s

16TH NOTE
RHYTMS IN
SUCCESSION.
4th Grade

Bailey Tadda

Music 670 | Fall 2021

TABLE OF CONTENTS

UNIT INTRODUCTION ........................................................................................................................................... 2

UNIT OUTLINE....................................................................................................................................................... 3

PREPARE: ..................................................................................................................................................................... 3
PRESENT: ..................................................................................................................................................................... 3
PRACTICE: .................................................................................................................................................................... 4
PRE-ASSESSMENT................................................................................................................................................. 5
POST ASSESSMENT ............................................................................................................................................... 6
LESSON PLANS ..................................................................................................................................................... 7
PREPARE ...................................................................................................................................................................... 7
PRESENT .................................................................................................................................................................... 24
PRACTICE ................................................................................................................................................................... 30

1
 UNIT INTRODUCTION

This unit will introduce, practice, and explore the concept of 16th notes in succession to fourth
graders. Before the fourth grade, students will have already learned how to notate and recognize
simple rhythms such as quarter notes and 8th notes. With that foundation, students will already
understand the concept of pulse and how beats are organized in a measure. This concept also
breaks down the overall feeling of the 16th note rhythm and how it fits within the realm of
standard western notation. Students will also interact with 16th notes in the context of a poem and
music. They will learn how to notate the rhythm, play it on Orff instrumentation, and improvise
their own rhythm line using body percussion or drums.

Students will put into practice their own knowledge of pitch identification. Most of the songs
jump in thirds and fifths, so students will be practicing their aural skills and singing abilities. Not
only will they sing to the music, they will learn the context and history of the songs because of
the rich history most of them have. Most of the songs this unit will be using also addresses
ABABC form. This allows for students to pick up on musical patterns and review concepts they
have previously learned. Students will also interact with the music by participating in play party
games and coming up with their own Orff instrumentation and arrangements. They will be
exploring their vocal range, rhythmic abilities, and body movement through Dalcroze
eurhythmic activities in the classroom.

Not only will students create their own improvisation through instruments, they will produce
their own poem or stanza of words that fit within the 16th note concepts. This improves their
literacy skills, and students can also incorporate their own culture into the assignment. Students
will be in control of what the story/poem they produce. This encourages creativity and logic in
the music classroom. It also coincides with the grammar and writing skills they are developing in
their literacy/writing classes. Putting words to music and its concepts will help the students learn
more about syllables and consonant letters in the English alphabet. In one of the practice lessons,
the class learns the song Dos y Dos Cuarto. This song allows the class to learn more about the
Spanish language, and we can explore the Hispanic culture and communities from around the
world. If they want to, students can also use any foreign language they are comfortable with to
write their song.

2
 UNIT OUTLINE

PREPARE:

Students will be preparing for the concept of 16th notes within the first three lessons of this unit.
Each of these songs will introduce the concept, but will not label it until the present lesson. The
present lesson will address what the students have been continuously learning for the last few
class periods. During the prepare lessons, students will interact with 16th notes in a way that will
feel comfortable to learn the concept. They will first speak the 16th notes, feel how they lie in the
notation, and experiment with pulse and how 16th notes are divided within a quarternote beat.
The three songs that will be used are Love Somebody #2, Chicken on a Fence Post, and Tideo.
All of these songs are able to be interacted with because of how many 8th notes compared to 16th
notes are included in the composition of the piece. Students will preform each song with accurate
rhythm. In Love Somebody #2, students will accurately speak in rhythm and in time. By the end
of the lesson, students will only speak the rhythm and be able to use body percussion to feel the
16th notes at the end of the piece. Chicken on a Fence Post will be the last song used for students
to practice speaking in a constant rhythm. A game of tapping a constant beat will be played while
students echo the words to learn the song itself. This song will also be reused for the Present
lesson for students to visualize what 16th notes are and how they are notated in music by using a
powerpoint presentation. For the song Tideo, students will learn the speaking pattern then the
pitches. The challenging part of this piece is how it jumps in major 3rds, so the students will
learn the speech pattern first, then actively continue learning the song with Orff instrumentation
in the Practice portion of the lesson.

PRESENT:

In the Present portion of the lesson, students will be able to visually identify 16th notes and how
they function within a given beat. The song Chicken on a Fence Post will be reused to visualize
the concepts. Students will start off by chanting/reviewing the song. The teacher will assess their
knowledge of 16th note concepts at the start of the class by dividing the class into groups and
having them review the words to the song and seeing if the class is able to tap and sing the words
in accurate rhythm. If students are unsuccessful, teacher will reteach the poem while having the
class tap a steady beat. After review, a PowerPoint presentation will be used to show students the
concept in a relatable and engaging way. The PowerPoint starts with quarters with the words
associated to a heart image, then the next slide breaks down the image and the words with
pictures that coincide with the rhythmic content. Students and teacher will discuss what is
happening audibly and visually with the words and how it matches the quarter note tap of a
drum. By the third slide, the notation of a 16th note will be visual. This will lead into further
discussion with the teacher and students on 16th notes. By the end of the lesson, students will
recognize 16th note patterns and be able to sing in accurate rhythm, pitch, and tone for this piece.

3
PRACTICE:

The practice portion of the unit will include 6 different lessons. The songs Paw Paw Patch,
Rabbit in the Garden, and Dos y Dos Son Cuatro will be introduced and used to expand on the
concept. The first practice song Tideo will also be reused because students will use Orff
instruments to learn how to sing and play the song in accurate pitch and rhythm while also
participating in a game associated with the song. The game provides students extra learning
opportunities to move around and internalize the 16th note concept. During this song, students
will be assessed on how well they stay in time, meter, and pulse by switching groups during the
game. One group will play the drums and the other will play the game, but all students will
participate in singing the song. If something seems off, I will slow down the lesson and break it
apart one more time for students to understand the flow of 16th notes. The second practice song
Dos y Dos Son Cuatro will help students understand more about the Spanish language and
culture. It will not only be used to teach 16th notes, but it will incorporate World Music
Pedagogy. The class will understand more about the language and culture outside of the other
songs we use in the class. The third and fourth practice song Paw Paw Patch will be used as a
visual lesson. The history behind a Paw Paw, a fruit, will be explained and the students will play
a game for the assessment of the 16th note concepts. The game will be saying the phrase and
moving around the room in time. A fruit will be hidden in the room, and the students will follow
a scavenger hunt to find the fruit. Rabbit in the garden will be used for two practice lessons.
Because of multiple measures of rests in 2/4 time, this leaves opportunities for improvisation. I
will introduce improvisation in the first lesson, and students will experiment with the concept by
the end of the class. The second lesson will be re-learning the song, and students will create their
own improvisations during the time of rests. In singles, pairs, or trios, the class will go around
the room during each break to preform their improvisations as the assessment. The final practice
lesson will include students composing their own 4 to 5 measure spoken rhythmic dialogue
activity, and will serve as the post assessment for this concept. The class will brainstorm words
or phrases that sound like they could fit into 16th notes. I will also have some pre written ones as
well. Working individually or in pairs, the class will compose their own piece using at least one
beat of 16th notes, and as many 8th and quarter notes they would like in their composition. By the
end of the class they will preform their short compositions for the class.

