4thgradeSixteenthNotes(FlorenceHill)

Author:NicoleGreen
Datecreated:11/06/20152:46PMCSTDatemodified:11/06/20153:33PMCST

DBUProfessionalEffectiveTeachingLessonPlan
TheDorothyM.BushCollegeOfEducationHasAdoptedThisFormatForLessonPlanningBecauseItProvidesA
FormatForPlanningEngaging,Rigorous,RelevantLessonsForStudents.
STANDARDS:ChooseAllOfTheDBU/InTASCAndSPA(SpecializedProfessionalStandards)ThisLessonPlan
Addresses.(NumberAndText)
Standards

TXDallasBaptistUniversityEducatorPreparationUnitCompetencies(2012)
Competency:
Competency#4:ContentKnowledge.Theteacherunderstandsthecentralconcepts,toolsofinquiry,andstructuresofthe
discipline(s)heorsheteachesandcreateslearningexperiencesthatmaketheseaspectsofthedisciplineaccessibleand
meaningfulforlearnerstoassuremasteryofthecontent.

USANASMNationalAssociationofSchoolsofMusicStandards
Section:VIII.COMPETENCIES,STANDARDS,GUIDELINES,ANDRECOMMENDATIONSFORSPECIFICBACCALAUREATE
DEGREESINMUSIC
Program:I.BaccalaureateDegreeinMusicEducation
Area:3.DesirableAttributes,EssentialCompetencies,andProfessionalProcedures
Strand:c.TeachingCompetencies.Themusicianteachershouldunderstandthetotalcontemporaryeducational
programincludingrelationshipsamongtheartsinordertoapplymusiccompetenciesinteachingsituations,andto
integratemusicinstructionintothetotalprocessofeducation.Essentialcompetenciesare:
EssentialCompetency:(2)Anunderstandingofchildgrowthanddevelopmentandanunderstandingof
principlesoflearningastheyrelatetomusic.

VITALINFORMATION
Date

Thursday,September16th,2015

Subject(s)

Music

LessonTopic

Sixteenthnotes

Grade/Level

Grade4

Goal

4.1.BThestudentisexpectedto:usestandardterminologyinexplainingmusic,musicnotation,musicalinstrumentsand
voices,andmusicalperformances.
4.2.AThestudentisexpectedto:singorplayaclassroominstrumentindependentlyoringroups

Objective(LearningOutcome)

Thestudentwillbeabletoperformsixteenthandeighthrythmicpatternsindependentlyandasagroup
onclassroominstruments.

ValueandImportance

Theimportanceofthislessonistobroadenthestudents'musicianship.Sixteenthnoteswillbeperformedinthe
upcomingChristmasprogram,andthestudentsneedtobecomfortablereadingandperformingthem.

MaterialsAndResources
MaterialsNeeded
1.
2.
3.
4.
5.
6.

Quaver
Whiteboards
Dryerasemarkers
Handdrums
Kongas
Applepointerstick

TeacherUseofTechnology

Quaver

StudentUseofTechnology

Quaver
Inviteastudenttocomeupandpointwiththeapplestickto1ofthe4squares.Eachsquarewillplayadifferent
sound,andthevolunteermustsaywhetherornottheyheardthesixteenthnotepattern.

InstructionalMotivational
Strategies

Theteacherwilltellthestudentshis/herexpectationsoftheirbehaviorfortheday,andremindthemthattheycanearn
astarattheendofclassiftheyarebehavingandparticipating.(Thepersonwiththemoststarsattheendoftheyear
earnabigprize.Theprizeisakeyboard,butthestudentsdon'tknowthat)

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Thestudentswillinteractwithtechnology.
Thestudentswillplayinstruments.

InstructionalStrategies
PriorKnowledgeNeeded

Thestudentsshouldknowthebasicbeatsofa4/4measure.(Examples:quarternote,halfnote,eighthnote,whole
note,andtriplet)
Haveastudentcomedrawatripletontheboardandchantit.(Theylearnedtripletslastweek)
Theyshouldalsoknowwhata"timesignature"means.
4Numberofbeatspermeasure
4Whatnotegetsthebeat(quarternote)

AnticipatorySet

Thereisa"BrainBuster"thatreads,"Whatare5differentpercussioninstruments?"Theteacherwillletthestudents
knowaboutthisBEFOREtheywalkin,thatwaytheyhavesomethingtothinkaboutastheysitdownintheirassigned
seats.
Examples:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.

Piano
Xylophone
Glockenspiel
Maracas
Tambourine
Drums
Congas
Triangle
Handdrums
Cymbals
etc.

