Ruth McEntire (Music Teacher)

Lawrence D. Varela-Halbert Jr. (Student Teacher)

Music Lesson Plan G
2014-2015
Grade Level: Second
Date: February 23, 2015
Focus: Rhythm

Melody

Unit: Rhythm
Lesson: Singing
Playing

Harmony

Singing

Listening

Style Form

Vocabulary: Refrain, Rest, Beat, Quarter Note, Quarter Rest, Half Note, Repeat
Objectives:
Students will keep a steady beat with 100% accuracy.
Students will sing in a group or in an echo format with 90% accuracy
Students will perform motions to unique verses of songs in group with 90% accuracy
Students will demonstrate appropriate audience and performer behaviors with 100% accuracy.
Students will perform higher/lower pitches in a group with 90% accuracy.
Students will perform slower/faster music in a group with 100% accuracy.
Students will perform softer/louder music in a group with 100% accuracy.
Students will identify and perform counting in a musical game with 100% accuracy.
Students will identify and perform quarter rests with 90% accuracy.
Students will identify and perform half, quarter, and eighth notes with 90% accuracy.
Students will notate rests and notes of a song with manipulatives or on paper with 90% accuracy.
Students will sing in a group or in a cannon with 90% accuracy

TEKS

2.1A. identify choral voices, including unison versus ensemble;

2.1B. identify instruments visually and aurally;
2.1C. use known music terminology to explain musical examples of tempo, including presto, moderato, and andante, and dynamics, including fortissimo and pianissimo; and
2.1D. identify and label simple small forms such as aaba and abac.
2.2A. read, write, and reproduce rhythmic patterns using standard notation in 2/4 meter, including half note/half rest;
2.2B. read, write, and reproduce pentatonic melodic patterns using standard staff notation; and
2.2C. read, write, and reproduce basic music terminology, including allegro/largo and forte/piano.
2.3A. sing tunefully or play classroom instruments, including rhythmic and melodic patterns, independently or in groups;
2.3B. sing songs or play classroom instruments from diverse cultures and styles, independently or in groups;
2.3C. move alone or with others to a varied repertoire of music using gross and fine locomotor and non-locomotor movement;
2.3D. perform simple part work, including rhythmic ostinato, and vocal exploration such as singing, speaking, and chanting; and
2.3E. perform music using tempo, including presto, moderato, and andante, and dynamics, including fortissimo and pianissimo.
2.4A create rhythmic phrases using known rhythms;
2.4B create melodic phrases using known pitches; and
2.4C explore new musical ideas in phrases using singing voice and classroom instruments.
2.5A sing songs and play musical games, including patriotic, folk, and seasonal music;
2.5B examine short musical excerpts from various periods or times in history and diverse and local cultures; and
2.5C identify simple interdisciplinary concepts relating to music.
2.6A begin to practice appropriate audience behavior during live or recorded performances;
2.6B recognize known rhythmic and melodic elements in simple aural examples using known terminology;
2.6C distinguish between rhythms, higher/lower pitches, louder/softer dynamics, faster/slower tempos, and simple patterns in musical performances;
2.6D respond verbally or through movement to short musical examples.

Activities:
All About Texas
1 Texas Our Texas
4 Old Texas
7 Cowboy Ragtime
Games/Songs
9 Zapatitios Blancos
12 Scotlands Burning

2 Jingle Jangle Jingle

5 Como La Flor
8 Step into the Spotlight

3 T-E-X-A-S
6 Salute to Texas

10 Johnny Caught a Flea

13 Kaeru no Uta

11 Let Us Chase the Squirrel

14 Chinese Ribbon Song

Notes: Begin rehearsing All About Texas program

Procedures: (Student Teacher)

I.

