1

Katherine Dobson
Date of Lesson March 27th
Grade: 2nd
Sonoraville Elementary School
Candidate Teaching Spring 2015
Second Grade Lesson Plan
A. National and State Performance Standards Referenced in Current Lesson
National Standards
1. Singing, alone and with others, a varied repertoire of music
2. Performing on instruments, alone and with others, a varied repertoire of
music
3. Reading and notating music
6. Listening to, analyzing, and describing music
7. Evaluating music and music performances
9. Understanding music in relation to history and culture
Georgia Performance Standards
M2GM.1 Singing, alone and with others, a varied repertoire of music
a. Sing pentatonic melodies using appropriate head voice accompanied and
unaccompanied.
M2GM.2 Performing on instruments, alone and with others, a varied repertoire of
music
a. Perform a steady beat and simple rhythmic patterns using body percussion
as well as a variety of instruments with appropriate technique.
b. Perform simple body percussion and instrumental parts (e.g., ostinati)
while other students play or sing contrasting parts.
M2GM.3 Reading and notating music
a. Read simple notation including quarter note, quarter rest, paired eighth
notes, and half notes using non-traditional and/or traditional icons
c. Read simple melodic patterns within a treble clef staff.
M2GM.6 Listening to, analyzing, and describing music
b. Describe music using appropriate vocabulary (allegro, adagio, forte, piano,

upward, downward), appropriate mood, and timbre adjectives

M2GM.7 Evaluating music and music performances
a. Evaluate musical performances of themselves and others.
b. Explain personal preferences for specific musical works using appropriate
vocabulary
M2GM.9 Understanding music in relation to history and culture
c. Demonstrate appropriate audience behavior for the context and style of
music performed
Essential Content/ Objectives
Essential Content:
1. Tonal Memory Attendance/Warm Up
2. Learning Targets
3. Dynamics
4. Hakuna Matata
Knowledge Objectives:
1. Students will understand matching pitch
2. Students will understand and recognize various music learning targets.
3. Students will understand what dynamics are.
4. Students will be able to recognize learning targets and dynamics within Hakuna
Matata
5. Students will understand steady beat when playing percussion instruments along
with Hakuna Matata
Performance Objectives:
1. Students will accurately sing the attendance song on the correct pitch level and
with the correct melody
2. Students will be able to identify learning targets.
3. Students will be able to explain dynamics.
4. Students will be able to recognize learning targets and sing appropriate dynamics
when singing Hakuna Matata.

5. Students will play percussion instruments to the steady beat in Hakuna Matata.
Objectives/ Essential Question:
1. Students will display proper use of tonal memory
2. What are the music learning targets?
3. What are dynamics?
Essential Content:
o *Music Learning Targets- Different musical symbols, notes, and definitions that are
pulled for the Gordon County Music Pacing guides. They include things such as
notes, dynamics, clefs, direction of notes, etc.
o *Dynamics- The volume of music identified by specific symbols.
* Definitions- created by Katherine Dobson
B. Materials for Student Use
o Piano
o Active Board
o Document Camera
o Bose Sound System
o Microphone
o Ukulele
o Computer
o Learning Target Flashcards
o Various Percussion Instruments
o SOM Recordings, Book, and CDs
C. Activate and Pre-assess Students Prior Knowledge
1. Tonal Memory
Students perform the Attendance Song regularly. I will listen for pitch accuracy and
see how well directions are followed.
2. Music Learning Targets

The second grade has regularly discussed the various music learning targets. I will
ask several general questions regarding notes, rests, and dynamics to activate
students knowledge and pre-assess their knowledge level.
3. Dynamics
Dynamics are part of our regularly discussed music learning targets, but I will be
teaching more in-depth this lesson. I will pre-assess and ask various definitions for
dynamics vocabulary words. I will ask when certain volume levels would be
appropriate (i.e. whisper voice and yelling voice).
D. Identify Differentiated Strategy(ies) and Element(s) Used
o Delivery of Information: Will be accessible to a variety of learning types

Visual Learners
1. Active Board
2. Visual Demonstration
3. Learning Target Flashcards

*Visual learners will be provided with visual learner aids to assist with acquisition
of knowledge.
4. Hand Gestures
5. Flashcards

Auditory
1. Singing Demonstrations
2. Listening
3. Recordings
4. Mnemonic devices

*Auditory learners will be provided with demonstrations and recordings to assist

in acquisition of knowledge

Kinesthetic and Tactile

1. Playing Percussion Instruments
2. Feeling the Steady Beat

Body Percussion

Movement

Hand Gestures (dynamics)

*Kinesthetic/Tactile learners will be provided with kinesthetic and tactile ways to

assist in acquisition of knowledge
E. Provide for New Knowledge Acquisition/ Procedures
1. Take Roll (5 Minutes)
i.

Have students sit down

ii.

Take attendance while playing Ukulele

a.Tonal memory

2. Learning Targets (15 Minutes)

i.

Pre-assess prior knowledge

a. Ask about the difference in notes and rests. How can are they
different?

ii.

Hold up flashcards and let students answer individually.

a.Give definition
b.

Give a way to remember the target/ connect with students real

lives

iii.

Informally Assess
a.In whole group and individually

3. Dynamics Lesson (5minutes)

i.

Anticipatory Set
a. Remind students about learning target words such as forte and piano
b.

Ask students what they mean.

ii.

Explain that they are called dynamics.

iii.

Give the definition in differentiated ways.

iv.

Have them repeat it.

v.

Ask when dynamics could be used in their daily lives.

vi.

Informally assess.

4. Sing Hakuna Matata

i.

Pre-Assess by asking students if they have ever heard the song from the Lion
King.

ii.

Let students listen to a recording.

iii.

Display sheet music on the active board via the document camera.

iv.

Ask students to identify certain music learning targets within the song.

v.

Ask students to find specific dynamics within the song.

vi.

Teach song

vii.

Allow students to sing the song several times.

a.Ask about their opinions of the song and their performances as
individuals and a whole group.

viii.

Pass out hand drums and let the students play along with the steady beat at
different dynamic levels.

5. Line students up to leave (3 minutes)

i.

Informal Assessment/Review of Knowledge learned during the class period

*If extra time is included, a musical game will be included. (Fine Rhythm, Freeze Dance,
etc.)
F. Adjust Assignments for Student Applied Practice:
No assignments will be given
G. Conduct Post-Assessment
o Continue to ask about Learning Targets/ Dynamics