2nd Grade Los Machetes

2nd
Grade
Objectives:
1. Students will perform a circle dance from Mexico.
2. Students will identify and perform ostinatos.
3. Students will sing This Land is Your Land with accurate pitches and words.
Standards Addressed:
1. 2.2 The student will sing a repertoire of songs alone and with others, including
a. 1. singing melodic patterns that move upward, downward, and stay the same;
b. 3. increasing pitch accuracy while singing phrases and simple songs
2. 2.5 The student will respond to music with movement, including
a. 1. using locomotor and nonlocomotor movements of increasing complexity;
b. 4. performing nonchoreographed and choreographed movements, including
line and circle dances;
c. 5. performing dances and other musical activities from a variety of cultures;
and
3. The student will explore historical and cultural aspects of music by
a. 1. identifying music representing the heritage, customs, and traditions of a
variety of cultures;
Materials:
1. Recording of Brand New by Ben Rector
2. Pictures of instruments in a mariachi band (trumpet, guitar, violin)

3. Video of a mariachi band (Youtube)
4. Picture of Mexico on map (computer)
5. Paint Cards with ostinatos
6. Tempo cards
7. Lyrics to This Land is Your Land
Procedures:
1. Warm up (5 minutes)
a. Actors toolbox
b. Read Objectives. Word of the week is Ostinato
c. Warm Up Song: Brand New by Ben Rector
2. Los Machetes Dance (See packet from MMEA) (15 minutes)
a. Have students listen to a recording of the song.
i. What instruments do you hear?
ii. Where do you think this music comes from?
iii. Show poewerpoint:
1. Picture of a Mariachi Band
2. Map to show where Mexico is located.
3. Pictures of instruments.
4. Video clip of a mariachi band performing.
b. Teach dance.
i. Practice each part without music, and then with music. Add all 3 parts
together at the end.

ii. Teacher will show students the direction they need to face by walking
around the circle and pointing.
iii. Teacher will instruct the students to walk, and listen to hear what
count the triangle will sound. When the triangle sounds, they turn and
walk in the opposite direction.
1. What count did I hit the triangle? (16)
2. Practice walking 16 counts right and 16 counts left.
3. This is section A.
4. Practice with music,
iv. Teacher will model and break down the movements for the B section.
1. Students will practice multiple times without music, and then
run the dance from the beginning.
v. Teacher will instruct students to hold up their right hand. Teacher will
walk around and high five everybodys right hand.
1. Teacher will show moves for C section. Students will practice
first without music, and then with music
vi. Students will run the entire dance with music.
Please walk back to your riser spots and listen to see if you recognize this song.
3. Ostinato (15 minutes)
a. Engine Engine, Half say chuggachuggachugga
i. Does chugga chugga repeat?
ii. Did it make Engine Engine sound more interesting?

iii. Ostinato: repeating pattern in music.
1. Do you see any repeating patterns in the music room?
b. Put students in groups of 4
i. Paint strip cards
1. Each group will be given a paint strip card with 4 different
ostinato patterns on them. Groups will practice one pattern at
a time, and then practice layering them with other groups.
2. Now, we are going to layer some of our ostinato patterns, kind
of like making a cake!
3. Ms. Eberly will pull one group a time to put tempo cards in
order from slowest to fastest to assess their understanding of
the 4 tempo words (Largo, Andante, Allegro, and Presto).
4. Review this land is your land at the end (just singing). (5 minutes)
a. Review the refrain, and some other verses, to prepare for their performance
at Heritage Night.
b. Have students speak the words before singing them.
c. Are there any words you want to accent while we sing?
i. Review accent, (makes a word sound stronger)
5. Review Shortening Bread
a. Students will review the words and hand motions.
b. Students will perform the hand motions with partners.
6. If time permits: Skinnamarink
a. Students will sing and perform at different tempos.

Next week:
Review Los Machetes, add sticks to the dance. Talk more about what Machetes are.

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2nd

1. Students will perform a circle dance from Mexico.

2. Students will identify and perform ostinatos.

b. 3. increasing pitch accuracy while singing phrases and simple songs

2. 2.5 The student will respond to music with movement, including

a. 1. using locomotor and nonlocomotor movements of increasing complexity;

b. 4. performing nonchoreographed and choreographed movements, including

line and circle dances;

c. 5. performing dances and other musical activities from a variety of cultures;

3. The student will explore historical and cultural aspects of music by

a. 1. identifying music representing the heritage, customs, and traditions of a

1. Recording of Brand New by Ben Rector

2. Pictures of instruments in a mariachi band (trumpet, guitar, violin)

4. Picture of Mexico on map (computer)

5. Paint Cards with ostinatos

7. Lyrics to This Land is Your Land

b. Read Objectives. Word of the week is Ostinato

c. Warm Up Song: Brand New by Ben Rector

2. Los Machetes Dance (See packet from MMEA) (15 minutes)

a. Have students listen to a recording of the song.

i. What instruments do you hear?

ii. Where do you think this music comes from?

iii. Show poewerpoint:

1. Picture of a Mariachi Band

2. Map to show where Mexico is located.

4. Video clip of a mariachi band performing.

together at the end.

around the circle and pointing.

walk in the opposite direction.

1. What count did I hit the triangle? (16)

2. Practice walking 16 counts right and 16 counts left.

4. Practice with music,

1. Students will practice multiple times without music, and then

run the dance from the beginning.

walk around and high five everybodys right hand.

1. Teacher will show moves for C section. Students will practice

first without music, and then with music

vi. Students will run the entire dance with music.

3. Ostinato (15 minutes)

a. Engine Engine, Half say chuggachuggachugga

i. Does chugga chugga repeat?

ii. Did it make Engine Engine sound more interesting?

1. Do you see any repeating patterns in the music room?

b. Put students in groups of 4

i. Paint strip cards

1. Each group will be given a paint strip card with 4 different

ostinato patterns on them. Groups will practice one pattern at

a time, and then practice layering them with other groups.

2. Now, we are going to layer some of our ostinato patterns, kind

of like making a cake!

order from slowest to fastest to assess their understanding of

the 4 tempo words (Largo, Andante, Allegro, and Presto).

b. Have students speak the words before singing them.

c. Are there any words you want to accent while we sing?

i. Review accent, (makes a word sound stronger)

5. Review Shortening Bread

a. Students will review the words and hand motions.

b. Students will perform the hand motions with partners.

6. If time permits: Skinnamarink