Rehearsing All About Texas Program (20 min.)

a. T. Alright students, we are now going to prepare for our All About Texas Program. I expect to
see each of you singing and participating the best you can so we can all have an enjoyable
performance.
b. T. Begins Texas Our Texas
i. T. Guides and cues students in the correct motions for each verse for accuracy.
ii. S. sing and use the correct gestures for each stanza.
1. T. observes students in each verse for correct pitch and accurate physical
motions.
c. T. Alright the next song is Jingle Jangle Jingle, Here we go!
i. T. cues students in singing the correct words.
ii. S. sing the correct words
1. T. Observes students singing the correct words.
d. T. Students, what is the next song?
e. S. answers, T-E-X-A-S
f. T. Great, Let us remember to count and clap when its our classes turn to spell T-E-X-A-S!
g. T. Begins, T-E-X-A-S
i. T. Guides and cues students in the correct motions for each verse for accuracy.
ii. S. sing and use the correct gestures for each stanza.
1. T. Observes students in each verse for correct words and accurate physical
motions.
h. T. Okay, the next song is Old Texas. This is our first song where the second and fourth
grades have different parts. Please remember to sing only your assigned part.
i. T. begins Old Texas.
i. T. Guides and cues the students on their verse and the associated motions.
1. Students only sing the echo verses.
2. T. Observes the students in singing the correct verse and guides the students
who sing the wrong verse.
3. S. sing, Old Texas.
j. T. Okay, what is the next song?
k. S. answers, Como La Flor!
l. T. Good! Let us all sing it!
i. T. cues students in singing the correct words.
ii. S. sing the correct words
1. T. Observes students singing the correct words.
m. T. Okay, students! The next song is Salute to Texas!
n. T. Begins, Salute to Texas!
i. T. Cues students for phrase entrances while also observing for correct words.
ii. S. sing correct pitches and words.
o. T. The next song is Step into the Spotlight! Let us continue practicing good performer
practices and use large gestures for this song to show our audience our different motions!
p. T. Begins, Step into the Spotlight.
i. T. Guides and cues students in the correct motions for each verse for accuracy.
ii. S. sing and use the correct gestures for each stanza.
1. T. Observes students in each verse for correct words and accurate physical
motions.

II.

q. T. Okay class, we have done some great work. Let us start a special game!
Games/Songs
a. Zapatitos Blancos
i. Time: (5 min.)
ii. T. Please take a seat on the carpet sitting crisscross.
iii. T. "Listen to the chant and tell me what language I am chanting in"
1. T. chants Zapatitos Blancos.
iv. T. "What language am I chanting in?"
1. S. answers, "Spanish!"
v. T. "Listen to the chant again and tell what I am talking about."
1. T. chants Zapatitos Blancos.
vi. T. "What am I talking about?"
1. S. answers, "Shoes!"
vii. T. "This time I want you all to listen for a space of time that has no words and raise
your hand when you think there is a rest."
1. T. chants Zapatitios Blancos.
2. T. observes students and their rest recognition abilities.
viii. T. "Great! Let's play a game with this chant, I'll start the game and end on a student,
you'll tell me your age, and I'll count the feet around the group and if I land on your
foot, you remove it and we start again. Make sure you are all counting with me to make
sure I don't make a mistake and so you can all practice counting, when both your legs
are tapped out, sit crisscross and we will continue.
1. S. participates in the game.
ix. T. Lets all say the chant as we go back to our chairs.
1. S. chants Zapatitios Blancos
b. Johnny Caught a Flea
i. Time: (10 min.)
ii. T. Please listen to the song I sing and tell me if there what did Johnny catch?
1. T. sings, Johnny Caught a Flea.
2. S. listen to song.
iii. T. Who will raise their hand and tell me what Johnny caught?
1. S. raises hand and answers, a flea!
iv. T. Correct! Alright everyone clap with me and listen to the song again.
1. T. claps the main beat and sings, Johnny Caught a Flea.
2. S. claps along to, Johnny Caught a Flea.
v. T. Alright class, this time I want everyone to close their eyes and only raise their
hands when you hear a space of time where there isnt a word but there is a beat.
1. T. sings, Johnny Caught a Flea.
2. S. raises hands during rests.
3. T. observes students responses.
vi. T. Alright class, we are going to learn about how to notate this on the board using our
Ta and Ti-Ti syllables. On the board I have the blank spaces written on the board and
would like you to clap the rhythm for the song as I pat on the spaces.
1. T. sings and pats on the board, Johnny Caught a Flea.
2. S. claps the rhythm to the song.
3. T. observes students whom are struggling and at which section of the song.
vii. T. Who can raise their hand and tell me the syllables for this phrase? [4 phrases]
1. S. says the rhythm of the selected phrase.
a. Students whom struggle will be able to call on a partner to help them out.
2. T. Yes, this is the marking for these types of notes.

