FinalLessonRhythmRevisedAgain

Author:BethanyBarcuch
Datecreated:09/23/201510:12AMCSTDatemodified:11/02/20159:25PMCST

DBUProfessionalEffectiveTeachingLessonPlan
TheDorothyM.BushCollegeOfEducationHasAdoptedThisFormatForLessonPlanningBecauseItProvidesA
FormatForPlanningEngaging,Rigorous,RelevantLessonsForStudents.
STANDARDS:ChooseAllOfTheDBU/InTASCAndSPA(SpecializedProfessionalStandards)ThisLessonPlan
Addresses.(NumberAndText)
Standards

TXDallasBaptistUniversityEducatorPreparationUnitCompetencies(2012)
Competency:
Competency#2:LearningDifferences.Theteacherusesunderstandingofindividualdifferencesanddiverseculturesand
communitiestoensureinclusivelearningenvironmentsthatenableeachlearnertomeethighstandards.
Competency:
Competency#3:LearningEnvironments.Theteacherworkswithotherstocreateenvironmentsthatsupportindividualand
collaborativelearning,andthatencouragepositivesocialinteraction,activeengagementinlearning,andselfmotivation.
Competency:
Competency#4:ContentKnowledge.Theteacherunderstandsthecentralconcepts,toolsofinquiry,andstructuresofthe
discipline(s)heorsheteachesandcreateslearningexperiencesthatmaketheseaspectsofthedisciplineaccessibleand
meaningfulforlearnerstoassuremasteryofthecontent.
Competency:
Competency#5:ApplicationofContent.Theteacherunderstandshowtoconnectconceptsandusedifferingperspectivesto
engagelearnersincriticalthinking,creativity,andcollaborativeproblemsolvingrelatedtoauthenticlocalandglobalissues.
Competency:
Competency#7:PlanningforInstruction.Theteacherplansinstructionthatsupportseverystudentinmeetingrigorous
learninggoalsbydrawinguponknowledgeofcontentareas,curriculum,crossdisciplinaryskills,andpedagogy,aswellas
knowledgeoflearnersandthecommunitycontext.
Competency:
Competency#8:InstructionalStrategies.Theteacherunderstandsandusesavarietyofinstructionalstrategiestoencourage
learnerstodevelopdeepunderstandingofcontentareasandtheirconnections,andtobuildskillstoapplyknowledgein
meaningfulways.

USANASMNationalAssociationofSchoolsofMusicStandards
Section:V.GENERALSTANDARDSFORGRADUATIONFROMCURRICULALEADINGTOBACCALAUREATEDEGREESINMUSIC
Area:A.Musicianship
Standard:2.Content.Musicianshipbeginswithacquisitionoffundamentalcompetenciessuchasauralandrhythmic
skills,thereadingofnotation,andtheuseofmusicalterminologies.Developmentthenproceedsthroughconstantuse
andexpansionofpreviouslyacquiredskills.Thecontentoftraditionalcourseworkinmusicianshipsuchassight
singing,eartraining,harmony,keyboardharmony,counterpoint,orchestration,conducting,andmusicliteratureis
important.However,thiscontentcanbeorganizedandtaughtinavarietyofwaystoproducecomprehensivemusical
competence.Consequently,undergraduatemusicianshipstudiesfocuson:(1)conceptualunderstandingofmusical
componentsandprocesses(2)continuedpracticeincreating,interpreting,presenting,analyzing,andevaluating
music(3)increasingunderstandingofvariousmusicalculturesandhistoricalperiods(4)acquiringcapacitiesto
integratemusicalknowledgeandskillsand(5)accumulatingcapabilitiesforindependentworkinthemusic
professions.

VITALINFORMATION
Date

9/23/15

Subject(s)

Music

LessonTopic

Rhythm, Rhythmic values, Notation, Time Signatures

Grade/Level

Grade8

Goal

117.39 Standard 8.3(B) notate meter, rhythm, pitch, and dynamics, using standard symbols (manuscript or computer
generated).

Objective(LearningOutcome)

The student will be able to identify and notate whole notes, half notes, quarter notes, and sixteenth notes. They will
be able to give numerical values to each and clap/notate them in 3/4 and 4/4 time signatures.

ValueandImportance

It is important to know rhythm as a musician because being accurate is 50% correct pitches and 50% correct notes. This
will help the students feel more confident when learning new music and sightsinging.

MaterialsAndResources

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MaterialsNeeded

Rhythm Sticks
Handout
Dominos
Phone/ Rhythm Cat App
TeacherUseofTechnology

IwillusethedocumentcameratodotherhythmworksheetwithstudentsandIwillalsousethedocumentcamerato
showscreenshotsofeachlevelofRhythmcatsotheclasscanclaptogether.

