1

TAT2 Task 3: Instruction Manual

Jared Sessink

6/2/19

A Written Project Presented to the Faculty of the Teachers College of

Western Governors University

 2

Table of Contents

Instructional Goal………………………………………………………………………………….. 3

Performance Objectives…………………………………………………………………………… 3

Intended Audience…………………………………………………………………………………. 3

Sequence and Delivery Approach………………………………………………………………… 4

Materials and Resources……………………………………………………………………………4

Instructions for Implementing Technology Materials……………………………………………4

Descriptions of Lessons and Assessments………………………………………………………… 5

Lesson Plan Sequencing…………………………………………………………………………….6

Lesson Plan Delivery Instructions……………………………………………………………….. 11

References and Sources……………………………………………………………………………15

Appendix A…………………………………………………………………………………………16

Appendix B…………………………………………………………………………………………17

Appendix C…………………………………………………………………………………………18
 3

Instructional Goal

The students in Concert Band will be able to accurately speak the counts for rhythms from a

written format with 85% accuracy.

Performance Objectives

Below is a list of all instructional objectives for this unit:

Objective #1: From memory, students will label the parts of rhythms and describe their meaning

without errors.

Objective #2: From memory, students will label the parts of a time signature and define their

meaning without errors.

Objective #3: From memory, students will label the written/verbal counting symbols for 6th grade

level rhythms without errors.

Objective #4: Using sample measures from a piece of music and a metronome, students will speak

accurate counts for rhythms for at least 7 out of 8 measures.

Intended Audience

This unit is designed for 6th grade middle school beginning band that meets daily. The ten-

day unit covers the skills of accurately identifying, labeling, and performing (through speaking) the

counts of grade appropriate notated rhythms. The instructional setting is a 6th grade instrumental

music classroom with 45 students in a public school 6-8th grade middle school with 659 enrolled

students. The content area is a music ensemble comprised of concert band instruments. The

demographics in the class are 64% white, 18% Asian, 7% Multiracial, 7% Hispanic, and 4%

African American. There are 27 boys and 18 girls in the class, ranging from ages 11 to 12. There

are 5 students with IEP’s and 3 students with 504 plans in this class.
 4

Sequence and Delivery Approach

This unit is designed to be taught in the timeframe of eight 60-minute class periods. In each

lesson, the instructional sequence includes pre-instruction activities (warm ups), content

presentation through demonstration and lecture, guided practice, individual practice, and formative

assessments. The unit is comprised of expository learning delivery, as well as demonstration from

the teacher. Students will also learn through collaboration with peers in group activities. The lessons

are a combination of teacher-led and self-paced learning.

Materials and Resources

Resource Requirements:
• Computer Cart w/internet access
• School Tablet or Cell Phone (Smart Phone with App compatibility)
• Whiteboard
• Earbuds or Headphones
• Band Instruments and Materials
• Method Book – Measures of Success for Band

Material Requirements:
• Blank Staff Paper
• Pencils
• Assessments
o Note Durations and Key Signatures
o Rhythm Counting
o Sight Reading
• Worksheets
o Rhythmic Symbols
• Technology Access
o Pro Metronome (App)
o Music Beats (App)
o www.musictheory.net/lessons

Instructions for Implementing Technology Materials

The three technology resources are all free and easy to access. The www.musictheory.net

website can be accessed on a phone, tablet, or computer. Students should use laptops for the lesosns
 5

as the website is more user friendly on PC. Both the Pro Metronome and Music Beats apps are

downloadable from the app store. On iPhones or Apple devices, search on the App Store, and on

Android use Google Play Store. If permissions are not turned on to download on the device, this

will need to be changed before the students can access the apps.

The Pro Metronome App has simple functions and format. The tempo can be adjusted by

clicking the tempo number and entering a new one. The settings at the top include tempo, time

signature, and subdivision options. To start the metronome, click the play button.

The Music Beats App is easy to navigate. Click the play button, select level by reading the

descriptor, and click Go. As the game starts, a metronome click is heard. The student should click

the read button along with the steady beat as the rhythms pass by on the screen. The score report

can be viewed at the end of each round.

Descriptions of Lessons and Assessments

Each of the lessons in this unit move sequentially through concepts of rhythm and steady

beat, with the goal of the student being able to perform the counts of grade appropriate rhythms

with a metronome with high accuracy. The counting system that should be taught is the Eastman

system, or 1 e & a symbols and spoken counts. Below you will find a summary of each lesson:

Lesson #1: Students will learn the names of symbols associated with grade appropriate
rhythms, such as whole note, quarter note, half note, and eighth note. Students will use a
self-guided web-based resource to learn the material and will complete a worksheet that asks
them to label parts of these rhythms and give an overview of the online lesson.

