During the first nine weeks, students will:

• Listen to a varied repertoire of music and keep a steady beat

• Sing simple songs using the major and pentatonic scales.  

• Review rhythms from first grade:  Quarter Notes, Barred Eighth Notes, Quarter Rest, and Barred Sixteenth Notes

• Add new rhythms:  Half Note

• Compose short rhythmic patterns and perform for the class

• Play unpitched and pitched percussion instruments

• Review solfege and decode a so-mi song

Songs Include:

• A Rig a Jig Jig  - This is a greeting song that allows students to experience the 6/8 time signature and sing through the entire major scale.  

• Hello, Hello, How Are You?  -  This is a greeting song that allows the students to experience syncopation, duple meter, and steady beat.  

• Engine Engine Number Nine -  Students will decode the So-Mi pitches in this song, add a clapping game, and play the melody on xylophones.  

• All the Leaves Are Falling Down -  The lyrics to this song follow the C Major scale.  Students will play the descending and ascending scale on xylophones.  In addition, this song introduces half notes to the students.  

• We Are Playing in the Forest  - This singing game provides practice in singing the pitches Mi - So - La.  

Rhythmic Speaking/Poems Include:

• Ickle Ockle Blue Bockle  -  We add movement to this simple poem.  We create a Rondo by saying the poem and also introducing ourselves to the class.  

• Good Night, Sleep Tight  -  Students will practice quarter notes and barred eighth notes in this poem through movement, rhythm reading, composition, and playing instruments.  

Folk Dance Songs Include:

• Alabama Gal  -  This folk dance reviews folk dance vocabulary for head couple, sashay, one-arm turn, and peel-the-banana (aka cast off).  

2023 Indiana State Music Standards

• Anchor Standard 1: Connect with a varied repertoire of music by exploring the relationships between music and personal experience.

  • • Cn.1.2.1 Explore how music is used for a variety of purposes and occasions, and discuss personal preference for different musical works.

• Anchor Standard 2: Connect with a varied repertoire of music by exploring the relationships between music, the other arts, and disciplines outside the arts.

  • • Cn.2.2.1 Identify music concepts and explore ways they are used in other disciplines.

• Anchor Standard 3: Connect with a varied repertoire of music by exploring the relationships between music and history and culture.

  • • Cn.3.2.1 Apply a varied repertoire of music representing genres and styles from diverse world cultures by singing, moving, playing, and demonstrating audience behavior appropriate for the context and style of the music performed

• Anchor Standard 4: Listen and respond to a varied repertoire of music by music audiation

  • • Lr.4.2.1 Audiate and accurately speak or sing familiar and unfamiliar rhymes and songs with varied forms, tempi, meters, and/or tonalities.

• Anchor Standard 5: Listen and respond to a varied repertoire of music by describing, interpreting, analyzing, and evaluating music and its elemental components

  • • Lr.5.2.1 Demonstrate music's expressive qualities (such as louder/softer, higher/lower, faster/slower, same/different) using music vocabulary.

    • Lr.5.2.2 Apply learned criteria to perceive accuracy, expressiveness, and effectiveness of performances.

• Anchor Standard 6: Listen and respond to a varied repertoire of music by interpreting and expressing music through movement

  • • Lr.6.2.1 Use locomotor and non-locomotor movements to demonstrate and maintain a consistent steady beat in both simple and compound meters

    • Lr.6.2.2 Apply gross and fine motor movement to show upward and downward melodies

    • Lr.6.2.3 Identify and respond to expressive elements of music and demonstrate through movement in listening examples, singing games, and/or simple folk dances

• Anchor Standard 7: Perform a varied repertoire of music by singing, alone and with others, from rote memory and written notation

  • • P.7.2.1 Sing independently and in groups using head voice and appropriate posture, with accurate pitch and rhythm

    • P.7.2.2 Sing simple songs with expressive qualities, varied tonalities, and meters

    • P.7.2.3 Perform appropriately for a variety of audiences and purposes

• Anchor Standard 8: Perform a varied repertoire of music by singing, alone and with others, from rote memory and written notation

  • • P.8.2.1 Accurately play a variety of classroom instruments alone and with others using appropriate technique

    • P.8.2.2 Echo and read a variety of rhythmic and/or melodic patterns, and maintain a consistent steady beat while playing an instrument

• Anchor Standard 9: Create a varied repertoire of music by improvising melodies, variations, and accompaniments.

  • • Cr.9.2.1 Improvise by singing a simple melody using self-created text.

    • Cr.9.2.2 Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.

• Anchor Standard 10: Create a varied repertoire of music by representing audiation and aurally perceived music.

  • • Cr.10.2.1 Create movement patterns and describe their relationships to audiation and/or aurally perceived songs.

• Anchor Standard 11: Create a varied repertoire of music by composing and arranging music with both traditional and nontraditional notation

  • • Cr.11.2.1 Utilize traditional and/or nontraditional notation to represent simple rhythms and rhythmic patterns of rhymes and songs

    • Cr.11.2.2 Utilize traditional and/or nontraditional notation to demonstrate simple melodies and melodic patterns of rhymes and songs.

 Youtube Rounding

https://www.youtube.com/watch?v=CMdck80SHnw&safe=active

Money Worksheet Practice

http://www.commoncoresheets.com/Money.php

Cash Out Online Game

http://mrnussbaum.com/cashd