AmandaLivesey

4/18/16
SecondGrade:Aural/OralActivityPlan

1. SummaryofLessonPlan:
Inthisclassperiod,studentswilllearnavarietyofsongs
andchantsinmajorandminortonalityanddupleandtriplemeter.Classwillbegin
withahellosongandhaveavarietyoftonalandrhythmanchoractivitiesincluding
movement,rotesongprocedure,writingintriplemeter,workingwithinstruments
andwillconcludewithagoodbyesong.
2. StudentCharacteristicsandPriorKnowledge:
TheSareinsecondgrade.Earlier
intheyear,studentsexperiencedsongsindupleandtriplemetersthroughsongs
andchants.StudentsalsousedCFMandhandsonmovementactivities(ex.moving
withscarves)tomovetotheMBandmbindupleandtriplemeters.Theywere
informallyintroducedtomajorandminortonalityaswellasdupleandtriplemeter
throughshortsongsandchantsandmostweresuccessfullyabletosingtheRT.
Throughimitation,rotesong,differentiationandimprovisation,andmovementand
instrumentactivities,studentssangshort,characteristicmelodicandrhythm
patternsinavarietyoftonalitiesandmeters.Studentshavealsoidentifiedsameand
differentmelodiesandrhythmsinavarietyoftonalities/meters,andhave
improvisedbothrhythmicallyandmelodically.Studentshavereadandwritten
rhythmstoriesindupleandtriplemeter.
3. LearningGoals/Objectives/Standards:
1.ChantMBandmbpatternsinavarietyofmeters.
a)SwillchantdupleandtriplemeterMBandmbpatternsinteaching
mode(imitation)andevaluationmode.
b)SwillimitateMBandmbpatternsinduplemeterandtriplemeterboth

individuallyandasagroup.
2.Tomovetoavarietyofmeters.
a)SwillmovetotheMBinthedupleandtriplemetersongs/chants.
b)Swillmovetothembinthedupleandtriplemetersongs/chants.
3.Tosingdifferentmelodiesinavarietyoftonalities.
a)Swilllearnsongsinmajorandminortonality.
b)SwillimitatethenaudiatetheRTinmajorandminortonality.
c)Swillimitatecharacteristicmelodicpatternsinmajorandminor
tonality.
d)Swillidentifysameanddifferentpatternsinmajortonality.
4.TomoveLabanmovementefforts.
a)SwillmovewithCFM.
b)Swillmovewithflow,weight,space,time.

NationalArtsStandards:
Creating1.1.1:Withlimitedguidance,generatemusicalideasinmultipletonalities
andmeters
Creating1.1.2:Improviserhythmicandmelodicpatternsandmusicalideasfora
specificpurpose.
4. InstructionalMaterials:


HelloitsGoodtoSeeYa!
Ball(TwillrolltoSandhavethemsingRTandDominant)

WalkingShoes
(fromJRIBook1)

EarlytoBed,EarlytoRise
(triplemeterchant)
TripleMeterRhythmStory
TripleMeterRhythmStoryWorksheet(forStowritetheirownstory)

StirringOurBrew
(fromJRIBook1)
RhythmSticks

Engine,Engine
(duplemeterchant)
Eggshakers(forMBandmbofduplemeterchant)

Sunshine
(fromJRIBook1)
Beanbagandtwobaskets(forsameanddifferentpatterns)

1. MajorTonalityHellosong
HelloitsGoodtoSeeYa!

Objectives:
SwillimitatethenaudiatetheRTinmajortonality.Swillmovewith
CFMandalsomovetotheMBandmbasTperformssonginmajortonality.

TeachingMethods/Procedures/LearningActivities
:
1. TwillgestureStositinacircleasTsingstonalsequence.Twillsingthe
hellosongasSlistenandmovewithCFM.
2. TgesturesSandpointstoherfeetasshedemonstratesMB.S

imitatetheTmovementsastheylistentothesong.
3. TsingsthewholesongasshegesturesStotaptothembwiththeir

hands.Stapthemb,usingspiderfingersasTsingsthesong.
4. TwillsingthetonalsequenceandgestureStosingtheRT.SwillsingtheRT
everytimetheTstopssingingandgestures.
5. WhenTstopshersong,TwillrolltheballtoSandsingtothemhoware
you?(soldo).Theywillthenanswerbysinginghowtheareusingsoldo.T
willrepeatthisseveraltimes.

AssessmentStrategies
:Swillbeindividuallyassessedusinganobservational
checklistontheirabilitytosingthedominantandRTpattern(soldo).
2. MovementActivity:
WalkingShoes
Objectives:
Swillmovewithflow,weight,space,andtime.

TeachingMethods/Procedures/LearningActivities
:
1. Tgesturesstudentstostandandformacircle.Tperformsthetonal
sequenceinmixolydian.TgesturesforStomovewithCFMandlistenasT
performsthesong.
2. TgesturesstudentsandpointstoherfeetasshedemonstratesMB.S
imitatetheTmovementsastheylistentothesong.
3. TsingsthewholesongasshegesturesStotaptothembwiththeirhands.
StapthembasTsingsthesong.
4. TwillsingthetonalsequenceandgestureStosingtheRT.Swillsingthe
RTeverytimetheTstopssingingandgestures.
5. TwillthenexplainthatSwillbemovinginselfspaceandwillhavestudents
reviewtherulesofselfspace.

6. Smovetothesongwhileontheirtiptoes,marching,hopping,andtwisting
totheMB.TwillsingthetonalsequenceandgesturesStostartmoving
beforesingingthesongonthewords.Attheendofeach
movement,T
willhaveSsingtheRT.Twillrepeatthisseveraltimesandtakesuggestions
fromSastohowtheycanmove.
7. Twillchangethewordsofthesongto,ImGonnaPutonmySittingShoes,
andbytheendofthesong,allSshouldbesittinginthecircle.

AssessmentStrategies
:Swillbeassessed,asaclass,basedontheirabilitytomove
inselfspaceaswellasaudiateandsingtheRT.
3. TripleMeterChantandRhythmWriting

Objectives:
SwillchantdupleandtriplemeterMBandmbpatternsinteaching
mode(imitation)andevaluationmode;SwillmovetotheMBandmbintheduple
andtriplemetersongs/chants;SwillwriteMBandmbpatternsintriplemeter.

TeachingMethods/Procedures/LearningActivities
:
1. TgesturesStostandinthecircle,movewithCFM,andlistenasTperforms
EarlytoBed,EarlytoRise.
2. Tpointstofeetforstudentstowatchher.Tgesturestostudentstomove
theirfeettotheMBandsaydu,asTperformsthechant.
3. TgesturesforStopattheirkneesandsaydudaditothemb,asT
performsthechantonaneutralsyllable.
4. TwillthenhaveSengageinpatterninstruction.TwillhaveSimitate
rhythmanchorsintriplemeterasaclass.
5. Twillmodelwriteherpatternsonly,atfirst,intriplemeter.
6. TwillverbalizeherprocessbyfirstsayingIamaudiatingatriplemeter
rhythmstoryanditgoeslikethis!Twillbegintowriteherstoryandwill
explainthatshehasa6/8andalinetowriteherstoryon.Twillthenwrite
herstoryinfrontoftheclass.
7. TwillaskStoaudiateherstory,andSwillthenreaditaloudasaclass.
8. Twillthenpassoutaworksheetwithalineandatimesignaturetowrite
theirownrhythmstories.

9. TwillcirculateasSwritetheirownstoriesandwillhaveSvolunteertoread
theirstories.TwillthencollectpapersasshechantsEarlytoBed,Earlyto
Rise.

AssessmentStrategies
:Swillbeindividuallyassessed,usinganobservational
checklist,ontheirabilitytowriteintriplemeter.Striplemeterstorieswillbe
collectedattheendofclassandwillbeusedtoassesstheirunderstandingoftriple
meterMBandmbpatterns.
4. MinorTonalityAnchorActivity:
StirringOurBrew
Objectives:
SwillimitatethenaudiatetheRTinmajorandminortonality;
Swillimitatecharacteristicmelodicpatternsinmajorandminortonality.

TeachingMethods/Procedures/LearningActivities
:
1. TwillsingthetonalsequenceinminortonalityandhaveSmovetotheMB
andmb.
2. TwillsingandhaveSimitatetheRTeverytimeshestopsthesong.Twill
thengiveSminortonalityfamiliarorderpatternstoimitateasaclass.

3. TwillthentellSthattheywillbemakingsoupintheirbigpotinthemiddle
ofthecircleandwillaskstudentsforsuggestionsofwhatwecanadd.Twill
haveSusetheirsingingvoicesandimitatepatternsastheygivesuggestions.
4. Twillrepeatthisseveraltimes.TwillhaveSperformarhythmchantasthey
chopuptheiringredientsusingtherhythmsticks.Twillincorporate
movementsasthesoupgetsthickerandthinnerastheystir.

