LESSON PLAN

Teacher: Jazer Sanchez High School Grade: 9th 1st Period

Course/Unit: Musical Rhythms
Date: June 17, 2017

Artistic processes and Anchor Standards Engaged:

http://nationalartsstandards.org

Creating
Generate and conceptualize artistic ideas and work
Organize and develop artistic ideas and work
Refine and complete artistic work

Performing/Presenting
Select, analyze and interpret artistic work for presentation
Develop and refine artistic techniques and work for presentation
Convey meaning through the presentation of artistic work

Responding
Perceive and analyze artistic work
Interpret intent and meaning in artistic work
Apply criteria to evaluate artistic work

Connecting

Synthesize and relate knowledge and personal experiences to make art.

Relate artistic ideas and works with societal, cultural and historical context to deepen
understanding

Massachusetts Frameworks
http://www.doe.mass.edu/frameworks/arts/1099.pdf

Singing
1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.10 1.11 1.12 1.13 1.14 1.15

Reading and Notation

2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11 2.12 2.13 2.14 2.15

Playing Instruments
3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10 3.11 3.12 3.13 3.14

Improvisation and Composition

4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10 4.11 4.12 4.13 4.14 4.15 4.19

Critical Response
 5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 5.9 5.10 5.11

Connections

6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8

Objective(s): Students will be able to explore and play new combinations of sixteenth and eighth
notes (one eighth and two sixteenth notes, two sixteenth and one eighth note).

Materials: Percussion instruments, slips of paper with musical symbols, markers, staff paper, and
rhythmic patterns.

PACING CONCEPT SEQUENTIAL LESSON STEPS EVALUATION,

SKILL DIAGNOSIS,
REMEDIATION
8 min. Review 1. Teacher asks for four volunteers that go to the board
and draw musical symbols. Each volunteer gets a
different symbol (a quarter note, quarter rest, two
Movement eighth notes, and four sixteenth notes). Students go to
the board and draw their musical symbols. They have
15 seconds.
Teacher asks
Rhythm 2. Students review rhythms and musical symbols already students questions
learned in the previous class. Teacher points out each to make sure that
Duration musical symbol on the board and asks students students
questions about note names and duration. remember how to
Beat sing the rhythms.
3. Using the same musical symbols, teacher draws some
Echo rhythmic patterns and students echo. Students tap the
beat.
12 min. Rhythm 1. Teacher introduces new combinations of eighth and
sixteenth notes.
Teacher repeats
2. Teacher explains the first combination of an eighth note patterns many
Repetition/ and two sixteenth notes. Teacher performs the rhythm times until
Echo and have students echo. Then, teacher explains another students feel
combination of two sixteenth notes and one eighth confidence
note. Teacher performs the rhythm and students follow. singing or playing
these new
rhythms.

3. Students get percussion instruments and split up into

groups. They play the new rhythms at different
dynamic levels, and tempo.

4. Students perform the rhythmic pattern that is on the

board at different dynamic levels, and tempo (on the
Dynamics board). They sing with words first and then they play
on their instruments.
Tempo

Rhythm
10 min. Play 1. Teacher instruct students about the next activity.
Teacher makes
Game Students will play a game called Silent Rhythm. sure that all
students are
Silent participating and
2. Divide students into teams. Have each team sit or stand
Rhythm demonstrating
in a single file line. Teacher explains the game: proper behavior.
- Teacher secretly show a rhythmic pattern to the
Movement
students at the back of each line. When the teacher
say go theyll gently tap the rhythm out on the
Collaborative
shoulder of the person in front of them. That person
Work
passes it to the next person in the same way and so
on until the person at the front of the line gets the
Rhythm rhythm. The last student then goes to the board and
writes the rhythm. The team(s) to correctly write
the rhythm on the board wins 3 points. If both
teams correctly write the rhythm on the board, the
team that finish first will get an extra point.
3. Students play the game, once they finish each round, all
students sing the rhythmic pattern.

15 min. Composition 1. After students finish the game, they sit down. Teacher Teacher circulates
explains the next activity: around the room
Students will divide into teams. Each team will write to answer
eight measures in a 4/4 time signature using the new questions and
rhythms learned in the class. check students
work
Rhythm 2. Teacher distributes staff paper and students begin to
work in their compositions.

Collaborative 3. Students will have approximately 8 minutes to

Work compose their rhythmic patterns, and then they will
perform their compositions for the class. Students will
perform their compositions using the same syllables we
used in class (1 i + a) to distinguish each combination
from the others.
 STUDENT REFLECTION AND FORESHADOWING:

Students will keep practicing the new rhythms they learned today and will incorporate knew rhythms to
their vocabulary.