General Music Lesson Plan 2018-2019

Date: Clearly Stated Objectives (in student terms): 2nd Grade 2nd Grade Process Components &
Standards
3/1/19- Day 1: TSW review the staff and its lines and spaces and will asses Creating: Conceiving & developing new artistic
Day 2: TSW identify repeats, steps, skips, and leaps on the staff. ideas & work
3/7/19 Imagine
 Cr.1.2.a Improvise rhythmic and melodic
Day 1 Materials: Day 2 Materials: patterns and musical ideas for a specific
 Seating Charts – In Class Folders  Seating Charts – In Class Folders purpose.
 Song – Aiken Drum  Song - Aiken Drum  Cr.1.2.b Generate musical patterns and ideas
 Aiken Drum PowerPoint  Aiken Drum PowerPoint within the context of a given meter.
 Magnetic boards  Making Music (pg. 60-62) Plan & Make
 2nd Grade Big book  Cr.2.2.a Use iconic and/or standard notation
 Magnetic note heads and/or technology to combine, sequence, and
 CD SBMM2 - “Down the Ohio”
 EPR document personal musical ideas.
 Staff sheets
 Cr.2.2.b Demonstrate and explain personal
 Bottle caps reasons for selecting patterns and ideas for
music that represent expressive
Day 1 Anticipatory Set: Establish a routine – Day 2 Anticipatory Set: Evaluate & Refine
 Cr.3.2 Interpret and apply personal, peer, and
Seat students in spots on floor for today – may move Essential Questions: I can identify locate where teacher feedback to revise personal music.
around. Essential Questions: I can identify locate lines and notes repeat, step, skip, and leap. Present
spaces on the staff.  Cr.4.2 Convey expressive intent for a specific
purpose by presenting a final version of
Day 2 Lesson Procedure: personal musical ideas to others
Day 1 Lesson Procedure:  Sing Aiken Drum Performing- realizing artistic ideas and work
 Sing Aiken Drum (5 min.) through interpretation and presentation
Select
Input/Modeling, Guided Practice, Checking for Understanding, Independent

(5 min.)  Pr.1.2 Demonstrate and explain personal

Introduce Concept: interest in, knowledge about, and purpose of
Concept: - Show students picture of the Ohio River varied musical selections.
- Dashing Through the Snow – type – (pg. 62) Analyze
o Ask them to describe it  Pr.2.2.a Read and perform rhythmic patterns
Game (15 min.)
 It moves around, up using iconic or standard notation in selected
o Divide students into equal
music.
teams and down, zig-zag
 Pr.2.2.b Demonstrate knowledge of music
o Provide students with - Define melody: the tune of a song concepts in music from a variety of cultures
guidelines - Guide students to identifying the line and selected for performance.
 No arguing space notes that make up the melody Interpret
 No sore losers (pg. 60-61)  Pr.3.2 Demonstrate understanding of
expressive qualities and how creators use
 Move safely - Have students listen to the song and follow
them to convey expressive intent.
 Sit down when the along with their finger to different line Rehearse, Evaluate & Refine
you get back and space notes that make up the melody.  Pr.4.2.a With limited guidance, apply and
 Inside voices - Relate the melody to the picture of the river. generate feedback to improve the expressive
- EPR (10 min.) o It’s not the same, it moves around, qualities of music.
 Pr.4.2.b Rehearse to refine technical accuracy
o Pass out EPR cards up and down (sometimes it moves
and expressive qualities.
Practice

o Do not assess on the first 10 up or down a little and sometimes Present

examples it moves up or down a lot)  Pr.5.2.a Perform music for a specific purpose
o Assess on the next 10 - Play song again and have students follow with expression and technical accuracy
appropriately for the audience.
 Look to see which along with the words **point out the pink
 Pr.5.2.b Demonstrate performance decorum
students are just words before starting** (pink words are sung and audience etiquette.
looking at their the second time, when it is repeated, instead Responding – Understanding & evaluating how
peers or are of the words sung the first time). the arts convey meaning
uncertain - Point out the different colors in the music. Select
(repeat, step, skip, leap)  Re.1.2 Demonstrate and explain and
o Use magnetic board to help show demonstrate how personal interests and
Line Up
experiences influence musical selection for
repeat, step (up/down), skip specific purposes.
(up/down), and leap (up/down) Analyze
- Play song once more  Re.2.2 Describe how specific music concepts
- With shoulder partner create repeat, step, are used to support a specific purpose in
skip, and leap on staff sheet w/ bottle caps music.
Interpret
Closure: “You guys really know your  Re.3.2 Demonstrate knowledge of music
Line Up concepts and how they support
line notes from your space notes.”
creators'/performers' expressive intent.
Closure: “Great job learning repeats, steps, skips, Evaluate
and leaps today!”
Assessment: EPR  Re.4.2 Apply personal and expressive
preferences in the evaluation of music for
Assessment: Follow specific purposes.
directions/procedures/routines, productive;

2C___________________________ 2D_________________________
2U __________________________
District General Music Lesson Plan Template – 2nd Grade