Lesson Plan

Name: Rose Mooney Date: May 1st

Grade/Class: 2nd grade general music Lesson # 4

1. Lesson Objectives: (measurable/observable, based on standards and

frameworks)
Students will be able to take all three concepts that they have learned (dynamics,
tempo, and pitch) and create a short composition by memory not notated

National Standards and Frameworks: (list specifics, number and description)

Create:
MU:Cr2.1.2a Demonstrate and explain personal reasons for selecting patterns and ideas
for music that represent expressive intent.
MU:Cr3.2.2a Convey expressive intent for a specific purpose by presenting a final
version of personal musical ideas to peers or informal audience.

Perform:
MU:Pr4.3.2a Demonstrate understanding of expressive qualities (such as dynamics and
tempo) and how creators use them to convey expressive intent.
MU:Pr5.1.2a - Apply established criteria to judge the accuracy, expressiveness, and
effectiveness of performances.
MU:Pr6.1.2a Perform music for a specific purpose with expression and technical
accuracy.

Respond:
MU:Re7.1.2a Explain and demonstrate how personal interests and experiences
influence musical selection for specific purposes.
MU:Re7.2.2a Describe how specific music concepts are used to support a specific
purpose in music.
MU:Re8.1.3a Demonstrate and describe how the expressive qualities (such as dynamics
and tempo) are used in performers’ interpretations to reflect expressive intent.
MU:Re9.1.2a Apply personal and expressive preferences in the evaluation of music for
specific purposes.

Connect:
MU:Cn10.0.2a Demonstrate how interests, knowledge, and skills relate to personal
choices and intent when creating, performing, and responding to music.
MU:Cr2.1.2a Demonstrate and explain personal reasons for selecting patterns and ideas
for their music that represent expressive intent.
MU:Cr3.2.2a Convey expressive intent for a specific purpose by presenting a final
version of personal musical ideas to peers or informal audience.

1
MU:Pr4.3.2a Demonstrate understanding of expressive qualities (such as dynamics and
tempo) and how creators use them to convey expressive intent.
MU:Cn11.0.2a Demonstrate understanding of relationships between music and
the other arts, other disciplines, varied contexts, and daily life.

2. Assessment/product/process/skill result: (evidence of learning, based on

objectives)
Students will take what they learned this unit and create a short composition
using these different expressions of music

3. Required prior knowledge/skills:

- Know dynamics, tempo, and pitch
- Have some experience of composing short pieces based on what they
learned

4. Review and/or support for new skills needed:

- Review dynamics, tempo, and pitch
- Review what animals they demonstrated during the unit of the different
expressions

5. Accommodations: (special needs and/ ELL)

Students will be able to act out animals however they want to/are able to
ELL students will act and/or make animal noises
Students will be able to create their composition with their singing voice, rhythm
sticks, or drums

6. Materials, Repertoire, Equipment needed:

Rhythm sticks and drums
“Animal Action”
“The Lion Sleeps Tonight”
“Trashin’ the Camp”
“I am a Cow”
“Roar”

7. Lesson Sequence:
A. Opening (introduction, “do now”, warm up etc.)
“Hello song” as students walk in classroom and make a circle
“Name song” in a circle (students sing their name with a movement
and class repeats that movement and sings back their name)

B. Learning Activities and Pacing (number and list as many as needed,

specific learning experiences and instruction, specific instructions for
students and teacher reminders, including review, pacing is allotted
time)
1. Review dynamics, tempo, and pitch
2. “Animal action”- acting and movement activity. Students pretend to
be the different animals in the song
https://www.youtube.com/watch?v=4aVO_31rNQw
3. Review what animals are loud, soft, fast, slow, high and low pitch
4. Sing the lion sleeps tonight

2
 5. trashin the camp drums and rhythm sticks activity
6. Sing I am a cow
7. “Roar” dancing and roaring to the music
8. Compose short piece using expressions we have discussed in
class
- will not be notated
- 10 seconds maximum
- students will have the choice of singing or using
the rhythm sticks/drums

C. Assessment Activity (description of evidence of learning from #2,

formal or informal, with pacing, either embedded in learning activities
or separate)
performance of compositions

D. Summative Activity/Closing/Wrap-up:
goodbye song

E. Secondary/alternative plans: (what could go wrong and how to fix it)

students might be reserved and not want to share their composition at
the end of class. If this occurs, students will instead be given the
option to pass and they can present their composition one on one at a
later time.
students might abuse the drums or rhythm sticks even if they are
taught how to correctly use them. In that case, students’ drums or
rhythm sticks will be taken away if they do not use them correctly and
will instead clap the rhythm. They will still be able to participate but will
not have the privilege of using the drums or rhythm sticks.

8. Agenda: (to be posted in the classroom)

- Hello! Where are we today?
- What are dynamics, tempo, and pitch?
- Animal Action
- The Lion Sleeps Tonight
- Trashin’ the Camp
- I am a Cow
- Roar
- Compose!
- Goodbye

9. Assignment and Due Date: (if applicable) N/A

10. Teacher Reflection/Evaluation: (following lesson, reflect on process and

student response, revisions needed for future use of lesson or subsequent
lessons) N/A