Lesson One

Central Focus Statement

Students will create and perform syncopated rhythms to demonstrate
understanding of 2/4, 3/4, and 4/4 meter.
Student Learning Objectives
I can respond to syncopated rhythms in 2/4, 3/4, and 4/4 meter.
I can sing with correct technique in head voice.
I can play an instrument and sing at the same time with correct technique.
Ohio Content Standards
6CE Identify elements of music using developmentally appropriate vocabulary.
2PR Use the head voice to produce a light, clear sound employing breath
support and maintaining appropriate posture.
6PR Read, write and perform using sixteenth through whole note values
including syncopated rhythms in 2/4, 3/4 and 4/4 meter.
1RE Explain how the elements and subject matter of music connect with
disciplines outside the arts.
6RE Use constructive feedback to improve and refine musical performance and
response.
NAFME Standards
MU:Pr4.2.4a: Demonstrate understanding of the structure and the elements of
music (such as rhythm, pitch, and form) in music selected for performance.
MU:Pr5.1.4a: Apply teacher-provided and collaboratively-developed criteria and
feedback to evaluate accuracy and expressiveness of ensemble and personal
performances.
MU:Pr5.1.4b: Rehearse to refine technical accuracy and expressive qualities,
and address performance challenges.
Previously Learned Knowledge
Students have been doing activities involving syncopation since the beginning of
the term.
Note value lessons have been taught since the end of 3 rd grade.
Background Vocab
Quarter note
Half note
Quarter rest
Eighth notes
Sixteenth notes
Meter
Note value

Syncopation
Beat
Measure

Vocab to be Taught in Lesson

Meter
Half note
Syncopation
Measure
Bar line
Materials
Smartboard files on meter, bar lines, and the Canoe Song
Piano
Electronic whiteboard
Xylophones
Potential Student Misunderstandings
Students misinterpret the beat with amount of notes on the screen.
o Review the difference between note heads and note value.
Students sing the starting pitch of the second verse of the Canoe Song as the
last note of the previous verse
o Practice and use contrasting hand levels to correct this mistake.
Students switch the term for quarter note (ta) and eighth notes (ti-ti)
o Review and practice these terms
o Write on the board ta = a and ti-ti = s
Learning Supports and Differentiation
Incorporate visual as well as hand-on modalities to learn the content
Use a visual with the 1 being bigger than the other beats to show emphasis of
meter
Speaking the 1 louder than the other beats helps students who are aural learners
in the class
Sit students with attention problems closer to the teacher and surround with
higher-performing students
Check in with ELL students to gauge comprehension of material as well as
language barriers.
Have the sheet music up on the board, as well as model the music for the
students to teach to all learners, both aurally and visually.
Stretch the advanced students with ear dictation to discover the notes on the
xylophone.
Procedure

1. Give topic of meter for the lesson unit

2. Go over simple definition of meter
a. Meter is a grouping of beats
b. How many beats are in this group?
3. Review the definition of measure and bar lines
4. Do a group review of previous material learned
5. Go over the reason for different meters in music
6. Model for the class the feeling of different meter
7. Have the entire class speak the different meters (2/4, 3/4, 4/4) with an emphasis
on the first beat.
8. Bar line detection
a. Have students discuss with their risers where the bar lines should go for
each meter shown.
b. Walk around the room during the discussion to facilitate learning and
make sure the students are on the right track.
c. Have students come up to the board and put the correct bar line to make a
measure in the given meter
9. Put up a piece of music (Yankee Doodle) with no meter, and have the class try to
figure out the meter based on the groupings of notes
10. Solfege warm-up with Kurwen hand signs
11. Teach the vocals line to Canoe Song
a. Teach in a whole-part-whole manner
b. Have students keep a steady beat while patting
12. What do you think this song is about? Why?
a. Tell students that people used to sing songs while rowing to keep in sync
with each other
13. Call on students to clap and speak (tas and ti-tis) line by line of each measure,
and after each time the entire class will clap/speak along together
a. Discuss similarities and differences of each phrase.
14. Review the term for syncopation
a. Have students identify where the syncopated part lies in the song
15. Learn the first two measures of the Canoe Song vocal line on xylophone
a. Teach the melody by giving them a starting pitch on the xylophone, and
have the students learn the rest of the melody by ear.
b. Have students sing vocal line while playing
16. Call on students to perform a measure to the class
Closure
What is a grouping of beats called?
Why are there different types of meter?
What is syncopation?
Assessment
Students will know the groupings of meters 2/4, 3/4, and 4/4.
Students will be able to group note values into given meters.
Informal

o Observing confidence of material learned through geared talks to each

riser of students.
o Assess progress of class on confidence of bar lines
o Observing accuracy of pitches in Canoe Song to decide parts to work on
(both in vocal line as well as xylophone part)
o Call on students to perform a measure of the Canoe Song as a solo to
access technique and accuracy

