Grade Level 2

Date

5/1/15

Teacher__Lepley, Lynch, Ortbal, Vong

OBJECTIVES:
Rhythm Vocabulary:
Tonal Vocabulary:
1. Duple VP (MB & mb)
3. Major VP (I, IV, V)
2. Triple VP (MB, mb, mb elong)
4. Minor VP (i, iv, v)
Harmonic Concepts:
Concepts:
5. a. rhythm ostinato
6. TWBAT learn SS names & assess
b. tonal rondo
current class achievement
OBJ # Activities
Mode/Meter/Fam
Assessment
______________________________________________________________________
2/3

1. Knock at the Door

maj/trip/fam
T sings, Ss pat and sway, and respond by singing my name is [name]
In small groups then individuals

2. Rhythmic Ostinato
triple
2/5a
T chants pattern (on syllables then neutral syllable), Ss echo pattern on
proper syllables and then recognize
T and Ss set up ostinato, teacher selects small groups and individuals to
chant ostinato
3. Popcorn

min/trip/unfam

2/4
4. Tonal Rondo

min

4
1/4

5. Fireman, Fireman
min/dup/unfam
T sings, S pats to MB
T sings short and long phrases
S echoes
6. Four Corners
duple
T sings while S marches
T chants duple patterns, S echoes
In small groups and individuals

7. Spring
maj/dup
1
T sings, S pats and come to seats
At the end of song, T sings
3
Mi sol do. S echo.
T sing short, then long phrases and S echo.
T sings entire song, S echo
8. Penny, Key, Button
maj
3
T sings Spring
T gives items while S Echo
T asks who has items, all S respond

T repeats and S row responds, ultimately one S will respond

Task Analysis
Transition from minor tonal rondo to Fireman, Fireman
T: "I'm going to sing a song youll remember from last week. I'll sing out loud, you listen
pat..." Sing "Fireman, Fireman," then stop student patting
T: models duple patting to MB and invites students to join
S: pat MB, continues and stops when T finishes singing
T: Lets practice some rhythm patterns pat with me and echo me
T: models MB pat and models various duple rhythms on syllables
S: pats MB and echos T
T: (feedback)
**T: Now lets try something new. Im going to chant on ba, then you will think the rhythm
in your head with the syllables. Then Ill chant it again, and you chant out loud with
syllables. So if I say __ba, ba, ba ba, ba__, you will think, then you think and chant on
syllables __du, du, du de, du__. Lets try!
**T: Try some simple duple rhythms, prompting S to pat MB, think, then recognize duple
rhythms
**IF STUDENTS CAN RECOGNIZE, USE RECOGNITION IN FOUR CORNERS. IF THEY
STRUGGLE, GO BACK TO ECHOING PATTERNS AND THEN MOVE TO THE ACTIVITY,
USING ECHO**
T: "Everybody stand! Lets go back to the fireman song! Follow my movements..."
T: models MB pat, mb pat-tap, and marches the students into circle around the room for
four corners. Teacher stops marching and stops students; say "quietly walk to the closest
corner and face the center."
S: students walk to corners
T: teacher start duple MB pat, say everybody listen and think
T: Chants pattern on ba
S: think pattern
T: Everybody listen and chant..
T: Chants pattern on ba
S: chants pattern on syllables
T: stop patting. Say: If I point to your corner, only your corner will chant. But listen
carefully, if I say your name, only you will chant. Everybody listen and think..."
T: begin duple MB pat and do patterns with large group, small groups (corners), and 5
individuals
If time allows, students will change corners and continue the game.
Transition from Fireman, Fireman to Spring