Grade: 2nd-Segree Date: 11/23/2020

Elements of Music Standard:

Music
Dynamics MU: Cr1.1.2b Generate musical patterns and ideas within the context of a given tonality (such as
Tone Color major and minor) and meter (such as duple and triple).
Tempo Learning Target:
X Rhythm I can create 4 beat phrases with pie flavors and turn them into rhythm word phrases.
Pitch
Texture
Form Success Criteria
Style I can see or hear a word and turn it into a ta or ti-ti. I can create my own pattern with words.
Experiences
of Music
X Speaking Preparation/Materials:
Singing Rhythm sticks (sanitized)
Moving Manipulative cards ready
X Creating "Thanksgiving at Our House"
X Playing
Listening
X Reading Introduction/Anticipatory Set:
Writing
As students come in, have "Thanksgiving at Our House" playing.
Welcome the class, review expectations, go over LT/SC (our goal of the day)
Canvas "How-To" Reminder for asynchronous Monday.
Process:
Part 1:
Remind students of rhythm stick expectations, cleaning, etc- pass out sticks, review procedures.
Steady beat, focusing practice to Thanksgiving at Our House.

Part 2:
Teacher demonstrates pie patterns on the board- Students practice reading patterns.
Practice individual words- have students figure out which words have two clicks vs one click.
Draw a ta and ti-ti on the board- have students help recall the names of the symbols.
Take a pie word like "apple", have students figure out if it matches ta or ti-ti- Do some more practice
"conversions" in both directions.
Teacher creates a sample pie pattern- give students an opportunity to "translate" into ta's and ti-ti's

Part 3:
Students get 1-2 minutes to create their own pie patterns.

Amount of time left before clean-up determines the next steps- I will use one of the two following strategies to
have students "share out".
Option 1- share in pairs first (reminders of keeping space and masks on), then teacher samples from the class to
put it on the board.

Option 2: Teacher samples from students who want to share their creations to put on the board- use those to
practice 'translating'.
Closure:
Exit ticket- Random word ta/ti-ti translation-Students tell me their answer as they participate in our cleanup
procedures for the sticks.

Assessment/Success Criteria:
Formative assessment throughout the lesson- checking for understanding of 1 sound/2 sound, checking for
understanding of ta/ti-ti symbols.
Exit ticket/closure activity as extra assessment of ta/ ti ti understanding.

Extension
All students share out their 4 beat pattern and class echos it back.