Name:​​ Sivory Chastain-Castellanos

District:​​ LAUSD
School:​​ Brockton Avenue Elementary
Subject:​​ General Music
Grade:​​ Second
Lesson Plan Number​​: 1

National Standards for Music Education

CREATING
Imagine – Generate musical ideas for various purposes and contexts.(MU:Cr.1.1.2a)
Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.
PERFORMING
Analyze – Analyze the structure and context of varied musical works and their implications for
performance. (MU: Pr4.2.2b)
When analyzing selected music, read and perform rhythmic and melodic patterns using iconic or
standard notation.
RESPONDING
Analyze-Analyze how the structure and context of varied musical works inform the response.
(MU:Re.7.2.2a)
Describe how specific music concepts are used to support a specific purpose in music

California Visual and Performing Arts Content Standards

1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language and
Skills Unique to Music Students read, notate, listen to, analyze, and describe music and other
aural information, using the terminology of music
1.1 Read, write, and perform simple rhythmic patterns, using eighth notes, quarter notes, half
notes, and rests.
1.5 Identify visually and aurally individual wind, string, brass, and percussion instruments used
in a variety of music.

2.0 CREATIVE EXPRESSION

Creating, Performing, and Participating in Music Students apply vocal and instrumental musical
skills in performing a varied repertoire of music. They compose and arrange music and
improvise melodies, variations, and accompaniments, using digital/electronic technology when
appropriate
2.4 Improvise simple rhythmic and melodic accompaniments, using voice and a variety of
classroom instruments.
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in Music to Learning in Other Art Forms and Subject
Areas and to Careers Students apply what they learn in music across subject areas. They
develop competencies and creative skills in problem solving, communication, and management
of time and resources that contribute to lifelong learning and career skills. They also learn about
careers in and related to music.
5.1 Identify similar themes in stories, songs, and art forms (e.g., patterns, texture).

Objectives:
1. Students will be able to build an overall understanding of of the difference between pitch
and rhythm and how these components make a melody
2. Students will be able to feel and perform off beat rhythms
3. Student will be able to sing pitches within a certain key (F Major)
Equipment and Supplies
1. Electronic Equipment
a. Portable Speaker
b. Cell Phone
2. Instruments
a. Tuba
b. Trumpet
c. 10 maracas
d. 10 drums
(The number of instruments will vary upon class size)
3. Personnel
a. Jack to help play the melody on trumpet over Tuba bassline

Procedure:
1. Introduction
a. Greet the class at the door, have the students play follow the leader in order to sit
in a U formation facing the front of the class.
b. Sing the “Good Morning Song” twice, once to warm up the students voices in the
key that the next activity will be sung in and the second time to wake the students
up and smile in order to solidify the keys tonal area.

2. Star Wars Activity

a. Ask the students to listen recognize which movie the melody that I will
demonstrate from a recording is from.
b. Demonstrate the melody we are using the tuba
c. Have students then sing lyrics to the Star Wars Main Title Theme in a call and
response way until the students have a grasp on the melody. The Lyrics are:“I
am flying in a spaceship, flying in a spaceship,fighting the sith”
d. The teacher demonstrates to the students catching the rhythm of the Star Wars
Main Title Theme and has the class partake.Have the students mouth silently the
lyrics and clap out out the rhythm
 D. Distinguish the class the difference between the two activities and the first activity
involves the pitch or the sounds you make when singing and the second activity involves
rhythm or the placement of the sounds.
E. Asses the student for understanding but alternating between the two activities and
have them try to figure out if its pitch or rhythm.
3. Maraca Drum Activity
a. Have student clap out 2-3 of their classmates names to understand the number
of syllables in a name.
b. Display a maraca and drum and have the students clap out the syllables
c. Like the first activity have the student distinguish the difference between the pitch
and rhythm exactly the same first activity.
d. Have the students listen to the bassline and sing along to the Chameleon
recording
e. Have the students sing as I play the melody on the tuba
f. Pass out drums and maracas to the students and have the student play along to
Jack and I playing Herbie Hancock's Chameleon.
g. Have the students start dancing and moving to the music.

4. Re-cap from Today’s Music Lesson

A. Ask students what melody is.
I. Demonstrate melody on the tuba.
B. Ask students what pitch is.
I. Have the students sing the lyrics to the Star Wars song they learned.
C. Ask students what rhythm is.
I.Have the students demonstrate the mouthing the words and clapping the
rhythm.
5. Closing Activity
A. Have the students sing the goodbye song.

Evaluation:
1. Students displayed an understanding of rhythm by clapping out the rhythm of the Star
Wars song and how it correlates with the recording. By clapping out the syllables of new
words they learned it allowed the capping out of the Star Wars song easier.
2. Students had a better understanding of the bassline rhythm and pitch once they heard
the bassline in a recording. Once I played along with the students they were able to hold
a beat and rhythm while Jack performed a melody over them.
3. By using my voice and classroom quiet signals, I was able to maintain control over while
having the students hold loud percussion instruments.
4. By having the student follow me and sit in a large U formation it allowed for myself to be
at the front of the classroom allowing for the students focus to be pushed forward.
Extension

1. For my next lesson I would like to incorporate more movement into feeling the groove
that the rhythm section creates in a jazz band. Some students were moving from my
example of feeling the groove but not all were. I would do this before the addition of
instrumental playing because a key element of jazz is feeling the music and the groove
the rhythm section creates.
2. Regarding pitch and rhythm I would use more accurate language instead of sound and
movement. I would rather say if it sounds high or low and rhythm is the length of the
pitch.
.