Sixteenth Sixteenth Eighth and Eighth Sixteenth Sixteenth Rhythms

Fourth Grade
Ann Barker
September 24, 2022
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Table of Contents

Introduction.........................................................................................................................2
Unit Outline.........................................................................................................................3
Prepare Lessons...................................................................................................................6
Present Lesson....................................................................................................................23
Practice...............................................................................................................................28
Post Assessment.................................................................................................................45
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Introduction

This unit is designed to teach fourth grade students sixteenth sixteenth eighth and eighth
sixteenth sixteenth rhythms. It was designed based on the Manhattan Ogden USD 383 scope and
sequence. Before beginning this lesson, fourth grade students will know four sixteenth note
rhythms. A pre-assessment will be given before the beginning of the unit to ensure that at least
85% of the class can read and play four sixteenth notes. If the pre-assessment shows that less
than 85% of the class has mastered this concept we will spend two weeks reviewing before
moving on to sixteenth sixteenth eighth and eighth sixteenth sixteenth rhythms.

In addition to learning how to read, write, and play sixteenth sixteenth eighth and eighth
sixteenth sixteenth rhythms, fourth grade students will practice playing instruments including
hand drums and xylophones, improving, arranging and composing their own music, using body
percussion and singing a variety of melodies. Cross-curricularly, students will learn about other
cultures and explore world history through music, practicing Spanish by singing in the language
and learn more about their bodies through movement and body percussion.
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Unit Outline

Prepare:

The “prepare” section of the unit exposes students to the new concept, in this case sixteenth
sixteenth eighth and eighth sixteenth sixteenth rhythms, without showing them the notation or
telling them about the rhythm. In this section students will engage with the concept through a
chant, songs, body percussion, improvisation, and playing instruments.

Repertoire:

“For Want of a Nail”

“For Want of a Nail” is a poem dating back to 13th century Germany. It was also included in
Benjamin Franklin’s almanacs. This chant offers an opportunity to learn about world history and
to discuss the metaphor in the chant. Students will engage with this chant through body
percussion and improvisation.

“The Jolly Miller”

“The Jolly Miller” is a traditional children’s song. Students will engage with this song through
singing, improvising and playing xylophones and hand drums.

“Cripple Creek”

“Cripple Creek” is a bluegrass song from Appalachia. Students will listen to learn about the
Appalachian region and bluegrass music through this song. Students will engage with this song
through singing, playing instruments, and arranging. In addition, this song will help readdress the
ABA form previously learned.

Present

In the present portion of this unit the students will learn the label and notation for the sixteenth
sixteenth eighth and eighth sixteenth sixteenth rhythms. Before labeling the concept, students
will review four 16th notes through previously learned music. Students will discover the concept
by realizing the rhythm is one they have not learned to read and notate yet.

Repertoire:

“Paw Paw Patch”

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“Paw Paw Patch” is a traditional children’s song that will be used in the unit to review four
sixteenth notes. Students will sing the song using notation and then identify the notated rhythms
and their corresponding rhythmic syllables.

“For Want of a Nail”

Students will revisit this chant in order to address the new concept. Students will begin by doing
the chant and then being asked to figure out what rhythms they are singing by patting the beat
while they chant. This will draw their attention to the concept as it is the only rhythm in the chant
they have not learned. After determining that the chant contains a rhythm they have not learned
they will be introduced to the concept and taught the label, notation, and rhythmic syllable for it.
They will engage with concept by playing instruments and interacting with the notation.

Practice:

In this stage of the unit students will practice reading, writing, and playing the eighth sixteenth
sixteenth and sixteenth sixteenth eighth concept. They will readdress the remaining two songs
they learned in the “prepare” stage as well as three new songs. Students will sing, move, play
games, improvise, compose, arrange, and play instruments, create lyrics, and write to reinforce
the concept.

Repertoire:

“Writing Rhythms Worksheet”

This activity will teach students to write the new concept in standard notation. They will work on
associating the rhythm with its label and its rhythmic syllable. This worksheet also provides an
opportunity for the students to compose using the new rhythm. In addition, this worksheet
provides an assessment for the students’ learning.

“Cripple Creek”

When students revisit Cripple Creek in this lesson, they will engage with the notation for the
song and identify where the concept occurs. In addition, they will compose a phrase using
percussion instruments of their choice to be used in the middle of the song using the concept and
a form of notation they are comfortable with.
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“Simple Gifts”

In this lesson students will learn to sing “Simple Gifts.” After learning the song, they will listen
and engage with Aaron Copland’s arrangement of the tune. They will explore the history,
meaning, and original ballet performance of the piece. Students will then learn to play the
melody on xylophones and create their own arrangement of the song using other percussion
instruments.

“The Jolly Miller”

Students will revisit the “Jolly Miller” and learn to read the notation. They will identify the new
concept in the notation. Students will also play a game to help them engage with the song.

“Old Betty Larkin”

Students will learn the traditional song “Old Betty Larkin.” During this lesson students will
identify the concept aurally and using notation. After students learning the song, students will
play a game as they sing.

“San Sererin”

“San Sererin” is a children’s song originating in Mexico with variations from multiple Latin
American countries. The version students will learn is from Puerto Rico. The song focuses on
actions and occupations. In this lesson students will learn to sing the song in Spanish and learn
the meaning. We will discuss the origin of the song, the culture it came from, and the geography
of Latin America. Students will write their own lyrics in the same style in English to add to the
song.
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Prepare
Prerequisite Assessment: Fourth Grade

Prequesist Concept:

Activity: Backing track in 4/4, use rhythm cards, students play the rhythm cards on hand drums

Teacher has backing track playing when students walk in

Students get hand drums and sit in a circle

“Let’s echo some rhythms, I’ll play then you play”

“This time I’m going to hold up rhythm cards and you play the rhythm” (Retry cards as needed)

“Let’s break into groups of three and I’m going to have each group play a card”

Teacher has one group of three play a card at a time, watching to see which students in the group
are struggling with reading and playing the rhythm. 85% and move on, below 85% of class then
review sixteenth notes for two weeks.

