Elementary Lesson Plan For Grade Level: Second Grade Submitted by: Tabbatha Brooks Rationale: The students

will read rhythms, Use hand signs and sing different patterns involving Mi Sol La, and discover an African Clapping Game. Materials: Welcome, Welcome by Avon Gillespie, Rhythm Flash Cards, Piano, Barred Instruments, Mallets, Sol La Mi Smart Board Score Board, We are Dancing in the Forest a Traditional Childrens Singing Game, Solfege Ladder with Hand Signs, and a Smart Board Map of the World. TEKS Achieved: Sing or play a classroom instrument independently or in groups. Read and write simple music notation, using a system. Read and write music that incorporates basic rhythmic patterns in simple meters. Sing songs from diverse cultures and styles or play such songs on a musical instrument. History: 113.413 1.)2 Blooms Taxonomy: Knowledge, Comprehension, Application, Analysis, Evaluation Differentiated Learning: Auditory, Kinesthetic, Intrapersonal, Interpersonal, Visual/Spatial, Musical Classroom Strategies: Technology, Maps, Hands-On, Whole-Group

Welcome, Welcome by Avon Gillespie

Objectives: TSW sing in a group. TSW Identify the melody and an ostinato. Lesson Plan Process Melody (Introduction) Teacher sings the melody to Welcome, Welcome as students enter the room. Students echo sing the melody. Students sing the melody with the teacher. Students sing the melody alone. Ostinato Teacher asks the students to raise their hand if they know what an ostinato is. (a short repeated pattern) Teacher sings one ostinato. Students echo sing the ostinato. Students sing the ostinato with the teacher. Students sing the ostinato without the teacher. Melody and Ostinato The students sing the Melody and the teacher joins in with the ostinato. Divide the students in half. One half Sings the melody, and the other half comes in the second time with the ostinato.

Rhythm Flash Cards Objectives: TSW identify quarter notes (one beat) (Ta), eighth notes ( two in a beat) (Ti-Ti) , and half notes (two beats) (Ta-a). TSW keep the steady beat. TSW use proper mallet technique. TSW practice proper barred instrument procedures. Lesson Plan Process While Sitting: Reminder! If you do not participate you will not get to play an instrument! (Introduction) Review the different notes and rests. (What is this kind of note called? How many beats does it get? What do we say for it?) Repeat questions for rests. Students count each rhythm card while keeping the steady beat. Game: If the students count the card correctly they get a point. If the students do not, the teacher receives a point. (If time allows) At the Barred Instruments: Review the proper procedures going to and at the barred instruments. Students demonstrate a quarter note. (Ta) Students demonstrate one set of eighth notes. (Ti-Ti) Reminder! Be sure your hands take turns! Students demonstrate two half notes. (Ta-a) Question: How many times do you play for one half note? For each note card o Students say the rhythm not playing (mallets on shoulders). o Students play and say the rhythm.

Sol La Mi Game Game Plan by Jeff Kriske and Randy DeLelles Objectives: TSW use correct hand signs for Mi Sol and La TSW use their singing voices and sing the appropriate pitch for each syllable. Lesson Plan Process Echo Singing Mi Sol La Show me the hand sign for Mi Show me the hand sign for Sol Show me the hand sign for La Teacher signs patterns with Mi Sol La and students echo. Game Students echo everything besides Sol La Mi (in that order). If the students echo Sol La Mi, the teacher gets a point. If the students remain silent, the students get a point. If students are not participating the teacher will get a point. We will go to 5 points. We are Dancing in the Forest A Traditional Childrens Singing Game

Objectives: TSW use an appropriate singing voice. TSW keep the steady beat while dancing about the room. TSW Sing the pitches Mi Sol and La. Lesson Plan Process (Story) Once upon a time there was a beautiful forest. It had trees as tall as the sky and flowers grew there in every color you could imagine. The children loved to play there, but there was one problem. A mean old wolf lived near by who loved to chase and scare the children. As the children played in the forest they would sing this song. Song Teacher sings, We are Dancing in the Forest. Students echo the teacher. Students echo problem areas. Students sing the song with the teacher. Students sing alone. Game One student (The Wolf) stands at the front of the room facing the wall as everyone sings the song. All of the other students dance around the room. When the song is over, the students freeze and the wolf quickly turns around. Any students the wolf saw moving go sit to the side of the room and another wolf is chosen. (Repeat)

Introducing Sorida A Childrens Clapping Game from Zimbabwe

Objectives: TSW review Sol Mi Do hand signs. TSW Sing in 6/8 meter. TSW identify Africa and Zimbabwe on a map. Lesson Plan Process: History Sorida is a Childrens Clapping Game from Zimbabwe. Question: Does anyone know where Zimbabwe is? If a student knows where it is, allow them to point it out on the smart board map. Otherwise, point out Africa and Zimbabwe on the map for them. Sol Mi Do Show me the hand sign for Sol. Show me the hand sign for Mi. Show me the hand sign for Do. Students echo the teacher as the teacher introduces the melody to Sorida in solfege. Song Teacher sings the song. Students echo the teacher. Students listen longer and echo the teacher. Students sing with the teacher. Students sing alone. Next time: Students will review the song and locations on the map. They will also learn the clapping game with a partner. Conclusion The teacher assesses what the students have learned with the following statements/questions. Show me the hand sign for Sol. Show me the hand sign for Mi. Show me the hand sign for Do. Show me the hand sign for La. Raise your hand if you can point to Africa on the map. (If time allows) Have the students write on a sticky note what their favorite part of music class was today.

Accommodations: Use lots of visuals (pictures and words on the board). Use adaptable mallets to assist a child with physical disabilities. Give lots of examples and provide opportunities for hands on learning. Explain things in more than one way. Assessment/Evaluation: Ask questions for understanding and make sure to call on different students each time. Pay attention to students who may be having a difficult time with the rhythm cards, using their singing voice, singing on pitch, etc. During the conclusion portion watch to see how many children are retaining the information.