Grade 2 and Grade 3 Music

Week of Nov. 28/2022

Run Run Reindeer -Review the chorus and verse 1; Introduce verse 2

Pete the Cat Saves Christmas - Introduce the Bass Xylophone part for the song; if time add the snare and bass.

The Nutcracker - story and dance scene if time. Interview with the Rat King; Russian scarf Dance

Jelly in the bowl -Review phrases/beat/ double bar line/ Notate sounds per beat

D D D D

B B B B

A A A A

D A D

A A A A

F# F# F# F#

E E E E

A E A

F # F# F# F#

D D D D

E E E E

F # E F#

Holiday Lights, Shining so bright

Oh what a sight this joyous season

Holiday Lights, Shining so bright

Oh what a sight this time of year

Feel the magic in the air

Colored lights shine everywhere

Feel the magic all around

In the smiles of people in our town

Week of Nov. 21/2022

Run Run Reindeer - Introduce the chorus and verse 1

Jelly in the bowl - phrase movement; Notate phrases/beat/double bar line

Pete the Cat Saves Christmas - Introduce the story with ostinato; introduce percussion story

Holiday Lights

The Nutcracker - Trepak movement if time

1 X X X X X X X

1 2 X X X X X X

1 2 3 X X X X X

1 2 3 4 X X X X

1 2 3 4 5 X X X

1 2 3 4 5 6 X X

1 2 3 4 5 6 7 X

1 2 3 4 5 6 7 8

Every Hundred Years, Every Hundred Years

Every Hundred Years, Santa takes a break

So Every Hundred Years, He won't be flying around

Every Hundred Years, Every Hundred Years

Every Hundred Years, Santa takes a break

So Every Hundred Years, He won't be Comin' to town

Nope

But Don't you fret, 'cause he will get

Someone to step to the plate

You will see that he or she

Is Gonna be someone great

Yup

Every Hundred Years, Every Hundred Years

Every Hundred Years, Santa takes a breather

So Every Hundred Years, He won't be Comin' to town

October 2022

Oct. 3/2022 The Beauty of the Trees - Introduce the song by rote maintaining a steady beat; Transfer to the gathering drum; Drum Movement - Quick reaction using ta and titi; Turkey - Introduce ostinati 2 and 3 with body percussion; try in 2 parts with the teacher; Gratitude Attitude; Mabel Mabel - Introduce the poem and model improvisation; The Grateful Book

Oct. 4/2022 The Beauty of the Trees - Review the song by rote maintaining a steady beat; Transfer to the gathering drum; Drum Movement - Quick reaction using ta and titi; Turkey Review ostinati 2 and 3 with body percussion; try in 2 with the instruments; Gratitude Attitude; Mabel Mabel - Introduce the poem and model improvisation; The Grateful Book

Oct. 11/2022 The Beauty of the Trees; in the Hall of the Mountain King - with finger cymbal movement; Pumpkin Patch - Introduce with the movement game; Halloween movement; Pass the Pumpkin - Introduce improvisation; If I were a little Ghost

Oct. 18/2022 Mrs. White had a Fright; If I were a little Ghost - with scarves; introduce improvisation; In the Hall of the Mountain King - Model quick reaction game; Skin and Bones - Introduce; Highlight B A G E;

Oct. 19/2022 2 Mrs. White had a Fright; If I were a little Ghost - with scarves; introduce improvisation; In the Hall of the Mountain King - Model quick reaction game; Skin and Bones - Introduce; Highlight B A G E; Halloween Night

Oct. 24/2022 3 Mrs. White had a Fright; Halloween movement story; In the Hall of the Mountain King - Student Touching; 2 truths and a lie Skin and Bones - Introduce; Highlight B A G E; Transfer to the pitched percussion; Halloween Night, If I were a little Ghost - with scarves; introduce improvisation

B A G E

Day 1

Introduce the song by rote.
Maintain the steady beat with the poem.
Introduce the gathering drum.
Transfer steady beat to the gathering drum.

Day 2

Review the song and Body percussion.
Define steady beat
Where else can we keep the steady beat?
Transfer to the gathering drum.

Day 3

Review the song, steady beat, and gathering drum.
Assess maintaining a steady beat.

Curriculum Connections

I can maintain a steady beat on my body.
I can play a steady beat on the gathering drum.

September 2022

Sept. 7/2022 Jump In Jump Out - Day 1; Hickety Tickety Bumblebee - Day 1; Lemonade - Day 1; One for the Money- Day 1; Mr. Potato Head - Day 1; Be You! - Day 1 (Need to practice going to the end of the line;

Sept. 14/2022 - Jump in, Jump out; Up the ladder; :Lemonade - Review and add the rhythm sticks; 2,4,6,8 - Say/think; Engine Engine - Introduce with the game

Sept 15/2022 Hello, Hello, hello - Introduce with movement; Say your name - introduce clapping their name; Engine Engine - Review movement as a train to the stations; Model keeping a steady beat; 2,4,6,8 - Introduce the poem; perform AB Speak/think; Dickory Dickory Dare - introduce high/low Not sure if we did Dickory Dickory Dare

Sept. 16/2022 Hello, Hello, Hello; Mentors

Sept. 22/2022 Hello Hello Hello - Review with movement; Say your name' ; Orange Shirt Day video; You hold me up - Introduce the story and build with instrument suggestions.; Floating Down the River - Introduce the game

Day 1

Introduce moving to the drum in quarter notes and eighth notes using "Walk" and "Jogging"
Identify Walk = ta = 1 beat; Jogging = titi= 1 beat
Perform rhythms - Ta - hands; titi - feet
Refine to pattern 2 and 3 of Turkey

Day 2

Review moving to the drum using quarter notes; Count 1,2,3,4
Introduce moving to the half note moving only on 1 and 3
Label half note
Rhythms using half notes and quarter notes. Half note in poses; quarter notes in hands. Refine to ostinati 1 and 4 of Turkey.

