Music - Grade Two Pacing Guide

All Year
interpret unfamiliar English terms using a home language dictionary or online translator. (ELD.K12.ELL.SI.1BAC )
  • how to use a home language dictionary or online translation program
perform rhythmic and melodic patterns accurately by imitating aural patterns demonstrated by the teacher and/or peers. (ELD.K12.ELL.SI.1BAC )
  • procedure for aurally deciphering rhythms (e.g. count singing, speaking rhythms, subdividing)
  • Curwen hand signs and solfeggio syllables
perform rhythmic and melodic patterns accurately by reading traditional notation and interpreting music symbols. (ELD.K12.ELL.SI.1BAC )
  • pitches on the staff, rhythmic patterns appropriate to the course level
All Year
use classroom visual aids to accurately interpret and perform musical symbols and abbreviations. (ELD.K12.ELL.SI.1BAC )
communicate with a peer tutor/buddy for clarification on concepts presented in class. (ELD.K12.ELL.SI.1BAC )
All Year
imitate musical elements modeled by the teacher and peers. (ELD.K12.ELL.SI.1BAC )
  • performance techniques: characteristic tone, balance, blend, mallet technique, intonation
  • expressive characteristics: e.g. dynamics, tempo, phrasing
All Year
perform music in class to demonstrate comprehension and synthesis of skills. (ELD.K12.ELL.SI.1BAC )
  • classroom procedures
  • performance techniques: proper posture, diction, following a conductor, intonation
recognize, count, and notate simple rhythms. (ELD.K12.ELL.SI.1BAC )
differentiate between English terminology and musical terminology. (ELD.K12.ELL.SI.1BAC )
  • Italian and/or italicized words
First Quarter
Compare the consequences of not following rules/practices when making healthy and safe decisions. (HE.2.B.5.3BAC )
  • Rules
  • Procedures
  • Safety
  • Consequences
share opinions and ideas (LAFS.2.SL.1.1BAC )
  • Manners
  • Take turns
  • Share
  • Respect
Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. (LAFS.2.SL.1.3BAC )
  • Musical speakers (Conductor, Composer, Performer, Lyrics)
understand that proper procedures keep students and instruments safe. (MAFS.K12.MP.5.1BAC )
  • Instrument procedures
recognize the connection between a problem and a properly used tool that may provide a solution (MAFS.K12.MP.5.1BAC )
  • e.g., metronome, notation software, digital recorder, pencil, reference materials and media resources, accumulated knowledge, maintenance accessories, keyboard instruments, microphone, amplifier
understand that specific tools, while assisting in the process, do not supersede skills and technique. (MAFS.K12.MP.5.1BAC )
discuss ways to be an active listener, e.g., focus on the music, only sing or move at an appropriate time, listen for patterns, identify instruments heard. (MU.2.C.1.1BAC )
engage in active listening using purposeful movement, listening maps, and/or checklists. (MU.2.C.1.1BAC )
describe what was heard using age-appropriate music vocabulary. (MU.2.C.1.1BAC )
play unpitched instruments. (MU.2.C.1.3E R)
identify classroom instruments by timbre when presented visually and aurally. (MU.2.C.1.3E R)
Identify safety rules and procedures for selected physical activities. (PE.2.C.2.2BAC )
  • Rules
  • Procedures
Discuss the relationship between skill competence and enjoyment. (PE.2.R.6.2BAC )
  • Technique
  • Proficiency
Identify ways to contribute as a member of a cooperative group. (PE.2.R.6.3BAC )
  • Leader
  • Manners
  • Share
Second Quarter
analyze text. (LAFS.2.SL.1.2BAC )
demonstrate precision in the execution of unison pulse within the ensemble regarding rhythmic accuracy (attack, duration, release), synchronized rhythmic execution and tempo. (MAFS.K12.MP.6.1BAC )
  • note/rest values appropriate to course and literature
  • time signatures appropriate to course and literature
use domain specific vocabulary to communicate precise ideas and opinions with others. (MAFS.K12.MP.6.1BAC )
demonstrate precision in execution of pitch accuracy and intonation regarding tonality. (MAFS.K12.MP.6.1BAC )
  • using age-appropriate melodic sequences
demonstrate precision in the execution of expressive elements regarding the execution of dynamics, articulations, phrasing, and style. (MAFS.K12.MP.6.1BAC )
  • expressive markings that relate to musical effect regarding dynamics, tempo, phrasing, musical line, dynamics, style, articulations
  • standard conducting patterns
  • expressive conducting gesture
listen to samples of children, adult male, and adult female voices. (MU.2.C.1.4I R)
