Music Lesson Plan

Name: Joshua Floyd

Grade/Level: 3rd Duration: 40 min Topic: Rhythm

Materials Needed:
Whiteboard/Markers
Notation cards
Recorders

Lesson Objectives:
Students will be able to identify the rhythmic values of eight notes, quarter
notes, quarter rests, half notes, and tied notes in whole group exercise.
Students will create rhythm patterns to present to the class/class will
perform rhythm compositions on 'new' recorder note C'
Students will rehearse and learn the songs "Brisa Cambiando" and "Do
You Love Me?"

AZ State Standards Addressed:

Strand 1, Concept 5, PO 2: Reading/decoding half notes, whole notes, and
corresponding rests.
Strand 1, Concept 2, PO 3: Playing with correct rhythmic duration half
notes, whole notes, and corresponding rests.
Strand 1, Concept 5, PO 4: Reading (and notating) music using standard
musical notation.

National Music Standard(s) Achieved:

#1 Singing, alone and with others, a varied repertoire of music
#2 Performing on instruments, alone and with others, a varied repertoire of music
X
#3 Improvising melodies, variations, and accompaniments
#4 Composing and arranging music within specified guidelines
X
#5 Reading and notating music
X
#6 Listening to, analyzing, and describing music
#7 Evaluating music and music performances
X
#8 Understanding relationships between music, the other arts, and disciplines outside the arts
#9 Understanding music in relation to history and culture

Musical Focus:
Rhythm X Melody Harmony
Singing Listening X Playing Instruments X
Form History Theory X
Moving Conducting Intonation
Tone Color Vocabulary Creating X
Expression Balance/Blend Other:
Introduction/Anticipatory Set (connect the lesson objectives to previous knowledge):
Students will identify the values of quarter notes/rests, eighth notes, half
notes, and tied notes before starting the exercise.

Activities:
Students will complete two brief rhythmic exercises as a whole group.
Plan for 100% engagement: Clapping the rhythm as a group,
watching to check
for participation.
Modifications/Accommodations: Simplify/complicate patterns.
Formative Assessment: Call on a wide range of students to ensure
the material is
being retained by multiple students instead of a few.
Instructional Strategy (type of instruction occurring): Identifying
rhythmic
patterns/mastering rhythm
Time allotted: ~ 10 min.
Students will create and perform various rhythmic patterns in small groups
(3-4 people)
Plan for 100% engagement: Proximity in groups, watching to see if
students need
extra assistance. Guidelines provided.
Modifications/Accommodations: Return to whole group exercise
but have one to
two students come up and rearrange/notate the rhythms.
Formative Assessment: Have students assess if the rhythm given
matches the
groups' notation.
Instructional Strategy (type of instruction occurring): Peer teaching
Time allotted: ~ 10 min.
Students will rehearse the piece "Brisa Cambiando"
Plan for 100% engagement: If students are successful, tell them
that we can play
with auto harps.
Modifications/Accommodations: Slow tempo to start/discuss the
rhythmic value
of the tied whole and half notes.
Formative Assessment: A brief competition between students to
listen and watch a
smaller amount.
Instructional Strategy (type of instruction occurring): Group
rehearsal, small
group performance.
Time allotted: ~ 5 min.
Students will learn the piece "Do You Love Me?"
Plan for 100% engagement: Clap out rhythm, speak rhythm with
notes.
Modifications/Accommodations: Slow tempo to start/discuss the
rhythmic value
 of the tied notes.
Formative Assessment: A brief competition between students to
listen and watch a
smaller amount.
Instructional Strategy (type of instruction occurring): Group
rehearsal
Time allotted: ~15 min.

Concluding Activity/Success Experience:

Students will perform "Do You Love Me?"

Extensions:
If time allows, students will perform "Brisa Cambiando" with auto harp
accompaniment.

Summative Assessments (if performance objectives are not formally assessed--i.e., grade
attached/end of a unit, etc.--during this lesson, how would you assess individuals in the future?):

To assess individual students in the future, groups of two can work on the partner rhythm
exercises while both creating a rhythm pattern and identifying the rhythm pattern in notation.