Name: Jenny Hsu Element: Rhythm Grade Level: 2nd Grade
Central Focus:
Beats in sets of 2
Rationale
To introduce counting and executing music by feeling beats in large groups of 2. Recognize
that beats can be grouped into sets of 2, called meter in 2. Also to understand what a Strong
beat and Weak beat is; and to be able to perform a steady beat and know what that means.
Students will be exposed to a Japanese song about Winter changing to Spring, and will be
given some cultural context in order to understand the feeling behind the music. They can be
asked to write Haiku, draw pictures that relate to the music, or create Origami. To also have
them vocally perform the song “Spring Comes, Winter Goes” while being led to breath every
two bars. They will explore feeling the pulse in two through patting their lap on beats 1 and 3,
or on 2 and 4 while being conscious of the rests in between.
Hook:
Do you like the Winter? What is nice about Spring? What feelings do we feel when the
weather gets a little warmer? Who gets excited for Spring-time? Have any of you been to a
Japanese Spring Festival before?
Learning Objective(s): Summative Assessment
Conceptual:
Strong beats and weak beats exist in
every measure, and are in specific places 1. Written: None
in something metered in two.
2. Manipulative Assessment:
Behavioral: Have students learn song “Let’s go Fly” and
Demonstrate ability to observe meter feel the steady beat of the song. Is it in 2? (it
signature, underlying pulse at appropriate is in 3, so they should be able to tell that it is
tempo, and perform song with accurate not in duple meter). Ask how the beats are
rhythm of melody and breathing. organized?
Cultural: 3. Classroom Discussion:
Capture the feeling of Spring coming out
of Winter and discuss the importance of it What is Meter in two? How is it different
in Japanese Culture by talking about from 4? Does this affect the way we
Japanese Festivals and Sakura trees. breathe with the music? How can we tell
Learn about the activities in these if a song is in meter in two?
festivals (Kite flying, origami flowers
and birds, and eating Sushi Bento).
Standards
National/Core Standard(s) (2016):
MU:Pr4.2.1b When analyzing selected music, read and perform rhythmic patterns using iconic
or standard notation.
Fine Arts State Standard(s):
MU:Pr4.1.2b. Demonstrate knowledge of musical concepts (for example, tonality, meter) in a
variety of music for performance.
Materials/Equipment
Sheet music, rhythm exercise, audio video/CD/instrument that teacher can play the song on,
phonetic Japanese and English version of song.
Preparation
Pass out all sheet music and rhythm exercise sheets for the partner clapping game. Have a
recording of the song ready to be played on class speakers.
Agenda
1. Introduce what Strong and Weak beats are. Tie this to Meter in two and demonstrate.
2. Clapping Game with a partner
3. Listen to “Spring Comes, Winter Goes” as a class and look at videos of Japanese
Spring Festivals.
4. Sing “Spring Comes, Winter Goes” altogether
Time: Procedure: Informal
Assessments/Checks for
5 min Hook understanding
5 min Talk about Strong beats, weak beats,
Meter in 2. Have students clap only on
strong beats or only on
10 min Partner students up for a clapping game weak beats.
to test their understanding.
10 min Display sheet music and listen to the Make sure students are
song in English. Give some cultural actively engaged in class
background (Japanese Spring festivals, discussion.
Haiku, etc.) “Can someone tell me what
their favorite part of a
Japanese Festival would
be?”
Display phonetic sheets and sheet music Check for if the students are
10 min
with Japanese lyrics. Sing along to the singing uniformly.
Japanese version.
Hand out Rhythm sticks and Finger Listen to the
15 min Cymbals to a third of the students, and accompaniment to make
have them accompany the tune while sure that the rhythm is in
everyone else sings. check at all times. Walk
around class to help if
Students will rotate roles so everyone anyone is struggling.
gets a chance to accompany the song.
Differentiation/Accommodations
Students sing the song and follow the teacher for breathing between two-bar and four-bar
phrases. If a student is struggling to subdivide eighth notes, have them only sing on strong
beats (Beat 1’s) and compliment them on helping the class feel the strong beats. The teacher
can play the harmonies while singing along and conducting the class through the song.
Closure
We will end the class by summarizing what we went over
“How do we count in a meter of 2? Can someone show me?”
Citation
Beethoven, Jane. Silver Burdett Making Music. Grade 2, Teacher's Edition, Scott Foresman, 2002.
pages 8-9.