discuss differences in voice types, including boys’ voices. (MU.2.C.1.4I R)
differentiate between child, child male, adult male, and adult female voices. (MU.2.C.1.4I R)
classify voices by type. (MU.2.C.1.4I R)
explore aspects of another culture using visual aids, guest speakers, recorded or live music, dances, and/or ethnic instruments. (MU.2.H.1.1BAC P)
discuss ways that music is different in other cultures around the world. (MU.2.H.1.1BAC P)
perform a variety of music from other cultures. (MU.2.H.1.1BAC P)
perform simple accompaniments on pitched and unpitched instruments, e.g. bordun, ostinati. (MU.2.H.1.1BAC P)
actively listen to examples of composed and folk music. (MU.2.H.1.2BAC )
discuss oral and written traditions of music. (MU.2.H.1.2BAC )
describe the differences between composed and folk music. (MU.2.H.1.2BAC )
identify selected patriotic songs associated with the United States. (MU.2.H.2.1I R)
discuss selected songs associated with historical events. (MU.2.H.2.1I R)
describe ways that music reflects the cultural heritage of the community, e.g., North and South America, Africa, Asia (MU.2.H.2.1I R)
compare and contrast ways that music is used in various celebrations, e.g. military ceremonies, birthdays, parades, etc. (MU.2.H.2.1I R)
explore basic elements of music through body percussion, movement, and playing instruments, i.e. rhythm, melody. (MU.2.O.1.1E R)
identify characteristics of music, e.g., rhythm, melody, form. (MU.2.O.1.1E R)
compare and contrast rhythms and melodies performed by someone else, e.g., same melody with different rhythm, or same rhythm with different melody. (MU.2.O.1.1E R)
echo simple melodic patterns within an age-appropriate range (E-D1) using do, re, mi, sol, la accurately while maintaining the tonal center. (MU.2.S.1.1BAC C)
echo rhythmic patterns using quarter notes, quarter rests, beamed eighth notes, half notes, and half rests on rhythm instruments. (MU.2.S.1.1BAC C)
demonstrate question/answer phrases with speech or instruments. (MU.2.S.1.1BAC C)
improvise a musical “answer” in the same style as a given “question”. (MU.2.S.1.1BAC C)
echo a song in phrases. (MU.2.S.2.1E P)
develop strategies for memorization. (MU.2.S.2.1E P)
perform a selected piece from memory. (MU.2.S.2.1E P)
echo simple melodic patterns, using la, sol, mi, and do within an age-appropriate range (E-D1). (MU.2.S.3.1E P)
demonstrate the use of healthy singing techniques. (MU.2.S.3.1E P)
sing simple unison songs, with and without accompaniment, with accurate pitch and rhythm and appropriate tone quality. (MU.2.S.3.1E P)
play pitched and unpitched instruments with correct posture and technique. (MU.2.S.3.2E P)
echo phrases of simple songs on pitched and unpitched instruments. (MU.2.S.3.2E P)
play simple unison songs, with and without accompaniment. (MU.2.S.3.2E P)
echo simple melodic patterns, with accuracy, using do, re, mi, so, la with appropriate hand signs, while maintaining the tonal center. (MU.2.S.3.3E P)
identify do, re, mi, sol, la using visual notation. (MU.2.S.3.3E P)
sing simple do, re, mi, so, la melodies at sight with appropriate hand signs. (MU.2.S.3.3E P)
explore simple melodic patterns by listening, singing, and/or playing, e.g. do, re, mi, so, la, quarter note, quarter rest, beamed eighth notes. (MU.2.S.3.4I R)
identify aural patterns using visual representation. (MU.2.S.3.4I R)
match aural melodic patterns with the corresponding written pattern, i.e., only quarter or whole notes, no meter. (MU.2.S.3.4I R)
use body and/or hand signs to visually represent simple melodic patterns performed by teacher or peer. (MU.2.S.3.5E R)
notate simple melodic patterns using la, sol, mi, re, and do, i.e., eight quarter notes on a five-line staff. (MU.2.S.3.5E R)
Third Quarter
explore chants, stories, singing games, and folk dances from various cultures using movement. (DA.2.O.3.1BAC )
discuss how each person can have different feelings for a selected piece of music. (DA.2.O.3.1BAC )
discuss how movement can express feelings. (DA.2.O.3.1BAC )
utilize pattern recognition to memorize music. (MAFS.K12.MP.7.1BAC )
reorganize performance practices according to given rhythmic hierarchies. (MAFS.K12.MP.7.1BAC )
  • beat groupings and metric stress
recognize patterns through music theory and utilize the information in rehearsal, individual practice, and performance. (MAFS.K12.MP.7.1BAC )
  • patterns such as form, meter, phrasing, sequencing, and instrumentation.