Theteacherwillallow30secondsforthestudentstothinkabout5differentpercussionintruments,thentheywillplaya
game.Thestudentswillsplitup,boysandgirls.Theywillwritedownthefirst5theycanthinkofasagrouponawhite
board(supply2whiteboardsperteam).
Thefirstteamdone(answersmustbecorrect)winsandcanput10marblesintotheirclassjar.Allow2minutestopfor
this.
Assessment(Checkfor
Understanding)

Duringchantingandclappingofrhythms,theteacherwillobservethestudentssuccess.He/shewillexaminewhich
studentsareunderstandingandwhicharenotbytheaccuracyoftherhythms.
Theteacherwillalsocallonstudentsatrandomtochantandclaprhythms,ANDhavethemcomeupwiththeirown
rhythmsontheboard.Thiscaneasilyhelptheteacherseewhoisfallingbehind.

DirectTeach

Theteacherwillbegintograbthestudents'attentionbyasking"Whatthingscomeinsetsoffour?"Thiswillgetthe
studentsthinking,andpreparetheirmindsforsixteenthnotes.
Examples:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Barbershopquartet
4quarters=1dollar
Cards
Quadruplets
Seasons
Dragonflywings
Butterflywings
Wheelsonacar
Legsonachair
Sixteenthnotes:)

Thentheteacherwilldemonstrateontheboardhowsixteenthnotesarebarred(with2belts).Thestudentsshouldsay
"tikatika"whenreadingitaloud.
Theteacherwillalsoexplainhowasixteenthnotestillequalsonebeat.
DuringtheQuavertime,theteacherwillhavetoexplainabarlineasa"dividingline."Tellthestudentstothinkofitas
acommainasentence.
ContentKnowledge

Theteachershouldhaveaclearunderstandingofsixteenthnotesandalloftheinstruments.He/sheshouldbeableto
demonstratealltherhythmsbeingtaught,aswellasalltheinstrumentsbeingplayed.
Sixteenthnotesarepartofthemusiccurriculuminthe4thgrade.Thislessonwillturnintopriorknowledgeoncethey're
in5thgrade.

CriticalThinking

"Whatthingsdowefindinoureverydaylivesthatcomeinsetsof4?"Thisshouldbeaskedduringthedirectteach.
"Whatnotecanbeaddedtomakethismeasurecomplete?"Thisshouldbeaskedduringguidedpractice.
"Wheredoyouthinkwewilluserhythmslikethese?Whyarewespendingtimelearningtheserhythms?"Thisshould
beaskedduringtheconclusionofthelesson.

Modeling

Astheteacherputsexamplesofrhythmsontheboardforthestudentstoclapandchant,theremaybeafewtimes
wheretheteacherwillhavetoclapalonefirst.

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Oncethedrumsarebroughtout,theteacherwillmodelhowtoplayeachinstrument.Congasareplayeddifferently
fromthehanddrums.
GuidedPractice

Oncesixteenthnotesareexplainedtotheclass,theteacherwillcomeupwithafewexamplesin4/4forthestudents
toclapandchant.Theseexamplesmayhaveacombinationofquarternotes,eighthnotes,triplets,andsixteenth
notes.Theteacherwillclapwiththestudentsuntilhe/shefeelsthatthestudentsmaysucceedontheirown.
Aftertheteacherfeelsthatthestudentsareunderstandingtherhythms,he/shewillslowlyadddrumstocreatea
percussionensemblearoundthecarpet.TheteacherwillpullupQuaverandpresent4rhythmsontheprojector.
He/shewillclapandchantwhileafewofthestudentsstartoutonthecongas.Oncethatgroupofstudentsmasterit,
theymustchoosesomeoneelsetoplay.Whilesomestudentsareplayingthecongas,theotherstudentswillpattheir
thighstotherhythm.Theteachertellsthestudentspattingtheirthighsthattheirhandsare"pancakes"thatwayonce
theironthedrums,theyalreadyknowhowtoplay.Thispatternwillcontinueforafewroundsastheteacherstartsto
addhanddrums.

IndependentPractice

Asthepercussionensemblestartstoform,theteacherwillbackoffandletthestudentsperformasagroupontheir
own.
Therewillbemanyvariationsofperformance.Theteachercanhavejustthecongasplaythefirstmeasure,thenthe
handdrumsplaythesecondmeasure,andviceversa.Ortheteachercanhavetheboysplaythenthegirlsplay.The
teacherwillalsotellthestudentstorotatethatwaytheycaneachplayadifferentdrum,andnoonegetstoplaythe
"betterdrum"thewholetime.
Thisprovidesthestudentswithsomevarietyandfun,whileatthesametimekeepingthemontheirtoesandnot
havingthemplaythesamethingoverandover.