4
 PRE-ASSESSMENT

Because 16th notes build on the foundation of understanding quarter notes and 8th notes, I will
test my student’s knowledge of the previously learned rhythms. I will check their accuracy on 8th
note division within a beat. I will have the class move around the classroom and change the style
of their walk based on the rhythm of notes I am playing. I will use the piano to do a simple bass
quarter note in the left hand, and the right hand will switch between quarters and 8th notes
slowly. I will direct the students to move/walk around however they feel the music. Once the
students sense a rhythmic change, their style/pace should reflect the change in the music.

Materials:

• Piano for teacher

Objective:

Students will identify a change of rhythm in the higher notes of the right hand on the piano in
comparison to the quarter note ostinato in the left hand. They will change movement depending
on what they aurally recognize regarding subdivisions of 8th notes.

Assessment Tool/Rubric:

Name: Underdeveloped Developing Understanding Proficient

1 2 3 4

Identifies Student has little to no Student has a grasp on Student understands Student recognizes
understanding of the concept of quarter when the quarter notes and acknowledges
Quarter notes quarter note notes, but has trouble are existing with only when quarter notes are
pulse/rhythm recognizing the some trouble being played. They
rhythm change recognizing the accurately switch right
rhythm changes. away to the slower
movement.
Identifies 8th Student has little to no Student has a soft Student has a firm Students accurately
understanding of 8th understanding of 8th grasp of 8th note and immediately
notes note pulse/rhythm note rhythm, but noes rhythm and can recognizes when 8th
not recognize the recognize when the notes are played in the
change immediately. piano is playing a right hand and their
different rhythm movement reflects
almost immediately. their knowledge.
Movement Student does not move Student moves with Student moves almost Student accurately
or notice when the the pulse/rhythm accurately in time switches in time and
reflects overall rhythm changes change, however they when the rhythm immediately to the
understanding do not immediately changes in the right rhythm changes in the
of rhythm recognize when to hand. They are able to right hand to
change their smoothly recognize recognize the
divisions. movements. and switch between difference between
rhythms. quarter notes and 8th
notes
Total Score:

5
Throughout the activity, the teacher will observe the students and see if they are accurately
recognizing when 8th notes are happening. If there are discrepancies about when to change
movement, the teacher will review the concept of 8th notes with a previously learned song. The
activity will then continue after reviewing what 8th notes are and how they fit within one beat. If
students have a firm understanding of 8th notes, they will be able to pick up the function of 16th
notes. Students will understand how fast rhythms divide to fit one ‘pulse’ or ‘quarter note’. The
movement activity allows for their bodies and mind to be engaged with what they are listening
to. If students are having trouble understanding the activity, the teacher will find a simple,
recorded piece of music, and demonstrate to the students what to listen for and how to accurately
identify when to change movement styles.

POST ASSESSMENT

The Post Assessment will take place in the last practice lesson where the students write their own
poem/song using a word or phrase that can fit into 16th notes. Because students will be doing this
lesson individually or in pairs, if they decide to go that route, students will receive hands on
interaction with the material. The teacher will provide words or phrases on the board if students
get stuck on word choice for their song. If they want to go past the 4 to 5 measure limit, they can.
Students will be assessed on their understanding of 16th notes by their placement of the rhythm in
their poem/song. It is expected to have at least one beat and four consecutive 16ths. The
composition will be written in 2/4 time to allow for less confusion on the assignment. Examples
will be provided on the board as well. Students are free to add instrumentation, pitches, or it can
just be spoken if they desire. If the students do not wish to perform or demonstrate their poem or
song to the class, it will be notated on a worksheet. The rubric/checklist is listed below:

Name(s): Undeveloped Developing Understanding Proficient

0 1 2 3

There is nothing Student(s) use Student(s) use all Student(s) provide all
written down for the somewhat accurate accurate rhythms, and accurate rhythms, had at
16th notes and no rhythms, but they at least one run of least one run of 16ths, and
Rhythm real rhythms were add or miss more 16ths, but added or the measures have the
used. than two beats in a missed at least one correct amount of rhythms.
measure. beat to a measure.
No phrase or word Student(s) word Student(s) use word Student(s) use accurate word
was chosen to choice does not choice that somewhat or phrase choice to match the
Word Choice match 16th notes in completely match matches the 16th note 16th notes. The rhythm is
for 16th notes the written the 16th notes, but rhythm, but the rhythm used accurately in context.
composition they are present in is used correctly in
the composition. context.
Song does not meet The song is missing The song is missing at All of the measures are
the 4-5 measure more than two least one measure of present and show extra effort
Length of song limit, nor does it measures of composition. by composing the full 5
have one measure composition. measures or more.
written in.

6
 LESSON PLANS

PREPARE

Teacher Name: Bailey Tadda Target Grade Level: 4th Grade

Musical Concept of Focus: Straight 16th Notes

Standards Being Addressed:

U:Pr4.2.4b When analyzing selected music, read and perform using iconic and/or standard
notation.

MU:Re7.1.4a Demonstrate and explain how selected music connects to and is influenced by
specific interests, experiences, purposes, or contexts.

Materials of Instruction:

Love Somebody #2

Love Somebody #2
Source:
Katalin Forrai
Music in Preschool
Budapest: Franklin Printing House, 1990

2
4
Love some bo dy, yes I do, Love some bo dy, yes I do,

Love some bo dy, yes I do, Love some bo dy and it may be you.

