Lesson Plan General Music Grade 2 - Los Pollitos

BROOKE E.
MASKIN
[email protected]
www.brookemaskin.weebly.com
Teach a Musical Concept Through A Story: Lesson Plan (General Music), Grade 2 – Los Pollitos
Prior Activities and Knowledge- Ss have participated in singing songs in both English and Spanish. Ss are
comfortable with the idea of tempo in terms of getting faster or slower.
I. Essential Question
How do musicians identify and perform micro and macro beats?
II. Standards Used

1.) (MU:Cr1.1.1a) With limited guidance, create musical ideas (such as answering a musical
question) for a specific purpose.
2.) (MU:Pr4.3.1a) Demonstrate and describe music’s expressive qualities (such as dynamics and
tempo).
3.) (MU:Re8.1.2a) Demonstrate knowledge of music concepts and how they support
creators’/performers’ expressive intent.
4.) (MU:Cn11.0.1a) Demonstrate understanding of relationships between music and the other arts,
other disciplines, varied contexts, and daily life.
III. Learning Outcomes

1.) Ss will sing “Los pollitos dicen” while reading the story.
2.) Ss will identify, define, and perform macro and micro beats both on their bodies and with
percussive instruments.
3.) Ss will move around the room to express the difference between macro and micro beats.
4.) Ss will perform the song at varying tempos.
IV. Materials
1.) A large, open space for Ss to sit/stand/move in
2.) Percussive instruments:
a. Egg shakers
b. Pandeiros and/or tambourines
c. Tamborims and/or smaller drums
3.) Song: “Los pollitos dicen” https://www.youtube.com/watch?v=S1EAGBz3YfM
4.) “Los pollitos dicen” mini booklet
https://drive.google.com/file/d/1deBUVB9pmRGquhGp3Imwmqf5VsE314mq/view
5.) Rating Scale (for accuracy of singing the song, “Los pollitos dicen)
a. 2 – Ss correctly and accurately sings the song with the right pitches, in time, and with the
proper pronunciation of the Spanish words.
b. 1 – Ss mostly correctly and accurately sings the song with the right pitches, in time, and
mostly with the proper pronunciation of the Spanish words.
c. 0 – Ss does not correctly nor accurately sing the song with the right pitches, in time, nor
with the proper pronunciation of the Spanish words.
6.) Rating Scale (for identification, definition, and performance of macro and micro beats through
body percussion and percussive instruments)
a. 2 – Ss correctly and accurately identifies, defines, and performs the macro and micro beats
both on their bodies and with percussive instruments while keeping a steady pulse.
b. 1 – Ss mostly correctly and accurately identifies, defines, and performs the macro and
micro beats both on their bodies and with percussive instruments while keeping a steady
pulse.
c. 0 – Ss does not correctly nor accurately identify, define, or perform the macro and micro
beats both on their bodies or with percussive instruments and they cannot keep a steady
pulse.
7.) Rating Scale (for movements around the room to the macro and micro beats)
a. 2 – Ss accurately moves around the room and expresses whether they are moving to the
macro or micro beat through subdivided or less subdivided movements.
b. 1 – Ss mostly accurately moves around the room and usually expresses whether they are
moving to the macro or micro beat through subdivided or less subdivided movements.
c. 0 – Ss does not accurately move around the room and does not express whether they are
moving to the macro or micro beat through subdivided or less subdivided movements.
8.) Rating Scale (for performance of the song “Los pollitos dicen” at varying tempos)
a. 2 – Ss accurately performs the song at both presto and largo tempos and maintains a steady
pulse throughout their movements and either macro or micro beats.
b. 1 – Ss mostly accurately performs the song at either presto or largo tempos and usually
maintains a steady pulse throughout their movements and either macro or micro beats.
c. 0 – Ss does not accurately perform the song at presto or largo tempos and does not
maintain a steady pulse throughout their movements of the macro or micro beats.
V. Key Terms
1.) Beat – the simplest unit of time, or the pulse of the music
2.) Macro – the larger and longer beat over one measure of music
3.) Micro – shorter than macro beats, dividing the macro beats in half, therefore the micro beats are
twice as fast
4.) Tempo – the speed of music
5.) Presto – fast
6.) Largo – slow
VI. Preparation
1.) Prior to Ss entering the class, T will make sure that there is a large space that everyone can sit
and stand in comfortably. T will make sure that they have enough booklets for all of the students
to use. T will check that there are enough percussive materials for each Ss to use. T will also
make sure that their technology is set up and functioning.
VII. Procedures
1.) When Ss arrive, T will gesture for Ss to form a circle and sit on the floor.
2.) T will read the story and sing the song to Ss.
3.) T will ask Ss to pat their legs and try to keep a steady beat throughout T reading and singing the
song again.
4.) T will explain that they kept the macro beat.
5.) T will distribute tamborims and/or small drums to Ss to help maintain the macro beat. T will
read and sing the song again while Ss lightly tap the drums to the macro beat. If Ss feel
comfortable, they can join along.
6.) T will ask Ss to use spider hands (T will demonstrate speed) while they sing and read story (for
the micro beat).
7.) T will explain that they kept the micro beat.
8.) T will distribute egg shakers to Ss to help maintain the micro beat. T will read and sing the song
again while Ss lightly shake the egg shakers (it may be easier on the floor) to the micro beat.
9.) T will divide the class between who is keeping the macro beat on the tamborims and/or small
drums, and the micro beat on the egg shakers. T will establish the tempo and will read/sing the
story. T will switch the groups so that each Ss gets a chance to maintain the macro and micro
beat.
10.) T will ask for Ss to move around the room to the song with their specific instrument depending
on whether they are the macro or micro beat.
11.) T will ask for one Ss to volunteer to establish the tempo, and this could be either presto or largo,
on a pandeiro. Depending on their choice, everyone else has to move to the macro beat with
their feet and play to the micro beat with the egg shakers. Each Ss will get a turn to establish the
tempo while T reads/sings the story. If Ss feel comfortable, they can join along through
reading/singing.
VIII. Possible Extensions

1.) T could have Ss divide the beat further and use rhythm sticks on the floor to maintain steady
sixteenth notes.
2.) T could simply focus on teaching the song to Ss and guaranteeing that Ss are singing accurately
and confidently (this would take at least two lessons).
3.) T could have Ss act out each of the phrases of the song after translating from Spanish to
English.
IX. Assessment
1.) T will aurally assess the Ss’ singing of “Los pollitos dicen” through the use of a rating scale
provided in the materials section.
2.) T will aurally and visually assess the Ss’ identification, definition, and performance of macro and
micro beats both on their bodies and with percussive instruments through the use of a rating scale
provided in the materials section.
3.) T will visually assess the Ss’ movements around the room to express the difference between
macro and micro beats through the use of a rating scale provided in the materials section.
4.) T will visually and aurally assess the Ss’ performance of the song “Los pollitos dicen” at varying
tempos through the use of a rating scale provided in the materials section.
X. Honor Code
I affirm that I have upheld the highest principles of honesty and integrity in my academic
work and have not witnessed a violation of the Honor Code. – Brooke Maskin

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BROOKE E.

II. Standards Used

III. Learning Outcomes

VIII. Possible Extensions

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