Lesson #2: Students will learn the meaning and symbols of time signatures. Students will
use a self-guided web-based resource to learn the material and will complete an exit ticket.

Lesson #3: Students complete a performance assessment (See Appendix A) performance

objectives 1 and 2.

Lesson #4: Students will be guided through the process of writing Eastman counts for
rhythms they have learned. Students will practice writing rhythms on blank staff paper, in
addition to the appropriate counts for those rhythmic examples.
 6

Lesson #5: Students will create their own rhythm examples, exchange papers with a peer,
and complete the counts for each example. The students will speak and clap through these
rhythms in their peer group.

Lesson #6: Students complete a performance assessment (See Appendix B) covering written
counts for rhythms using the Eastman method working toward performance objective 3.

Lesson #7: Students practice the concept of steady beat and rhythm using an app game as
they prepare toward completion of the last performance objective and the unit assessment.

Lesson #8: Students will complete the final unit assessment, which includes speaking
rhythms at sight from a worksheet (See Appendix C).

Lesson Plan Sequencing

Lesson Plan #1 Title: Label the Parts of Rhythms

Performance Objective: From memory, students will label the parts of rhythms and describe their
meaning without errors.

Resources or Materials Needed: Student computer station, internet access, rhythm symbols
worksheet, website link www.musictheory.net/lessons

Time: 60 minutes

Step 1: Pre-Instructional Activities: Using our classroom book, sight read provided rhythm
sample – have a class discussion on what students already know, what we don’t know, and how we
can enhance knowledge to learn harder music for performances through improving rhythmic
understanding and counting.

Step 2: Content Presentation: Students will be using online resources through a music theory
website that includes step by step procedures, examples, and information that will help students
learn the parts and values of grade level appropriate rhythms.

Step 3: Learner Participation: After navigating the online resources, students will work alone to
complete the rhythmic symbols worksheet to practice labeling and defining parts of rhythms using
specific procedures. The teacher will be available to answer questions, and students can use the
online resource to review procedures.

Step 4: Assessment: Students will submit their worksheet as an exit ticket, which will include
labels for rhythm parts (stems, flags) and definitions for the number of counts of varying grade level
appropriate rhythms and rests.
 7

Step 5: Follow-Through Activities: Students will complete a follow up worksheet from a piece of
real world sheet music (a piece they will perform later in the year) to connect the appropriate
definitions of musical symbols with the examples embedded in the sheet music.

Lesson Plan Summary: This lesson requires students to label and define symbols, which aligns
with the behaviorist learning theory. Students use a self-guided website resource that identifies the
varying parts of written rhythms and the procedures for identifying counts. The students complete a
worksheet that requires them to identify the parts of rhythms using the online resource. This lesson
is focused on the achievement of the performance goal, which calls for students to label and define
the parts of all grade level appropriate rhythms.

Lesson Plan #2 Title: Measures and Time Signature

Performance Objective: From memory, students will label the parts of a time signature and define
their meaning without errors.

Resources or Materials Needed: Student computer station, internet access, band instruments and
materials, website link www.musictheory.net/lessons

Time: 60 minutes

Step 1: Pre-Instructional Activities: Students will warm up and play fundamentals for 15 minutes
using their daily warm up book

Step 2: Content Presentation: Using a whiteboard, students will be shown the time signatures they
have been exposed to in previous grade level music. Teacher will demonstrate a basic understanding
of parts of rhythms and how they work within a time signature

Step 3: Learner Participation: Students will use a self-guided lesson on musictheory.net to

explore the parts of the time signature and measures.

Step 4: Assessment: Students will complete an exit ticket for formative data collection.

Step 5: Follow-Through Activities: Students will practice the concepts from this lesson using their
comprehensive method book and be prepared to answer questions as part of the following day
rehearsal.

Lesson Plan Summary: This lesson requires students to label the parts of a time signature and
define meaning. This type of learning aligns with the behaviorist learning theory. Students use a
self-guided website resource that identifies the varying parts of time signatures and measures. This
lesson is focused on the achievement of the performance goal, which calls for students to label and
define the parts of all grade level appropriate rhythms.
 8

Lesson Plan #3 Title: Assessment of Performance Objectives 1 and 2

Performance Objective: From memory, students will label the parts of rhythms and describe their
meaning without errors. From memory, students will label the parts of a time signature and define
their meaning without errors.

