Music Unit Plan

NAME: Cody Swanson Lesson Name: Note Name Mania Grade Level and/or Class: 2nd Grade Two Sections DATE: 2/25/14

Major Concepts: Note names in both treble and bass clef.

Lesson Rationale: Learning to read and notate music gives students skills with which to explore music independently and with others. Reading music promotes higher level thinking skills through translation of symbols and serves as a means of communication throughout the world. A firm grounding in this standard lays the foundation for lifelong learning.

Lesson Objectives: Standards Objectives National: Content Standard 5: Reading and notating music SD: Content Standard 3: Students will read and notate music. a. K-2 Benchmarks: i. Use a system (syllables, numbers, or letters) to begin to read simple pitch notation on a staff. Behavioral Objectives As a result of this activity students will: Use a system (that is, syllables, numbers or letters) to read simple pitch notation in the treble and bass clef in major keys. Draw a note on the staff on the correct note name. Stand on and identify the correct note in the staff. Students will know the note letter of both the treble and bass clef. Spell words on the staff.

Music Unit Plan

Lesson Plan 1

NAME: Cody Swanson

DATE: 2/25/14

Lesson Plan Name: Treble Clef Mania Lesson Plan Objectives: Standards Objectives National: Content Standard 5: Reading and notating music SD: Content Standard 3: Students will read and notate music. a. K-2 Benchmarks: i. Use a system (syllables, numbers, or letters) to begin to read simple pitch notation on a staff. Behavioral Objectives As a result of this activity students will: Use a system (that is, syllables, numbers or letters) to read simple pitch notation in the treble and bass clef in major keys. Draw a note on the staff on the correct note name. Stand on and identify the correct note in the staff. Students will know the note letter of both the treble and bass clef. Lesson Assessment: Before the lesson, I will have students take a pre-test. This test will allow me to see which areas need the most attention in instruction. They will be tested over their knowledge of treble and bass clef. I also will assess my students through observation. Each day, we will use marker boards to write note names and draw notes. I will also create a life-sized staff for the students to become the note. I will assess each student as they place note names on the life-sized staff. Teaching Strategies Anticipatory Set Good afternoon, 2nd graders! Pre-test will be taken. Lets all stand on the first line of the staff. When notes are on the line, they are called line notes. Everyone find a space between the lines. When notes are in the space, they are called space notes. Play a quick game of line or space note game. Then have students walk with me on the staff. We will start with E! What comes after E in the alphabet? We will continue walking up the staff learning that for each line and space there is a different note.

Procedure I will have students find a seat. I will pick a few students to place the letters on the staff. I will assess students as they place the cut-out letter on the staff. Next we will take away the line notes and see what the space notes spell. We will speak through FACE. This is a way for us to remember the space notes in treble clef. I will have students place the notes on the staff numerous times to remember the space notes. Then I will have a few students place the line notes name back on the staff and remove the space note names. We will then learn Every Good Boy Deserves Fudge. I will give students the letters and have them place their letter on the staff. With their marker boards, I will draw a note on the board and they must write what letter name it is. I will assess each student and review our sayings. Closure To leave class, I will have one student at a time stand on the correct note location on the life-sized staff. I would say student X stand on a C. They would have to start at the bottom of the staff and use their sayings to stand on the correct location. Modifications for special needs or cultural differences: For a student with a physical limitation, I would do most of the instruction and activity with the marker board. This way they can still move their pen/finger to the correct location as we move. Classroom discipline/management: Rules o Be Respectful! Teacher, friends, and materials. o Be Responsible Be involved-Participate. o Be Safe! Make smart choices! Other Expectations o Be cooperative and open-minded o Be a good listener o Raise your hand. o Use good manners. Be Nice! o Quiet signal o Positive attitude Classroom organization: There will be a big staff in the middle of the classroom. Students will sit below the staff in a semi-circle. Marker boards will be placed behind them for use later in the lesson.

Music Unit Plan

Lesson Plan 2
NAME: Cody Swanson DATE: 2/25/14

Lesson Plan Name: Bass Clef Mania Lesson Plan Objectives: Standards Objectives National: Content Standard 5: Reading and notating music SD: Content Standard 3: Students will read and notate music. a. K-2 Benchmarks: i. Use a system (syllables, numbers, or letters) to begin to read simple pitch notation on a staff. Behavioral Objectives As a result of this activity students will: Use a system (that is, syllables, numbers or letters) to read simple pitch notation in the treble and bass clef in major keys. Draw a note on the staff on the correct note name. Stand on and identify the correct note in the staff. Students will know the note letter of both the treble and bass clef. Lesson Assessment: I will assess my students through observation. Each day, we will use marker boards to write note names and draw notes. I will also create a life-sized staff for the students to become the note. I will assess each student as they place note names on the life-sized staff. Teaching Strategies Anticipatory Set Good afternoon, 2nd graders! Lets all stand on the first line of the bass staff. Review line and space notes. Lets play a quick game of line or space note game. Then have students walk with me on the staff. We will start with G! What comes after G in the alphabet? We will continue walking up the staff learning that for each line and space there is a different note. Procedure I will have students find a seat. I will pick a few students to place the letters on the staff. I will assess students as they place the cut-out letter on the staff. Next we will take away the line notes. We will learn the saying All Cows Eat Grass. This is a way for us to remember the space notes in bass clef. I will have different students place the four notes numerous times to remember the space notes.