StudentUseofTechnology

I plan to use BYOD with an app called rhythm cat in independent practice to see if students understand how to count
rhythms.

InstructionalMotivational
Strategies

Having students use their phones, partner work, and writing on the whiteboard.

InstructionalStrategies
PriorKnowledgeNeeded

Studentsneedtoknowthemethodforcountingrhythm,"oneandtwothreeandfour"or"ta,titi."Iwoulduseoneof
theotherconsitentlythroughouttheyeardependingonwhatsystemthestudentshadlearnedprevioustomiddle
school.

AnticipatorySet

IwillshowayoutubeclipfromtheshowSTOMP.
https://youtu.be/l0XdDKwFe3k
AfterIwillexplaintothestudentsthatalloftherhythmsthatthesepeoplearecreatingcan'tbecreatedwithout
understandingthemostsimplestformsofrhythm.Firstwemustunderstandhowtocreatedsimplerhythmicpatterns
beforewecanbuilduptothecomplexpatternsdisplayedintheSTOMPvideo.

Assessment(Checkfor
Understanding)

After students play the first and second levels of rhythm cat we will tap them together with rhythm sticks as a class. I
will also monitor during the domino activity and give help if needed. Prior to this I will have students clap together the
rhythms they are doing independently in Rhythm Cat to make sure they understand how to count rhythms. This will
assist them in creating rhythms.

DirectTeach

Iwillexplainthenotestothemaspartsofawholeusingtheworksheetwithpiecharts.
WholenoteAwholepie
Halfnote1/2ofapie
QuarterNote1/4ofapie
EighthNote1/8ofapie
ThenIwillsaythatourpieequals4.Thisishowwewillderiveourvalues.Iwillexplaintothemaswegothroughit
whatvalueeachnotegets.Ifourwholepieequalsfourandwehaveahalfnote/halfpiewhatisitsvalue,2.Soonand
soforth.
QuarterNote1
EighthNote1/2
HalfNote2
Wholenote4
Iwillalsoexplain4/4and3/4timesignature.4beatsinameasureandthequarternotegetsthebeat:sowehave
fourquarternotesthatequalawholemeasure.In3/4thereare3beatsinameasureandthequarternotestillgets
thebeat.Thismeans3quarternoteswillgiveusawholemeasure.
IfstudentwithangermanagementproblemsgivessignalIwillrespondwithnodandhewillleaveclassfor3minutes.
Afterthestudentsdoeachlevelofrhyhtmcatinthelessonwewillallclaptherhythmtogether.
LetJohnnyknowwearechangingactivitiesin5minutes.
AfterthedirectteachinmydominolessonIwillhavethestudentsdoaproblemontheboardasaclasswithme
guidingthem.
"Weneed5notesthatequalfourbeatsinour4/4measure."
"Sarah,willyoucomeandputthefirstnote"Sarahputsdownaquarternote
"John,willyoucomefillinthenextnote"Johnputsaquarternoteaswell
Classhowmanybeatvaluesdowehavesofar?Answer:2(Soweneedthreemorenotesthatequal2values:toadd
uptofourtotalvalues)
"Alliecanyoucomeputinanotethathasaonebeatvalue?"Allieputsaquarternote
Alrightthislastoneischallengingweneedtwonotesthatequalonetotalbeat.Whatcanwedo?
Sam,sayswecouldusetwoeighthnotes.
"Whywouldthatwork?"
Becausetheyeachhaveavalueof1/2andaddedtogethertheyequal1.
"Samthatissosmart."

ContentKnowledge
QuarterNote1
EighthNote1/2
HalfNote2
Wholenote4
3/4:threebeatsinameasureandquarternotegetsthebeat
4/4:fourbeatsinameasureandthequarternotegetsthebeat

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CriticalThinking

Ex:In4/4wecoulduseahalfnote(value2)andtwoquarternotes(value1each).2+1+1=4.
DuringthisexampleIwillask,HowdoIknowthatthemeasureiscomplete?Answer:Thevaluesadduptofour
whichishowmanybeatsweneedina4/4measure.
HowcouldImake6notesequalfourtotalbeats(usingvaluenumbers)?Haveastudentcomedemonstrateon
theboard.

Askinclosure
Howcouldunderstandinghowrhythmworksbenefityouinpracticingforsoloandensemble?

