Juli Chiriboga

Community Park Elementary School

2nd Grade Lesson for 1/29-2/2 (50 minutes)
1/28/2024

National Standards:
MU:Cr1.1.2.b - Generate musical patterns and ideas within the context of a given tonality
MU:Cr3.1.2.a - Convey expressive intent for a specific purpose by presenting a final version of personal
musical ideas to peers or informal audience.
MU:Pr6.1.2.b - Perform appropriately for the audience and purpose.
MU:Cn10.1.2.a - Demonstrate how interests, knowledge, and skills relate to personal choices and intent when
creating, performing, and responding to music.

Objectives:
● In the tone matching activity, students will individually sing an appropriate response to the given
melodic phrase while using their best singing voice.
● Students will perform “One Bottle of Pop” without teacher assistance with accurate lyrics, notes,
and rhythms before moving on to the movement activity
● Students will collaborate with peers to create original movement compositions to the song “One
Bottle of Pop”.
● Students will perform their original movement compositions for the class.

Materials:
● Fruit manipulatives
● Visual of lyrics “One Bottle of Pop”

Sequence:
1. Students enter the room appropriately and find their assigned seats.
a. Take roll…students raise their hands and say “here” when their name is called.
2. Tone matching with 4 manipulatives.
a. Explain the game (if needed)
i. I’ll sing “Who has the strawberry?” (SLLSMM) and whoever has the strawberry
will sing “I have the strawberry” (SLLSMM)
b. Pick 4 people and call them one by one to sing.
c. Try to let everyone who wants to sing get a turn.
3. Song—“One Bottle of Pop”
a. Students can sit in the back of the classroom and face me and the poster
i. Introduce song
b. Learning Part 1
i. Sing for the class twice.
1. Active listening 1x: How many bottles did I count?
a. Reveal poster.
2. Active listening 2x: Which numbers did I sing lower than the others?
a. Place sticky notes before the answers.
 ii. Students sing with me once.
iii. Move on when students can sing independently.
c. Learning Part 2.
i. Sing for the class twice.
1. Just listen 1x. Use hands to show melodic line (high/low)
2. Active listening 2x: Which two phrases sound the same?
ii. Students sing with me once.
iii. Move on when students can sing independently.
d. Learning Part 3
i. Sing for the class twice.
1. Just listen 1x. Use hands to show melodic line (high/low)
2. Active listening 2x: Which two phrases sound the same?
ii. Students sing with me once.
iii. Move on when students can sing independently.
e. Put all three parts together as a class.
f. Move on when the class can sing the full song independently (we can try the round next
time)
4. Movement Activity— “One Bottle of Pop”
a. In pre-assigned groups, students will spend 5-10 minutes creating their own movements
or dance routine to the song.
i. Rules: They must be moving together– synchronized.
b. Before sending them to work, discuss possibilities for movements.
c. When they are done, students will return to their assigned chairs.
d. Each group will present their dances to the class at the front of the room while the class
sings with them.
5. Read Mozart book
a. Students seated in the back of the room.
b. Asking questions after each page for active listening.
6. Goodbye activity
a. Say goodbye from the back of the room.
b. Call them to line up by row, birthday month, color they’re wearing, etc.

Assessment:
● Informal, formative assessment
○ I will listen to students’ individual responses in the tone matching activity looking for
head voice and accuracy of pitch.
○ I will watch and listen as the students’ perform “One Bottle of Pop” independently for me
before moving on to the activity, looking for participation and listening for accuracy.
○ I will oversee groups working on their movement compositions, looking for appropriate
collaboration.
○ I will watch students’ final performances of their compositions at the end of the activity.