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Student Teacher: Frederick Volz

Class: General Music Grade: 5 Date: 9/23/16 Time:


2:20PM 3:00PM

Central Focus: Rhythm

National Standards:
Content Standard 1: Content Standard: Singing alone, and with others, a varied
repertoire of music
Content Standard 4: Content Standard: Composing and arranging music within
specified guidelines
Content Standard 5: Content Standard: Reading and notating music

Student Learning Goals (Objectives):


Students will create four-beat patterns in small groups of 3-4 to be performed to Day-
O.

Students will practice four-beat rhythms using counting syllables.

Prior Academic Knowledge & Conceptions: The students performed a syncopated


rhythm found in the response of a call & response of Day-O vocally and through
movements. Many students recognize half, quarter, and eighth notes as well as quarter
rests and their durations.

Common Errors & Misconceptions: Students may incorrectly write rhythms, writing
a composition that lasts for more than four beats.

Materials:
Day-O from Making Music: Grade 5 pp. 18-19 and recording found on CD 1-28
Four-Beat Rhythm Composition Worksheet
Pencils

Essential Questions:
How do I clap a new rhythm correctly the first time I see it?
How do I maintain a steady rhythm against different rhythms?
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Instruction & Procedures:


Introduction / Warm-Up Routine:
1. The students enter the classroom and sit on their assigned carpet spots. The
teacher will have a seating chart with the students names on their corresponding
spots. The teacher will sing, Sing with me (do re mi), and the students will echo
sing. The teacher will sing each students name to the melodic pattern do re mi,
fa mi re, sol mi do, with an occasional do sol or sol mi to add additional comments
and humor the students will echo sing.
2. The teacher will sing the instructions, please stand tall, the students will stand
up in their spots. The teacher will remind the students about singing posture and
expectations such as feet slightly apart, arms at your sides, standing up straight,
and smiling. The teacher will sing the Hello Song while playing a piano
accompaniment and the students will echo sing. Once the Hello Song is
completed, the teacher will alternate between A and B on the piano, where the
students will move until the notes stop, where the students will freeze. After a
concluding major chord, the teacher will instruct the students to please sit
down.
Lesson Launch / Hook:
1. The teacher will say, Last week we learned a song, do you remember the
response? The teacher will sing the call to Day-O. The students will respond by
singing Daylight come and me wan go home.
2. The students will form a circle around the carpet and the teacher will split the
circle into two groups, group 1 and group 2. Group 1 will be instructed to stomp
the steady beat to Day-O in their feet, group 2 will be instructed to clap the
response rhythm to Day-O. The teacher will play the recording to Day-O
(Making Music: Grade 5 CD 1-28) and the students will either stomp the steady
beat or clap the response rhythm depending on their group. Around one minute
into the song, switch the roles of the groups, group 1 will clap the response
rhythm and group 2 will stomp the steady beat.
Informal Assessment: The teacher will observe which students are successfully
stomping the beat steadily and which are struggling, and which students can clap the
response rhythm successfully and which students are struggling. Record results on a
scale of 1-3 (1 struggling, 2 - successful with occasional errors, 3 exceptional) on
seating chart.
3. The teacher will ask what did we do in our feet/laps? Is that the melody?
(rhythm) The students will give various answers, if aid is needed the teacher will
sing Daylight come and me wan go home then clap the rhythm. The teacher
will ask what the difference between the first example and the second example is.
Lesson Procedure:
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1. The teacher will project the four-beat rhythm composition sheet on the enoBoard
and will ask the students, what is composing? (to write or create) The
students will give varied responses, provide additional lines of questioning until
the answer is reached.
2. The teacher will explain the class objective, We are going to compose rhythmic
patterns in small groups of 3-4 to perform to Day-O. The teacher will point out
the symbols in the key of the worksheet (half note, quarter note, eighth note, and
quarter rest) and will check prior knowledge by asking what the names of the
symbols are and their durations.
3. Once the symbols names and durations are established the teacher will ask for
volunteers to compose the first rhythmic pattern. When the first pattern is
completed, the teacher will ask the students to self-evaluate their first
composition. (Guided Practice)
Self-assessment: The students will be asked to evaluate their first composition as a
class. They will be asked, are their four beats in the measure? If not, what can we
change and why? Invite a student up to revise the composition and repeat the process
until there are four beats in the measure.
4. The teacher will ask the students to perform the first pattern using rhythm
syllables (ta, ti-ti, rest). The students will perform the first composition with
rhythm syllables. The teacher will ask for a volunteer to create the second line in
the composition. The students will self-assess in the same way as in the first
composition. Students will perform the second pattern using rhythm syllables.
The teacher will split the class in half and the two groups will perform lines one
and two simultaneously. The teacher will ask the students what they can do
improve on for the next performance, the students will provide feedback. The
feedback will be applied immediately for a second performance of the two lines
together.
5. The teacher will split the class into small groups of 3-4 based on the color of their
carpet spots (i.e. red row is a group, dark green row is a group, ect) and will
instruct each group by singing to get one sheet of paper from the piano and one
pencil.
6. The students will compose their rhythms independently in small groups, the
teacher will circulate around the room and check work. The students are
expected to have correct stem direction and the proper number of beats per
measure. Once a group finishes, the teacher will instruct the students in the
group to teach their rhythms to each other.
7. The students will pick a group leader to hand in their completed compositions to
be rehearsed and performed for next week.

