Daily Workpad TERM 2

Mrs Hartley
MUSIC
Term 2 / Week 1
Timetable
Year 4
THURSDAY
FRIDAY
8:50
9:50
9:50
10:50
RECESS
DOTT
C1 Year
4
11:10
12:10
B4 Year
2
(until
12:20)
LUNCH
DUTY
1:00
2:00
2:00
3:00
C2 Year
4
SWAPPE
D
(ANZAC)
DOTT
B2 Year
2
B5 Year
2
C4 Year
4
B1 Year
2
B3 Year
2/3
Students will practice singing the song as a class.

In small groups students brainstorm descriptive
features of the song.
Introduction (10 minutes)

Ask students if they have heard of a band called the
Beetles? What do they know? Listen to the song
(original version on Youtube) and have students
THINK/PAIR/SHARE what their thoughts are about
the song.
Activity (20 minutes)

Watch youtube clips of different cover versions of
the song Come Together
Listen to a few more and class vote on their
favourite, and why
Review musical elements
Students work in pairs.
Using a whiteboard students select one cover
version. They brainstorm what elements were
changed, how and what impact this had on the
song.
Year 2
Listening to Weather
Tempo
Students will identify how music can
describe different things, such as weather
or animals.
Students will sing Its Gonna be Hot
Students will play music controlling the
dynamic.
Sing the song as a class with and then
without the vocal track
Listen to Light Showers and identify the
weather it describes.
Say Lah, lah lah sounding scared, happy,
angry, shy.
Place students into groups of three.
Students select instruments to create storm
sounds.
Students practice with their group.
NOTES

Stand By Me
Hand out song lyrics and look at the structure of the
song.
Sing song again as a class.
Complete worksheet Musical Elements, in pairs.
Sing song again.
Conclusion (10 minutes)
RESOURCES AND PREPARATION
Words to the song.
Youtube video of
Beatles performance.
Mini whiteboards
Youtube for Stand by
Me
Musical elements worksheet
Mrs Hartley
Students perform their storm sounds,

controlling the dynamic. (Use an arrow and
students vary dynamic according to arrow
direction. Emphasise appropriate behaviour
for audience and performers)

Listen to Carnival of the Animals
Have students find a quiet space and sit or
lay down. Play the music and have students
guess which animal each piece of music is
describing.
https://www.youtube.com/watch?
v=vxGEa5qmpq8
If time remains, then play Sleeping Lions
CD song 53 and 56
Youtube
Various
instruments
Its Goning to be hot Interactive
Post it note
with arrow
MUSIC
Term 2 / Week 2
Timetable
Year 4
THURSDAY
FRIDAY
Students will sing the song Stand by Me

Students will watch the performance of the song by
Year 2
Maja Pade
Students will listen to the song and identify
8:50
9:50
9:50
10:50
RECESS
11:10
12:10
DOTT
C1 Year
4
B4 Year
2
(until
12:20)
LUNCH
1:00
2:00
2:00
3:00
NOTES
DOTT
C4 Year
4
B3 Year
2/3
C2 Year
4
B2 Year
2
B5 Year
2
B1 Year
2
three different artists and conduct a class

evaluation and an individual peer evaluation
Students will alter different elements of Stand by
Me as a class to create a new version and sing this.
Students will alter different elements of Stand by
Me in groups to create a new version and will share
their work with the class.
- Students sing the song as a class using sheet music.
- Review musical terms, tempo, dynamics, voice,
texture
- Show the class two different versions of the song on
Youtube. After each one have the students discuss
how each one differs from the original. Can they
name the element that has been changed? What
elements remained the same? Write these on the
board.
- Explain worksheet to students.
- Show students three different version of the song
and provide students with sufficient time to
complete each worksheet section before moving on.
the different instruments.

Students will describe how music can
create images.
Students will select instruments to
accompany the song.
Introduction ( 10 minutes)
Play Treasure Chest Place a box of instruments
behind the bookshelf. Play each one and ask
students to identify which ones they are. Select
two or three students to have a turn.
Listen to The Little Train of the Caipira (20

minutes)
(Book 3 Page 42 Tracks 56)
Students lie down and close their eyes and

listen to the song.
Students guess what the song is about
Discuss the instruments used and how they
made sounds like a train.
Listen to song again.

- Introduce peer evaluation and have students
complete a class evaluation for one of the song
versions play again on Youtube.
- Students to complete their own peer evaluation for
a different version of the song.
- Divide class into 5 groups. Group 1 increases tempo,
Group 2 decreases tempo, Group 3 change the
texture, Group 4 changes the dynamics, Group 5
change the voice.
- Groups practice their changes.
Groups explain to class their thoughts on the changes, did
they like it, was it hard, did it sound like a version they
have heard before, do they think the whole class should try
it too?

Students will listen to the song Maja Pade
Ask students how instruments can make
images. Have students lay down and close
their eyes. Listen to Maja Pade. Ask
students what images came to their mind

- Decide as a class which two elements should be
changed. Practice singing the song with these two
elements changed.
Words to the song
Youtube videos of
multiple artists
A3 size peer-evaluation
Class set of peer-evaluations
A3 copy of sheet music
Backing music to the song.
while listening to the song. Draw them on a

the A4 paper. What made them think of
these things?
Ask students to identify the instruments in
the song. Write these up on the board.
Brainstorm on the board what instruments
could be used to accompany the song. Why
are these instruments appropriate?
Place students into groups (5 or 6) and give
each an instrument. One at a time students
play their instrument to the song. What is
the effect?
(P)
CD 2 and 3
Variety of instruments
paper
A4
Mrs Hartley
MUSIC
Term 2 / Week 3
Timetable
THURSDAY
FRIDAY
8:50
9:50
9:50
10:50
RECESS
11:10
12:10
DOTT
DOTT
C1 Year
4
C2 Year
4
B4 Year
2
(until
12:20)
LUNCH
1:00
2:00
2:00
3:00
NOTES
C4 Year
4
B3 Year
2/3
B2 Year
2
B5 Year
2
B1 Year
2
Year 4
Year 2
Practicing composition
Storm
Dynamics
- Students will
- Students will
pictures.
- Students will
dynamic.
- Students will
Students will
as a class.
Students will
Students will
Students will
practice composing rhythm, melody and lyrics

compose a piece of music in small groups.
play this piece of music for the class.
complete a self-evaluation

Work through page 69 as a class.
Introduce activity
Compose the rhythm as a class review what a
rhythm is.
Have class agree on final decision for the rhythm.
Compose the lyrics
Have students write down on a piece of paper
possible lyrics. Decide as a group which ones would
work well.
Compose the melody as a class.
Have students practice this on staff whiteboards.
(Page 70 Music Theory)
Go through task with students. Check student
understanding.
Group students appropriately.
If there is time, and if students have completed all the
tasks, then they can play their tune on a xylophone.
Conclusion (10 minute)
Self-evaluation
Explain how to complete the self-evaluation to
sort loud and soft noises.

complete a class volume line with
perform Storm and control the
complete Dynamic worksheet
Assessment
Worksheet accurately colour in to show
understanding of dynamics.
Checklist observation of dynamic control
Dynamics - The volume of sound; the loudness or softness of a musical
passage.
Teach volume dynamics and
Show children markings - f for forte and p for piano.
Discuss the early name of the piano and one of the first
keyboards to play both loud and soft - the pianoforte.
Sing, speak, play softly - piano or pianissimo.
Conduct volume changes by raising arms for crescendo and

lowering arms for decrescendo.
Create drum rolls
Show dynamic markings for crescendo and descrescendo.
Develop sensitivity to loud and soft music in movie scores.
Discuss the appropriate dynamics for events in a story
https://www.youtube.com/watch/?
v=lUYEvCly8Fo
About dynamics in a song.
Summarise the terms used.
Show students a You tube video of a storm
students. complete a model version on the board.

Provide students with a few minutes to complete
this.
RESOURCES and PREPERATION

Page 70 worksheet
Xylophone
A4 paper
A3 of page 69
Mini whiteboards
performance.
https://www.youtube.com/watch?
v=VOU5gAFV9v8
Write on the board the different sounds the
kids in the video made. Explain why these
were chosen, the different dynamics of
each sound.
Practice making a storm as a class.
Worksheet (15 minutes)

Students colour in worksheet individually
Early finishers can try sorting out the
picture cards.
As a class order the pictures from loudest to
smallest and in between. Use the headings of
musical terms, (forte.)

