Lesson One: Time Signatures

Unit: Rhythm Composition

Materials
Student Materials: Pencil (Provided to Student)
Teacher Materials: Guided Notes, “Guess That Time Signature” Presentation, Projector, Chalk, Chalkboard, Lesson Notes, Drum/Drumstick

Standards & Objectives

Standard Objectives
Ohio Music Standard: 1. Students can interpret various simple time signatures.
6.2CR Compose rhythm patterns and simple 2. Students can apply vocabulary words related to the lesson.
melodies in a variety of meters using stand, 3. Students can demonstrate proper discourse on the steps they took to determine a
or iconic notation. time signature after listening.

Assessments
Assessment Related Type Procedures/Feedback
Objective
A. Individual Practice Examples Objective #1 Formative I will collect the guided notes from the students and look over their
in Guided Notes – Assessing Objective #2 Written answers for the individual practice sections. I will give written
Time Signature Knowledge & Informal feedback on the guided notes where necessary and discuss
Vocabulary misconceptions and corrections with individual students during the
next lesson.
B. “Guess That Time Signature” Objective #1 Formative I will listen for whether students use proper discourse to answer what
Activity – Assessing Discourse Objective #2 Performance meter they think the song is in. I will give immediate oral feedback to
Use Objective #3 Informal help students meet the objective if improvement is needed.
Prerequisite Knowledge & Skills
Prerequisite Knowledge Needed:
Prerequisite Skills Needed:
For this lesson, students need to be able to recall what note types are when presented with a visual or
aural description of the note (i.e. quarter note, half note, eighth note, etc.) and will understand a few
basic elements of music notation, including the concept of bar lines and measures.
For this lesson, students need to be able to count rhythms in simple duple, triple, and quadruple meters
and be able to chant rhythms using Kodály rhythm syllables when presented with them visually. Students
also need to be able to tap a steady beat.

Lesson Procedures
Before Class Steps:
Intro/Transition
Activities:
 I need to develop the guided notes and the “Guess That Time Signature” presentation a few days before the
lesson.
 In the few minutes before the students arrive, I need to set out the guided notes, pull up the presentation on
the projector, and ensure that there is enough chalk for the learning tasks that utilize the chalkboard for
instruction and activities.
 Remind the students to grab a pencil on their way in if they forgot to bring one.
 If the students are struggling to focus on the lesson after their lunch period, I may choose to do a
focusing/energizing activity. I could use a rhythm canon activity, in which I perform a one measure body
percussion rhythm and the students echo it while I perform the next rhythm.
 The students and I will develop class expectations for this unit. I will ask the students to develop three
behavior and engagement expectations and write them on the board.
 Opening Question: What type of rhythmic notes do we know?

