Second Grade - Lesson 3B

• Music
• Age 5

Introduction (5 minutes)

Greet the students and introduce the K-Piano equipment and learning system.

Provide an overview of the lesson objectives and what students can expect to learn.

Class Expectations (5min)

• Read over classroom expectations for the Little Fingers class.
• Have students describe what these behaviors look like and don't look like.
• Example: A good choice is following directions. A silly choice is to be laughing at your friends.

Movement Activity

This movement activity at the beginning of class gets the wiggles out and helps mentally prepare students for the start of class.

Little Fingers - Lesson 1

Movement Activity Videos

• Choose a video from either 3 slides

Little Fingers - Lesson 1

Movement Activity Videos

• Choose a video from either 3 slides

Little Fingers - Lesson 1

Movement Activity Videos

Choose a video from either 3 slides

Vocal Exploration (3min)

Teacher Script

Ask students, "What kind of shapes do you see?" *You will need to guide students to identify a line up, a line down, and a squiggle*

Ask students to use their pointer finger and draw each line with you. You will also need to direct students to follow lines from left to right. Also use the colors so students know which line you are following.

"Now you will use your finger and your voice when you follow the line."

Demonstrate the first line using a siren tone, start low and slide up using your pointer finger and your voice. Exaggerate the siren as much as possible. 

Have students sing with you and draw the line.

On slide 8 you may ask students to draw their own shapes to use for their singing voice. Ask about 3 students to give you a shape to sing.

Vocal Explorations

Use this slide to draw different shapes or ask students to give youa shape and have them sing it.

Blank Slide

*next slide is for instructor reference only*

New Song - Hopping Through the Snow*Do not share your screen for the following slides* (Slides 10 - 12)

Teacher Script

"I want you to listen to my song. When I am finished, I want you to tell me what action that is being performed in the song."

Hopping

"How many times did I say the word 'hop' at the beginning of the song? Not 'hopping.' Just 'hop' by itself. Remember to wait until I am finished singing before you answer!"

4

"Listen again. When I am finished, tell me if I repeat the four hops anywhere else in the song."

Yes

"Listen one more time. When I am finished, tell me where we are hopping. There are two places."

Through the snow, to and fro

"So we are going to try to sing this song together. I want you to sing the first part. 'Hop, hop, hop, hop, hopping through the snow.' I will finish the song. If we can do that, we can switch jobs."

Students sing first line. Instructor sings second line. Don’t forget to point to students when it is their turn to sing. May help to gently tap the steady beat on your shoulder to demonstrate so the student can visually see also when their turn to sing is coming up.

Students may also need a reminder for finding their singing voice. Use the warm ups from beginning of lesson if needed. 

If successful, switch roles (Instructor sings first line, students sing second line).

Be sure to cue in students when it is their turn to sing. You may need to practice their cue and give a good breath.

If successful, have students sing entire song by themselves. Be sure to sing beginning note when cueing students to begin song. 

Rhythm Echoes

*Instructor will stop sharing screen*

Invite students to choose a place on their body to show a steady beat. The instructor chooses one student’s example to demonstrate a steady beat. 

"Keep your steady beat and echo me."

Instructor reads rhythms four beats at a time using neutral syllable "bah."

Students echo.

Once all rhythms are read, repeat using rhythm syllables (quarter note = ta, quarter rest = no sound, eighth notes = ta-ti; refer to rhythm syllable cheat sheet if needed)

Proceed to next slide for continuation of this activity. 

Rhythm Echoes continued 

Read rhythms using rhythm syllables (quarter note = ta, quarter rest = no sound, eighth notes = ta-ti; refer to rhythm syllable cheat sheet if needed)

Students echo. 

Teacher Script

"Challenge time! Remember, I say 'bah.' You say..."

Ta and ta-ti.

Instructor reads rhythms a third time, 4 beats at a time, using neutral syllable "bah" while students echo using rhythm syllables "ta" and "ta-ti".

