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    Rayco Lesson Plan Template

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    api-489441299
    This lesson plan teaches kindergarten students rhythmic patterns using words and syllables. Students will learn to distinguish between quarter notes, two eighth notes, and quarter rests by clapping out the rhythms of words written on envelopes. The teacher will model clapping rhythmic patterns for different words and having students identify how many sounds they hear. Students will then practice identifying rhythmic patterns from words on their own. Assessment includes an informal check having students hold up fingers for sounds heard and a formal worksheet to write rhythms and syllables.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Rayco Lesson Plan Template

    Uploaded by

    api-489441299
    65 views3 pages
    This lesson plan teaches kindergarten students rhythmic patterns using words and syllables. Students will learn to distinguish between quarter notes, two eighth notes, and quarter rests by clapping out the rhythms of words written on envelopes. The teacher will model clapping rhythmic patterns for different words and having students identify how many sounds they hear. Students will then practice identifying rhythmic patterns from words on their own. Assessment includes an informal check having students hold up fingers for sounds heard and a formal worksheet to write rhythms and syllables.

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    rayco lesson plan template

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    This lesson plan teaches kindergarten students rhythmic patterns using words and syllables. Students will learn to distinguish between quarter notes, two eighth notes, and quarter rests by clapping out the rhythms of words written on envelopes. The teacher will model clapping rhythmic patterns for different words and having students identify how many sounds they hear. Students will then practice identifying rhythmic patterns from words on their own. Assessment includes an informal check having students hold up fingers for sounds heard and a formal worksheet to write rhythms and syllables.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    65 views3 pages

    Rayco Lesson Plan Template

    Uploaded by

    api-489441299
    This lesson plan teaches kindergarten students rhythmic patterns using words and syllables. Students will learn to distinguish between quarter notes, two eighth notes, and quarter rests by clapping out the rhythms of words written on envelopes. The teacher will model clapping rhythmic patterns for different words and having students identify how many sounds they hear. Students will then practice identifying rhythmic patterns from words on their own. Assessment includes an informal check having students hold up fingers for sounds heard and a formal worksheet to write rhythms and syllables.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 3

    PMEA Model Curriculum Framework

    Lesson Plan

    Lesson Title: “I’ve Got a Letter”: Rhythmic practice

    Check One: □ General Music □ Ensemble □ Harmonizing Instruments


    □ Theory & Composition □ Music Technology
    Grade Level(s): Kindergarten □ Single Day Plan □ Multi-Day Plan □ Unit Plan
    Lesson Objective(s):
    SWBAT distinguish the number of clapping sounds between quarter and two eighth note rhythms,
    along with quarter rests.
    SWBAT associate rhythmic patterns with syllabic-equivalent words
    SWBAT identify various simple rhythms
    Lesson Description:
    Students will learn quarter and eighth note rhythms, along with quarter rests to ensure they are
    comprehending iconic notation and can distinguish the syllabic sounds associated with them.
    Rationale:
    We can use words to make different rhythmic patterns. When we listen for the sounds, or syllables of
    words, we can create our own rhythmic patterns and make music! Let’s thinks of a list of things we
    may receive in the mail and find a way to make music out of them!
    Teacher Resources and Equipment Student Resources:
    - Magnetic clips - Shakers (for additional time)
    - Whiteboard - Rhythm sticks
    - Envelopes with words/rhythms written
    on both sides
    - Bag (carries envelopes)
    - Track for “I’ve Got a Letter”

    Connections:
    PA Competency(s): Read iconic notation representing sound and silence.
    PA Essential Questions: How can pictures show sound and silence?
    PA Big Idea(s): National Standards Enduring Understanding(s):
    The arts provide a medium to understand and Understanding connections to varied contexts
    exchange ideas. and daily life enhances musicians’ creating,
    performing, and responding.
    National Standards Artistic Processes (Check all that apply):
    □ Creating □ Performing □ Responding □ Connecting
    National Standards Music Process Components:
    Rehears, Analyze, Refine

    Standards:
    PA Standards: 9.2 Historical and Cultural Contexts
    National Core Music Standards: MU: Cn10, MU:Cn11

    Performance Measures:
    Informal Assessment: holding up fingers for the number of claps heard when speaking words written
    on the envelopes, raising hands for how many claps were heard for each word, asking which rhythms
    are clapped the same number of times as the syllables of the words.

    Formal Assessment: worksheet with stick notation and having students write the rhythms as well as
    syllables (ta, ti-ti or shh).
    Depth of Knowledge Level(s):
    Having students create a 4-beat rhythmic pattern with the envelopes in groups, have students
    compose their own rhythmic patterns using the rhythms provided within the lesson.

    Instructional Process:
    Rationale
    T: Sometimes words can make certain rhythms! When we listen for the sounds, or syllables, of words
    we can make up our own rhythmic pattern.
    Body
    Model 1
    • Play track and move around class until four students pick a letter from bag
    • Clip envelopes onto board showing words first
    • Say words, then clap the syllables
    • Take first and second word and clap
    o T: How many sounds did we hear?
    o S: One/two
    • Flip envelopes to reveal rhythmic patterns and clap through
    Model 2
    • Take third word, but refer to ta or ti-ti for one or two sounds
    Model 3
    • Take fourth word and ask questions about sounds heard and what rhythms associate with
    those sounds to solidify comprehension
    Prompt
    Prompt 1
    • Have students try on their own with each individual word.
    • Say word, clap syllable, “one or two sounds?”, “ta or ti-ti”
    [Repeat twice if enough time]
    Differentiation Strategies:
    Providing time to guide students through the process of learning the rhythms and different sounds
    each make are different from assessing their understanding through worksheets and prompting them
    to go through each exercise independently.
    Essential Vocabulary:
    - Rhythm
    - Sounds
    - Two eighth notes
    - Quarter note
    - Quarter rest
    - Ta
    - Ti-ti
    - Shh
    - Note heads
    District-Defined Initiatives (as applicable):
    N/A

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