Teacher: Brendan O’Neal

Date: 3/9.21
Grade Level: 5
Class: Elementary Band

DESIRED RESULTS

National Standard(s):
MU:Cr1.1.E.5a Compose and improvise melodic and rhythmic ideas or motives that reflect
characteristic(s) of music or text(s) studied in rehearsal.

Learner Objective(s):
SWBAT Compose a 4 bar rhythmic phrase in 4/4 using Quarter, Eighth, and
Sixteenth Notes

Essential Question(s) for Enduring Understanding:

What is the greatest number [note value] (can be quarter, eight, or sixteenth notes) that can be
in a measure of 4/4?

Engaging Students in Learning:

During composing activity, going down list of names to participate; Students performing; playing
with funky beat

Differentiation of Instruction:
Visual – Seeing the composition and rhythms
Auditory – Hearing teacher play rhythms with backing track
Kinesthetic – Students playing along

Language Function
Language Demand
Language Demand Type:
Discourse or Syntax?
Vocabulary
Academic Language
Compose
4 bar rhythmic phrase of quarter,
eighth, and sixteenth notes
Discourse & Syntax
Compose, note values
Language Supports
Presentation on note
values
Discussion and
participation (defining
note values and
composing), but also
composing collaboratively
Defining and explaining
composing, demonstrating
note values isolated and in
measure
ASSESSMENT EVIDENCE
(What will students do to show they have learned?)

Formative Assessment(s)

Being called on throughout class—not just limiting participation to volunteers because those are
usually the most confident students. Exit ticket at the end.

Summative Assessment(s)

PLANNING FOR LEARNING

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

1. Show pictures of note values (Quarter, eight, and sixteenth) and ask students for their
names
2. Show pictures of each note value filling a measure with how to count them nearby; ask
students to read out how to count each, play each measure together by counting and
clapping
3. Ask students to define composing and why we do it (this is the end of presentation,
shouldn’t take more than 5 minutes)
4. Composing Activity P1 (may take between 3-5 minutes):
-Have 4 blank measures on board or virtually for class to see; be prepared to draw on it
-Go down list of students and ask each to give one beat of rhythm, using any of the 3
note values (Teacher will write for them to keep whole class observing and engaged)
-When each measure is done, teacher demonstrates it at 72bpm by clapping and
counting, and then count class off and everyone clap and count together
-When 4 measures is done (2 if low on time), go here
https://www.8notes.com/metronome/ , put on funky metronome at
72bpm, and everyone claps and counts phrase together twice
5. Optional Composing Activity P2 (Should take 3-4 minutes, Only do if you can leave 15
seconds at the end for exit ticket)
-Have 4 blank measures on board or virtually for class to see; be prepared to draw on it
-Teacher claps and counts a measure of rhythm twice at 72bpm (remember to count
yourself off)
-Ask students what was played in the measure and teacher writes response on board
-Clap and play what students wrote, then clap and play the right answer—ask students if
they were the same, and if not, how to correct it
-Do this for 4 measures (2 if low on time)
-Like P1, go to metronome website, put on funky beat, and play and clap whole thing
together
6. Exit ticket (15 seconds)- Ask students “What is the greatest number of [note value] (ie
quarter, eight, or sixteenth notes) that can be in a measure of 4/4
PREPARATION FOR LEARNING
(ie. materials needed, any special seating arrangements or collaborative learning assignments,
visual aids etc.)

-All students must be able to see the board

-Teacher needs staves to draw on in front of class
-Pictures of Note values (quarter, eighth, and sixteenth and Note values filling measures of 4/4
(Teacher can draw these if needed)
-https://www.8notes.com/metronome/