LEARNING-FOCUSED TOOLBOX€ Course: … and rhythm Silence and sound Rhythmic Notation Time signature/ meter Basic Rhythm patterns Complex rhythm and syncopation Long …

Beat and rhythmSilence and soundRhythmic NotationTime signature/meterBasic RhythmpatternsComplex rhythm andsyncopationLong and shortsounds

PA Music Standards9.2. Performing oninstruments, aloneand with other, avaried repertoire ofmusic (PA MusicStandard 9.1)9.3. Improvisingmelodies, variations,andaccompaniments9.4. Composing andarranging music9.5 Reading andnotating music9.8 Understandingrelationshipsbetween music, theother arts, anddisciplines outsidethe arts

Students should be able to create,notate, and perform their ownoriginal rhythm patterns.

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LEARNING-FOCUSED TOOLBOX Course: Christine Mann Date: May 13, 2009 ET

Topic: RhythmSubject Area(s):

Days: 25Grade(s):

Know: Understand: Do:

Common Assessments on what students should know and do in this unit:

Student Assessments

Culminating Activities

• How can you create, notate, and perform your own original rhythm patterns?

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Days: 25Grade(s):

Short Description:

Time (in days):

1

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Days: 25Grade(s):

2. Assessments 1

Short Description:

How can you create, notate, and perform your own original rhythm patterns?

Long Description:

Having learned to read, create, write, and play rhythm patterns, you are now qualified byMowtown Records to write a new rhythm pattern. Create a steady beat and two overlyingrhythm patterns. Be sure to notate your rhythms using rhythmic notation for reproduction. Youwill be asked to present your pattern to the rest of the class.

Mini Lesson:Review all concepts of rhythm that have been learned so far. Teacher models the activity.

Steps or Task Analysis:1. Divide class into small groups (no less than 3, no more than 5).

2. With each group, choose rhythm instruments and demonstrate their proper use.

3. Establish a fundamental beat. While one person plays the beat, the others experiment withdifferent rhythms. Students take turns playing the steady beat.

4. Using popsicle sticks, rhythm cards or other notational aide, have students notate theirrhythm patterns.

5. Students will play pattern together- practice makes perfect.

6. If possible, students may add appropriate body movements to their rhythm pattern.

7. Students should be prepared to perform the pattern for the rest of the class.

Summarize/Share:Student groups will perform their rhythm patterns for the class. The class will decide whether itwas performed accurately

Differentiation:

K-1 will use ta, ti-ti and quarter rest.2-3 will use whole, half, quarter, and eighth note durations and quarter rest durations.4-5 Students will use whole, half, quarter, eighth and sixteenth note and rest durations.6th grade students will use whole, half, quarter, eighth and sixteenth note and rest durations,along with the dotted values of these durations.

Review / Revise:

Students will check each other for accurate rhythmic notation of the pattern, and accurateexecution of the written pattern. (unless improvisation is specified as part of the beat)

Resources and Materials:

Drums, rhythm instruments, basic notation manipulatives

Time (in days):

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Days: 25Grade(s):

2. Culminating Activity 1

1

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Days: 25Grade(s):

Rhythm is a primary fundamental of music. I t can be very simple orcomplex. It is written with specific notation symbols.

How do we use rhythmpatterns to create music?

Beat and RhythmTo introduce and explain the differencesbetween beat and rhythm.

Long and Short SoundsStudents will be able to identify between longand short sounds.

Silence and soundTo explain and demonstrate the need forsilence as well as sound in music.

K-2 What is beat? (A)

3-4 What is the difference betweenbeat and rhythm? (A)

3-4 What are the ways beats move?(A)

5-6 How would you compare beat andrhythm?How would you contrast beatand rhythm? (A)

K-2 How do we recognize thedifference between long and shortsounds? (A)

3-4 How do we use long and shortsounds to make rhythm? (A)

5-6 How do we use long and shortsounds to make rhythm? (A)

K-2 What is the difference betweensound and silence? (A)

3-4 Why is silence important in music?(A)

5-6 How do rests help us recognizelengths of silence? (A)

Beat, Rhythm Long, Short silence, sound

Rhythmic NotationTo introduce and explain basic rhythmicnotation and how it is used

Time Signature/MeterTo explain and demonstrate how timesignatures/meters help organize music intospecific patterns.

