Standards – Based Curriculum for Music Kindergarten through 6th Grade Unit 1 Summative Assessment

SouthCAP 2008 9/21/11

Grade: 2nd Grade Unit 1

Standards: 1.1 Read, write, and perform simple rhythmic patterns, using eighth notes, quarter notes, half notes, and rests.

2.2 Sing age appropriate songs from memory. 2.3 Play rhythmic ostinatos on classroom instruments.

Summative Assessment: Performance: Students will sing familiar songs, read, write, and perform rhythmic 8-beat ostinatos for 32 beats using eighth notes, quarter notes, half notes, and rests.

Assessment Tool: Teacher Rubric

Sample Lessons:

1. Beat and Rhythm

2. Rhythm Notation

3. Pitch and Melody

4. Rhythmic Ostinato

Standards – Based Curriculum for Music Kindergarten through 6th Grade Unit 1 Sample Lessons

Grade: 2nd Grade Beat and Rhythm Lesson: 1.1

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Standards for This lesson 1.1 Read, write, and perform simple rhythmic patterns, using eighth notes, quarter notes, half notes, and rests. Formative Assessment

Teacher observation Student written assignment

Vocabulary for the Lesson Beat: a unit of measure of rhythmic time Eighth note: two sounds per beat Half note: one sound lasting two beats Quarter note: one sound per beat Rests: no sound on the beat Rhythm: the combination of long and short, even or uneven sounds that convey a sense of movement in time Rhythmic patterns: repeated rhythmic combinations Whole note: one sound lasting four beats

Sample Teaching Strategies Teacher Tips A mentronome or second hand on a clock can visually or aurally demonstrate a steady beat.

Use transparency or white board premade grid. Make the patterns simple at first…do not try to add too many different words so that students can focus on rhythm not reading. Include rests in the pattern.

• Using recorded music, have students keep a steady beat by patting their laps. The beat can move to other o body parts (fingers, elbows, head, feet). Students may stand and march in place or throughout the

room space. Define beat, and then let students spell B-E-A-T while patting their laps. Make sure they are all keeping a steady beat, not rushing or slowing down.

• Define rhythm. Explain that long and short sounds correspond to the steady beat. Rhythm is made up of notes and rests so there will be sound/no sound.

• Use the 16 beat grid Chart with sound/no sound circles and spaces. Clap on circle for sound-pull hands away for no sound.

• Teacher will lead echo-clapping activity (the teacher models and the students listen first, then echo). o Start with simple 4 beat patterns, and then extend to 8 beat patterns. o Begin using a combination of quarter notes and quarter rests. Add quarter notes and eighth notes,

and then add half notes and rests. • Use a student volunteer to be the leader for echo-clapping while you observe leaders and class responses. • On the board, using an eight beat grid, model how to fill in each space with a one or two syllable word.

o Begin with only two words, and then extend to more words in the pattern. Don’t forget that not every beat must have a sound; rests are part of rhythm too.

Some examples are: student names, themes and vocabulary from ELA, Social Studies, colors, months of the year, etc.

• Have students say and clap, then only clap the eight beat rhythmic pattern. • Ask half of the class to be the beat keepers by patting their laps with steady beat while the other half claps

the rhythms, then alternate groups.

Standards – Based Curriculum for Music Kindergarten through 6th Grade Unit 1 Sample Lessons

Grade: 2nd Grade Beat and Rhythm Lesson: 1.1

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Remind students that rests can be part of the pattern.

• Explain that the rhythm of music (long and short sounds) is similar to rhythm of language, but the beat controls the speed.

Assessment: Students may work individually, in pairs, or small groups. Give each student an 8 beat grid and pencil and explain that they will create their own word patterns using one or two syllable words in each box. Have them say and clap, then only clap the rhythms for each other.

Materials Music element vocabulary cards, 8 beat grids worksheet, pencils, CD player, whiteboard, overhead projector or document camera

Resources CD – instrumental music with strong steady beat

Connections • ELA 1.2 Apply knowledge of basic syllabication rules when reading (e.g., vowel-consonant-vowel [ = su/ per]; vowel-consonant/consonant-vowel [= sup/ per].

Standards – Based Curriculum for Music Kindergarten through 6th Grade Unit 1 Sample Lessons

Grade: 2nd Grade Rhythm Notation Lesson: 1.2

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Standards for This lesson 1.1 Read, write, and perform simple rhythmic patterns, using eighth notes, quarter notes, half notes, and rests. Formative Assessment

Teacher observation Student written assignment

Vocabulary for the Lesson Beat: a unit of measure of rhythmic time Eighth note: two sounds per beat Half note: one sound lasting two beats Quarter note: one sound per beat Notation: written music indicating pitch and rhythm for performance Rests: no sound on the beat Rhythm: the combination of long and short, even or uneven sounds that convey a sense of movement in time Rhythmic patterns: repeated rhythmic combinations Whole note: one sound lasting four beats

Sample Teaching Strategies Teacher Tips Students can trace the shape of the different notes in the air before they start to write on paper. Stems on half, quarter and eighth notes can go up or down because of placement on the staff.

