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    Movement Music Lesson Plan: 2 Grade

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    api-510351548
    This 2nd grade music lesson plan teaches students the song "Alabama Gal" through singing and movement. Students learn about the history of rock candy and how it was used in the lyrics. They sing sections of the song and perform coordinated dances between partners for each verse, including a sashay down the lines and peeling the banana. The educational objectives are for students to learn the beat, apply movement to verses, and understand key aspects of the song.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Movement Music Lesson Plan: 2 Grade

    Uploaded by

    api-510351548
    55 views5 pages
    This 2nd grade music lesson plan teaches students the song "Alabama Gal" through singing and movement. Students learn about the history of rock candy and how it was used in the lyrics. They sing sections of the song and perform coordinated dances between partners for each verse, including a sashay down the lines and peeling the banana. The educational objectives are for students to learn the beat, apply movement to verses, and understand key aspects of the song.

    Original Title

    alabama gal updated

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    This 2nd grade music lesson plan teaches students the song "Alabama Gal" through singing and movement. Students learn about the history of rock candy and how it was used in the lyrics. They sing sections of the song and perform coordinated dances between partners for each verse, including a sashay down the lines and peeling the banana. The educational objectives are for students to learn the beat, apply movement to verses, and understand key aspects of the song.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    55 views5 pages

    Movement Music Lesson Plan: 2 Grade

    Uploaded by

    api-510351548
    This 2nd grade music lesson plan teaches students the song "Alabama Gal" through singing and movement. Students learn about the history of rock candy and how it was used in the lyrics. They sing sections of the song and perform coordinated dances between partners for each verse, including a sashay down the lines and peeling the banana. The educational objectives are for students to learn the beat, apply movement to verses, and understand key aspects of the song.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 5

    Movement

    Music Lesson Plan

    Title: Alabama Gal


    Grade Level: 2nd Grade
    Source: Dr. McConkey

    Materials needed: Pictures of different kinds of rock candy

    Procedure:

    AS: The Anticipatory Set is to tell them about rock candy and ask them if
    they know what it is. Explain to them that candy used to be rare for children
    and that this song features the words, “rock candy” to describe how cool
    someone is.

    1. 1. Have everyone sit in a circle on the floor.


    2. Ask if anyone knows what rock candy is and what it tastes like.
    3. Show them a picture of the kind of rock candy that they know about,
    then flip it over to show them the older version of rock candy. Walk
    around the room and show it to them.
    4. Tell them about the song that they will be learning about. Tell them
    that candy used to be a rare treat so when they say, “Ain’t I rock
    candy,” in the song, they are talking about how cool they are.
    5. Sing the song “Ain’t I Rock Candy,” while they listen and have them
    do the suspenders movement during the “Ain’t I rock candy verse.”
    6. Ask about which state is mentioned in the song. Sing the verse again
    if they cannot recall it.
    7. Sing the song again but have them sing the words, “Alabama gal,” and
    have them do the suspenders movement during “Ain’t I rock candy.”
    8. Break the song down into the different verses to show them the form
    of the song.
    9. Have them stand up in two lines facing each other. Assign each
    person a partner.
    10.Demonstrate each action for each verse with a partner.
    11.Have the first pair sashay in between the lines down the entire row.
    12.Have the pair high five everyone down the lines.
    13.Then have each person in the pair get back in the front of the lines and
    have them move outward and then down to where the original ends of
    the lines stood. This is called, peeling the banana.
    14.Have the pair stand and make an arch with their hands. Then have
    each sequential pair move under the arch and sashay down to recreate the
    line with the same order, only this time the first pair will be at the end of the
    line.
    15.Have them clap on the beats when it is not their turn to be the leading pair
    to enforce the underlying pulse.
    16.After a few turns, have them sit in a circle again for the end of the lesson.
    17.Ask which phrase meant “Aren’t I cool?”
    Closure: At the end of the lesson, talk about the song and the dance that they
    just learned. Ask them which phrase meant “Aren’t I cool,” or other aspects
    they learned through the song, such as what a sashay is in dance and how to
    find the beat of the song and clap to it.
    Educational Objective: By the end of this lesson, students will have learned . . .

    By the end of this lesson, students will have learned . . . How to listen for the beat, how to
    apply movement to different verses of the song, and how to listen for key aspects of what
    the song is about.

    Social/ Cognitive Physical Musical Non-Musical


    Subjects
    Emotional
    They learn They had to They had National Standards “Core” Music Content
    Standards Standards
    how to process the different
    work with history movements 1. Singing Creating
    Imagine
    partners in behind the for each MU:Cr1.1.Ka
    Yes With
    Plan and Make
    order to song and verse of the guidance,
    keep up learn to song. 2. Play Instruments Evaluate & Refine explore and
    with the rest associate Present
    experience
    of the group each verse music
    3. Improvising Performing: Yes concepts (such
    in collective with a Select as beat and
    dance. different melodic
    Analyze
    movement. contour)
    4. Composing Interpret
    At the end
    of each Rehearse,
    Evaluate, & Refine
    verse they 5. Reading &
    had to Notating Present
    comprehend AS 6: Convey

    what comes meaning


    through the
    next in the 6. Listening
    presentation
    song. Yes of artistic
    work
    7. Evaluating Responding: Yes
    Select

    Analyze
    8. Integration
    Interpret
    (outside arts)
    Evaluate
    10. History/C
    ulture Connecting
    History of Connect #10
    Rock
    Candy Connect #11

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