Student Name Could they read and Two eighth notes Four sixteenths
play the: Quarter note
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Lesson One: For Want of Nail

Standards Being Addressed: MU:Pr6.1.5a Perform music, alone or with others, with
expression, technical accuracy, and appropriate interpretation.

Materials for Instruction:

Phrase One: Phrase Two:

Phrase Three: Phrase Four:

Phrase Five:
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Warm Up
Teacher plays 4/4 backing track, students echo rhythms on claps

“I’m going to clap a rhythm then you echo it back, ok?”

Activity One

Objective: Fifth grade students will recite the chant “For Want of a Nail” with accurate words,
rhythm, and a steady beat.
Lesson Sequence:
● Introduce the song
a. Students will pat on their legs while I chant the song three times asking questions
each time. GO SLOW
i. What are two things that were lost? What do you think the song is about?
GET A RESPONSE.
● Talk about chant’s history
a. For want of a Nail is really really old. It goes back to 13th century Germany, that
was 800 years ago. There are lots of different versions of this chant. The one
we’re going to learn is from a book of poetry from 1912 but Ben Franklin also
had versions of this poem in his almanacs. This chant is about how small mistakes
or problems can cause big problems later. It’s kind of like the butterfly effect
where something small can cause a big impact later. Another metaphor that
expresses the same thought is “an ounce of prevention is better than a pound of
cure”
● Echo the poem. This will help students get familiar with the chant and the order of the
nouns and start to memorize it.
a. Students will echo each phrase of the poem while continuing to pat the beat
i. “Let’s learn this poem. I’ll go first and then I’ll point at you when it’s your
turn!” Point at yourself and then at the students on their turn. Repeat until
all students can echo it accurately
1. T: “For want of a nail the shoe was lost”
2. S: “For want of a nail the shoe was lost”
ii. Echo the second phrase. Repeat as necessary
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1. T: “For want of a shoe the horse was was lost”

2. S: “For want of a shoe the horse was was lost”
iii. Echo the third phrase. Repeat as necessary
1. T: “For want of a horse the battle was lost”
2. S: “For want of a horse the battle was lost”
iv. Echo the fourth phrase. Repeat as necessary
1. T: “For failure of battle the kingdom was lost”
2. S: “For failure of battle the kingdom was lost”
v. Echo the fifth phrase. Repeat as necessary
1. All for the want of a horseshoe nail
● Fill in the blank. This will help students get more familiar with the form of the chant and
when words repeat.
a. Students will fill in the word I leave out of the chant. Students will still be patting
and I will still be pointing to indicate turns. I will leave out the noun following for
“want of a” and emphasize this noun when I say it in the previous line. GO
SLOW. POINT.
i. “Now, when I leave a word out I want you to fill it in” POINT WHEN IT
IS THEIR TURN
1. T: For want of a nail the shoe the was lost/ For want of a ____ the
horse was lost/ For want of a ____ the battle was lost/ For failure
of ____ the kingdom was lost/ All for the want of a ______
● Extended fill in the blank
a. I will chant the first half of the phrase and the students will fill in the last half.
i. “Let’s do that again but this time you’re going to fill in a little bit more”
POINT when it is their turn. GO SLOW
1. T: “For want of a nail” S: “The shoe was lost”
2. T: “For want of a shoe” S: “The horse was lost”
3. T: “For want of a horse” S: “The battle was lost”
4. T: “For failure of battle” S: “The kingdom was lost”
5. T: “All for the want” S: “Of a horse-shoe nail”
● I will say the chant out loud on my own while students continue to pat the beat
a. “I’m going to say the chant out loud one more time, listen for any parts that you
may have trouble with.
● Audiation
a. Students will think the chant in their heads
i. “Now I want you to think through the chant in your head. Ready, set go (in
time)”
b. Ask if there were any phrases they forgot and echo those phrases as necessary
i. “Was there anything you forgot?” “Lets do that part together one more
time”
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● Assessment
a. Students will accurately recite the entire chant with leg pats. I will observe to
make sure everyone knows it. We will review any area where mistakes were made
i. “Ok let's do the whole thing! Read?”

Closure: “Great job learning this chant today! I’m so glad we got to extent it’s 800 year
tradition”

Assessment: Can students accurately recite the chant? Teacher observation

Body Percussion

Standards Being Addressed: MU:Pr6.1.5a Perform music, alone or with others, with
expression, technical accuracy, and appropriate interpretation.

Materials of Instruction:
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Activity Two: Students will be able to perform the poem accurately with the addition of body
percussion.

● We will review the poem

○ “Do we all remember the poem “For Want of a Nail” we learned last time? I’ll say
it once while you pat along”
■ I will say the poem once while the class pats the beat so they can review
the poem
○ “Ok do you think you remember all of it” Review any sections if necessary “Lets
do it together”
■ We will all pat the beat and say the poem.
● We will add in the claps on all the up beats and recite the chant over it GO SLOW
■ Learning the body percussion with the chant over it is easier than without
because the stomps and snaps (the more difficult actions) line up on the
same word every time which makes it easier to remember
■ The pats have already been learned because that was what we used to keep
the beat
○ “Watch me and join when you’re ready” do the pats and the claps
○ When the class is comfortable I will add the chant over the body percussion and
then invite the class to join
■ “Do you think you guys can do the chant too? Let’s try it”
● We will add the in the snap on beat four (GO SLOW)
○ “I’m going to do something different, listen for what’s new and what word it
happens on”
○

● “What was new?” SNAPS “What word in the chant goes with the snaps?” LOST
“Yeah! Everytime we say lost we also snap, can we try to do that all together?”
● WE will do it all together

● We will add in the stomps on the and of four

○ “Ok I’m going to change one more thing, listen for what’s new and what word it
happens on”
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● “What was new?” STOMPS“What word goes with the stomps?” FOR “Exactly!
Everytime we say “for” we’ll stomp. Let’s try it all together!”

● We will perform the whole chant all together

○ “Great job! Let’s try the whole thing all together!”