Learning Tasks Related Potential Barriers to UDL Solutions/

Objectives/ Learning
Assessments
Learning Task One: Note Duration Review Objective #2 Written text could
I Do: While passing out the guided notes for this lesson, I will ask the students a be a barrier for the
review question: What kind of notes do you know? (If the students need students with
prompting, ask them to think back to the last test they took or the notes they learning disabilities
have been practicing counting this year.) I will give the students a few minutes related to reading.
to answer. *Address half note/quarter note misconception.
Accommodations
All written text will
be read aloud to the
class and written
text will be limited
on the guided notes.
We Do: I will ask the students to look at the first page of the guided notes with Students may forget
the rhythm tree on it. I will ask the students questions about what the rhythm necessary supplies, Classroom supplies
tree represents and we will work through the first two pages together and fill like a pencil. will be readily
out the missing information. As a class, we will determine other ways we can available for all
represent the duration of each note on the rhythm tree. I will lead them to students.
numerical fractions (such as ½ for a half note), a pie chart (such as a whole
circle for a whole note) and writing down the durations with words (such as “a
quarter note gets 1 beat”).
You Do: The students will then finish filling out the note durations for the
rhythm tree in a time signature with a “2” as the bottom number. Students can
ask questions if they are unsure, or we can work through it together.
Learning Task Two: Time Signature Introduction Objective #1 Written text could All written text will
I Do: Have the students turn to the next page of the guided notes on time be a barrier for the be read aloud to the
signatures. Draw an example of a few different time signatures with rhythms on Assessment A students with class and written
the board (such as 3/2 with three half notes or 4/4 with four quarter notes). Ask learning disabilities text will be limited
the students if they can discover what each number of the time signature related to reading. on the guided notes.
means based on the examples.
We Do: After a few answers, explain what each number of the time signature Students may forget
means and have the students write this in their guided notes. necessary supplies, Classroom supplies
You Do: Give the students time to complete the individual practice on the last like a pencil. will be readily
page of the guided notes. This is a pre-assessment and students should work available for all
alone. students.
Learning Task Three: Dalcroze Meter Activity Objective #1 Students may be I will do the
I Do: Remind the students that we are looking at simple meters with top apprehensive to do movement activity
numbers of 2, 3, and 4. Engage the students in the upcoming activity by asking a movement activity with the students
them to produce a two-beat, three-beat, and four-beat motion to go with each at this age. and offer constant
meter. (Prompt them to think of sport motions since most of the class relates to positive
sports.) encouragement and
We Do: Ask students to stand up and push the chairs to the back of the room so reinforcement.
that there is ample space for movement. Tap a steady beat on the drum,
around 70 beats per measure. Tell students to step to the beat of what you play
on the drum for the entire activity. Remind students that they should not push
or knock into other students while moving through the room but should move
around one another.
 You Do: Once students are stepping to the beat well, ask them to add the
motions they assigned to each time signature when they hear them. To start,
say the counts (as in saying “one, two, one, two” for a simple duple meter) and
then as they become more comfortable let them recognize the meter on their
own. Once complete, ask the students to reset the room to its original layout
and find their desks.
Learning Task Four: “Guess That Time Signature” Activity Objective #1 Students can be I will allow students
I Do: Tell students that they will now apply what they learned to determine the apprehensive to to give their
time signatures for contemporary music. Break the students into six groups of Objective #3 share answers aloud answers verbally or
four (adjust based on attendance) and give each group a sheet of paper to because of shyness write them down.
record answers on. Assessment B or anxiety. Also, I will make it
We Do: Model the activity and example answers. Play the example slide. Start clear that there are
by tapping the steady beat, then transition to trying the motions the students no consequences
determined for the Dalcroze activity until one fits. Model discourse by saying: “I for wrong answers.
think this song is in three because I hear or feel a strong beat followed by two
weaker beats.”
You Do: Continue through the slides and play the examples. For the first few,
remind the class of the steps. After playing an excerpt from a song, have the
students discuss the answer in their groups. Listen for accurate discourse on
time signatures and meter. Give each team a point for a correct answer and no
points for wrong answers. Require that the answer be given using proper
discourse.

Closure Statement/Activity:  Quickly review how time signatures work and give a few more examples for students to practice.
 Thank the students for a great class and encourage them on their learning of new concepts.

Homework/Extension Activities:
 Optional Extension Activity: Encourage students to try to listen for time signatures in the music they listen to and come back to class
with some examples.
 Lesson Two: Extended Time Signatures & Rhythm Composition
Unit: Rhythm Composition
Materials
Student Materials: Pencil (Provided to Student)
Teacher Materials: “Missing Beat & Barlines” Worksheet, Blank Rhythm Flashcards, Chalk/Chalkboard, Lesson Notes

Standards & Objectives

Standard Objectives
Ohio Music Standard: 4. Students can interpret various simple time signatures.
6.2CR Compose rhythm patterns and simple 5. Students can articulate examples of composing.
melodies in a variety of meters using stand, 6. Students can compose a rhythm pattern using a simple time signature.
or iconic notation.

