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OBJ # 7
SJSD MUSIC
2nd GRADE
MODEL LESSON PLAN TEMPLATE
MUSIC LITERACY
Learning Target
Missouri State Standards
7. Students will recognize basic forms
and composition techniques: AB,
repeated patterns (ostinato),
question/answer, call/response,
verse/refrain, repeat sign, and
introduction.
CONTENT & SKILLS:
FA 2, FA 3
By the end of this grade/course students
should KNOW:
Aesthetics:
Expressive quality of instruments
By the end of this grade/course students
should be able to do:
Aesthetics:
Explain how instruments can be used to
express feelings or ideas.
Criticism:
Compare and contrast pitched and unpitched instruments
Form:
Sing a song using a repeat sign
Compare and contrast solo and chorus
parts of a song.
Compare and contrast verse and refrain
parts of a song.
Describe what happens in AB form.
Criticism:
Pitch and Un-pitched
Form:
Repeat
Solo/Chorus
Verse/Refrain
AB
Unit Vocabulary: Un-pitched and Pitched Percussion, Repeat Sign, Solo/Chorus,
Verse/Refrain, AB Sections
Pre-Assessment:
Criticism:
Group percussion instruments into un-pitched and pitched categories.
Students will identify the repeat sign in a musical selection.
Form:
Create a picture to demonstrate the solo/chorus form in a song.
Draw shapes to represent the verse/refrain phrases.
Create movements for A and B sections.
Facilitating Activities:
Knowledge/Comprehension:
Activity
Strategy
Aesthetics:
Model
Match instruments with
cards showing emotions.
Criticism: Identify unModel/Discussion
pitched and pitched
percussion instruments.
Form: Play a short
Demonstrate
repeating pattern that will
accompany a song to
demonstrate the function
of a repeat sign.
Application/Analysis
Activity
Aesthetics: Listen to
various instruments with
eyes closed and imagine a
character and then
describe the character to a
partner..
Criticism: Choose unpitched or pitched
percussion instruments to
represent a character in a
story.
Form: Analyze songs from
the textbook to discover
examples of repeat sign,
solo/chorus and
verse/refrain
Synthesis/Evaluation:
Activity
Aesthetics: In a group
that has different
instruments, write and
perform a story in which
each instrument
represents a character.
Assessment
Checklist
Written assessment
Checklist
Strategy
Share Pair
Assessment
Checklist
Listening
Observation
Group Investigation
Observation
Strategy
Group Presentation
Assessment
Scoring Guide
Criticism: Create a
rhythmic pattern and play
the pattern on un-pitched
or pitched percussion
instrument.
Form: Create a book to
accompany a song such as
“She’ll Be Coming Round
the Mountain” to
demonstrate
verse/refrain.
Model
Written Assessment
Cooperative Learning
Scoring Guide
Differentiation Suggestions:
Criticism:
Respond to a piece of music by selecting appropriate instruments to create an
accompaniment.
Form:
A volunteer or chosen student sings the solos or verse while the rest of the class
sings the refrain. .
Criteria
Aesthetics:
Explain how
instruments can
be used to express
feelings or ideas.
Criticism:
Compare and
contrast pitched
and un-pitched
instruments.
SJSD MUSIC SCORING GUIDE TEMPLATE
4 Advanced
3 Proficient
2 basic
Uses four
Uses three
Uses two
reasons to
reasons to
reasons to
explain how
explain how explain how
instruments
instruments instruments
can be used to can be used
can be used to
express
to express
express
feelings or
feelings or
feelings or
ideas.
ideas.
ideas.
Compares and
contrasts
four pitched
and
unpitched
instruments
Compares and
contrasts
two pitched
and unpitched
instruments.
Identifies
pitched and
unpitched
instruments.
1 Below Basic
Uses one
reasons to
explain how
instruments
can be used to
express
feelings or
ideas.
Identifies unpitched
instruments.
Form:
Compare and
contrast solo
and chorus parts of
a song.
Creates a
movement to
show the
different
between solo
and chorus.
Compare and
Contrast verse
movement to
and refrain parts of show the
a song.
difference
between a
verse and a
refrain.
Describe what
happens in AB
form.
difference
between the
AB sections.
Compares and
contrasts
solo and
chorus parts
of a song.
Performs a
chorus part in
a song.
Identifies a
solo and
chorus part in
a song.
and Contrasts
a verse and a
refrain part
of a song.
refrain part in
a song.
verse and
refrain in a
song.
one section of
the AB form.
AB form
what happens
in AB form.