Remind students that rests can be part of the pattern.

• Explain that just as words have a way to be written, music has a way to be written. This is called notation. • Introduce a Note Rhythm Tree with whole, half, quarter and eighth notes and corresponding rests. • Explain note values in music:

o Compare a whole note to a whole pie. o Cutting the whole pie in half = 2 half notes/rests o Cutting the 2 halves in half = 4 quarter notes/rests. o Cutting the 4 quarters in half = 8 eighth notes/rests.

• Using a 4 beat count (1,2,3,4), count and clap the Note Rhythm Tree with whole, half, quarter, and eighth notes Count whole, half, and quarter notes like this: 1,2,3,4. Count eighth notes like this: 1&2&3&4&.

• With teacher as leader, use call and response to count and clap rhythms that include notes and rests in different combinations for 4 beats.

o When students are ready, expand to 8 beats. • Using an 8 Beat Grid on board, write with music notation instead of words. Count and clap the patterns as

a class. o Begin with simple rhythms (such as mostly quarters with one beat of eighth notes). Then add half

notes to the rhythms. Remember to use notes and rests as you make the notations more complex. Assessment: Decide if students will work individually, in pairs, or in small groups. Give each student an 8 beat grid and pencil and explain that they will create their own notation rhythm patterns using half, quarter, eighth notes/rests. Have them count and clap, then only clap the rhythms for each other. Remind them that the musical notation must add to 8.

Standards – Based Curriculum for Music Kindergarten through 6th Grade Unit 1 Sample Lessons

Grade: 2nd Grade Rhythm Notation Lesson: 1.2

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Materials Music Element vocabulary cards, 8 Beat Grid worksheet, pencils, CD player, whiteboard, overhead projector or document camera, Note Rhythm Tree worksheet, fraction manipulatives

Resources Connections • Math

o 4.2 Recognize fractions of a whole and parts of a group (e.g., one-fourth of a pie, two-thirds of 15 balls).

NOTE VALUE TREE

NOTE VALUE TREE

Standards – Based Curriculum for Music Kindergarten through 6th Grade Unit 1 Sample Lessons

Grade: 2nd Grade Pitch and Melody Lesson: 1.3

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Standards for This lesson 1.1 Read, write, and perform simple rhythmic patterns, using eighth notes, quarter notes, half notes, and rests. 2.2 Sing age appropriate songs from memory.

Formative Assessment

Teacher observation Singing Rubric Lesson 1.3

Vocabulary for the Lesson Beat: a unit of measure of rhythmic time Eighth note: two sounds per beat Half note: one sound lasting two beats Lyrics vocabulary: specific vocabulary from the songs (e.g. Yankee, Doodle, dandy, pony, macaroni, locket) Melody: an organized sequence of single notes Notation: written music indicating pitch and rhythm for performance Pitch: the location of a note as to whether it is high or low Quarter note: one sound per beat Rests: no sound on the beat Rhythm: the combination of long and short, even or uneven sounds that convey a sense of movement in time Rhythmic patterns: repeated rhythmic combinations Tempo: the pace at which music moves according to the speed of the underlying beat Whole note: one sound lasting four beats

Sample Teaching Strategies Teacher Tips There are additional verses if you wish to use them with your students at a later time.

• Begin with rhythmic chants from the ELA textbooks or collections (you may refer to the Lyrics for Songs resource sheet if you need it). While chanting, have students pat the steady beat on their laps.

o Recite again; clap the rhythm of the words with their hands. • Divide class in half, and half will pat the steady beat while the others clap the rhythms, then alternate. Ask

the students to notice which words are shorter or longer. (This will sometimes be different than syllabication in the last lesson depending on the chant because it is not just 2 syllable words for eighth notes; sometimes there are two one-syllable words on one beat).

• Introduce Yankee Doodle as a chant following the lyric sheet. o First students pat the beat, then say and clap the words, and finally just clap the rhythm. o Ask them to notice which words are shorter or longer (or rhyme). Define any words that may be

new for them (such as Yankee, Doodle, pony, macaroni, etc.). o Discuss the history of the song.