Differentiation (Planned Support): Additional lines of questioning, rewording


phrases or using simplified vocabulary, repeated/simplified directions

Accommodations for Special Learners


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504/IEPs- For student with speech or language impairment: rhythm syllables are
written under each rhythm to aid comprehension, repeated directions and slower
delivery of direction
For student with heightened anxiety levels: Positive reinforcement for correct rhythmic
speaking/clapping
For student with selective mutism: Student will be allowed to work with a peer buddy to
write rhythms and ask for help/feedback during composing

Special Learners- Students in need of extra support: Rhythm syllables written


under each rhythm during guided practice, work with others in group to self-check
work
Students in need of extra challenge: Leadership roles, lead your group once your
rhythms are composed, help students in your group that need support

Closure: While students are lined up and waiting for their teacher to arrive, the
teacher will ask the students, what did we learn today? (Composing, review of half,
quarter, eighth notes and quarter rests)

Language: Function: The students compose a four beat composition and apply
knowledge of half, quarter, eighth notes and quarter rests.

Content Specific Vocabulary: Rhythm syllables (ta, ti-ti, rest), half note, quarter note,
eighth note, quarter rest, repeat sign, 4/4, rhythm, composition

Assessments Used:

Informal- Informal Assessment: The teacher will observe which students are
successfully stomping the beat steadily and which are struggling, and which students
can clap the response rhythm successfully and which students are struggling. Record
results on a scale of 1-3 (1 struggling, 2 - successful with occasional errors, 3
exceptional) on seating chart.
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Self-assessment: The students will be asked to evaluate their first composition as a


class. They will be asked, are their four beats in the measure? If not, what can we
change and why? Invite a student up to revise the composition and repeat the process
until there are four beats in the measure.

Informal Assessment: The teacher will check student work and look for correct stem
direction and correct number of beats per measure.

Accommodations for Assessments- Students in need of extra support will be given


more time to catch on to the steady beat if in group one or to the response rhythm if
they are in group two.

For the student with speech and language impairment, the teacher will model the
steady beat in the feet and the response rhythm in the hands to aid understanding of
the task.

For the student with heightened anxiety, the teacher will model the steady beat in the
feet and the response rhythm in the hands and give positive reinforcement for the
students participation.

During the composition self-assessment, the student with selected mutism can show
understanding by correcting student mistakes on the enoBoard, instead of verbally
correcting mistakes.

Possible Research / Theory:


Vygotsky Social Development Theory
Social interaction with a more knowledgeable other (MKO) aids individual development.
The Zone of Proximal Development (ZPD) distance between a students ability to
perform a task under adult guidance and/or with peer collaboration and the students
ability solving the problem independently.

Gordon Music Learning Theory


Audiation hearing the music in your head before performing

Garnders Theory of Multiple Intelligences


Musical minds - Students are given directions through singing, making every moment
musical.