LESSON PLAN ONE

Name: Isaac Mullet Date: December 11, 2018

Lesson Title: Rhythm –Common Time Dance Grade/Level: Grade 2Curriculum Standards Focus Question/Big Idea/Goal2.GM.P1.A Demonstrate and explain personal interest in, knowledge about, and purpose of varied musical selections (such as performing songs and dances from various cultures and historical periods).2.GM.P2.B Rehearse, identify, and apply strategies to address performance challenges. 2.GM.P3.B Using body percussion or instruments, perform, alone and with others, with expression and skill.2.GM.Cr1.A Use pentatonic melodies, short rhythms, movement, and vocal/instrumental timbres to improvise rhythmic/melodic patterns and movement.

Math Standard2.OA.B.2 Fluently add and subtract within 30 using mental strategies. By the end of 2nd grade, know from memory all sums of two one-digit numbers and related subtraction facts.

Central Focus: How can simple time be illustrated with movement?

Lesson Objective(s)Students will express simple time through movement.Students will prepare a dance for a specific piece of music.Students will practice dancing to a specific piece in simple time.Vocabulary/ Academic LanguageStudents will understand words like “Cossack dance,” and “Hopak dance” from Ukrainian culture, but they will also discuss musical “timing,” “rhythm,” specifically “simple time.” Questions for higher order thinking and assessmentHow does Ukrainian traditional music differ from music in the United States? How are traditional dances passed from person to person? How do traditional dances develop within a culture?Assessment/EvaluationInformal:The teacher will assess students for how well they can stay in time with the beat, both with dancing and with practicing. Teacher will also assess whether or not individual students can complete the dance patterns presented to them. Formal: Students won’t be assessed formally for this specific class. MaterialsThe teacher will need a smartboard or some way to present a video of the music to the classThe teacher will need a graphic of four-four timing, as well as a picture of a measure with four quarter notes in it. This can be shown on a white board, but smart-board would be preferable.The teacher will need a graphic of a map of Europe, either with Ukraine highlighted, or else a separate

graphic of Ukraine.https://www.rusmoose.com/traditional-ukrainian-dance/ Hopak dance from this pageA device with which to play musicBell RingerAs students enter the room and sit on the ground, they are expected to sing their little mantra to the teacher in response to the teacher’s prompt to them. Anticipatory SetThe teacher will ask the students to raise their hand if they like to dance. The teacher will then ask students what songs are their favorites to dance to, and see what answers they get. The teacher will then tell the students that they will learn a dance from a different country, a country called Ukraine. This will lead directly into the lesson. InstructionThe teacher will inform the students that they will be studying Ukraine for the next several weeks and ask the students who has heard of Ukraine. The teacher will then show the map of Europe on the screen as well as the map with just the Ukraine part in it. The teacher will explain that Ukrainian culture is very different from American culture, and the music that they enjoy is very different than the music from the United States. The teacher will explain that the traditional music of the Ukraine is often based around life and work that the people used to do. It is also based around social events like weddings and parties, just like it is in the United States. One thing that Ukrainians love to do is dance. They have a lot of traditional dances that they know; one main type of dancing is called “Cossack” dancing (the students should repeat this word). The teacher will show part of the video of the Hopak dance and explain to the students that this is a specific type of dancing, known as the “Hopak dance.” The teacher will then tell the students that they are going to learn some Ukrainian dance moves and then later they will dance them to music. Each of these dances will be in four-four timing. The teacher will ask the students what this means. The students should know the answer and the teacher will show them the picture of the measure of four beats on the board, and the students will count and clap it with the teacher. The teacher will then teach them both the Dorizhka or Little Step and the Vidryvanka Zvychaina or Kicks dance.Little Step

1. On one take a small step to the right with the right foot. Weight is on the left foot.2. On two bring the left foot up to meet the right foot.3. On three take a small step to the right with the right foot. Weight is on the left foot.4. On four bring the left foot up to meet the right foot.This is then repeated going towards the left.

