Name: Christina M.

Ortiz Grade level: 2

Title/Concept or Skill: Present (Stage 1) Subject area: 2nd Grade Music

Pentatonic Scale and Practice Improvising
Takadimi

TEKS

117.109. Music, Grade 2, Adopted 2013.

(b) Knowledge and skills.

(2) Foundations: music literacy. The student reads, writes, and reproduces music
notation. Technology and other tools may be used to read, write, and reproduce
musical examples. The student is expected to:

(A) read, write, and reproduce rhythmic patterns using standard notation
in 2/4 meter, including half note/half rest;

(B) read, write, and reproduce pentatonic melodic patterns using standard
staff notation; and

(3) Creative expression. The student performs a varied repertoire of

developmentally appropriate music in informal or formal settings. The student is
expected to:

(A) sing tunefully or play classroom instruments, including rhythmic and

melodic patterns, independently or in groups;

Materials for teacher Materials for the students

a. Tone Ladder a. iPads

b. Tuning Fork

Student Learning Objectives

LOTS:
The 2nd grade music class will be able to identify the letter names of the hand staff while
sitting quietly using their hands with 100% accuracy.

HOTS:
The 2nd grade music class will be able to perform a piece of music while playing a
percussion instrument using their hands with 100% accuracy.

Assessment:

1. Preparation: Check student comprehension of new song using singing voices.

2. Questioning: Ask questions throughout the lesson to check for understanding.
3. Observations: Observe student progress and participation throughout the lesson.
4. Performance: Check for individual student participation while using a singing
voice, playing xylophone and participation in subsequent game.

Rationale:

(a) Curriculum: During the school year students have learned how to identify letter
names on a staff, recognize the contour of a melodic line on a staff, and implement
correct vocal singing. In this lesson the students will recall previous knowledge of
these skills and apply their prior knowledge to performing with their voices.
(b) Future Learning: This lesson will provide a foundation for the skills necessary to
recognize phrases in a song, keeping beat in music, playing an instrument and
using a singing voice.
(c) Life Experience: Students will encounter music and critical thinking in their
everyday life. This lesson solidifies their foundation of music, and provides an
opportunity to strengthen critical thinking skills.

Motivation / Focus / Engagement:

1. Warm-Up (est. time: 1 MIN)

I want you to mimic what my voice does!
*Sing different variations of sirens that switch between high and low*

2. Tone Ladder (est. time: 2 MIN)

Now let us review what solfege weve added to our tone ladder!
*Pass out solfege cards to students who are sitting silently, have students place
solfege cards on tone ladder* Selected students place solfege cards on tone
ladder then return to assigned seats when finished.
*Once all students are seated, sing through solfege on tone ladder*

3. Hand Staff (est. time: 2 MIN)

Lets get our hand staffs up and review!
Q: The letter names of the lines on our hand staffs are? Every Good Boy Does
Fine/EGBDF
Q: The letter names of the spaces on our hand staffs are? FACE
Q: The letter names of the spaces spell what? Face
Q: What do we call the space below the staff? D
Q: What do we call the line below the staff? C
PROCEDURES:

1. Firefly (est. time: 8 MIN)

*Begin singing Firefly and gesture for students to sing along*
This time I want you to sing it without me.
*S. sing Firefly w/out T.*
This time lets sing it in a canon! Big carpet starts, little carpet goes next.
Watch me and I will cue you in.
*Start big carpet in singing firefly and lead little carpet in a canon*

2. Kings Land (est. time: 10 MIN)

*Begin singing Kings Land, gesture students to sing along*
This time I want to sing Kings Land on solfege!
*T. points to projector screen, S. read solfege on screen and sing Kings Land
on solfege* ss sl s mm ss sl s ss sl s mm ss ss d
Lets sing Kings Land while we get into place to play the game!
*Students sing Kings Land while getting information to play the game*
Now I will choose a quiet student to be our King!
*Choose quiet student*
You are now our King! Lets play the game!
*Sing Kings Land while playing game*

3. Let Us Chase the Squirrel (est. time: 5 MIN)

I want you to listen to my new song. Please tap with your spider fingers
*T. sings Let Us Chase the Squirrel*
Lets draw phrases
*T. sings Let Us Chase the Squirrel while drawing phrases*
This time I will sing a phrase and you repeat
*T. sings Let Us Chase the Squirrel in phrases and S. repeats*
This time lets sing the whole song!
*T. sings Let Us Chase the Squirrel with S.*

4. Rocky Mountain (est. time: 10 MIN)

*Sing Rocky Mountain and gesture for students to join in*
Lets sing phrase 4, and while we sing it, lets point to our dot representation of
the contour.
*Sing phrase 4 and point to dot rep of contour*
This time lets clap the contour!
*Sing phrase 4 and clap the contour*
This time lets sing the 5 different pitches from lowest to highest
*Sing 5 different pitches from lowest to highest*
In music, when a song begins and ends on do and has 5 different pitches, it is
called the do pentatonic scale.
*Explain penta and tonic*
*Sing pentatonic scale*
 5. Fed My Horse (est. time: 10 MIN)
*Begin singing Fed My Horse and gesture for students to sing along*
Today we will be learning the game!
*Slowly teach game to class*
Now lets sing Fed My Horse while playing the game!

6. Improvisation Takadimi PowerPoint (est. time: 5 MIN)

*Present Improvisation Takadimi PowerPoint to class*

CLOSURE: (est. time 5 MIN)

1. Q: Who can raise their hand and tell me the name of the third line on the hand
staff? B
2. Q: Who can raise their hand and tell me the letter name of the third space on the
hand staff? C
3. Q: Who can raise their hand and tell me the name of a song we sang today? Rocky
Mountain, Kings Land, etc.
4. Q: Who can raise their hand and tell me the name of the instrument we played
today? Answers may vary

Differentiation/Modifications for ELL, SPED

English Language Learner:

1. Verbal instructions may be translated verbally or typed up in the students
designated folder before class.
2. Check for individual understanding/Give individual instruction.
3. Have ELL student pair up with an English speaker.

Special Education:
1. Student will be placed next to a student leader.
2. Verbal instructions will be repeated more than once.
3. Give individual instruction when needed.

Extension

1. Have half of the class sing new song while the other taps the rhythm
2. Have students sing Fed My Horse while the other half claps the rhythm.