Game Directions
Suggested game: One child is chosen to be "it." He thinks of the name of someone in the class, but does not tell
the others. At the end of the song, three other children take a turn trying to guess the secret. If no one guesses,
the original child remains "it." If the secret is guessed, the child who guessed becomes "it."

7
Love Somebody BodyLove Somebody
Percussion Body Percussion

 
Words   Love
  Somebody
    Body
  Percussion
       
Love Some bo dy yes I do, love some bod y yes I do, love some bo dy

 
                   
Words
Clap 
Love Some bo dy yes I do, love some bod y yes I do, love some bo dy

                
 
Clap
Pat

           
Pat


6
words             
yes I do, Love some bo dy and it might be you!

6
words              
Clap
yes I do, Love some bo dy and it might be you!

        

Clap
Pat

      
Pat


8
Love Somebody #2
Song Analysis Table:
Tone Set Do, re, mi, fa, so
Range D3-A3
Rhythm Set Quarters, 8ths, 16ths
Form A, B, A, C

A Song’s Pedagogical Use Table:

Melody simple
Rhythm simple
Other Introduces the feel of 16th notes compared to 8th notes

Historical context:

This was known as an old fiddle tune, "Soldier's Joy," was a good fiddle-learning piece, and was
so popular that it was played by every fiddler up and down the mountain hollers (hollows).
Whenever a tune is played that much, it was sure to get some words tacked onto it sooner or
later, usually by someone who couldn't fiddle and wanted to do something with the tune besides
just humming or la-la-la-ing. So, he made up the, "Love somebody, yes I do," verse.

Lesson Sequence (lessons may have more or less activities as appropriate):

Entry Activity/Transition:

T: “Good morning everyone! Lets all sit in a circle on our spots in the rug.”

Ss gather around the teacher.

T: “Before we get started today, I wanted to show you a new friend of mine.” (T pulls out a
stuffed animal) “This is Steve the Beluga whale, and I love him! Do you have someone you love
in your life, or a stuffy like Steve? Raise your hands and I will call on you.”

9
Ss raise their hands and talk about who and what they love.

T: “Those are all great answers, lets learn about a new song today about that!”

Activity #1 Objective: Students will accurately respond and practice speaking the song
Love Somebody #2 with accurate rhythm and tempo.

1. T till instruct the students to pat a steady tempo on their laps. T will tap with the
students. T: “Pat and listen to the song.”
2. Ss tap and listen to the song.
3. T continues tapping. T: “This time when I speak, listen for who I may love.”
4. T repeats the song while students pat their laps.
a. Ss respond with who the teacher loves (you/me/students/etc.)
5. T repeats this process again, but begins the echo method. T will recite the poem every
2 measures, and students mimic what has been said.
a. T: “Love somebody yes I do” Ss echo (3xs)
b. T: “Love somebody and it may be you” Ss echo
6. T points out the odd pattern in the last line. T repeats it and students echo.

Now that the students area familiar with the song, the teacher will continue to do the song
learning process through spoken speech. The teacher will instruct the students to do the “fill in
the blank” learning method.

7. T: “While you all pat the beat, I will say the words. When I point to you, I want you
to say that word for me.”
a. T goes through the poem leaving all the “do”s blank for the students to fill. On
the last stanza, students will repeat you.
After the fill in the blank, the teacher will extend the fill in the blank words/phrase.

8. T starts with “Love somebody yes I do”

a. Ss say the second phrase
b. T continues with poem, Ss repeat the empty phrase.

10
T assesses the students during the last stanza. If students sound confused or slurred, teacher and
students will recite the poem together. This will happen multiple times. There will be one round
of magic lips as teacher recites the poem, then students will recite the poem on their own with
magic lips from the teacher.

Assessment: During the student reciting of the song, the teacher will pat along to
show the pulse. The assessment will be determined by the student’s ability to
accurately sing and tap a steady beat while enunciating the 16th note rhythm in the
song.

Transition:

T: “Great job everyone, know that we know the new song and its words, lets add some
body percussion to it!”

Activity #2 Objective: Students will add pats and claps to the song to understand the
concept of subdivision through body percussion. They will accurately preform the
subdivision with the use of clapping at the end of the song.

1. T: “Speak the poem with me, but as we speak, watch and listen to what I do”
a. T presents the body percussion and leads the students in the poem.
b. T: wonderful speaking, now this time when we say it, pay special attention to
when I clap”
c. T repeats song and students speak with the song.
d. T asks when the claps were.
e. Ss say at the end of measure, on do, etc.
f. T: when was the special clap when I clapped twice?
g. T repeats the poem again for the students to watch/listen for the clapping
twice through.
2. T then instructs Ss to pat and clap with T. If students seem confused on the last two
claps, the T will go over the last line and isolate it so students have a full
understanding of 8th note subdivision over 16th notes.

Assessment: T uses this checklist to see if students have fully grasped the 16th note
concept by speaking the 16ths and clapping the 8th notes with the teacher’s
guidance.

11
 Student Student can Student Student is able
Accurately accurately accurately to clap 8th notes
can recognize recognize how recognizes while speaking
where the to subdivide consistent beat 16th notes
quarter note is 8th notes patterns because of the
through vocally through the internalization
patting an through not body of pulse
even tempo on rushing their percussion
their lap pats as they and words.
speak.
Name Yes Yes No Yes

Name No Yes Almost Yes

Name Almost Yes Almost Yes

This assessment rubric helps identify trouble areas before the class continues learning
about 16th notes. This feedback helps the teacher with the next lesson plan because they
will know where to start with the concept for the students. The teacher is able to
accurately provide reliable assessment because they are observing the students
throughout the lesson. If anything is missed, the teacher will review concepts at the
beginning of class.

Transition:

T: “You all did a wonderful job clapping and patting! Everyone had an even tempo. As
you were singing this song, what was different than what we were used to? Did we say
anything differently?”

Ss discuss the quickness of the phrase at the end of the piece. It felt weird because it did
not quite fit into the regular structure they are used to.

Closure:

12
 T: “That’s right, we will experiment more with that fast style of speaking tomorrow, and instead
of just doing body percussion, we are going to play a game!”

13
 Prepare Lesson Plan 2 for the Elementary Music Class

Teacher Name: Bailey Tadda Target Grade Level: 4th

Musical Concept of Focus: Straight 16th notes

Standards Being Addressed:

MU:Pr4.2.4c Explain how context (such as social and cultural) informs a performance

MU:Cr3.2.4a Present the final version of personal created music to others, and explain
connection to expressive intent.