Basic Rhythm PatternsTo explain and demonstrate basic rhythmicconstruction using patterns in notation

K-2 What are the symbols used toshow beat? (A)

3-4 What are the rhythmic symbolvalues? (A)

5-6 How would you organize notationto show rhythm? (A)

K-2 How is beat organized in sets of 2or 3? (A)

3-4 What does a time signature mean?(A)

5-6 How would you identify, recognize,and use time signatures with rhythmicnotation? (A)

K-2 What are basic rhythm patterns?(A)

3-4 How do we play rhythm patterns?(A)

5-6 How do we write rhythm patterns?(A)

note value, fractions, whole note,whole rest, half note, half rest, quarternote, quarter rest, eighth note, eighthrest, sixteenth note, sixteenth rest

time signature, meter pattern, basic rhythm patterns

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Days: 25Grade(s):

Key Learning:

Unit Essential Question(s):

Concept: Concept: Concept:

Lesson Essential Question(s): Lesson Essential Question(s): Lesson Essential Question(s):

Vocabulary: Vocabulary: Vocabulary:




Complex rhythm andsyncopationTo explain and demonstrate more complexrhythm patterns

K-2 What is syncopation? (A)

3-4 How can we use syncopation tochange basic rhythm patterns? (A)

5-6 What are complex rhythms andsyncopation? (A)

syncopation, off-beat, complexrhythm, dot, layering

Additional Information:Students will know:How to read and write rhythmic notationStudents will be able to:Create, notate, and produce their own dance beat.

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Days: 25Grade(s):




Attached Document(s):

Concept: Beat and RhythmBeat - The underlying pulse of musicRhythm - the way the words go

Concept: Silence and soundsilence - a period of time with no soundsound - anything a human can hear

Concept: Rhythmic Notationnote value - the amount of a beat a note is assignedfractions - a way of expressing parts of numberswhole note - a note type that lasts for 4 beatswhole rest - a rest type that lasts 4 beatshalf note - a note type that lasts 2 beatshalf rest - a rest type that lasts 2 beatsquarter note - a note type that lasts 1 beatquarter rest - a rest type that lasts 1 beateighth note - a note type that lasts 1/2 a beateighth rest - a rest type that lasts 1/2 a beatsixteenth note - a note type that lasts 1/4 of a beatsixteenth rest - a rest type that lasts 1/4 of a beat

Concept: Time Signature/Metertime signature - a set of numbers defining the numbers of beats in a measure andthe type of note that represents the beatmeter - the overall numerical style of a piece of music

Concept: Basic Rhythm Patternspattern - the organization of rhythmic notationbasic rhythm patterns - the simplest organization of rhythmic notation

Concept: Complex rhythm and syncopationsyncopation - a rhythm pattern that is not directly on the beatoff-beat - another word for syncopationcomplex rhythm - a rhythm that is built with rhythm units that are not divisibile byduplesdot - a marking that adds a specific amount of time to the duration of a notelayering - stacking rhythms on top of each other

Concept: Long and Short SoundsLong - Short -

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Days: 25Grade(s):

How are you going to get students engaged?Develop student interest and link their prior knowledge.Start the Student Learning Map of the unit with students.Preview key vocabulary with students.:

Short Description:

Dance the Cha-Cha Slide

Long Description:

Listen to and learn steps to "Cha Cha Slide"

Mini Lesson:Have students dance to the "Cha Cha Slide". Have each class split into small groups. Eachgroup goes over the dance to ensure everyone knows the proper steps.

Steps or Task Analysis:Introduce Rhythm unit and the Learning Map

Summarize/Share:Ticket out the door and/or share- How would you define rhythm?

Differentiation:

none

Review / Revise:

Have students coach each other so everyone knows the dance steps for each section well.


Recording of "Cha Cha Slide"

Time (in days):

1

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Days: 25Grade(s):

5. Launch Activity 1

Plan for the Concept, Topic, or Skill -- Not for the Day

Lesson Essential Question:

K-2 What is beat?

What do students need to learn to be able to answer the Essential Question?

Activating Strategy:

Listen and move to 3 different selections, all with a clear beat, one selection w/o drums.Discuss whether the beat was easy of hard to find.

Key vocabulary to preview:

Beat/Rhythm/Ostinato/Measure

Teaching Strategies:

Instruction:

Students will learn to keep a steady beat in the feet by marching, marching in place, tappingtoes. The difference between rhythm and beat will be demonstrated. Students will break intoC.P.'s, each partner will explain beat vs. rhythm.

Introduce and demonstrate ostinato to patterned words (poetry).

Assignment and/or Assessment:

clapping/marching to new selections, finding beat, not rhythm

Extending Thinking Activity:

Several musical selections are played. Partners keep track (in turns) of how quickly thepartner can find a beat. Practice setting up ostinatos to poems.

Summarizing Strategy:

Pick a leader, have students march in time (beat in feet) to line up for dismissal

Differentiation:

3rd, 4th grade will only have simple meter. 5th and 6th will have compound meter as well.

