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    Unit Plan

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    The unit plan outlines a 4-lesson introduction to percussion instruments for a 2nd grade class, including objectives to distinguish percussion sounds, understand basic instrument techniques, recognize rhythmic patterns, and create their own patterns to accompany singing games, assessed through teacher observation, quizzes, and a performance.

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    Unit Plan

    Uploaded by

    api-300777609
    108 views4 pages
    The unit plan outlines a 4-lesson introduction to percussion instruments for a 2nd grade class, including objectives to distinguish percussion sounds, understand basic instrument techniques, recognize rhythmic patterns, and create their own patterns to accompany singing games, assessed through teacher observation, quizzes, and a performance.

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    The unit plan outlines a 4-lesson introduction to percussion instruments for a 2nd grade class, including objectives to distinguish percussion sounds, understand basic instrument techniques, recognize rhythmic patterns, and create their own patterns to accompany singing games, assessed through teacher observation, quizzes, and a performance.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    108 views4 pages

    Unit Plan

    Uploaded by

    api-300777609
    The unit plan outlines a 4-lesson introduction to percussion instruments for a 2nd grade class, including objectives to distinguish percussion sounds, understand basic instrument techniques, recognize rhythmic patterns, and create their own patterns to accompany singing games, assessed through teacher observation, quizzes, and a performance.

    Copyright:

    © All Rights Reserved
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    Unit Plan Outline

    Teacher: Fabiola M. Méndez


    Unit Title: Percussion Instruments
    Grade: Second grade
    Number of Classes: 4

    MA Frameworks:
    3.1 Play independently with accurate intonation, steady tempo, rhythmic
    accuracy, appropriate technique, and correct posture
    3.4 Echo and perform easy rhythmic, melodic, and chordal patterns accurately
    and independently on rhythmic, melodic, and harmonic classroom instruments
    3.6 Perform independent instrumental parts while other students sing or play
    contrasting parts
    5.1 Perceive, describe, and respond to basic elements of music, including beat,
    tempo, rhythm, meter, pitch, melody, texture, dynamics, harmony, and form
    5.2 Listen to and describe aural examples of music of various styles, genres,
    cultural and historical periods, identifying expressive qualities, instrumentation,
    and cultural and/or geographic context

    National Standards: (Creating, Performing, Responding, Connecting)


    • Creating: Imagine, Present
    • Performing: Rehearse
    • Responding: Analyze
    • Connecting

    Rationale:
    This unit will reinforce the Singing Games Unit covered last month. Students will
    be introduced to different rhythmic patterns. These will be played on percussion
    instruments, which will later help them understand notation.

    Essential Questions:
    What does the percussion instrument do in the band?
    Can you mention some percussion instruments?
    What styles of music, that you know, use percussion?

    Enduring Understanding:
    Students will learn how to play several percussion instruments, such as:
    xylophones, drums, hand drums, and claves.
    Students will develop rhythmic pattern ideas that will be used as a percussive
    accompaniment for different songs they know.

    Behavioral Objectives:
    Students will distinguish the sound of percussion instruments.
    Students will understand the basics of percussion instruments.
    Students will recognize rhythmic patterns played by the teacher and/or musical
    examples.
    Students will create their own rhythmic pattern and play it on a percussion
    instrument.

    Assessment/Evaluation:
    Informal: Teacher observation
    Formal: Quiz – Students will perform rhythmic patterns that fit one of the
    singing games learned in the previous unit.
    Long Range Assignment/Project/Product: Performance

    Prior Knowledge and Skills:


    Several singing games
    Understand and feel the pulse
    Differentiate soft and loud
    Understand long and short

    Accommodations:
    1. Special needs – Students that have a physical condition: Teacher
    might ask them to sing rhythms, or play them on a smaller percussion
    instrument such as: shakers, güiros, tambourines, claves, etc.
    2. ELL – Use of pictures and pre or re-teach vocabulary.

    School to Home/community connection:


    This unit focuses on various percussion instruments from several cultures. As
    part of the lesson, the teacher will discuss some characteristics of the
    instruments to give students a chance to understand the cultural context of each
    one.

    Activator:
    Performance of different rhythms, solo and in groups.

    Repertoire:
    Bow, Wow, Wow
    Johnny Works with One Hammer
    Ring around the Rosy
    San Serení

    Materials Needed:
    Markers, Pictures, Percussion Instruments, iPod and Speakers.
    Lesson Outlines

    1. Introduction to rhythm

    Behavioral Objective: Students will be able to apply their understanding of


    pulse to identify eighth and quarter note patterns using Gordon’s syllables.
    Assessment/Evaluation: Informal teacher observation.
    Prior Knowledge and activator: March/Keep a steady pulse,
    differentiate long and short, and songs such as Johnny Works with One
    Hammer.
    Lesson content:
    • Review of singing game Johnny Works with One Hammer.
    • Clap the rhythms and march/keep a steady pulse.
    • Identify when clapping once with the pulse and when clapping twice.
    • Discuss the difference between the two rhythms, using du and du-de.
    • Games and/or activities that reinforce the lesson.

    2. Introduction to percussion instruments

    Behavioral Objective: Students will distinguish the sound of percussion


    instruments and understand the basics of this musical family.
    Assessment/Evaluation: Informal teacher observation.
    Prior Knowledge and activator: Keep a steady pulse, differentiate long and
    short using du and du-de, and songs such as Johnny Works with One
    Hammer.
    Lesson content:
    • Review of du and du-de, using Johnny Works with One Hammer and/or
    Ring around the Rosy.
    • What is a percussion instrument?/Introduction to the percussion family.
    • Students identify percussion sounds in musical examples, and pretend
    they are playing such said instrument.
    • Activity using percussion instruments in the classroom, where students
    explore with the sounds of each instrument.

    3. Percussion Instruments + Rhythm + Introduction to rests

    Behavioral Objective: Students will be able to understand rests and apply


    them, in addition to du and du-de rhythms, to percussion instruments.
    Assessment/Evaluation: Informal teacher observation.
    Prior Knowledge and activator: Keep a steady pulse, Gordon’s du du-de
    syllables, basic information about the percussion family, identify silence or
    brief pause, and songs such as Bow, Wow, Wow and Ring around the
    Rosy.
    Lesson content:
    • Review of du and du-de, using the song Ring around the Rosy.
    • Students play the rhythms on a percussion instrument.
    • Students sing du, du-de rhythms, this time using the song Bow, Wow,
    Wow.
    • Why is there a moment where we pat the pulse but don’t sing any
    rhythms?
    • Introduction to rests as moments to breath (similar to talking)
    • Teacher plays du and du-de rhythms on a percussion instrument while
    students count the number of times the teacher played a rest (brief
    pause).
    • Activity: Students play du and du-de rhythms, but including rests this
    time.

    4. Percussion instruments as accompaniment

    Behavioral Objective: Students will be able to perform quarter and eighth


    note patterns to accompany singing games.
    Assessment/Evaluation: Quiz: Students will perform rhythmic patterns that
    fit one of the singing games learned in the previous unit.
    Prior Knowledge and activator: Keep a steady pulse, Gordon’s du du-de
    syllables, basic information about the percussion family, understand rests,
    and singing games such as Bow, Wow, Wow, Ring around the Rosy, and
    Johnny Works with One Hammer.
    Lesson content:
    • Review of all the material covered so far, using percussion instruments.
    • Students sing several singing games while teacher plays du, du-de and
    rests on a percussion instrument.
    • (Quiz) Students take turns to perform several patterns on a percussion
    instrument of their choice, while the rest of the class sings and moves
    to it.

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