Patrick Robert Peters

973-220-0301 | patrickrpetersmusic@gmail.com
patrickrpeters.weebly.com

Period 1 (9:30-10:15 AM) – 2nd Grade

Context/Prior Knowledge
Cycle 2 of the Feierabend Curriculum – Second-Year Lessons (Semester 1/Lesson 2)
Students who modeled good movement last class got to select some extra songs to perform
throughout today’s lesson.

Essential Goal
Students will engage their voices and bodies in response to music, culminating in a live
performance where each student gets to accompany the class by strumming an autoharp.

Materials
First Steps in Music for Preschool and Beyond: The Curriculum, pg. 221
Move it DVD: #5
Ukulele
Carnival of the Animals – Fish: https://www.youtube.com/watch?v=IyFpZ5MZ7kk
Keeping the Beat Track 26
“In the Woods” picture cards
Mini-Speaker

Glossary of Terms
 Arioso – the act of making up a song on the spot through singing an answer to a
question or telling a story

National Standards
MU:Cr1.1.2a: Improvise rhythmic and melodic patterns and musical ideas for a specific
purpose.
MU:Pr6.1.2a: Perform music for a specific purpose with expression and technical accuracy.
MU:Re7.1.2a: Explain and demonstrate how personal interests and experiences influence
musical selection for specific purposes.
MU:Cn10.0.2a: Demonstrate how interests, knowledge, and skills relate to personal choices
and intent when creating, performing, and responding to music

Learning Outcomes
1. Students will echo the teacher’s singing
2. Students will display proper movements during movement activities
3. Students will perform the tempo of “Wake Up You Lazy Bones” while teacher sings and
will sing the response with the movements
4. Students will perform the autoharp accompaniment with the class

Procedure
1. Pitch Exploration – vocal warm-up
a. The Airplane Ride (All right! Oh No…)
b. Ice Cream Sundae
2. Song Fragments – students echo teacher and sing together
a. In the Woods – with picture cards
b. Accompany on ukulele
c. Over time, let students take over the stacking of parts (bird was in the egg & the
egg was in the nest etc.)
d. Shakers can be used
3. Peep Squirrel – students only need to do motions (can sing if they want)
a. 1st time - Make your best squirrel impression
b. 2nd time – Students sing the “Do Da Diddle-um”
c. 3rd time – Students start the piece and the “Peep Squirrel”
d. 4th time – students sing without teacher
e. Shakers can be used
4. Arioso Land
a. Teacher will sing song about the weekend
i. Celebrated Easter
ii. Called home to my family
iii. Ate lots of Peeps and candy
b. What did students do this long weekend? (4-5 student volunteers)
5. Little Blue Top
6. On Top of Spaghetti
7. Movement Exploration
a. Bubbles
b. Let’s take our imaginary bubble wand, and blow ourselves a tiny bubble, then
catch it in the palm of your hand.
c. I’m going to play a song now, and whenever you hear the strings, you’re going to
lift that bubble as high up into the air as possible and let it dance on top of your
palm. Whenever you hear the piano by itself, you’re going to let the bubble go
and slowly let it float back down. Then when the strings come back in, catch the
bubble and bring it back up again.
d. Now be very careful with your bubble, if you move too fast or too crazy, it will
pop. And if I see it pop, you’ll have to sit back down until the song is over. But I
want all of you to get a chance to move with your bubble, so can we all promise
to be very, very gentle?
e. Start music: Carnival of the Animals – Fish
8. Movement for Form and Expression
a. Wake Up You Lazy Bones
i. Put shakers away
ii. Two sections to this piece
1. First part, everyone needs to tap along on their legs and listen.
2. Second part, we’re going to sing together and do these motions –
have students echo
a. “The Cows Are Gone” – put one elbow on desk/knees
b. “The Sun is Hot” – put other elbow up and clasp hands
together in naptime pose (tilted)
c. “I think I’ll rest” – lean head against hands
d. “’Til they come home” – close eyes and rest
iii. Teacher then interrupts with the main line again and students should tap
along (don’t explain that you’re starting over, just do it and tap very
obviously)
iv. Sing with the students and do the actions during slow part
v. If successful, next time have class sing the 2nd section on their own
b. There Was a Little Turtle
i. Pg. 128 – follow motions
c. Move It #6
 9. Beat Motions
a. Songs/Rhymes – William He Had Seven Sons
i. Each student can pick something that William’s Sons did
b. Johnny Works with One Hammer
i. Go up to 5 hammers before he is tired out
ii. Start with one fist, then two fists, then add one foot, then both feet, then
head nodding, then ‘all tired out’ stop motions
10. SongTales
a. Jennie Jenkins
b. Kitty Alone
c. Have students sit down, and take one big, relaxing breath.
i. If not enough, take one more. If they are not taking relaxing breaths,
move clips down
d. To end today, I just want you to relax and listen to some music. You may put
your head down if you like or close your eyes, just allow yourself to move in
some ways with what you’re hearing. Today’s song is called “Kitty Alone.”

Assessment
1. Teacher will aurally assess student echoing
2. Teacher will visually assess student movement. During ‘Bubbles,’ students who don’t
pop their bubbles get a choice of song to sing at the start of next class
3. Teacher will visually and aurally assess student performance for consistent tempo (hand
taps) and proper singing (Major 5th down)
4. Teacher will aurally assess student strumming performance on the autoharp as well as
the class’s willingness to follow leader

Further Learning/Extensions
1. During Beat Motions – add ‘Keeping the Beat #26’ after Beat Motions (if more than 5
minutes left of class)
2. Next class, after the warmup, students get a choice of 1-2 songs to sing if they didn’t pop
their bubbles