a. T. draws the appropriate notation on the board.

viii. T. Alright class, under your chair is a bag of popsicle sticks that we will use for each of
us to make our own version of a phrase I select. Please take a seat in front of your
chair.
1. S. sit in front of their chair.
ix. T. Alright, I will number you off in groups of two as we will complete this in pairs.
1. T. numbers off students in pairs.
x. T. Let us all write the music of the phrase using our popsicle sticks. [4 phrases]
1. S. construct the appropriate phrase selected using popsicle sticks.
2. T. Observes students and guides those whom are struggling.
xi. T. Alright class, place the popsicle sticks in your bags and place them back under your
chair. Once thats done and we all sit down, we can get to a new game Id like to share
with you!
1. S. place manipulatives in their bags and return to their chairs.
c. Let us Chase the Squirrel
i. (10 min.)
ii. T. "Listen to this song and tell me what animal I am singing about."
1. T. sings, Let Us Chase The Squirrel.
2. S. listen to the song.
iii. T. What animal am I singing about?
1. S. Answers, Squirrel!
iv. T. Now, the student who is listen the most should be able to answer this next question
and can tell me where the rest is, if they are correct, they will be the first participant in
the game. Here we go.
1. T. sings Let Us Chase The Squirrel.
2. T. Who will raise their hand and tell me where the only rest is in this song?
a. S. raises hand and answers, It is at the end!
b. T. Correct! Come over here. The rest of the class will sit circle up on the
carpet now and you will start the game!
c. S. sit on carpet in a circle.
v. T. Alright, The student will walk around the class and when the song ends they will
tap a student on the shoulder, right where the rest would be, and that student should
chase the squirrel around the circle and try to take the place. Please walk fast and DO
NOT RUN. If they get caught that student becomes the squirrel and we continue until a
new squirrel is caught.
vi. [Repeat until several students get a chance to play.]
vii. Alright class, let us all sing the song on our way back to our chairs.
d. Scotlands Burning
i. Time: (5 min.)
ii. T. Listen to this song and tell me what place I am singing about.
1. T. sings Scotlands Burning.
2. T. What place am I singing about?
3. S. answers, Scotland!
iii. T. Listen to the song again and tell me how we are going to save Scotland?
1. T. sings Scotlands Burning.
2. T. How will we save Scotland?
3. S. answers, Pour water on the Fires
iv. T. Now, listen to the song and raise your hand when we get to a note that is longer
than every other note in the song.
1. T. sings Scotlands Burning.
2. T. observes students responses for accuracy.
3. T. That longer note is a half note, it has 2 beats but 1 sound!

v. T. Let us all sing the song together!

1. T. counts off the class.
2. S. sings along with teacher.
vi. T. I will introduce you guys to a way of singing in a group with harmony called singing
in cannon. I will separate the class into four equal groups and I will start the first group
then proceed to the next group who will sing in an echo to the previous. Every group
continues to repeat the song until I conduct your group to stop singing.
1. T. conducts and counts off the first group of students followed by cues for each
other group until a full four part cannon is achieved.
2. S. will sing in cannon and follow teachers cues.
vii. T. Class, please sit in your chairs so we can sing the next song, its from another
country!
e. Kaeru No Uta
i. Time: (10 min)
ii. T. Listen to this song and tell me what country you think the language is from.
1. T. sings, Kaeru No Uta
2. T. Who can raise their hand and tell me what they think?
3. S. raises hand and answers, Japan!
4. T. Correct!
iii. T. This song speaks about the frogs sound in Japan, now lets raise our hands
whenever there is a rest in this song.
1. T. sings, Kaeru No Uta
2. S. raises hands at the rests in the song.
3. T. Observes students for correct motions.
iv. T. Alright I will pat on the board and you are all going to clap and sing this song
together.
1. T. counts off, Kaeru No Uta.
2. T. pats on board with the main beat.
3. S. clap the main beat and sings, Kaeru No Uta.
v. T. This song is also a cannon. Just like the previous song, I will separate the class into
four equal groups and I will start the first group then proceed to the next group who
will sing in an echo to the previous. Every group continues to repeat the song until I
conduct your group to stop singing.
1. T. conducts the cannon to the groups of students with cues for each group to
start and stop.
2. S. will sing in cannon and follow teachers cues.
3. T. observes students and guides those whom are struggling.
vi. T. Alright, now I will call on students to come to the board to write some of the
rhythms of the song on the board using our notation that we learned about earlier
today.
1. T. Who can raise their hand, come to the board, and write the notation for this
phrase? [4 phrases]
2. S. raises hand and comes to the board when called on to notate the rhythm of
the song.
3. T. observes students answers for accuracy and will call on additional students if
the first requires assistance.
vii. T. Now let us travel over one more country to commemorate the Chinese New Year