Materials of Instruction:

Tideo song and lyrics

Tideo
Source:
William A. Owens
Swing & Turn: Texas Play-Party Games
Dallas, Tex.: Tardy Publishing Co., 1936

Skip one win - dow, Ti - de - o, Skip two win - dows, Ti - de - o,

Skip three win - dows, Ti - de - o, Jin - gle at the win - dows, Ti - de - o.

Jing - ling, jing - ling, jing - ling Joe, Jin - gle at the win - dows, Ti - de - o.

Game Directions
Girls stand in a circle facing outward. Boys in another circle stand facing the girls. When the song begins,
the boys march around the circle of girls. When each boy reaches his partner, he swings her by the right hand.
The boys march around again, and each swings the girl next to his partner. Places must be kept in lines or confusion
will result. When each boy has swung every girl, boys and girls change places, and the same course is pursued.

14
Song Analysis Table:
Tone Set Do, Re, Mi, Fa, Sol
Range D4-B4
Rhythm Set Quarters, 8ths, 16ths
Form N/A

A Song’s Pedagogical Use Table:

Melody Introduces Scale in the key of D and jumps from mi to sol

Rhythm Breaks up 16ths and 8ths to help students visualize where 16ths
notes fit in a measure and how they are divided in a beat.
Other This can be introduced as a play party. Originally this was a
“Swing and turn” Play party game. The class can be moving
around and feeling how the beat is interpreted.

Dance steps:

Some students stand in a circle facing outwards. The other half of students stand facing the inner
circle. When the song begins, the outer circle marches around the inner circle. Eventually, a
person from each circle will become a pair. The students will swing their partner by the right
hand. When the students march around again, they will swing the partner that was to the left of
the original person. Each time this exercise will have to be placed in lines. After everyone has
swung a person, the students will switch places and the same action will follow.

Lesson Sequence (lessons may have more or less activities as appropriate):

Entry Activity/Transition:

As students walk into class, they will be listening to new music. They will participate in the pre
assessment activity. The Teacher will be at the piano playing quarternotes in one hand
constantly. The other hand will be switching between quarter and 8th note pulses. Using the
rubric from the beginning of the unit plan, the teacher will watch for student’s recognition of
faster notes and subdivisions compared to quarter notes.

Activity #1 Objective: Students will learn how to listen and identify 16th notes in the
context of the song Tideo. Students will know how to feel their subdivision within 8th
notes through patting.

1. T will Have the students pat a consistant beat throughout the time the poem/song is
being sung.
2. T will introduce the song by singing it one time through then repeating it multiple
times. These questions will help lead students to actively listen to what is happening
to the song:
a. How many windows are being skipped the first time? The second time? The

15
 third time?
b. What are we doing at the windows?
c. How many times do we “Jingle” at the windows?
3. T will then lead the students through the echo and repeat method of the song. The
Teacher will have students echo the song measure by measure. This will happen twice
through.
4. T and students recite the poem together twice
5. T has students say the poem while teacher does magic lips
a. While doing magic lips, T is looking around at the other students to determine
who is confused or who is understanding the words and how they fit within
the music.
b. If needed, T will back track steps to break down the song, or show them the
song all together while students do magic lips.
Assessment (informal): T will assess through watching and listening to student’s
participation in the song, If they are having difficulty with pitch or rhythm, the T
will go back and re teach the concept that is getting lost in translation.

Transition:

After learning how to sing the song, T will move onto teaching the students the dance to the song
as the teacher sings and the students dance.

Activity #2 Objective: Students will recognize and understand how to apply knowledge
from the song Tideo and apply it to a play party dance.

1. T will introduce the concept, history, and purpose of play parties using the following
powerpoint. This instruction helps students understand more about Anglo-American
culture. Knowing the culture behind a piece allows for students to connect and
understand the music on a deeper level. They can apply their knowledge of the
historical context to the purpose of the piece.

16
17
T will use this powerpoint to instruct and introduce students t o the concept of a play
party. They will apply this knowledge to Tideo when they sing and dance to the song.
The dance allows students to internalize the motion of pulse while they recognize the
motion of 16th notes within those pulses. The initial instruction of the dance for the
students gets them to think about the words and how their body moves to the music. This

18
 method incorporates an aspect of Dalkroze eurhythmics to get students familiar with their
bodies and how they connect to music.

Step by step, T will show the students the dance moves by breaking down the music. The
teacher will only sing the music in the learning process. When students are comfortable
with the dancing, they will combine the steps all together to participate in the play party
dance/game with Tideo while the teacher sings.

Assessment: T will watch students and study their reactions to the music. If
students seem confused with the concept of the dance/game, the teacher will slow
down the instruction pace and break things down until all students fully understand
how to play the game/dance.

Transition:

T will give the students the freedom to dance and sing on their own if they would like.
T gives students the opportunity to sing as they dance so they can feel the moves and how
it applies to the subdivision of 16th notes. Even though students are not open to the
structure of the content, they are internalizing the pulse of 16th notes. Throughout this
process, T sings along with the students so they can also audiate the sounds, pitches, and
rhythms as they dance.

Closure:

T: “Wonderful job dancing and learning this song today! I want you all to go home and teach
some of this newfound knowledge to your family members, pets, or stuffies! What can you tell
them about play parties?”

Ss discuss what they have learned in the class period that day, and how it compares to their
normal way of dancing, singing, or playing games.

Prepare Lesson Plan 3 for the Elementary Music Class

Teacher Name: Bailey Tadda Target Grade Level: 4th

Musical Concept of Focus: Straight 16th notes

Standards Being Addressed:

MU:Cr2.1.4b Use standard and/or iconic notation and/or recording technology to document
personal rhythmic, melodic, and simple harmonic musical ideas

MU:Pr4.1.4a Demonstrate and explain how the selection of music to perform is influenced by
personal interest, knowledge, context, and technical skill.

