both fast and slow
actions. 

(I) Slow and Fast Actions (10 minutes) 

Bilingual students will be called in front to pick a paper where a specific action is written. 

They will have to do the action slowly or quickly depending on what is indicated on their paper.

(G) Group Presentation (10-15 minutes) 

The class will be divided into three groups, each group will have to pick a song and practice that song both in
largo and presto tempos. 

WEEK 17 

International Period 

(W) Energizer Song (5 minutes) 

The class will first sing and dance to the tune of  "Tooty-Ta Song." 

(W/I) Review of the Presto, Andante and Largo (10 minutes) 

The class will first review the terms used in music for different tempos each student will be asked to give a thing
or an animal whose movement they will have to identify also as presto or largo. 

(W) Discussion (5 minutes) 

The teacher will then explaint to the class that aside from the metronome and tempo markings, what facilitates
the speed of the song are the different kinds of notes and rests. 

The class will then be asked to remember the different notes and rests and their corresponding values. 

(I) Seatwork (10 minutes) 

The students will then have to color a Christmas three puzzle formed out of the different kinds of notes and
rests. 

Each kind of note or rest has an assigned color which the students will have to follow. 

Bilingual/International Period 

(W) Energizer Song: "Christmas Shark" (5 minutes) 

The class starts with a song, the "Christmas Shark Song" which is a modified version of the famous "Baby Shark
Song." 

(W/I) Review of the Different Dynamic and Tempo Markings (Expressive Elements) 

Individual students will be called to the board to answer questions about expressive elements which will serve as
a class review for the Unit Quiz. 

(I) Unit Quiz (15-20 minutes) 

After listening to the instruction of the teacher, the students will start answering their Unit Quiz on Expressive
Elements, especifically about the Dynamic and Tempo Markings. 

WEEK 18 

Bilingual/International Period
Last Class of the Term 
(W) Review of Topics Covered (10 minutes)
The class will review the topics that have been covered for the 2nd Half of Term 1. 

Performances will be shown and students will look at the exhibit of pictures in the Music Room .

(W) Short Movie Viewing on Music

Movie: Mozart's Band

International/Bilingual Period- Card Giving

Core Tactic - Guided Practice and Group Activities
In order for the students to see the value of expressive elements in expressing feelings through music,
there be various activities that will be done individually and in group during the class. This will include
following dynamic markings applied to a song, drawing inspired by a music played, and an experience of
using metronome.