Grade Two Unit Plan

Getting to Know You September 2016 7 classes

Generative Topic: As the school year begins it is crucial to establish a strong

sense of security in the music classroom. The entire month of September will be
working on just that, familiarizing with the classroom, becoming comfortable
and aware of the rules set in place, and establishing a positive environment. All
of this will be done through activities that will also review and reinforce the
skills obtained in grade one. We will explore ourselves and music through
improvising movement to poems, stories, and songs.
Unit Title: Getting to Know You
Big Idea: Classroom rules, relationships, and reviewing
Essential Questions:

1. How can I move my body in reaction to a poem, story, or song?

2. What skills did we learn in grade one that allowed us to read and write
music?
3. What skills did we learn in grade one that allowed us to express
ourselves through music?
Concepts Taught:
Curricular Outcomes:
R5 Long sounds, short sounds, and silences may be
Review tah/ti-ti/tah rest
grouped to form rhythm patterns. (Ta, Ti-ti, tah rest)
Beat/rhythm
R1 Music may move to a steady beat
High/low
M1 Sounds may be high or low
Forte/piano
M2 Sounds are also in the middle
M3 A sequence of sounds may move from low to
Improvise movement to poems,
high, high to low, or stay the same
stories, songs
S10 Respond to tone matching with other voices and
instruments.
E2 Music may be soft or loud, dynamics
M7 Improvise movements to poems, stories, and
songs

Activities:
- Follow the Leader
- Its Time to Say Goodbye
- Hickety Tickety
- Haha This Way!
- Vacation Fun
- Improvise movement
- Hello, Hello
- Clap, Clap, Clap Your Hands
- Rhythm Cards
- Busy Bee
- Where are the Bees?

Materials Needed:

John Jacob Jingleheimer Schmidt

Draw a Bucket of Water

Assessment
Getting to Know You September 2016 7 classes

Assessment
Tool
OC Speaking
in rhythm

Outcomes
R5 Long sounds, short
sounds, and silences
may be grouped to form
rhythm patterns. (Ta, Titi, tah rest)
R1 Music may move to a
steady beat

OC pulse

R1 Music may move to a

steady beat

OC pitch
matching

S10 Respond to tone

matching with other
voices and instruments.

OC
Independence

M7 Improvise
movements to poems,
stories, and songs

OC ta/ti-ti

R5 Long sounds, short

sounds, and silences may
be grouped to form
rhythm patterns. (Ta, Ti-ti,
tah rest)

Ta/ti-ti
worksheet

R5 Long sounds, short

sounds, and silences may
be grouped to form
rhythm patterns. (Ta, Ti-ti,
tah rest)

Description
I will observe the students as we are
doing poems and speech activities to
see if they can speak words in a
specific rhythm. If a lot of students
are having difficulty, I will repeat
certain phrases and aid through echo
and slowing it down to be more clear.
I will observe students as we are
doing movement activities and pulse
specific learning activities to assess
that they can detect a pulse and
demonstrate a pulse with their bodies
or notation.
I will listen to students carefully as
we are learning new songs and
singing songs that require solo to
assess their ability to match pitch
and follow a melodic line.
I will observe students as they are
doing activities that require
independence or soloing to ensure
that their skill is in large part their
own, rather than just following what
their peers are doing. This is also
important to observe as it will provide
insight to their comfort with certain
concepts.
I will use directed questioning and
observation during activities in which
we are working on rhythms to assess
their handle on ta and ti-ti as review
from the year before.
I will have the students complete a
worksheet in which they will have to
label a rhythm as ta or ti-ti and they
will also have to draw the rhythm to

F
or
X

Of

OC - Dynamics

Rhythm/beat
worksheet

OC Piano/forte

OC Improvisation

E2 Music may be soft or

loud, dynamics

R5 Long sounds, short

sounds, and silences
may be grouped to form
rhythm patterns. (Ta, Titi, tah rest)
R1 Music may move to a
steady beat
E2 Music may be soft or
loud, dynamics
M7 Improvise
movements to poems,
stories, and songs

match the rhythmic label.

