Music Lesson Plan


Grade Level: 2nd grade
Date: 9/24-9/25


Lesson Activity: 1, 2, 3. Mama Caught a Flea!
-Lesson 3


Concepts: Expression          m      Form                         Timbre        Texture/Harmony

Skills:      ing          ayg        Moving           in                        Listening/Analyzing


Vocabulary:                                            Materials and Equipment:
beat, rhythm, quarter note, quarter rest,           mallets, xylophones, Student Assent Forms
eighth notes, sol. mi

Objectives:
TLW sing on pitch.
TLW notate and perform a rhythm using quarter notes, quarter rests, and eighth notes.
TLW notate and perform a melody containing the pitches sol and mi.

Sunshine State Standards Achieved:
  Skills and Techniques
  0 1. The student sings, alone and with others, a varied repertoire of music. M.U.A. 1.1 (1,2)
  0 2. The student performs on instruments, alone and with others, a varied repertoire of music. M.U.A. 2.1 (1)
  0 3. The student reads and notates music. M.U.A. 3.1 (1)
  Creation and Communication
  0 1. The student improvises melodies, variations and accompaniments. M.U.B.1.1 ()
  R 2. The student composes and arranges music within specific guidelines. M.U.B.2.1 ()
  Cultural and Historical Connections
  O 1. The student understands music in relation to culture and history. M.U.C.1.1 ()
  Aesthetic and Critical Analysis
  O 1. The student listens to, analyzes, and describes music. M.U.D.1.1 ()
  O 2. The student evaluates music and music performances. M.U.D.2.1 ()
  Applications to Life
  O 1. The student understands the relationship between music, the arts, and disciplines outside the arts. M.U.E.1.1 ()
  O 2. The student understands relationships between music and the world beyond the school setting. M.U.E.2.1 ()


Procedure:
1. Review rhyme from previous lesson and rhythm on the chart.
2. Sing sol, mi patterns using words and rhythm from the rhyme. Add hand signs to show high and
        low.
3. Discover notation of sol mi patterns on a one-line staff, notating sol (high) sounds above the staff
        line and mi (low) sounds below the staff line.
        Group 1: Use only black notation for pitches;
        Group 2: Use green notes for sol, orange notes for mi.
4. Compose a melody for the rhyme as a class on board. Practice playing on knees, then xylophones.
5. Tell students that next week they will compose their own melody for the rhyme, choosing sol or mi
        for each note.
6. Distribute and sign Student Assent Forms.