Assessments
Assessment Related Type Procedures/Feedback
Objective
C. “Missing Beats & Barlines” Objective #1 Formative Students will be asked to complete questions in small groups on the
Worksheet – Assessing Time Written worksheet after examples have been went through together as a
Signature Knowledge Informal class. The worksheet will be collected, and students will be given
written feedback on their performance.
D. “Composing or Not” Activity Objective #2 Formative Students will be asked to give examples and non-examples of
– Assessing Student Performance “composing”. I will observe the students and check for understanding
Knowledge of Language Informal of the word as a whole class. I will give immediate oral feedback on
Function their performance.
E. “Make Your Own Flashcard” Objective #3 Formative Students will compose a one-measure rhythm using a given time
Activity – Assessing Student Written signature. I will give immediate oral feedback as I walk around the
Skill of Composing Simple Informal room and look at their compositions. The compositions will be
Rhythms collected, and I will give written feedback on their final work.
Prerequisite Knowledge & Skills
Prerequisite Knowledge Needed:
Prerequisite Skills Needed:
Lesson Procedures
Before Class Steps:
Intro/Transition
Activities:
For this lesson, students need to be able to recall what note types are when presented with a visual or
aural description of the note (i.e. quarter note, half note, eighth note, etc.) and will understand a few
basic elements of music notation, including the concept of bar lines and measures. From the last lesson,
students will also need a basic understanding of time signatures and note duration in different meters.
For this lesson, students need to be able to count rhythms in simple duple, triple, and quadruple meters
and be able to chant rhythms using Kodály rhythm syllables when presented with them visually. Students
also need to be able to tap a steady beat. Students will also need decision making skills and group work
capabilities to complete various activities.
 I need to develop the “Missing Beats & Barlines” worksheet and the empty rhythm flashcard pages.
 In the few minutes before the students arrive, I need to set out the “Missing Beats & Barlines” worksheet,
the empty rhythm flashcard pages, and ensure that there is enough chalk for the learning tasks that utilize
the chalkboard for instruction and activities. Additionally, I will write the classroom expectations the
students developed for this unit on the board as a reminder.
 Remind the students to grab a pencil on their way in if they forgot to bring one.
 If the students are struggling to focus on the lesson after their lunch period, I may choose to do a
focusing/energizing activity. I could use a rhythm canon activity, in which I perform a one measure body
percussion rhythm and the students echo it while I perform the next rhythm.
 I will call attention to the classroom expectations the students developed for the unit and determine if any
adjustments need to be made.
 Opening Question: Did anyone figure out the time signature for a song they were listening to since we last
met for music class?
Learning Tasks Related Potential Barriers to UDL Solutions/
Objectives/ Learning Accommodations
Assessments
Learning Task One: “Missing Beats & Barlines” Activity Objective #1 Written text could All written text will
I Do: Ask students to wait to start the worksheet and give me their attention. I be a barrier for the be read aloud to the
will then complete an example of each question on the worksheet. I will explain Assessment A students with class and written
the process they should use to find the answers and ask questions throughout learning disabilities text will be limited
to check for understanding. related to reading. on the worksheet.
We Do: I will draw the first problem of each section on the board, and we will
go over them as a class. I will ask for student input to determine the answers Students may forget
and students will need to explain their reasoning. necessary supplies, Classroom supplies
You Do: Students will then complete the rest of the worksheet in small groups like a pencil. will be readily
and I will collect them when they are finished. available for all
*Have one-on-one or small group conferences with students that need students.
additional help with the time signature guided notes assessment from the last
lesson.
Learning Task Two: “Composing or Not” Activity Objective #2 Students can be I will allow students
I Do: Ask the class if anyone knows what it means to “compose” (write or apprehensive to to give their
create a work of art). If they are unsure, give them examples of composers, Assessment B share answers aloud answers verbally or
such as Mozart or Beethoven, and see what they can deduce. Go over the because of shyness write them down.
definition and give students time to write it down if they would like and write it or anxiety. Also, I will make it
on the board. clear that there are
We Do: Give the students an example and a non-example of composing (writing no consequences
a song for your band and making an instrument). Have the students determine for wrong answers.
which one is the example and the non-example.
You Do: Ask the students to produce their own examples and have the class
give kind/positive feedback for their answer.
Learning Task Three: Make-Your-Own Rhythm Flashcard Activity Objective #3 Students that I will allow the class
I Do: Pass out the blank rhythm flashcards with the pre-selected time signatures struggle with note to use the rhythm
on the back and collect the pre-made rhythm flashcards. Review what it means Assessment C duration could feel trees we made in
to “compose” while doing this. overwhelmed the guided notes in
We Do: Ask the students to write out the parts of the time signature on the during this learning Lesson One so that
back (how many beats and what gets the beat). Walk around to make sure task. they can focus on
students have this correct and give immediate oral feedback. determining the
 You Do: Students will proceed to compose a one-measure rhythm in their time time signature.
signature on the blank side of the rhythm flashcard. I will walk around and help
students with questions and double check their work. I will give the students
immediate oral feedback if corrections need to be made. Compositions will
need to be within the correct time signature for our next learning task at the
start of the next lesson.

