Teacher: Chris Hettenbach

Date: 4/19/20
Grade Level: Elementary School
Class: Band

DESIRED RESULTS

Academic Need(s):
Rhythm and dictation skills

Learner Objective(s):
SWBAT correctly identify different note values from notes out of a note bank

Essential Question(s) for Enduring Understanding:

Why is understanding rhythms important?
- Keeps the ensemble together, helps create complex music and melodies
What is Rhythm?
- Rhythm is what metrically lines up the music with the tempo of the music

Engaging Students in Learning:

By using a piano and metronome, I can create melodies of my own and have the student guess
what note value is being played. I can also have the different rhythms written on pieces of
paper and the student can point to when they guess which note value is being played.

Differentiation of Instruction:
I can use modeling to help students understand what I am asking of them. I can also create a
test at the end of the lesson that will evaluate if students are understanding the subject, if they
get a less than satisfactory score, the lesson can be reviewed at the end of the lesson if time
allows.

Academic Language
Language Function
Language Demand
Language Demand Type:
Discourse or Syntax?
Language Supports
Identify Being able to identify the
rhythms is the highest
priority as a musician
Rhythm This will be defined
through essential
questions
Discourse By the one on one
instruction, discourse will
help the lesson care on
fluently
 Vocabulary Rhythm, note value The essential questions
will help define these
vocabulary terms

ASSESSMENT EVIDENCE
(What will students do to show they have learned?)

Formative Assessment(s)
Through the use of the essential questions, I will look to see if the student tries to effectively
answer the question or at least tries to answer the question to the best of their ability. Did the
student pay attention during the whole lesson? After the modeling of the lesson, did the
student understand the lesson? If not, did they ask a question to better understand?

Summative Assessment(s)
Using the 10-question test at the end of the lesson, I will properly assess the students learning.
1. Whole note
2. Eighth note
3. Quarter note
4. Half note
5. Eighth note
6. Whole note
7. Half note
8. Quarter note
9. Whole note
10. Eighth note

PLANNING FOR LEARNING

(Learning Activities: Step by Step from start to finish, detailed enough for another teacher to
follow; include time estimates)
1. Read the objective to the student and have them repeat it back to me (1 min)
2. Show the student the different notes being used in the note bank (1 min)
3. Discuss the breakdown of notes and how each note fits into a whole note (1 min)
4. Model what I expect the student to learn from the lesson (3 min)
5. Play various different examples of rhythms and have the student point to the correct
rhythm on the note bank (5 min)
6. I will point to a rhythm on the note bank and the student will play/clap that rhythm just
as I did in step 4 (5 min)
7. Administer the test to the student and check for score. Each example will be played
twice (10 min)
8. If the student needs further instruction, I will review what the student needs (5 min)

PREPARATION FOR LEARNING

(ie. materials needed, any special seating arrangements or collaborative learning assignments,
visual aids etc.)
Paper, piano, pencil, tape
Note bank
- Whole note
- Half note
- Quarter note
- Eighth note

Teacher: Chris Hettenbach

Date: 4/19/20
Grade Level: Elementary School
Class: Band

DESIRED RESULTS

Academic Need(s):
Rhythm and dictation skills

Learner Objective(s):
SWBAT compose a 4-bar rhythmic melody using each of the notes from the note bank at least
twice

Essential Question(s) for Enduring Understanding:

Can you read the objective?
What instrument mainly uses rhythmic melodies?
Why is creating rhythmic melodies important?
How do you fully construct a bar of 4/4?

Engaging Students in Learning:

By creating new melodies, it gives students an insight to how composers create their music. I
can also use the piano to play their created rhythmic melodies.

Differentiation of Instruction:
Through the process of creating the rhythmic melodies, the student can have the choice of
using one lined staff paper or by using different note cards with different rhythms on them.

Academic Language
Language Supports
 Language Function Compose The essential questions
can help define this
Language Demand 4-bar rhythm Using the staff paper and
asking the essential
question can help define
this
Language Demand Type: Discourse Creating a new rhythmic
Discourse or Syntax? melody through using
note cards or staff paper
can require discussion
between the teacher and
student
Vocabulary Rhythm, compose, 4/4 These will be defined in
the essential questions

ASSESSMENT EVIDENCE
(What will students do to show they have learned?)