CD Storm
Variety of instruments
Dynamics worksheet Loud/Soft Pictures
(P)
Mrs Hartley
MUSIC
Term 2 / Week 4
Timetable
Year 4
Year 2
THURSDAY
DOTT
DOTT
C1 Year
4
C2 Year
4
Assessment
TEST 1
Performance Checklist - evaluation
DYNAMICS
- Students will assess what layers and sounds
they can see in a picture.
- Students will select appropriate instruments to
match the sounds in the
Assessment
FRIDAY
8:50
9:50
9:50
10:50
RECESS
11:10
12:10
B4 Year
2
(until
12:20)
LUNCH
DUTY U/C
1:00
2:00
2:00
3:00
C4 Year
4
B3 Year
2/3
B2 Year
2
B5 Year
2
B1 Year
2
Students will practice playing Mary Had a Little Lamb on

different instruments.
Students will perform for the class.
Students will complete a self/peer evaluation.

Go through the different section of the notation in
Mary Had a Little Lamb time signature, notes, note
duration.
Have students sing the song Mary had a Little
Lamb
Place students into groups and allocate instruments.
Ask for any questions.

Students begin their task in their groups.
They practice. (15 minutes)
Students perform for the class.
TEST 1
TEST 1 (20minutes)
Review Duration. Draw different durations
on the board. Practice using voices.
TEST 1
Activity ( 20 minutes)
Review Dynamics dynamics grid on
whiteboard. Practice using voices
positions.
Place students into 4 groups. Give each
group a different sound. Perform sounds
using the dynamics grid.
NOTES
As a class complete an evaluation of the

performance.
Ask performers to review themselves post it notes,
positive and negative.
TEST 1 (15 minutes)

Mary Had a Little Lamb written up on the board.
Various instruments
Year 4 Test
Mrs Hartley

Students get into pairs or 3s. They create a
dynamic pattern to perform with a chosen
sound.
Students sit in a circle and perform for the
class.

Dynamics grid on blackboard.
Dynamics revision on board
Halved a4 paper wind ups
TEST
MUSIC
Term 2 / Week 5
Timetable
THURSDAY
FRIDAY
8:50
9:50
9:50
10:50
RECESS
DOTT
DOTT
C1 Year
4
C2 Year
4
11:10
12:10
B4 Year
2
(until
12:20)
LUNCH
DUTY U/C
1:00
C4 Year
4
B2 Year
2
B5 Year
2
Year 4
Year 2
Students will complete their duration test.

Students will sing Fireflies
Students will explore Eric Carles I See a Song and
brainstorm soundscape ideas.
Fireflies
- Students will sing in unison
- Students will create a listening Map
graphically notate different animal sounds
- Students will perform call and response with
instruments.
Assessment TEST 2 Duration

Introduce song. Practice the chorus as a class. Sing
the whole song with the music.
Watch Eric Carle I see a song
Place students into groups. Each group is given an
A3 piece of paper and a picture. They brainstorm
the different sound scapes they could create using
the picture as inspiration.
Students share their brainstorms.
Assessment TEST 2 Duration

Introduce song. Practice the chorus as a
class. Sing the whole song with the music.
Create a Listening Map for a firefly
(demonstrate)
Create a listening map for a Kangaroo
listening to Carnival of the Animals. (as a
2:00
2:00
3:00
B3 Year
2/3
B1 Year
2
Activity TEST (20 minutes)

Sing Fireflies again if time create a sounds scape for this
song.
Fireflies
I see a song
A3 paper and different pictures.
TEST
Various instruments
class)
Create a listening map for a Lion listening
to Carnival of the Animals. (individually)
Activity TEST (15 minutes)

Tambourine Talk
Explain game to class and demonstrate.
Divide class into two groups and give each
group a Tambourine.
Tambourine
Fireflies
TEST
Carnival of Animals
Worksheet
NOTES
Mrs Hartley
MUSIC
Term 2 / Week 6
Timetable
THURSDAY
FRIDAY
Year 4
Year 2
Students will review musical terminology.

Students will play tapping sticks in rhythm with the music,
Students will play tapping sticks in rhythm with the

music, using different ways to play the sticks.
8:50
9:50
C1 Year
4
9:50
10:50
RECESS
11:10
12:10
B4 Year
2
(until
12:20)
LUNCH
DUTY U/C
C4 Year
4
1:00
2:00
NOTES
STAFF DEVELOPMENT
DOTT
Sort of student work, make

sure marks are documented.
C2
B2
B5
B1
Year
Year
Year
Year
4
2
2
2
using different ways to play the sticks. Porog Ata E

Students will sort out their work folders.
Porog Ata E
Students will sort out their work folders.

