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    Edtpa Lesson Plan 1 Website Version

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    1. The students composed four-beat rhythmic patterns in small groups to perform to "Day-O". They practiced writing rhythms using half, quarter, and eighth notes. 2. The teacher observed students' ability to maintain steady beats and clap rhythms during a warm-up activity. Students then self-assessed their composed rhythms. 3. Small groups independently composed four-beat rhythmic patterns using notes and rests. The teacher checked their work for accuracy before they performed.

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    Edtpa Lesson Plan 1 Website Version

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    350 views5 pages
    1. The students composed four-beat rhythmic patterns in small groups to perform to "Day-O". They practiced writing rhythms using half, quarter, and eighth notes. 2. The teacher observed students' ability to maintain steady beats and clap rhythms during a warm-up activity. Students then self-assessed their composed rhythms. 3. Small groups independently composed four-beat rhythmic patterns using notes and rests. The teacher checked their work for accuracy before they performed.

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    edtpa lesson plan 1 website version

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    1. The students composed four-beat rhythmic patterns in small groups to perform to "Day-O". They practiced writing rhythms using half, quarter, and eighth notes. 2. The teacher observed students' ability to maintain steady beats and clap rhythms during a warm-up activity. Students then self-assessed their composed rhythms. 3. Small groups independently composed four-beat rhythmic patterns using notes and rests. The teacher checked their work for accuracy before they performed.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    350 views5 pages

    Edtpa Lesson Plan 1 Website Version

    Uploaded by

    api-251544208
    1. The students composed four-beat rhythmic patterns in small groups to perform to "Day-O". They practiced writing rhythms using half, quarter, and eighth notes. 2. The teacher observed students' ability to maintain steady beats and clap rhythms during a warm-up activity. Students then self-assessed their composed rhythms. 3. Small groups independently composed four-beat rhythmic patterns using notes and rests. The teacher checked their work for accuracy before they performed.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 5

    1

    Student Teacher: Frederick Volz

    Class: General Music Grade: 5 Date: 9/23/16 Time:


    2:20PM 3:00PM

    Central Focus: Rhythm

    National Standards:
    Content Standard 1: Content Standard: Singing alone, and with others, a varied
    repertoire of music
    Content Standard 4: Content Standard: Composing and arranging music within
    specified guidelines
    Content Standard 5: Content Standard: Reading and notating music

    Student Learning Goals (Objectives):


    Students will create four-beat patterns in small groups of 3-4 to be performed to Day-
    O.

    Students will practice four-beat rhythms using counting syllables.

    Prior Academic Knowledge & Conceptions: The students performed a syncopated


    rhythm found in the response of a call & response of Day-O vocally and through
    movements. Many students recognize half, quarter, and eighth notes as well as quarter
    rests and their durations.

    Common Errors & Misconceptions: Students may incorrectly write rhythms, writing
    a composition that lasts for more than four beats.

    Materials:
    Day-O from Making Music: Grade 5 pp. 18-19 and recording found on CD 1-28
    Four-Beat Rhythm Composition Worksheet
    Pencils

    Essential Questions:
    How do I clap a new rhythm correctly the first time I see it?
    How do I maintain a steady rhythm against different rhythms?
    2

    Instruction & Procedures:


    Introduction / Warm-Up Routine:
    1. The students enter the classroom and sit on their assigned carpet spots. The
    teacher will have a seating chart with the students names on their corresponding
    spots. The teacher will sing, Sing with me (do re mi), and the students will echo
    sing. The teacher will sing each students name to the melodic pattern do re mi,
    fa mi re, sol mi do, with an occasional do sol or sol mi to add additional comments
    and humor the students will echo sing.
    2. The teacher will sing the instructions, please stand tall, the students will stand
    up in their spots. The teacher will remind the students about singing posture and
    expectations such as feet slightly apart, arms at your sides, standing up straight,
    and smiling. The teacher will sing the Hello Song while playing a piano
    accompaniment and the students will echo sing. Once the Hello Song is
    completed, the teacher will alternate between A and B on the piano, where the
    students will move until the notes stop, where the students will freeze. After a
    concluding major chord, the teacher will instruct the students to please sit
    down.
    Lesson Launch / Hook:
    1. The teacher will say, Last week we learned a song, do you remember the
    response? The teacher will sing the call to Day-O. The students will respond by
    singing Daylight come and me wan go home.
    2. The students will form a circle around the carpet and the teacher will split the
    circle into two groups, group 1 and group 2. Group 1 will be instructed to stomp
    the steady beat to Day-O in their feet, group 2 will be instructed to clap the
    response rhythm to Day-O. The teacher will play the recording to Day-O
    (Making Music: Grade 5 CD 1-28) and the students will either stomp the steady
    beat or clap the response rhythm depending on their group. Around one minute
    into the song, switch the roles of the groups, group 1 will clap the response
    rhythm and group 2 will stomp the steady beat.
    Informal Assessment: The teacher will observe which students are successfully
    stomping the beat steadily and which are struggling, and which students can clap the
    response rhythm successfully and which students are struggling. Record results on a
    scale of 1-3 (1 struggling, 2 - successful with occasional errors, 3 exceptional) on
    seating chart.
    3. The teacher will ask what did we do in our feet/laps? Is that the melody?
    (rhythm) The students will give various answers, if aid is needed the teacher will
    sing Daylight come and me wan go home then clap the rhythm. The teacher
    will ask what the difference between the first example and the second example is.
    Lesson Procedure:
    3