Teacher Script

"Challenge time! Remember, I say 'bah.' You say..."

Ta and ta-ti.

Instructor reads rhythms a third time, 4 beats at a time using neutral syllable "bah" while students echo using rhythm syllables "ta" and "ta-ti".

Blank Slide

*next slide is for instructor reference only*

Presenting Rhythms

*The instructor will share this screen*

Teacher Script

"So now I want to write what you just sang to me. The first part was 'ta-ti, ta-ti, ta-ti, ta.' How will I write that?"

Students discuss how to write rhythm as instructor drags notes to hearts.

"Let's read it and see if you're correct."

Class reads rhythm.

"Now I want you to listen to this next part. Tell me if it's the same or different from what we just wrote. Ta-ti, ta-ti, ta-ti, ta."

Same

"So how many times are we going to say this rhythm?"

2 times

"Your turn to read it. Ready and here you go."

Students read rhythm 2 times as instructor points. 

"Now this note that makes the sound ta has a very special name. It is called a quarter note. Say quarter note!"

Quarter note!

"And this note that makes the sound ta-ti are eighth notes. Say eighth notes!"

Eighth notes!

"So which one is a quarter note? Which one are eighth notes?"

Students point at each one as instructor asks them to identify.

"So a while back, you told me that this rest only has one beat. What else can we think of that has one beat?"

Quarter note (if they say ta - "That's right! But what is the name of the note that makes the sound ta?")

"So if a QUARTER note gets one beat, then a QUARTER rest also gets one beat. Which means this rest is called a...?"

Quarter rest

Assessment (Slide 15 - 17)

*Instructor will share screen here*

Directions

Please have zoom recording ready when you begin the assessment.

Divide students into groups of 4-5 according to color and number on roll sheet and hand out assigned paddles. Be sure to ask in classroom teacher for support if needed.

Place students in line according to color in numerical order.

Have students place paddles on the floor in front of them.

Practice lifting paddles in front of their chest before recording assessment

Start recording assessment. Please use zoom recording and save file with yourname.homeroomteachername.schoolname.date.lesson#

Call up 1 group at a time to read rhythmic syllables in the next 3 slides. 

Instructor be sure to cue in students when reading each slide. 

Stop recording once all students have been assessed.

Assessment cont.

Assessment cont.

Blank Slide

*next slide is for instructor reference only*

Preparing La (Slides 19-20)

*Instructor will stop sharing the screen here*

Slide 19 is for teacher reference to see where to put La on the body piano

Teacher Script

"Use your body piano and echo me."

Instructor uses body piano and sings each measure, one at a time, on neutral syllable "bum." 

Students echo.

See next slide for continuation of this activity. 

Practicing Sol and Mi

Teacher Script

Instructor uses body piano and sings each measure, one at a time, using solfege 

Students echo.

Instructor uses body piano and sings each measure on neutral syllable "bum."

Students echo in solfege and body piano.

Snowflakes on Xylophone (Slide 22)

Teacher Script.

"Now we are going to get out our xylophones. Remember, when we carry our xylophones, we carry with how many hands?"

2

"We carry on the top or bottom?"

Bottom

"The big red bar goes on the ...?"

Left

"And the little green bar goes on the...?"

Right

After students get their xylophones, review how to play Seesaw and Snowflakes. 

Extra challenge for both songs:

Divide class in half. Half of class play melody. Other half play steady beat on C. Switch parts.

Movement Activity

This movement activity at the beginning of class gets the wiggles out and helps mentally prepare students for the start of class.

Little Fingers - Lesson 1

Movement Activity Videos

• Choose a video from either 3 slides

Little Fingers - Lesson 1

Movement Activity Videos

• Choose a video from either 3 slides

Little Fingers - Lesson 1

Movement Activity Videos

Choose a video from either 3 slides

Lesson Recap

Recap with students what they learned.

• 
  
• Steady Beat
• Low and High Sound