Unit Title: Introduce about Sound, movements and emotions

Grade Level: Reception (5/6 years old) Day/ time: 50 minute sessions

Subject: General Music

Key Words: Sound, happy, sad, angry, movements

Designed by: Wen Yee Time Frame: 1 week once

School District: Sg Buloh School: Elc International School

Unit design status:  Completed template pages – Stages 1,2, and 3

 Completed blueprint for each performance task  Completed rubrics

 Directions to students and teachers  Materials and resources
 Suggested accommodations  Suggested extensions

Status:  Initial draft (7/30/09)  Revised draft ( )

 Peer reviewed  Content Review  Field Tested  Validated  Anchored
 Stage 1: Identify Desired Results
Content Music Standard 2014
Standard(
s): With substantial guidance:
explore and experience a variety of music
explore and demonstrate awareness of musical contrasts
talk about personal and expressive preferences in music

Understanding Students will understand that: Essential Question(s): What can you hear in the
(s) goals classroom / playground/ house/
shopping mall/ jungle etc?
There is sound happening every How does different sound makes
where you feel?
there are pleasant and unpleasant Does sound have volume? Too
sound loud or soft?
animal and objects creates What are the examples of soft
different sound and loud sound?
different types of music can affect Which sound is acceptable and
our emotion and mood which is not acceptable for you?
  What sound does animals
made? Horse, cat, dog, birds?
How does different music makes
you feel?
Can you share some examples of
pleasant and unpleasant sound
you heard ?
How do you identify happy/ sad/
scary music?
 
 Student Students will be able to
objectives Develop their sensory awareness
(outcomes); identify and create different
sounds in their environment
identify different emotions and
express themselves better
show appreciation to classical
music
Students will know
to identify different music can
affect their emotions and mood
to relate different sound animals
made
how to classify pleasant and
unpleasant sound in their
environment
use different items to create
musical instruments
Stage 2- Assessment Evidence
 Performance Conductor game: Students will use their hand Other Observe students response when they are
Task(s): gesture to have the class to sing softly or loudly to Evidence performing the task whether they are doing it
display their understanding of loud and soft sound. confidently or hesitating

Students will draw on a piece of paper depicting Prepare a worksheet for students to match the
how they feel according to the music played in mood of the music accordingly
class
Students will listen to a some sound samples and Student demonstrate to teacher about loud and soft
match it to the appropriate item or animals in the sound by playing on the percussions or singing or
provided sheet reading
Outdoor class recording activity: Verbally list out Worksheet Test: Have students to identify the wrong
the sound that they heard sound associate in the worksheet
Play music and allow students to explore their  
movements
 
Self- Aural feedback from teacher
assessment Peer review from classmates
and reflection
   
What Match the correct sound made by different objects
understandings or animals
or goals will be Relate correct expression or mood accordingly
assessed Sense of awareness towards sound
through this
task
   
What criteria / Sense of awareness towards sound made by
standards/ animals/ objects
qualities must
student work Can express and describe feelings
demonstrate to Moves rhythmically to music
signify that
standard were
met
   
Through what Through worksheets, observations and informal
authentic assessments
performance
task will
students
demonstrate
understanding?
   
What student Their response and answer in the worksheets
products and
performances
will provide
evidence of
desired
understanding?
   
By what Regular observation
criteria will
student informal assessment (test, worksheets, response)
products and
performance
be evaluated

Stage 3 - Learning Plan

learning Activities:
Lesson 1)Introduce the essential questions and ask students to define what sound is
1 Provide some hints by making some sound tapping the table, tapping knees, whistle W
2) Once students starts to respond, then have them demonstrate what sound can they make? E

3) Read a story book "Too much noise" by Ann McGovern to show sound that animals make. W&H

4) Teach "The Animal Sounds Song" from YouTube so that students are able to relate to the animal sound W, H & T

5) Students sit in circle and assigned sticks/ hand bells/ or drums to each of them. Introduce the Conductor game and the hand sign for
loud and soft E & T

Lesson 1) Play a short video " Listening for Sounds by Peep and the big wide world " and brief students their task for today. Bring students to
2 the playground to record sound that they heard. After recorded some clip, then have some discussion in class about what they have
heard W , E & O
2) Play some sound clip for students to identify the sound of objects and animals. R.
3) Introduce by playing the "Lion - from the Carnival of the animal" to the class. First start by asking essential questions to students,
what kind of animal they can think of that suite this piece of music and how does the music makes them feel. Once students have
answered the essential questions then create and share a lion story for the music. W, H & E

4) Ask students how do lion moves and roar. After that introduce the Roar motive for students to hear, when they hear the Roar
motive, have them do the lion roar. Once students are familiar with the Roar motives, spread them around the classroom and move
like a lion by crawling in their knees and do the Roar action when they hear the Roar motive occur W, E,& R

5) Revise on the "Animal song", this time ask if they can change it to different animals R

Lesson 1) Show a video of Happy and Sad by Akili and Me.

3 Then ask students some essential questions: what makes them happy, what makes them sad, how do they feel when they are happy
and sad. Share their experience of sad and happy. W, H, E
 2) Introduce by playing the "Kangaroo - from the Carnival of the animal" to the class. First start by asking essential questions to
students, what kind of animal they can think of and how does the music makes them feel. Once students have answered the essential
questions then introduce the Jumping motive. Allow students to stand up and do the jumping motion as they heard the jumping
motives. W, E, & R

3) Prepare a worksheet with 15 questions for students to circle and identify the wrong sound associate to the animals and objects
R
4) Revise the Animal songs and assign task for students to find out more about animal sounds and they will share their research in the
next music lesson. W & H

Lesson 1) Divide the class into two groups, start with one group while the rest watch and observe which students are doing a good job. Peer
4 review can be done in this activity. Start the lesson with the two music from Carnival of the Animal (Lion and Kangaroo), have
students to move around the classroom and do the action accordingly to the motive of the music while teacher observe their
performance. R, E2 & O

2) Play "Benjamin Button's Bethena' to represent sad emotion and "Bob Marley - Don't worry be happy" to represent happy emotion.
Give each students a paper and some colouring utensils. Tell students to draw anything about how they feel about the music they
heard. The drawing can be human character, lines or shapes. Have them share how they feel about the music. R , E & T
3) Everyone sits in a circle and assigned everyone a drum or percussions. Select a student to be the conductor and have everyone to
play their instruments according to the conductor's instruction. This time teacher will observe and grade the students. R & O

Lesson 1) Read a story "When Sophie gets Angry-Really, really angry" or watch on YouTube. Ask essential questions about how student feel
5 when they are angry and what cause them to be angry. How do identify between happy, sad and angry? H, E & R

2) Divide the class into 3 groups and assigned one emotion for each group. Put them into 3 corner and have them practice and do
some movements or actions. Later that, they will present their emotion to the rest of the class to guess which emotion they are
doing. O, E & R