Unit Plan 2 (Grade 2 Music): Singing with Accuracy

Focus: Develop accurate singing using head voice and pitch-matching games, while noticing how dynamics and tempo change expression and using simple criteria to judge accuracy and expressiveness.

Grade Level: 2

Subject Area: Music (Performing • Rehearsing • Expressing)

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

I. Introduction

In this unit, students explore their singing voices, especially their light, high head voice, through echo songs, sirens, and pitch-matching games. They practice listening closely and matching simple patterns on so–mi–la (or similar pitch sets) while also experimenting with dynamics and tempo to show different feelings. Students learn to use a very simple checklist to think about whether a performance is accurate and expressive, practicing both as performers and as listeners.

Essential Questions

• What does it mean to sing with accuracy and a light head voice?
• How do dynamics and tempo help us show feelings in our singing?
• How can we use simple criteria to tell if a performance is accurate and expressive?
• How do listening and pitch-matching games help us become better singers?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Demonstrate a light, high head voice when echo-singing short patterns.
2. Match simple pitch patterns (e.g., 2–3 note echoes) with growing accuracy.
3. Show changes in dynamics (soft/loud) and tempo (slow/fast) while singing to fit a feeling or idea.
4. Use a simple performance checklist to judge whether a short performance is accurate and expressive.
5. Name one way they improved their singing accuracy or expression through practice.

Standards Alignment — Grade 2 Music (NAfME-Aligned)

• MU:Pr4.3.2a — Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent.
  • Example: Singing softly to show calm or loudly to show excitement.
• MU:Pr5.1.2b — Apply established criteria to judge the accuracy, expressiveness, and effectiveness of performances.
  • Example: Using a checklist to decide if a performance stayed on beat.

Success Criteria — Student Language

• I can use my head voice to sing light and high, not shout.
• I can match pitches in short patterns most of the time.
• I can change loud/soft and fast/slow to show how the music should feel.
• I can use a simple checklist to say if a performance was accurate and expressive.
• I can tell one thing I did to improve my singing.