Lesson Plan 3

Lander University Teacher Education Lesson Plan Template Rev.
2013
Teacher Candidate: Kayla Goldman Lesson # 1
Subject/Grade: Music (beginning chorus 1) - mostly 9
th
grade
Date and Time of Lesson: 10/21/14 10:35 am
Learning Objective:

By the end of this lesson, students will be able to identify time signatures of 2/4, 3/4 and 4/4. The students
should be able to count the correct number of beats per measure in any of the given time signatures.

Alignment with Standards:
Standard 3: The student will read and notate music.
MIH1-3.1 Read and notate whole, half, quarter, eighth, sixteenth, and dotted
notes and corresponding rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla
breve time signatures

Developmental Appropriateness or Cross-curricular connections:

The learning objectives used in this lesson are appropriate in skill because as musicians, the students need to
be able to keep the beat of the music, and to do that they have to understand what a time signature is and
how many beats per measure in the music. This is a skill that the students should build upon and the time
signatures addressed in this lesson are basic, but will help them understand how to read more complex time
signatures. Math is a cross curricular connection in this lesson. The students are to count the number of beats
in each measure.

Assessment(s) of the Objectives:

Lesson Objective(s) Assessment(s) of the
Objective(s)
Use of Formative
Assessment
Time signature identification Time Signature Worksheet By completing this
worksheet, the students
will express their
knowledge of basic time
signatures and from this, I
can build their knowledge
for future instruction of
more difficult time
signatures in more
advanced music.
In this worksheet, there are 24
items for the students to
identify. I expect them to get at
least 22 right. We will go over
an example of each of the
items in our lesson time, so the
students should be able to
correctly identify the items in
each section.

Accommodations:

For slow paced learners, I will go to them individually to help them and be available for them to ask questions. Fast
paced learners that complete the activity early will be asked to get their notebooks out and be looking at their music to
get ready for rehearsal, until everyone gets done. This class has a few students with IEPs and they are in preferential
seating already. I also have available hours posted that the students can come for extra help if they feel that they need
more practice.

Lander University Teacher Education Lesson Plan Template Rev. 2013
Materials:
The materials needed for this lesson are: the white board, marker, worksheet and pencils.

Procedures:

I will begin this lesson by reviewing the following note values: whole note, half note, quarter note and eighth
notes. We will also review quarter rests and whole rests. I will then write the time signature 4/4 on the board
and explain to the students that the number on top means the number of beats per measure and the number
on the bottom tells you what note gets the beat in a piece of music and stands true for every time signature. I
will put some examples of each time signature on the board and show the class what a complete measure
should look like in that particular time signature. Additionally, I will put some incomplete measures on the
board and explain why the measures are not complete. I will then put a few examples on the board and ask
the students to determine if the measure is complete or incomplete. This will demonstrate the students
ability to read music in a given time signature. I will give time for students to ask questions and after all
questions are answered, I will hand out the time signature worksheet for the students to complete.

Activity Analysis:

In this lesson, the activity used is a time signature worksheet. It supports the lesson objective, Standard 3: MIH1-3.1,
because the worksheet asks them to count note values in a given time signature. The worksheet has two parts. The first
part requires the students to read the notes in the measure and decide what time signature should be used so that the
notes and time signature correspond. This forces the students to count the beats per measure and helps them master
the skill of rhythmic notation. The second part of the worksheet gives the students different time signatures on a given
staff with various note values and asks the students to draw in the bar lines on the staff. I think this is appropriate for
this grade level because this is beginner chorus and this is a beginner skill that students need to build on and master.

References:

Free Downloads. (n.d.). Retrieved October 17, 2014, from http://www.sfzmusicblog.com/home/wp-
content/uploads/2014/01/Time-Signatures-Counting-Free-Theory-Worksheet-Printable-The-Music-Blog.jpg

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Lander University Teacher Education Lesson Plan Template Rev.

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