Closure Statement/Activity:  Quickly review and correct any common misunderstandings that occurred during the last activity.
 Thank the students for a great class and give them positive feedback on their compositions.

Homework/Extension Activities:
 Not applicable for this lesson.
 Lesson Three: Notation & Rhythm Composition
Unit: Rhythm Composition
Materials
Student Materials: Pencil (Provided to Student)
Teacher Materials: “Notation Finder” Cards, Pencils, Post-Tests, Chalk/Chalkboard, Lesson Notes

Standards & Objectives

Standard Objectives
Ohio Music Standard: 7. Students can exhibit the syntax of rhythmic notation.
6.2CR Compose rhythm patterns and simple 8. Students can interpret various simple time signatures.
melodies in a variety of meters using stand, 9. Students can compose a rhythm pattern using various simple time signatures.
or iconic notation.

Assessments
Assessment Related Type Procedures/Feedback
Objective
F. “Notation Finder” Activity – Objective #1 Formative Students will participate in the “Notation Finder” activity during
Assessing Whole Class Performance Learning Task One. I will observe the students’ performance and
Understanding of Rhythmic Informal listen to the feedback they give their peers. I will give immediate oral
Notation Syntax feedback if there is a misunderstanding or incorrect response.
G. Unit Post-Test – Assessing Objective #2 Summative Students will take the unit post test over rhythmic composition. Most
Rhythmic Composition in Objective #3 Written feedback will be given as written feedback on the assessment.
Various Simple Time Formal Additionally, oral feedback in one-on-one sessions will be given to
Signatures students as necessary.
Prerequisite Knowledge & Skills
Prerequisite Knowledge Needed:
Prerequisite Skills Needed:
Lesson Procedures
Before Class Steps:
Intro/Transition
Activities:
Learning Tasks
For this lesson, students need to be able to recall what note types are when presented with a visual or
aural description of the note (i.e. quarter note, half note, eighth note, etc.) and will understand a few
basic elements of music notation, including the concept of bar lines and measures. From the last lesson,
students will also need a basic understanding of time signatures and note duration in different meters.
Students will also need to understand the academic language function “compose”.
For this lesson, students need to be able to count rhythms in simple duple, triple, and quadruple meters
and be able to chant rhythms using Kodály rhythm syllables when presented with them visually. Students
also need to be able to tap a steady beat. From the last lesson, students will need to be able to compose
a rhythm in a give simple time signature.
 I need to create the “Notation Finder” printed cards and the rhythm composition post-test for this unit a few
days before the lesson.
 In the few minutes before the students arrive, I need to set out the post-tests and the “Notation Finder”
cards. I will ensure that there is enough chalk for the learning tasks that utilize the chalkboard for instruction
and activities. Additionally, I will write the classroom expectations the students developed for this unit on the
board as a reminder (add the expectation about not interfering with peer learning).
 Remind the students to grab a pencil on their way in if they forgot to bring one.
 If the students are struggling to focus on the lesson after their lunch period, I may choose to do a
focusing/energizing activity. I could use a rhythm canon activity, in which I perform a one measure body
percussion rhythm and the students echo it while I perform the next rhythm.
 I will call attention to the classroom expectations the students developed for the unit and determine if any
adjustments need to be made.
 Opening Question: What is composition?
Related Potential Barriers to UDL Solutions/
 Objectives/ Learning Accommodations
Assessments
Learning Task One: Rhythm Flashcard Group Composition Objective #2 Students can be Students have the
I Do: Have students get out their one-measure rhythm flashcard compositions. apprehensive to choice to give their
Give them time to finish if necessary and check that each flashcard is correct. Objective #3 share answers aloud answers verbally or