    1. The teacher will project the four-beat rhythm composition sheet on the enoBoard
    and will ask the students, what is composing? (to write or create) The
    students will give varied responses, provide additional lines of questioning until
    the answer is reached.
    2. The teacher will explain the class objective, We are going to compose rhythmic
    patterns in small groups of 3-4 to perform to Day-O. The teacher will point out
    the symbols in the key of the worksheet (half note, quarter note, eighth note, and
    quarter rest) and will check prior knowledge by asking what the names of the
    symbols are and their durations.
    3. Once the symbols names and durations are established the teacher will ask for
    volunteers to compose the first rhythmic pattern. When the first pattern is
    completed, the teacher will ask the students to self-evaluate their first
    composition. (Guided Practice)
    Self-assessment: The students will be asked to evaluate their first composition as a
    class. They will be asked, are their four beats in the measure? If not, what can we
    change and why? Invite a student up to revise the composition and repeat the process
    until there are four beats in the measure.
    4. The teacher will ask the students to perform the first pattern using rhythm
    syllables (ta, ti-ti, rest). The students will perform the first composition with
    rhythm syllables. The teacher will ask for a volunteer to create the second line in
    the composition. The students will self-assess in the same way as in the first
    composition. Students will perform the second pattern using rhythm syllables.
    The teacher will split the class in half and the two groups will perform lines one
    and two simultaneously. The teacher will ask the students what they can do
    improve on for the next performance, the students will provide feedback. The
    feedback will be applied immediately for a second performance of the two lines
    together.
    5. The teacher will split the class into small groups of 3-4 based on the color of their
    carpet spots (i.e. red row is a group, dark green row is a group, ect) and will
    instruct each group by singing to get one sheet of paper from the piano and one
    pencil.
    6. The students will compose their rhythms independently in small groups, the
    teacher will circulate around the room and check work. The students are
    expected to have correct stem direction and the proper number of beats per
    measure. Once a group finishes, the teacher will instruct the students in the
    group to teach their rhythms to each other.
    7. The students will pick a group leader to hand in their completed compositions to
    be rehearsed and performed for next week.

    Differentiation (Planned Support): Additional lines of questioning, rewording


    phrases or using simplified vocabulary, repeated/simplified directions

    Accommodations for Special Learners


    4

    504/IEPs- For student with speech or language impairment: rhythm syllables are
    written under each rhythm to aid comprehension, repeated directions and slower
    delivery of direction
    For student with heightened anxiety levels: Positive reinforcement for correct rhythmic
    speaking/clapping
    For student with selective mutism: Student will be allowed to work with a peer buddy to
    write rhythms and ask for help/feedback during composing

    Special Learners- Students in need of extra support: Rhythm syllables written


    under each rhythm during guided practice, work with others in group to self-check
    work
    Students in need of extra challenge: Leadership roles, lead your group once your
    rhythms are composed, help students in your group that need support

    Closure: While students are lined up and waiting for their teacher to arrive, the
    teacher will ask the students, what did we learn today? (Composing, review of half,
    quarter, eighth notes and quarter rests)

    Language: Function: The students compose a four beat composition and apply
    knowledge of half, quarter, eighth notes and quarter rests.

    Content Specific Vocabulary: Rhythm syllables (ta, ti-ti, rest), half note, quarter note,
    eighth note, quarter rest, repeat sign, 4/4, rhythm, composition

    Assessments Used:

    Informal- Informal Assessment: The teacher will observe which students are
    successfully stomping the beat steadily and which are struggling, and which students
    can clap the response rhythm successfully and which students are struggling. Record
    results on a scale of 1-3 (1 struggling, 2 - successful with occasional errors, 3
    exceptional) on seating chart.
    5

    Self-assessment: The students will be asked to evaluate their first composition as a


    class. They will be asked, are their four beats in the measure? If not, what can we
    change and why? Invite a student up to revise the composition and repeat the process
    until there are four beats in the measure.

    Informal Assessment: The teacher will check student work and look for correct stem
    direction and correct number of beats per measure.

    Accommodations for Assessments- Students in need of extra support will be given


    more time to catch on to the steady beat if in group one or to the response rhythm if
    they are in group two.

    For the student with speech and language impairment, the teacher will model the
    steady beat in the feet and the response rhythm in the hands to aid understanding of
    the task.

    For the student with heightened anxiety, the teacher will model the steady beat in the
    feet and the response rhythm in the hands and give positive reinforcement for the
    students participation.

    During the composition self-assessment, the student with selected mutism can show
    understanding by correcting student mistakes on the enoBoard, instead of verbally
    correcting mistakes.

    Possible Research / Theory:


    Vygotsky Social Development Theory
    Social interaction with a more knowledgeable other (MKO) aids individual development.
    The Zone of Proximal Development (ZPD) distance between a students ability to
    perform a task under adult guidance and/or with peer collaboration and the students
    ability solving the problem independently.

    Gordon Music Learning Theory


    Audiation hearing the music in your head before performing

    Garnders Theory of Multiple Intelligences


    Musical minds - Students are given directions through singing, making every moment
    musical.

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