• Using a sixteen beat grid, ask the class to decide the rhythm notation for Verse 1 of Yankee Doodle (do not use the refrain/chorus yet).

o First pat the beat while chanting so that they understand that the verse is 16 beats. o Then, decide which beats have one sound, two sounds or rests. Fill in music notation.

Standards – Based Curriculum for Music Kindergarten through 6th Grade Unit 1 Sample Lessons

Grade: 2nd Grade Pitch and Melody Lesson: 1.3

SouthCAP 2008 9/21/11 2

Game does not have to be played inside because the singing should come from the students, not a recording. Make it more fun by changing the tempo “it” has to listen as they walk to the beat.

• When students are familiar with the rhythmic speech, explain that now we will use a different voice to sing the chant.

o Explain that our speaking voice can makes long and short sounds on one pitch. Now we are going to add rhythm to pitch with notes going up and down, high and low. Sing the song or listen to the recording. Sing it several times until they are familiar with the melody and are able to sing independently.

• Introduce Lucy Locket as a chant following a lyric sheet. o Students should pat the beat, then say and clap the words, and finally clap the rhythm. o Ask students which words or shorter or longer (or rhyme). o Discuss the history of the song. Explain the two girl names: Lucy Locket and Kitty Fisher (use

pictures to show images of them with the “pocket”). • As you play or sing Lucy Locket, ask the students to comment about the pitch/melody after they have

listened. They should notice that the melody is the same as Yankee Doodle. Sing several times until they are able to sing independently.

Assessment: Play the Lucy Locket game. • Tell students to form a circle. Choose one student to be “Lucy.” As the class sings the song, Lucy walks

around the outside of the circle at the tempo of the steady beat. When everyone sings the final word “it,” Lucy drops the pocket behind that person nearest him/her (this person becomes “Kitty”). Kitty then chases Lucy around the circle back to open space. If Kitty does not catch Lucy, he/she now plays the part of “Lucy.”

Use the Singing Rubric Lesson 1.3 to assess students. Materials Lyric Sheets: Yankee Doodle, Lucy Locket, pictures of vocabulary words (i.e. US Revolution soldiers,

uniforms, Lucy/Kitty, pocket with ribbon), pocket for Lucy Locket game, 16 beat grid, Singing Rubric Lesson 1.3, CD player, American Song Lyrics song sheet, Lyrics for Songs song sheets

Resources • CD, Countdown Kids, 200 Sing-A-Long Favorites. • Lucy Locket song history: http://en.wikipedia.org/wiki/Lucy_Locket • Yankee Doodle song history: http://en.wikipedia.org/wiki/Yankee_doodle • Song lyrics, worksheets, and song melodies: www.kiddidles.com

Connections • VPA 5.2 Identify and discuss who composes and performs music.

The California Arts Project Singing Rubric

Unit 1 – Lesson 1. 3 Standard 2.2

© RIMS California Arts Project/A. De La O/Template/10.02

Words Pitches Rhythms

Wow!

Sings words accurately and with expression

Sings all pitches accurately Sings all rhythms accurately

You’ve got it!

Sings words accurately Sings pitches but may have one error

Sings rhythms but may have one error

Almost there!

Sings words with no more than 2 errors

Sings pitches with no more than two errors

Sings rhythms with no more than two errors

Keep working at it!

Sings words with 3 or more errors

Sings pitches with three or more errors

Sings rhythms with three or more errors

Name___________________________________________________________________________________________________________

Standards – Based Curriculum for Music Kindergarten through 6th Grade Unit 1 Sample Lessons

Grade: 2nd Grade Rhythmic Ostinato Lesson: 1.4

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Standards for This lesson 1.1 Read, write, and perform simple rhythmic patterns, using eighth notes, quarter notes, half notes, and rests. 2.2 Sing age appropriate songs from memory. 2.3 Play rhythmic ostinatos on classroom instruments.

Formative Assessment

Teacher observation Unit 1 Summative Rubric

Vocabulary for the Lesson Beat: a unit of measure of rhythmic time Eighth note: two sounds per beat Half note: one sound lasting two beats Lyrics vocabulary: specific vocabulary from the songs (e.g. Yankee, Doodle, dandy, pony, macaroni, locket) Melody: an organized sequence of single notes Notation: written music indicating pitch and rhythm for performance Ostinato: a rhythmic or melodic accompaniment figure repeated continuously Pitch: the location of a note as to whether it is high or low Quarter note: one sound per beat Rests: no sound on the beat Rhythm: the combination of long and short, even or uneven sounds that convey a sense of movement in time Rhythmic patterns: repeated rhythmic combinations Tempo: the pace at which music moves according to the speed of the underlying beat

Whole note: one sound lasting four beats Sample Teaching Strategies Teacher Tips

Chart paper, white board or 8 beat grids.