19
Materials of Instruction:

Chicken on a Fence Post

Song Analysis Table:

Tone Set Do, Re, Mi, Sol, La
Range D4-D5
Rhythm Set Sixteenths, 8ths
Form A, B, A, C

A Song’s Pedagogical Use Table:

Melody Teaches the use of Sol to La

Rhythm Sixteenths, 8ths
Other This gives students the opportunity to Feel 16ths in the context
of the song, especially at the beginning

20
 Chicken on a Fence Post Body Percussion

 
Lyrics                 

  
chi cken on a fence post can't dance jo sie, chi cken on a fence post

Clap         

           
Pat
 
L R L R L R L R

4
Lyrics                   
can't dance jos ie chi cken on a fence post can't dance jos ie, hel lo Sus an

Clap                

        
Pat

L R L R

8
Lyrics    
bro nie O!

Clap    

  
Pat


21
Lesson Sequence (lessons may have more or less activities as appropriate):

Entry Activity/Transition:

As students enter the classroom, they will be listening to music that sounds like a farm scene.
The folk like music will make students think of farms. Students, as they are entering the
classroom, will discuss the sounds animals can make and what kind of animals are on the farm.
When a S mentions a chicken, the T will address the animal and start the first activity.

Activity #1 Objective: Students will tap a constant beat to the song “Chicken on a
Fence Post” for every quarter note to learn subdivisions of 16ths compared to 8th
notes.

1. T will instruct the students to tap a beat on their laps

2. The learning process will begin with the teacher singing the song one time through
asking these questions:
Who is the person I name at the end of the song?

How many times do I say “Chicken on a fence post”

3. Students will accurately name the answers to the questions

4. Continuing to tap, Students will echo the teacher measure by measure
5. After echoing, the teacher will do fill in the blank. The first time through the students
will answer measures 2, 4, and 6. The second time, the students will say measures 1,
3, 5, and the teacher and students will finish the song together.
6. Students and teacher will sing the song all the way through together
7. Ss sing by themselves while teacher does magic lips, T listens to the class to make
sure they are understanding the “chicken on a fencepost part of the song”
8. If unsuccessful, students will do magic lips while teacher sings again. Step 7 is then
repeated

Assessment: T will watch and analyze the class’ comprehension of the phrase “chicken on a
fence post” while having students repeat the phrase and say it enough to understand the
pattern.

Transition:

T: “Now that we know the song, lets add some body percussion with it!”

22
 Activity #2 Objective: Student will understand how to divide and learn 16th notes in
the song “chicken on a fence post” using body percussion.

1. Teacher will start off singing the song while students tap
2. Students continue to tap and teacher says “watch what I do” while singing and
showing the body percussion
3. Teacher does the body percussion again, but isolating each step
4. Teacher has students clap with them
5. After clapping, she has the students attempt the patting if they feel comfortable, but if
they do not, students can clap until they feel ready to move on.
6. Students and teacher preform body percussion together

Assessment: Teacher will have the class preform chicken on a fence post using body
percussion. T will use the checklist below to make sure the students are meeting the
objective:

Student Student can Student Student is

Accurately can accurately accurately able to clap
recognize recognize how recognizes 8th notes while
where the to subdivide consistent beat singing to
16ths are while 8th notes patterns solidify their
patting vocally through the pulse
through not body
rushing their percussion and
pats as they words.
speak.
Name Yes Yes No Yes

Name No Yes Almost Yes

Name Almost Yes Almost Yes

Transition/Closure:

T: “Today, we did a new percussion pattern with the song! Did you like the new
pattern?”

After students answer: T: “We will address what that new pattern is the next class
period we have.”

23
 PRESENT
Present Lesson Plan for the Elementary Music Class

Teacher Name: Bailey Tadda Grade Level: 4th

Musical Concept of Focus: 16th Notes

Standards Being Addressed:

MU:Pr4.2.4b When analyzing selected music, read and perform using iconic and/or standard
notation.
MU:Re7.1.4a Demonstrate and explain how selected music connects to and is influenced by
specific interests, experiences, purposes, or contexts.

Materials of Instruction:
Chicken on a Fence Post song
Body percussion sheet from the prepare lesson
PowerPoint Presentation

24
25
26
27
Lesson Sequence (lessons may have more or less activities as appropriate):

Entry Activity/Transition:
T greets the class the same way they did last time. Music will be playing with farm sounds to feel
like they are on a farm. The students will also fill out a coloring sheet of a chicken on a fence
post at the start of class to encourage creativity and incorporate art into the class.

Activity #1 Objective: Students will review body percussion for chicken on a fence
post.
7. Teacher will start off singing the song while students tap
8. Students continue to tap and teacher says “watch what I do” while singing and
showing the body percussion
9. Teacher does the body percussion again, but isolating each step
10. Teacher has students clap with them
11. After clapping, she has the students attempt the patting if they feel comfortable, but if
they do not, students can clap until they feel ready to move on.
12. Students and teacher preform body percussion together
Assessment: T will observe students to make sure they fully grasped the 16th note
subdivision concept through patting the rhythm by participating in the body percussion
with the students to make sure they are keeping the proper tempo and rhythm.

28
 Transition:
T: “Now that we’ve learned the song, lets dive into the material more!”
T will then open the powerpoint presentation to demonstrate to students what 16th
notes are in a way they understand.

Activity #2 Objective: Students will learn the 16th note concepts through images on a
powerpoint and visualize the notation of a 16th note and it’s concept.
1. T and students review the song using the first slide of the powerpoint
2. The second slide will have the first two measures broken down into hearts representing quarter
notes. The T and students will pat and say the measures to quarter notes before moving onto the
next slide.
3. the last few slides separate the chickens into images that the students will associate with 16th
notes.
4. T will facilitate the lesson using these questions:
a. How many chickens are there? (by pointing at the board)
b. How many chickens are in one tap?
5. Using the answers to those questions, the teacher will move onto the next phase of the lesson
6. The image takes away the chicken to demonstrate 8th notes. The 8th notes will help students
review notation and Segway into the 16th note notation.
7. 16th note notation will be introduced in the slide.
a. T will show counting by tiri-tiri counting
b. Students will do a rhythm counting game
i. T will instruct the game by showing how to count 16th notes and 8th notes
ii. After reviewing the sounds, T will draw different rhythm patterns on the board
iii. Students will fill the space below the rhythm patterns with the counting
symbols
Assessment: T will assess the correction of counting sounds as the students come up and
notate the counting system themselves. The students will be assessed on their
understanding of counting the rhythms for their first lesson.

Transition:
T: “Now that we know what 16th notes are, lets have fun with them by combining some
movement with the song!”

