Madeline Hunter Lesson Plan

Correlated to the Danielson Framework for Teaching

Teacher: Joshua Janecka
Gr. Level/Subject: 3rd grade

Date: November 15 -28, 2016

Lesson Beginning Time: ___12:55_____________

Domain 1:
Planning
1c: Inst.
Outcomes
1b:
Knowledge
of Sts
1a:
Content/
Pedagogy
1c: Inst.
Outcomes
1e:
Coherent
Inst.
1a:
Content/
Pedagogy
1b:
Knowledge
of Sts

Other Domains
2b: Culture for
Learning
3a:
Communicating

Legend
T = Teacher
st student
sts = students
w/ = with

Lesson Ending Time: __1:45____________________

Lesson Component
Objective(s): Students will be able to clap and notate mixed rhythms with quarter rests.

Importance of Objective(s): To create and understanding of rhythm notation.

TEKS and ELPS:

Foundations: A. music literacy: read, write, and reproduce rhythmic patterns using standard notation

Creative expression: C. move alone or with others to a varied repertoire of music using gross and fine
locomotor and non-locomotor movement

2b: Culture for

Learning
2c: Classroom
Procedures
2e: Physical
Space
3a:
Communicating
3b: Questioning/
Discussion
3c: Engaging Sts
in Lng

Anticipatory Set:
1. The students start in their assigned spots, in 4 rows.
2. Have the students scoot backwards, start with row 4 and so forth.
3. Get the students to repeat shoe, sandal and foot after the teacher.

Add in body percussion.

Procedures/Activities/Explanations:
Shoe Rings
1. Lay out 4 rings of the following colors: red, blue, yellow and green.
2. Instruct students to take off their shoes and place them in front of them. Teacher does the
same.
3. Teachers places a shoe in one of the rings.
4. Students are instructed to place only one shoe in a ring. There can only be a max of 2 shoes
per ring. Students go by rows
5. After the students are back in their (modified) spots, the teacher says the rhythm in the first
row of shoes.
1 shoe = quarter note. shoe
2 shoes = pair of eighth notes. flip-flop
0 shoes = quarter rest. foot (whispered)
6. After saying the rhythm is said by teacher, students will repeat.
7. Once students get the rhythm of the first row of rings, then add body percussion.
8. Teacher notates example rhythms on board.
9. Select a student if they can notate the row on the board.
10. Repeat steps 6-9 for the other rows.
Added variations

Teacher changes rhythms by moving student shoes around.

If teacher takes out a students shoe completely, they come back and pick it up.

Teacher writes rhythms on the board and picks a student to arrange shoes to match the
board.
Shoe Ring Ensemble
In this activity, students will create different song using the colored rings with their shoes as
the notated music and boom whackers/xylophones for their instruments.
There are different colored rings to match up with the colors of the boom whackers

1.
2.
3.

C Red Ring / Large and Small Red Boom Whackers

D Orange Ring / Orange Boom Whacker
E Yellow Ring / Yellow Boom Whacker

Students will form a horseshoe

A few selected students will arrange the rings a shoe to match an unlabeled diagram.
While the students setting up the rings, boom whackers and xylophones will be passed
out to the students.

4.
5.
6.
7.
8.

Everyone with say and use body percussion together of the whole rhythm
Then everyone will play it on their instrument in front of them.
We will rotate with group clockwise with the instruments staying in place.
Rotation will continue until everyone gets a chance on the xylophones
Then we will break down the parts to the color sequence of rings and boom whackers,
xylophones get to play the whole thing.
9. Xylophones keys are marked with colored stickers to match with the rings.
10. Class rotates until everyone gets a chance to play on xylophones.
11. We will do Hot Cross Buns.
12. See if students can recognize songs without telling them their names.

ALLOW TIME FOR STUDENTS TO PUT THEIR SHOES BACK ON

1f: Assess.
1b:
Knowledge
of Sts

1e:
Coherent
Inst.
1a:
Content/
Pedagogy
1b:
Knowledge
of Sts
1d:
Resources
1b:
Knowledge
of Sts

3b:
Questioning/
Discussion
3d: Assess.
3e: Flexibility/
Responsiveness
2b: Culture for
Learning
3a:
Communicating
3b: Questioning/
Discussion
3c: Engaging Sts
in Learning
3e: Flexibility/
Responsiveness
2c: Classroom
Procedures
3c: Engaging Sts
in Learning

Assessment:
Students notate rhythms and clap/read notations.

Closure:
Pick a few students to help pick up the rings. Everyone else goes back to their spot and display what a star
student is.
Modifications:

Resources: Students, students shoes, colored rings, boom whackers, xylophones, mallets