Assessment: I will observe the class recite the chant with the body percussion to ensure
everyone is doing it accurately

Closing: Great job learning the new body percussion parts! We will do more with it next time!

Objective: Fifth grade students will improvise rhythmically using “For Want of a Nail”, within
the parameters of one measure in 4/4 time.

Standards: MU:Pr4.2.5a Demonstrate understanding of the structure and the elements of

music (such as rhythm, pitch, form, and harmony) in music selected for performance.

MU:Pr6.1.5a Perform music, alone or with others, with expression, technical accuracy, and
appropriate interpretation.

Materials for Instruction:

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Activity Three:
Review Chant
● “Do you remember the chant we learned last time” (probably not) “Let’s go through the
words again”
○ Go over the words, address any parts that need to be relearned
Review body percussion
● “Now that we went over the chant, do you remember the new body percussion we had?
Watch me and see what you remember.” Do chant with percussion “What word did we
stomp on? What word did we snap on? Let’s try it together”
Add in improv between phrases
● “Now I’m going to do something new” Do chant with body percussion improv between
phrases “what did I do? Can we all try that?”
● Have everyone do improv between phrases, pat during the improv and be strong on the
pick up so they come back in on time, repeat if necessary
Take turns improving
● “This time we’re going to take turns doing the improv, I’ll go first who wants to do the
second line ect. When someone is improving I want everyone else to do just the pats ok?
Let’s try it!” Repeat as necessary
Final run
● “Ok let's do the whole thing but this time I’m not going to improvise with you. Ready?”
(determine who will take the first slot)

Assessment: Students will improvise on measure in 4/4 time, teacher will observe.

Closer: Great job! I loved all the rhythms you came up with and thought they really added to the
chant!
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Lesson 2: The Jolly Miller

Standards Being Addressed: MU:Pr6.1.5a Perform music, alone or with others, with
expression, technical accuracy, and appropriate interpretation.
Improvisation:
MU:Cr1.1.3b Generate musical ideas (such as rhythms and melodies) within a given
tonality and/or meter.

Materials:

Change last line to say “one steps forward and the other steps back”
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Warm Up in 2/4

Pass rhythms
● Teacher plays on measure of rhythm in 2/4 on rhythm sticks over 2/4 backing, student
echos rhythm then improvises another measure of rhythm
○ Teacher does this around the room with all students
Teacher rhythm options:

Activity One

Objective: Fourth grade students will recite the sing “The Jolly Miller” with accurate words,
rhythm, and a steady beat.
Lesson Sequence:
● Introduce the song
a. Students will listen as I sing the song three times asking questions after each
repetition.
i. Who lived by himself? Where are his hands? GET A RESPONSE.
● Talk about song’s history and words
a. Talk about what a miller is and their tools etc
i. A miller is someone who grinds grain for bread, they use a wheel to grind
the grain (wheel in the song)
ii. https://www.danielsmill.co.uk/the-miller-milling-terms
● Echo the song. This will help students get familiar with the song
● Students will echo each phrase of the song
i. “Let’s learn this poem. I’ll go first and then I’ll point at you when it’s your
turn!” Point at yourself and then at the students on their turn. Repeat until
all students can echo it accurately
1. T: “there was an old miller who lived by himself”
2. S:“there was an old miller who lived by himself”
ii. Echo the second phrase. Repeat as necessary
1. T: “wheel rolled around and he gained all his wealth”
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2. S: “wheel rolled around and he gained all his wealth”

iii. Echo the third phrase. Repeat as necessary
1. T: “One hand in the hopper and another in the sack”
2. S: “One hand in the hopper and another in the sack”
iv. Echo the fourth phrase. Repeat as necessary
1. T: “Ladies step forward and gents step back”
2. S: “Ladies step forward and gents step back”
● Fill in the blank. This will help students get more familiar with the form of the chant and
when words repeat.
a. Students will fill in the word I leave out of the song. I will leave out the noun
following for “want of a” and emphasize this noun when I say it in the previous
line. GO SLOW. POINT.
i. “Now, when I leave a word out I want you to fill it in” POINT WHEN IT
IS THEIR TURN
1. T: there was an old miller who lived by ____
2. wheel rolled around and he gained all his_____
3. One hand in the hopper and another in the ____
4. Ladies step forward and gents step _____
● Extended fill in the blank
a. I will chant the first half of the phrase and the students will fill in the last half.
i. “Let’s do that again but this time you’re going to fill in a little bit more”
POINT when it is their turn. GO SLOW
1. There was an old miller who_____
2. Wheel rolled around and he________
3. One hand in the hopper and _____
4. Ladies step forward and ______
● I will say the chant out loud on my own while students continue to pat the beat
a. “I’m going to sing the song out loud one more time, listen for any parts that you
may have trouble with.”
● Audiation
a. Students will think the Song in their heads
i. “Now I want you to think through the chant in your head. Ready, set go (in
time)”
b. Ask if there were any phrases they forgot and echo those phrases as necessary
i. “Was there anything you forgot?” “Lets do that part together one more
time”
● Assessment
a. Students will accurately sing the song on their own. I will observe to make sure
everyone knows it. We will review any area where mistakes were made
i. “Ok let's do the whole thing! Read?”
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Closure: “Great job learning this song!!”

Assessment: Can students accurately sing the song? Teacher observation

“Jolly Miller” Instrumental Arrangement

MU:Pr5.1.3b Rehearse to refine technical accuracy, expressive qualities, and

identified performance challenges.
MU:Pr6.1.3a Perform music with expression and technical accuracy.

