Jamiah Harrison

Block 1
Impact on Student Learning Project

Impact on Student Learning Project

Rationale/Description:

The project I am planning to facilitate is a rhythm project. This project will be impactful

with 3rd graders. During previous lessons, students have been learning about quarter notes and

eighth notes. They have been connecting these notes to one-word sounds and two-word sounds.

Due to having to teach music classes in a virtual setting, the assessments will be modified to fit

the needs of the students in different ways. The pre-assessments will be done informally as I will

be using a variety of feedback functions such as agree or disagree, poll, and chat in the

Blackboard Collaborate Ultra virtual platform. The students also are able to share the audio to

echo rhythm phrases and read the notations. For the post-assessment, They will be creating their

own 8 beat rhythm pattern using pear-deck. Using pear-deck will allow me to get all their

drawings/compositions to be able to assess them.

Goals:

1. I can identify quarter (ta) and eighth notes (ta-ti).

2. I can read 4-beat rhythm patterns.
3. I can identify elemental forms.
4. I can create rhythm patterns using the elemental form.
 Jamiah Harrison
Block 1
Impact on Student Learning Project

Method:

Day 1:

Physical Pre-Test

● Teacher: “Okay students, Remember last week when we showed you the video about

Beets and Cherry’s? Well, we are going to show it again and this time I want you to keep

track of all the different patterns you see between the cherries and the beats.

○ Play this video ​"Beet Song"

● T: Before we do that let’s look at some patterns I made here

○ Show the patterns and read then

■ I will say it once

■ Clap and say it once

■ Then ask them to clap and say it with me

○ Repeat 2 times

● T: very good, let us review our elemental form

○ A quick review and relate back to two of the patterns in the slide.

■ Using the Triangles, clouds, moon, and squares to explain the elemental

form.

■ Explain one to them

■ Have one person make one for me and then have another person tell me

which elemental form it is. Do this 2 times

 Jamiah Harrison
Block 1
Impact on Student Learning Project

■ Then go back to the cherry and beet patterns and then make a poll to see if

they know what patterns they are.

○ After we relate them to the slide I think I will say “when you create your pattern I

want you to type A or B for the pattern.

■ Demonstrate and type it for them

● Introduce them to pear deck

○ T: I will share my whole screen to get them to this point so they have a smooth

transition to Peardeck

● Then have them create a cherry beet pattern using pear deck

○ T: try your best to draw your beet and cherry as you can see my beet kind of looks

like a purple carrot.

● While the students are working, I will make sure I acknowledge the students doing a

good job and help students that need help.

● T: okay great let’s move on

Lesson 1: Creating patterns as a class

● Teacher: Now I want us to make some patterns together as a class using Cherry and beet,
 Jamiah Harrison
Block 1
Impact on Student Learning Project

○ I will pick on one student to help me with the pattern and have the icon patterns

be the same as the note patterns.

○ Then Another student will tell me what elemental form it is

○ We will do this process twice.

Lesson 2: Repetition of different rhythms leading to rhythm symbols (Ta and Ta-ti)

● T: Now I want to speak some rhythms together!

○ I will say one and I want you to Echo/ Repeat after me.

■ If time allows I will call on students to do this

● Teacher: “Cherry, Cherry, Beet, Cherry” (singsongy)

● Students repeat: “Cherry, Cherry, Beet, Cherry”

● Teacher: “Cherry, Cherry, Beet Beet” (singsongy)

● Students: “Cherry, Cherry, Beet Beet”

● Slide about how Ta is Beet and Ta-ti is cherry

● Now moving on to Ta and Tati

● Teacher: Ta Ta ta-ti ta-ti

 Jamiah Harrison
Block 1
Impact on Student Learning Project

● Student: Ta Ta ta-ti ta-ti

● Teacher: ta-ti ta-ti ta ta

● Student: ta-ti ta-ti ta ta

● Teacher: Great job everyone, Now let's take a trip to Music Metropolis

● Teacher: Reads ​Rhythm Rescue ​by ​Vicky Weber

Day 2:

Lesson 3:

● Remember Last time we talked about cherry and beet? And when we did Tommy tucker

we talked about two sound foods and one sound food?

● T: I am going to create a poll so that you can tell me this:

○ If cherry has two sounds, is it a ta or tati?

○ If beet has one sound, is it a ta or tati?

● In the chat I want you to give me a number to this question “how many different food

items were used in each pattern?

● Great in a minute we are going to create patterns using our ta and tati symbols and Cherry

and Beet patterns.

○ One pattern for Cherry and beet and then one where they match the symbols to

the Cherry and beet

● But first I want to create some rhythms as a class

○ I will pick on one student to help me with the pattern and have the icon patterns

be the same as the note patterns.

 Jamiah Harrison
Block 1
Impact on Student Learning Project

○ Then Another student will tell me what elemental form it is

○ We will do this process twice.

Post-test:

● Teacher: great job everyone, let's take a second and open the interactive Pear-Deck

● T: before we do that I forgot to tell you

○ T: you know how the notes Ta and Tati have these little circles at the end? Well

for this activity, You don’t need to draw the circle you just have to draw the lines

like this:

● T: Because guess what you are going to create your pattern using Ta and tati YAY!!!!

● T: so now I want you to look at the chat and click the link that I put there

● T: I will drop a link in the chat then give you the code when it asks you.

● T: Now you can draw your pattern lets take 15 minutes to do that, okay I am going to put

a timer

● When they are done, I will collect the results for my records.
 Jamiah Harrison
Block 1
Impact on Student Learning Project

Changes to project

My Impact on student learning project went well. Although the project went well, I

would change a few things. The first thing I would change is my pacing for the second half of the

lesson. During a period of instruction, you must think of the outcomes and seldom think of how

it should progress. The best way to do this is to think about how you want to get there. Initially, I

had a fun book and other activities to do for my lesson. However, when I realized that it took

time away from the post-assessment, I needed to change it so that the students could get there

faster. My cooperating teacher gave me advice on how to balance that. From her guidance, I

decided that the fun activities could wait until after the post-assessment. It could almost be an

afterthought activity. The goal is for the students to complete the work at hand. Eventually, I

would be content with the lesson. The other thing that I would change about the project is how I

demonstrated how students would use the interactive tool pear deck to create their patterns. As

the lesson advanced, I progressed in showing them how to do it. However, initially, I did not

demonstrate, which allowed room for more confusion. Anything involving students to leave their

virtual classroom to go to another link can be challenging. As per my cooperating teacher's

feedback, I demonstrated how to navigate such activities moving forward. Below you can see the

progress of each student. As a result, both third-grade classes did well. You can see the progress

of all the third-grade students below. I would say that the majority of the students were

successful. Overall, The lesson went well and could serve as a possible future lesson.
 Jamiah Harrison
Block 1
Impact on Student Learning Project

Pre- Assessment:
 Jamiah Harrison
Block 1
Impact on Student Learning Project

Post-Assessment:
 Jamiah Harrison
Block 1
Impact on Student Learning Project
 Jamiah Harrison
Block 1
Impact on Student Learning Project