Activity #3 Objective: Students will accurately sing and acknowledge the 16th note
pattern in chicken on a fence post through body percussion and using orff
instruments, such as a bongo, to keep a steady quarter note pace throughout.
1. T will use the powerpoint slide for the 16th note visual, and the class will do the body percussion
and sing again.
2. After singing it and doing the body percussion once, the teacher will take volunteers to play the
quarter note beat on bongos
3. After bongo quarter note beats, the students will play the 16th notes whenever they occur from
the song.

Assessment: Teacher will evaluate class results for understanding 16th notes by watching
and listening to the student’s 16th notes on the orff instruments. T will make sure the
students comprehend the material by observing for confusion in body language or
behavior. If students seem confused, the teacher will re-address the material as needed.

29
Closure: T: “Good job everyone! As we go into the next class, we will practice this new
knowledge with new songs and activities”

PRACTICE

Practice Lesson Plan 1 for the Elementary Music Class

Teacher Name: Bailey Tadda Target Grade Level: 4th

Musical Concept of Focus: 16th Notes

Standards Being Addressed:

MU:Cr1.1.4b Generate musical ideas (such as rhythms, melodies, and simple accompaniment
patterns) within related tonalities (such as major and minor) and meters.

MU:Pr4.2.4a Demonstrate understanding of the structure and the elements of music (such as
rhythm, pitch, and form) in music selected for performance.

Materials of Instruction:

Tideo

Instruments: xylo/keyboard instrument and hand drum

Lesson Sequence (lessons may have more or less activities as appropriate):

Entry Activity/Transition:

When students come in, they will sit in a circle. T will review and go over Tideo and its song
lyrics. Students will also review the dance that goes with Tideo.

Activity #1 Objective: Students will read the sheet music and recognize the 16th notes
in context of the song.

1. After reviewing the song, the T will show the sheet music for tideo
2. Students will circle the 16th notes in the piece
3. students will label the 16th notes with the tiri-tiri counts
4. Studnets will hold and sing the piece while looking at it
5. Using a work sheet, students will identify 16th notes in the song once more and write
their own rhythm measure
Assessment: Using the rhythm worksheet, T will evaluate the student’s understanding by
their measure that they wrote, and their identification skills of finding 16th notes within a
page of music.

Transition:

30
 T will use the now annotated sheet music to incorporate orff instruments to the song

Activity #2 Objective: Using instrumental accompaniment, students will accompany

the song “Tideo” using hand drums and keyboard instruments as students dance to
the music.

1. T will divide the class into two different groups

2. One group will play the instruments, one group will dance
3. The instrument group will have keyboard instruments and hand drums: hand drums
will play quarter notes during the piece, the keyboards will play 8th notes in 5ths.
4. After onetime through singing and dancing, the groups of students will switch
5. Throughout each session, students will sing to the music.

Assessment: Teacher will make sure students accurately play in time, meter, and pulse by
observing the students indipendantly while also participating with the students. If
something seems off, the teacher will backtrack and re teach the prompt.

Closure/Transition: Students will walk back to their seats and put instruments away singing tideo
one more time to solidify the pace of the 16th notes.

31
 Practice Lesson Plan 2 for the Elementary Music Class

Teacher Name: Bailey Tadda Target Grade Level: 4th

Musical Concept of Focus: 16th notes

Standards Being Addressed:

MU:Cr1.1.4a Improvise rhythmic, melodic, and harmonic ideas, and explain connection to
specific purpose and context (such as social and cultural).

MU:Pr4.2.4c Explain how context (such as social and cultural) informs a performance

Materials of Instruction:

Dos y Dos Son Cuatro song

Dos y Dos Son Cuatro #1

Informant/Performer: Source:
Alicia Gonzalez Kate Rinzler, ed.
Washington, D.C., 1 977 Old Mother Hippletoe
New World Records 291
Recorded by Bess Lomax Hawes

b2
&b 4 œ œ œ œ œ œ œ œ œ œ œ
Dos y dos son cua - tro,_y cua - tro_y dos son seis.

b
&b œ œ œ œ œ œ œ œ œ œ
œ
Seis y dos son o - cho,_y - o - cho, die - ci - séis.

b
&b œ œ œ œ œ œ œ œ œ œ œ
Cuen - ta la ta - bli - ta; "Yo ya la con - té."

b
&b œ œ œ œ œ œ œ œ œ œ œ
Cuen - ta la ta - bli - ta; "Yo ya la con - té."
Transcribed by Gail Needleman

Spanish Text English Translation

Dos y dos son cuatro, y cuatro y dos son seis. Two and two is four, and four and two is six.
Seis y dos son ocho, y ocho, dieciséis. Six and two is eight, plus eight is sixteen.
Cuenta la tablita; "Yo ya la conté." Count the tablet; "I already counted it."
Cuenta la tablita; "Yo ya la conté." Count the tablet; "I already counted it."

PowerPointSuggested Game Directions

over Spain
Formation: Standing circle of children with hands joined; one child in the center.

Action: Children step to the right as they sing the first half of the song. They turn and step to the left
for the second half of the song (“Cuenta la tablita; 'Yo ya la conté'”), as the child in the center points
to the children passing him (on the beat), as though counting them. The final child pointed to trades
places with the center child, and the game continues.

http://kodaly.hnu.edu

32
33
34
Lesson Sequence (lessons may have more or less activities as appropriate):

Entry Activity/Transition:

As students are walking into class, they will be listening to Spanish folk music. They will hear
samples of music from the countries on the powerpoint.

They will participate in a discussion about what they hear, what instruments they hear, what the
music sounds like, and what they enjoy about the music. This will Segway into the powerpoint
the teacher has over the subject.

Activity #1 Objective: Students will learn about the music of spain and its origin.

1. After entering class, teacher will put the powerpoint on board

2. Teacher will explain each slide while asking questions over what the slide covered
3. Students will listen to clips of instruments and music to fully immerse themselves
into the culture of spain.
Assessment: T will lead the group in a discussion about what the highlights of the
powerpoint were, what the students learned, and discuss what they heard/liked about the
music they listened to.

