1.

Rationale: The purpose of this experience is for the students to be able to identify and perform the
rhythms “ta-ka-di” and “ta-di-mi” in a given song. This experience will be to expand their knowledge
of rhythms, and create a community based learning activity with their classmates.

2. Understanding Statements: Student will expand on their knowledge of rhythms to add “ta-di-mi” and
“ta-ka-di” to their understanding of rhythms. By the end of this experience, students will be able to speak and
sing the listed rhythms, and be able to apply them to the given song.

3. “I can” statements/standards:
A. “I can demonstrate an understanding of meter by performing sets of beats grouped in twos and
threes.” (VA 3.5)
B. “I can read and notate rhythmic patterns that include sixteenth notes, single eighth notes, eighth rests,
and dotted half notes.” (VA 3.1)
C. “I can read and notate music, including identifying written melodic movement as step, leap, or repeat.”
(VA 3.1)

4. Materials: For this experience, I will have iconic notation that we will go over together to solidify the
new rhythms learned.

Ki - tty Green Hand-ker-chief

(ta-di) (ta) (ta-ka-di) (ta-di-mi)

5. Detailed Process:
i.To begin, I will start by playing the song on a piano, or a percussive instrument, and encourage the students to
move to song, while also encouraging them to come up with different movements for the different rhythms they
hear (I will play through it about 4 times while adding in the lyrics to the song the last 2 times) (10 minutes)
2. After this, we will sit in a circle and I will sing the song by myself twice and have them
try to mouth the words on the second time through (5 minutes)
3. I will have the students tap their fingers on their other hand to the beat while I sing
through the song (2 minutes)
4. We will sing the entire song through with no tapping (1 minute)
 5. We will sing the first line together while still tapping the beat (1 minute)
6. We will sing the first line together (still tapping) then I alone will sing the second line
while they tap along (1 minute)
7. We will sing the second line while tapping the beat (1 minute)
8. We will sing the entire song while tapping along (2 minutes)
9. I will ask the students if any parts of the phythm stuck out to them, and explain to me
which parts (4 minutes)
10. We will then clap the specific rhythms they noted (2 minutes)
11. After they have clapped the rhythms “ta-di-mi” and “ta-ka-di”, I will introduce the new
speaking pattern for the rhythms (1 minute)
12. We will say the rhythm names while clapping the rhythm (2 minutes)
13. We will look at and go over the iconic notation for the rhythms to make sure they are
able to speak or indicate the rhythm in some way. (6 minutes)
14. I will then write the rhythm of the whole song on the board and we will speak it
together, including the new rhythms (5 minutes)
15. If none of the students have physical accommodations, we will play the following
game: Students hold hands in a circle, while one student is on the outside of the circle
with a handkerchief, and skips around the circle. Once the students sing “away” the
student drops the handkerchief to the student that is closest to them. The student that
gets chosen will chase the other student around the circle while the original child tries
to get back to the empty space. If the first student is successful, the other student is
the new chaser. If not, they remain on the outside. (12 minutes)
1. If there are accommodations that need to be made, we will make do
something similar, but instead of walking, we will pass the handkerchief
around in a circle (sitting), and similar to hot potato, we will pass it around
and whoever is the last person holding the handkerchief will be eliminated,
and we will keep going until there’s one one student left. (12 minutes)

(The few extra minutes are left for transitions and if any of the steps take longer than planned.)

6. Assessments:
 I can clap or tap the rhythm “ta-ka-di” __
 I can clap or tap the rhythm “ta-di-mi” __
 I can speak “ta-ka-di” __
 I can speak “ta-di-mi” __
  I can sing “ta-ka-di” in the given song __
 I can sing “ta-di-mi” in the given song __

7. Adaptation: To include learners with different ways of engaging and knowing, I will do the following:

- Color: If students are having trouble understanding the rhythms, I will assign a different color to each
syllable, so they are able to see how the colors coordinate together.

- Pacing: This will depend on the needs of each individual student. If I see that some of the students are
taking longer than I had originally set out, we will slow down the pacing. On the other hand, if they are
accepting the rhythms better than expected, then we will move quicker.

- Modality: For modality, we will both look at the rhythms written on the board, and also speak them and
tap or clap along to them, so this will address each way of learning.

8. Extension If this experience needed to be longer, I would play the game longer (given that the
students were still getting enjoyment out of it). If they were not and other extensions needed to be made, we
would talk about the melodic contour of the piece and identify the skips versus the steps of the melody.

 Winding it Forward: Students will be able to say the given rhythm while tapping the steady beat

 Winding it Back: If the students don’t understand the new rhythms, we will go back over a quarter
note and two eighth notes together, then when they have a solid understanding of this, we will go back
to the new rhythms introduced.