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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Josh Martzke

Date: 4/5/2017 Subject/ Topic/ Theme: Rhythms and Movement Grade: _8th______________

I. Objectives
How does this lesson connect to the unit plan?

This is the second portion of my Rhythms and Notation Unit. Understanding rhythms through movement.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional
Students will be able to write their own rhythms Apply
Create

Demonstrate their previous knowledge of rhythms by creating body percussion/movements X

that accurately reflects various rhythms.

Common Core standards (or GLCEs if not available in Common Core) addressed:
ART.M.II.1.2 Create through exploration, improvisation, and composition, an answer to a rhythmic question.

ART.M.I.4.9 Use a system to read quarter notes and rests, eighth notes and rests, half notes and rests, whole
notes and rests.

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start


Identify prerequisite This is a continuation of the first lesson (Intro to Rhythms). Students need to have knowledge about
knowledge and skills. various rhythmic notation, macro and micro beats, and how to write rhythms correctly.

Pre-assessment (for learning):

Formative (for learning):


Outline assessment Run through the rhythm cards to see if students retained information from the previous lesson.
activities Formative (as learning):
(applicable to this lesson) Demonstrate various body percussion/movement examples.
Summative (of learning):

What barriers might this Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
lesson present? Representation Action and Expression Engagement
Provide options for perception- Provide options for physical Provide options for recruiting
making information perceptible action- increase options for interest- choice, relevance, value,
1. Rhythms cards interaction authenticity, minimize threats
What will it take
2. Write rhythms on white 1. Say the rhythms 1. Choose their own body
neurodevelopmentally, board. 2. Body percussion that percussion.
experientially, emotionally, represents the rhythms. 2. Write their own rhythms
etc., for your students to do 3. Write the rhythms 3. Let them choose their
this lesson? 4. Watch other groups own background
recording if they would
like to use one. I will
provide options.

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Provide options for language, Provide options for expression and Provide options for sustaining
mathematical expressions, and communication- increase medium effort and persistence- optimize
symbols- clarify & connect of expression challenge, collaboration, mastery-
language oriented feedback
1. Create rhythms in groups
and present to class
2. Work together to solve
difficult rhythms
3. Write rhythms for other
students and have them
perform them
Provide options for Provide options for executive Provide options for self-regulation-
comprehension- activate, apply & functions- coordinate short & long expectations, personal skills and
highlight term goals, monitor progress, and strategies, self-assessment &
1. Watch other students modify strategies reflection
perform their body 1. Keeping a steady beat 1. Make a video of you
percussion and see if while doing body performing a rhythm
you can write out the percussion. you created.
rhythm (rhythmic 2. Write rhythms for 2. Write out several
dictation) other students and rhythms and include
2. Analyze rhythms in have them perform it. the correct
music that you have or terminology
will perform. (traditional or Kodaly)
3. Take a piece of music
and create your own
body percussion that
represents your part.
1. Rhythm cards. Print off from online source.
Materials-what materials 2. Background recordings available (at least 5) for the students to choose from.
(books, handouts, etc) do 3. White board.
you need for this lesson and 4. Projector
are they ready to use? 5. This lesson will require enough space for students to create their own body percussion and
movements.

Normal band set. Once we split into smaller groups, students can will be able to move wherever and
then come back with their group to present their rhythmic composition.
How will your classroom be
set up for this lesson?

III. The Plan


Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
5 min Begin by reviewing what was covered in Students will quietly get in their seats.
Motivation the previous lesson. Students will start by saying the rhythms
(opening/
Briefly go through the rhythm cards and on the rhythm cards.
introduction/
engagement) have the students say the rhythms using Students will demonstrate that macro
traditional terminology (1&2&3&4&). beats occur on beats 1,2,3,4 and micro
Ask students to demonstrate macro and occur in between.
micro beats by first having them clap the
macro beats from a simple rhythm card.
Then have them clap just the micro beats.
Remind students what these terms mean
if they do not complete this exercise to
your standard.
10 min Development Next demonstrate rhythms that you Students will watch me perform a few
(the largest created using something other than examples of body percussion. I might
component or

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clapping. Have the students just watch a have them take notes on what they
few examples. saw/ideas to use.
Have the students repeat what you just Students will echo what I do in order to
did. Ask them if they can say the solidify the skill.
counting for the rhythm.
Tell students that rhythm can be Students will take notes on what body
represented in a variety of ways. Today percussion is and what it looks like.
we are going to be using body percussion
to represent rhythms that you create.
These body percussion can be in the form
of anything from stomping, jumping,
5 min knee slapping, etc.
to Ask for examples from students and then Students will give examples of a body
create perform that suggestion with the rhythm percussion and the class will perform
cards. rhythms using that method.
Body percussion or movement can also
show duration. Have students sway back
and forth on beats 1 and 3. Count for the
students.
Task for today: Create your own rhythms Students will create their own rhythms
and come up with body percussion and and body percussion using the guidelines
movements that accurately represent your I provided for them.
main body of rhythms.
the lesson) 1. Students will get into groups of five
(different people than last time) and
create a 2-3 measure rhythm in 4/4 time.
Guidelines: MUST have quarter notes,
15-20 eights, and sixteenths. 2-3 measures in
min to 4/4 time. Create a body percussion or
present movement. Write it down if you need to.
5 minutes.
Students will present their rhythmic Students will share their compositions.
composition to the entire class. Those not performing will evaluate if the
group performing met my requirements.
This will be recorded in their notes. They
will also write down other body
percussion ideas that groups came up
with.

5-10 Recap what body percussion and Write down other techniques they can
min Closure movement is and how it can help us think of in their notes.
(conclusion, understand rhythm. Students will dictate group created
culmination, Have a couple of groups do theirs again rhythms.
wrap-up) and have the other students see if they
can dictate their rhythm.
Perform a couple of other group rhythms Students will perform rhythms with
with backtrack recordings. backtrack recordings.
Have students think about other
techniques that could be used.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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