TEP Core Lesson Plan Template

Assignment must be typed. Will not be accepted otherwise.

Lesson Preparation
Topic/Day Playing ensemble/solo music and identify different meter changes and figure
out the rhythm and note length
6-8 Benchmark 1C: Acquire beat and rhythmic competency skills. Performance
Standards: 1. Read and perform rhythms in simple and compound meter in
Standard(s) solo/ensemble situations. 2. Identify simple and compound meter (aurally,
visually in notation, and through conducting patterns).

TSW arrange the ensemble and soloists to match the music with the correct
instrumentation.
Objective(s)
(Blooms/DOK) TSW classify the different meter changes and explain the rhythm pattern and
the note length in different music pieces.

Materials/ Instruments, metronomes, rhythm pattern sheets, time signature sheets, paper
Resources/Safety
Metronome, recording of the music played on speakers, and use the website
Technology
http://www.rhythmbee.com/ to help.
Vocabulary/ Pulse, time change, tempo change, tone quality, instrumentation
Academic
Language
Students can play on their own as a soloist, or in a group of certain
Student Grouping instrumentation to play ensemble music. Then students will work together in
groups to work on identifying different meter patterns.
Students work together to understand and play music correctly and in time.
Differentiated Then a few students will go around listening to other players and give feedback
Instruction/ Access on what was good and what needs improvements. The assignment for meter
for All Students change will help students understand different rhythm patterns and help them
think critically about what type of note will get the beat
Students who are playing in ensemble groups will be paired by skill level to
help each other out, and this will help with teamwork skills. Soloists will work
Modifications/ on music and have a few classmates listen and give feedback. Then for the
Accommodations assignment, students who understand meter change will be paired with those
who are not to help them have a better understanding of what to do and how to
do it.
Learning-Teaching Process Time
Provide stacks of different ensemble and solo music, and ask students to 5
Activate stand up and look at the music. They can choose any of pieces that are min
Anticipatory Set

Student
Interest available.

5
Activate Prior
Knowledge Once students get music they see what instruments are needed to play the min
piece and then students will look at what key and time signature its in.
5
I can
min
 I can ask students to pair up with other students that fit the
instrumentation needed to play the piece. Then ask other students to get a
piece of paper ready to write feedback.
Once students get together and have
their music to start sight reading and
play slow, then gradually play the
Content
Exploration music up to tempo.
After the allotted time is up, the
ensemble groups will discuss what
was good and what needs
improvement. Soloists will discuss
Modeling what was good and what needs
improvements as well.
Students will then be given a piece of
manuscript paper and write down
different time signatures/meters and
determine which note gets the beat.
Guided Practice Also, students will check what the
rhythm pattern is and determine how
its played and they can use a rhythm
sheet to help them as a reference.
Formative Assessment Time
While the students play they 25
figure out how to play the min
music together and see which
parts fit with each other. Also,
the students with a piece of
paper will write down feedback
for the players.
What did each ensemble group 3
and soloist need to improve on? min
What was the best thing heard
from each ensemble group and
soloist? This will help players
by giving them positive
reinforcement and help them
focus on what needs to be
improved on.
For this portion of the 15
assignment students will be in min
groups but students who
understand the assignment a bit
more will help those who do
not. Teacher will observe
groups to add additional help to
students who are confused or
lost on the assignment.

Ensembles/soloists find a time outside If students do not finish

Independent of class and practice the music. If assignment at home, then next
Practice/Assignment/ students do not finish assignment in class I will go over it and help
Homework
class, then take home and finish it. them understand it.

Ask students to discuss the purpose of the ensemble/solo playing and 4

why its important to give feedback. Also the students will discuss the min
Closure importance of understanding different time signatures/meter changes in
music.

Summative Assessment (End of Unit)

In two weeks the students will perform their ensemble/solo pieces in front of their peers, and
after that there will be a quiz on time signatures/meter changes.

After the Lesson

Lesson Reflection