Lesson Two
Central Focus Statement
Students will create and perform syncopated rhythms to demonstrate
understanding of 2/4, 3/4, and 4/4 meter.
Student Learning Objectives
I can respond to syncopated rhythms in 2/4, 3/4, and 4/4 meter.
I can sing with correct technique in head voice.
I can connect subjects such as math to music.
I can play an instrument and sing at the same time with correct technique.
Ohio Content Standards
6CE Identify elements of music using developmentally appropriate vocabulary.
2PR Use the head voice to produce a light, clear sound employing breath
support and maintaining appropriate posture.
6PR Read, write and perform using sixteenth through whole note values
including syncopated rhythms in 2/4, 3/4 and 4/4 meter.
1RE Explain how the elements and subject matter of music connect with
disciplines outside the arts.
6RE Use constructive feedback to improve and refine musical performance and
response.
NAFME Standards
MU:Pr4.2.4a: Demonstrate understanding of the structure and the elements of
music (such as rhythm, pitch, and form) in music selected for performance.
MU:Pr5.1.4a: Apply teacher-provided and collaboratively-developed criteria and
feedback to evaluate accuracy and expressiveness of ensemble and personal
performances.
MU:Pr5.1.4b: Rehearse to refine technical accuracy and expressive qualities,
and address performance challenges.
MU:Cn11.0.4a Demonstrate understanding of relationships between music and
the other arts, other disciplines, varied contexts, and daily life
Previously Learned Knowledge
Students have been doing activities involving syncopation since the beginning of
the term.
Meter was introduced in the previous lesson, as well as how to tell the meter
given the time signature.
Bar lines were discussed and drawn during the previous lesson in meters 4/4 and
3/4.
Background Vocab
Quarter note

Half note
Quarter rest
Eighth notes
Sixteenth notes
Meter
Note value
Syncopation
Beat
Measure
Bar line

Vocab to be Taught in Lesson

Meter
Syncopation
Measure
Bar line
Note value
Half note
Materials
Smartboard file with note value, bar line practice, and the Canoe Song
Piano
Electronic whiteboard
Xylophones
Potential Student Misunderstandings
Students misinterpret the beat with amount of notes on the screen.
o Review the difference between note heads and note value.
Students sing the starting pitch of the second verse of the Canoe Song as the
last note of the previous verse
o Practice and use contrasting hand levels to correct this mistake.
Students choose the pie piece that is 1/2 instead of the 1/8 because it is half of a
quarter note
o Discuss how an eighth of an entire measure of 4/4 is an eighth note and
review the fractions they have learned in math class.
Learning Supports and Differentiation
Incorporate the hands-on playing of the syncopation.
If students are lacking in attention, move your body closer to the student to keep
students interest in subject
Stretch the advanced students with ear dictation to discover the melody on the
xylophone.

Check in with ELL students to gauge comprehension of material as well as

language barriers.
Have the sheet music up on the board, as well as model the music for the
students to teach to all learners, both aurally and visually.
Use peer-teaching at the xylophones if students are not following the material.
Procedure
1. Go over note value for quarter notes, attached eighth notes, a set of sixteenth
notes, half notes, and single eighth notes on the electronic whiteboard
2. Bar line practice in 4/4 and 3/4 on the electronic whiteboard
a. Call on students that have not previously answered a question on this unit.
3. Go over fractions and how they are related to music
a. Each 1/4 of a pie is one beat
b. Make Smartboard with 1/8=
i. Why is an eighth note called an eighth note?
ii. Which pie piece would represent an eighth note?
iii. Why isnt the 1/2 piece appropriate?
4. Solfege warm-ups with Kurwen hand signs.
5. Review Canoe Song vocal line
a. Have students pretend to row a boat to the half note beat using imaginary
paddles
b. Why do you think that people would sing songs while they rowed?
6. Go over to xylophones and teach last section of the Canoe Song melody
a. Have students peer-teach other students if they have learned the part
faster
7. If time, begin teaching bass line accompaniment
Closure
How are fractions related to rhythm?
What is syncopation?
How can you tell what meter a piece of music is in?
Assessment
Students will know how music relates to math and fractions.
Students will be able to group note values into measures
Informal
o Assess progress of class on confidence of bar lines
o Observing accuracy of pitches in Canoe Song to decide parts to work on
(both in vocal line as well as xylophone part)
o Call on students to perform a measure of the Canoe Song as a solo to
access technique and accuracy
o Assess student knowledge by having students put their fingers up under
their chin for the amount of beats a certain note receives.
Mark down students who are still struggling

