Unit Plan 11 (Grade 2 Music): Reading Rhythm Patterns

Focus: Read and perform rhythmic patterns using icons (pictures/shapes) and standard notation, and begin to write/sequence simple patterns to remember and share musical ideas.

Grade Level: 2

Subject Area: Music (Reading • Performing • Creating)

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

I. Introduction

In this unit, students shift from only hearing and echoing rhythms to reading and creating them using visual notation. They learn that rhythms can be shown with icons (such as pictures or shapes) and with standard notation (like quarter and eighth-note symbols). Students practice reading simple patterns from the board or cards, performing them with voice, body percussion, and instruments. They also begin to sequence and write their own patterns using icons or note symbols so they can remember and share their rhythmic ideas.

Essential Questions

• How can pictures or note symbols help us read and perform rhythms?
• What is the difference between steady beat and rhythm patterns?
• How do we use icons and standard notation to show long/short sounds in music?
• How can we combine and write rhythmic patterns so we can remember a rhythm we created?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Read and perform short rhythmic patterns (2–4 beats) from icons (pictures/shapes) and/or standard notation.
2. Use voice (saying “ta / ti-ti” or similar syllables) and body percussion/instruments to perform written patterns.
3. Combine and sequence 2–3 simple patterns to create a longer rhythm line.
4. Use iconic or standard notation to document (write down) their own rhythmic ideas.
5. Share and perform their written patterns for classmates.

Standards Alignment — Grade 2 Music (NAfME-Aligned)

• MU:Pr4.2.2b — When analyzing selected music, read and perform rhythmic and melodic patterns using iconic or standard notation.
  • Example: Reading simple melodic patterns on barred instruments.
• MU:Cr2.1.2b — Use iconic or standard notation and/or recording technology to combine, sequence, and document personal musical ideas.
  • Example: Writing rhythm icons in order to remember a composition.

Success Criteria — Student Language

• I can read simple rhythm patterns from pictures or note symbols.
• I can say, clap, or play a rhythm pattern I see on the board or a card.
• I can put patterns together to make a longer rhythm line.
• I can write my own rhythm using icons or note symbols so I can perform it again later.
• I can share my written rhythm and help others read and clap it.