Music Grade 3 (Arial 16pt)
Music Grade 2
CONCEPTS: Melody, Rhythm, Music Literacy; Smart Listening, String Instruments Family
Week 1First Grading Period
TEKS Grade 2
1B Use music terminology
1C Identify forms
2A Sing/play classroom instruments
4A Create short rhythmic patterns
5B Sing songs/play games from diverse cultures
5C Identify relationships between music and other subjects
6A Distinguish between elements in musical performances
6B Show appropriate audience behavior
College Prep
Vocabulary
Resources
Instructional Guidelines
Recordings:
*Dance, Dance, Dance!, CD 1:1, CD Index, p. 35 (Audio Clip)
*Step in Time, CD 1:4, CD Index, p. 36 (Audio Clip)
*Sheep in the Meadow, CD 1:7, CD Index, p. 36 (Audio Clip)
Resources:
*Resource Master 14 (Finding the Beat), p. 5
Key Questions
Getting the Big Ideas
Strategies
~What is the difference between beat and rhythm?
~Patsch the beat of the song
~Learn text
~Move to the beat of the song
~Sing song and perform movement
Direct Teaching
Demonstrations
Drill & Practice
Assessment
Have students demonstrate the steady beat while singing the song.
Click here for more information on more music lesson plans.
Special Education
Partner student with another student
More frequent checks
Have students use rhythm note cards to construct the patterns on the transparency.
Have a color-coded copy of the transparency to increase interest.
Play a game or add movement to a song to add a change of pace when needed.
Music Grade 2
CONCEPTS: Melody, Rhythm, Music Literacy; Smart Listening, String Instruments Family
Week 2First Grading Period
TEKS Grade 2
1B Use music terminology
2B Sing/play songs from diverse cultures/styles
3A Read simple music notation
5C Identify relationships between music and other subjects
6A Distinguish between elements in musical performances
College Prep
Vocabulary
Resources
Instructional Guidelines
Lesson Objective:
Lesson 2:
Recordings:
*Sheep in the Meadow, CD 1:7, CD Index, p. 36 (Audio Clip)
*Check It Out! (It's About Respect), CD 1:14, CD Index, p. 35 (Audio Clip)
*Step in Time, CD 1:4, CD Index, p. 36 (Audio Clip)
*Engine, Engine Number Nine, CD 1:17, CD Index, p. 35 (Audio Clip)
Instruments:
resonator bells
Orff mallet instruments
Resources: Listening Map Transparency LM1
*Orff Orchestration O1 (Engine, Engine, Number Nine), p. 2
*Resource Master 15 (High and Low), p. 6
Key Questions
Getting the Big Ideas
Strategies
~What object in your classroom also uses a steady beat? (clock)
~Have students patsch the beat while listening to the song.
~Learn song and perform movements while singing.
Direct Teaching
Demonstrations
Drill & Practice
Assessment
Have students demonstrate steady beat while singing the song.
Click here for more information on Carl Orff
Special Education
Partner student with another student
More frequent checks
Have students use rhythm note cards to construct the patterns on the transparency.
Have a color-coded copy of the transparency to increase interest.
Play a game or add movement to a song to add a change of pace when needed.
Music Grade 2
CONCEPTS: Melody, Rhythm, Music Literacy; Smart Listening, String Instruments Family
Week 3First Grading Period
5C Identify relationships between music and other subjects
6A Distinguish between elements in musical
College Prep
Vocabulary
Resources
Instructional Guidelines
Lesson Objective:
Recordings:
*Engine, Engine Number Nine, CD 1:17, CD Index, p. 35 (Audio Clip)
Instruments: rhythm sticks
wood blocks
triangles
drums
Resources: Listening Map Transparency LM2 (Country Gardens)
*Orff Orchestration O2 (I Bought Me a Cat), pp. 3-4
*Resource Master 16 (Rhythm for a Poem), p. 7
Key Questions
Getting the Big Ideas
Strategies
~Why do we need different types of notes and rests?
~What rhythm would you use to sing about a cow (moo-moo)?
~Concept presentation on the following: quarter note, eighth note and quarter rest.
~Have students identify new concepts in todays repertoire.
~Learn song and perform.
Direct Teaching
Demonstrations
Drill & Practice
Problem Solving
Assessment
Have students point and identify each new note/rest concept today.
Perform song with text and critique.
Click here for more information on nursery rhymes , and more nursery rhymes.
Special Education
Partner student with another student
More frequent checks
Have students use rhythm note cards to construct the patterns on the transparency.
Have a color-coded copy of the transparency to increase interest.
Play a game or add movement to a song to add a change of pace when needed.