Lesson Three
Central Focus Statement
Students will create and perform syncopated rhythms to demonstrate
understanding of 2/4, 3/4, and 4/4 meter.
Ohio Fine Arts Standards
5CE Identify and respond to basic music forms (e.g., AABA and rondo).
6CE Identify elements of music using developmentally appropriate vocabulary.
2PR Use the head voice to produce a light, clear sound employing breath
support and maintaining appropriate posture.
3PR Play a variety of classroom instruments with proper technique.
5PR Improvise and compose short compositions using a variety of classroom
instruments and sound sources.
6PR Read, write and perform using sixteenth through whole note values
including syncopated rhythms in 2/4, 3/4 and 4/4 meter.
1RE Explain how the elements and subject matter of music connect with
disciplines outside the arts.
6RE Use constructive feedback to improve and refine musical performance and
response.
NAFME Standards
MU:Cr2.1.4a: Demonstrate selected and organized musical ideas for a
composition to express intent, and explain connection to purpose and context.
MU:Pr4.2.4a: Demonstrate understanding of the structure and the elements of
music (such as rhythm, pitch, and form) in music selected for performance.
MU:Pr5.1.4a: Apply teacher-provided and collaboratively-developed criteria and
feedback to evaluate accuracy and expressiveness of ensemble and personal
performances.
MU:Pr5.1.4b: Rehearse to refine technical accuracy and expressive qualities,
and address performance challenges.
Student Learning Objectives
I can respond to different rhythms in 2/4, 3/4, and 4/4 meter.
I can play an instrument and sing at the same time with correct technique.
I can connect music to other subjects such as math.
Previously Learned Knowledge

Students have been doing activities involving syncopation since the beginning of
the term.
Students have been using the rhythm dictation manipulatives for multiple
lessons, showing that they demonstrate understanding of note value.
Students can sing the melody and respond to the syncopated areas of the Canoe
Song.

Background Vocab
Quarter note
Half note
Quarter rest
Eighth notes
Sixteenth notes
Meter
Note value
Syncopation
Bar line
Measure
Vocab to be Taught in Lesson
Meter
Note value
Syncopation
Rondo
Materials
Canoe rhythm manipulatives
Smartboard file to review note value and bar lines
Rhythm sticks
Tambourines
Djembe
Piano
Potential Student Misunderstandings
Students misinterpret the difference between beat and rhythm and forget to add
up the totals of the note value in the meter
o Review note value and the bus seat analogy (multiple people can buy a
bus ticket but there are only a certain amount of seats on the bus)
Students are confused about the note value of the canoe rhythm manipulatives
due to some cards having two beats and some having one.
o Have the students refer to the size of the cards because the cards with
one beat are half the size of the cards with two beats

Students are not playing the correct rhythm for the syncopated O-ver-board
rhythm
o Practice this rhythm many times as a class, as well as modeling it for the
students.
Students sing the starting pitch of the second verse of the Canoe Song as the
last note of the previous verse
o Practice and use contrasting hand levels to correct this mistake.
Learning Supports and Differentiation
Make sure lower-performing students are grouped with higher-performing
students for peer learning
Maintain close proximity to students who struggle with attention or avoidance
Model pitches and rhythms for students
Model rhythms and use different color keys to code the music for group parts
English language learners
o Use graphics and drawings to gauge interest and have it be another way
to visually engage
Procedure
1. Review fractions and music/note value
2. Do a quick Solfege echo warm-up with Kurwen hand signs.
3. Review melody of the Canoe Song and have students clap syncopated
underlined sections
4. Pass out rhythm sticks and have students play and sing at the same time
5. Quickly review how to hold and play tambourine
6. Go over tambourine part and demonstrate high-lighted part
7. Pass out a tambourine for each riser and play the Canoe Song 4-5 times,
switching the tambourine every time.
8. Review melody and bass line (if accomplished) over at the xylophones
9. Assign groups of three.
10. Have students compose Canoe rhythms of one 4/4 measure
a. Give instructions to have the syncopated rhythm at the beginning of the
measure
b. Have them repeat the measure twice
c. Have students get into a circle and sit next to their group members
d. Give 3-4 minutes to create and practice rhythms with rhythm sticks
e. Walk around class during this time to make sure students are following the
directions of the assignment.
11. Review the term rondo (always coming back to A)
12. Go over order
13. Perform rondo as a class, with the Canoe Song being the A section and the
student groups being the rondo
a. Accompany song with djembe
b. Stop and correct students as needed, as their individually composed
syncopated rhythm will most likely be a problem

Closure
What is rondo form?
Why is o-ver-board so difficult to speak in a syncopated pattern?
Assessment
Students will know how to play and speak syncopated rhythms through
performing their compositions.
Students will be able to compose a measure of 4/4 with various note values.
Informal
o Individually assess each student in their small group to see if they are
performing rhythm correctly
o Assess players of the fill-in part (tambourine) to check their accuracy of
rhythm reading
o Assess competency of note values by having students hold up the amount
of fingers for each beat the note receives.