I will observe students as they do
activities covering dynamics and the
observation of them through
movement and the creation of
dynamics through performance to
assess their handle of the concept.
The students will on a simple
worksheet identify if a line that I play
on the conga is a beat (steady) or a
rhythm (unsteady).
The students will demonstrate their
understanding of piano and forte
through musical performance.
The students will use their actions to
improvise in response to a poem,
story, or song. I will assess their
capability for individual movement.

Lesson Summary
Getting to Know You September 2016 76 classes

Less
on
1

By the end of the

lesson, students
will be able to
Say phrases and
their names in
rhythm
Show that they
understand and
respect the class
rules
Use nonlocomotor
movements to
demonstrate pulse.

Assessment/
Evaluation
Observation
Checklist
- Speaking
in rhythm
- Pulse

Improvise
movement to a
song
Demonstrate
singing voice by
following a melodic
contour

Observation
Checklist
- Following
audio cues
- Improvisat
ion
- Follow a
melodic
contour

Apply their
knowledge of
melody and rhythm
to sing their name
Recall their
knowledge of ta and
ti-ti

Observation
Checklist
- Independe
nce
- Ta/ti-ti

Activities

Follow the Leader (5

min)
Hickety Tickety Bumble
Bee (8 min)

Classroom Rules (5
min)
Ha Ha This Away! (10
min)
Classroom Rules Again
(2 min)
Its Time to Say
Goodbye (1 min)
Follow the Leader (2
min)
Vacation Fun (10 min)
Review Classroom
Rules (3 min)
Improvise movement to
a summer song (7 min)
Hickety Tickety
(singing) (8 min)
Its Time to Say
Goodbye (1 min)
Follow the Leader (2
min)
Hello, Hello (OM 5) (8
min)
Clap, Clap, Clap Your
Hands (5 min)
Rhythm Cards (5 min)
Busy Bee (10 min)
Its Time to Say
Goodbye (1 min)

Resources

https://www.yo
utube.com/watc
h?
v=6yDvsvpMQG
0

Game Plan 4

Orff Mosaic 323

Game Plan 2

Orff Mosaic 5
Game Plan 5
Game Plan 6

Apply their
knowledge of
melody and rhythm
to sing their name
Use nonlocomotor
movements to
demonstrate pulse.
Improvise
movement to a
song

Observation
Checklist
- Independe
nt singing
- Pulse
Ta/ti-ti
worksheet (S)

Demonstrate their
knowledge of
dynamics
Apply their
knowledge of beat
to a piece
consisting of mainly
eighth notes.

Observation
Checklist
- Dynamics
- Keeping
beat
Beat/Rhythm
worksheet

Demonstrate their
knowledge of
dynamics
Improvise
movement to a
song

Observation
Checklist
- Piano/forte
(S)
- Improvisat
ion (S)

Follow the Leader (2

min)
Hello, Hello (with nonpitched perc.) (10 min)
Busy Bee (3 min)
Ha, Ha This Way! (5
min)
Where are the Bees?
(10 min)
Its Time to Say
Goodbye (1 min)
Follow the Leader (2
min)
I Can Keep the Beat (10
min)
John Jacob Jinglheimer
Schmidt (10 min)
Where are the Bees? (8
min)
Its Time to Say
Goodbye (1 min)
Follow the Leader (2
min)
Busy Bee (3 min)
Where are the Bees? (3
min)
John Jacob Jingleheimer
Schmidt (5 min)
Draw a Bucket of Water
(12 min)
Ha, Ha This Way! (5
min)
Its Time to Say
Goodbye (1 min)

Orff Mosaic 5

Game Plan 4

Game Plan 5
Music Play??

Music Play??
Game Plan 10
Game Plan 4