Materials: Xylophones (with F and C removed) and hand drums

● “We’re going to add some accompaniment to ‘The Jolly Miller!’ We’ll start with hand
drums then add in xylophones. Listen to me play the hand drum part first!”
○ Teacher models hand drum part while singing
● “Okay let’s learn this part!”
○ Teacher teachers hand drum part phrase by phrase, modeling first and having
students echo, then stringing the phrases together until whole song is learned
● “Can I hear just you play this part?”
○ Assessment: Can class play hand drum part accurately? Teacher listens and
observes, addressing any problems before moving on
● Teacher splits class in half “How about this half of you sing the song and this half play
the hand drum part” teacher observes and then switches halves
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“Now that we’ve got the hand drum part down let’s switch to xylophone”
● Teacher plays whole xylophone accompaniment
○ “Did you hear any parts that were the same as the hand drum part”
● “Let’s learn this part”
○ Teacher teaches xylo part one phrase at a time, modeling each phrase, then telling
the students the notes, then stringing phrases together, repeating any phrase/s as
necessary
● “Great job! Can I hear just you guys play this part”
○ Assessment: Can class play xylo part accurately? Teacher listens and observes,
addressing any problems before moving on
● Teacher splits class into thirds, one third singing, on third on hand drum, on third on xylo,
class performs all parts at once and rotates so everyone does everything

Rhythmic Improvisation

● “Can you play the accompaniment for me and I am going to do something different”
○ Class plays accompaniment, teacher improvises on hand drum
● “What did I do?” “Do you want to try? How about those of you who are on xylophones
play the accompaniment and those of you on hand drums do some improvising and then
we’ll switch”
○ Students improvise on hand drums over accompaniment
● “Does anyone want to try by themselves?”
○ Teacher picks volunteers and gives them on order, rest of class plays either xylo
or hand drum accompaniment
● “Let's have each half improvise together one last time!”
● Assessment: Can students improvise in 2/4 for 8 bars? Teacher observes
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Cripple Creek
Grade Level: Fourth
Improvisation:
MU:Cr1.1.3b Generate musical ideas (such as rhythms and melodies) within a given
tonality and/or meter.
Song/Arrangement/BP:
MU:Pr5.1.3b Rehearse to refine technical accuracy, expressive qualities, and
identified performance challenges.
MU:Pr6.1.3a Perform music with expression and technical accuracy.
Materials: First verse only

Warm Up
● Echo rhythms using different body percussion over 2/4 backing track
○ Teach does rhythm using a combination of stomps, pats, claps, and, snaps, class
echos
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● We’re going to learn a new song today! Listen to me sing it and see if you can tell me
where the narrator is going to”
○ Teacher sings Cripple Creek
Background on the Song/Words

https://kodaly.hnu.edu/song.cfm?id=1224
Play original recording
● “This is a bluegrass song from Appalachia. Let’s look at the Appalachian region on a
map. Bluegrass music is originally from this region. This style uses lots of cool
instruments like banjos, fiddles, guitars, and harmonicas.”

Learn Cripple Creek

● Listen to me sing it one more time and see if you can hear a part the repeats (first two and
last two lines)
● Echo
○ Teacher sings two measures, class echos, repeat each phrase as necessary,
● Fill in the blank
○ Teacher leaves off last word of each line, students fill it in, repeat as necessary
● Extended fill in the blank
○ Teacher sings first measure of each two measure phrase, students fill in last
measure of each phrase, repeat as necessary
● Audiate it
○ Teacher gives starting note and asks what first word is
○ “Was there any part you couldn’t remember”
■ Go over those parts
● “Let’s sing the whole thing together”
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○ Assessment: Can the class sing the whole thing with accurate pitch and rhythm?
Teacher observes, if not go back and review parts students had trouble with

Body Percussion

● “Let’s add some body percussion to the Cripple Creek! Watch me and see if you notice
any parts that repeat”
○ Teacher sings and does body percussion
● “Let’s learn it! We’ll start with the first two phrases (first 4 measures). Can we sing those
first? ”
○ Students and teacher sing first four phrases, repeat as necessary so class knows
what they are
○ “Watch me and join when you’re ready”
■ Teacher does body percussion for first two phrases, class joins when ready
○ “Great job! Can we do that with the song now?”
■ Class sings and does BP, repeat or slow down as necessary
○ “Let’s learn the next two phrases! Can we sing those first”
■ Class sings second two phrases
○ “Watch me do the percussion and join when you’re ready!”
■ Class watches and joins when ready
○ “Great job! Can we put the two parts we learned together without singing”
■ Class does only body percussion for first 4 phrases, repeat/clarify when
necessary
○ “Let’s add the singing!”
■ Class sings and does body percussion for first two phrases
○ “Watch me do the last two phrases and see if it’s similar to something we did
before”
■ Teacher does last two phrases, same as first two
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○ “It’s the same as the first two phrases! Can we do the whole thing?”
■ Class performs whole song with BP, repeat/clarify as necessary
Assessment: Can class sing and do body percussion for Cripple Creek accurately? Teacher
observe
Rhythmic Improvisation

Add in improv during B section (phrases 3 and 4)

● “Now I’m going to do something new” Teacher sings Cripple Creek with body
percussion improv in place of the B section. “what did I do? Can we all try that?”
○ Have everyone do improv in place of B section, maintain stomps during improv to
keep a steady beat
● Take turns improving
○ “This time we’re going to take turns doing the improv! We’ll alternate between
singing the first two phrases and having someone improvise, I’ll go first, who
wants to go next?”
Final run
● “Let’s go through the whole thing one more time with everyone improvising at the same
time!”

Assessment: Students will improvise four measures in 2/4 time, teacher will observe.

Closer: Great job! I loved all the rhythms you came up with and thought they really added to the
song!
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Present
Sixteenth Sixteenth Eighth/Eighth Sixteenth Sixteenth
“For Want of a Nail”

Grade level: Four

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

Step 1- What do they already know?