Kicks1. On one hop on to the right foot and extend the left foot forward, toes pointed.2. On two hop on to the left foot and extend the right foot forward, toes pointed.

Guided and Independent PracticeThe teacher will then begin letting the students practice both of the types of steps by themselves for just a little bit, after showing them each one again and letting them practice in between. Then the teacher will have half the class (every other person) clap to the beat the teacher sets, while the other half does the Little Step. Then the students will switch. Then the teacher will have half the class clap to the beat while the other half does the Kicks, and again the students will switch. Eventually the students will have to do the same thing, but every eight beats they will alternate the steps without stopping the beat. They will keep working with this until the students can effortlessly move between the different types of steps. ClosureThe teacher will ask the students if they remember the type of dances that they talked about before.

Eventually they will discuss that they will be putting their dance moves together with a piece of music and they will be able to dance a “Cossack” dance. Adaptations to Meet Individual NeedsThe teacher will use verbal instruction for auditory learners.The teacher will use visual instruction for visual learners.The teacher will use dancing for the kinesthetic learners.The teacher will ask students to explain specific concepts, which will help verbal learners. Cross-curricular connectionsThis lesson has a math connection with counting beats in a measure.

LESSON PLAN TWO

Name: Isaac Mullet Date: December 11, 2018

Lesson Title: Rhythm—Three-Four Time Dance Grade/Level: Grade 2Curriculum Standards Focus Question/Big Idea/Goal2.GM.P1.A Demonstrate and explain personal interest in, knowledge about, and purpose of varied musical selections (such as performing songs and dances from various cultures and historical periods).2.GM.P1.B Using voices, instruments, or movement, demonstrate knowledge of music concepts in music from a variety of cultures selected for performance. 2.GM.P2.B Rehearse, identify, and apply strategies to address performance challenges. 2.GM.P3.B Using body percussion or instruments, perform, alone and with others, with expression and skill.2.GM.Cr1.A Use pentatonic melodies, short rhythms, movement, and vocal/instrumental timbres to

Central Focus: How does three-four timing feel in music?

improvise rhythmic/melodic patterns and movement.2.GM.Cn2.A Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and/or daily life (such as exploring the connections between art and music)

Social Studies Standard2.1 Compare the beliefs, customs, ceremonies, and traditions of the varied cultures represented in the United States by researching informational texts.Lesson Objective(s)Students will demonstrate three-four timing kinesthetically.Students will interpret three beats as a dance step.Students will practice using three-four timing.Vocabulary/ Academic LanguageStudents will hear the teacher use words like “three-four timing,” “Ukrainian,” as well as continue more general words like “timing,” and “meter.”Questions for higher order thinking and assessmentHow does three-four timing differ from simple time? What does three-four timing emphasize? What kind of mood does triple timing bring? Assessment/EvaluationInformal:Students will be assessed informally on their ability to answer questions about three-four timing, as well as their ability to carry out the dance moves. Maybe most importantly, students will be assessed on whether or not they can stay in time. Formal: Since the students will only be learning the dance today, they won’t be formally assessed, either as a group or individuals. Later in the week, they will be assessed on whether or not they can carry out the dance, and whether they can write the correct rhythms. MaterialsSmartboard or whiteboardVisual of three-four timing with a measure, and the time signatureSecond song from this website-- https://www.ukrainemarriageguide.com/en/ukraine-culture-traditions/culture-art/ukrainian-dance-music This song is in triple timing and the children will dance to it.A device to play musicPictures from wedding, including Korovai, Rushnyk, and wedding hats. Bell RingerAs students enter the room and sit on the ground, they are expected to sing their little mantra to the teacher in response to the teacher’s prompt to them.Anticipatory SetThe teacher will be playing some music for the students that is in simple timing while the students come in and sit down. The teacher will let them listen to it. Then the teacher will switch to a song in triple time and let the students listen, then ask them what is different about the second piece. The students will likely give answers about instrumentation and other things that they notice. The teacher will affirm or deny these things, then tell the students that the time is different. It feels in three instead of in four. This will lead to the instruction.

