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Brittany

Barry
Lincoln Elementary
4th Grade Lesson

April 27th, 2017

Essential Question: How can we use our new 16th note patterns to create our own improvised
rhythmic responses? How can we use ostinato to help us explore our new sixteenth note
patterns?

I. National Standards
Cr1.1.4a Improvise rhythmic, melodic, and harmonic ideas, and explain
connection to specific purpose and context (such as social and cultural).
Cr1.1.4b Generate musical ideas (such as rhythms, melodies, and simple
accompaniment patterns) within related tonalities (such as major and minor)
and meters.
Cr2.1.4a Demonstrate selected and organized musical ideas for an improvisation,
arrangement, or composition to express intent, and explain connection to
purpose and context.
Cr2.1.4b Use standard and/or iconic notation and/or recording technology to
document personal rhythmic, melodic, and two-chord harmonic musical ideas.
Pr4.2.4b When analyzing selected music, read and perform using iconic and/or
standard notation.
Pr4.1.4a Perform music, alone or with others, with expression and technical
accuracy, and appropriate interpretation.
Re7.1.4a Demonstrate and explain how selected music connects to and is
influenced by specific interests, experiences, purposes, or contexts.

II. Learning Outcomes
SW notate rhythm for the refrain of Swapping Song and read it
SW read rhythmic notation for Hop Up
SW play rhythm for Hop Up while singing/speaking rhyhtm
SW create and perform their own 4-beat rhythms on hand drums using rhythm
cards
SW improvise rhythmic pattern on hand drums using 16th note patterns
SW sing/play ostinati while others sing

III. Materials
Swapping Song
Hop Up & Jump Up
Land of the Silver Birch
Class set of hand drums
Board and projector
Baggie with rhythm cards containing tiri-ti, ti-tiri, tiritiri, titi, and ta

IV. Procedures
1) SW come and sit in their assigned seats. Students named on board will pass out
books.
2) TW open with a call & copy exercise using the tiri-ti and ti-tiri and body motions.
Review on board what they look like.
3) TW initiate singing Swapping Song. SW notate rhythm for refrain on the board. SW
read and pat fingertips on laps.
4) TW display lyrics for Hop Up and Jump Up. SW sing and tap rhythm.
5) TW reveal rhythmic notation. SW review how to read tiri-ti and ti-tiri. SW read full
notation.
6) As a class students will arrange rhythms into 4-beat patterns.
7) SW get into groups of 3 or 4. Each group will send over one person to grab drums for
their group, which will go head-down on the floor until use. Each group will also
receive a ziplock of rhythm cards to arrange in 4-beat patterns.
8) SW take turns creating and performing rhythmic patterns they arrange using tiri-ti,
ti-tiri, tiritiri, titi, and ta.
9) SW create a pattern collaboratively, write it on the board, and perform it for the
class.
10) SW return pattern cards to baggies and give them to the teacher as they move into a
circle, holding their drum on their head. Any playing will result in removal of a drum.
11) TW lead students in Call & Response. Students must use tiritiri, tiri-ti, and/or ti-tiri in
their 4-beat pattern.
12) SW lead class in call & response.
13) SW place drums head-down on the floor in front of them. TW sing Land of the Silver
Birch and have students come in on the last phrase (hy-dida-hy-da) while tapping
rhythm on knees. TW loop song a few times.
14) TW teach song by rote.
15) TW split class in half, one half sings hy-dida-hy-da as ostinato while other half sings.
Switch.
16) SW sing Silver Birch, on last phrase SW play rhythm on drums.
17) SW place drums head-down and carefully move back to seats, TW select a couple
students to help collect drums.
18) TW sing Land of the Silver Birch and have students come in on the last phrase (hi-
dida-hi-da) while tapping rhythm on laps.

V. Assessment
TW assess students accurate notation and rhythmic performance of the refrain
of Swapping Song by visually and aurally assessing their notation and
performance
TW assess students accurate reading of Hop Up rhythm by aurally assessing
students counting
TW assess students accurate playing of Hop Up rhythm by aurally assessing
students tapping
TW assess students accurate performance of 4-beat 16th note patterns they
create by aurally and visually assessing their small-group performances
TW assess students accurate rhythmic demonstration of tiri-ti and ti-tiri patterns
by aurally observing during the improvisation exercise
TW assess students accurate demonstration of ostinati by aurally assessing
students

VI. Continued Learning
Composing using known rhythmic patterns
Creating arrangements to familiar songs using 16th note rhythmic patterns

VII. Honor Code
I affirm that I have upheld the highest principles of honesty and integrity in my academic
work and have not witnessed a violation of the Honor Code. Brittany N. Barry

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