Elementary Unit

Second Grade; Learning Half Note

Abigail Robinson

APRIL 30, 2019

 Introduction

The main objective of this lesson is the rhythmic value of a half note. The

concept will be introduced to the students aurally and visually through a variety

of different songs and avenues. This lesson was written for second grade, or

students that are anywhere from 7-8 years old.

Before this unit, the students will have learned all of the First and

Beginning Grade rhythmic concepts (quarter note, eighth notes, quarter rest), as

well as the concepts of S, M, and L along with their accompanying Curwen hand

signs and solfege syllables. Some of the other second grade concepts may have

already been learned by this time, but none of those other concepts are essential

as building blocks toward the particular concept of the half note itself.
 Pre- Assessment

To assess the students’ knowledge of the skills needed before learning the

intended concept in this unit, I will use a type of assessment to ensure that

students can visually identify quarter notes and eighth notes. For the assessment

itself, students were asked to read the rhythmic values in the song “Bow Wow

Wow”. This will be noted on the following sheet corresponding to each student.

Students Eighth Notes Quarter Notes Quarter Rest

Student 1 (number from 1-4) (number from 1-4) (number from 1-4)
Student 2 “” “” “”
Student 3 “” “” “”
Student 4 “” “” “”

If the students don’t end the assessment process where the teacher would

like them to, the Present lesson of the previous Unit of Quarter and Eighth Notes

will be repeated, along with one or two practice lessons before repeating the

assessment of the aural concept itself.

 Post- Assessment

To assess the students’ knowledge of the skills after this unit, I will use a

type of authentic assessment to ensure that students can aurally and visually

identify the half note. For the assessment itself, the teacher will sing a song using

half notes and ask the students to identify the half notes by using a body

movement to show “stretching” the sound. This will be noted on the following

sheet corresponding to each student.

Students Half Note

Student 1 (number from 1-4)
Student 2 “”
Student 3 “”
Student 4 “”

To assess whether students can also identify the notes visually, a

worksheet will be given containing the half notes and the students will be asked

to identify the rhythms accordingly. This assessment will be less authentic, but

an easier method of assessment.

Unit Outline
Prepare
In this section of the unit, the students will be introduced to the concept of
half note before becoming aware of the vocabulary itself. The songs that will be
taught all contain the concept half note along with the other concepts they have
already learned; quarter note, eighth note, and quarter rest. Second graders will
sing “Who’s That Tapping”, “Bye Bye Baby”, “Are You Sleeping, Brother John”,
and “Ah, Poor Bird.” They will also play the circle games associated with both
“Who’s That Tapping” and “Bye Bye Baby.” They will be read two books with
accompanying songs/rhythms that will support the knowledge of half note;
“Who Killed Cock Robin”, and “Pout Pout Fish”. They will also play instruments in
rhythms that correlate with the instruction.
Present
This section will take place in two “sections”. According to the Wichita
Public Schools system, the concept “half note” is to be presented first as a tied
pair of quarter note and then transferred to the label of “half note.” Because of
this, the present lesson(s) will be separated and labeled Present 1 and Present 2.
In this stage, students will identify all the songs with long sounds they have been
learning and they will learn the new name of the now known concept.
Immediately following, they will have an exercise in identifying the new note and
writing on their own.

Practice
In this section of the unit, the known concept will be practiced by the
students. It will be practiced by reviewing the songs used in the practice stage(s)
and interacting with it. Other songs and activities may be used to further the
understanding of the concept as well (this stage will be completed by my CT, as I
will not be at the school after the present lessons.)
 Prepare Lesson #1
Grade Level: 2nd Lesson: Half Note Date: March 20

Elements of Literacy Objectives State

Music Music Standards
Dynamics x Speaking Creating Performing Responding
Tone Color x Singing Imagine Select Select
Tempo x Moving Plan & Make Analyze Analyze
Evaluate & Refine Interpret Interpret
x Rhythm Creating
Present Rehearse, Evaluate
x Pitch Playing Evaluate,
Texture x Listening Refine
x Form x Reading Present
Style Writing
Objective: practice sol-mi-la melodic patterns, prepare half note