Resources or Materials Needed: Band instruments and materials, Objective Assessment

Time: 60 minutes

Step 1: Pre-Instructional Activities: Students will warm up and play fundamentals for 20 minutes
using their daily warm up book. This will include rhythm review.

Step 2: Content Presentation: The teacher will explain the procedures for the written objective
assessment covering objectives 1 and 2.

Step 3: Learner Participation: Students will complete assessment by the end of the class period.

Step 4: Assessment: Test on Note Duration and Time Signatures (See Appendix A)

Lesson Plan Summary: This lesson allows time for students to complete a formative assessment
covering Performance Objectives 1 and 2 of the unit.

Lesson Plan #4 Title: Label the Written/Verbal Counting Symbols

Performance Objective: From memory, students will label the written/verbal counting symbols for
6th grade level rhythms without errors.

Resources or Materials Needed: Band instruments and materials, Pro Metronome App, blank staff
paper, student phones or tablets

Time: 60 minutes

Step 1: Pre-Instructional Activities: Students will warm up and play fundamentals for 20 minutes
using their daily warm up book

Step 2: Content Presentation: Students will be guided through the process of writing counts for
grade level appropriate notated rhythms using the whiteboard. The teacher will use the Pro
Metronome App and show students where this can be downloaded using the overhead projector.

Step 3: Learner Participation: Students will follow the teacher lecture and demonstration by
taking notes on their blank staff paper. When the app is introduced, students will use their
smartphone or tablet to download the app.

Step 4: Assessment: Students will show the teacher their staff paper notes as an exit ticket.

Step 5: Follow-Through Activities: Students will practice the concepts from this lesson using their
notes and the Pro Metronome App at home.
 9

Lesson Plan Summary: In this lesson, the teacher will use demonstration to teach the concepts of
rhythm counting. Students will take notes and practice using blank staff paper to write rhythms and
counts using independent practice. The teacher will guide students through the process of
downloading and using the Pro Metronome App, which is going to be used in class and in
individual practice at home.

Lesson Plan #5 Title: Practice Writing Counts for Rhythms Peer Activity

Performance Objective: From memory, students will label the written/verbal counting symbols for
6th grade level rhythms without errors.

Resources or Materials Needed: Band instruments and materials, blank staff paper, student cell
phone or tablet, Pro Metronome App

Time: 60 minutes

Step 1: Pre-Instructional Activities: Students will warm up and play fundamentals for 10 minutes
using their daily warm up book

Step 2: Content Presentation: The teacher will explain the instructions for the peer work, which
includes using a staff paper to write four measure rhythms.

Step 3: Learner Participation: Students will exchange papers with a peer and take turns speaking
and clapping the counts with the metronome. The students will grade each other’s performances and
correct any errors.

Step 4: Assessment: Students will submit their rhythm examples for an exit ticket.

Step 5: Follow-Through Activities: Students will create more 4 measure examples at home for
practice writing in counts.

Lesson Plan Summary: This lesson allows for some constructivist learning opportunities. Students
will be able to create their own rhythm examples using the rhythms they already know. This task
covers the concepts in objective 1 and 2 of the unit, as well as working toward mastery of objective
3. It requires that students know how many beats are in a measure (time signature), the parts of
rhythms, and writing accurate counts.

Lesson Plan #6 Title: Assessment of Performance Objective 3

Performance Objective: From memory, students will label the written/verbal counting symbols for
6th grade level rhythms without errors.

Resources or Materials Needed: Band instruments and materials, Objective Assessment

Time: 60 minutes
 10

Step 1: Pre-Instructional Activities: Students will warm up and play fundamentals for 20 minutes
using their daily warm up book. This will include rhythm review.

Step 2: Content Presentation: The teacher will explain the procedures for the written objective
assessment covering objective 3.

Step 3: Learner Participation: Students will complete assessment by the end of the class period.

Step 4: Assessment: Test on Written Rhythm Counts (See Appendix B)

Lesson Plan Summary: This lesson allows time for students to complete a formative assessment
covering Performance Objectives 3 of the unit.

Lesson Plan #7 Title: Music Beats App Practice

Performance Objective: Using sample measures from a piece of music and a metronome, students
will speak accurate counts for rhythms for at least 7 out of 8 measures.

