Second Grade Music 9/21 - 9/25
UNIT OBJECTIVES
Pulse ∙ Prepared Half Note ∙ So/Mi/La ∙ Repertoire ∙ Unpatched Percussion
MUSIC STANDARDS
MU.2.C.1.1 Identify MU.2.S.1.1 Improvise short MU.2.S.3.4 Compare aural MU.2.H.1.2 Identify the
appropriate listening skills for phrases in response to a melodic patterns with written primary differences between
learning about musical given musical question. patterns to determine whether composed and folk music.
examples selected by the they are the same or different.
teacher.
MU.2.C.1.2 Respond to a MU.2.S.1.2 Create simple MU.2.S.3.5 Show visual, MU.2.H.2.1 Discuss how
piece of music and discuss ostinati to accompany songs gestural, and traditional music is used for celebrations
individual interpretations. or poems. representation of simple in American and other
melodic patterns performed cultures.
by someone else.
MU.2.C.1.3 Classify MU.2.S.2.1 Sing or play MU.2.O.1.1 Identify basic MU.2.H.3.1 Perform and
unpitched instruments into songs, which may include elements of music in a song compare patterns, aurally and
metals, membranes, shakers, changes in dynamics, lyrics, or instrumental excerpt. visually, found in songs, finger
and wooden categories. and form, from memory. plays, or rhymes to gain a
foundation for exploring
patterns in other contexts.
MU.2.C.1.4 Identify child, MU.2.S.3.1 Sing songs in an MU.2.O.1.2 Identify the form MU.2.F.1.1 Create a musical
adult male, and adult female appropriate range, using head of a simple piece of music. performance that brings a
voices by timbre. voice and maintaining pitch. story or poem to life.
MU.2.C.2.1 Identify strengths MU.2.S.3.2 Play simple MU.2.O.3.1 Describe changes MU.2.F.2.1 Describe how
and needs in classroom melodies and/or in tempo and dynamics within people participate in music.
performances of familiar accompaniments on a musical work.
songs. classroom instruments.
MU.2.C.3.1 Discuss why MU.2.S.3.3 Sing simple la- MU.2.H.1.1 Perform songs, MU.2.F.3.1 Collaborate with
musical characteristics are sol-mi-do patterns at sight. musical games, dances, and others in a music presentation
important when forming and simple instrumental and discuss what was
discussing opinions about accompaniments from a successful and what could be
music. variety of cultures. improved.
ESE/ESOL Accommodations
Coopera've Learning Techniques Thema'c Unit Preferen'al Sea'ng
Directed Reading/ Listening Word Banks/Wall Seman'c Webs/ Mapping
Modeling Computer Learning Instruc'on PaEern Drill Prac'ce
Peer Tutoring Dialogues/ Repe''on/ Use Realize
Memoriza'on
Adult Tutoring Group Projects Other-
Simplify Direc'ons
#1 Move and Freeze Rhythm Materials
Recording
Pulse Listen ∙ Move
Exploration
Reinforce
#2 Melodic Training Melody Materials
Hand Signal Cards
So/Mi/La Sing
Imitation
Reinforce
#3 Traffic Lights Melody Materials
Traffic Light Visual
So/Mi/La Sing ∙ Move
Imitation ∙ Exploration
Reinforce
#4 Instrument Activity Timbre Materials
Wood Block; Tambourine; Cowbell;
Unpatched Percussion Technique Play ∙ Listen Triangle; Hand Drum; Guiro
Imitation
Reinforce
#5 Game With Instruments Timbre Materials
Wood Block; Tambourine; Cowbell;
Unpatched Percussion Technique Listen ∙ Play Triangle; Hand Drum; Guiro; Instrument
Visuals
Exploration
Assess
#6 Draw a Bucket of Water Rhythm ∙ Melody Materials
Bucket Chart Visual
Prepare Half Note; Repertoire Sing ∙ Move
Imitation
Introduce
