Table 2.1.

1 Grade Level, Content, Topic, and Rationale (limited to 1 page) Category 2nd grade Grade Level Fine Arts (Music) Content Area Rhythm & Composition Unit Topic This unit focuses on Standard 5, Reading and Notating Music. It focuses primarily on Benchmark 1, which includes reading notes in simple meter. The unit also touches on Standard 4, Arranging and Composing focusing on Benchmark 2, creating instrumental pieces. Description

State Standards Addressed (written format)

Average Lesson Time

50 minutes

Why did was this unit topic selected? How does this unit address state curriculum standards? Why is this unit appropriate at this time?

The students are learning the foundational skills to reading music. Reading and notating rhythms is the first stage of being able to read music. This unit gives students the opportunity to learn skills and apply these skills in a creative way. Students are performing, reading and composing. This unit also integrates math and reading skills. These students are at the point where they can start reading music symbols and learning to notate them to create their own music. This unit will create authentic learning experiences that get students excited about music. This unit also includes important foundational music skills that the students will continue to build upon in their music education.

Table 2.2.1 Unit Design Table (limited to 4 pages)

Level(s) Obj. No. Unit Objectives (e.g. Blooms Taxonomy) Knowledge, Some Application Knowledge 2 The student will read rhythmic passages in 4/4 and 3/4 time. 3 The student will compose, verbally or in writing, rhythmic passages in 4/4 time. The student will perform rhythmic passages in 4/4 time on instruments. Comprehension Synthesis Application Application Knowledge

The student will verbally and physically identify the value of quarter, eighth, half, whole & dotted half notes and corresponding rests.

Lesson Plans
V T Lesson Lesson Date R Objective(s) I C* 9/4 RI The student will verbally & physically identify note values of quarter, eighth, half, dotted half and whole notes as well as their corresponding rests. The student will be able to accurately identify the number of syllables in a word. The student will be able to write rhythms with the syllables in words, Lots of questioning and modeling. Informal- asking questions to the class about the values of notes and rests. What are the note names? How many beats are in a quarter note? Etc. Set up success for Student A with lots of positive reinforcement. Instructional Activities/ Strategies Formative Assessment (formal/informal) Describe Specific Adaptations/ Differentiation

Reading rhythms verbally and physically as a group.

Students will be taught the value of a note and given an action that goes with that note value. Example: quarter note equals one beat. The physical action is one clap.

Presented information verbally, kinesthetically and visually.

Giving lots of examples of finding syllables in words.

Formal- Each student will be asked to write their name on a sticky note. They will determine the number of syllables and then write a rhythm for their name. For example: Erin (has 2 syllables) The rhythm written could be half note& quarter. Each student will be asked to hand in their sticky note as their exit

Giving lots of examples for Student A and Student B.

Lots of repetition for Student B.

Set aside time to work one on one with Student A and Student B.

ticket. 9/5 VI Review the values of notes and rests. Review the values of notes and rests. Criterionreferenced: students using previous knowledge and applying it to new activities. Give Student A and Student B the opportunity to work music math problems on the board. Using positive reinforcement and one on one teaching.

Lecturing over time signature. The student will be able to solve simple music math problems in 3/4 and 4/4 time.

Modeling adding note values together.

One on one work as students come to the white board to work out music math problems. 9/11 VI The students will review note values and rests. The students will correctly identify vocabulary words. Students will be able to correctly match note names and values. Students will review time signatures by creating a 4/4 rhythmic passage. Review note names and values. Informal Assessment: observing students identify the appropriate vocabulary words.

Presenting information numerically and symbolically.

Students will play a vocabulary swat game where students will either correctly swat the vocabulary word or Criterioncorresponding referenced: symbol. students using their previous knowledge and adding the layer Students will review 4/4 time by of vocabulary. writing rhythmic passages on a pumpkin. (These will be our fall hallway

Formal Assessment: Students will complete

Repetition will be used for Student B to help with processing. In order for Student B to draw conclusions he will be asked to correctly identify the appropriate vocabulary word or symbol and demonstrate the corresponding kinesthetic action.

decorations).

pumpkin rhythms and I will collect them to see which students are not understanding the concept. Informal Formative: asking the class about note values and if they accurately fit into 4/4 time. Specifically ask Student A and Student B questions.

9/12

The students will be able to compose rhythmic passages in simple meter.

Modeling

Using the SMART Board, students will do a rhythmic dictation activity.

After the rhythmic passages are composed, the students will perform rhythms by saying note names and doing the actions

Informal Observation: Individual students will be asked to compose rhythmic passages.

Use of technology to have a different visual approach.

The SMART Board activity not only uses note values, but they are also color coded adding a new visual way for the students to differentiate the notes and their values. Information will be given verbally as well as sent home in a note.

9/18

The students will be introduced to the group project. The students will watch a video of the musical group

Discussion/Lecture over the group project.

Explain the project and that students need to bring recyclable items to

Students will also get to

STOMP.

be used as instruments. Example: empty milk jug, newspaper, tin can etc.

visually see the idea by watching a video of the musical group STOMP.

Students will be given the chance to ask questions. 9/19 IC The students will discuss the importance of advertisement. Students will practice persuasive advertising. Teacher-led discussion about persuasion. Informal Assessment: done by the students creating the posters using persuasive vocabulary. Teacher brings in examples of persuasive posters.

Students will be split into their groups or bands.

Students will create band posters using persuasive vocabulary.

Give the students a list of persuasive words to use on their posters.

Students will be placed in specific groups mixed with low level learners and high level learners. Formal Assessment: done by collecting each students completed worksheet to see where the groups Specifically working one on one with Student A and Student B.

9/25

The students will work in their groups and compose a rhythmic passage 24 measures long. The

Student-led group work.

Each student in the group will be given a worksheet to write out five

Walking about

student will begin playing the rhythmic passage on an instrument.

rhythmic passages in 4/4 time. Then as a group the students will choose 4 rhythmic passages from each group member to compose their song.

are on understanding note values and simple meter.

the room offering help to those who need it.

Once the song is composed, the students begin practicing on their instruments.

Informal assessment: done by walking around the room seeing students work on an individual basis.

Encouraging group members to help one another.

Modeling on the whiteboard, reviewing the previous concepts learned. Formal Assessment: using a checklist to assess the group performances. Encourage a positive performance environnent.

9/26

The bands will perform their compositions for their classmates at a Battle of the Bands competition. Students will evaluate each others performances by voting for their favorite band.

The students will get in their bands and perform their compositions for one another.

After all bands have performed the students will get a chance to vote for their favorite band to win the Battle of the Bands competition.

Use positive reinforcement for Student A and Student B.

Summative Assessment:

The summative assessment will be a combination of the performance assessment and an exact copy of the pretest. This will show if the students learned the information of not and give me a clear idea of the areas that need re-teaching. It will also give me a clear idea of which parts of this unit need to be adjusted to create more student success. The summative assessment will include all of the unit objectives.