Second Grade - Lesson 4B

• 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

• 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 line*

• 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.
• Do the same for all three lines, having the voice follow the direction of each line.

Blank Slide

Instructor will stop sharing screen here

New Song - Swirling Wind

*Instructor will stop sharing screen*

Teacher Script

"I want you to listen to my song. When I am finished, I want you to tell me how the wind is blowing."

Instructor sings song Fast and high.

"Listen to my song again. When I am finished, tell me how the wind is moving through the sky."

Swirling and spinning

4

"When I am finished, tell me what sounds the wind makes."

Whoosh and whistle 

"Listen one more time. When I am finished, tell me what the wind is blowing over."

Rooftops

"Echo me."

Instructor sings measures 1-2.

Students echo. 

Instructors sing measures 3-4.

Students echo.

Instructor sings first line.

Students echo.

Instructor sings measures 5-6.

Students echo.

Instructor sings measures 1-6. 

Students echo.

Instructor sings measures 7-8.

Students echo.

Instructor sings whole song.

Students echo.

Rhythm Echoes

*Instructor will stop sharing screen*

Invite students to pick a place to show a steady beat on their body. 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 

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".

Quarter, Eighth Notes, and Rest Video

Students follow along with the video.

ADD VIDEO

Blank Slide

Instructor will stop sharing screen here

Body Piano

*instructor will stop sharing this screen *

Preparing La

*instructor viewing only*

"Stand up, 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 each measure

See next slide for continuation of this activity.

Tonal continued

*instructor viewing only*

Instructor uses body piano and sings each measure one-by-one using solfege.

Students echo

"Time for our challenge! Remember, I am going to sing 'bum.' You sing sol and mi."

Instructor uses body piano and sings each measure using neutral syllable 'bum.'

Students echo using solfege.

Practicing Sol and Mi - Drag & Drop Activity

*Instructor will share screen here*

Teacher Script

"So you remember that sol is a high note or a low note?"

High

"This time, I have 2 lines! Sol is going to go on the top line or the bottom line?"

Top

"And where should mi go?"

Bottom line.

Instructor write a melody for students to sing. Give students a few seconds to practice singing with body piano/hand signs. 

Students sing.

Assessment

*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 tonal patterns 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 Continued

Assessment Continued

Blank Slide

Instructor will stop sharing screen here

Song - Hopping Through the Snow

*Instructor will not share screen here*

Teacher Script

Students sing song with words.

Students sing song with rhythm syllables.

Students sing first 2 measures using high and low.

Sing and play first 2 measures on xylos.

"Does that part repeat anywhere else in the song?"

Yes

"So I want you to try to sing the song and play only that part when you sing, "hop, hop, hop, hop."

Students sing and play

Instructor demonstrate singing and playing measures 3 and 4.

Students echo.

Put measures 1-6 together.

Instructor demonstrates measures 7-8. Students echo. Put whole song together. 

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