Sort out student work into individual protectors.
Complete checklist to ensure all marks are up to date.
Have students complete any missing tasks.

Sort out student work into individual protectors.
Complete checklist to ensure all marks are up to
date.
Have students complete any missing tasks.

Listen to the song
Ask students what they think of it, where they think
it comes from. What instruments could they use to
play along with it
Hand out rhythm sticks. Play the sticks different
ways along with the song. Observe students to
make sure they are able to keep in time with the
rhythm.
Practice the routine on the board. When students
are confident practice with the music.

Play celebrity heads using musical elements
Write elements on board and have students sit in
chairs in front of them.

Assessment checklist
Musical elements posters
Large flash cards with song words
Mrs Hartley
MUSIC
Term 2 / Week 7

Listen to the song
Ask students what they think of it, where
they think it comes from. What instruments
could they use to play along with it
Hand out rhythm sticks. Play the sticks
different ways along with the song. Observe
students to make sure they are able to keep
in time with the rhythm.
Practice the routine on the board. When
students are confident practice with the
music.
Challenge students to get into pairs and create a
routine to perform to the song using the actions
performed with the class. After practicing students
will sit tin the circle to perform simultaneously.

Tapping sticks for the class
CD song
Timetable
THURSDAY
FRIDAY
DOTT
DOTT
C1 Year
4
C2 Year
4
11:10
12:10
B4 Year
2
(until
12:20)
B2 Year
2
LUNCH
DUTY U/C
8:50
9:50
9:50
10:50
RECESS
1:00
2:00
2:00
3:00
NOTES
C4 Year
4
B3 Year
2/3
B5 Year
2
B1 Year
2
C2 / B2 / B5 / B1 will need to
sort out their work. They
missed out last week and will
need to be introduced to the
song.
Year 4
Year 2
Students will play tapping sticks in rhythm with the music,

using different ways to play the sticks. Porog Ata E
Students will create their own routine to accompany the
music.
Students will play tapping sticks in rhythm with the

music, using different ways to play the sticks.
Porog Ata E
Students will create their own routine to
accompany the music.

Review the song. Practice playing the routine from last
week.

Review the song. Practice playing the routine from
last week.

Explain task to students and put them into groups of
3 or 4
Each group creates their own routine and practices
as a group.
.
Each group performs this for the class.

Explain task to students and put them into
groups of 3 or 4
Each group creates their own routine and
practices as a group.
Each group performs this for the class.

Group self-reflection activity.
A4 piece of paper. Positives one side, negatives the
back.
Focus on group work, performance, rehearsal and
idea sharing.

Group self-reflection activity.
A4 piece of paper. Positives one side,
negatives the back.
Focus on group work, performance,
rehearsal and idea sharing.
EXTRA ACTIVITY
If there is time at the end play another game of celebrity
heads using a different theme. - notes
CD song
MUSIC
EXTRA ACTIVITY
If there is time at the end play another game of
celebrity heads using a different theme. - notes

CD song
Term 2 / Week 8
Timetable
THURSDAY
FRIDAY
DOTT
DOTT
C1 Year
4
C2 Year
4
11:10
12:10
B4 Year
2
(until
12:20)
B2 Year
2
LUNCH
DUTY U/C
8:50
9:50
9:50
10:50
RECESS
1:00
2:00
2:00
3:00
NOTES
C4 Year
4
B3 Year
2/3
B5 Year
2
B1 Year
2
Year 4
Year 2

Students will sing a song.
Students will complete test 3

Students will sing a song.
Students will complete test 3
ASSESSMENT TEST 3
ASSESSMENT TEST 3

Sing the song Anything you can do
What form does the song use? Discuss what a duet
is.
What dynamics are mentioned in the song? Are
there any other musical elements we could write
into the song? I can sing higher than you, I can sing
louder than you, I can sing faster than you.
Divide class into two groups and perform song.
Have song flash cards up on board.
Perform again but with students performing the
other part of the duet.

