Sara Elmer Orchard Hill Elementary School Cycle 17: 2/7-2/19 nd Grade: 2 Week Week

Objective: WALT: use appropriate singing voices and sing songs accurately; notate and perform rhythm patterns including ta, titi, rest, and ta-ah; and experience through listening woodwind instruments. Musical Focus:concepts/skills to emphasize singing, rhythm (ta, titi, rest, and ta-ah), instruments (woodwinds) Materials: Songs - Obwisana, Sing for Peace, Rhythm posters, Rhythm snowflakes, Wikki stix, CD - Morning Mood from Peer Gynt by Grieg National Standard(s) Addressed:
Singing, alone & with others, a varied repertoire of music Performing on instruments, alone & with others, a varied repertoire of music Improvising melodies, variations and accompaniments Composing & arranging music within specific guidelines Reading and notating music Listening to, analyzing, and describing music Evaluating music & music performances Understanding relationships between music, the other arts, & disciplines outside the arts Understanding music in relation to history and culture

New Jersey Core Curriculum Content Standards: 1.1 The Creation Process 1.1.2.B.1, 1.1.2.B.2, 1.1.2.B.3, 1.1.2.B.4 1.2 History of Arts and Culture 1.2.2.A.1, 1.2.2.A.2 1.3 Performance 1.3.2.B.1, 1.3.2.B.2, 1.3.2.B.3, 1.3.2.B.4, 1.3.2.B.5, 1.3.2.B.6, 1.3.2.B.7 1.4 Aesthetic Response and Critique 1.4.2.A.1, 1.4.2.A.2, 1.4.2.A.3, 1.4.2.A.4 1.4.2.B.1, 1.4.2.B.2, 1.4.2.B.3 Assessment: Class Participation/Teacher Observation WILF: Students use singing voices, intune singing; notate and perform rhythm patterns including ta, titi, rest, and ta-ah; and experience woodwind instruments through listening.

Play the following piece (Morning Mood from Peer Gynt by Grieg). Have the students listen for what instruments they hear as they head to their seats. (Have picture of the woodwind family for the students to see up on the whiteboard). Take attendance by singing Hello (so-mi) to the students and have students sing back. Have the students share their answers for what instruments they heard coming into music class. Ask students how do they think the woodwind instruments are played. Have the students share their answers. Clap rhythm patterns and have students echo back (start with rhythms that include just ta, titi, and rest; then add the ta-ah). Have the students find a seat closer to the board. Have the students read the rhythm that is on the board. Have student leaders come up and create their own rhythm on the board. Have the students read and clap the rhythm. Review the Obwisana song. Have the students notate the rhythm of the first half of the song. (Have the words already written up on the whiteboard.) Guide students into figuring out how to notate the half note (notating as a tied note). Explain the following activity for the students. Each student will get four snowflakes (with the notes written on them). With those snowflakes, he/she can make his/her own rhythm. For the tied notes, each student will get a wikki stix if he/she wants to use a tied note in his/her own rhythm. Hand out the snowflakes. After everyone has his/her rhythm, have everyone share his/her rhythm. (If time allows, have the students create a second rhythm. If a student did not have a tied note for the first rhythm, have him/her use a tied note in the second rhythm.) Collect the snowflakes and have the students go back to their seats. Introduce Sing for Peace song. Have the students listen for what the song is about. Have the students share their answers. Have the students listen for how many times they hear the phrase sing for peace. Sing song again. Have the students tell the answer. Have the students show with their hands which sing for peace phrase goes low and which sing for peace phrase goes high. Sing song again. Teach song in parts. Sing song all together. Notes/Extension: