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Mued 471 Lesson Plan

The music class lesson plan focuses on teaching 3rd grade students about rhythm and meter. Students will respond to music by moving to the beat, speak rhythms using food words, create their own rhythms, notate rhythms using syllables, and identify meters of patterns. A variety of activities are outlined, including echoing teacher rhythms, creating own rhythms, notating rhythms from teacher examples, and identifying meters. Student understanding will be assessed through rhythmic dictation.

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136 views3 pages

Mued 471 Lesson Plan

The music class lesson plan focuses on teaching 3rd grade students about rhythm and meter. Students will respond to music by moving to the beat, speak rhythms using food words, create their own rhythms, notate rhythms using syllables, and identify meters of patterns. A variety of activities are outlined, including echoing teacher rhythms, creating own rhythms, notating rhythms from teacher examples, and identifying meters. Student understanding will be assessed through rhythmic dictation.

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api-437553644
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© © All Rights Reserved
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Beverly Farms Elementary School: Music Class Lesson Plan (Grade 3) 

Margot Cohen  November 2018 

1. Common Core Learning Standards: 


● MU:Cr1.1.3b​​ Generate musical ideas (such as rhythms and melodies) within a given
tonality and/or meter.
● MU:Pr4.2.4a​​ Demonstrate an understanding of the structure and the elements of
music (such as rhythm, pitch, and form) in music selected for performance.

2. Learning Objectives: 

 
Students will be able to: 
1. respond to music by moving to the macro beat and micro beat in duple meter 
2. speak rhythms in duple associated with foods 
3. create their own 4 beat duple food rhythms 
4. understand Kodaly syllables “Ta” and “Ti” 
5. notate quarter and eighth notes based off of spoken patterns 
6. chant rhythms on the syllables “Ta” and “Ti” 
7. recognize the number of beats in a measure 
8. identify meter of short rhythmic patterns 

 
3. Relevance: 
This concept connects to students being able to read rhythmic notation in order to, short-term, play 
recorder next semester; and long-term reading rhythmic notation in order to progress with musical 
literacy. 

4. Rationale: 
Feeling and understanding the macrobeat is an integral and key concept in being able to learn, perform, 
and comprehend rhythm. Additionally, learning a syllable to speak rhythms is a large step towards 
comprehending rhythmic notation and being able to respond to it.  

5. Assessment Approaches:   Criteria for Success 


Formal: Rhythmic Dictation (See rubric  Properly notating each rhythmic dictation examples 
below)  with few to no errors 
6. Activities/ Tasks: 
 

Activating Strategies:  
1. Start class by saying we are going to be learning about rhythmic patterns and how to 
identify them but with food so they can eventually learn to play recorder 
2. Introduce macrobeat by having students move to macrobeat of multiple musical examples. 
(Play music that has duple meter and have students to move to the macrobeat )  
3. Briefly explain/ reinforce the concept of Macrobeat (big beat) and microbeat (small beat) 
 
Teaching Strategies: 
1. Inform students what they will be doing related to the concept of MB and mb. 
2. Have students echo the teacher’s food rhythms such as “apple” and “cake” while keeping the 
macrobeat on their knees 
3. Allow students to have time to think of their own 4-beat food rhythms and chant them as a class 
4. Have each row chant their food rhythms row by row 
5. Allow individual students to chant their 4-beat food rhythms 
6. Pass out whiteboards to students and ask them to notate syllabically the rhythm on their board 
based off of the teachers chanted or sung rhythms (assessment time) 
7. Identify quarter and eighth notes as “Ta” and “Ti ti”  
8. Using cards with notated rhythms, chant rhythms as a class using kodaly syllables  
9. Put a few rhythmic examples in different simple meters on the board, identify barlines and have 
students count how many beats are in each measure  
10. Identify the meter of each example  
 
Summarizing Strategies (Closure):  
1. Analyze responses to final activity and refresh/remind students of the concept before ending 
 

7. Resources/ Materials: 
● Computer, Speakers, Smartboard, rhythm cards, whiteboards, and pens 
 

8. Access for All: 


Sensory impairment  
● Low vision: Use high contrast or enlarged the visual representation 
● Low hearing: Amplitude the sound   
Communication disorder  
● Non-verbal: Motions only 
Specific learning disabilities 
● ADHD: Use multiple means of engagement and activities 
Cognitive disorder 
● Low intelligence: Use simple words and multiple means of representation. When having 
students identify meter, give only a small portion of the song 
Gifted/ Talented 
● Provide a longer length of music or difficult music when having them identify meter 
 

Score Criteria

4  Zero or one error in dictation 

3  Two or three errors in dication 

2  Four or five errors in dictation 


1  Six or more errors in dictation 
 

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