Lesson 2

Central Focus Syncopation

Grade Level 5th
Class Size 22
Time 60 minutes
Class Demographics All 5th Grade students

National Core Arts Standards in Music

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

MU:Cr3.2.5 a. Present the final version of personal created music to others that demonstrates craftsmanship ,
and explain connection to expressive intent.

LESSON OVERVIEW
Students will learn, analyze, and perform a body percussion sequence taught by the teacher and decode its
rhythm. Students will then create their own 4-beat body percussion pattern that includes syncopation.

Student Prior Knowledge and Conceptions

Basic rhythms including whole, half, quarter, eighth, and sixteenth notes including beamed eighth and
sixteenth notes.
Common Errors or Misunderstandings
Mixing up the rhythm syllables for the syncopated rhythm. Performing a body percussion sequence out of
time in order to fit in extra movements.
Interdisciplinary Connections
Students will use body percussion and dance elements to embody new rhythms and feel the steady beat.

LESSON LEARNING OBJECTIVES

As a result of this lesson, students will be able to:
1. Identify, perform, and notate syncopated rhythms in order to read music and demonstrate how sound is
organized.
2. Demonstrate their understanding of syncopated rhythms by creating their own rhythm patterns and
performing them with body percussion.

STUDENT INTERACTIONS
How will you structure opportunities Students will have the option work with small groups or partners to
for students to work with partners or in create their 4-beat body percussion pattern. They can make it a partner
groups? pattern or a handshake that follows their composed rhythm.
What criteria will you use when forming Any larger groups will be selected by carpet color. Small groups and
groups? partners by proximity.

TEACHER MATERIALS STUDENT MATERIALS

Google slides presentation Clipboards
White board and marker Pencils
Guitar “Syncopating in Style” activity sheet

VOCABULARY AND LANGUAGE ACQUISITION

Vocabulary Syncopation, body percussion, beat, decode
Language Functions Perform, create, demonstrate, notate
Syntax Organizing musical notation
Discourse Decoding a rhythm after learning and performing with body percussion
Language Supports Present their original body percussion sequence.

ACCOMMODATIONS FOR SPECIFIC DIVERSE LEARNERS

Students with IEPs or 504s
Anxiety – I will make sure to check-in with these students during the individual/partner activity. If they need,
I can help form groups so they can be paired with someone who will make them comfortable. Consistent
check-ins with the entire class during the body percussion modeling to make sure everyone feels confident
before we move on.

ADHD – Including lots of activities with movement and allowing time for exploration and individual practice.
They can make multiple body percussion sequences or work together with a partner. This lesson is fast paced
and changes movement functions constantly.

Specific learning disability – I will make sure to have directions on the paper and give them verbally,
chunking information as needed and being available during the independent work time.
Enrichment and Extensions
Continue watching and listening to Rhapsody in Blue, having students describe how the music makes them
feel. Ask students if they can identify any examples of Syncopation.
Activity for Early Finishers
Students who finish early can create a second body percussion sequence, or share their sequences
 OBJECTIVE-DRIVEN ASSESSMENTS
Objective Informal or Description of Modifications to Evaluation Criteria
# Formal? Assessment Accommodate All Students
1 Informal Students will learn I will slow down the pattern Alignment with Objectives:
and perform a body periodically to check-in with Students will notate, create, and
perform syncopated rhythms
percussion sequence, students who may be throughout these activities.
then work together to struggling.
decode the rhythm.
Evidence of Student
2 Formal Students will Students will have the option Understanding:
compose a 4-beat to work in pairs to complete Syncopated rhythms are notated
body percussion the activity. The pattern can and performed correctly.
sequence that be as simple or as complex as
incudes syncopation. the student desires.

Student Feedback:
I will grade and return student
work for the formal assessment.

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS

Opening Instruction Methods
Welcome – Pick music critic for the day. Group Instruction
Smart Starts – Breathing activity, Connect. Small-group discussion
Commitments (Figure 2.1-2.5) Individual sharing
Instruction Procedures Instruction Methods
1. Ask a student to read the objective. Leading questions
2. Review the eighth quarter eighth syncopated rhythm, reveal answers one Group decoding
at a time (Figure 2.7 builds)
3. Watch the warm-up video and have students give you a thumbs if they
Peer feedback
think the rhythm shown matches the rhythm played and have them show Individual practice
you an “x” or thumbs down if they don’t think they match. Keep track of Partner work
which among colors are “crew” (correct) and which are “sus” (incorrect) Modeling
on the board. (Figure 2.9)
4. Check answers at the end and review any that the class got wrong or was
unsure of.
5. Say the chant in rhythm and have students repeat several times. (Figure
2.10)
6. Ask students to stand and follow along as you go through the body
percussion sequence step by step. Repeat the chant over and over, adding
one more motion each time until the sequence is complete. Slow down as
needed for students to accurately perform the sequence.
7. Once students successfully perform the sequence while chanting, have
them sit.
8. Let students know we will now be decoding the rhythm. Have them say
the chant in rhythm while placing dots on the board for each note
 underneath of the appropriate heart beat (1-4).
9. Lead students in decoding the rhythms by asking what rhythms they think
should fit on each beat based on how many sounds (dots) are on that beat.
Start with just the first line, let the students figure it out, then clap and say
the syllables.
10. Move onto the next line, repeat the syncopated rhythm a few times and
see if they can remember which rhythm, it is on their own. Complete that
line and perform the entire example by clapping and saying the syllables.
11. Explain that we will now have the opportunity to create our own body
percussion sequence. Have the music critic dismiss students by carpet
color to grab a clipboard, pencil, and “Syncopating in Style” activity
sheet.
12. Work together with the class to create a class example of how to complete
the activity. Include a syncopated rhythm and ask students to fill in the
other 2 beats and give body percussion elements from Figure 2.12 to be
performed with each beat.
13. Give students 6-8 minutes to work on their own or with a partner to
complete the activity. If they choose to work with a partner, they can
create a handshake that follows their rhythm pattern.
14. Once individuals and partners are finishing up, ask for a couple volunteers
to come up and share their body percussion sequence. Have the class
perform each example together.
15. Once 3-4 rhythms have been shared, have everyone turn in their activity
sheets to the turn-in bin and return clipboards and pencils.

Structured Practice and Application

How will you give students the They will have individual and partner practice time during the
opportunity to practice so you can “Syncopating in Style” activity, and I can walk around and check-in with
provide feedback? individuals and give feedback.
How will students apply what they They will create their own body percussion sequence that includes their
have learned? new syncopated rhythm which they will have to notate and perform.
How will you determine if students If they can accurately notate and perform their rhythm pattern, then they
are meeting your intended learning have met the main learning objectives for this lesson.
objectives?
Closure
Sing through Peg Leg the Pirate and ask students to identify the syncopated rhythms. If there is time, have
students choose a pirate ahead of time and then clap one of the rhythms. Anyone who is at that pirate is out
until the next round. When there are 5 minutes left, go over commitments with the music critic and dismiss
students to line up.