Lesson Four
Central Focus Statement
Students will create and perform syncopated rhythms to demonstrate
understanding of 2/4, 3/4, and 4/4 meter.
Student Learning Objectives
I can respond to different rhythms in 2/4, 3/4, and 4/4 meter.
I can play an instrument and sing at the same time with correct technique.
I can connect music to other subjects such as math.
I can follow and create music in rondo form.
Ohio Fine Arts Standards
5CE Identify and respond to basic music forms (e.g., AABA and rondo).
6CE Identify elements of music using developmentally appropriate vocabulary.
2PR Use the head voice to produce a light, clear sound employing breath
support and maintaining appropriate posture.
3PR Play a variety of classroom instruments with proper technique.
5PR Improvise and compose short compositions using a variety of classroom
instruments and sound sources.
6PR Read, write and perform using sixteenth through whole note values
including syncopated rhythms in 2/4, 3/4 and 4/4 meter.
1RE Explain how the elements and subject matter of music connect with
disciplines outside the arts.
6RE Use constructive feedback to improve and refine musical performance and
response.
NAFME Standards
MU:Cr2.1.4a: Demonstrate selected and organized musical ideas for a
composition to express intent, and explain connection to purpose and context.
MU:Pr4.2.4a: Demonstrate understanding of the structure and the elements of
music (such as rhythm, pitch, and form) in music selected for performance.

MU:Pr5.1.4a: Apply teacher-provided and collaboratively-developed criteria and

feedback to evaluate accuracy and expressiveness of ensemble and personal
performances.
MU:Pr5.1.4b: Rehearse to refine technical accuracy and expressive qualities,
and address performance challenges.

Background Knowledge
Students have been singing and playing songs with syncopation rhythms since
the beginning of the term.
Students have gone over note value for the past three lessons.
The students have played a rondo twice, but need reminding of term.
Background Vocab
Quarter note
Half note
Quarter rest
Eighth notes
Sixteenth notes
Meter
Note value
Syncopation
Key Vocabulary
Syncopation
Meter
Note value
Rhythm
Materials
Canoe rhythms
Rhythm sticks
Canoe Song music
Djembe
Tambourines
Rhythm/meter manipulatives
Learning Supports and Differentiation
English language learners
o Use graphics and drawings to gauge interest and have it be another way
to visually engage
Gifted students
o Stretch gifted students by performing syncopated rhythms without words.
504: Avoidance

o Make sure student is still on task and maintain close proximity to student
to encourage participation
o Assign student leaders to be partners with student to motivate him to learn
content
Potential Student Misunderstandings
Students want to say o-ver-board as ti-ti ta instead of the syncopated rhythm
o Prep and prep over again as an entire class.
o Ask, who can tell me where we have seen this rhythm before?
Compare to the Canoe Song and if need be, have students say ti
ta ti instead of o-ver-board
Students believe that a set of sixteenth groups is two beats (ti-ti ti-ti) instead of
one beat
Procedure
1. O-ver-board rhythm with class and review where it can be found in the music
2. Have students review canoe rhythms with group members
a. Review guidelines
b. Walk around circle and help out groups that are struggling either with the
syncopated rhythm or repeating the measure
3. Perform rondo as a class
a. Review term for rondo and go over order
4. Have a couple of groups use their compositions as the rondo sections for when
the class plays the Orff arrangement to Canoe Song
5. Meter dictation
c. Dictation with manipulatives in 4/4, 3/4, and 2/4 while guessing the meter
d. Individually assess each student by giving them individual bags with
eighth notes, separated eighth notes, quarter notes, grouped sixteenth
notes, quarter rests, and cards with 2/4, 3/4, and 4/4 cards.
e. Begin with saying the syllables, and stretch gifted students by only
clapping the rhythms.
f. After practicing dictation without meter, use simple rhythms at first, and
then advance if students are mastering concept with guessing the meter
as well.
14. Pass out post-test with students drawing in bar lines as well as composing
syncopated rhythms in 2/4, 3/ and 4/4 time.
Closure
Why does music come in different meters?
Why cant it all just be the same 4/4 meter?
Assessment
Students will be able to know the value of different notes and how they make up
certain meters.

Students will be able to demonstrate their understanding of meter by composing

one measure of 4/4 meter.
Formative
o Assess mastery of knowledge in groups of 3 of the accuracy of
performing/composing syncopated rhythms in 4/4
o Assess mastery of knowledge of aural learners by doing rhythm dictation
and find the meter
Go around the classroom with class sheet and mark students who
are mastering concept as well as struggling students
Summative
o Post-test with drawing bar lines and composing rhythms.