Grade 2 Xylophone Unit Plan

Unit Author

First and Last Name:

Justin Burde

School District:

Bristol_Warren Public Schools

School Name:

Hugh Cole Elementary

School City, State:

Warren, RI

Unit Overview
Unit Plan Title:

Playing and Reading Music with Xylophones for Grade 2

Curriculum-Framing Questions

Essential Questions

How do I recognize the notes on the music staff? How

do I recognize low and high and the staff and
xylophone? How can I use music notation to play
songs on the xylophone? How do I show respect to an
instrument? How do I work fairly with other people in
games and in playing instruments?

Unit Questions

How can we push note reading skills while giving students

experience in playing simple songs in a 1 part and
homophonic (melody and accompaniment) style? How can
we incorporate the previous unit of rudimentary rhythms into
this new unit?

Unit Summary:

In this unit, students will learn to read the notes of the staff through games, anagrams and
mnemonics. They will apply this knowledge of notes and also coordination gained from
drumming in the previous unit to build skills playing xylophones. Simple songs will be taught
through modeling, singing note names, singing and playing together and playing along with
backing tracks. As the unit progresses, songs that feature more notes and more complex
rhythms (such as 8th notes) will be played. Students will be exposed to the idea of texture
through playing songs that feature melody and a drone accompaniment to be played together.

INTEL TEACH TO THE FUTURE

with support from Microsoft 2000 Intel Corporation. All Rights Reserved

Subject Area(s): Click box(es) of the subject(s) that your Unit targets

Business Education
Engineering
Home Economics
Language Arts
Music
X
School to Career
Social Studies

Drama
Foreign Language
Industrial Technology
Math
Physical Education
Science
Technology

Other:
Other:
Other:

Grade Level: Click box(es) of the grade level(s) that your Unit targets

K-2
X
6-8
ESL
Gifted and Talented

3-5
9-12
Resource
Other:

Targeted State Standards/Content Standards/Benchmarks:

From National Music Standards:

1.
2.
3.
4.

Students will play, alone and with others, a varied repertoire of instrumental music.
Students will read and notate music.
Students will listen to, describe and analyze music.
Students will evaluate music and music performances.

Student Objectives/Learning Outcomes:

1. Identify the note names of the lines and spaces of Western music notation.
2. Be able to play simple songs such as Mary had a Little Lamb and Jingle Bells on the
xylophone.

3. Play Lightly Row and Hot Cross Buns with both melody and a simple harmonic
accompaniment.

4. Be able to demonstrate and identify different types of pitches- high and low on both the
staff and xylophone.

5. Offer constructive criticism to peers- good points and room for improvement.

Procedures:

INTEL TEACH TO THE FUTURE

with support from Microsoft 2000 Intel Corporation. All Rights Reserved

1. Each class will be begin with a review of the music staff. This will consist of questionsWhat is a G Clef? What is a saying for the lines? For spaces? There will also be
games- music notes twister, bean bag toss and velcro ball toss.

2. A procedure for setting up xylophones will be created. Students must show they are
ready, sitting criss cross on a square. If they can do it quietly without whining, they are
allowed to pick xylophone partners. Quietest partners work together to get a xylophone.
We go 2-3 groups at a time so that we do not risk pushing or dropping instruments on
each other. Mallets are handed out in the same way.

3. A warmup consists of first pointing to the Middle B. Use of echo learning is done by
singing the note in a rhythm, and having the students echo in both voice and tapping.
Same thing with mallets.

4. Students practice alternating mallets. They must do so on a middle bar, a high bar
(Ask: Is it big or small?) and a low bar.

5. Students will figure out the song for the day. Note names will be written on the board
and they will play short phrases (2-4 measures) before putting the whole song together.
Approximate Time Needed:

10 45min. periods.
Prerequisite Skills:

Materials and Resources Required For Unit

INTEL TEACH TO THE FUTURE

with support from Microsoft 2000 Intel Corporation. All Rights Reserved

INTEL TEACH TO THE FUTURE

with support from Microsoft 2000 Intel Corporation. All Rights Reserved

Camera
Computer(s)
Digital Camera
DVD Player
Internet Connection

Laser Disk
Printer
Projection System
Scanner
Television

VCR
Video Camera
Video Conferencing Equip.
Other:

Technology Software: (Click boxes of all software needed.)

Database/Spreadsheet
Desktop Publishing
E-mail Software
Encyclopedia on CD-ROM

Image Processing
Internet Web Browser
Multimedia

Web Page Development

Word Processing
Other:

Page 5 of 6

Printed Materials:
Supplies:

Selected marching band literature.

Drill paper, video tapes, and film.

Internet Resources:

N/a

Others:

Professional, college video tapes and recordings of music and

drill.

Accommodations for Differentiated Instruction

Resource Student:
Non-Native English
Speaker:
Gifted Student:

1. Pair student with a Drum Major or section leader.

2. Provide after school sessions.
1. Music is the universal language pair students w/ student
who speaks the language.

1. advanced students will help others play xylophonepoint to correct notes or aid in holding mallets.

Student Assessment:

Students will be evaluated with rubrics for major projects such

as presentations, performances, and videotapes.
Students will evaluate each performance by viewing
videotape and photos of half-time show.

Key Word Search:

Staff, clef, notes, xylophone, Orff

Page 6 of 6