Class: Mr.

Joseph Giammona Date: 10/31/19

Unit: Sixteenth Notes Lesson Title: Read and Play Sixteenth Notes

Content Standard Alignment:

Creating
MU:Cr1.1.4b Generate musical ideas (such as rhythms, melodies, and simple accompaniment patterns) within
related tonalities (such as major and minor) and meters.

MU:Cr2.1.4a Demonstrate selected and organized musical ideas for an improvisation, arrangement, or
composition to express intent, and explain connection to purpose and context.

MU:Cr2.1.4b Use standard and/or iconic notation and/or recording technology to document personal rhythmic,
melodic, and simple harmonic musical ideas.

MU:Cr3.1.4a Evaluate, refine, and document revisions to personal music, applying teacherprovided and
collaborativelydeveloped criteria and feedback to show improvement over time.

Performing
MU:Pr4.2.4a Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, and
form) in music selected for performance.

MU:Pr6.1.4a Perform music, alone or with others, with expression and technical accuracy, and appropriate
interpretation.

Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting Instructional Goals)

Outline the concept, knowledge, skill, or application students can demonstrate upon lesson completion. This may be the same as or very
similar to the content standard; however, it could be narrower or perhaps broader. Objectives may be stated in the form of critical questions
students should be able to answer.

1. I can read, write, and perform rhythmic patterns with sixteenth notes.
2. I can properly play the xylophone with the correct hand positions.
3. I can sing and demonstrate the song and game for “Chicken on the Fence Post.”

Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent Instruction)

How does this lesson support the unit goals / enduring understandings? How does this lesson build on the previous lesson in this instructional
sequence? How does this lesson support the next lesson in this instructional sequence?

Students in the previous lesson reviewed basic quarter notes (Ta) and eighth notes (Ti-Ti) through “The Pumpkin
Song.” Last week we reviewed sixteenth notes and how to write music by using half notes, quarter notes, eighth
notes, quarter rests, and sixteenth notes. Students this week are going will review writing music with sixteenth
notes and how to identity sixteenth notes in the song “Chicken on the Fence Post.”
Instructional Materials/Resources: (Framework Domain 1d: Demonstrating Knowledge of Resources)
List all materials and resources required by teacher and/or students, include preparation or other special instructions; e.g. paper based
materials such as text books, technology equipment, science equipment or supplies, art materials or equipment.

 Piano, Dance scarf, Smartboard, Smart Notebook

 Rhythm sticks, mallets, drums, xylophones
 Worksheet for compositions
 Songs: “Chicken on the Fence Post”

Methods and Instructional Strategies

(Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy)

Anticipated Student Misconceptions:

 Students may not properly use the correct amount of beats in each line of music.
 Students may not perform the song properly.

Concept Prerequisites:
List all key concepts and terminology necessary for students to understand the concepts as well as meet the standards, goals and objectives of
the lesson.
 Beat, Rhythm, Half Note (Ta-a), Quarter Note (ta), Quarter Rest (Sh), Eighth Notes (Ti-Ti), Sixteenth Notes
(ti-ki-ti-ki)
 Properly holding the drumsticks and mallets.
o Rest, ready, down
 Singing and matching pitch.

Introduction-
Anticipatory Set:

 Turn and talk to your partner about what we did last week in music class, when you are done show me a
thumbs up. Someone raise your hand and tell me about what did last week in music class.
o We will talk about holding the sticks properly and the different position for our sticks.
o One of the new rhythms that we have learned - Sixteenth notes
o How many beats we use for each note

 I will then invite a few students to come up to the board the write down rhythm that they created in the
previous class.
o Students and I will talk about each rhythm that they present. We are checking for four beats in
total with three different rhythms.
o Students will then perform the compositions as a class.

 We will then start to learn our song “Chicken on the Fence Post”
o Students will learn the rhythm of the song with their sticks before they learn the melody. I will
say the melody and my sticks to the song.
o After students are comfortable with the rhythm, we will then incorporate the melody with the
song.
Instructional Activities:
Includes questioning techniques, grouping strategies, and pedagogical approaches.

 As students share their work for the previous class, they will have time to work with a partner to figure
out how to say and clap the rhythm on the board with their partner.

 After a few students share what they have done in the previous class, I will ask students to write another
rhythm with their partner. Students will perform their partner’s rhythm with their rhythm sticks. After
students complete their compositions, they will put their sticks in down position.
o Questions:
1. What do we say for our sixteenth note pattern?
2. How many times do we play for our sixteenth notes?
3. How many bars do we draw for our sixteenth notes?
4. How many beats do we use in each line for our rhythms?
5. How can we show the pattern of this song?
6. What do we call this note?
7. What do we say for this note?

Wrap Up-
Synthesis/Closure:

 Students will work together to show the rhythm of “Chicken on the Fence Post”
o There will be four boxes in each column for the four beats and four boxes in each row for each
line of the song.
 Students will turn and talk at the end of the lesson about what we have learned.

Differentiation According to Student Needs: (Framework Domain 1b: Demonstrating Knowledge of Students)
Address diverse student needs including students with and IEP or 504, cultural or linguistic needs.

Visuals of the rhythm and sounds will be presented for J.H..

Review of last-week’s material will be presented for L.N..

I will be sure to check on these two consistently as they are doing their group work.

Assessment (Formative and Summative): (Framework Domain 1f: Assessing Student Learning) May indicate the type
of assessment most appropriate, or it may provide sample questions, entire tests, portfolio guidelines or rubrics if available submitted along with
the lesson plan as attachments.

 Formal Assessment
 o How students complete their rhythm on their worksheet.
 Informal Assessment
o How students perform the rhythm on the board as a class.
o How students connect the rhythm that we have been learning with the song “Chicken
on the Fence Post.”