Assessments
I.

Steady Beat (Songs 1-13)

a. T. Class, please keep a steady beat as we sing this next song.

b. S. students sing the song in a steady beat.
c. T. observes students accurately singing in a steady beat and guides students whom are
struggling.
II.
Group/Echo Performance (Song 4)
a. T. Class, please sing this song as [a group together/an echo to your appropriate grade level].
b. S. sing song [a group together/an echo to your appropriate grade level].
c. T. observes students accurately singing [in a group/in an echo in response to their
appropriate grade level] and guides students whom are struggling.
III.
Unique Motions with Songs (Songs 1 and 8)
a. T. Class, please use the correct hand motions with the verse that you are singing in respect to
the song
b. S. uses the correct hand motions and sings to the appropriate verse with respect to the song.
c. T. observes students are accurately using hand motions and singing song while teacher guides
students whom are struggling.
IV.
Audience and Performer Behavior (Songs 1-13)
a. T. Class, please be silent when you are not singing a song and if you are singing [keep hands
at side if it is a song without motions/use the correct gestures for a song with motions].
b. S. stand with correct stance with respect of other students [singing/gesturing].
c. T. observes students accurately demonstrating performer/audience behavior with the
appropriate gestures/singing teacher guides students whom are struggling.
V.
Music with Higher/Lower Pitches (Songs 2-13)
a. T. Class, please sing this verse with the [higher/lower] pitches which are appropriate with
this song.
b. S. sings the selected verse with the appropriate [higher/lower] pitches of the song.
c. T. Observes students accurately singing with [higher/lower] pitches while the teacher guides
students whom are struggling.
VI.
Music with Slower/Faster Portions (Song 8)
a. T. Class, please sing these verses in the appropriate [slower/faster] speed that is appropriate
for this song.
b. S. sings verses within the song at the appropriate [slower/faster] speed for the song.
c. T. observes students accurately singing verses within the song at the appropriate
[slower/faster] speed with the song while the teacher guides students whom are struggling.
VII. Music with Softer/Louder Portions (Songs 3 and 8)
a. T. Class, please sing these verses in the appropriate [softer/louder] section with respect to
the specified song.
b. S. sings verses in the song with the appropriate dynamic level.
c. T. observes students accurately singing the appropriate dynamic level with respect to the
specified song while the teacher
VIII. Counting (Song 9)
a. T. Class, please say how old the student is and count his/her age with me.
b. S. say how old the student is and counts as a group.
c. T. observes students accurately saying how old the student is and counts while teacher guides
students whom are struggling.
IX.
Rests (Songs 9, 10, 11, and 13)
a. T. Class, please raise your hand during the portion of the song that has rests in it.
b. S. raises hands in rest recognition/performance.
c. T. observes students accurately recognizing/performing rests and guides students whom are
struggling.
X.
Note Values (Songs 9-13)
a. T. Class, raise your hand when my finger touches a note with the [half/quarter/eighth] note
value on the board OR clap the rhythm on the board I point to.
b. S. raises hands in note recognition/performance.
c. T. observes students responses for accuracy and guides students whom are struggling.

XI.

XII.

Manipulative Notation (Songs 10 and 13)

a. T. Class, please notate the rhythm of the selected phrase with your popsicle sticks on the
floor in front of you.
b. S. notates the selected rhythm using the provided popsicle sticks.
c. T. observes students responses while guiding students whom are struggling.
Cannon (Songs 12 and 13)
a. T. Class, please perform this song in a cannon/round form.
b. S. students sing the song in cannon.
c. T. observes students accurately singing with their group and guides those whom are
struggling.