Modeling

Whenteaching3/4and4/4Iwillmodelforstudentsthemostbasicexample:threequarternotesina3/4measureand
fourquarternotesina4/4measure.ThenIwilldemonstratehowtousethevaluestoaddupto4or3dependingon
thetimesignatureandcreatevariations.
LetJohnnyknowwewillbechangingactivitiesin5minutes.
Ex:In4/4wecoulduseahalfnote(value2)andtwoquarternotes(value1each).2+1+1=4.
Ex:Ina3/4wecouldhaveahalfnote(value2)andaquarternote(value1).2+1=3.
Iwillalsomodelsomepossibilitieswiththedominoactivity.Iwillpickadominothathasa5ononeanda3onthe
other.Iwilldemonstratein4/4and3/4.
4/4:for5Iwilluse3quarters(value1each)andtwohalfnotes(value1/2each).1+1+1+1/2+1/2=4buttherearefive
differentnotesthatequalfourtotalbeats.
3/4:Halfnote(value2)andtwoeighths(value1/2each).2+1/2+1/2=3buttherearethreenotesthatequalthreetotal
beats.

GuidedPractice

Theteacherwillhavethestudentspartnerupanddothe"dominoactivity"(createtheirownmeasureof4/4using
dominostheteacherhasprovided).Forexample,ifthedominohada2and3thentheywoulddo2notesina4/4
measureand3notesina4/4measure.Thentheteacherwillhavethegroupsindependentlydothesamefora3/4
measure.
LetJohnnyknowwewillbechangingactivitiesin5minutes.
DuringtheaboveactivityIwillcomplimentapairofstudents."Thatissocreative.Iwouldhaveneverthoughtofthat.
Greatjobthinkingoutsidethebox!"ThenIwillhavethestudentssharetheirexamplewiththeclassfirstbywritingit
onthewhiteboard.Every3minutesduringthisguidedpracticeactivityIwilluseacuetoremindSarah(studentwith
ADHD)tomonitorhowwellsheisstayingontask.OnastickynotethatisplacedonSarah'shandoutshewillright
downonascaleof15(1beingnotfocusedatall,5beingcompletelyfocused)howwellsheisexecutingthistaskevery
timeIgiveherthecue.Thiswillhappen4timesduringthispartofthelesson.
IfstudentwithangermanagementproblemsgivescueIwillsignalbackwithnodandhewillleavetheclassroomfor3
minutestocalmdown.

IndependentPractice

Studentswillgetonwww.teoria.comtopracticerhythmconceptsasassessment.Thiswillgivethemachanceto
practicetheseskillsbutalsoallowthemtoassessthemselvesandmetoassessthem.

Modifications/Accommodations
forSpecialPopulatio

LowSES:
Iwillgivespecificpraiseduringthelessontoreinforcegoodbehaviorsandbuildrelationshipswithstudents.
Seeindependentpracticeandguidedpractice.
Iwillprovideallmaterialsforstudents
Seematerials.
Iwillbeflexiblewithhomeworkdeadlinesinextenuatingcircumstances.
Sped:
Give5minutewarningbeforechangingeachactivitytoJohnny,astudentwhostruggleswithchangingactivities
duetolearningdisability.
Seemodeling,guidedpractice,anddirectteach.
UsequeingwithADHDstudentduringguidedpracticetoteachhertoselfmonitor.Thebehaviorwewillhave
previouslyagreedonthatshemonitorduringthisclassisherabilitytostayontask.
Seeguidedpractice.
Iwillaccomadateforastudentinmyclasswithangermanagementissues.Wehavebeenworkingonrecognizing
whenheisstartingtogetfrustratedbeforetheangeroutburstoccurs.Hehassuccessfullybeabletonotice
whenthefrustrationstartsoccuring.ThisstudentandIhavedevelopedacue(hemakeseyecontactwithme
thenholdsupapeacesignatshoulderlevel.IwillnodtoshowIhaverecievedcue).Thisletsmeknowheis
gettingfrustratedandheisthenallowedtotake3minutestoleavetheclassroomandgetadrinkofwaterto
calmdown.Ianticipatethismighthappenduringdirectteachandguidedpracticeasstudenthastroubletakingin
alotofinformationatonceandhastroubleworkingwellwithotherstudents
GT
AGTstudenthaspreviouslyexpressedtheirinterestinsongwriting.Insteadofdoingtheteoriareviewatthe
endofforindependentpractice.DuringindependentpracticethestudentwilluseSibeliussoftwareor
noteflight.comtocontinueworkingontheirsongwritingproject.Thiswillallowthemtoexplorethesameconcepts
inanewwayallowingthemtogofurtherthanwhattheclassislearning.
Iwillputmytwogiftedstudentstogetherforthedominoactivitysothattheycanpusheachothertothink
deeper.
AllowGTstudenttointroducehimselftomaterialforthenextlessononteoria.Thiswillexposethestudentto
sixteenthnotesandcompoundmeterssuchas6/8,9/8,and3/8.

Closure

Whatvaluedoeseachnoteget?

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Eighth
Quarter
Half
Whole
Howcouldknowingthisbenefityouinpracticingforsoloandensemble?
WrittenReflections

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