1.

Lesson Plan Information

Subject/Course: Music Name: Shelley Bowen
Grade Level: 4 Date: March 21
st
, 2011 Time: 11:05 11:55
Topic: Musical Rhythms and Compositions Length of Period: 50 minutes

2. Expectation(s)
Expectation(s) (Directly from The Ontario Curriculum):
C1.3: Create compositions for a specific purpose and a familiar audience
C1.4: Use the tools and techniques of musicianship in musical performances

Learning Skills (Where applicable): This lesson will focus on several areas of learning that students are
aware of prior to the lesson. Skills involved include: collaborative group work, initiative, work habits, use of
information, cooperation with others, and class participation.


3. Content
What do I want the learners to know and/or be able to do?
Students will learn the basics of song composition as they first create a piece together as a class, and then
break off into groups to create their own songs based upon a compilation of musical rhythms provided by
the teacher. They will then come together and perform their pieces for the class.

Today learners will: Build upon their prior knowledge of rhythmic structures and note values to
successfully create a unique piece of music based upon a selection of musical rhythms.


4. Assessment (collect data) / Evaluation (interpret data)
(Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric)
Based on the application, how will I know students have learned what I intended?
Assessment will be completed through the use of a rubric that compares the ability of the student to that of
the curriculum expectations. They will be marked on a level ranging from one to four; one meaning that
they had a very minimal understanding of rhythms, two meaning that they could understand rhythms with
assistance, three indicating their ability to read rhythms with little assistance and four meaning that they
could understand and play the rhythm created without interruption.


5. Learning Context
A. The Learners
(i) What prior experiences, knowledge and skills do the learners bring with them to this learning
experience?
Prior experiences of the learner include:
- Knowledge of rhythmic patterns
- Knowledge of musical symbols and their values
- Understanding of beat and how it fits into a time signature
- Collaborative group work
- Performing pieces together in groups
All of the experiences outlined above are what the learners are bringing with them to the lesson as
previous knowledge that will assist them in the understanding of techniques and concepts.





LESSON PLAN
TEMPLATE
(ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all
learners? (Must include where applicable accommodations and/or modifications for learners identified as
exceptional.)
Students that struggle with the comprehension of musical rhythms and note values will have visuals within
the classroom to assist with their learning. All learners will be included within groups, and the teacher will
circulate to ensure that each group is on the right track; questions are encouraged for those who
experience trouble. A careful eye will be watching for students that may struggle with the task at hand. As
the task expected of students is fairly simple, modifications will not be necessary, however considerations
for future modifications will be taken into account.

B. Learning Environment
The classroom environment is quiet and free from both inner and outer distractions. As students are seated in their
chairs, the teacher will begin the first portion of the lesson. When they are to be separated within groups, students
are free to arrange themselves in different seats around the room. Overall, it is a welcoming classroom where
students can freely share their ideas.

C. Resources/Materials
Rhythm Pizza game, worksheets, recorders, pencils.





6. Teaching/Learning Strategies

INTRODUCTION
How will I engage the learners? (e.g., motivational strategy, hook, activation of learners prior knowledge,
activities, procedures, compelling problem)
(Approx. 10 min.)
To engage the learners and grab their interest, the teacher will begin the lesson first by playing Rhythm
Pizza. In this activity, the teacher will have 4 pizza slices on the blackboard. The teacher will also have a
variety of toppings for the pizzas that consist of different musical notes (ex. tomato = quarter rest,
pepperoni = quarter note). The teacher will explain to students that each slice can only have four beats on
it, and will then have students come up to the board to place toppings (notes) on the pizza. Once all four
slices have been topped, the teacher will write the rhythms down on the blackboard above the pizza so that
students are able to see more clearly the rhythms they have created. The teacher will have students clap
out this rhythm and play it on their recorders, explaining that they have just written their very own song.

MIDDLE:
Teaching: How does the lesson develop?
How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and
guided instruction).
(Approx. 20 min.)
Following the introduction, the teacher will explain the concept of composition and the task at hand:
students will be given a worksheet with different musical rhythms on it. They are to take those rhythms and
create their very own songs with it, and they are free to change the notes on the staff (ex. can change an A
to be a G). After students have asked any questions, they will be put into groups of 2 to create their very
own songs. Once group work time has elapsed, students will be asked to share their pieces with the class,
demonstrating their understanding of rhythm and note values.

Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the learning
experiences together for/with the students? How will I check for understanding?
(Throughout lesson)
Throughout the lesson, as the teacher explains the task at hand and introduces the concept of composing
songs, the teacher will pose recapitulation questions to ensure that students are grasping the important
concepts of the lesson and thinking critically about their learning experiences. Questions may include:
Does your song sound different than other groups? Why do you think this is? What have we done to
change the rhythms given to us and create an entirely original song? Students ability to answer these
questions will show that they have fully understood the practice of creating a new piece of music.

Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded practice,
and gradual release of responsibility.)
(Approx. 10 min.)
After students have assembled within their groups to create their own songs, they will come together and
share their pieces with the rest of the class. The teacher will be marking these performances to ensure that
students grasped the concept of the lesson and were able to perform the piece using the proper musical
concepts. This will ensure that they have an effective understanding of the lesson and how they can easily
create songs out of pre-existing rhythms. They will learn to examine and change the musical notes to
create a new piece of music that sounds different from the original piece in which they were given.

CONCLUSION: How will I conclude the lesson?
(Approx. 5 min.)
To conclude the lesson, students will come together as a class to share their newly created pieces. The
teacher will recap the lesson and what students have learned, posing recapitulation questions for
maximum retention, therefore concluding the lesson. Students will be allotted time to pack up their things,
put their recorders away and assemble in line ready for next class.





7. My Reflections on the Lesson
What do I need to do to become more effective as a teacher in supporting student learning?