Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher: Josh Martzke

Date: 04/04/2017 Subject/ Topic/ Theme: Intro to Rhythm Grade: 8th____________

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

This is part of the rhythm portion for the Rhythm and Notation unit plan.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* developmen emotional
t
Read rhythms correctly through various means. Understand
Evaluate
Keep a steady tempo while listening to a metronome and audio recordings. Remember

Understand macro and micro beats. Understand

Create X
Create rhythms and clap them correctly. Apply

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 Students need to have prior knowledge of rhythmic notation. These include whole notes, half notes,
knowledge and skills. eighth notes, sixteenth notes, and dotted figures.

Pre-assessment (for learning):

Pre-test was given to students at the beginning of the year to see what their knowledge was of
rhythms.
Formative (for learning):
Outline assessment Have students clap rhythms from rhythm cards. This will see who can read the rhythms and who
activities cannot.
(applicable to this lesson) Formative (as learning):
Have students create their own rhythms in groups and clap the rhythm they created.
Summative (of learning):

What barriers might this Provide Multiple Means of
lesson present? Representation
Provide options for perception-
making information perceptible
1. Rhythms cards
What will it take
2. Write rhythms on white
neurodevelopmentally, board.
experientially, emotionally,
etc., for your students to do
this lesson?
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
1. Traditional counting
(1&2&3&4)
2. Rhythm cards with
standard notation.
Provide Multiple Means of
Action and Expression
Provide options for physical
action- increase options for
interaction
1. Saying the rhythms
2. Clapping the rhythms
3. Writing the rhythms
Provide options for expression and
communication- increase medium
of expression
1. Traditional counting
(1&2&3&4)
2. Macro and micro beats
stomp on macro and clap
on micro
Provide Multiple Means of
Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
1. Create rhythms on their
own in groups
2. Let them decide music to
clap to. I will provide
options.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
1. Create rhythms in groups
and present to class
2. Work together to solve
difficult rhythms

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comprehension- activate, apply &
Materials-what materials
(books, handouts, etc) do
you need for this lesson and
are they ready to use?
Provide options for Provide options for executive Provide options for self-regulation-
functions- coordinate short & long expectations, personal skills and
highlight term goals, monitor progress, and strategies, self-assessment &
modify strategies reflection
1. Go home and write out
some rhythms from your
music
2. Create your own rhythm
cards for the class to use.
1. Rhythm cards. Print off from online source.
2. Background recordings available (at least 5) for the students to choose from.
3. White board.
4. Projector

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 rhythms.
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.
10 min Welcome students to class. Students will quietly get in their seats.
Motivation
Begin by asking them to count the Students will start by saying the rhythms
(opening/
introduction/ rhythms on the rhythm cards. on the rhythm cards.
engagement) Count them off and go through about 10
cards.
Assess how they did and move on.
Development
15 min (the largest In music we have big beats and small During this students will be listening and
component or beats. These are called macro and micro. writing in their journals any notes that
main body of Macro beats occur on the downbeats they want to take.
the lesson) (1,2,3,4) and micro beats occur in
between (the ands).
When we count we say 1 & 2 & 3 & 4
&
Micro beats can also occur in even
smaller numbers. These are called 16th
notes. (1e&a, etc.)
We need to always be thinking the micro
beats, either 8ths or 16ths.

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 So lets look at this rhythm card (hold one They will be counting the macro and
up) and will you just count the macro micro beats.
beats. (Should be 1,2,3,4)
Now count the macro and micro beats. (1
& 2 & 3 & 4 &)
Next, lets clap the macro and micro They will be clapping as well.
beats.
Get some volunteers to clap the next few One person claps while everyone else
5 min says the subdivision.
cards. One person claps, everyone else
to
say the subdivision. This will help them
create
begin subdividing by hearing how the
macro and micro beats line up with the
rhythms.
Get into groups of 5 and create your own Students will get into groups to create
rhythms. They will be clapping the their own rhythms following the
15-20
rhythms. Guidelines: MUST have guidelines I give them.
min to
present quarter notes, eights, and sixteenths. 2-3
measures in 4/4 time. Clap your rhythms.
Write it down if you need to. 5 minutes.
Groups will present at the end of 5 Students will evaluate groups by seeing if
minutes. their rhythms were correct.

Wrap-up by having the whole band clap Students will count rhythms with
Closure to the newly created rhythms to the beat background music.
(conclusion, of selected background tracks. Students are voting.
culmination, Let them vote on a couple (majority Students are applying what they just
wrap-up) wins) learned.
Next time we will add body movements
into our rhythms.
Tell students to home and write out some
rhythms of their own for practice. Make
your own rhythm cards.
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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