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Lesson Plan 3

This lesson plan is for a 2nd grade general music class. The objectives are for students to recognize high and low pitch and define pitch. Activities include reading books, singing songs, and identifying high and low pitch. Students will choose an animal and present if it is high or low pitch. Assessment is through questioning students and their animal presentations. The plan accommodates different learning needs and has alternative plans if issues arise.

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112 views

Lesson Plan 3

This lesson plan is for a 2nd grade general music class. The objectives are for students to recognize high and low pitch and define pitch. Activities include reading books, singing songs, and identifying high and low pitch. Students will choose an animal and present if it is high or low pitch. Assessment is through questioning students and their animal presentations. The plan accommodates different learning needs and has alternative plans if issues arise.

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 # 3

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


frameworks)
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

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 high or
low pitched and present to the class

3. Required prior knowledge/skills:


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

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


review high/low

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:


rhythm sticks and drums
“5 Little Monkeys” book
“I Am a Cow”
“What Does the Fox Say?”

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 and tempo

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 “5 little monkeys” and make monkey high pitched sound when
told to. Students will be asked if monkeys make a high or low sound
2. “pitch” will be written on the board and students attention will be
drawn to the board when they are explained what pitch is (high or low
pitch in music). They will be taught what high pitch is (monkeys are
high pitched)

2
3. Students will be taught “5 little monkeys” with a call and response
4. Students will volunteer if they want to and act out the 5 little
monkeys while students sing
5. Low pitch like cows “I am a cow” song
6. Will write high and low on the board and students will do a high or
low activity. Teacher sings and students will answer one at a time if
they are singing high or low. Then students will demonstrate high or
low singing while the teacher points to them on the board.
7. Review rules of rhythm sticks and drums and how they are played.
Rhythm stick or drum activity (students will choose which instrument
to use) call and response activity to the song “What Does the Fox
Say?”

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 high or low pitch 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 or rhythm sticks even if they are
taught how to correctly use them. In that case, students’ drums or
rhythm sticks 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 or rhythm sticks.

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


- 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

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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