Lesson Cycle

Lesson Title/Topic: Fed My Horse in a Poplar Trough

Target Concept: For students to read as well as produce new rhythm ti-tika.
Standards/Rationale: 117.15. Music, Grade 4
(B) Incorporate basic rhythmic patterns in simple meters in musical compositions; and
(C) Identify music symbols and terms referring to dynamics and tempo, interpreting them
appropriately when performing
Lesson Objectives: The student will
produce and comprehend the rhythm titika from a visual presentation by clapping
and stomping the beat at least three out of
five times with 80% accuracy.

Assessment: The students will sing a song

called Fed my Horse in a Poplar Trough
combined with using the notes ti-tika,
which is an eighth note and a sixteenth note
combined by constructing the new rhythm
aurally and through dance movements.

Materials: Visual Presentation, Rhythmic notation worksheets

Lesson Cycle: (Direct instruction)
The teacher will:
Focus/Mental Set: Approach the students
with a formative question:
Who in here knows the difference
between the rhythm and the beat?
What is the difference between ti-ti
and ta?
These questions will be intended to build
up the students attention as well as their
excitement towards the lesson. I will also
incorporate a new vocabulary word:
Poplar trough

The student will:

The students will answer the question with
their prior knowledge or memory. The
students will also brainstorm using given
information to define new vocabulary in
the song Fed my Horse in a Poplar Trough.

Teacher Input: Explain the rhythm of titika which is an eighth note and a sixteenth
note combined by illustrating the note on
the board along with ti-ti (eighth note) and
ta (quarter note) to compare and contrast
the difference between them all. The visual
presentation will be setup as well for the
students to observe.
I will demonstrate to the students how to

The students will identify the new note titika as well as the notes ti-ti, and ta from
the demonstration on the board.
The students will also clap and stomp the
rhythm and the beat to the words of the
song so that they may observe the
difference between the beat and the
rhythm. Moreover, the students will learn
the whole song with the movements of Fed

keep a steady beat and maintain the rhythm

to the words of the song. I will first clap the
beat of the song then clap the rhythm of the
song. I will then clap and stomp to the song
to show them the whole dance that goes
with the song while singing it.
Guided Practice: I will have the students
to stand up in a circle to teach them the
song, Fed my Horse in a Poplar Trough
with the dance movements. The students
will partner up in twos to sing the song
aloud while clapping and stomping to the
song together. I will monitor their
movements as well as the pitch balance of
their voices to ensure that not only they are
keeping both the new rhythm of ti-tika, titi, and, ta as well as keeping a steady beat,
but they are singing tunefully.

my Horse in a Poplar Trough.

Independent Practice: Have the students

apply their knowledge by working on
rhythmic notation worksheets which will
allow them to practice on identifying the
notes ti-ti, ta, and the new note ti-tika with
their same partner, but individually. I will
continue to monitor them but with minimal
guidance.

The students will actively engage into their

worksheets and this will create an
environment of cooperative learning with
them being partnered up, but individually
working on their rhythmic notation
worksheets. The students will be able to
produce the new rhythm of ti-tika along
with the other notes in their independent
practice.
The students will sing the song, Fed my
Horse in a Poplar Trough again with their
partners. The students will answer the
questions verbally as well as with the
thumb hand signs to give the teacher a
better idea of their understanding when it
comes to identifying the new rhythm titika.

Closure: I will have them sing the song,

Fed my Horse in a Poplar Trough
one more time with the dance
movements then evaluate their
understanding with a question such
as, Does everyone now understand
the new rhythm ti-tika? If you
understand then give me a thumbsup and if you do not then give me a
thumbs-down? If you half-way
understand then turn your thumbsup to the side. This will inform the
teacher of her next task.

The students will apply their knowledge to

sing the song as well as integrate the
movements at the same time. The students
will keep the beat and the rhythm of the
new ti-tika note, the ti-ti note, and ta note
while singing the song, Fed my Horse in a
Poplar Trough.