InstructionThe teacher will explain to the students that though they learned about common time last week, this week, they will learn about a new time, called triple time. In this time, there are three beats instead of four. A common way of expressing this with a meter of three-four, which means three quarter note beats per measure. The teacher will show the students the picture of this timing. The teacher will explain the visual to the students and then have the students count and clap the measure. Once students can keep the beat for this measure, the teacher can move on. The teacher will explain that in Ukraine, the location that they have been studying, people dance to a lot of instrumental music, and to some vocal music. One of the main places that they dance is weddings. The teacher will ask if it is common for people in the United States to dance at weddings. The students should concur that it is. The teacher will tell the students that very specific dances are usually performed at weddings, especially during specific rituals at weddings. These are things like when the bride’s veil is lifted up so that the groom can see her face. Then the teacher will play the Zakarpathorilasosna for the students and tell them that this is a ritual wedding song. The teacher will then teach the students the two dances, 1-2 Front, and Merezhka. The 1-2 Front step:

1. On one step on to the right foot.2. On two step on to the left foot.3. On three step on to the right foot and extend the left foot towards the front, toes pointed.

The Merezhka:1. On one step on to the right foot.2. On two step on to the left foot.3. On three step on to the right foot and extend the left foot towards the side, toes pointed.

Guided and Independent PracticeAfter the teacher explains the dances and demonstrates each one for the students, the students will practice them one by one. Half the class will count and clap, while the other half will do the dance, then they will switch. Eventually, they will move to where they can alternate between one and the other and they will do one for a bit then switch. The teacher will then play the dance music and allow the children to dance to it. While they do this, the teacher will count so that they don’t lose the measure and call out which dance they are doing and tell them when to switch. ClosureOnce the children have wound down a little bit, the teacher will show them more pictures from Ukrainian weddings and allow them to discuss how they are different from weddings in the United States. These would include things like the bread, Korovai, the towel that the couple steps on, the rushnyk, and the different hats that the couple wears. Adaptations to Meet Individual NeedsThe teacher will use verbal instruction for audio learners.The teacher will use visuals for visual learners.The teacher will incorporate movement for kinesthetic learners.The teacher will have students explain concepts to help verbal learners. Cross-curricular connectionsThis lesson partially addresses a social studies standard by comparing traditions from different cultures.

LESSON PLAN THREE

Name: Isaac Mullet Date: December 11, 2018

Lesson Title: Melodic Shape Grade/Level: Grade 2Curriculum Standards Focus Question/Big Idea/Goal2.GM.P1.B Using voices, instruments, or movement, demonstrate knowledge of music concepts in music from a variety of cultures selected for performance. 2.GM.P1.C Demonstrate understanding of music’s expressive qualities and how creators use them to convey expressive intent2.GM.P3.A Sing, alone and with others, with expression and skill2.GM.Cr1.A Use pentatonic melodies, short rhythms, movement, and vocal/instrumental timbres to improvise rhythmic/melodic patterns and movement.2.GM.Cr2.B Use iconic or standard notation and/or recording technology to sequence and document personal musical ideas (such as four beat rhythm/melodic patterns, introduction, coda, etc)2.GM.R1.B Describe how specific musical concepts are used to support a specific purpose in music; demonstrate and identify how specific musical concepts are used in various styles of music (such as meter and timbre).2.GM.Cn2.A Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and/or daily life (such as exploring the connections between art and music)

English Language Arts2.RL.KID.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Central Focus: What is a melodic shape?