Materiels:

● Review sixteenth and eighth notes in “The Paw-Paw Patch”

○ “Do you guys remember this song? Can we pat the beat on our laps and sing
through it?” Notation is displayed on the board
○ After singing through it with lyrics, teacher and class go through and label all the
rhythms using both standard notation names and rhythmic syllables,
■ eight - tadi sixteenth-takadimi quarter- ta
○ “Can we sing through it on the rhythmic syllables while we pat the beat?”
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Step Two: How can I draw their attention to the new thing?
Objective: After chanting “For Want of a Nail” fourth grade students will identify what rhythm
is different from eighth, 4 sixteenth, and quarter notes.
Materials:

For want of a nail the shoe was lost

For want of a shoe the horse was lost
For want of a horse the battle was lost
For failure of battle the kingdom was lost
All for the want of a horse shoe nail
● “Let’s go through that chant we learned earlier and pat the beat while we say it”
○ Words are displayed on the board
● “Did you notice any similar rhythms to the ones in “The Paw Paw Patch?”
○ “Some of you heard eighth and sixteenth notes, maybe a few quarter notes.”
● “Let’s go through it line by line and see if we can figure out what rhythms are happening
here”
○ Class and teacher pat the beat and say the first line, listening for rhythms
○ Hopefully, there is confusion about the sixteenth-sixteenth eighth rhythm
● “Is that rhythm on ‘want of nail’ the same as one we heard in “The Paw-Paw Patch?”
No/kind of “What’s different about it? Is it four sixteenth notes? Is it two eighth notes?
what is it? Let’s circle those words and do the next line and see if it comes back”
○ Class and teacher pat and chant the next line and repeat questioning, circling
words with new rhythm
● “Let’s do the third line” “Were there some different rhythms than four sixteenth notes and
two eighth notes in there? Were those rhythms different from the other ones we circled?
Listen to the other one we noted and see if you can tell”
○ Teacher chants “want of a nail” and the third line
○ “Did some of those words have a different rhythm from the other ones in the
chant? Which one? (battle) lets circle that one in a different color so we know it’s
different from our other new rhythms”
● “Let’s do the second to last line” “Were there some different rhythms than four sixteenth
notes and two eighth notes in there? Were those rhythms different from the other ones we
circled? Listen to the other one we noted and see if you can tell”
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○ Teacher chants and pats ‘want of a nail’ and the second to last line back to back so
class can hear the difference
● “It was different wasn’t it? Was it the same as our other different rhythm in line three?
Let’s check” Teacher chants ‘battle’ and line four back to back “they’re the same aren’t
they?”
● “Let’s check the last line” Repeat process with last line of chant

Assessment: Can students aurally identify the new rhythm is “For Want of a Nail?” Students and
teacher circle the words with the new rhythm

Step 3: Label and present the concept visually

Objective: Students can identify sixteenth sixteenth eighth and eighth sixteenth sixteenth
rhythms using a visual symbol.
Materials:

● “Those different rhythms that we circled were two sixteenth notes and an eighth note in
one beat. If we know that two eighth notes are in one beat and four sixteenth notes are in
one beat, how many sixteenth notes do we think are in one eighth note?” (Two) “Yeah!
So two sixteenth notes and one eighth note make one quarter note! Can you see where
those new rhythms are in the chant?”
○ Teacher displays visual and visual beat diagram on board
● “Which of these new rhythms is sixteenth sixteenth eighth and which ones are eighth
sixteenth sixteenth? Can we circle them?” Class point out which is which on diagram and
teacher circles them in colors corresponding to ones used in step 2
 26

● Another way we can say these rhythms is taka-di and ta-dimi. Which one do you think is
which? Is taka-di a half shoe and two nails, an eighth and two sixteenths or two nails and
an eighth? What about ta-dimi?
Assessment: Can students identify the sixteenth sixteenth eighth and eighth sixteenth sixteenth
rhythms using the visual symbols? Class points out which rhythms are new on visual and circles
them.

Step Four: Label and present with standard notation

Objective: Students can identify sixteenth sixteenth eighth and eighth sixteenth sixteenth
rhythms using standard notation.
Materials:

● “Here’s another way we can show those rhythms! Can you see the new rhythms in the
song? Let’s circle them again.”
○ Class points out new rhythms and teacher circles them in the same colors as step
2.
● “Notice how the beam shows one whole beat just like it does with two eighth notes and
four sixteenth notes”
Assessment: Can students identify new rhythms in standard notation? Class points them out and
teacher circles.

Step 5: Reinforce new concept

Activity: Using the marked standard notation of “For Want of a Nail,” students will play
different rhythms of the piece on hand drums.
Materials:
 27

● “Let’s get out some hand drums! We’re going to play the rhythm of the chant while we
chant it!”
● “This time let’s only play the ta-dimis, the eighth sixteenth note rhythms, on the hand
drum while we chant. What color did we circle those in? (green) Right! Can we practice
just that rhythm first? (students and teacher tap just the ta-dimi) Ok let’s give the whole
chant a try!”
○ Repeat as necessary
● “This time let’s do only the taka-dis. What color did we circle those in? (Red) Right!
Let’s try that”
○ Repeat as necessary
● “Can half of you play the taka dis and the other half play the ta-dimis then we’ll switch?”
○ Repeat as necessary
● “How about this third of you play the eight notes, this third play the ta-dimis, and this
third play the taka-dis, and we all play the quarter notes? Then we can switch parts”
○ Repeat as necessary
● “Awesome job! Let’s have everyone play the whole thing one last time!”
Closer: “Great job today guys! You did so well figuring out those eighth sixteenth sixteenth
rhythms!”
 28

Practice

Lesson Five:
Writing Rhythms Worksheet

Grade: 4
Objective: Fourth Grade students can recognize and write eighth sixteenth sixteenth and
sixteenth sixteenth eighth rhythms.
Standard: 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: Worksheet

Warm Up
Students will echo rhythms containing the concept from teacher on pats and claps.
Rhythm Bank:

● “Do you guys remember these rhythms?”

○ Eighth sixteenth sixteenth and sixteenth sixteenth eighth rhythms are displayed on
the board
● “What are they? (class answers) Yeah! Do you remember which one is which? How can
we tell?
○ Class discusses how to differentiate and how to see the eighths and sixteenths in
the notation
● “How do we say those rhythms? Let’s start with this one” (taka di, ta dimi)
● “Can we practice writing them? Let’s all come up to the board and practice, grab a
marker!” (or use individual white boards if available)
○ Teacher walks class through how to draw the rhythms and where each rhythmic
syllable is in the rhythm
● “Let’s do this worksheet!”
○ Teacher walks class through worksheet, asking guiding questions as students fill it
out on their own
■ How can we tell the difference between the rhythms
■ How many beats does this rhythm get?
 29

■ How many beats are in the measure you get to compose?

● Let’s turn in the worksheet! I bet you guys did so well getting this down! I’m so excited
to see the measures you created!

Assessment (POST ASSESSMENT): Can students write eighth sixteenth sixteenth and sixteenth
sixteenth eighth rhythms? Students fill out a worksheet for the teacher to assess.
 30

Writing Rhythms Worksheet

Can you write the eighth sixteenth sixteenth rhythm? Write it on the staff!

Can you write the sixteenth sixteenth eighth rhythm? Write it on the staff!

Can you write TA DIMI? Can you write TAKA DI?

Can you make up your own measure using these rhythms?

 31

Lesson Six
Cripple Creek Revisited

Grade 4

Standards: MU:Cr2.1.4a Demonstrate selected and organized musical ideas for an

improvisation, arrangement, or composition to express intent, and explain connection purpose
and context.
MU:Cr2.1.4b Use standard and/or iconic notation and/or recording technology to document
personal rhythmic, melodic, and simple harmonic musical ideas.

Objectives: Fourth grade students can compose a four bar rhythmic phrase in 2/4 using at least
one eighth sixteenth sixteenth or sixteenth sixteenth eighth rhythm

Materials: Hand drums, rhythm sticks, egg shakers (rhythmic instruments)

 32

Warm Up
Students will say rhythms displayed on rhythm cards using rhythmic syllables.
Rhythm Cards:

Activity One
Reteach Cripple Creek, show notation and circle new rhythms

● “Do you guys remember Cripple Creek? Let’s sing it together and pat the beat”
○ Class and teacher sing it together and go over any parts students forgot
● “What rhythms did we hear in there? (waits for response) Did we hear any sixteenth
sixteenth eighth rhythms? Let’s sing it one time and see if you notice any.”
● “Where did you hear those rhythms? Let’s look at the music and see if you were right”
○ Teacher shows notation and identifies the sixteenth sixteenth eighth rhythms with
the class
● “What other rhythms does this song use? What rhythmic syllable is that again?”
○ Teacher writes rhythms and rhythmic syllable (takadimi system) on board

Activity Two

Students compose four bars of rhythms including at least one eighth sixteenth sixteenth or
sixteenth sixteenth eighth rhythm in groups of three to go over the B section of Cripple Creek.

● “Last time we sang Cripple Creek we did something different during the middle section.
What did we do? (improvised) Yeah! This time instead of improvising we’re going to
compose. What’s the difference between improvising and composing? (wait for response)
● “Yeah! Instead of making it up as we go, composing is when you plan it out ahead of
time so you can perform it over and over again the same way. Do you think you can write
down your compositions? You can use symbols, notation, or the rhythmic syllables. The
notation and syllables are up on the board for you to see!”
● “I’m going to challenge you to use only rhythms from the song and you have to use one
of our new rhythms at least once. Does that sound like something you can do? We wrote
them all down on the board so you can use that to help you out.”
● “Let’s pick some instruments and then get into groups of three to compose during the
middle section. How many measures are there for you to compose? (4) How many beats
 33

are in each measure? (2) So you’ll need to compose 8 total beats! Each of the rhythms on
the board is one beat long so you can use 8 of those.”
○ Cripple creek sheet music with a blank middle section is shown on the board. 2
four backing track is played while students work
○ Teacher moves around the room and listens to each group to give help and keep
everyone on task
● “Let’s share what we have! We’ll sing the first part then listen to the composition then
sing the second part. Who wants to go first?”
○ Class sings and shares compositions, and the teacher asks questions about what
they came up with after each group goes.

Assessment (POST ASSESSMENT): Can students compose four bars in 2/4 using one of the
new rhythms? Teacher observes.

Great job today guys! I loved all your compositions

 34

Lesson Seven Part 1

Learn “Simple Gifts,” WMP

Grade: 4
Standards: MU:Pr6.1.5a Perform music, alone or with others, with expression, technical
accuracy, and appropriate interpretation.
MU:Pr4.2.4b When analyzing selected music, read and perform using iconic and/or standard
notation.
Objective: Fourth grade students can identify sixteenth sixteenth eighth and eighth sixteenth
sixteenth rhythms in “Simple Gifts” using notation.
Materials:
 35

Warm Up
Students will come up to the board and write the rhythmic syllables above rhythm cards.

● “We’re going to learn a new song today! It goes like this”

○ Teacher sings “Simple Gifts”
● “What are the three gifts in the song? Listen again. What does the song say will be our
delight? How does the song say we’ll come round right? Listen one more time”
● “This song has a lot of words so I’m going to put the lyrics up on the screen to help you
out”
● “Let’s do some echoing!”
○ Teacher and class echo every two bars, repeating as necessary
● “I’m going to sing part but I’m going to leave a word out for you to fill in”
○ Teacher leaves off last line of phrase for students to fill in, repeat as necessary
● “I’m going to leave out a couple of words this time. Do you think you can fill them in?
○ Teacher does two bars, class sings next two bars
● “Let’s sing it in our heads! If you need to use the words that’s ok, if you want a challenge
try doing it from memory!”
○ Class audiates song
● “Was there anything you had trouble remembering? Could you sing the melody in your
head and the words?”
○ Repeat any problem parts
● “Let’s sing the whole thing all together!”
● “This song has one of our new rhythms in it a couple times. Can anyone guess where?
Let’s sing it and pat the beat to see if you can figure it out”
● “Any guesses? Let’s look at the sheet music to see if you were right!”
○ Teacher puts complete notation on board, class checks their guesses and identifies
where the concept is in the piece.
● “Great job! Now that we’ve spotted those new rhythms, let’s sing it one more time!”

