Unit Plan 2 (Grade 1 Music): Singing & Speaking Voices

Focus: Differentiate singing, speaking, whispering, and calling voices, and begin to improvise simple patterns using appropriate voices while keeping a steady beat.

Grade Level: 1

Subject Area: Music (Creating • Performing • Responding)

Total Unit Duration: 2–4 sessions (2+ weeks), 20–30 minutes per session

I. Introduction

In this unit, first graders explore the different ways we use our voices: speaking, whispering, calling, and singing. Students learn when each voice is appropriate (in class, on the playground, on stage) and practice switching between them on purpose. Through short chants and simple songs from a variety of cultures, they keep a steady beat and notice how melodic contour changes when they use a singing voice. Students also improvise short patterns (names, words, or rhythms) using different voices to match a purpose.

Essential Questions

• What are the different kinds of voices we can use in music class?
• When is it best to use a speaking, whisper, calling, or singing voice?
• How can we use our voices safely and still be expressive?
• How can we make up short patterns with our voices while keeping a steady beat?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Name and demonstrate four voice types: speaking, whispering, calling, and singing.
2. Use a safe, tuneful singing voice for simple songs and patterns.
3. With limited guidance, improvise short rhythmic or melodic ideas (e.g., their name or a word pattern) using different voices.
4. With limited guidance, keep a steady beat and follow melodic contour (up/down) in simple songs from a variety of cultures.
5. Choose an appropriate voice type for a given purpose (storytelling, quiet talk, playground call, singing a song) and explain why.

Standards Alignment — Grade 1 Music (NAfME-Aligned)

• MU:Cr1.1.1a — With limited guidance, improvise rhythmic and melodic patterns and ideas.
  • Example: Students improvise short rhythm patterns using claps or drums.
• MU:Pr4.2.1a — With limited guidance, demonstrate knowledge of music concepts (such as beat and melodic contour) in music from a variety of cultures selected for performance.
  • Example: Keeping a steady beat while singing a folk song from another culture.

Success Criteria — Student Language

• I can show and name speaking, whisper, calling, and singing voices.
• I can use my singing voice (not my shouting voice) to sing a simple song.
• I can make up a short pattern (like my name or a rhythm) using my voice.
• I can keep a steady beat while I speak or sing.
• I can choose a voice that fits the situation and explain why it works.