Modifications/Accommodations
forSpecialPopulatio

Thereare3studentswhoneedaccommodationsfor.Theyarecapableofplayingthedrumsandexcellingjustlikethe
othershowevertherearethingstheteachercandotohelpguidethemtosuccess.Theteacherneedstopayclose
attentiontothem,andwhentheyaren'tunderstandingitisimportantthattheteachergoestostandcloserinorderto
helpthemstayontrack.Itisalsoimportantfortheteachertosimplifythedirectteachasmuchaspossiblesothatthey
understand.

Closure

Theteachermustbegintocleanupthedrumsabout5minutesbeforetheclassisover.
Oncethestudentsarebacktotheirassignedseats,he/shewillaskthemto"teachtherestoftheclasssomethingwe
learnedtoday."Theteachermustalsoaddtheimportanceofthislessonatthistime.

WrittenReflections

1) List 3 varied strategies used in this lesson.

I used technology, a reward system and hands-on learning.
2) What was the most effective strategy used and why was it effective?
Before teaching this lesson, I thought the students would be most engaged with the technology. They weren't used to interacting
with technology, so I thought they would enjoy that the most. However, the students had the most fun with the instruments. It was
the most effective way of teaching because the students wanted their ensemble to sound good. They wanted to play the correct
rhythms because they were all depending on each other to do so.
3) What was the least effective strategy you used? Why? What can be done to improve this?
Although the students enjoyed the activity involving technology, I'd have to say it was probably the least effective strategy that I
used. Because of the lack of resources in the classroom, the only way to use technology in an interactive way was to have them
point to the desired square they wanted me to click on. I believe this strategy could have been more effective if it were done
independently. The whole reason for this strategy was to help them identify sixteenth note by hearing them instead of seeing them.
During this activity, I asked the students as a group to identify whether or not they heard sixteenth notes instead of independently. I
noticed that some of the students were just following what their neighbor was saying. If I tought this lesson again, I think this would
work better as an independent practice (Have individual students answer instead of the whole group).

4) What role did lower level questions play in this lesson?

The brain buster within this lesson consisted of a lower level question(knowledge based level). I tested the students on their
knowledge on percussion instruments and they were told split up into teams to come up with answers to the question. In this case,
the lower level question was asked during a game and reflected back on thei prior knowledge.

5) Highlight 3-5 higher order thinking skills questions that you used. Reflect on the ability of the students to
respond appropriately to the questions.

"What things do we find in our every day lives that come in sets of 4?" Students had a difficult time coming up with answers for this,
which is what I expected because I even hard a hard time. However, once I gave them a few examples then they started coming up
with more.
"What note can be added to make this measure complete?" Students responded pretty well to this question. I called individual
students up to the board to complete measures and they could successfully do it. It took a while for them to understand that a
sixteenth note is equal to a quarter note because it has 4 stems, but once they understood that then it made things easier.
"Where do you think we will use rhythms like these? Why are we spending time learning these rhythms?" Students responded to this
question in funny ways. For example, one student said, "some of us may way to be famous singers and we'll have to know that." I
thought that answer was cute. The students didn't have a hard time coming up with reasons for this content.

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6) How did the technology you used enhance student learning?

Technology helped enhance the learning because it provided the students with listening examples and various rhythm examples for
the students to chant. It also kept the students engaged because it was constantly changing and played sounds.

7) Why did you choose this specific technology for student use? How did it accomplish your goal?
I chose Quaver because it is what the students' curriculum is based off of. It also challenged their ear to listen for specific rhythms,
which is my long term goal for the students. I want them to be able to hear certain rhythms and think, "wow I know exactly what
that is." It accomplished my goal for some students however, there are still some that didn't understand.

8) Which learning modalities were addressed in this lesson?

Visual modalities were met because students could visually see what sixteenth notes looked like. They also had to see the rhythm
examples in order to correctly chant it and play their instrument. That being said, their kinesthetic modality was met when the
students created their very own percussion ensembles. And lastly, their auditory modality was met because they had to listen to
various songs and point out which ones played sixteenth notes.

9) How do you know the objective/learner outcome was met in this lesson?
I know the objective was met because by the end of class, the students were performing sixteenth notes independently on their
percussion instuments.

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