Music Grade 2
CONCEPTS: Melody, Rhythm, Music Literacy; Smart Listening, String Instruments Family
Week 4First Grading Period
3A Read simple music notation
4B Create short melodic patterns
5B Sing songs/play games from diverse cultures
5C Identify relationships between music and other subjects
6A Distinguish between elements in musical performances
College Prep
Vocabulary
Resources
Instructional Guidelines
Lesson Objective:
Lesson 4:
Recordings: *Engine, Engine Number Nine, CD 1:17, CD Index, p. 35 (Audio Clip)
*Lemonade, CD 1:25, CD Index, p. 36 (Audio Clip)
Instruments: pitched instruments
tambourine
triangle
hand drum
wood block
finger cymbals
Resources:
*Resource Master 17 (Compose a Cheer), p. 8
*Resource Master 18 (Mid-Unit Review), p. 9
Key Questions
Getting the Big Ideas
Strategies
~What are music hand signs?
~Can you hear and hand sign mi, and so?
~Find the pitches associated with mi and so in todays repertoire.
~Hand sign the pitches mi and so while singing todays repertoire.
Inquiry
Guided Practice
Drill & Practice
Assessment
Have students hand sign mi and so while performing.
Have students isolate mi and so and sing the pitches from the teachers random hand signs.
Click here for more information on Curwen Hand Signs
Special Education
Partner student with another student
More frequent checks
Have students use rhythm note cards to construct the patterns on the transparency.
Have a color-coded copy of the transparency to increase interest.
Play a game or add movement to a song to add a change of pace when needed.
Music Grade 2
CONCEPTS: Melody, Rhythm, Music Literacy; Smart Listening, String Instruments Family
Week 5First Grading Period
TEKS Grade 2
3B Write simple music notation
5B Sing songs/play games from diverse cultures
College Prep
Vocabulary
Resources
Instructional Guidelines
Lesson Objective:
Recordings:
*Bate, Bate, CD 12:15, CD Index, p. 35 (Audio Clip)
Pronunciation: Bate, Bate, CD 12:18
Instruments:
maracas
Resources:
*Resource Master R1 (Writing Rhythms), p. 97
Key Questions
Getting the Big Ideas
Strategies
~How is chanting different from singing? How is it alike?
~Why do we have two notes on a beat? Or, one notes on a beat?
~Find paired eighth notes and single quarter notes.
~Learn chant.
~Have half of the class chant the rhythm while the other taps a steady beat. Reverse.
~Learn chant movement.
Sight-read
Compare & Contrast
Drill & Practice
Focused Learning
Assessment
Have students chant tapping the rhythms.
Chant again and patsch the steady beat.
Click here for more information on a music lab!
Special Education
Partner student with another student
More frequent checks
Have students use rhythm note cards to construct the patterns on the transparency.
Have a color-coded copy of the transparency to increase interest.
Play a game or add movement to a song to add a change of pace when needed.
Music Grade 2
CONCEPTS: Melody, Rhythm, Music Literacy; Smart Listening, String Instruments Family
Week 6First Grading Period
TEKS Grade 2
2A Sing/play classroom instruments
3A Read simple music notation
5B Sing songs/play games from diverse cultures
College Prep
Vocabulary
Resources
Instructional Guidelines
Objective:
Lesson 2: So and Mi, TWE, p. 243
Reinforce/Assess: Use after Unit 1, Lesson 4
Recordings:
*Say Your Name, CD 12:19, CD Index, p. 36 (Audio Clip)
Instruments:
*Resource Master R2 (Writing so, Mi), p. 98
Key Questions
Getting the Big Ideas
Strategies
~Can you sing this song backwards with hand signs and performing correct rhythms?
~Are booth melodic lines alike or different?
~Sight-read rhythm.
~Locate so and mi in the song.
~Sing so and mi from teachers hand sign.
~Sight-read pitches in song.
~Learn text and perform song
Explicit Teaching
Drill & Practice
Demonstrations
Assessment
Have students hand sign song while singing the syllables.
Have students tap rhythms while singing the song.
Click here for more information on folk songs collections
Special Education
Partner student with another student
More frequent checks
Have students use rhythm note cards to construct the patterns on the transparency.
Have a color-coded copy of the transparency to increase interest.
Play a game or add movement to a song to add a change of pace when needed.
Music Grade 2
CONCEPTS: Melody, Rhythm, Music Literacy; Smart Listening, String Instruments Family
Week 7First Grading Period
TEKS Grade 2
5B Sing songs/play games from diverse cultures
6A Distinguish between elements in musical performances
College Prep
Vocabulary
Resources
Instructional Guidelines
Objective:
Lesson 3:
Recordings:
*Cuckoo, Where Are You?, CD 12:22, CD Index, p. 35 (Audio Clip)Instruments:
Resources:
*Resource Master R3 (Mi, So, and Quarter Rests), p. 99
Key Questions
Getting the Big Ideas
Strategies
~Why are eighth notes usually paired?
