Luke Horton

Dr. Gault
M342
4/17/20

Four Sixteenth Notes Concept Lesson Plan

Grade Level: 4th Grade

Area(s) of Focus: Practicing “sugar rhythms”

National Standards Addressed:

-Student will develop & refine artistic techniques and work for presentation (Anchor Standard 5)
-Student will convey meaning through the presentation of artistic work (Anchor Standard 6)

Lesson Objectives (Behavioral):

-The students will perform the vocal sirens corresponding to the different emergency vehicle
images that are brought in (Performance).
-Students will become familiar with the new concept of four sixteenth notes (Knowledge).
-Students will perform “sugar rhythms” (Knowledge/Performance).

Vocabulary and Academic Language:

Central Focus: Four sixteenth notes
Learning Task: Learn “mashed m&m” rhythm
Vocabulary: Whole note, half note, quarter note, eighth note, sixteenth note, quarter rest, beat,
rhythm, repeat, measure

Prior Learning:
The students already know the first four sugar rhythms: “Cake”= Whole note, “Ice-Cream”= two
half notes, “I Want Ree-Sie’s”= four quarter notes, and “Can I please have some more sug-ar?”=
eight eighth notes. We have done the vocal siren warm-up that will be used during this lesson.

Materials Needed:
- Recorder
- Emergency vehicle pictures
- Corresponding sirens (visual)
- Board or blank wall
- Tape
- Five different rhythms
- Note break down chart
Procedures:
Opening:
-The teacher will greet the students (as if they have worked with them before)
-The teacher will then introduce his older sister, Abby, and explain how she will be
helping me teach a new concept.
-The teacher will first “stretch”/warmup the students vocal chords with the Emergency
vehicle siren story and warm up.
 -The teacher will do one more vocal/singing exercise with the students (Tony Chestnut).
Main Body:
“Sugar Rhythms”
-The teacher will inform the students that they will be learning a NEW sugar rhythm
today.
-The teacher will first review the “Cake” rhythm: instruct the students to keep a quarter
note beat somewhere on their body and then to be your echo.
-The teacher will hold up the whole note and sing the whole note “Cake” twice while
counting to four with their fingers both times.
-The teacher will tape the note on the board or wall.
-The teacher will review the half note “Ice-cream” rhythm: instruct the students to keep a
quarter note beat on a different part of their body and to be your echo.
-The teacher will hold up the two half notes and sing the “Ice-Cream” rhythm counting
both times with their fingers while the students continue to beat.
-The teacher will tape the half notes and explain how two half notes fit inside a whole
note.
-The teacher will review the quarter note “I want Ree-sie’s” rhythm: instruct the students
to be your mirror and echo.
-The teacher will hold up the four quarter notes and sing “I want Ree-sie’s” conducting
along while singing.
-The teacher will tape the quarter notes on the wall and break down how it fits inside
what they’ve reviewed so far.
-The teacher will review the eighth note “Can I please have some more su-gar?” rhythm
with the child being your echo.
-The teacher will now instruct the students to keep a beat but pay attention to what
relative (mommy) is making them do what (mash) to their what (m&m’s).
-The teacher will tell the students to keep a beat, but only listen as you introduce the
“mom-my made me mash all of my m & m’s O’ my what do I do?” rhythm (x4 singing).
-The teacher will ask the students what they heard.
-The teacher will perform the rhythm a few more times before breaking it down for the
students.
-The teacher will break down the rhythm and explain the concept using the rhythm
pyramid.
-The teacher will perform the rhythm again for the students.
-The teacher will now instruct the students to be your echo as you perform the rhythm
again.

Conclusion:
-The teacher will inform the students about a creative activity that they will be doing
involving the sixteenth notes.
-The teacher will provide an example of what they mean.
-The teacher will review the chart with the students again and how the 16th note fits into
the pyramid.
-The teacher will assign the students to put four of these patterns together and submit a
video of them performing their composition for a completion grade.
 -The teacher will give an example of a four measure rhythm composition at the end so
they have an idea of what to do.

Methods of Assessment:
Informal Assessment: the teacher will assess where the students are with the sugar rhythms and if
they are able to successfully use the mashed m&m rhythm.