Then I will have a few students place the line notes name back on the staff and remove the space note names. We will then learn Great Big Dogs Fly Away. Again, we will have students place them on the staff to remember the saying and line notes. I will give students the various letters of the staff and have them place their letter on the staff. With their marker boards, I will draw a note on the board and they must write what letter name it is. I will assess each student and review our sayings.

Closure To leave class, I will have one student at a time stand on the correct note location on the life-sized staff. I would say student X stand on a C. They would have to start at the bottom of the staff and use their sayings to stand on the correct location. Modifications for special needs or cultural differences: For a student with a physical limitation, I would do most of the instruction and activity with the marker board. This way they can still move their pen/finger to the correct location as we move. Classroom discipline/management: Rules o Be Respectful! Teacher, friends, and materials. o Be Responsible Be involved-Participate. o Be Safe! Make smart choices! Other Expectations o Be cooperative and open-minded o Be a good listener o Raise your hand. o Use good manners. Be Nice! o Quiet signal o Positive attitude Classroom organization: There will be a big staff in the middle of the classroom. Students will sit below the staff in a semi-circle. Marker boards will be placed behind them for use later in the lesson.

Music Unit Plan

Lesson Plan 3

NAME: Cody Swanson

DATE: 2/25/14

Lesson Plan Name: Reviewing Mania Lesson Plan Objectives: Standards Objectives National: Content Standard 5: Reading and notating music SD: 3. Students will read and notate music. b. K-2 Benchmarks: ii. Use a system (syllables, numbers, or letters) to begin to read simple pitch notation on a staff. Behavioral Objectives As a result of this activity students will: Use a system (that is, syllables, numbers or letters) to read simple pitch notation in the treble and bass clef in major keys. Draw a note on the staff on the correct note name. Stand on and identify the correct note in the staff. Students will know the note letter of both the treble and bass clef. Spell word on the staff. Lesson Assessment: I will assess my students through observation. Each day, we will use marker boards to write note names and draw notes. I will also create a life-sized staff for the students to become the note. I will assess each student as they place note names on the life-sized staff. Teaching Strategies Anticipatory Set Good afternoon, 2nd graders! Lets all stand on the first line of the treble staff. We are going to review the lines. Whats the saying?? Lets move on the lines Every Good Boy Deserves Fudge. Lets all stand on the first space of the treble staff. We are going to review the spaces. Whats the word it spells?? Lets move on the spaces FACE. Lets all stand on the first line of the bass staff. We are going to review the lines. Remember our bass clef sayings have animals in them. Whats the saying for lines?? Lets move on the lines Great Big Dogs Fly Away. Lets all stand on the first space of the bass staff. We are going to review the spaces. Whats the saying for spaces in bass clef?? Lets move on the spaces All Cows Eat Grass.

Procedure With their marker boards, I will draw a note on the board and they must write what letter name it is. I will assess each student and review our sayings. We will do various examples from treble and bass clef. I will then switch to writing notes on the staff. I will write the note name and clef on the board and they must draw a quarter note on their marker board staff. I will assess each student as they draw the note. After reviewing with our marker boards, I will give each group of students a word they can spell using the letters from the music alphabet. They are then given 1 minute to arrange their group on the staff to spell the word. This activity will be done in both treble and bass clef. Closure Students will take their post-test so I can see the growth in knowledge while also reflecting on how the lesson went and which areas may need some more instruction. To leave class, I will have one student at a time stand on the correct note location on the life-sized staff. I would say student X stand on a C in ______ clef. They would have to start at the bottom of the staff and use their sayings in order to stand on the correct note location. Modifications for special needs or cultural differences: For a student with a physical limitation, I would do most of the instruction and activity with the marker board. This way they can still move their pen/finger to the correct location as we move. Classroom discipline/management: Rules o Be Respectful! Teacher, friends, and materials. o Be Responsible Be involved-Participate. o Be Safe! Make smart choices! Other Expectations o Be cooperative and open-minded o Be a good listener o Raise your hand. o Use good manners. Be Nice! o Quiet signal o Positive attitude Classroom organization: There will be a big staff in the middle of the classroom. Students will sit below the staff in a semi-circle. Marker boards will be placed behind them for use later in the lesson.

Music Unit Plan

REFLECTION
NAME: Cody Swanson DATE OF PRESENTATION: Feb. 24 27, 2014

Unit Name: Note Name Mania Grade Level: 2nd Grade Reflection: How did this lesson go? I thought that the lesson went very well! The students were a part of the learning process thus making it engaging to all. They all participated. It was something new, so they enjoyed it. What changes would you make for the next time? I would change the amount of time for lesson. This unit covers two big concepts that require a couple of days to complete. I only had one week to complete the lesson. The next time I teach the lesson, I will give two class periods to each clef treble and bass. Successes Experienced: The students improved on their knowledge of note names. I continue to see it each day. They enjoyed walking on the staff and becoming a note. They also enjoyed using markers and creating their own steps to learn. Problems Encountered: As stated before, I struggled to get everything accomplished with both sections of 2nd graders. In the lesson, I did not encounter any problems. Sometimes it was hard to tell which side was the bottom of the clef, but with a quick explanation we continued the lesson. Follow-up I will need to continue reviewing the note names as we learn new music. I will also use note names at bell work so that students are continuing to apply their knowledge. I will need to take into consideration the time when revisiting this lesson. Analyze the Learning Experience Students actively became a music note; they placed themselves on the staff. They also learned through drawing notes on their own marker board staff. They individually applied their knowledge as they were tested on note names while leaving the classroom. They had to take an active role in the learning process since they placed and created the staff themselves.