Review / Revise:

use beat finding as a start up for future lessons


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LEARNING-FOCUSED TOOLBOX Course: Rhythm Date: May 13, 2009 ET

Topic: RhythmSubject Area(s): Concept: Beat and Rhythm

5. Acquisition Lessons

Days: 25Grade(s):

cd's

Time (in days):

1

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Days: 25Grade(s):



3-4 What is the difference between beat and rhythm?



Time (in days):

1

Attached Documents:

Cha-Cha rhythm

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Days: 25Grade(s):

http://toolbox.learningfocused.com/data/0000/0010/8502/How%20Many%20Rhythms.pub



3-4 What are the ways beats move?



Time (in days):

1

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Days: 25Grade(s):



5-6 How would you compare beat and rhythm?How would you contrast beat and rhythm?



Time (in days):

1

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Days: 25Grade(s):



K-2 How do we recognize the difference between long and short sounds?



Time (in days):

1

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Topic: RhythmSubject Area(s): Concept: Long and Short Sounds


Days: 25Grade(s):



3-4 How do we use long and short sounds to make rhythm?



Time (in days):

1

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Days: 25Grade(s):



5-6 How do we use long and short sounds to make rhythm?



Time (in days):

1

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Days: 25Grade(s):



K-2 What is the difference between sound and silence?



Time (in days):

1

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Topic: RhythmSubject Area(s): Concept: Silence and sound


Days: 25Grade(s):



3-4 Why is silence important in music?



Time (in days):

1

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Days: 25Grade(s):



5-6 How do rests help us recognize lengths of silence?



Time (in days):

1

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K-2 What are the symbols used to show beat?



Time (in days):

1

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Topic: RhythmSubject Area(s): Concept: Rhythmic Notation


Days: 25Grade(s):



3-4 What are the rhythmic symbol values?



Time (in days):

0

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5-6 How would you organize notation to show rhythm?



Time (in days):

1

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K-2 How is beat organized in sets of 2 or 3?



Have students try to clap a series of notes on the board. Ask them if they can find the beat inthe notes.


Time Signature/ Meter/ Beat/ Rhythm/ Pattern


Instruction:

Introduce the idea of a time signature or a meter. Using musical examples, have studentsfind the beat in 4/4, 3/4, and 6/8. Explain the differences between each. Demonstrate howthe notes and rests can be organized into groups on the board. Have C.P.s come up with oneor two measures in specific time signatures. Share patterns, and have students try to arrangenote cards so patterns are on board. Show how bar lines separate sections of music intomeasures. Using a very simple pattern, show how it's possible to arrange note values intopatterns that can be repeated exactly. Have C.P.s clap their patterns, and write them on theboard. Using their rhythm tree G.O., have C.P.s try to notate new rhythms.

Try some very basic dictation. Hand out rhythm sheets, and do some very simple patterns.Have students working in C.P.s, compare and see if they notated the rhythms correctly. Postanswer on the board.


Ticket out the door- notate a simple dictation


Add more complex rhythms to the dictation. Have students invent new time signatures andrhythms, and teach them to the others using notation and demonstration.


Have students try to use note cards to notate other students dictation.

Differentiation:

3rd and 4th grades will work with 4/4 and 3/4 time, 5th and 6th will also work with 6/8 andodd meters.

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Topic: RhythmSubject Area(s): Concept: Time Signature/Meter


Days: 25Grade(s):

Review / Revise:

Students will pracice putting bar lines in the right places for correct measure separation,notation exercises, dictations, sharing


Note cards, Rhythm tree G.O., time signature sheets and exercises

Time (in days):

2

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Days: 25Grade(s):



3-4 What does a time signature mean?



Time (in days):

1

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Days: 25Grade(s):





Time (in days):

1

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5. Acquisition Lessons Date: May 13, 2009 ET



5-6 How would you identify, recognize, and use time signatures with rhythmic notation?



Time (in days):

1

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Days: 25Grade(s):



K-2 What are basic rhythm patterns?



Go over simple rhythm patterns using two eighth notes and quarter notes


pattern clapping, tas and tis


Instruction:

Write out the simple one-measure 4/4 rhythm patterns on the board. Do the clappingpatterns again, and have students identify which pattern on the board matches. Go over thecombinations and how they add up in various meters. Have C.P.s create their own one-measure patterns using four eighth notes and the appropriate number of quarter notes. Haveeach pair put their measures up on the board and demonstrate to the rest of the class. Haveother students write down each new pattern and identify the meter if it hasn't been indicated.

