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Asbury Park School District · Asbury Park School District ... maracas, jingle bells, triangles, sand blocks etc. ... a student may want to say the lyrics of a song instead of singing

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Page 1: Asbury Park School District · Asbury Park School District ... maracas, jingle bells, triangles, sand blocks etc. ... a student may want to say the lyrics of a song instead of singing

Asbury Park School District

Name of Unit: Second Grade Music Unit 3 Unit #/Duration: 9 Weeks, Marking Period 3 Content Area: General Music Grade Level: Second Grade Big Idea: Musical notation captures tonality, dynamic range, and rhythm. Conventional instruments are divided into musical families according to shared properties. Essential Questions:

● How are instruments categorized into families? ● How do I follow musical directions? ● How is music created with patterns? ● How do I read music?

I Can Statements: ● I can follow first and second endings. ● I can improvise and compose music with pitches of do, re,

mi, la, and sol. ● I can perform and write music with quarter notes, eighth

notes, half notes, quarter note rests, half note rests, and whole note rests.

● I can identify, play, and sing the dynamics of pianissimo and fortissimo

● I can identify and play the line notes on the staff. ● I can identify and play music with meters of 2/4 and 4/4 ● I can identify and categorize instruments in the Brass

Family ● I can compare instruments in the Brass Family and

Woodwind Family Common Core State Standards: Priority Standards: 1.3 Performance 1.3.2.B.5 IMprovisation is a foundational skill for music composition. Improvise short tonal and rhythmic patterns over ostinatos, and modify melodic or rhythmic patterns using selected notes and or scales to create expressive ideas. 1.1 The Creative Process 1.1.2.B.3 Music is often defined as organized sound that is dependent on predictable properties of tone and pitch. Musical notation captures tonality, dynamic range, and rhythm. Identify and categorize sound sources by common traits (e.g. scales, rhythmic patterns, and/or other musical elements), and identify rhythmic notation up to eighth notes and rests.) 1.1.2.B.4 Musical instruments have unique qualities of tonality and resonance. Conventional instruments are divided into musical families according to shared properties. Categorize families of instruments and identify their associated musical properties. Supporting Standards: 1.3 Performance 1.3.2.B.1 The ability to read music notation correlates with musical fluency and literacy. Notation systems are complex symbolic languages that indicate pitch, rhythm, dynamics, and tempo. Clap, sing, or play on pitch from basic notation in the treble clef, with consideration of pitch, rhythm, dynamics, and tempo. Music Content Areas of Focus: Rhythm: Steady Beat, Syncopation. From standard notation: Quarter Note, Eighth Note, Quarter Note Rest, Half Note, Whole Note, half note rests, whole note rests. Melody: High Vs. Low, High Do, Low Do, Mi, Sol, La, Re Harmony: Monophonic, Unison, Rhythmic Ostinato, Chord Bordun Tone Color: Percussion instruments Notation: Bar lines, Treble Clef, Line Notes and Space Notes (without letter names)

Page 2: Asbury Park School District · Asbury Park School District ... maracas, jingle bells, triangles, sand blocks etc. ... a student may want to say the lyrics of a song instead of singing

Expressive Elements: Dynamics: piano and forte Tempo: Fast and Slow Form: AABA form, Binary form, ABA, Call and Response, Echoing. Mode/Keys: Major Pentatonic, Major Keys, Minor Keys Instruments: Play all classroom instruments including hand drums, auxiliary percussion, Orff percussion, or other pitched percussion. Interdisciplinary Connections: Symbol: **IC Technology Integration: (Standards included only if students will be demonstrating knowledge/understanding/skill.) Symbol: ***TI

Texts Primary Text:

● Materials that are available to you or personally created. ● Performance material and text ● Non-pitched percussion instruments: rhythm sticks, tambourines, maracas, jingle bells, triangles, sand blocks etc. ● Pitched percussion instruments: pitched instruments tuned to C Major scale such as Orff mallet percussion, boomwhackers, or bells. ● Smithsonian Folkways http://www.folkways.si.edu/ ● Kodaly Center: The American Folk Song Collection: http://kodaly.hnu.edu/collection.cfm

Secondary/Supplemental Texts: ● Rhythm Pies by Lenna R. Harris ● Quaver Music Online Curriculum ● Little Kids Rock ● Freddie The Frog and The Thump In The Night by Sharon Burch ● Freddie The Frog and The Secret of Crater Island by Sharon Burch ● Winding It Back: Teaching to Individual Differences In Music Classroom and Ensemble Settings. Edited by Alice M. Hammel, Roberta Y. Hickox, and Ryan M. Hourigan.

Suggested Instructional Activities/Strategies

Instrument Families

● Instrument Family Packets ● Woodwind and Brass Family Venn Diagram

Dynamics

● Sing music with a variety of dynamics: introduce new dynamics through lense of the repertoire ● Practice drawing the new symbols ● Create poetry with changing dynamics to isolate the dynamics from pitch and rhythm ● Label known music with new dynamic changes.

Meter

● Movement: Use games and dances that use movements that identify the down beat. ○ 4/4

■ While singing a song, walk in a circle in one direction, change direction with every four beats. ■ Use a dance song that incorporates changing the movement or activity every four beats.

○ 2/4 ■ Al Citron ■ A Tisket A Tasket: While singing, add skipping and even clapping to identify down beats and the

pattern of two. ■ Play various types of marches in 2/4 and connect that they have two feet, one for each beat.

1st and 2nd Ending

● Relays between repeat signs and endings on the floor ● Follow scores with highlighting and symbols

Page 3: Asbury Park School District · Asbury Park School District ... maracas, jingle bells, triangles, sand blocks etc. ... a student may want to say the lyrics of a song instead of singing

Vocabulary

Domain Specific Academic Vocabulary (Tier 3) ● Meter ● Instrument Families ● Woodwind Family ● Brass Family ● Quarter Note, Eighth Note, Quarter Note Rest, Half Note, Whole Note ● Bar line, Repeat Sign ● Treble Clef ● Form ● Dynamics ● Solfege ● Rhythm ● Beat ● Percussion Family ● Vibrations ● Amplification ● Crescendo ● Decrescendo ● Pianissimo ● Fortissimo ● First Ending ● Second Ending ● Line Notes ● Optional Vocabulary

o Idiophone o Membranophone

General Academic Vocabulary (Tier 2) ● Phrase ● Vibrations ● Amplification ● Form ● Venn Diagram

Assessments Formative Assessments: ● Instrument Family Packet ● Group performances of first and second endings ● Woodwind and Brass Family Venn Diagram ● Woodwind Instrument Quiz ●

Summative Assessment: ● Individual Performance of song with first and second

ending. ● Composition using learned rhythms and two pitches on

pitched percussion. ● Woodwind Instrument Test

Type Differentiation/Scaffolding

(for example ELL, students who are classified, struggling learners, etc.) When differentiating, remember to allow multiple points of access in each area of

instruction. Consider each topic area of instruction and view them as if on a spectrum. Wind back or forward within this spectrum, depending on individual needs of each student. For example, at this point in the curriculum, the students are expected to know how to read, and play an array of rhythms. Not all students may be at the level to play all, or possibly any, of the rhythms. The rhythmic spectrum would begin with steady beat, then progress to quarter notes as single syllable words, eighth notes as two-syllable words, so on and so forth. During a full-class activity, some students may still be playing a steady beat, while others are reading and playing quarter note and eighth note rhythms. Please see the book Winding It Back: Teaching to Individual Differences In Music Classroom and Ensemble Settings suggested in the

Page 4: Asbury Park School District · Asbury Park School District ... maracas, jingle bells, triangles, sand blocks etc. ... a student may want to say the lyrics of a song instead of singing

Secondary/Supplemental Text section for additional examples and lesson ideas. Visual ● Use consistent visuals and verbal imagery when representing words that are contingent

upon word relationships such as fast/slow, and loud/soft. At this age level, visuals may be paired with vocabulary words such as Quarter Note, Treble Clef etc. For students who struggle with reading the written word, be sure to provide visual and iconic examples of various musical terms when assessing. Be sure that when assessing the vocabulary, that options for verbal response is provided to determine whether or not the student understands what the symbol is and its function in music, and not just how to read the word.

Auditory ● Students will experience all of the musical concepts first through experience in auditory learning and practice. Students should be consistently encouraged to verbalize rhythms while playing, sing a varied repertoire to expose them to multiple types of melodic movement, tonality, meters, etc. Although less rote teaching may be used at this grade level, as students are progressing in their notational skills, teachers should still provide auditory examples of music to reinforce what is being read through listening.

Kinesthetic ● At this age level, kinesthetic activities will not only function as a tool when teaching new concepts such as syncopation, but will also be a tool to use when reinforcing concepts from previous years, and when “winding back” is needed. Some students who struggle with vocabulary or visual/notational prompts, may need to experience a musical concept through movement again, before being able to grasp the greater concept. ● Allow multiple points of access when it comes to movement depending on motor skills and level of mobility. The teacher should demonstrate multiple examples of movement, allowing students to practice and develop a vocabulary of expressive movement, before given free range during an activity.

Language Development ● Not all students can or want to sing or verbalize in music class. Give students multiple outlets in which they can express themselves musically that may allow for lack of verbalization. For example, a student may want to say the lyrics of a song instead of singing them. Students may also be given instruments so they may play along with a song without having to use their voices in any capacity. The use of solfege is also important, and students should be encouraged to use their hands to represent pitches, if they are not physically creating any sound, but this allows the teacher to assess whether the students recognize changes in pitches and sound while listening and following along.

● At this age group, students may feel more comfortable singing to, or with a puppet or type of prop such as a fake microphone.

● ESL/ELL: Be sure to pick a variety of music when practicing the concepts of this unit. This will include instrumental pieces without lyrics, and songs of various languages. The iconic representation of musical concepts such as fast/slow and loud/soft will be essential to students speaking languages other than the teacher’s primary language. It is encouraged, however, that teachers look up a few basic words in the languages their students speak such as fast/slow, loud/soft, sing, dance, etc. These few words will assist greatly when reaching the students.

Appendix 1

(graphic organizers, rubrics, websites, activities, manipulatives, sample assessments, etc.) ●

Appendix 2

(Quad D Exemplar Lesson Plan)

Page 5: Asbury Park School District · Asbury Park School District ... maracas, jingle bells, triangles, sand blocks etc. ... a student may want to say the lyrics of a song instead of singing