Preparation: sol-mi-la choices page, stem writing Notebook file, Here Comes the Bluebird sol-mi-la reading,
Who Killed Cock Robin book
Introduction:
Hello, Second Grade: T. sings greeting using different sol-mi-la patterns, S. answer - identify melodic pattern and
sing on solfa

Hello, Second grade

 T. sings greeting with different sol-mi-la melodies from the four choices
 S. sing and read them back
 T. sings one melodic pattern with 1 student’s name, that S. answers either using same melody or a
different from choices
 Repeat several times
Here Comes the Bluebird

 read sol-mi-la
Note Writing Skills: Stem Writing (Smart Notebook)
Who’s That Tapping

 Class sings while patting steady beat

 Focus in on long sounds (identify how many beats, which words, etc)
Bye, Bye Baby

 Rock teddy bear, passing it around circle on “long sound”

Who Killed Cock Robin

 T. read part of book

Closing: Rattlin’ Bog chorus

Assessment: Teacher Observation

Extension: Have Ss compose SM melodies

Coming Next: Half Note Prepare (2)

 Prepare Lesson #2
Grade Level: 2 nd
Lesson: Half note Date: March 25
Elements of Literacy Objectives State
Music Music Standards
Dynamics x Speaking Creating Performing Responding
Tone Color x Singing Imagine Select Select
Tempo x Moving Plan & Make Analyze Analyze
Evaluate & Refine Interpret Interpret
x Rhythm Creating
Present Rehearse, Evaluate
x Pitch Playing
Evaluate,
Texture x Listening Refine
x Form x Reading Present
Style Writing
Objective: practice sol-mi-la melodic patterns, prepare half note
Preparation:Who Killed Cock Robin book
Introduction:
Hello, Second Grade: T. sings greeting using different sol-mi-la patterns, S. answer - identify melodic
pattern and sing on solfa

Hello, Second grade

Teddy Bear
 Sing song and have Ss do the actions of the bear, have ss sing song

Bye, Bye Baby

 Rock teddy bear, passing it around circle on “long sound” - can have several bears in different
spots around the circle
 Come back to the rug and clap the rhythm

Who Killed Cock Robin

 Finish reading the rest of the book

Closing: Rattlin’ Bog chorus

Assessment: Were Students able to pass the baby at the right time?
Extension: How can we create something using “Who Killed Cock Robin”?

Coming Next: Review of songs (Prepare 3)

 Prepare #3
Grade Level: 2 nd
Lesson: Half note Date: March 27
Elements of Literacy Objectives State
Music Music Standards
Dynamics x Speaking Creating Performing Responding
Tone Color x Singing Imagine Select Select
Tempo x Moving Plan & Make Analyze Analyze
Evaluate & Refine Interpret Interpret
x Rhythm Creating
Present Rehearse, Evaluate
x Pitch Playing
Evaluate,
Texture x Listening Refine
x Form Reading Present
Style Writing
Objective: practice sol-mi-la melodic patterns, prepare half note
Preparation: Teddy Bear for Teddy Bear, instruments (claves and egg shakers) for Who’s That Tapping
Introduction:
Hello, Second Grade: T. sings greeting using different sol-mi-la patterns, S. answer - identify melodic
pattern and sing on solfa

Hello, Second grade

 T sings “Hello Second Grade” using smsm
 Ss sing back “Hello Miss Huck” using smsm
 T sings “Hello Second Grade” using slsm
 Ss sing back “Hello Miss Huck” using slsm
 Repeat with identifying the solfa and singing the syllables for the greeting
Teddy Bear
 T & Ss sing song once through
 T asks what Teddy Bear sounds like
 T makes connection to “Hello Second Grade”
 Ss & T sing the beginning of Teddy Bear on solfege
 T uses bear as a tool to help with improv.
o T may want to have Ss act out what the bear is doing too in order to get the wiggles
out
 Ss improv twice using the bear
Who’s That Tapping
 T & Ss sing the song together
 T & Ss count the rhythm using clapping and “stretching”
 T suggests that Ss instead do “jazz hands” on the stretched sounds
 T & Ss count the rhythm using clapping and “Jazz hands”
 T shows students instruments and reminds them of classroom rules
 T divides the rows into phrases of the song and tells them to think about which instrument
would fit their phrase
  Ss will play their instruments along with the song and identify whether they have chosen the
right instrument
 T will collect instruments
o If time, ss may switch instruments/phrases
 If still time, Ss will play the game
Closing: Teddy Bear

Assessment: Were students able to differentiate the rhythms and play during “their part”?
Extension: How can ss create their own instrumental compositions using that framework?