Formative Assessment(s)
By asking the essential questions throughout the lesson, the student will be assessed off of
how effectively they answer the questions or by how much they tried to. Because of these
essential questions, it will keep the students engaged for the whole lesson

Summative Assessment(s)
The student will be graded by an assessment checklist:

___ The student will compose a melody

___ The student made the melody using at least 2 of each note from the note bank

___ The student answered the essential questions to the best of their ability

___ The student used only the notes available in the note bank

PLANNING FOR LEARNING

(Learning Activities: Step by Step from start to finish, detailed enough for another teacher to
follow; include time estimates)

1) Have the student read the objective (1 min)

2) Show the student a few melodies as an example of what they need to do (2 min)
3) Show the student the note bank (1 min)
4) Show the student the checklist being used (1 min)
 5) Give the student the note cards and staff paper to create their 4-bar rhythmic melody (5
min)
6) Assist the student in the creation of their melody if needed (5 min)
7) Play the student created melodies for the student to hear (5 min)
8) If the student only created a melody using either the note cards or the staff paper, they
should try to create a new melody with other method they didn’t already use (5 min)
9) Evaluate and play the student’s new compositions

PREPARATION FOR LEARNING

(ie. materials needed, any special seating arrangements or collaborative learning assignments,
visual aids etc.)

Piano, note cards, paper, pencil, tape

Note bank
- Whole note
- Half note
- Quarter note
- Eighth note

Teacher: Chris Hettenbach

Date: 4/20/20
Grade Level: Elementary School
Class: Band

DESIRED RESULTS

Academic Need(s):
Rhythm and dictation skills

Learner Objective(s):
SWBAT comprehensively listen to simple rhythmic dictations and correctly identify the rhythms
played throughout a 4-bar melody of both 4/4 and 3/4 time

Essential Question(s) for Enduring Understanding:

Why are dictations essential for musicians?
How can you tell which rhythm is being played?
Why is it important to define the time signature of a piece of music?

Engaging Students in Learning:

I could interest the student in how dictations help musicians create transcriptions and
arrangements.

Differentiation of Instruction:
Each time a new melody is played for the student to dictate, I can change my method of how
they are performed. For instance, I could play on the piano, clap, play on a guitar

Academic Language
Language Function
Language Demand
Language Demand Type:
Discourse or Syntax?
Vocabulary
Language Supports
Listen Carefully listening to
music can lead to great
musicality skills
Dictation This can be defined by the
essential questions
Discourse Being an auditory
exercise, the student may
have questions or may
need to talk things
through
Dictation, 4/4 and 3/4 time, rhythm These terms can be
identified through the
essential questions

ASSESSMENT EVIDENCE
(What will students do to show they have learned?)

Formative Assessment(s)
By asking the essential questions throughout the lesson, the student will be assessed off of
how effectively they answer the questions or by how much they tried to. Because of these
essential questions, it will keep the students engaged for the whole lesson

Summative Assessment(s)
The student will be graded on their dictations off of an additive rating scale:

___ Did the student complete the dictation

___ Did the student complete the dictation in 5 or less listening’s

___ Did the student get at least 2 measures correct

___ Did the student get at least 3 measures correct

___ Did the student get all 4 measures correct

PLANNING FOR LEARNING

(Learning Activities: Step by Step from start to finish, detailed enough for another teacher to
follow; include time estimates)

1) Have the student read the objective (1 min)

2) Discuss the objective and review the goal of the assignment (2 min)
3) Describe how the melodies are only going to use the same notes from the same note
bank used from the first two lessons (1 min)
4) Show an example of a melody and play a preset rhythm and model how to complete a
dictation (10 min)
5) Show students the additive rating scale (1 min)
6) Start playing melodies for the student for them to start dictating (10 min)
7) Check their work after each completed melody (5 min)
8) After playing the melodies, play a familiar classical song by using the simple
transcription and arranging skills (2 min)

PREPARATION FOR LEARNING

(ie. materials needed, any special seating arrangements or collaborative learning assignments,
visual aids etc.)

Piano, guitar, pencil, staff paper, phone (for playing songs), recording device, tape
Note Bank
- Whole notes
- Dotted half notes
- Half notes
- Quarter notes
- Eighth notes