Sing the song Anything you can do
What form does the song use? Discuss what
a duet is.
What dynamics are mentioned in the song?
Are there any other musical elements we
could write into the song? I can sing higher
than you, I can sing louder than you, I can
sing faster than you.
Divide class into two groups and perform
song. Have song flash cards up on board.
Perform again but with students performing
the other part of the duet.
TEST 3 (30 minutes)

Review concepts and explain test
TEST 3 (20 minutes)

Review concepts and explain test

Play celebrity heads using musical elements
Write elements on board and have students sit in
chairs in front of them.

Play celebrity heads using INSTRUMENTS
Write INSTRUMENTS on board and have
students sit in chairs in front of them.
TEST 3
TEST 3
MUSIC
Term 2 / Week 9
Timetable
Year 4
THURSDAY
FRIDAY
DOTT
DOTT
C1 Year
4
C2 Year
4
11:10
12:10
B4 Year
2
(until
12:20)
B2 Year
2
LUNCH
DUTY U/C
8:50
9:50
9:50
10:50
RECESS
1:00
2:00
2:00
3:00
NOTES
C4 Year
4
B3 Year
2/3
B5 Year
2
B1 Year
2
Year 2
-
MUSIC
Term 2 / Week 10
Timetable
Year 4
Year 2
THURSDAY
DOTT
DOTT
DYNAMICS
match the sounds in the
C1 Year
4
C2 Year
4
11:10
12:10
B4 Year
2
(until
12:20)
B2 Year
2
LUNCH
DUTY U/C
FRIDAY
8:50
9:50
9:50
10:50
RECESS
1:00
2:00
2:00
3:00
C4 Year
4
B3 Year
2/3
B5 Year
2
B1 Year
2

Students will
NOTES
MUSIC
Term 2 / Week 11
Timetable
Year 4
Year 2
THURSDAY
DOTT
DOTT
DYNAMICS
match the sounds in th
C1 Year
4
C2 Year
4
Assessment
TEST 1
11:10
12:10
B4 Year
2
(until
12:20)
B2 Year
2
LUNCH
DUTY U/C
FRIDAY
8:50
9:50
9:50
10:50
RECESS
1:00
2:00
C4 Year
4
B5 Year
2

Students will complete a self/peer evaluation.
2:00
3:00
NOTES
B3 Year
2/3
B1 Year
2

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Mrs Hartley

Students will practice singing the song as a class.

Introduction (10 minutes)

Activity (20 minutes)

Activity (20 minutes)

Students perform their storm sounds,

Conclusion (10 minutes)

Students will sing the song Stand by Me

three different artists and conduct a class

the different instruments.

Listen to The Little Train of the Caipira (20

Students lie down and close their eyes and

Activity (10 minutes)

Activity (30 minutes)

Conclusion (10 minutes)

while listening to the song. Draw them on a

practice composing rhythm, melody and lyrics

Introduction (15 minutes)

sort loud and soft noises.

Teach volume dynamics and

Show children markings - f for forte and p for piano.

Sing, speak, play softly - piano or pianissimo.

Conduct volume changes by raising arms for crescendo and

Create drum rolls

Show dynamic markings for crescendo and descrescendo.

Develop sensitivity to loud and soft music in movie scores.

Discuss the appropriate dynamics for events in a story

students. complete a model version on the board.

RESOURCES and PREPERATION

Worksheet (15 minutes)

RESOURCES AND PREPARATION

Students will practice playing Mary Had a Little Lamb on

Introduction (10 minutes)

Activity (35 minutes)

As a class complete an evaluation of the

TEST 1 (15 minutes)

RESOURCES AND PREPARATION

Conclusion (20 minutes)

RESOURCES AND PREPARATION

Students will complete their duration test.

Assessment TEST 2 Duration

Assessment TEST 2 Duration

Activity TEST (20 minutes)

Activity TEST (15 minutes)

Students will review musical terminology.

Students will play tapping sticks in rhythm with the

Sort of student work, make

using different ways to play the sticks. Porog Ata E

Activity (30 minutes)

Activity (30 minutes)

Activity (20 minutes)

Conclusion (10 minutes)

RESOURCES AND PREPARATION

Activity (20 minutes)

RESOURCES AND PREPARATION

Students will play tapping sticks in rhythm with the music,

Students will play tapping sticks in rhythm with the

Introduction (10 minutes)

Introduction (10 minutes)

Activity (40 minutes)

Activity (40 minutes)

Conclusion (10 minutes)

Conclusion (10 minutes)

RESOURCES AND PREPARATION