recognize the function of lines and spaces of the staff as the means of visually representing pitch. (MAFS.K12.MP.7.1BAC )
understand rhythmic relationships regarding time signature classification. (MAFS.K12.MP.7.1BAC )
use purposeful movement or gestures while listening to selected pieces. (MU.2.C.1.2BAC )
discuss why pieces may evoke certain feelings or moods. (MU.2.C.1.2BAC )
draw a picture to explain personal understanding of the selected piece of music. (MU.2.C.1.2BAC )
dramatize one’s own understanding and interpretation of the selected piece of music. (MU.2.C.1.2BAC )
define musical characteristics, i.e. rhythm, melody, harmony, expressive characteristics, form, timbre. (MU.2.C.3.1BAC )
describe musical characteristics and how they aid in forming one’s opinion of a piece of music. (MU.2.C.3.1BAC )
share personal impressions of a piece of music during a teacher-led discussion. (MU.2.C.3.1BAC )
discuss why pieces may evoke certain feelings or moods and how the musical characteristics help in conveying those feelings or moods. (MU.2.C.3.1BAC )
listen to or read a poem, song, story, or chant. (MU.2.H.3.1BAC P)
perform a selected poem, song, story, or chant. (MU.2.H.3.1BAC P)
discover patterns in selected pieces. (MU.2.H.3.1BAC P)
create a visual representation of patterns. (MU.2.H.3.1BAC P)
make a connection between patterns found in the selected piece and those in the student’s world. (MU.2.H.3.1BAC P)
explore form through purposeful movement. (MU.2.O.1.2I R)
identify same and different phrases. (MU.2.O.1.2I R)
recognize patterns in a sequence. (MU.2.O.1.2I R)
explore changes in tempo and dynamics in a selected piece of music through purposeful movement. (MU.2.O.3.1E R)
identify and discuss expressive characteristics of music. (MU.2.O.3.1E R)
describe how expressive characteristics are used to convey meaning in a work, i.e. In the Hall of the Mountain King – tempo change indicates Peer Gynt running. (MU.2.O.3.1E R)
Perform one folk or line dance accurately. (PE.2.M.1.9BAC )
  • Folk dance
  • Line dance
  • Dance configurations
Fourth Quarter
listen to or read a story, poem or lyrics to a song. (LAFS.2.RI.1.1BAC )
discuss who, what, where, when, why, and how to demonstrate understanding of the selected story or poem. (LAFS.2.RI.1.1BAC )
select instruments or props to interpret the story or poem. (LAFS.2.RI.1.1BAC )
select one or two specific characteristics to evaluate within a composition or performance. (MU.2.C.2.1BAC )
actively listen to a performance and describe what was successful and what should be changed, and adjust performance accordingly. (MU.2.C.2.1BAC )
listen to or read a story or poem. (MU.2.F.1.1BAC )
identify sounds or movement that can help illustrate the story or poem. (MU.2.F.1.1BAC )
select appropriate instruments or props to interpret the story or poem. (MU.2.F.1.1BAC )
perform a piece with student-created sound carpet. (MU.2.F.1.1BAC )
discuss the role of music in daily life, e.g., dancing, listening, singing, playing instruments, improvising (MU.2.F.2.1NTK R)
rehearse selected literature for classroom or public performance. (MU.2.F.3.1BAC )
discuss the musical elements that make a performance successful. (MU.2.F.3.1BAC )
perform selected literature for others. (MU.2.F.3.1BAC )
evaluate one’s own performance, describe what was successful and what should be changed, and adjust performance accordingly. (MU.2.F.3.1BAC )
explore various ostinato patterns using speech, body percussion, and/or instruments. (MU.2.S.1.2BAC C)
improvise rhythmic and melodic pentatonic patterns to accompany songs, poems, or stories. (MU.2.S.1.2BAC C)
create simple accompaniments using classroom instruments for songs, poems, and stories. (MU.2.S.1.2BAC C)
listen to or read a story, poem or programmatic piece of music. (TH.2.C.1.1BAC )
identify characters in a selected work. (TH.2.C.1.1BAC )
discuss the characters impact on the work. (TH.2.C.1.1BAC )
describe why the character is important to the outcome of the story. (TH.2.C.1.1BAC )