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Kari Estrada

Academic Literacy
Pre-doing Lesson Plan

Lesson Title/Subject: Become the Rhythm

1.3 Transcribe simple aural examples into rhythmic notation.
4.3 Identify aesthetic qualities in a specific musical work.
1.5 Analyze and compare the use of musical elements representing various genres and cultures,
emphasizing meter and rhythm.
Purpose/Rationale: Ear training is an important factor of music education. If students are given
an opportunity to "become" a rhythm, they can associate rhythmic figures with the notation, and
with people from their class. This will help them to identify rhythms and subsequently dictate
them on paper. It is an active way to create and explore rhythm while activating listening skills.
Background Knowledge: Students will already have learned how to read simple rhythms, and
know how those rhythms are divided as well as how they fit into the counts of the measure.
Students are familiar with notation, and how to vocalize them as well as play them on their
instrument. Students must also be familiar with music/rhythm terminology.
Instructional Objective: Students will be able to accurately notate specific simple rhythms,
upon only receiving the information aurally.
Assessment: Students will write the rhythm on staff paper, as well as identify a
matching rhythm in their beginning instrument text book.
Language Objective: Students will be able to identity the musical symbols associated with
specific rhythmic figures (aural music language and written music language).
Assessment: As a group, students will call out what type of notes are being played for
them by the teacher and other students.
Multicultural Objectives: Students will be able to decipher rhythmic characteristics of a
selection of Afro-Cuban music.
Assessment: Free write about rhythms heard in music.
Materials and Safety Precaution: Students will have pre-made cards with specific rhythms, one
or two beats long. Use of whiteboard is required, and voices/instruments will be used. Students
need to be aware of instruments that may be laying on the floor or on chairs.

Accommodations: Students can be physically placed in different places of the room if needed.
If students have difficulty with rhythm, they can buddy up with a partner.

1) As students walk in the room, there will be a selection of Afro-Cuban music playing the
background. On the board, it will say, " While you are setting up your instrument, listen to
the music playing. Write a few sentences about the rhythms you hear." Students will have a
few minutes to write about what they hear as a free write.
2) Play a familiar scale (likely B-flat major). Each degree of the scale will be the same specific
rhythm chosen from the "Rhythm Sheet" (i.e. If the rhythm is one quarter note, four eighths,
and one quarter, students will repeat this measure using all eight scale degrees. Repeat this
up to 5 times, using different rhythms each time.
3) Students will be given a rhythm by rote to apply to the scale. It will be one of the rhythms
chosen from step 2 (from the Rhythm sheet). They will mimic the rhythm after hearing it a
few times (demonstrated by teacher). After they play the whole scale through, they will be
asked to identify which of the previous rhythms from the sheet it was. Repeat this process a
few more times.
4) Each student is given a piece of paper with a one or two beat rhythm on it. Not all cards are
different, but there are several different cards.
5) Students take a moment to individually practice singing the rhythm on their card.
6) Six students are selected to come up front with their cards. They are asked to stand in any
order. Once they are in order, they hold their cards in front of them. They are given a tempo.
7) We, as a class, review what beat each note falls on and where the measure line would go in
4/4 time.
8) Class calls out together the types of notes in order (I.e. "quarter note, two eighths, half note")
9) The students up front sing each of their rhythms, in time, creating a new longer rhythm.
10) Entire class sings rhythm together 2-3 times.
11) Students up front shuffle, creating new rhythm.
12) Repeat steps 7-10.
13) 6 new students are chosen to come up front.
14) Teacher turns around, facing the board, unable to see the cards.
15) Repeat steps 8-10 while teacher is unable to see cards.
16) Teacher writes rhythm on board. Class confirms rhythm on board matches the rhythm on the
17) New students are asked to come up front, but are asked to stand in the back of the room
behind the class. Students in class are asked not to turn around.
18) Students in back sing their individual rhythms, creating new longer rhythm.
19) Teacher sings entire rhythm 2-3 times, while students write down the rhythm they hear.

20) Students are asked to explore their book and identify a matching rhythm to the one they just
21) As a class, we share together what the rhythm was and where it can be found in their book.
22) Repeat steps 17-21 two to three times, as time permits.
23) Students, all back in their seats, as asked to notate new rhythm as made up and performed by
teacher. Repeat.
24) Ask for volunteer(s) to come up to board to write the rhythm performed by teacher.
25) Discuss as a class whether volunteers wrote the rhythms correctly.