UT Martin

TEAM Lesson Plan Template

Teacher: Rachael Holloway
Subject/Grade: 6th Grade General Music
Lesson Title: Rhythm
STANDARDS
2.0 Playing Instruments Students will perform on instruments, alone and with
others, a varied repertoire of music.
2.1
Play an instrument using correct technique and rhythm.
Play an instrument using correct technique, rhythm, and/or pitch.
Play an instrument using correct technique, rhythm, pitch, and expressive
qualities.
4.0 Students will compose and arrange music within specified guidelines.
4.1 Compose simple pieces of music.
4.2 Create simple arrangement
5.0 Reading and Notating Students will read and notate music.
5.1
Demonstrate an understanding of notation including rhythm, melody,
harmony, and dynamics.
6.0 Listening and Analyzing Students will listen to, analyze, and describe
music.
6.1 Demonstrate knowledge of music vocabulary.
OBJECTIVE(s)/Sub-Objectives
The learner will:
Exhibit understanding of the difference between rhythm and tempo (the beat) by keeping a steady beat
and by composing rhythms at different tempos.
Demonstrate the difference between beat and rhythm by playing different rhythms and performing
alone and as a class.
MATERIALS AND RESOURCES

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Music folder
Pencil
Notebook paper

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ACCOMODATIONS/ADAPTATIONS

Questions will be asked out loud and written down to allow students to work at their own pace
Activities are structured so that all students may participate and demonstrate creativity.
Hook: Engage students attention and focus on learning.
Personally meaningful and relevant.

MOTIVATING STUDENTS/ANTICIPATORY
SET

To engage them as soon as they enter the classroom, music from Quaver will be playing. Their folders will be in
their chairs and questions will be written on the board. As soon as they all come in are in their seats, class will
begin.

INSTRUCTIONAL PROCEDURES

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Step-by-Step Procedures-Lesson Sequence: Basic to Complex.

Lesson includes visuals, modeling, logical sequencing and
segmenting (beginning, middle, ending); essential information;
concise communication; grouping strategies; differentiated
instructional strategies to provide intervention & extension;
seamless routines; varied instructional strategies; key concepts &
ideas highlighted regularly.

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1. After the students enter and take a seat, several questions will be asked to review Tempo and words used
to describe it.
2. The Quaver video on Rhythm will play and students will be asked to answer 3 questions on the board.
3. We will discuss the answers as a class and then I will collect their papers.
4. Students will then be asked to move the chair against the wall and sit in a large circle in the middle of
the room.
5. Together, we will keep a steady beat on our laps. Watch to make sure that everyone stays together and
follows the set tempo they are given.
6. As the rest of the class plays a steady beat, choose one student and play a 4-beat rhythm for them, then
have them play it back for you. Go around the circle until each student has an opportunity to play back a
given rhythm.
7. Ask for a volunteer to give the rest of the group a rhythm to play. Do this exercise until each student
successfully makes up an accurate 4-beat rhythm. Question the students about what kinds of notes they
are using.
8. After every student has an opportunity to choose a rhythm for the group, have them all stand up and get
in a straight line in the middle of the room for Telephone.
9. Explain the game by telling the students to play the rhythm they feel on their shoulders on the person in
front of them.
10. Start the game by playing a 4-beat rhythm on the shoulders of the very last person in line. Tell them to
pass it forward.
11. Once the rhythm gets to the front of the line, have the student in front clap it out loud and then go to the
back of the line to make a new rhythm for the group to pass forward.
12. Continue the game this way until each student has a chance to make a rhythm.
13. When they're finished, tell them to return their folders and move their chairs back to their original
location.

QUESTIONING/THINKING/PROBLEM
SOLVING (embedded throughout)

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Balanced mix of question types. Utilizes Blooms

Taxonomy/Webbs Depth of Knowledge; high frequency;
purposeful & coherent; require active responses; balance based
on volunteers/non-volunteers, ability, & gender; lead to further
inquiry & self-directed learning. Implement four types of
thinking (Analytical, Practical, Creative, & Research-based)
& Teach/Reinforce problem-solving types. Provide
opportunities for students to generate ideas & alternatives;
analyze, evaluate & explain information from multiple
perspectives & viewpoints.

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1. Students will be asked questions related to the Quaver video.
1. Rhythm is different patterns of sounds connected to what?
2. What was found at the center of Dave's head?
3. How many different rhythms are there?
2. Students will be asked questions about rhythms and notation during the games.

Maximize student understanding & learning Varied group

composition (race, gender, ability, & age); clearly understood
roles, responsibilities & group work expectations; accountability
for group & individual work; student opportunities for goal
setting, reflection & evaluation of learning.

GROUPING

No groups are used in this lesson.

Formative and/or summative assessment.
A variety of
assessments, including rubrics, measure achievement of
objectives and informs instruction.

ASSESSMENT

Formative assessment of students will occur informally during the class activities. Formative assessment will
occur formally as the students write down answers to review questions and turn them in.

Reflection/Wrap Up. Summarizing, reminding, reflecting,

restarting, connecting.

CLOSURE
Class will end with the last game and clean up.

NOTES:

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