~How many measures are in the song? How many measures have the two eighth notes paired and a quarter note?
~Sight-read rhythms
~Hand-sign and sing solfege
~Learn text and perform the song
~Learn and play game
Review
Drill & Practice
Sight-read
Compare & Contrast
Assessment
Have students perform song with hand-signs and them tapping the rhythms.
Smart Music Listening 1st 9 Weeks:
Johannes Sebastian Bach
Baroque Era: Gigue from Suite #1 for Cello; Grade 3; p. 178
Key Questions
Getting the Big Ideas
Strategies
~What does the word Baroque mean?
~Why is Bach still famous after over 250 years since his death?
~At what age did Bach begin composing?
Listen to the musical selection and discuss style.
Discuss instrumentation.
Learn about Bachs life as a composer and a person.
Discover that a Musette is a French 18th century dance.
Direct Teaching
Brainstorming
Music Listening & Analyzing
Focused Listening
Assessment
Have students tell about Bachs Life.
Have students explain that the Baroque era is a time in music history.
Click here for more information on Bach and Classics for Kids
Special Education
Partner student with another student
More frequent checks
Have students use rhythm note cards to construct the patterns on the transparency.
Have a color-coded copy of the transparency to increase interest.
Play a game or add movement to a song to add a change of pace when needed.
Music Grade 2
CONCEPTS: Melody, Rhythm, Music Literacy; Smart Listening, String Instruments Family
Week 8
First Grading Period
TEKS Grade 2
3A Read simple music notation
5B Sing songs/play games from diverse cultures
College Prep
Vocabulary
Resources
Instructional Guidelines
Objective:
Recordings:
*Hey, Hey, Look at Me, CD 12:26, CD Index, p. 35 (Audio Clip)
Instruments:
pitched instruments
Key Questions
Getting the Big Ideas
Strategies
~How are the two songs similar? How are they different?
~Can you name/sing other songs that are similar?
~Sight-read rhythms and solfege.
~After the solfege is mastered, learn songs with text.
~Learn games
Review
Drill & Practice
Sight-read
Compare & Contrast
Assessment
Have students name rhythm and solfege, then perform the song correctly and musically.
The teacher will:
Present the string instrument family (violin, viola, cello, bass violin).
~Identify string instruments in the orchestra
Discuss relationships between music and other subject(s) using a graphic organizer
Key Questions
Getting the Big Ideas
Strategies
~What are the instruments of the string family?
~What are the differences between instruments in the string family?
~What are the relationships between music and other subjects?
~Distinguish Timbres between todays string instruments
~Understand relationships bween music and other subject(s)
Listening
Group discussion
Graphic organizer
Aural recognition
Assessment
Have students distinguish timbres of string instruments aurally.
Have students describe the similarities and differences of the string instruments.
Click here for more information on string instruments
Special Education
Partner student with another student
More frequent checks
Have students use rhythm note cards to construct the patterns on the transparency.
Have a color-coded copy of the transparency to increase interest.
Play a game or add movement to a song to add a change of pace when needed.
Music Grade 2
CONCEPTS: Melody, Rhythm, Music Literacy; Smart Listening, String Instruments Family
Week 9First Grading Period
TEKS Grade 2
5Bsing songs and play musical games from diverse cultures;
6Adistinguish between beat/rhythm, higher/lower, louder/softer, faster/slower, and same/different in musical performances; and
6Bshow appropriate audience behavior during live performances.
College Prep
Vocabulary
Resources
Instructional Guidelines
Word Wall
English/Spanish
Soprano/Soprano
Alto/Contralto
Song/Cancion
Performance/Evento
Spotlight on Music
Macmillan McGraw-Hill; Grade 2
http://www.mhschool.com/music/2005/student/grade3.html
Student Textbook Resources
Supplemental Resources
~TAKS Handbook
~Multimedia DVD
~Listening Map Transparencies
~Reading Music Transparencies
~Orff Orchestrations
~Recorder
~Electronic Lesson Planner
~Music Software
Internet Resources
Elementary Music Rubric
Concert Etiquette
Curwen/Kodly Hand Signs
(Selected songs for Performance)
The teacher will:
prepare students singing in-tune as a group
introduce students to music of diverse cultures and styles
model applying basic criteria in evaluating music performances (in tune singing, rhythm, correct tempos, dynamics, diction)
demonstrate appropriate audience etiquette
Key Questions
Getting the Big Ideas
Strategies
~What does it mean to perform? How is this different from singing in our classroom?