Transition:

T will discuss the importance of music from other languages and cultures then

35
 b
&b œ œ œ œ œ œ œ œ œ œ œ
Cuen - ta la ta - bli - ta; "Yo ya la con - té."
Transcribed by Gail Needleman

transition to the song by saying the students will learn a Spanish folk song.
Spanish Text English Translation
Dos y dos son cuatro, y cuatro y dos son seis.
Activity #2 Objective: Students will learn the song DosTwo and two is four, and four and two is six.
y Dos Son Cuarto and be able
Seis y dos son ocho, y ocho, dieciséis. Six and two is eight, plus eight is sixteen.
to sing and move using accurate rhythm and pitch.
Cuenta la tablita; "Yo ya la conté." Count the tablet; "I already counted it."
Cuenta la tablita; "Yo ya la conté." Count the tablet; "I already counted it."
1. T breaks down the song step by step: Starting with singing it one time through,
breaking it down, and doing the echo and blank method
2. Ss practice the song by tapping their hands on their lap and singing it.
Suggested Game Directions
3. T then introduces a game for students to play once they know the song:
Formation: Standing circle of children with hands joined; one child in the center.

Action: Children step to the right as they sing the first half of the song. They turn and step to the left
for the second half of the song (“Cuenta la tablita; 'Yo ya la conté'”), as the child in the center points
to the children passing him (on the beat), as though counting them. The final child pointed to trades
places with the center child, and the game continues.

Assessment: T will watch the students and their progress by analyzing their
abilities to play the game while moving their bodies in rhythm and time.

Closure/Transition: As they exit class, students will tell the teacher something new
they learned today as they are leaving the classroom. http://kodaly.hnu.edu

36
 Practice Lesson Plan 3 for the Elementary Music Class

Teacher Name: Bailey Tadda Target Grade Level: 4th

Musical Concept of Focus: 16th notes

Standards Being Addressed:

MU:Re7.1.4a Demonstrate and explain how selected music connects to and is influenced by
specific interests, experiences, purposes, or contexts.

MU:Pr4.2.4b When analyzing selected music, read and perform using iconic and/or standard
notation.

Materials of Instruction:

Paw Paw Patch

The Paw-Paw Patch

Source:
Alan Lomax
Folk Songs of North America
Garden City, N.J.: Doubleday, 1960

2
4
Where, O where is pre ty lit tle Su sie? Where, O where is pret ty lit tle Su sie?

Where, O where is pret ty lit tle Su sie? Way down yon der in the paw paw patch.

2. Come on, boys, let's go find her, (3x)

Way down yonder in the paw-paw patch.

3. Pickin' up paw-paws, puttin' um in her pockets, (3x)

Way down yonder in the paw-paw patch.

Game Directions
Lesson Sequence
Double (lessons
line formation maythehave
facing forward, more
girls on orright.
the boys' less activities as appropriate):
1st verse - The first girl in line steps out and walks clockwise around both the girls' and the boys' lines and
returns to her place.
2nd verse - Same girl repeats her journey with the whole line of boys following her.
3rd verse - Following the head of their line, the boys peel off and march sharply to the left, doubling back
upon themselves, while the girls do the same walking sharply to the right. When the first couple
Entry Activity/Transition: Students will begin class by having a discussion over their
meet, they form an arch under which the two lines pass. During this verse the children go through
favorite
fruit to introduce the suggested
the motions song and thewords
by the topic.
of the song. There is now a new first couple and the game
continues. It may also be played with the girls looking for a boy.

Activity #1 Objective: Students will learn how to sing Paw Paw Patch with rhythmic
and technical accuracy.

37
 1. T will introduce song by singing the first few lines. T will use the repeat strategy,
echo, and fill in the blank method to teach the song.
2. The other verses will be written on the board for students to read to complete the song
3. Students will practice the music through repetition. Teacher will sing it once, students
do magic lips, then after magic lips the class will sing it all together with little to no
teacher help.

Assessment: The last repetition of the song, T will listen, watch, and see student’s
progress as they learn the new song. T will listen and watch accuracy for 16th note
rhythms and pitch.

Transition:

T will add body percussion and instruction for how students can move through the
room to the piece.

Activity #2 Objective: Students will learn how to pat and incorporate motion into paw
paw patch to accurately preform the song with correct pitch and rhythm of 16th
notes.

1. T will sing the song again, but t will have students walk and some students pat the
beat.
2. As students walk, they will feel the pulse of the song. The students will move without
singing first.
3. After moving without singing twice, students will add singing whenever they are
comfortable.
Assessment: T will watch and listen for the students and their movement matching the
motion of pulse. If students do not understand movement and pulse, T will retrace their
steps and break down the material more.

Closure: T will mention they are continuing the song next class and playing a game that
coinsides with the Paw Paw.

38
 Practice Lesson Plan 4 for the Elementary Music Class

Teacher Name: Bailey Tadda Target Grade Level: 4th

Musical Concept of Focus: 16th

Standards Being Addressed:

MU:Pr4.2.4a Demonstrate understanding of the structure and the elements of music (such as
rhythm, pitch, and form) in music selected for performance.

MU:Pr4.3.4a Demonstrate and explain how intent is conveyed through interpretive decisions
and expressive qualities (such as dynamics, tempo, and timbre).

Materials of Instruction:

Paw Paw Patch

Lesson Sequence (lessons may have more or less activities as appropriate):

Entry Activity/Transition:

T will start the class by explaining what a paw paw is. It is a fruit that is a cross between a
papaya and banana.

Activity #1 Objective: Students will review and accurately preform the song Paw Paw
Patch with accurate rhythm and pitch.

1. T will ask if students remember the song from last class

2. Ss review song
3. If they get the rhythm, words, or melody wrong, T will reteach the song and concept
for students to fully understand the subject again.

Assessment: T will listen and watch students as they preform the song. The T will watch
and reevaluate the lesson to hear students play, sing, and move to the song Paw Paw Patch.

Transition:

T will mention the game the students are going to play in correspondence to the song.

Activity #2 Objective: Students will play a game. Students will be able to move around
the room with rhythmical accuracy to get their bodies and minds in motion to the
music.

1. T introcudes the game. The game is the students sing and move in rhythm to the song
Paw Paw Patch and search for the fruit. If the fruit is found while singing, the song

39
 pauses and the student who finds the fruit hides it again.
2. This repeats throughout the rest of the class for students to feel the music and
incorporate motion with the song.
Assessment: T will move with the students and sing along with them to guide the
direction the song will go. They will sing, speak and move with accuracy with help
from the teacher.

Closure: T will ask the students about their favorite part of the day, and incorporate their
feedback into the next lesson.

40
 Practice Lesson Plan 5 for the Elementary Music Class

Teacher Name: Bailey Tadda Target Grade Level: 4th

Musical Concept of Focus: 16th

Standards Being Addressed:

MU:Cr1.1.4a Improvise rhythmic, melodic, and harmonic ideas, and explain connection to
specific purpose and context (such as social and cultural).

