Subject Area Music
ED 3604
Unit Assessment Plan
Emma Arndt 001174430
Stage 1 Desired Results
Established Goals GLO(s):
Insights into music through meaningful musical activities
Awareness and appreciation of a variety of music, including music of the many cultures represented in
Canada
Understandings:
Students will understand
How to using their singing voice and
singing in tune effects expression in a
performance.
How to sing in unison and in tune.
Students will understand how body
percussion transfers to various types of
Orff instruments.
Prior understandings
Follow directions and in class
Ability to match pitch
Can clap, patch, and stomp
Ability to skip, run, walk, gallop, and hop
Can speak and yell
Where does this lead?
We can internalize and keep the beat
through skipping, running, walking,
running, etc.
We use the ability to match pitch to
accurately sing in unison
Can use their speaking voice and yelling
voice to identify their singing voice
Can take their clapping, patching, and
stomping skills to accurately perform body
percussion
EDUC 3604 Unit Assessment Plan Template
Grade Level 2
Topic One School, One Book
Length of Unit (days) 14 days (2 weeks)
Essential Questions:
Students will
Differentiate between their speaking, singing and
yelling voice in order to express the emotion of a
variety of musical styles.
Learn that listening to their peers and matching
pitch is a vital part of singing accurately in
unison.
Students will use planned body percussion as a
stepping-stone into using instruments to
accompany unison singing.
Students will be able to (SLOs):
Expression. #6 - Music reflects our feelings about
holidays, seasons, our country and cultural heritage.
Movement #2 - Move to the beat in music through
walking, running, hopping, galloping and skipping, as
appropriate to the psychomotor
Singing #1 - Distinguish between childrens speaking
and singing voices.
Singing #2 - Respond to tone matching and echo
games.
Playing Instruments #5 - Accompany singing with
appropriate body percussion and movement (beat,
accent, rhythm patterns) and transfer these to
instruments
Singing #5 - Sing, in tune, many rhythmic and
melodic songs, singing games and action songs.
Singing #7 - Sing accurately in unison
 Subject Area Music
ED 3604
Grade Level 2
Unit Assessment Plan Topic One School, One Book
Emma Arndt 001174430 Length of Unit (days) 14 days (2 weeks)

Stage 2 Assessment Evidence

Pre-Assessment
Students will perform a well-known song (Twinkle Twinkle Little Star) during this I will listen to
students to see if they are singing together in unison. I will also listen for students who are singing in
their singing voice and if they are differentiating between singing and yelling.
Students will march around the room while singing the song. This will allow me to see if the students
are able to internalize the beat through kinesthetic movement.

Quizzes, Tests, Assignments Performance Tasks, Projects

For this unit and grade level quizzes, tests,
and assignments are not applicable.
Assessment will be done in performance
tasks, through observations, discussions, and
within the lessons
At the end of this unit the grade two classes will
perform their final piece for the grade 6 classes. This
performance will combine movement, singing,
expression and playing instruments.

Other Evidence (observations, work samples, Student self-assessment

dialogues) Students will have time to reflect upon them selves
I will have a discussion with the students and decide if when they sing they are singing the
about why having the ability to match pitch same thing as their partner.
is important. Students will reflect if they are using their singing
Have a discussion about the various sounds voice, speaking voice, or yelling voice when they are
that you body makes when students clap, participating in class.
patch, and stomp. Students will work in groups and display their
Discuss the sounds that instruments make understanding of body percussion and discuss how it
and how they relate to the sounds of body can transfer to various instruments.
percussion.
Observe if students have the ability to skip,
run, walk, gallop, and hop the beat and can
use kinesthetic motion to internalize the
beat.
I will listen and observe if students can
differentiate between their speaking, talking
and yelling voice and use each at the
appropriate time.

EDUC 3604 Unit Assessment Plan Template

 Subject Area Music
ED 3604
Grade Level 2
Unit Assessment Plan Topic One School, One Book
Emma Arndt 001174430 Length of Unit (days) 14 days (2 weeks)

Display of
Observations and
Title Speaking/Singing Singing Evaluation Performance for Class
Discussion
Learning Outcomes Voice Pitch Matching
Type Formative Formative Summative Summative
(Formative/Summative)

Weighting 0% 0% 35% 65%

Expression. #6 - Music reflects our feelings
about holidays, seasons, our country and
cultural heritage.
Movement #2 - Move to the beat in music
through walking, running, hopping,
galloping and skipping, as appropriate to the
psychomotor

Singing #1 - Distinguish between childrens

speaking and singing voices.

Singing #2 - Respond to tone matching and

echo games.

Playing Instruments #5 - Accompany

singing with appropriate body percussion
and movement (beat, accent, rhythm
patterns) and transfer these to instruments

Singing #5 - Sing, in tune, many rhythmic

and melodic songs, singing games and
action songs.

Singing #7 - Sing accurately in unison

 Subject Area Music
ED 3604
Grade Level 2
Unit Assessment Plan Topic One School, One Book
Emma Arndt 001174430 Length of Unit (days) 14 days (2 weeks)

Assessment Tool Overview Assessment

Assessment Assessment
Assessment Tool Brief Description FOR
AS Learning OF Learning
Learning
This will be an exit slip where I get a group
of students echo a phrase in their singing or
Display of
there speaking voice.
Speaking/Singing Voice
Pitch Matching I will do a pitch matching echo game
where students need to echo back a musical
phrase before leaving the class.
In class I will be observing the students and
having discussions with them. During this
Observations and
Discussion time I will determine what the students
have grasped and if they have enough
understanding of a topic to move on.
I will have the students sing the song as a
whole and in small groups. This song
allows the students to display if they have
Singing Evaluation differentiated between their singing voice
and yelling voice, are able to match pitch,
are able to sing in unison, and if they have
developed the ability to sing in tune.
At the end of this unit the grade two classes
will perform their final piece for the grade
6 classes. This performance will combine
Performance for Class movement, singing, expression and playing
instruments. The students will have the
opportunity to display what they have
learned during this music unit.