Use expressive voices matching punctuation with speech inflection.

• Review and sing Lucy Locket with the CD until students can sing it independently. • Define ostinato.

Introduce 8-beat ostinatos one at a time, using body percussion using the guide below (this process can be done first by call and response imitation using speech, then written with music notation). The body percussion is to be played on the rests (or lines below). Q = Quarter Note R = Quarter Rest HR = Half Rest EE = 2 eighth notes.

• Ostinato with body percussion: PAT: Oh! ___ No! ___ Where’d it go? ___ (Q R Q R Q Q Q R) CLAP: Too bad. ___ ___ So sad. ___ ___ (Q Q R R Q Q R R) SNAP: ___ ___ It’s a shame. ___ ___ Play the game. (HR EE Q HR EE Q)

• After students are able to play the first one (PAT), have half the class sing Lucy Locket while the other half pats the ostinato with speech. Write Music Notes/Rests.

Standards – Based Curriculum for Music Kindergarten through 6th Grade Unit 1 Sample Lessons

Grade: 2nd Grade Rhythmic Ostinato Lesson: 1.4

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Body percussion: pat (hands on lap), clap (two hands together), snap (fingers).

When using rhythm sticks, one stick should stay stationery while the other stick taps on top.

• Practice the second one (CLAP)—divide class in half with each half taking turns putting the two ostinatos together, then have some students sing while others Pat and Clap with speech.

• Introduce the third ostinato (SNAP). Write Music Notes/Rests • Divide the class into thirds alternating, the three ostinatos and body percussion.

• Have some students sing song, while three other groups Pat, Clap, and Snap with body percussion and speech.

• Extension: Students use only body percussion without speech (they should be able to silently think the speech—in music this is called “audiation”).

• After using body percussion, students should then be able to transfer the rhythm patterns of the ostinatos to rhythm sticks.

• Just as with body percussion, layer each ostinato individually, then combine 2 then 3 together. • Review Yankee Doodle until all students are singing independently. • SUMMATIVE ASSESSMENT • Divide students into groups of 4 and give each student a pencil and 8 Beat Grid. • The assignment is to create an 8 beat ostinato using speech and notation of half, quarter, eighth notes and rests.

• The 8 beats will be repeated 4 times (for a total of 32 beats). • The ostinato will accompany the class singing the verse (16 beats) and chorus (16 beats) of Yankee

Doodle. • The student will use rhythm sticks to play the accompaniment to the melody.

• Students perform for the class using the rhythm sticks as the other groups sing. • Teacher assesses students using the Unit 1 Summative rubric.

Materials 8 Beat Grids, pencils, whiteboard, Lyric Sheets for Yankee Doodle and Lucy Locket, Unit 1 Summative Rubric, CD player

Resources • CD, The Countdown Kids, 200 Favorite Children’s Songs • Rhythm sticks

Connections • ELA o 1.6 Read aloud fluently and accurately and with appropriate intonation and expression.

• Math o 2.0 Students demonstrate an understanding of patterns and how patterns grow and describe them in

general ways o 2.1 Recognize, describe, and extend patterns and determine a next term in linear patterns.

2nd Grade Unit 1 8 Beat Grid Name _____________________________________________

2nd Grade Unit 1 8 Beat Grid Name _____________________________________________

2nd Grade Unit 1 16 Beat Grid Name ________________________________________________

2nd Grade Unit 1 16 Beat Grid Name ________________________________________________

The California Arts Project Unit 1 Summative Rubric

© RIMS California Arts Project/A. De La O/Template/10.02

Note Value Rhythmic Notation

Read and Perform

Eighth notes, quarter notes, half notes, and rests

8 beat ostinato repeated four times.

Advanced Proficient

Used all 4 note values

All 8 beats notated correctly

Played all rhythmic patterns accurately

Proficient

Used 3 note values

At least 6 beats notated correctly

Played most rhythmic patterns accurately

Basic

Used 2 note values

At least 4 beats notated correctly

Played some rhythmic patterns accurately

Emerging

Used 1or less note value

Less than 4 beats notated correctly

Played very few rhythmic patterns accurately

NOTES

K-6 Music Curriculum Arts Advantage Districts Teacher Reflections

Second Grade Unit 1

SouthCAP 2008

Please respond to the following prompts after each unit is taught:

1. What was most helpful for you in this unit?

2. How were your students engaged in each lesson?

3. How effective were the assessments for the unit?

4. What changes would you suggest for the future?

K-6 Music Curriculum Arts Advantage Districts Teacher Reflections

Second Grade Unit 1

SouthCAP 2008

5. Other Comments: