One School, One Book: Country Theme Musical Activities

Elementary Music
Grade 2

By

Emma Arndt
001174430
Education 3601
March 3rd 2017

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Emma Arndt
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Table of Contents:

Unit Rationale.3
Unit Plan Organizer4
Classroom Management..5
Social Context Issues..6
Resources6
Unit Assessment Plan..7
Lesson Plan 111
Lesson Plan 214
Lesson Plan 318
Culminating Activity.21
Appendices22
Blank page I was not able to delete...23

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Unit Plan Rationale

My unit is focused on the book Audrey (Cow) by Dan Bar-el. This book is the
focal point of the schools One-School One Book project. In this unit, I plan on focusing
on singing, expression, playing instruments and movement. I am focusing on helping the
students discover the difference between their singing voice and their speaking voice,
how to match pitch and how to sing in tune. My teacher advisor is a very Orff based
instructor, so I will also be incorporating lots of kinesthetic movements for the children.
This will help them learn how to transfer body percussion to the Orff instruments. At the
end of this unit the students will be performing for the grade 6 classes and for parents
who are able to come in and watch. This performance is a culmination of everything that
the students have learned in the unit and will display their comprehension of the
competencies studied.

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Unit Plan Organizer

Unit Topic: One School One Grade Level: 2 Strand: Elementary Music
Book
GLEs:
Insights into music through meaningful musical activities
Awareness and appreciation of a variety of music, including music of the many cultures represented in
Canada
SLEs:
Expression #6
Moving #2
Singing #1, 2, 5, & 7
Instruments #5

Lesson Plan Summaries

(Point form and brief!)
Lesson SLEs: Learning Instructional Strategies/ Assessments
Title and Objectives Methods/Activities and
Day Evaluation
Expression Expression Appreciate (B) Movement Activity Observations
#6 various cultural and
Singing #1, musical styles (P) Discussion
2 in I had a Rooster
by John Lithgow Learning I had a Rooster and Performance
(M) using different voice types to find for Class
Differentiate (B) singing voice
between their Singing
speaking, singing, Evaluation
and yelling voice
(P) in the song I Pitch Match
Had a Rooster
(M)
Demonstrate (B) Unison Singing Game Call and
their ability to Response
match pitch (P) in
the story The
Student and the
Animals
Lesson SLEs: Learning Instructional Strategies/ Assessments
Title and Objectives Methods/Activities and
Day Evaluation
Moving Moving #2 Demonstrate (B) Movement activity, moving to Observations
Singing #5 the ability to beats in various kinesthetic ways and
internalize a beat and body percussion Discussion
through
kinesthetic Performance
movements (P) in for Class
the song I had a
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Rooster (M)
Demonstrate (B) Unison singing game Singing
their ability to Evaluation
sing in tune (P) in
the story The Call and Response game Pitch Match
Student and the
Animals (M)
Lesson SLEs: Learning Instructional Strategies/ Assessments
Title and Objectives Methods/Activities and
Day Evaluation
Singing Singing #7 Transfer (B) Practice I had a Rooster and using Observations
Playing learned boy different voice types to find and
Instruments percussion onto singing voice Discussion
#5 appropriate Orff Transfer Body percussion to Orff
instruments (P) in instruments Performance
the song I had a Call and response singing game for Class
rooster (M)
Practice (B) Singing
singing in unison Evaluation
(P) in the song I
had a Rooster Pitch Match
(M)

Classroom Management and Behavior Plans

Do once only! Choose 2 students from the Student Profile Cards (available on Moodle) and explain
briefly how you would differentiate/accommodate/modify for each of them in this unit plan.
Student A Student B
Name: Matthew Name: Anne
Age: 7 Age: 7
Grade Level: 2 Grade Level: 2
Learning Challenge: attendance is low due to long Learning Challenge: extreme social-emotional
term health issues; over-compensating parents; gaps challenges; intense rage issues, particularly when
in his learning due to attendance; creative; high issues occur; low reading level; has a good mind
reading level. and can learn if she wants to

For Matthew I Would: For Anne I would:

Utilize his creativity to help compensate for
days he has missed
Give eager parents an audio file of the songs
that we will be learning in class so he can sing
and listen along when he is absent from school
Give her a safe space in the classroom to go
when she is starting to get angry
Engage in musical activities that will help her
express her social and emotional challenges
Reading is not a big part of elementary music, I
would rely on teaching Anne with rote singing
Try and pick songs and activities that Anne is
interested in so she is engaged and wants to
learn

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Social Context Issues

Describe how you will address any relevant social context issues with 2 fictional students, or use students
that you know will be in your classes come Practicum (but change their names). Examples could include
(but are not limited to) FNMI, ESL, inner city challenges, physical or cognitive exceptionalities, gender,
Religious differences (Jehovah Witnesses cant perform patriotic or religious music; Mennonites may not
be allowed to dance; planning music for a liturgical service in a Catholic school; teaching in a
community with a particularly large concentration of one belief system) etc.
Student A: FNMI Student B: Moved from Out of Area
I know how valuable it is to include aboriginal I think that the content of this unit relates really
content and the content of other ethnicities into our well to the socio-economic background of the
teaching practices, however given the theme of my students in my school. I am teaching in a very
unit that I was given I had a very tricky time trying rural, small town in Southern Alberta, so I think
to do this. My unit does not include aboriginal they will be able to relate to the topic of farms and
curriculum or instructional materials. I was not farm animals. I am from a big city so I am going to
able to find any content, at this time, which is able encourage conversations about their experiences
to accurately portray aboriginal beliefs while with farms and farm animals and hopefully they
staying on a western/farm theme. I did find some will have a positive connection with the subject.
content and songs that would have portrayed For those who dont show explicit interest in farms
aboriginal people in stereotypical views, however, I I can personally relate to them, and let them know
decided to omit these materials, as I did not this that all points of view are valid and welcomed.
they were appropriate for the age level of the
students I am directing this unit to.

Resources
Use APA Referencing for all resources scores, theory/history books, etc. I have included the
Programs of Study here for you.
Alberta Education (1989). Elementary Music K-6. Edmonton, Alberta: Alberta Education. Retrieved from
https://education.alberta.ca/media/482116/elemusic.pdf

John Lithgow. (1999). I had a Rooster [MP3]. Sony Wonder.

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Stage 1 Desired Results
Established Goals GLO(s):
Insights into music through meaningful musical activities
Awareness and appreciation of a variety of music, including music of the many cultures represented in
Canada
Understandings:
Students will understand
How to using their singing voice and
singing in tune effects expression in a
performance.
How to sing in unison and in tune.
Students will understand how body
percussion transfers to various types of
Orff instruments.
Prior understandings
Follow directions and in class
Ability to match pitch
Can clap, patch, and stomp
Ability to skip, run, walk, gallop, and hop
Can speak and yell
Where does this lead?
We can internalize and keep the beat
through skipping, running, walking,
running, etc.
We use the ability to match pitch to
accurately sing in unison
Can use their speaking voice and yelling
voice to identify their singing voice
Can take their clapping, patching, and
stomping skills to accurately perform body
percussion
March, 3rd 2017
Essential Questions:
Students will
Differentiate between their speaking, singing and
yelling voice in order to express the emotion of a
variety of musical styles.
Learn that listening to their peers and matching
pitch is a vital part of singing accurately in
unison.
Students will use planned body percussion as a
stepping-stone into using instruments to
accompany unison singing.
Students will be able to (SLOs):
Expression. #6 - Music reflects our feelings about
holidays, seasons, our country and cultural heritage.
Movement #2 - Move to the beat in music through
walking, running, hopping, galloping and skipping,
as appropriate to the psychomotor
Singing #1 - Distinguish between childrens speaking
and singing voices.
Singing #2 - Respond to tone matching and echo
games.
Playing Instruments #5 - Accompany singing with
appropriate body percussion and movement (beat,
accent, rhythm patterns) and transfer these to
instruments
Singing #5 - Sing, in tune, many rhythmic and
melodic songs, singing games and action songs.
Singing #7 - Sing accurately in unison
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Stage 2 Assessment Evidence
Pre-Assessment
Students will perform a well-known song (Twinkle Twinkle Little Star) during this I will listen to
students to see if they are singing together in unison. I will also listen for students who are singing in
their singing voice and if they are differentiating between singing and yelling.
Students will march around the room while singing the song. This will allow me to see if the students
are able to internalize the beat through kinesthetic movement.

Quizzes, Tests, Assignments Performance Tasks, Projects

For this unit and grade level quizzes, tests,
and assignments are not applicable.
Assessment will be done in performance
tasks, through observations, discussions, and
within the lessons
At the end of this unit the grade two classes will
perform their final piece for the grade 6 classes. This
performance will combine movement, singing,
expression and playing instruments.

Other Evidence (observations, work samples, Student self-assessment

dialogues) Students will have time to reflect upon them selves
I will have a discussion with the students and decide if when they sing they are singing the
about why having the ability to match pitch same thing as their partner.
is important. Students will reflect if they are using their singing
Have a discussion about the various sounds voice, speaking voice, or yelling voice when they are
that you body makes when students clap, participating in class.
patch, and stomp. Students will work in groups and display their
Discuss the sounds that instruments make understanding of body percussion and discuss how it
and how they relate to the sounds of body can transfer to various instruments.
percussion.
Observe if students have the ability to skip,
run, walk, gallop, and hop the beat and can
use kinesthetic motion to internalize the
beat.
I will listen and observe if students can
differentiate between their speaking, talking
and yelling voice and use each at the
appropriate time.

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Display of
Observations and
Title Speaking/Singing Singing Evaluation Performance for Class
Discussion
Learning Outcomes Voice Pitch Matching
Type Formative Formative Summative Summative
(Formative/Summative)

Weighting 0% 0% 35% 65%

Expression. #6 - Music reflects our feelings
about holidays, seasons, our country and
cultural heritage.
Movement #2 - Move to the beat in music
through walking, running, hopping,
galloping and skipping, as appropriate to the
psychomotor

Singing #1 - Distinguish between childrens

speaking and singing voices.

Singing #2 - Respond to tone matching and

echo games.

Playing Instruments #5 - Accompany

singing with appropriate body percussion
and movement (beat, accent, rhythm
patterns) and transfer these to instruments

Singing #5 - Sing, in tune, many rhythmic

and melodic songs, singing games and
action songs.

Singing #7 - Sing accurately in unison

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Assessment Tool Overview Assessment

Assessment Assessment
Assessment Tool Brief Description FOR
AS Learning OF Learning
Learning
This will be an exit slip where I get a group
of students echo a phrase in their singing or
Display of
there speaking voice.
Speaking/Singing Voice
Pitch Matching I will do a pitch matching echo game
where students need to echo back a musical
phrase before leaving the class.
In class I will be observing the students and
having discussions with them. During this
Observations and
Discussion time I will determine what the students
have grasped and if they have enough
understanding of a topic to move on.
I will have the students sing the song as a
whole and in small groups. This song
allows the students to display if they have
Singing Evaluation differentiated between their singing voice
and yelling voice, are able to match pitch,
are able to sing in unison, and if they have
developed the ability to sing in tune.
At the end of this unit the grade two classes
will perform their final piece for the grade
6 classes. This performance will combine
Performance for Class movement, singing, expression and playing
instruments. The students will have the
opportunity to display what they have
learned during this music unit.

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Lesson Plan

Subject/Grade: 2 Music Lesson/Date: Expression

Room: Music Room Time: 30min

Stage 1: Desired Results

GLEs: Students will develop:
Insights into music through meaningful musical activities
Awareness and appreciation of a variety of music, including music of the
many cultures represented in Canada
SLEs: Students will:
Expression. #6 - Music reflects our feelings about holidays, seasons, our
country and cultural heritage.
Singing #1 - Distinguish between childrens speaking and singing voices.
Singing #2 - Respond to tone matching and echo games.
Learning Students will:
Objectives Appreciate (B) various cultural musical styles (P) in I had a Rooster. (M)
Differentiate (B) between their speaking, singing, and yelling voice (P) in
the song I Had a Rooster (M)
Demonstrate (B) their ability to match pitch (P) in The student and the
Animals Story (M)

Stage 2: Assessment Evidence

Formative Display of Summative None
Assessment Speaking/Singing Voice Assessment
Pitch Matching

Stage 3: Learning Experience

Prior to Make sure that wireless Resources Computer
Lesson: speakers are connected to Bring: I Had a Rooster Song
and that there is nothing in Wireless speaker
the way of the movement Voice projecting device
space on the carpet.
Time: Content/Description Notes/As
sessment
s:
5min Introduction:
Hook Questions:
o Who has ever been on a farm?
o Are there lots of animals that live on farms?
o What types of sounds do animals make?
o Do animals move around differently then humans do?
Questions about country music:
o Who has heard country music before?
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o What are some instruments that are usually in country

music?
o Does anyone know where country music comes from?
We are going to start today by moving around the room like
different types of animals in a country song!
Body:
5min Activity #1: I Had a Rooster (Movement)
SAY: I am going to play a song, and every time the singer says a
new animal we need to move around the room in the same way you
think that animal would move.
o What are some ways that a rooster or chickens walk?
o How can you walk like a cow?
o What are some ways you can move like a cat?
Start song I had a Rooster performed by John Lithgow
Make sure you listen to the song because when the singer says
different animal names you need to move like that animal.
When the song is done have the students sit on the riser to being
next activity in the lesson.
10min Activity #2: I had a Rooster (Singing)
We are now going to learn the song we just moved to.
o When the singer was singing this did he use his singing
voice the whole time?
o Did he ever use his talking voice?
o Did he ever use his yelling voice?
Differentiating between singing/talking/yelling:
o Where are some places you use your talking voice?
o Where can you use your yelling voice?
o Where do you use your singing voice?
Singing and yelling:
o How is your singing voice different from your yelling
voice?
SAY: We are going to sing the song that we just learned and it is
VERY repetitive, so as we sing it we are going to try using the
different parts of our voice
Call and response teach the students the song.
Change the type of voice being used for the various animals and
the different verses.
7 min Activity #3: The Student and the Animals (Written by Emma
Arndt)
SAY: There once was a student who lives on a farm. On this farm
he had an owl, a rooster and a pig. He did every thing he could do
to protect his animals.
Have students repeat the sounds that the animals make after you.
o The owl that the student had would say Hi-Lo-Hi (Minor
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3rd falling and returning)

o The big they had would say Hi, Hi, Hi (on the upper
note)
There was a bad wolf that was trying to take the pig and the owl
from the farm.
o This wolf would say Hi, Lo (Make a big wolf mouth on
Hi and snap it down quickly for Lo)
The wolf would always make these sounds as he approached and
thankfully for the students the rooster was always on the look out
for the wolf and would warn the animals if the wolf was on the
way.
o This rooster would say Lo, Lo, Lo just loud enough for
the other animals to hear so they could hide and the student
3 min could come out and scare the wolf away.
Closure:
Today we talked a lot about farms and farm animals!
ASK:
o What types of sounds do animals make?
o Do animals move around differently then humans do?
We also talked a little bit about country music.
ASK:
o What are some instruments that are usually in country
music?
o Does anyone know where country music comes from?
We also talked about how our singing/speaking/and yelling voice is
different.
ASK:
o Where are some places you use your talking voice?
o Where can you use your yelling voice?
o Where do you use your singing voice?
o How is your singing voice different from your yelling
voice?
Stage 4: Reflection
What went well? What could be done differently?

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Lesson Plan

Subject/Grade: 2 Music Lesson/Date: Expression

Room: Music Room Time: 30min

Stage 1: Desired Results

GLEs: Students will develop:
Insights into music through meaningful musical activities
Awareness and appreciation of a variety of music, including music of the
many cultures represented in Canada
SLEs: Students will:
Movement #2 - Move to the beat in music through walking, running,
hopping, galloping and skipping, as appropriate to the psychomotor
Singing #5 - Sing, in tune, many rhythmic and melodic songs, singing
games and action songs.
Learning Students will:
Objectives Demonstrate (B) the ability to internalize a beat through kinesthetic
movements (P) in the song I had a Rooster (M)
Demonstrate (B) their ability to sing in tune (P) in the story The Student
and the Animals

Stage 2: Assessment Evidence

Formative Display of Summative None
Assessment Speaking/Singing Voice Assessment
Pitch Matching