Resources or Materials Needed: Band instruments and materials, student cell phone or tablet,
Rhythm Teacher: Music beats app, earbuds

Time: 60 minutes

Step 1: Pre-Instructional Activities: Students will warm up and play fundamentals for 20 minutes
using their daily warm up book, including rhythm review and sight reading.

Step 2: Content Presentation: The teacher will explain the instructions for downloading the
Rhythm Teacher app and verbally explain the instructions for the game.

Step 3: Learner Participation: Students will download the app on their personal cell phone or
tablet. The students will spend class time playing the game and reviewing the concept of steady beat

Step 4: Assessment: Students will write their game score on an exit ticket

Step 5: Follow-Through Activities: Students will create more 4 measure examples at home for
practice writing in counts.

Lesson Plan Summary: This lesson is in alignment with the last performance objective, which
requires students to speak accurate counts for rhythms. To do this, students must have a strong
understanding of steady beat. This activity gives students an interactive and fun way to use
technology and practice the concept of steady beat. The app acts as a metronome support and has
settings to practice rhythms of varying difficulty.

Lesson Plan #8 Title: Assessment of Performance Objective 4

Performance Objective: Using sample measures from a piece of music and a metronome, students
will speak accurate counts for rhythms for at least 7 out of 8 measures.
 11

Resources or Materials Needed: Pro Metronome App, teacher assessment worksheet

Time: 60 minutes

Step 1: Pre-Instructional Activities: Students will review their notes and practice silently at their
seats to prepare for the summative assessment for objective 4.

Step 2: Content Presentation: The teacher will explain the procedures for the assessment.

Step 3: Learner Participation: Students will complete assessment individually in the teachers
office while other students practice or read silently.

Step 4: Assessment: Test on Spoken Rhythms (See Appendix C)

Lesson Plan Summary: This lesson allows time for students to complete a formative assessment
covering Performance Objective 4 of the unit. This summative test wraps up the objective of the
unit.

Lesson Plan Delivery Instructions

Lesson #1: Label the Parts of Rhythms

The warm up activity for this lesson can be a teacher led conversation or possibly example

rhythms on the overhead or whiteboard. The teacher should lead a discussion on the important of

understanding rhythm symbols when trying to learn new music (sight reading skills, fluency, etc.).

After the students have been prompted on the content, they need to get their computers and sign in.

The website title www.musictheory.net/lessons should be written at the front of the class on a

whiteboard or overhead projector. While the students are logging in and accessing the page, the

teacher should hand out the rhythmic symbols worksheet. Once all students are logged in, guide

them to the “Note Duration” lesson and ask them to begin working independently. The students

should finish up 5 minutes before the bell and submit the completed worksheet as an exit ticket.

Lesson #2: Measures and Time Signatures

This lesson is the same format of Lesson #1, except students will start the class with a

fundamental warm up. Using the book Measures of Success for band, the teacher should guide

students through 15 minutes of playing. You can choose to play scales, rhythm exercise, or play
 12

songs that were recently played out of the book for review. The goal is to keep the instruments

played during the unit. After the warm up, students should follow steps as they did in Lesson #1 to

get their laptop, log in, and go to www.musictheory.net/lessons and this time navigate to “Time

Signatures” and complete the lesson. The exit ticket for this lesson is simple. Using an overhead

projector or whiteboard, the teacher should draw a ¾ time signature. Draw an arrow to the top

number and bottom number, and to the right of the symbol write the questions: “what information

does the top number and bottom number give us for this time signature?”.

Lesson #3: Assessment of Performance Objectives #1 and #2

This is an assessment lesson. Since the assessment does not take all hour, students will be

playing again for the warm up. Follow the same procedures for this lesson as you did in Lesson #2

for warm up in the book Measures of Success. After the warm up, instruments should be packed up.

Students will need their pencils and the teacher will explain the rules for the assessment (no talking,

no collaborating). Distribute the test and allow students ample time to complete it.

Lesson #4: Label the Written/Verbal Counting Symbols

This lesson also starts with a fundamental focused warm up using Measures of Success for

20 minutes. The teacher should follow the same procedures as previous lessons. This lesson

requires the teacher to explain the Eastman counting system for notated rhythms. Using a provided

blank staff paper, students will follow along as the teacher writes example rhythms and adds counts.

