Name: Rachel Pac Date: 11/7

Ensemble: Elementary General Music (2nd

grade)
School/Town: Boston
Period/Time: 11-11:45am

1. Measurable Objective(s): (Measurable learning objectives use action verbs to describe what
you want the students to be able to do by the end of the class, course, or unit)

- Students will be able to keep a steady pulse in 2/4 time signature

- Students will be able to learn songs in segments by rote teaching
- Students will be able to connect words to rhythm of the song
- Students will be able to improvise rhymes

2. Required Prior Knowledge and Skills: (What must students know to be successful)

- Basic knowledge of matching pitch

- Be able to keep a steady pulse
- Basic knowledge of how to rhyme

3. Review Needed: (What needs to be reviewed to reinforce prior learning related to this lesson)

- Call and response

- Keeping steady pulse

5. Agenda: (list items to be taught and post – use large paper and dark marker if white board is
not available)

- Review 2/4 time but patting on body and counting “1,2,1,2”

- “Bounce High, Bounce Low” Song
- Rhyming activity with partner
- Closing/Wrap up: buddy performance

6. Lesson Sequence (be sure to list time in the pacing section) Pacing

A. Brief Opening: (Teacher posted brief assignment that may be done 1. 5

independently. Brief reading writing, editing, or problem solving activity to
ready them for learning – may be a question about the music that will be
rehearsed or at the younger levels it may be a learning activity setting up for
today’s lesson)
Warm Up: Hello Song

B. Learning Activities

1. Singing and physical warm ups as a class (i.e sirens, shake out 1. 5
-12345678 on each hand and leg)
2. Practicing patting rhythm to different songs - include songs with varying 2. 10
tempos
3. Learning rote song “Bounce High, Bounce Low” through call and 3. 10
response
4. Buddy activity: students split in pairs to find rhymes for the last word 4. 5
“Shiloh”
5. Students perform with their buddy bounce high bounce low with the 5. 10
replaced “Shiloh” rhyme

C. Assessment: (What evidence will show that the students understand?

Describe the assessment used – formal and informal assessments based on
learning objectives)

- Students singing full song by themselves in call and response

D. Closing/Wrap-up: (This is a recap of the key learning of the day to check for
understanding. Could be a ticket to leave as individuals or group answers) D….

- Replacing the last word ‘Shiloh’ with a different rhyming word as

students take turns in pairs performing the song.

E. Assignment/Follow-up: E….

- Handout: a visual handout with the lyrics and imagery of the lyrics (i.e.
the ball) where they can fill in the last word ‘Shiloh’ with a rhyming
word

7. Accommodations: (a. Special Needs, b. ELL etc. )

- Manipulatives for students

- Visual queues such as cut outs of a ball or an arrow to signify “bounce high, bounce low”
- A low sensory room/corner

8. Teacher Reflection/Self-Evaluation: (a. Reflect on the process and include student

responses b. Rethink & Revise - what could you have done differently to improve the outcome of
this lesson)

9. National Standards: (Creating, Performing, Responding)

 - Creating
- MU:Cr1.1.2b
- Generate musical patterns and ideas within the context of a given tonality (such
as major and minor) and meter (such as duple and triple).
- MU:Cr2.1.4a Demonstrate selected and organized musical ideas for an
improvisation, arrangement, or composition to express intent, and explain
connection to purpose and context.
- Performing/Presenting/Producing
- MU:Pr4.2.6b When analyzing selected music, read and identify by name or
function standard symbols for rhythm, pitch, articulation, and dynamics.
- Responding
- MU:Re7.1.4a
- Demonstrate and explain how selected music connects to and is influenced by
specific interests, experiences, purposes, or contexts.
- Connecting
- MU:Cr2.1.7a Select, organize, develop and document personal musical ideas for
arrangements, songs, and compositions within AB, ABA, or theme and variation forms that
demonstrate unity and variety and convey expressive intent.

10. State Standards: (Singing, Reading & Notation, Playing Instruments, Improvisation &
Composition, Critical Response, Purposes & meaning in the arts, Rose of artists in communities,
Concepts of style, stylistic influence & stylistic change, Inventions technologies & the arts,
Interdisciplinary connections)

- Creating
- Generate and conceptualize artistic ideas and work. Generate artistic ideas that
demonstrate differences in composition principles (e.g., balance, proportion,
emphasis) and push the boundaries of what materials can do. (7-8.V.Cr.01)
- Performing
- Develop and refine artistic techniques and work for presentation. Utilize
different approaches to share artwork (e.g., digital portfolio, exhibit installation).
(7-8.V.P.05)
- Responding
- Interpret intent and meaning in artistic work. Explain how an artistic work was
influenced by the culture or historical context in which it was created. (7-8.V.R.08)
- Connecting
- Synthesize and relate knowledge and personal experiences to make art. Distinguish one’s
own preferences in art from those of others (e.g., friends or family). (3-4.V.Co.10)