Lesson Objective(s)The students will dramatize a sentence using rhythm and pitch.The students will illustrate melodic shape with their melodies and their hands. The students will describe a sentence musically and explain why they made the musical choices they did. Vocabulary/ Academic LanguageThe students will already know “meter” and “rhythm,” and they will discuss melodic direction, “melody,” “duma,” and “epic poem.” Questions for higher order thinking and assessmentHow can melody enhance the meaning of words? How does rhythm enhance the meaning of words? How is melody like a sentence?Assessment/Evaluation

Informal:The teacher will ask the students questions about the direction of the melody and the teacher can informally assess the students as they answer. The teacher can also informally assess the students as they perform their “dumas”Formal: This lesson has formal assessment with the short rhythmic patterns that students will write with their phrases of music. The teacher will assess these for completion and also for whether or not the rhythmic pattern makes sense with the words. MaterialsA smartboardA picture of mountains for the anticipatory set A short phrase of music with lyrics https://www.bethsnotesplus.com/wp-content/uploads/2013/04/When-the-Saints-Go-Marching-In.png The following poem in worksheets for each of the children https://www.mamalisa.com/?t=es&p=1061 Ukrainian tune from https://www.rusmoose.com/traditional-ukrainian-dance/A device to play music onBell RingerWhen the students enter the room and sit down, they will sing their little good morning phrase in response to the teacher’s prompt. Anticipatory SetThe teacher will show students a picture of mountains on the smartboard. The teacher will ask the students which one of the following melodies illustrates the picture of the mountains better. The teacher will then hum different melodies on the word “la” that follow different contours. The correct one will have the same number of peaks and downs as the mountains and all the others would be obviously different. The teacher will ask students how they could tell which one was right, and field student answers. InstructionThe teacher will explain that in addition to pictures, people can use melodies to illustrate words or stories. (Students will already have a basic understanding of melody by this time in the year). In Ukraine, people use music to remember and tell epic poems. The teacher will ask students if they know what an epic poem is. The teacher will then explain that it is a long poem that tells a true story. The teacher will explain that singers will take a poem and make up music to go along with it. Then, usually, with instruments, they will sing these stories to people, and then people will memorize them and sing them to other people. Through this method, stories are passed down from year to year in the Ukrainian culture. These epic poem story things are called dumas. The teacher will then show an example of a line of music with words on the board. The teacher will sing the example for the students. Then the teacher will ask the students to explain how the melody explains the text and makes it better. The students should be able to identify the important words and show how the melody accentuates them by going up and coming down. Guided and Independent PracticeThe teacher will then explain to the students that they will have to create their own duma. The teacher will hand out the worksheets with the poem on it to the class. The class, using the rhythms that they learned previously will have to write down what rhythms go with which word. They will do this in groups of two or three or more, depending on the size of the class. Then the teacher will ask them to clap the rhythms they’ve chosen. Finally, each group will get to sing improvisation for the teacher. They will only have to sing the first part of their little poem, since they will be in front of the class. ClosureOnce students are done performing their little “dumas,” the teacher will allow them to dance to a Ukrainian

dance tune if there is still time until class ends. Adaptations to Meet Individual NeedsThe teacher will use verbal instruction for aural learnersThe teacher will use visual music for visual learnersThe teacher will have students create music and trace melody shape for kinesthetic learnersCross-curricular connectionsThis lesson has a reading connection with the short phrases of music that students are supposed to write with sentences.

A Short TaleChildren's Song

(English)

I will tell you a tale, children.

The hare brought a bundle of twigs,

Chopped them fine,

Quickly cooked a broth.

The broth was sweet -

My tale was short.

LESSON PLAN FOUR

Name: Isaac Mullet Date: December 11, 2018

Lesson Title: Melodic Phrasing; phrase shape Grade/Level: Grade 2Curriculum Standards Focus Question/Big Idea/Goal2.GM.P3.B Using body percussion or instruments, perform, alone and with others, with expression and skill.2.GM.Cr1.A Use pentatonic melodies, short rhythms, movement, and vocal/instrumental timbres to improvise rhythmic/melodic patterns and movement2.GM.Cr2.B Use iconic or standard notation and/or recording technology to sequence and document personal musical ideas (such as four beat rhythm/melodic patterns, introduction, coda, etc.)2.GM.Cr3.B Demonstrate a final version of personal musical ideas using created vocal, instrumental, or movement pieces2.GM.R1.B Describe how specific music concepts are used to support a specific purpose in music; demonstrate and identify how specific musical concepts are used in various styles of music (such as meter and timbre).