Coming Next: Prepare 4

 Prepare #4
Grade Level: 2 nd
Lesson: Prepare 4 Date: April 1st
Half note
Elements of Literacy Objectives State
Music Music Standards
Dynamics x Speaking Creating Performing Responding
Tone Color x Singing Imagine Select Select
Tempo x Moving Plan & Make Analyze Analyze
Evaluate & Refine Interpret Interpret
x Rhythm x Creating
Present Rehearse, Evaluate
x Pitch Playing
Evaluate,
Texture x Listening Refine
x Form Reading Present
Style Writing
Objective: practice sol-mi-la melodic patterns, prepare half note
Preparation: SML powerpoint of four options,
Introduction:
Hello, Second Grade: T. sings greeting using different sol-mi-la patterns, S. identify which option is
being sung,
Hello, Second grade
 Have students identify which pattern is being sung
 Pick an option that isn’t on the board and have them choose an option to respond with
 Dalcroze transition with soft/loud
Bye Bye Baby
 Play Game
Brother John
 Identify how many beats are in each “long sound”
 Write the concept on the SMART board using a long line to represent half note
 Have groups of students try to notate Who’s That Tapping on Whiteboards
Teddy Bear
 Have Teddy tell Ss what to do
 Use choices to do melodic improv
Closing: Teddy Bear
Assessment: Can the Ss notate “Who’s That” incorporating the new way to write long sounds?
Extension: Have Ss write their own rhythms using the “long line” as two beats.

Coming Next: Prepare 5

 Prepare #5
Grade Level: 2 nd
Lesson: SML & half note Date: April 3rd
Elements of Literacy Objectives State
Music Music Standards
Dynamics x Speaking Creating Performing Responding
Tone Color x Singing Imagine Select Select
Tempo Moving Plan & Make Analyze Analyze
Evaluate & Refine Interpret Interpret
x Rhythm x Creating
Present Rehearse, Evaluate
x Pitch Playing
Evaluate,
Texture Listening Refine
Form x Reading Present
Style x Writing
Objective: practice sol-mi-la melodic patterns, prepare half note
Preparation: SML powerpoint of four options, cards with Brother John rhythm written
Introduction:
Hello, Second Grade: T. sings greeting using different sol-mi-la patterns, S. identify which option is
being sung,
Hello, Second grade
 Have students identify which pattern is being sung
 Students sing- teacher guess
 Dalcroze transition with soft/loud
Teddy Bear
 Have Teddy tell Ss what to do
 Use choices to do melodic improv
Brother John
 Transition- Have Ss sing Brother John
 Teacher sing part 2 of round
 Ss sing Brother John in a round
 Hand out rhythm cards
 Have Ss arrange cards of rhythm in order
 Have Ss notate Who’s That Tapping on Whiteboards
Closing: Teddy Bear but Using “Second Grade” & the directive

Assessment: Are Ss able to arrange the song using the rhythm card with lyrics? Are Ss able to arrange
the song in order using the cards that only have rhythmic notation?
Extension: Have ss create their own compositions using the cards with only rhythmic notation

Coming Next: Prepare 6

 Prepare 6

Grade Level: 2 nd
Lesson: SML & half note Date: April 10th
Elements of Literacy Objectives State
Music Music Standards
Dynamics x Speaking Creating Performing Responding
Tone Color x Singing Imagine Select Select
Tempo Moving Plan & Make Analyze Analyze
Evaluate & Refine Interpret Interpret
x Rhythm x Creating
Present Rehearse, Evaluate
x Pitch Playing
Evaluate,
Texture Listening Refine
Form x Reading Present
Style x Writing
Objective: practice sol-mi-la melodic patterns, prepare half note
Preparation: SML worksheet for sheet protectors, pout pout fish book, pout pout fish beat, ah poor
bird stuffed bird
Introduction:
Hello, Second Grade: T. sings greeting using different sol-mi-la patterns, S. identify which option is
being sung,
Brother John
 Have students walk in singing
 Transition into singing a round
Hello Second Grade
 Have students write down the solfa
 Have students write them on the paper
Ah, Poor Bird
 Sing the song for the Ss
 Make up a story for the bird
 Have them find the long sound and tell their neighbor
 Have them come up with long sound movements
Pout Pout Fish
 Read the Story (with cool Rhythm)
 Ask about long sounds
Closing: Teddy Bear but Using “Second Grade” & the directive

Assessment: Can ss identify the long sounds and assign a movement to them?
Extension: Can ss write their own “cool beat” for Pout Pout Fish?

Coming Next: Present #1

 Present #1

Grade Level: 2 nd
Lesson: SML & half note Date: April 8th
Elements of Literacy Objectives State
Music Music Standards
Dynamics x Speaking Creating Performing Responding
Tone Color x Singing Imagine Select Select
Tempo Moving Plan & Make Analyze Analyze
Rhythm x Creating
Evaluate & Refine Interpret Interpret
x
Present Rehearse, Evaluate
x Pitch Playing
Evaluate,
Texture Listening Refine
Form x Reading Present
Style x Writing
Objective: practice sol-mi-la melodic patterns, prepare half note
Preparation: SML powerpoint of four options, Brother John Worksheet, Bye Bye Baby Worksheet
Introduction:
Hello, Second Grade: T. sings greeting using different sol-mi-la patterns, S. identify which option is
being sung,
Hello, Second grade
 Have students identify which pattern is being sung
 Students sing- teacher guess
 Practice putting note heads where they go
Brother John
 Transition- Have Ss sing Brother John
 Teacher sing part 2 of round
 Ss sing Brother John in a round
 Activity with students in chairs
 Practice using Brother John
Introduce Ties
 Talk about how two notes can be tied together (Use String!)
 Brother John Worksheets to solidify the concept
Closing: Teddy Bear but Using “Second Grade” & the directive

Assessment: Are students able to identify which quarter notes are tied?
Extension: Have the students write the ties that are in the other “long sound” songs

Coming Next: Present #2

 Present #2
Grade Level: 2 nd
Lesson: half note Date: April 24th
Elements of Literacy Objectives State
Music Music Standards
Dynamics x Speaking Creating Performing Responding
Tone Color x Singing Imagine Select Select
Tempo Moving Plan & Make Analyze Analyze
Rhythm x Creating
Evaluate & Refine Interpret Interpret
x
Present Rehearse, Evaluate
x Pitch Playing
Evaluate,
Texture Listening Refine
Form x Reading Present
Style x Writing
Objective: practice sol-mi-la melodic patterns, present half note
Preparation: String for tying, CARDS FOR NOTATION
Introduction:
Hello, Second Grade: T. sings greeting using different Quarter note and eighth note patterns (and tied
quarter note)
Hello Second Grade
 Recognizing Quarter Note/Eighth Note
 Maybe “Hello 2nd Grade” with a beat behind it
 Four Rhythms
 THEN tie two of the quarter notes together
 Have them say “tie”
Dalcroze, Y’all
 Canon in D walking
Ah, Poor Bird
 Sing the song together
 Sing Ah, Poor Bird in a round
 Oh, what other songs have our long sound?
o Who’s That Tapping
o Brother John
o Who Killed Cock Robin
 Present Half Note
o Story Time!
o Take “Tie” and turn it into a circle
 Have them practice reading half note as a group - Smart Notebook
 Have them practice reading half note individually- Worksheets
Pout Pout Fish
  If time, let them create a backing track in groups using xylos, egg shakers, rhythm sticks, and a
hand drum
Closing: Teddy Bear but Using “Second Grade” & the directive

Assessment: Are students able to visually identify the half note? Are ss able to write a half note?
Extension: Have ss write rhythms including half notes

Coming Next: Practice #1