MU:Cr2.1.4b Use standard and/or iconic notation and/or recording technology to document
personal rhythmic, melodic, and simple harmonic musical ideas.

Materials of Instruction:

Rabbit in the Garden

Rabbit in the Garden

Informant/Performer: Source:
Ace Johnson, with harmonica Library of Congress AFS 2596 A1
Clemens State Farm, Brazoria, TX, 1939 Collected by John A. and Ruby T. Lomax
q = 148

2
4
Harmonica:

Rab bit, rab bit,

Rab bit, get up in the hol low,

Rab bit, got a might y hab it

Go in' in my gar den, eat in' up my cab bage.

Transcribed by Gail Needleman
Keyboard instruments, Bongos, hand drums
Listen to recording for repetition and alternation of harmonica and voice.

Lesson Sequence (lessons may have more or less activities as appropriate):

Entry Activity/Transition:

Teacher will have the recording going for the song as students walk into class. This allows for

41
students to listen and be introduce to the song they will learn for the next 2 class periods

Activity #1 Objective: Students will learn and understand the 16th notes in the song
“Rabbit in the Garden” and preform the song with rhythmical accuracy.

1. T will introduce the song by showing the sheet music

2. T will go through the song introduction process at a tempo the students will
understand
3. Students will echo, repeat parts of the song, and preform the song multiple times with
the teachers assistance.
Assessment: Ss will say the song one more time, and the teacher will listen for
rhythmical accuracy in the pulse during the rests.

Transition:

T encourages the wonderful job they did learning the song. T then describes a fun way
to interact with the song through composing through improvisation.

Activity #2 Objective: Students will understand the concept of improvisation and how
to incorporate 16th notes in their own musical styles.

1. T introduces improvisation by having students pat and sing with the teacher. During
the rests, the students will stop patting, but show the beats with their hands as the
teacher pats/plays her own rhythm.
2. T will repeat this process 2 times asking students what the teacher did. T will also ask
them to watch again for students to grasp that the T is playing 16th notes.
3. T will have students watch and play with T as she improvises another time.
4. Ss then improvise on their own.
5. T will have students then grab instruments and play their own improvisations on
keyboards or drums.

Assessment: T will have the class sing and improvise together. As students are
improvising, T will walk around the classroom and practice improvisation with the
students.

Closure: T will play the improvisation in total with the students. Before moving on to next class,
students will discuss what they learned in the process of improvisation. The teacher then leads
the conversation into what the students will be doing the next class period.

42
 Practice Lesson Plan 6 for the Elementary Music Class

Teacher Name: Bailey Tadda Target Grade Level: 4th

Musical Concept of Focus: 16th notes

Standards Being Addressed:

MU:Re9.1.4a Evaluate musical works and performances, applying established criteria, and
explain appropriateness to the context.

MU:Re9.1.4a Evaluate musical works and performances, applying criteria, and explain
appropriateness to the context.

Materials of Instruction:

Rabbit in the Garden

Pencil
Rhythm worksheet
Blank rhythm paper with 5 measures for students to write their own compositions.
Keyboard instruments, bongos, or hand drums
Lesson Sequence (lessons may have more or less activities as appropriate):

Entry Activity/Transition:

The students will have a rhythm work sheet to circle and identify specific rhythms by sight.

Activity #1 Objective: Students will review, practice, and apply improvisation skills
during the rests in the song. Students will make their own melodic line but using 16th
notes in their rhythm.

1. Students clap and sing Rabbit in the Garden with only body percussion, but resting on
the rests
2. Students repeat the song but come up with their own body percussion improvisation
sequence involving 16th notes during the rests
3. To add extra opportunities, students can choose to play the song another time using
Orff instruments
4. The song will be repeated multiple times for students to show off and practice
improvisation.

Assessment: Students will preform individually, in pairs, or in trios per rest and rotate
around the room to see if students have grasped the material knowledge by preforming. T
will watch and make sure the 16th notes are being heard and recognized.

43
 Transition:

T encourages how well they did in their improvisation, and now the students will use
their knowledge of rhythm and speech to write their own music.

Activity #2 Objective: Using what they know about composition and improvisation,
students will create their own 4-5 measure composition for a poem or song and
incorporate their knowledge of 16th notes.

1. Ss get the blank sheet of paper to fill for their sheet

2. T provides examples on the board of the assignment
3. Ss create their composition individually or in pairs.
4. Composition includes at least one use of 16th notes, and the rest will either be more
16th notes, 8th notes, or quarter notes
5. Students will include spoken dialogue to go with their song or poem.
6. If wanted, students will present their project at the end of the lesson by singing or
speaking their composition.

Assessment: Using the student’s worksheet, the Teacher can see if students are
accurately representing and understanding 16th notes in context of a song. Students
are also being graded on musical accuracy regarding rhythms and beats in a
measure.

T will use this rubric to assess the student’s final song to test the student’s knowledge of
16th notes. This will demonstrate their knowledge because they are applying the content
in application to music.

Name(s): Undeveloped Developing Understanding Proficient

0 1 2 3

There is nothing Student(s) use Student(s) use Student(s)

written down for somewhat all accurate provide all
Rhythm the 16th notes accurate rhythms, and at accurate
and no real rhythms, but least one run of rhythms, had at
rhythms were they add or miss 16ths, but added least one run of
used. more than two or missed at 16ths, and the
beats in a least one beat to measures have
measure. a measure. the correct
amount of
rhythms.

44
 No phrase or Student(s) word Student(s) use Student(s) use
Word Choice for word was chosen choice does not word choice that accurate word or
16th notes to match 16th completely somewhat phrase choice to
notes in the match the 16th matches the 16th match the 16th
written notes, but they note rhythm, but notes. The
composition are present in the the rhythm is rhythm is used
composition. used correctly in accurately in
context. context.
Song does not The song is The song is All of the
Length of song meet the 4-5 missing more missing at least measures are
measure limit, than two one measure of present and
nor does it have measures of composition. show extra effort
one measure composition. by composing
written in. the full 5
measures or
more.
Total:

Closure: Students will understand 16th notes through body movement, practical application, body
percussion, and reading music. As they leave class, students will preform one song of their
choosing and turn in this composition to complete the unit.

45