Assessment: Can students identify concept in notation? Teacher calls on students to circle it on
board. Can students sing “Simple Gifts” accurately? Teacher observes.
 36

Lesson Seven Part 2

WMP with “Simple Gifts”
Objectives: Students can play “Simple Gifts” on xylophone, students can create their own
arrangement of “Simple Gifts”
Standards: MU:Cr2.1.4a Demonstrate selected and organized musical ideas for an
improvisation, arrangement, or composition to express intent, and explain connection to purpose
and context.
MU:Pr6.1.5a Perform music, alone or with others, with expression, technical accuracy, and
appropriate interpretation.
Materials: Xylophones, notation, various percussion instruments (whatever is on hand)

● Attentive Listening
○ “We just learned one version of “Simple Gifts” but there’s lots of versions of this
song! One of the most well known ones is from a ballet by a composer named
Aaron Copland. Let’s listen to this one and I want you to think about what
different instruments you can hear.”
■ Class listens to Aaron Copland’s “Appalachian Spring” and tries to
identify the instruments
○ “Let’s listen again and this see if you can hear how many times the piece speeds
up or slows down”
■ Class listens again this time for tempo changes
● Engaged Listening
○ “Can you hum along this time?”
■ Class listens and hums
● Integrated
○ “The song Simple Gifts was originally composed in 1848 by a man named Elder
Joseph Brackett in New Hampshire. He was a Shaker. Does anyone know what a
Shaker is? It’s a religion! It’s a kind of Chrisitanity and Shakers really value a
simple life. That fits with the song doesn’t it? Does anyone remember who
composed the version we just listened to? Aaron Copland! Aaron Copland was an
American composer who was born in 1900. This piece is a part of a ballet about a
pioneer family. Now it’s most well known as an orchestra piece. The music for the
ballet was composed in 1944.”
○ https://www.kennedy-center.org/education/resources-for-educators/classroom-reso
urces/media-and-interactives/media/dance/martha-graham--appalachian-spring/
○ “Let’s watch part of the original ballet!”
■ https://www.youtube.com/watch?v=nM5-CsI713g
● “Simple Gifts” starts at 17min
● Enactive
 37

○ “We already learned how to sing this song, let’s learn how to play it on
xylophones! Was the whole song fast in the version we just listened to? (no)
When was it slowest? (At the end) That’s the part we’re going to learn first!”
○ “Let’s start by saying the note names out loud and patting the rhythms. I’ll write
the note names above the notation to help you out. Let’s start with just the line”
■ Students pat rhythms on and say note names slowly but in time.
○ “Can we find all those notes on the xylophone? Let’s go one note at a time”
■ Teacher calls out note names one at a time to make sure everyone can find
them on the xylophone
○ “Let’s try playing it in time! Keep saying the note names and we’ll go slow!”
■ Class plays and says note names slowly, repeat as necessary
○ Repeat for each line, stringing together each line until class can play whole song.
If possible, speed up, if not keep it slow.
● Creative
○ “Did the version we just listened to have only one instrument playing the whole
time? (no) No it didn’t! It had lots of instruments playing! Can we add some other
instruments in? (Let students choose from what is available, mostly percussion)
Does anyone have any ideas of some that would sound good with our xylophone
part? Where would those fit? How do we want to work that in with the song?
Should we do the xylophone part twice? Do we want to do it once fast and once
slow like in the one we listened to? Is there a place where we can use the new
rhythm we learned?”
■ Students give ideas for new parts using different instruments to create a
class arrangement of the “Simple Gifts” melody, teacher facilitates and
helps students to notate their ideas on the board, pushes students to
employ concept in their arrangement
○ “Let’s perform our arrangement!”

Assessment: Can students create their own arrangement of “Simple Gifts?” Teacher observes

“That was so great guys! There are lots of versions of this piece out there and I’m so happy I got
to help you make one too!”
 38

Lesson Eight
“The Jolly Miller” Revisited
Warm up: While a backing track is playing, pat rhythms shown on rhythm cards by the teacher
Rhythm cards:

Grade Level: 4
Objectives: Fourth grade students can identify the eighth sixteenth sixteenth and sixteenth
sixteenth eighth rhythms in “The Jolly Miller”
Standards: MU:Pr6.1.5a Perform music, alone or with others, with expression, technical
accuracy, and appropriate interpretation.
Materials: Chairs
 39

Warm Up

The class will echo on measure rhythms containing the concept on rhythm sticks. Then the
teacher will play one measure of rhythm on rhythm sticks and one at a time the students will
echo the measure and add their own measure of rhythm in response. The teacher will go around
the room until every student has echoed and improvised.

Activity 1
● “Do you remember “The Jolly Miller”? Let’s sing it together!
● “Some of those rhythms sound pretty familiar right? Can we sing it again and can you
listen for our new rhythm? Someone remind me what that new rhythm is.”
○ Class sings it again listening for the concept
● “Where do you think you heard it? Let’s check!”
○ Teacher displays notation on the board.
● “Do you see the new rhythm? Can someone come up and circle it in the music”
○ Teacher calls on volunteer(s) to circle new rhythm in notation
● “Let’s sing it one more time!”
Assessment: can students identify the eighth sixteenth sixteenth and sixteenth sixteenth eighth
rhythms in “The Jolly Miller”
Activity 2
● “Can we play a game with this song? Here’s how it’s going to go:”
○ One person stands in the middle while one the others march in time in a circle
around this person, one for fewer chair or other item to sit on than people are on
the outside of the circle
○ After the song ends, the students on the outside sit down, the last person standing
is the new “miller” in the middle
 40

Lesson Nine
“Old Betty Larkin”
Grade Level: 4
Objectives: Students can identify the sixteenth sixteenth eighth and eighth sixteenth rhythms in
“Old Betty Larkin” and accurately sing the song using rhythmic syllables
Standards: Standards: MU:Pr6.1.5a Perform music, alone or with others, with expression,
technical accuracy, and appropriate interpretation.
Materials:

Warm up: Students will identify rhythmic syllables from rhythms teacher shares on rhythm
cards
 41