~Why should we have audience etiquette?
~What does it mean to sing in-tune?
~Is diction important in singing? Why?
~Evaluate musical performances
~Apply appropriate audience etiquette
~Apply basic criteria in evaluating performances
Compare & Contrast
Group Discussion
Analyze
Assessment
Have students use a performance rubric to rate criteria: Always, Most of the Time, Some of the Time, Rarely, or Never
.
Technology Connection Click here for more about audience etiquette
Special Education
Partner student with another student
More frequent checks
Have students use rhythm note cards to construct the patterns on the transparency.
Have a color-coded copy of the transparency to increase interest.
Play a game or add movement to a song to add a change of pace when needed.
Adopted textbook has multiple correlations and resources for other curriculum areas.
Vocal Music & Reading:
Research and Correlations
HYPERLINK "http://www.saisd.net/ADMIN/curric/curricms/documents/handbooks/music/music_reading_research.pdf" http://www.saisd.net/ADMIN/curric/curricms/documents/handbooks/music/music_reading_research.pdf
Adopted textbook has multiple correlations and resources for other curriculum areas.
Adopted textbook has multiple correlations and resources for other curriculum areas.
Vocal Music & Reading:
Research and Correlations
HYPERLINK "http://www.saisd.net/ADMIN/curric/curricms/documents/handbooks/music/music_reading_research.pdf" http://www.saisd.net/ADMIN/curric/curricms/documents/handbooks/music/music_reading_research.pdf
Adopted textbook has multiple correlations and resources for other curriculum areas.
Vocal Music & Reading:
Research and Correlations
HYPERLINK "http://www.saisd.net/ADMIN/curric/curricms/documents/handbooks/music/music_reading_research.pdf" http://www.saisd.net/ADMIN/curric/curricms/documents/handbooks/music/music_reading_research.pdf
Adopted textbook has multiple correlations and resources for other curriculum areas.
Adopted textbook has multiple correlations and resources for other curriculum areas.
Adopted textbook has multiple correlations and resources for other curriculum areas.
Vocal Music & Reading:
Research and Correlations
HYPERLINK "http://www.saisd.net/ADMIN/curric/curricms/documents/handbooks/music/music_reading_research.pdf" http://www.saisd.net/ADMIN/curric/curricms/documents/handbooks/music/music_reading_research.pdf
Adopted textbook has multiple correlations and resources for other curriculum areas.
Adopted textbook has multiple correlations and resources for other curriculum areas.
Vocal Music & Reading:
Research and Correlations
HYPERLINK "http://www.saisd.net/ADMIN/curric/curricms/documents/handbooks/music/music_reading_research.pdf" http://www.saisd.net/ADMIN/curric/curricms/documents/handbooks/music/music_reading_research.pdf
Adopted textbook has multiple correlations and resources for other curriculum areas.
Adopted textbook has multiple correlations and resources for other curriculum areas.
Vocal Music & Reading:
Research and Correlations
HYPERLINK "http://www.saisd.net/ADMIN/curric/curricms/documents/handbooks/music/music_reading_research.pdf" http://www.saisd.net/ADMIN/curric/curricms/documents/handbooks/music/music_reading_research.pdf
Adopted textbook has multiple correlations and resources for other curriculum areas.
Adopted textbook has multiple correlations and resources for other curriculum areas.
Vocal Music & Reading:
Research and Correlations
HYPERLINK "http://www.saisd.net/ADMIN/curric/curricms/documents/handbooks/music/music_reading_research.pdf" http://www.saisd.net/ADMIN/curric/curricms/documents/handbooks/music/music_reading_research.pdf
Adopted textbook has multiple correlations and resources for other curriculum areas.
Adopted textbook has multiple correlations and resources for other curriculum areas.
Vocal Music & Reading:
Research and Correlations
HYPERLINK "http://www.saisd.net/ADMIN/curric/curricms/documents/handbooks/music/music_reading_research.pdf" http://www.saisd.net/ADMIN/curric/curricms/documents/handbooks/music/music_reading_research.pdf
Adopted textbook has multiple correlations and resources for other curriculum areas.
Adopted textbook has multiple correlations and resources for other curriculum areas.
Vocal Music & Reading:
Research and Correlations
HYPERLINK "http://www.saisd.net/ADMIN/curric/curricms/documents/handbooks/music/music_reading_research.pdf" http://www.saisd.net/ADMIN/curric/curricms/documents/handbooks/music/music_reading_research.pdf
Adopted textbook has multiple correlations and resources for other curriculum areas.
SAISD 2009-10 Music 2nd Grade (First Grading Period- Week 1)Page 12 of 18