Stage 3: Learning Experience

Prior to Make sure that wireless Resources Computer
Lesson: speakers are connected to Bring: I Had a Rooster Song
and that there is nothing in Wireless speaker
the way of the movement Voice projecting device
space on the carpet.
Time: Content/Description Notes/As
sessment
s:
3min Introduction:
Hello Grade 2s!
Who remembers what we talked about last class?
Farm animals, Country Music, Speaking/Singing/Yelling voice
Does anyone remember about the student and the farm animals?
o What are some of the animals that are on the farm?
o What is the animal that is trying to take the farm animals?
o What animal is in charge of warning the other animals?
All these animals made different sounds!
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o Does anyone feel comfortable enough to show me if they

remember a sound one of the animals made?
o We will now go through the story and add on some new
characters. Please remember to repeat after me when we
make the animals sounds.
Body:
Activity #1: The Student and the Animals
7min Review from last class
SAY: There once was a student who lives on a farm. On this farm
he had an owl, a rooster and a pig. He did every thing he could do
to protect his animals.
Have students repeat the sounds that the animals make after you.
o The owl would say Hi-Lo-Hi (Minor 3rd falling and
returning)
o The pig they had would say Hi, Hi, Hi (on the upper
note)
There was a bad wolf that was trying to take the pig and the owl
from the farm.
o This wolf would say Hi, Lo (Make a big wolf mouth on
Hi and snap it down quickly for Lo)
The wolf would always make these sounds as he approached and
thankfully for the students the rooster was always on the look out
for the wolf and would warn the animals if the wolf was on the
way.
o This rooster would say Lo, Lo, Lo just loud enough for
the other animals to hear so they could hide and the student
could come out and scare the wolf away.
New Material
The rooster would warn the owl and the pig and they would run to
the house and warn the Student.
o The owl would say Hi-Lo-Hi (Minor 3rd falling and
returning)
o The pig they had would say Hi, Hi, Hi (on the upper
note)
When the student heard the owl and the pig he would run out with
his pitch fork and say
o Hey, Hey, Hey, Hey (an octave above the low note)
This sound would scare the wolf away and the wolf would run
away saying
o This wolf would say Hi, Lo (Make a big wolf mouth on
Hi and snap it down quickly for Lo)
Activity #2: I had a Rooster (Movement)
5min
Last class we worked on the song I had a Rooster. Today we are
going to learn some boy percussion that goes along with this song.

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But first to get us up and moving we are going to do some

movement to this song.
Movement:
o What is one medium energy level way we can move around
the room?
o Do you know any low energy ways we can move around
the move?
o What is a high-energy way we can move around the room?
As we move around the room and alternate between the three
different ways of moving MAKE SURE YOU KEEP THE BEAT.
ASK:
o What is the beat of music?
o What is the rhythm?
o How are they different?
I will be watching who keeps the beat because next class we are
going to possibly be transferring what we learned today to
instruments.
Everybody up and lets get moving.
Activity #3: I had a Rooster (Singing)
Review
10min
SAY: We are going to Review the song I had a Rooster and I want
you guys to focus on using your singing voice for every part except
for the animal sounds.
Call and response review with the students.
Body Percussion:
o Clap = Bold
o Patch = Italics
I had a rooster
And the rooster pleased me
I fed my rooster by the green apple tree
My old rooster went
Cockle doodle doo, dee doodle dee doodle dee doodle
dee do

I had a piggy
And the piggy pleased me
I fed my piggy by the green apple tree
My old piggy went
Oink, Oink, Oink

My old rooster went

Cockle doodle doo, dee doodle dee doodle dee doodle
dee do

I had a cow
And the cow pleased me
I fed my cow by the green apple tree
My old cow went
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Mooooo!
My old piggy went
Oink, Oink, Oink
My old rooster went
Cockle doodle doo, dee doodle dee doodle dee doodle
dee do

If body all body percussion doesnt get added continue in next

class.
Closure:
Ask:
2min o What is the beat of music?
o What is the rhythm?
o How are they different?
Say:
o Next class we will be transferring our body percussion onto
instruments.

Stage 4: Reflection
What went well? What could be done differently?

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Lesson Plan

Subject/Grade: 2 Music Lesson/Date: Expression

Room: Music Room Time: 30min

Stage 1: Desired Results

GLEs: Students will develop:
Insights into music through meaningful musical activities
Awareness and appreciation of a variety of music, including music of the
many cultures represented in Canada
SLEs: Students will:
Playing Instruments #5 - Accompany singing with appropriate body
percussion and movement (beat, accent, rhythm patterns) and transfer these
to instruments
Singing #7 - Sing accurately in unison
Learning Students will:
Objectives Transfer (B) learned boy percussion onto appropriate Orff instruments (P)
in the song I had a Rooster (M)
Practice (B) singing in unison (P) in the song I had a Rooster (M)

Stage 2: Assessment Evidence

Formative Display of Summative None
Assessment Speaking/Singing Voice Assessment
Pitch Matching

Stage 3: Learning Experience

Prior to Make sure that wireless Resources Computer
Lesson: speakers are connected to Bring: I Had a Rooster Song
and that there is nothing in Wireless speaker
the way of the movement Voice projecting device
space on the carpet.
Time: Content/Description Notes/As
sessment
s:
Introduction:
Hook questions:
o Who remembers what body percussion we did last class?
o Did we have body percussion on the beat or the rhythm?
o What is the difference between beat and rhythm?
Today we will be taking the body percussion that we learned last
class and transferring it to instruments.
First lets review our song and body percussion from last class.

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Body:
Activity #3: I had a Rooster (Singing and Body Percussion)
Body Percussion:
o Clap = Bold
o Patch = Italics
I had a rooster
And the rooster pleased me
I fed my rooster by the green apple tree
My old rooster went
Cockle doodle doo, dee doodle dee doodle dee doodle
dee do

I had a piggy
And the piggy pleased me
I fed my piggy by the green apple tree
My old piggy went
Oink, Oink, Oink

My old rooster went

Cockle doodle doo, dee doodle dee doodle dee doodle
dee do

I had a cow
And the cow pleased me
I fed my cow by the green apple tree
My old cow went
Mooooo!
My old piggy went
Oink, Oink, Oink
My old rooster went
Cockle doodle doo, dee doodle dee doodle dee doodle
dee do

Discussion:
o What are some instruments that we could use instead of
clapping?
o Try and think of instruments that would make a similar
sound.
o Ex) Rhythm sticks, claves, tick-tock-blocks, etc.
o What are some instruments that we could use instead of
patching?
o Try and think of instruments that would make a similar
sound.
o Ex) Hand drum, bongos, etc.
Instruments for the beat:
o We are going to play the beat of the song on the bass
xylophones and metallophone.
o EVERYONE will have an opportunity to play ALL of the
instruments! It may not be today, but everyone will be able
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to play all of the instruments.

Moving to instruments:
o When I say GO please move to the instruments that we
have discussed.
o Layer in the instruments from the bottom up (bass-patch
instruments-clap instruments)
o Continue repeating verse one until students are comfortable.
Closure:
Questions to ask:
o Did we have body percussion on the beat or the rhythm?
o What is the difference between beat and rhythm?
o What are some instruments that we could use instead of
clapping?
o What are some instruments that we could use instead of
patching?
Awesome job today!
o When I say GO please put all of the instrument back where
they go. If you need help please raise your hand and I will
come help you.
o We will continue working on this next class for our
performance for the grade 6 classes and your parents!
Stage 4: Reflection
What went well? What could be done differently?

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Culminating Activity

The students are going to perform the folk song I had a Rooster for the grade 6
classed and for any parents who are able to attend. This performance will combine singing,
movement, body percussion and playing instruments. The students will all be singing, some
students will be skipping around while singing and playing color instruments that
correspond with the sound each different animal makes. Other students will be singing and
keeping the beat on the bass xylophone and the bass metallophone, while other students sing
and play Orff instruments of their choice (pre determined in class) that correspond to
patching and clapping.

In this performance I will be looking for:

Singing from every student
Ability to play instrument and sing at the same time
Accurate rhythm of instruments being played
Tone quality of singing voice
Students are using singing voice and talking voice at appropriate times

In later lessons I will be doing a singing evaluation with the students. In this
evaluation the students will either get a yes or a no for the competencies.

I will ask the students to:

Echo a musical phrase back to me
Differentiate between their singing/speaking/talking voice

In this evaluation I will be looking at

Singing #1 - Distinguish between childrens speaking and singing voices.
Singing #2 - Respond to tone matching and echo games.
Singing #5 - Sing, in tune, many rhythmic and melodic songs, singing games and
action songs.

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Appendices
Resources:

John Lithgow. (1999). I had a Rooster [MP3]. Sony Wonder.

Singing Evaluation:

Competency Successful Unsuccessful

Can differentiate between
singing/speaking/talking
voice
Can match pitch

Can sing back a musical

phrase in tune

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