Activity One
● “We’re going to learn a new song today guys! It’s called ‘Old Betty Larkin’ and it has a
game that goes with it!”
● “Listen to me sing it first and see if you can hear how many times it says ‘Old Betty
Larkin’
○ Teacher sings song, class listens for how many time ‘Old Betty Larkin’ is said
● “I’m going to sing it one more time, see if you can tell me what Old Betty Larkin is
doing”
● “Let’s do some echoing!”
○ Teacher sings each line and students echo, repeating as necessary
● “Awesome job! This time I’m going to leave off a word at the end of the line and you fill
it for me”
○ Teacher leaves off the last word of each line for students to fill in
● “Great! This time I’m going to leave off a few more words, see if you can fill them in for
me!”
○ Teacher leaves off last measure of each two measure phrase
● “Amazing! Can we sing the song in our heads? Let’s try it! Was there anything you
forgot?”
○ Class audiates song, then teacher addresses any parts the students forgot
● “Let’s sing it all together!”
○ Assessment: Can class sing “Old Betty Larkin?” Teacher observes
● “Here’s what this song looks like! Do you recognize any of the rhythms?”
○ Teacher puts notation on the board, students identify rhythms
● “Let’s go through and mark these rhythms with their rhythmic syllable”
○ Teacher guides class through identifying each rhythm and marking them with its
syllable, drawing attention to the concept
● “Instead of the words can we sing the syllables instead? Let’s give it a try!”
○ Class sings ‘Old Betty Larkin on rhythmic syllables
Assessment: Can identify the rhythmic syllables for each rhythm and sing “Old Betty Larkin” on
rhythmic syllables? Teacher observes
● “Great job! Are you ready to play the game?”
Activity Two
● “Here’s how the game works:”
○ Students get into partners with one or two people left over (depending on if it is
an odd or even numbered class)
○ The whole class sings the song during the game
○ The partners skip around the room together, while the leftover people skip by
themselves. At the end of the song, the leftover students ‘steal’ a partner from
 42

someone else. The now partner-less students take the place of the previous ones
and skip around looking for a partner to steal

Lesson Ten
San Serefin- WMP
Grade Level: Four
Objectives: Students can identify the eighth sixteenth sixteenth rhythm in notation and its
corresponding lyrics, students can create lyrics that match the prompt and style of the song.
Standards: Standards: MU:Cr2.1.4a Demonstrate selected and organized musical ideas for an
improvisation, arrangement, or composition to express intent, and explain connection to purpose
and context.
MU:Pr6.1.5a Perform music, alone or with others, with expression, technical accuracy, and
appropriate interpretation.
MU:Cr1.1.4a Improvise rhythmic, melodic, and harmonic ideas, and explain connection to
specific purpose and context (such as social and cultural).
Materials:
 43

Warm Up
Students read rhythm cards and play rhythms on rhythm sticks. The warm up begins with the
whole class reading rhythms and ends with the teacher observing each student reading and
playing rhythms to ensure everyone can read and play the eighth sixteenth sixteenth and
sixteenth sixteenth eighth concept.
Rhythm Cards:

POST ASSESSMENT CHART:

Student Could they Two eighth Four Eighth Sixteenth

Name read and play notes sixteenths sixteenth sixteenth
the: Quarter sixteenth eighth
note (Y/N)

● “We’re going to learn a new song today! It’s called San Serafin!”
● Attentive Listening-https://kodaly.hnu.edu/song.cfm?id=934
○ “Let’s listen to it first and see if you hear how many times they sing “San Sarafin”
○ “Let’s listen one more time and see if you can figure out what language it might
be in.”
● Engaged Listening
○ “Can you hum along while we listen to it this time?”
● Integrated
○ “This is a children’s song from Mexico but different versions of it are sung in lots
of Spanish speaking countries. This version of it is from Puerto Rico! Let’s find
Mexico and Puerto Rico on a map. This version of the song is about listening and
different occupations. In the first part the singer gives an action for other people to
do and in the second part they say a job and the other people act out what the job
is. Here’s a video of some people singing the song and playing the game!
https://youtu.be/i1VSAegysZ8 Let’s look at the lyrics in Spanish and in English!
 44

■ Teacher puts up both set of lyrics as well as notation

○ “Do you see any rhythms you recognize? Do you see our new rhythm in there?
Where?”
■ Assessment: Can students identify sixteenth eighth eighth in written
notation? Teacher calls on volunteers to point out the rhythm
● Enactive Listening
○ “Let’s learn to sing it in Spanish, you can use the notation to help you!”
■ “I’ll sing a line then you sing it back!”
● Teacher sings a phrase and students echo, repeat as necessary
■ “Can you fill in the word I leave off?”
■ “I’m going to leave off a couple words this time, can you fill them in for
me?”
■ “Let’s sing it in our heads? Did you forget anything? Let’s go back and
check!”
■ “Let’s sing it all together!”
■ “What words get our new rhythm?”
● Assessment: Can students sing “San Sererin” accurately and
identity the lyrics that match the eighth sixteenth sixteenth rhythm?
Teacher observes
● Create
○ “This song uses different professions in the second part. Can we come up with our
own lyrics that fit? What other jobs could we use? What action could we do to
represent that job
■ Class comes up with other jobs and actions that fit in the second part,
teacher facilitates
○ “Those are some great ideas! Let’s put those in. We’ll sing the first part in Spanish
then we’ll do the lyrics and actions you came up with. We’ll switch between the
parts until we sing all of your ideas!”
 45

Post Assessment

Students learned to write eighth sixteenth sixteenth and sixteenth sixteenth eighth rhythms in
standard notation and identify the rhythms based on their rhythmic syllable. See lesson five
worksheet.

Student Name Could student write eighth sixteenth sixteenth

and sixteenth sixteenth eighth rhythms in
standard notation (Y/N)

Students will compose their own music using eighth sixteenth sixteenth and sixteenth sixteenth
eighth rhythms and write them down using standard notation, symbols, or rhythmic syllables.
See lesson six compositions.

Students can read and play rhythmic phrases containing the concept. See lesson 10 warm up.

Student Could they Two eighth Four Eighth Sixteenth

Name read and play notes sixteenths sixteenth sixteenth
the: Quarter sixteenth eighth
note (Y/N)