Give immediate oral feedback if necessary to make corrections. or work in a group write them down.
We Do: Go over the instructions for the activity. Students should group because of shyness Also, I will make it
themselves into their time signatures. There should be four groups (2/4, ¾, 4/4, or anxiety. clear that there are
and 3/2) and they each need their own spot in the room. Once the students are no consequences
in groups, have them decide what order to put themselves in to make the best for wrong answers. I
rhythm composition. Students need to be able to give an artistic reason as to will also walk
why they organized their flashcards in the order they did. between the groups
You Do: Students will complete the activity and give a short presentation on and make sure each
their composition with the help of the teacher. Finish this activity by asking the student feels
class how they were practicing composition. comfortable and
involved.
Learning Task Two: “Notation Finder” Activity Objective #1 There is limited If the students are
I Do: I will draw an empty measure of a rhythmic composition (rhythm clef, space in the having a hard time
time signature, notation line, and barlines) on the chalkboard. Assessment A classroom for free moving throughout
We Do: Students will label the parts of rhythmic notation on the chalkboard, movement. the classroom,
and we will talk through any symbols or parts that the class does not move the desks out
understand. of the way and have
You Do: The class will participate in a “Notation Finder” game. One student will the students spread
be selected to be the “finder”. They will stand in the corner and cover their eyes out throughout the
while the game is set-up. Printed cards with various parts of rhythmic notation room.
will be passed out to the students (such as a card with a rhythm clef on it). The
students should not hide these out of sight but can hold them wherever they Students may try to Add a classroom
want. When told to go, the “finder” student will find each student with a confuse or challenge expectation for this
printed card and bring them to the front of the room. The “finder” should then the “finder” since it lesson that students
put the students in order so that the printed cards make up the correct order is a competitive should not
for rhythmic notation. The class will then give the “finder” oral feedback on activity. intentionally
how they did and if they need to correct anything. This can be repeated as interfere with
many rounds as time allows. Additionally, time the students and see who can another student’s
complete it the fastest to make this into a competition. learning.
 Learning Task Three: Unit Post-Test Objective #2 Written text could All written text will
I Do: I will pass out the post-test to every student and ask them to print their be a barrier for the be read aloud to the
name on the assessment. I will make sure every student has a pencil. I will Objective #3 students with class and written
encourage students to do their best and let them know that they can ask me learning disabilities text will be limited
questions about the details of the test, but not about the content. Assessment B related to reading. on the post-test.
We Do: I will read the instructions and any written text on the test to the
students as they complete it. I will repeat any instructions or written text Questions that Students will be
questions if the students request it. require writing may given a choice to
You Do: Students will complete the post-test and turn it in when they are be challenging for answer the question
finished. students that in any way if their
struggle with answer is clear
reading and writing. (drawings or
numbers).
Students may not
finish the test in the All students will be
allotted time. given extra time to
complete the post-
test if needed.

Closure Statement/Activity:  If students finish the test early, allow them to look through their music textbook and study what
time signatures are used and think about why the composers made certain rhythmic choices.
 Thank everyone for their arduous work on this unit and for doing their best on the post-test.

Homework/Extension Activities:
 Not applicable for this lesson.