Assessment:
Swillbeindividuallyassessedontheirabilitytoimitatecharacteristic
melodicpatternsinminortonality.
5. DupleMeterActivitywithEggShakers:
Engine,Engine
Objectives:
SwillchantdupleandtriplemeterMBandmbpatternsinteaching
mode(imitation)andevaluationmode;SwillmovetotheMBandmbintheduple
andtriplemetersongs/chants.

TeachingMethods/Procedures/LearningActivities
:
1. TwillgesturestudentstostandinacircleandlistenasTchantsonaneutral
syllable.Twillperformthechantmultipletimes.
2. TwillgestureStomovewithCFMasTperformschant
3. TpointstofeetandgesturesstudentstosteptotheMBofthechant.Twill
thenhaveSmovetothemb.
4. Tthenchantsfour4MBlongfamiliarorderrhythmpatternstotheclass
usingacombinationofMBandmb.Thestudentswillthenimitatethe
rhythmicpatternswhentheTgestures.
5. TwillpassouteggshakersasTperformsthechantontext.TwillhaveS
leavetheireggshakersinfrontofthem.Twillestablishshakerrulesanda
shakerrestingpositionforwhenwearenotplaying.
6. TgesturesstudentstoshaketheshakertotheMBofthechant.Twillmake
sureSdonotshaketheirshakersuntildirectedtodoso.Theclassmovesto
multiplerepetitionsofthechant.
7. TbeginstoshaketheeggshakertothembofthechantandgesturesStodo
thesame.TmodelsforSandgesturesthemtoshaketheeggshakerstothe
mb

asTchantsonaneutralsyllable.Theclassmovestomultiplerepetitions
ofthechant.
8. 8.TwillresumethechantonthewordsasshegesturesStoshakethe
shakerstomb.TwillperformthechantforS.
9. AsSputtheirshakersinthebin,Twillgivethemapatterninduplemeterto
imitate.

Assessment:
Swillbeassessedindividuallywhentheyaregivenapatternatthe
endofthelesson.SwillassessedasaclassontheirabilitytomovetotheMBandmb
induplemeter.
6. SameandDifferentinMajorTonality:
Sunshine
Objectives:
Swillidentifysameanddifferentpatternsinmajortonality.

TeachingMethods/Procedures/LearningActivities
:
1. TwillsingthetonalsequenceandgestureStositinthecircleandmovewith
CFMasTperformsthesong.SwillthenmovetotheMBandmb.
2. TwillsingthetonalsequenceandgestureStosingtheRT.SwillsingtheRT
everytimetheTstopssingingandgestures.

3. Twillexplainthedifferencebetweensameanddifferent,andwillperform
anexample.Twillsingtwopatternsandplacethebeanbagintoeitherthe
sameordifferentbasket.
4. Twillthenpassabeanbagaroundthecircle,andwheneverTstops
characteristictonalpatterns.Swillthenhavetodecidewhetherthepatterns
werethesameordifferentandplacetheirbeanbagintheappropriatebasket.
Swouldthenreturntohis/herseatandanotherstudentwouldgo.(NotallS
willgetaturnthisclass)
5. TwillsingthesongonemoretimeandwillhaveSreturntotheiroriginal
seatsbytheendofthesong.

Assessment:
Swillbeindividuallyassessedontheirabilitytoidentifysame
anddifferentinmajortonality.Anobservationalchecklistwillbeused.
5.PossiblePitfallsandTeachableMoments:
1.Studentsdonotsingtherestingtoneormelody/patterncorrectlyorfeelhesitant
tosing.
a)TwillsingwithstudentandorremodeltheRT,soifthestudentfeels
comfortable,theycantryagain.
b)TwilllistentoSastheytrytosingthesongandwilladdressareas

wherestudentsneedmoreassistancewhenaudiating.Twilllightlyscaffoldas
thestudenttriesthepatternwiththeT.
2.Studentsdonotfollowdirectionsorusetheshakersandothermusicalequipment
properly.
a) TwillaskSwhoareraisingtheirhandstoremindtheclassofourrules.
b) TwillfreezetheactivityandsongifSarenotfollowingdirections.Twillalso
beincloserproximitytothestudentswhoarenotfollowingdirections.
6.Extensions:
1. Twilldoasimilarwritingactivitywithduplemeter,andmayevendosome
sortofdictationwheretheTchantsapatternandShavetowriteit.
2. Tcoulddoadifferentiationactivitybycomparingmajorandminorfamiliar
orderpatternsordupleandtriplemeteranchors.