Hand out simple pattern G.O. in three different time signatures. Have students fill in blankmeasures with appropriate patterns sets, keeping them simple. G.O. to be used as areference. Meters in 4/4, 3/4, 6/8.


Complete a basic rhythm chart


Create, notate and present a basic beat using simple rhythm patterns


Have C.P.s put together a simple rhythm, notate it on board and demonstrate it.

Differentiation:

3rd and 4th grades will do 4/4 rhythm patterns with simple notation. 5th and 6th grades willalso add 3/4 and 6/8 rhythm patterns with simple and complex notation.

Review / Revise:

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Topic: RhythmSubject Area(s): Concept: Basic Rhythm Patterns


Days: 25Grade(s):

Students will complete unfinished measures using a variety of different notes and rests

Time (in days):

2

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Days: 25Grade(s):



3-4 How do we play rhythm patterns?



Instruction:

Review basic rhythm patterns, complex patterns and syncopation. Put a multi-measurepattern on the board. Have class clap it togehter. Review instrument use rules. Students willdivide into groups of 4, create, notate and play rhythm patterns.

Students will break into groups of 4 or 5. Each group will select a set of instruments withwhich to work. (Each person should have a different instrument) Each group will pick a timesignature to work with. They should create and notate an 8-measure pattern. They shoulddecide if they're all going to play the pattern together or if they're going to trade offmeasures. They should practice the pattern until its smooth.


Ticket out the door- Which group had the best pattern? Which group had the bestperformance? Why?


Each group will play their pattern for the other groups. Group rep needs to write the patternon the board.

Differentiation:

3rd and 4th grades will only use half, quarter, and eighth durations and 4/4 meter. 5th and6th grades will use whole and sixteenth durations and 3/4 or 6/8 meter.

Review / Revise:

Groups can mix and match, doing self-checks and mixing up patterns.


Rhythm instruments, rhythm tree G.O., time signature G.O., paper, pencils.

Time (in days):

1

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Days: 25Grade(s):



5-6 How do we write rhythm patterns?



Time (in days):

1

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Days: 25Grade(s):



K-2 What is syncopation?



Do clap/echo, reviewing basic rhythm patterns. Conti.nue and add syncopated rhythms. Havestudents take turns guessing how to notate these rhythms


Complex note patterns, clapping games


Instruction:

Have students clap-share more complex rhythms. Have C.P.s try to notate selected sharedrhythms. Discuss syncopation and unexpected accents off regular beats. Demonstratenotation, how dots affech rhythm, how that can change a basic beat to something morecomplex.Use dots G.O. to figure out how much duration a dot will add to a note or rest.

Using exercise sheet, have students complete the syncopations and complex rhythms. Havec.p.s correct each other. Have pairs demonstrate their solutions to the various problemsusing clap-ceho.


Create a basic multi-measure beat using complex rhythms and syncopation.


Using the new tools, have students break into groups. Have them string several measurestogether to make a more interesting string. Have the group notate on the board,demonstrate, and teach their rhythm using play-echo.


Have students create, notate, and demonstrate rhythm patterns using syncopation andcomplex rhythm.

Differentiation:

3rd and 4th grades will work in 4/4 meter only. 5th and 6th grades will use 4/4, 3/4 and 6/8meters.

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Topic: RhythmSubject Area(s): Concept: Complex rhythm and syncopation


Days: 25Grade(s):

Review / Revise:

Exercise sheet using complete the measures, dicataion sheet, write a new pattern.


rhythm tree, pattern sheet

Time (in days):

1

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Days: 25Grade(s):



3-4 How can we use syncopation to change basic rhythm patterns?



Instruction:

Review complex rhythms and syncopation. Put a basic rhythm pattern on the board anddemonstrate how adding a syncopation will change the pattern and make it more interesting.

Students will work in groups of 4 or 5. Each group will pick 4 basic rhythm patterns from "thebox". The group will then change the rhythm patterns, adding a complex rhythm orsyncopation to the pattern. Using the rhythm instruments, each group will construct andnotate a 4-measure ostinato and demonstrate it.


Ticket out the door- Describe how changing rhythm with complex rhythms or syncopationmakes a pattern more fun.


Each group will demonstrate the basic rhythm pattern they started with and then how theyused complex rhythm and/or syncopation to change it.

Differentiation:

3rd and 4th grade will use only half, quater, and eighth durations and 4/4 meter. 5th and 6thgrades will also use whole and sixteenth durations and 3/4 and 6/8 meter.

Review / Revise:

On a seperate piece of paper, have students take down a basic rhythm pattern, then asyncopated version. Have C.P.s correct each other.


Rhythm tree G.O., time signature G.O., rhythm instruments, syncopation G.O.