The teacher should use rhythm examples that include duration from whole to 8 th notes and includes

rests. Students will need wait time for writing the rhythm examples as they practice drawing the

symbols. This lesson also requires the use of the Pro Metronome App. Using the instructions in this

document, guide students through the process of downloading this app and getting it started. The

metronome should be used as students count through the rhythm samples as a class. The app should

be plugged in to the sound system in the classroom using a standard AUX cord. As an exit ticket,
 13

have students write counts for a rhythm they draw on the staff paper. Do not provide the correct

answer for this. Students should turn this in as they leave.

Lesson #5: Practice Writing Counts for Rhythms Peer Activity

This lesson starts with a short warm up on instruments using Measures of Success. I suggest

using this 10 minute warm up as a chance to sight read rhythm samples in the back of the book. In

between playing, have the students count the rhythm they just played. After the warm up, students

are transitioning to a group activity. The teacher explains the group work objective, which is to

write four measure rhythm examples on blank staff paper for the other person to solve. Each student

takes turn clapping and counting the other persons examples with the Pro Metronome App set at 90

BPM. The original creator should write the counts on the back of the staff paper prior to trading so

that they can check the work. Students can pick their own groupings of two, but the teacher must

ensure all students are grouped. Once the rules are explained, groups should split around the room

and work for the rest of the class. The teacher should float the room. Students turn in the staff paper

as an exit ticket.

Lesson #6: Assessment of Performance Objective 3

This lesson will assess the written counting comprehension. Spend 20 minutes in warm ups

using the Measures of Success material. Focus on warm up material that includes rhythm review

and counting in between playing. The students need about 30 minutes to complete the counting

assessment. Pack up instruments and distribute the test after explaining the expectations for testing.

Lesson #7: Music Beats App Practice

This lesson focuses on student practice of steady beat as they prepare for their formative

assessment at the end of the unit. To do this, students will need to download the Music Beats app.

Instructions for download are included in this document and should be shared with students after the

20 minute playing warm up in Measures of Success. Students can use their phones or a provided
 14

tablet to download the app. They will need earbuds for this lesson because the app makes noise and

it could quickly get chaotic. Students use the app to tap the steady beat as the rhythms cross the

screen. Students spend the remainder of class playing the game, progressing by levels. They should

either screen shot and email their last score, or show the teacher their screen at the end of the hour

as an exit ticket.

Lesson #8: Assessment of Performance Objective 4

This is the formative assessment for the unit. The expectation is that students will count the

notated rhythm with Eastman counts to a steady beat. The teacher must do this individually in a

private space, such as an office or side room. Other students will practice silently and review while

their peers test. Pick a system for order of testing, and have students enter one at a time for the test.

They should get 10-15 seconds to silently look at the sight-reading rhythm example on the test. The

teacher should use a new copy of the test so they can write the student name, and using a red pen,

mark any rhythm that is counted incorrectly or is not counted in steady beat. The students should

take the assessment with the metronome set to 90 BPM on the Pro Metronome App. They get one

chance to count through the rhythm. Do not allow for multiple attempts.
 15

References and Sources

Gamya. (2019). Rhythm Teacher: Music beats. Arroyo, Sevilla.

Garrett, K. (2018). Quizzes/Pianos. Retrieved from Music Tech Teacher:

www.musictechteacher.com/music_quizzes/music_quizzes.htm

musictheory.net. (2000). Retrieved from musictheory.net: https://www.musictheory.net/lessons

Sheldon, D. A., Balmages, B., Loest, T., Sheldon, R., & Collier, D. (2018). Measures of Success.

FJHmusic.

Sutherland, A. (2019, June 1). Quizlet. Retrieved from Quizlet: www.quizlet.com

Xanin, E. . (2019). Pro Metronome . Berlin, Germany.

 16

Appendix A

Note Duration, Rhythms, and Time Signatures Assessment

1. Tells you what kind of note gets one beat

a. Time signature top number
b. Time signature bottom number
c. Repeat sign
d. Key signature
2. Tells you how many beats or counts are in a measure
a. Time signature bottom number
b. Repeat Sign
c. Time Signature
d. Key Signature
3. Played for one count
a. Quarter rest
b. Quarter note
c. Half note
d. Eight note
4. Played for two counts
a. Quarter note
b. Whole note
c. Half note
d. Half rest
5. Played for half a count
a. Eighth note
b. Whole note
c. Quarter note
d. Half note

How many beats does each rhythm symbol get if the time signature is 4/4 time?

____________

____________

____________
 17

Appendix B

Rhythm Counting Assessment

Directions: write the counts under each rhythm and circle the rests
 18

Appendix C

Sight Reading Assessment

Directions: Speak the counts of each measure after four clicks from the metronome