Social Studies Standard2.1 Compare the beliefs, customs, ceremonies, and traditions of the varied cultures represented in the United States by researching informational texts.

Central Focus: How does music breathe?

Lesson Objective(s)Students will create a melody using a pre-written rhythm.Students will redesign a piece of music by choosing new notes for the rhythm.Students will relate their new composition to phrase shape.Vocabulary/ Academic LanguageStudents will continue working with terms like “rhythm,” and “melody,” and will learn the term “phrase” through class discussion. Questions for higher order thinking and assessmentHow does it sound when the melody starts a new phrase? What happens in a melody between phrases? How often does a melody change to a new phrase?Assessment/EvaluationInformal:Students will be informally assessed by their performance of the melody they create, as to whether or not they can stay in time and play what they have written accurately. Formal: The students will be formally assessed by the music that they write on the paper. The teacher will assess for completeness and for concept of melodic shape.Materials

The teacher will need a smart boardThe teacher will need worksheets for students including written rhythms. Students will write the note names on top of the rhythmsPictures of Kolach and Didukh to show childrenPiano to play sheet musicKolomeika sheet music http://tredwellsmusic.com/content/images/thumbs/0015177_ukrainian-folk-songs-and-dances-for-accordion-arr-m-yaworski-songbook.png Orff Instruments (xylophones)Bell RingerAs the students enter the classroom, the teacher will sing a little mantra to them, to which they will give their usual sung response. Anticipatory SetThe teacher will ask the students to stand and to take in as deep a breath as they possibly can. Then the teacher will begin to count slowly and the students should slowly let out their air, humming any pitch. Whoever lasts the longest gets a round of applause. They will repeat this exercise with the teacher encouraging them to see if others can last even longer. Once they are done and breathless, the teacher will tell them to sit back down.InstructionThe teacher will then ask the children what they think about when they think about Christmas, and allow the students to answer. The teacher will then explain some Ukrainian Christmas customs to the children, including the Christmas bread Kolach, and the wheat stalks that symbolize ancestors, called Didukh. These will be showed with pictures. The teacher will also explain that people in Ukraine used to celebrate Christmas in January, January 7, instead of December 25. The teacher will also ask the children to think about Christmas songs they like. The teacher will then play a recording of the Kolomeika, a Ukrainian Christmas dance. The teacher will then ask the students to remember the breathing exercise that they just did. The teacher will tell them that just like people need to stop singing and take a breath, so does the melody. They have already talked about melodic shape, but the teacher will tell them that the melody has to stop, take a breath, and keep moving. Whenever it stops and starts again, it is called a phrase. The teacher will sing the students a little snippet of one of the Christmas songs that the children mentioned and help the students to identify the phrasing in it. Guided and Independent PracticeThe teacher will play again Kolomeika, except this time, it will the be the sheet music on the piano. The students will have to identify the phrases in the piece, and the teacher can help them. The teacher will also have this sheet music up on the smartboard. Then the teacher will hand the students the sheet music with the rhythms already written. This will be the same rhythms and phrase groupings from Kolomeika, except the students will have to choose their own notes from the pentatonic scale on their Orff instruments. They will write the note name above the rhythm that they want, and this way they will compose their music. The teacher will walk around and listen to the melodies and give suggestions for improvement to make the phrase shape better. ClosureAs the students are winding down, the teacher will ask if anyone wants to play their composition for the class. If anyone does, the teacher will allow one or two students to. Once they have played their compositions, the teacher will ask the students to hand in their pieces, and then the students will be dismissed. Adaptations to Meet Individual NeedsThe teacher will use verbal instruction for aural learners

The teacher will show sheet music as it is being played for visual studentsThe teacher will allow the students to experiment on the Orff instruments for kinesthetic learnersIn walking through the class, the teacher will ask the verbal learners to explain their phrasesCross-curricular connectionsThis lesson has a social studies connection, making comparisons with Christmas between Ukraine and the United States.

