Unit Plan 32 (Grade 2 Music): Favorite Songs

Focus: Perform favorite songs with expression and technical accuracy, using simple criteria to rehearse and improve performances for a specific purpose.

Grade Level: 2

Subject Area: Music (Rehearsing • Performing • Reflecting)

Total Unit Duration: 1–3 sessions (3+ weeks), 50–60 minutes per session

I. Introduction

In this unit, students prepare and perform favorite songs from class or a teacher-curated list. They learn that good performances require both accuracy (correct words, pitch, rhythm, steady beat) and expression (dynamics, tempo, clear purpose). Using a simple performance checklist, students rehearse in whole group and small groups, listen to themselves and others, and make small changes to improve. The goal is to help students feel confident performing songs they love, while understanding how to judge and refine a performance.

Essential Questions

• What makes a performance of a favorite song accurate and expressive?
• How can we use criteria (a checklist) to tell if a performance is successful?
• Why do we rehearse before performing music for a specific purpose (assembly, class share, celebration)?
• How can practicing and reflecting together help us feel more confident when we perform?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Perform familiar and favorite songs with mostly accurate pitch, rhythm, words, and steady beat.
2. Use expressive qualities (dynamics and tempo) to fit the purpose of the song (e.g., calm, energetic, welcoming).
3. Apply a simple performance checklist to judge the accuracy and expression of their own and others’ singing.
4. Use feedback from self, peers, and the teacher to improve one or two aspects of their performance.
5. Perform a favorite song for a specific purpose (e.g., class sharing, pretend assembly) with appropriate expression.

Standards Alignment — Grade 2 Music (NAfME-Aligned)

• MU:Pr5.1.2a — Apply established criteria to judge the accuracy, expressiveness, and effectiveness of performances.
  • Example: Using a checklist to decide if a performance stayed on beat.
• MU:Pr6.1.2a — Perform music for a specific purpose with expression and technical accuracy.
  • Example: Performing a welcome song clearly and confidently.

Success Criteria — Student Language

• I can sing my favorite song with mostly correct words, pitch, and rhythm.
• I can use loud/soft and fast/slow in a way that fits the song’s purpose.
• I can use a checklist to tell if a performance was accurate and expressive.
• I can change one thing in my singing after feedback to make it better.
• I can perform for a specific purpose (like sharing with the class) in a clear and confident way.