Title of Lesson: Syncopation Day 2 (Create/Perform)

Class/Grade Level 7th & 8th Grade Choir Teacher: Jordan S. Allen

Central Focus:
The central focus of the learning segment is syncopation. The purpose of this is for students to
be able to identify syncopated rhythms by reading standard notation, transcribing it into
standard notation and then through the use of a dictation.

NJ Standards

1. MU:Cr3.1.8a Evaluate their own work by selecting and applying criteria including
appropriate application of compositional techniques, style, form, and use of sound
sources.
2. MU:Cr3.2.8a Present the final version of their documented personal composition, song,
or arrangement, using craftsmanship and originality to demonstrate the application of
compositional techniques for creating unity and variety, tension and release, and
balance to convey expressive intent.
3. MU:Pr4.2.8b When analyzing selected music, sight-read in treble or bass clef simple
rhythmic, melodic, and/or harmonic notation.
Lesson Objectives
1. By the end of the lesson students will be able to perform their groups compositions at
sight with a success rate of 80%.
2. All students in the 8th & 7th grade chorus classes will compose their own two measure
rhythmic composition

Materials: Piano, White board, Concert Repertoire, Syncopation Party Time Worksheet,
Rhythm Sticks
Procedure

STANDARDS Activities
(Time)
(5 min.) <Introduction>
1. Have students grab their choir folders. Take attendance allow for students to
run to the restroom and do the daily check in and see how the students are
doing.
(25 mins) <Warm-Ups>
2. Start with the Daily Stretch to get the body loose and moving
3. Breathing Exercise:
a. Have the students repeat back one measure rhythm on “shh”. Three
different rhythms
4. Resonance Exercise:
a. Viva Vi (start in D major to A major)
5. Phrasing Exercise:
a. Monomo (start in e minor to g minor)
6. Range Exercise:
a. I love to Sing (D major to F major)
7. Cool Down Exercise:
a. Play a C# for Do and have the students find So
 8. Then continue to have the students sing the pentatonic scale on solfege going
down to Do (C# major down to G#major)
<Review Music>
9. Have students take out “Draw the Circle Wide”
a. Then starting with the Sop. 1 go over their part followed by baritones,
tenor/alto, and sop. 2
b. Have sections sing together
<Sight Reading>
1. Using the rhythm from the sight-reading exercise have the students work
through the rhythm together
a.

(20 mins) <Activity>

10. Before moving on to the activity ask refresher question about what
syncopation is.
11. For the activity arrange students into groups of four or three
12. Have each student compose two four beat measures with the requirement of
one of those measures being a syncopated rhythm (5 minutes)
13. Once students have composed their measures in their groups have them
organize their measures into a short rhythmic composition.
a. Student should take the next 10 minutes organizing their measures into a
song and speaking through them using counts and clapping the rhythm
14. Picking out percussion instruments:
a. In order for groups to pick out their instruments they must be able to clap
and speak out their rhythms as a group with an 80% accuracy
b. Once groups have performed their piece for you allow them to each pick
out a percussive instrument.
15. For the remainder of class allow for groups to perform their compositions to
class.
Assessment

- Students will turn in their composition and there should be four syncopated
rhythms within their piece
- Listening to them perform their piece with rhythmic accuracy

- Students will be given the specific rhythms that they can use within their
composition and students who need more help will be within a group in order to
gain extra support.

Accommodations