Day 3

Review all 3 rhythms ta, titi, ta-a and move to the drum
Ta - hands; titi - feet; ta-a poses

Curriculum Connections

I can perform rhythms using ta, titi, and ta-a
I understand the relationship between ta, titi and ta-a

Day 1

Introduce ostinato 2 - Mashed potatoes with fist pounding
Introduce ostinato 3 - Don't forget the stuffing with a pointing finger
Students - Ostinato 2; Teacher - Ostinato 3; Switch
Divide the class into 2 groups

Day 2

Introduce ostinato 1 - Turkey with sliding hands
Introduce ostinato 4 - Pumpkin Pie - Rubbing tummy
Students - Ostinato 1; Teacher - Ostinato 4; Switch
Divide the class into 2 groups

Day 3

Review all ostinati.
Divide the class into four groups.
If possible, transfer to unpitched percussion instruments.

Curriculum Connections

I can perform an ostinato independently in 2 parts.
I can transfer short rhythmic patterns to unpitched percussion.

Day 1

Discuss Thanksgiving Dinner Ideas
Introduce the poem and improvisation using the gulp approach
Run through the game in circle formation.

Day 2

Review the poem and improvisation game.
Challenge - Be ready so there are no stops.

Curriculum Connections

I can maintain a steady beat on my body.
I can improvise a short verbal response.

Day 1

Introduce the song by rote.
Add movement

Day 2

Review the song and movement.
Model maintaining a steady beat on lap.
Perform AB - Sing with the dance movement; hum with the steady beat

Day 3

Review the song with a steady beat.
Transfer the steady beat to unpitched percussion.

Curriculum Connections

I can experience phrases using movement.
I can maintain and play a steady beat on unpitched percussion.

Day 1

Introduce the song by rote.
Students create a B section using their name

Day 2

Review the poem and form of the game
Transfer name to unpitched percussion.

Day 3

Review playing name
Assessment

Curriculum Connections

I can play a short rhythmic pattern

Mentors - All about Beethoven

Day 1

Introduce the song by rote.
Introduce train movement with drums.

Day 2

Review the song with drum movement.
Refine steady beat
Transfer to the pitched percussion

Day 3

Review steady beat bordun.
Introduce the clave part using body percussion.
Transfer to the instrument and put 2 parts together.

Curriculum Connections

I can maintain a steady beat
I can play a steady beat bordun and color part.

Day 1

Introduce the poem and by rote.
Perform in AB form Say/ think

Day 2

Review the poem
Add movement for phrase and steady beat.

.Day 3

Review the poem
Notate phrase, steady beat, and double bar line.

Curriculum Connection

I can perform, read, and notate phrase, beat, and double bar line.
I can perform a poem in AB form.

Day 1

Introduce the poem using the Gulp Approach.
Model how to create the B section
Ask for volunteers and add the drum (4)

Day 2

Review the poem with the drum
Allow small group rehearsal for 3 minutes.
Run the game as a large group with more volunteers. (5)

Day 3

Review the poem.
Everyone else who wants a turn has a chance to perform

Curriculum Connection

I can improvise a short phrase following a set form.
I am brave and willing to try something new.

Day 1

Introduce the song by rote. Add movement.
B section - Teacher plays high or low sounds on the piano.
Students identify high and low with movement

Day 2

Review the song and movement.
Identify high and low through movement.

.Day 3

Review the song and the B section.
Assess high and low identification.

Curriculum Connection

I can differentiate between high and low and show through movement.
I can experience Rondo form

Day 1

Introduce the song and game using the Gulp Approach.
Create a B section with 4 students responding at a time.
Play until everyone has had a turn.

Day 2

Review the song and game.
Same process as day 1 with a teacher test at the end.

.Day 3

Review the song and game.
Move in the opposite direction as day 2 with teacher test at the end Students can create unique voices for the game

Curriculum Connection

I can improvise a short phrase by saying my name.
I can experience a call and response form.

Day 1

Introduce the poem and model the movement.
Echo the words and movement.
Perform at different tempos

Day 2

Review the poem and game.
How could we do it with a partner?
Perform with suggestions

.Day 3

Review the poem and game.
Transfer the claps to pitched percussion.

Curriculum Connection

I can perform a rhythmic chant.
I can use what I have learned in the chant movement to create something new.
I can transfer a rhythmic ostinato to pitched percussion.

Day 1

Introduce the poem by rote with the body percussion.
Model how to transfer the body percussion to pitched and unpitched percussion.
Transfer the body percussion to the xylophone and drum

Day 2

Review the poem and body percussion.
Review how to transfer the body percussion to the instruments.
Group work - Create a new arrangement of "One for the Money"
Share with the class

.Day 3

If needed.

Curriculum Connection

I can perform a rhythmic chant with a body percussion accompaniment.
I can transfer a rhythmic ostinato to pitched percussion.
I can create my own arrangement of "One for the Money" by choosing instruments with my group.
I can work well with others.
I can perform with a small group
I can experience a Rondo form

Day 1

Introduce the song by rote.
Model how to play the game.
Everyone has a turn matching pitch

Day 2

Review the poem and game.
Discuss high/low/ and exactly right
Everyone has a turn

.Day 3

Assessment during the game for pitch matching baseline.

Curriculum Connection

I can take a risk and sing independently.
I can experience matching pitches with the teacher.

Day 1

Read the story

Day 2

Review the story
Create a class "Be you" poem.

.Day 3

Review the class "Be You" poem and add instruments to create a soundscape.

Curriculum Connection

I can create a soundscape to accompany a poem.

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