LESSON PLAN FIVE

Name: Isaac Mullet Date: December 11, 2018

Lesson Title: Intro to Harmony Grade/Level: Grade 2Curriculum Standards Focus Question/Big Idea/Goal2.GM.P1.C Demonstrate understanding of music’s expressive qualities and how creators use them to express creative intent.2.GM.P3.A Sing, alone and with others, with expression and skill.2.GM.Cr2.A Using musical ideas to be performed, demonstrate and discuss personal reasons for selecting musical ideas.2.GM.R2.A Demonstrate how expressive qualities and music concepts support a musical creation/performance (such as recognizing same/different sections, classroom and/or selected orchestral instruments, or how tempo and dynamics affect the mood of a piece).2.GM.Cn2.A Demonstrate understanding of relationships between music and other arts, other disciplines, varied contexts, and/or daily life (such as exploring the connections between art and music).

Science connection2) Obtain, evaluate, and communicate information on how natural resource availability, natural hazard occurrences, and climatic changes impact individuals and society.

Central Focus: What is a harmony?

Lesson Objective(s)Students will discuss the value of harmony as a musical device.Students will choose notes to sing as the harmony.Students will develop a harmony that fits with the music.Vocabulary/ Academic LanguageStudents will hear words like “melody,” “harmony,” and “rhythm” still. They will also remember former words like “solfege,” and “do, re mi, etc.”Questions for higher order thinking and assessmentHow does harmony change the sound of music? Why would someone want to sing harmony? Is harmony harder or easier to sing than melody?Assessment/EvaluationInformal:The students will be informally assessed on their ability to follow the melody with their harmonies. The teacher will ask the students to sing along with the teacher. The teacher will also ask questions to assess understanding during class.Formal: This specific class will have no formal assessment

MaterialsSmartboard or something to play music withSheet music to Rooster song https://www.mamalisa.com/?t=es&p=4895 Bell RingerThe students and teacher will keep up their regular mantra for the bell ringer as the students enter the classroom.Anticipatory SetThe teacher will ask the students to sing a familiar song, the “Itsy Bitsy Spider.” If students don’t know this song, the teacher will ask them to pick one everybody knows. The teacher will help the students sing it through one time. Then, as the students sing it through a second time, the teacher will sing a harmony part with them. The teacher will ask the students if they know what the teacher sang. If the students don’t know, the teacher will explain that it was a harmony part, which will lead directly into the instruction. InstructionThe teacher explain the basics of harmony to students.

It is sung alongside the melody It is less important than the melody The intention is to make the melody sound better The most important notes in singing harmony are “do” and “sol.”

The teacher will have a short review of do and sol at this point. Then the teacher will ask students why they would want to possibly use harmonies in a piece of music, and listen to student answers. The teacher will also ask the students to discuss different pieces of music that they listen to that have harmonies. If possible, the teacher will look them up and play some of them for the students. Guided and Independent PracticeThen the teacher will introduce the Rooster song to the children. The teacher will explain that in Ukraine, harvest is a very important time of year. It happens in the fall. Everyone needs to have food to last the year, which is why harvest is so important. During this time of year, people work, but then they gather together for parties and they sing and dance and play music together. This song illustrates a rooster and a hen harvesting for themselves and is a traditional Ukrainian song. The teacher will sing the song several times for the students and let them hear the Ukrainian words and the melody. Then the students will sing either do and sol along with the teacher as the teacher sings. The teacher will have to help the students as this will likely be difficult for them to do. They should sing it as a drone until they move on.ClosureAs closing for the lesson, the teacher will ask the students if there are any events in the year in the USA that people celebrate with singing and dancing and parties. They should name several besides Christmas. Adaptations to Meet Individual NeedsThe teacher will use verbal instruction for aural learnersThe teacher will use improvisation for kinesthetic learnersThe teacher will have students speak things about harmony that will help verbal learnersCross-curricular connectionsThis lesson has a connection with science, discussing the harvest cycle in Ukraine.