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Lesson Plan 2

This lesson plan is for a 2nd grade general music class. It aims to teach students about tempo, or the speed of music, by having them recognize fast and slow music. Students will learn about allegro, meaning fast, and largo, meaning slow, through reading a story and songs. They will play drums and pretend to be animals to demonstrate their understanding of tempo. The teacher will assess students through questioning and having them present their own fast or slow animal at the end of class.

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257 views

Lesson Plan 2

This lesson plan is for a 2nd grade general music class. It aims to teach students about tempo, or the speed of music, by having them recognize fast and slow music. Students will learn about allegro, meaning fast, and largo, meaning slow, through reading a story and songs. They will play drums and pretend to be animals to demonstrate their understanding of tempo. The teacher will assess students through questioning and having them present their own fast or slow animal at the end of class.

Uploaded by

api-532403608
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Lesson Plan

Name: Rose Mooney Date: April 28th


Grade/Class: 2nd grade general music Lesson # 2

1. Lesson Objectives: (measurable/observable, based on standards and


frameworks)
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

National Standards and Frameworks: (list specifics, number and description)


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.

1
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.

2. Assessment/product/process/skill result: (evidence of learning, based on


objectives)
- 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

3. Required prior knowledge/skills:


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

4. Review and/or support for new skills needed:


Review fast/slow

5. Accommodations: (special needs and/ ELL)


Students will be able to act out animals however they want to/are able to
ELL students will act and/or make animal noises

6. Materials, Repertoire, Equipment needed:


drums
the book “the tortoise and the hare”
Laurie Berkner – “Fast and Slow”
“Engine Engine”
“Trashin’ the Camp”

7. Lesson Sequence:
A. Opening (introduction, “do now”, warm up etc.)
“Hello song” as students walk in classroom and make a circle
“Name song” in a circle (students sing their name with a movement
and class repeats that movement and sings back their name)
review dynamics

B. Learning Activities and Pacing (number and list as many as needed,


specific learning experiences and instruction, specific instructions for
students and teacher reminders, including review, pacing is allotted
time)
1. read the tortoise and the hare with interactive questions about fast
and slow and are asked at the end if the tortoise was slow and the
hare was fast
2. “tempo” will be written on the board and students attention will be
drawn to the board when they are explained what tempo is (fast or
slow in music). Students will be taught allegro (fast like the hare) and
largo (slow like the tortoise)
3. students will dance fast or slow with the help of this song related to
the book the tortoise and the hare. The tempo changes based on

2
what the singer says (if she is talking about the tortoise the music is
slow and if she is talking about the hare the music is fast)
https://www.youtube.com/watch?v=AG8bfDTRaP4
4. Song while passing out drums
5. Drums activity. Students will be taught how to use the drums safely.
Students will listen to “Trashin’ the Camp” and on the drums they will
play the rhythms the teacher provides
https://www.youtube.com/watch?v=mOl5Ok-8DM8
6. Students will learn the song “Engine Engine” through call and
response activity
7. after they learn it, students will go on a jungle train ride with the
help of the song (Engine Engine). Students will pretend to be trains
(by themselves) and the train will speed up as the song speeds up

C. Assessment Activity (description of evidence of learning from #2,


formal or informal, with pacing, either embedded in learning activities
or separate)
at the end of the class, students will choose their own animal that is
either allegro or largo and present to the class
Students will be questioned throughout the class and the answers
students provide will determine whether or not they understand what
is being taught

D. Summative Activity/Closing/Wrap-up:
goodbye song and review what they learned

E. Secondary/alternative plans: (what could go wrong and how to fix it)


students might be reserved and not want to share their animal at the
end of class. If this occurs, students will instead be given the option to
pass and they can present their animal one on one at a later time.
students might abuse the drums even if they are taught how to
correctly use them. In that case, students’ drums will be taken away if
they do not use them correctly and will instead clap the rhythm. They
will still be able to participate but will not have the privilege of using
the drums.

8. Agenda: (to be posted in the classroom)


- 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

9. Assignment and Due Date: (if applicable) N/A

10. Teacher Reflection/Evaluation: (following lesson, reflect on process and


student response, revisions needed for future use of lesson or subsequent
lessons) N/A

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