Lesson Plan 2: 2nd Grade
Name: Stella Bargeloh
Lesson Title: Rhythm Fun
Student Materials: Clipboards, pencils, worksheet
Teacher Materials: iPad, SmartTV
Standards Objectives (including at least one related to academic
language)
3PR Read, write and perform I can write and perform various rhythms in 4/4 time.
using eighth notes, quarter
notes, half notes and quarter
rests in 2/4 and 4/4 meter.
Differentiation Category- (Why does this
student need an accommodation/modification?)
A student only has one arm
All students learn at different rates and
levels.
Date(s): 2/24/2017 through 2/28/17
Unit Title: Rhythm and Counting
Assessment (Formative and/or Summative)
Formative: Students will be assessed by means of
visual, aural and verbal skills with feedback given as
needed.
Summative:
Formative:
Summative:
Summative:
Summative:
Summative:
Accommodation/Modification Rationale (Why is this accommodation/modification
appropriate)?
Use iPad and app Real Ukulele Because the student only has one arm
With the worksheet, the lower level students will be It will help the students learn what needs to be
able to answer at least 5 of the questions, average learned, while giving them chances to work at the
students will be able to answer 10 questions and pace best for them.
above average students will be able to answer more
than 10.
Lesson Procedures
Lesson Introduction: (AKA warmup, bellworkin other words, what will be done to review, preview, etc.)
Sing Hello Freddie
Clap various rhythms and have students echo
Students perform various rhythms using body percussion
o Bring 3 students to the front of the room (individually)
o Have that student create a 4 beat rhythm using a single body percussion
o The class echos that student
Ask if any students thought up some rhythms that they want to share with the class

Lesson Procedures: (Provide a detailed list of steps that you will take to implement this lesson. Think about opportunities for guided practice,
independent practice, modeling, checking for understanding, etc.)

1. Students move to their spot on the carpet

2. Review what types of notes we have been working with (quarter note, quarter rest, eighth note, half note)
3. Discuss how students names can be turned into rhythms as well
a. For example: Ms. Bargeloh can be 1(2), 3 and 4
4. Students raise their hand to volunteer to try their name (choose about 5 students)
a. Students say their name and identify the rhythm that might go with it
5. Write student name and identified rhythm up on the SmartTV using iPad, AirPlay and Hello Chalk
6. After each student, the class will perform the rhythm
a. First by counting only
b. Counting and clapping
c. Counting and patting
7. Explain that this can be done with more words, besides just names
8. Have a student helper pass out clipboards
9. Have Maestro pass out musical instruments rhythms worksheet
10. Have student helper pass out pencils
11. Students will look at worksheet
12. Ask students to put name on the worksheet
 13. Students will look at the example at the top of the worksheet
14. As a class, the example will be counted and clapped, and then clapped with the word
15. Students must work by themselves and remain quiet
16. Students will get 10 minutes (maximum) to finish the worksheet
17. Students may go to flexible seating
18. When students are done, they will turn worksheets in, sit back down in their chairs and place clipboards and pencils underneath of their chair
19. Once all students are done, they will sit on the carpet with their ukulele partner
20. Hand out ukuleles to one student
21. One volunteer will come to the front of the room and show the class how to position a C chord
22. Another student will come forward and show how to strum a C chord
23. Students will practice strumming two 4/4 measures
a. Practice these two measures twice
24. Students will hand ukuleles to their partner
25. Students will practice strumming two 4/4 measures
a. Practice these two measures twice
26. Students will hand the ukuleles back to their partner
27. Show students the finger placement for the F chord
28. Show that finger one is on string 3 and finger three is on string 1
29. Students will do that finger placement and then hold it still for assessment
30. Students will hand ukuleles to their partner
31. Show students the finger placement for the F chord
32. Show that finger one is on string 3 and finger three is on string 1
33. Students will do that finger placement and then hold it still for assessment
34. Those with ukuleles take them to the back of the room and give them to Mrs. Box
35. Those without ukuleles sit back in their seat

Closure:
Name some foods and ask students if they know the rhythm pattern for it
o Student should clap and count for the food (ex. Watermelon is 1&2&)

Homework/Extension Activities:
Think about the song Twinkle, Twinkle, Little Star and try to figure out the rhythm for the first measure.