lesplan

Lesson Plan Overview: Little Fingers Second Grade - Lesson 6A

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Second Grade - Lesson 6A

If your class does not complete this lesson in one day, do your best to cover as much as you can. When necessary, resume from where you stopped at the start of the next lesson.

Objectives: 
  • I can demonstrate rhythmic patterns with my body.
  • I can demonstrate high and low with my voice and body. 

Directions
  • Prompts for the instructor to say will be in bold.
  • Students’ expected answer will be in normal font.
Materials Needed
  • Music playlist for rhythm play-along and freeze dance (located in the presentation)
  • Classroom space with enough room for movement
Resources
  • See the attached below.
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Lesson Outline

Little Fingers Title Slide (Slide 1)
  • Welcome students
  • Have students take their places
Class Expectations (Slide 2)
  • Go over class expecations for the first class. After the first class you can remind the students of the expectations.
Movement Activity (Slides 3-6)
  • Movement activities at the beginning of class help with:
  • Physical de-escalation if needed
  • Mental preparation for students' engagement at the start of class
Vocal Explorations (Slides 7 - 8) 

Teacher Script
  • Ask students "What is this a picture of?"
  • An elevator
  • "What does an elevator do?"
  • It moves people up and down in buildings
  • "I want you to point at the elevator and I will demonstrate how the voice can move up and down like and elevator.” (Use your finger and your voice to show the elevator is moving up and down)
  • "Now use your finger and voice to show the elevator is moving down."
  • Students move finger from high to low while making siren sound going from high to low. Try different combinations at various speeds. Ex: vowels, birds, cow, howl like wolf etc. Make it fun!
Rhythm Echoes (Slide 9)
OBJ: Students are building fluency by echoing rhythmic patterns

*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 process using rhythm syllables (quarter note = ta, quarter rest = no sound, eighth notes = ta-ti; refer to rhythm syllable cheat sheet if needed)
  • "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," "ta-ti," and "ta-ka-ti-ki."
Sixteenth Note Aural Prep (Slides 10 - 11) 
OBJ: Students are building fluency by learning a new rhythmic notation and matching to a visual icon

Directions:
Discuss the fruits from the video and how many syllables each fruit made.
  • Instructor picks one pattern (or improvises a pattern with fruit) and says pattern while demonstrating a steady beat on hearts. Make sure to include a sixteenth note in only one of the “heartbeats”. If students demonstrate 90% accuracy you may have two sixteenth notes either paired or separated heartbeats.
  • Students echo.
  • Discuss how many sounds each fruit made per beat (example: pear makes one sound, apple made two sounds, etc.)

Preparing La (Slides 13 - 14)
OBJ: Student are building tonal fluency by practicing their known and recently learned tones. 

*Instructor will stop sharing screen here*

Teacher Script
  • "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
  • Instructor uses body piano and sings each measure one-by-one using sol, mi, and higher.
  • Students echo
  • "Time for our challenge! Remember, I am going to sing 'bum.' You sing sol and mi. I also replaced the sound for 'higher' with a different word. What is our new word?"
  • La
  • Instructor sings and uses body piano.
  • Students echo. 
Swirling Wind (Slide 15) 
OBJ: Students are building tonal fluency by practicing a learned song. 

*instructor viewing only*

Teacher Script
  • "I want you to sing 'Swirling Wind.'"
  • The instructor gives the starting pitch. Students sing.
  • "Now sing the first half of the song. I want you to stop at the word 'sky.'"
  • The instructor gives the starting pitch. Students sing.
  • "Sing that again, this time I want you to use your body piano. Remember, I still want words, but let's use body piano. We will start here. Remember, we are only singing the first half of the song." (instructor places hands on forehead to physically demonstrate body piano of song while singing)
  • Instructor gives starting pitch. Students sing words and use body piano.
  • "Now time for a challenge! We are not going to sing the words anymore. I want you to sing what you just sang, but this time, using only the solfege. Remember, we know mi, sol, and la. We will start with sol."
  • The instructor gives the starting pitch. Students sing and use body piano. If successful, move onto next slide. 
Swirling Wind on Xylos (Slide 16) 
OBJ: Student are building tonal fluency by practicing their known notes on a xylophone 

*Instructor will share screen here*

Ask sutdents to get their xylophones

Teacher Script
  • "What note do we start with in this song?"
  • Sol
  • "What color is sol on your xylophone?"
  • Dark green
  • "How many sols do we play at the beginning of the song?"
  • 2
  • "Play 2 sols with your fingers."
  • Students play.
  • "What note comes next?"
  • La
  • "Is la higher or lower than sol?"
  • Higher
  • "So we will move which direction on the xylophone?"
  • Right
  • "What color is la?"
  • Purple
  • "What other note will we use in this song?"
  • Mi
  • "Is mi higher or lower than sol?"
  • Lower
  • "What color is mi?"
  • Yellow
  • "Go ahead and play the song with your fingers. Remember to sing the solfege as you play!"
  • Instructor gives starting pitch. Students sing and play. Instructor watches students play and assess for accuracy and understanding. 
If time permits:
  • "Sing the last half of the song using words."
  • Students sing
  • "Sing the last half of the song using solfege." 
  • Students sing but will most likely struggle with the last note. Do not worry about the last note.
  • "Hm...let's worry about that last part later. For right now, I want you to use your fingers to play what you just sang on your xylophones. Remember to sing as well!"
  • Students sing and play.
  • "Now let's talk about the last note. Is it a high sound or a low sound?"
  • Low
  • "Is it lower than mi?"
  • Yes
  • "What color bar have we played before that is lower than mi?"
  • The red one.
  • "So let's end our song on the red bar."
  • Students sing and play the song with their fingers. May move to mallets if time permits.
Movement Activity (Slides 17 - 20)
OBJ: Students are being prepped to transition to new class.

End class with a brain break

Lesson Recap (Slide 21)
  • Review what you have learned with the students.