Lesson Plan

Date: 6/2/2016 Class Start/End Times:

Names: Logan, Jessica, Kage, Ryan
Cooperating Teacher: School: USD 383
Subject/level: Vocal Music- Middle or High School

Standard, Benchmark, Indicator
Lesson Goal
Lesson Objective
Essential Question(s)
New & Guarded Vocabulary
Assessment and Criteria
Furniture/Materials/Technology
Set-up
Resources (books, articles, video
links, etc.)
Process Component Cr.2: Plan and Make Select and develop musical ideas
for defined purposes and contexts.
Students will be rhythmically creative within a set musical context
Using creative words and rhythmic motives based on a summer theme,
students will create and perform a loop.
What does it mean to subdivide in a creative context? What was your
thought process when creating your loop?
Subdivision, rhythmic motive, loop
By the middle of the lesson, the student should know how to subdivide
syllables of words or phrases into the measure. By the end of the lesson, the
students will perform the subdivisions using body percussion, after words.
Computer/iPad
Youtube link

Est. Lesson Activities

Time
of
Task
Total 10 min

Beginning DIRECT ATTENTION AT THE SCREEN, SHOW A VIDEO THAT FIRST SHOWS KRISPY
KREAM (YOUTUBE RAPPER) AND BUSTA RHYMES.
ASK HOW DO YOU GO FROM THIS TO THIS
THEN ASK THE ESSENTIAL QUESTION BY PUTTING IT ON THE BOARD
 Middle 1. The students will come up with words or phrases that remind them of summer and
the teacher will write them on the board(inductive).
2. Using the drumbeat backtrack, the students will talk out the rhythm of the words
and phrases in rhythm while the teacher writes the subdivision on the board in the
4x4 matrix box(inductive and deductive).
3. WHAT DOES IT MEAN TO SUBDIVIDE IN A CREATIVE CONTEXT? After the matrix is
filled out with four different ideas for each measure, the entire class will perform
each line while the teacher points to the line(deductive).
4. The teacher then will divide the class up into four groups and perform their
different assigned line with the rest as a four part rhythm song.
5. After they talk out the rhythms, the students will come up with a body percussion
for their specific part that correlates to the rhythm(kinesthetic).

Idea for chart/board:

1. watch some movies
2. dancing singing playing swimming
3. sleeping
4. singing in the rain

End When students have consistent success on each line, staying in tempo with the backbeat
rhythm, the teacher will the have groups combine their body percussion with the vocal
line. The teacher will choose different lines to play the percussion and sing, switching back
and forth. The final performance will be a combination of body percussion and the vocal
line with each group on their individual line.

Adaptations: What could you adapt to help I think just adding more teacher involvement in the activity could
students with learning disabilities, students make it adapt to students with disabilities. If the teacher fills out
with learning exceptionalities, &/or ELL the matrix and finds the words, the struggling student can easily
students with this lesson? (Ex: guided notes, say the words in rhythm and maybe even come up with their
extended time, fewer questions, fewer body percussion.
distractors, alternate setting, etc.)
Modalities: What modalities did you utilize Visual: The matrix on the board with the words written out
in this lesson? How? Auditory: Saying the words in rhythm
Kinesthetic: Coming up with the body percussion
Tactile: Performing the body percussion
Strategies: What instructional strategies did Cooperative learning on coming up with words and body
you utilize in this lesson? (Ex: graphic percussion and interacting with groups, discussion over words
organizer, cooperative learning, discussion, and what it means to subdivide the rhythm, graphic organizer in
technology integration, etc.) the matrix, technology integration in the adding of the drum loop
background.