Time (in days):

1

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Days: 25Grade(s):



5-6 What are complex rhythms and syncopation?



Do clap/echo, reviewing basic rhythm patterns. Continue with the patterns, and addsyncopated rhythms. Have students take turns guessing how to notate these rhythms.


Complex note patterns, clapping games


Instruction:

Have students clap-share more complex rhythms. Have C.P.s try to notate selected sharedrhythms. Discuss syncopation and unexpected accents off regular beats. Demonstratenotation, how dots affect rhythm, how that can change a basic rhythm pattern to somethingmore complex.

Use dots G.O. to figure out how much duration a dot will add to a note or rest.

Using exercise sheet, have students complete the syncopations and complex rhythms. HaveC.P.s correct each other. Have pairs demonstrate their solutions to the various problemsusing clap-echo.


Create a basic multi-measure beat using complex rhythms and syncopation.


Using the new tools, have students bread into groups. Have them string several measurestogether to make a more interesting pattern. Have the group notate on the board,demonstrate, and teach their rhythm using play-echo.


Have students create, notate, and demonstrate rhythm patterns using syncopation andcomplex rhythm.

Differentiation:

3rd and 4th grades will work in 4/4 meter only. 5th and 6th grades will use 4/4, 3/4, and 6/8meters.

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Days: 25Grade(s):

Review / Revise:

Exercise sheet using complete the measures, dictation sheet, write a new pattern.



Time (in days):

1

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Days: 25Grade(s):

What accommodations wil l you make in order to meet the varied interest, learning styles, andability levels of all students?

Differentiations Associated with the Unit:

Differentiations Associated with Lessons:

Culminating Activity 1:How can you create, notate, and perform your own originalrhythm patterns? :

K-1 will use ta, ti-ti and quarter rest.2-3 will use whole, half, quarter, and eighth note durations and quarter rest durations.4-5 Students will use whole, half, quarter, eighth and sixteenth note and rest durations.6th grade students will use whole, half, quarter, eighth and sixteenth note and rest durations,along with the dotted values of these durations.

Launch Activity 1: Dance the Cha-Cha Slide :

none

Acquisition Lesson 1: K-2 What is beat? :

3rd, 4th grade will only have simple meter. 5th and 6th will have compound meter as well.

Acquisition Lesson 14: K-2 How is beat organized in sets of 2 or 3? :

3rd and 4th grades will work with 4/4 and 3/4 time, 5th and 6th will also work with 6/8 andodd meters.

Acquisition Lesson 18: K-2 What are basic rhythm patterns? :

3rd and 4th grades will do 4/4 rhythm patterns with simple notation. 5th and 6th grades willalso add 3/4 and 6/8 rhythm patterns with simple and complex notation.

Acquisition Lesson 19: 3-4 How do we play rhythm patterns? :

3rd and 4th grades will only use half, quarter, and eighth durations and 4/4 meter. 5th and6th grades will use whole and sixteenth durations and 3/4 or 6/8 meter.

Acquisition Lesson 21: K-2 What is syncopation? :

3rd and 4th grades will work in 4/4 meter only. 5th and 6th grades will use 4/4, 3/4 and 6/8meters.

Acquisition Lesson 22: 3-4 How can we use syncopation to change basic rhythmpatterns? :

3rd and 4th grade will use only half, quater, and eighth durations and 4/4 meter. 5th and 6thgrades will also use whole and sixteenth durations and 3/4 and 6/8 meter.

Acquisition Lesson 23: 5-6 What are complex rhythms and syncopation? :

3rd and 4th grades will work in 4/4 meter only. 5th and 6th grades will use 4/4, 3/4, and 6/8meters.

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Days: 25Grade(s):

8. Dif ferentiat ing the Unit

What is the most viable sequence for the experiences, activities, and lessons in order to helpstudents learn to the best of their abil it ies?Put the Lesson Essential Questions, activities, and experiences in order.

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Days: 25Grade(s):

What resources and materials do you need for this unit, the lessons, and the activities?

Resources and Materials Associated with Lessons:

Resources and Materials from Culminating Activity 1:

Drums, rhythm instruments, basic notation manipulatives

Resources and Materials from Launch Activity 1:

Recording of "Cha Cha Slide"

Resources and Materials from ACQ Lesson 1:

cd's


Note cards, Rhythm tree G.O., time signature sheets and exercises


Rhythm instruments, rhythm tree G.O., time signature G.O., paper, pencils.




Rhythm tree G.O., time signature G.O., rhythm instruments, syncopation G.O.



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Days: 25Grade(s):

Resources and Materials for Learning Unit: