Topic: Rhythm Unit

Description/Overview: ➢ Students will engage with a series of lessons that will focus on
rhythmic elements that will help them when learning songs.
They will engage with rhythmic activities that build upon these
skills: movement, reading and writing, and playing instruments.

Length & # of 11 Lessons over 6 weeks (18 days total of ~ 30 minute lessons)
Lessons

CURRICULUM

Level/Subject
Grade 1 Music
Through the elementary music program, students will develop:
● Enjoyment of music
General learner
● Insights into music through meaningful musical activities
expectations
● Musical skills and knowledge
● Awareness and appreciation of a variety of music, including
music of the many cultures represented in Canada
● Self-expression and creativity
Concepts: Rhythm. Skills: Moving, Playing Instruments, Reading and
Writing
- Students will understand that:
Specific Learner
Rhythm, 1: Music may move to a steady beat.
Expectations
Rhythm, 2: Music may move evenly or unevenly.
Rhythm, 3: Music is made up of long sounds, short sounds and silences.
Rhythm, 4: There are strong and weak beats in music.
Rhythm, 5: Long sounds, short sounds and silences may be grouped to
form rhythm patterns. (Ta, ti–ti, rest)
- The student will be able to:
Moving 2, Move to a beat in music through walking, running, hopping,
galloping and skipping, as appropriate to the psychomotor
development of the students.
Moving, 3: Respond to beat through action and simple body percussion.
Moving, 4: Perform simple action songs and singing games.
Moving, 6: Respond to music through movement in an individual
manner.
Playing Instruments, 2: Play a steady beat using rhythm instruments.
 Playing Instruments, 4: Echo rhythm patterns.
Playing Instruments, 6: Play rhythm instruments correctly.
Playing Instruments, 13: Demonstrate skills on as many as possible of
the following instruments: Orff Instruments — through speech, rhythm,
ear training and use of pentatonic scale, create own compositions.
Reading and Writing, 1: Recognize “ta” and “ti–ti” rhythm patterns.
Reading and Writing, 3: Echo clap and chant written rhythm patterns.
Reading and Writing, 4: Draw “stick” rhythm patterns on paper.

CONTENT – ACTIVITIES – SEQUENCING – SCAFFOLDING

The lessons will follow the Orff process when learning a song
- Words, melody, body percussion, rhythm of the song, adding instruments, and movement
➢ Lesson 1: Hula Hoop Activity
○ Students stand in the hula hoop and demonstrate the note values with body percussion.
The hoop determines which note value to play.
➢ Lesson 2: Popsicle Stick Rhythms
○ Students will listen to the clapped or spoken rhythm and then make it with their
popsicle sticks.
➢ Lessons 3/4/5: Beat Boss and Extensions
○ Students will learn the Beat Boss game and as they play, they will make it more
challenging by adding rhythms and instruments.
➢ Lesson 6: 4 Corners Rhythmic Game
○ The teacher will clap a rhythm on the board and students will choose which corner to go
into based on what they are hearing
■ Assessment: Students will be tested on their knowledge of written rhythmic
notation (whole notes, half notes, quarter notes, eighth notes, and quarter
rests)
Mini Cultural Music Unit (within the Rhythmic Unit)-- Could be a separate unit.
➢ Lesson 7: Cultural Drumming (Taiko/Steel Drum)
○ Following a slideshow presentation, students will learn about Taiko drumming from
Japan and steel drumming from the Caribbean Islands
➢ Lesson 8: Cultural Drumming (African Drumming)
○ Students will learn about 3 different instruments used in West African drumming and
then show an appreciation of the culture in a drumming circle.
➢ Lesson 9: Cultural Drumming (Latin Rhythms)
○ Students will learn about 3 types of latin music and dances: Samba, Tango, and Salsa.
➢ Lesson 10: Cultural Drumming (Marimba)
○ Students will learn about the Marimba instrument and where it comes from!
➢ Lesson 11: Cultural Drumming (Indigenous Drumming)
○ Students will learn about traditional instruments used in different traditions and from
 different tribes in Indigenous music. (Water drum, Spinner drum, Buffalo drum,
Powwow).
REQUIRED RESOURCES

Computer
Smartboard
Whiteboard and markers
Stereo
Hula Hoops
Metronome
Popsicle Sticks
Mini whiteboards
Paper/Cards with 1-2-3-4 on them (for the 4 corners)
Bucket
Instruments
- Hand drums (enough for each student)
- Lummi Sticks
- Xylophone/Marimba
- Piano
Google Slides:
- 4 Corners Rhythm Edition - Google Slides
- Cultural Rhythms PSII - Google Slides

Lesson Title Hula Hoop Rhythms Course Gr.1: Music

Date March 7, 2023 Time (1:19-2:01
2:01-2:43) (20 mins each)

PROGRAM OF STUDY OUTCOMES

General Outcomes
➢ Students will develop insights into music through meaningful musical activities.
➢ Students will develop musical skills and knowledge.
Specific Outcomes
 ➢ Students will understand that music may move to a steady beat. (R, 1)
➢ Students will be able to respond to a beat through action and simple body percussion.
(Moving, 3)

LEARNING OBJECTIVES
At the end of the lesson, students will be able to:
1. Demonstrate the note values of whole, half, quarter, and eighth notes using body
percussion.
2. Recognize the difference between the note values when following a metronome/beat.

MATERIALS AND EQUIPMENT

● 4 Hula Hoops
● Metronome
● Whiteboard & markers

PREPARATION AND LOGISTICAL CONSIDERATIONS

● Have hula hoops and materials ready for the activity.

PROCEDURE
Introduction Time

Explain to students that we are going to review our note values (ta’s, ti 1 min
ti’s, and rests) and then practice them!

Body Time

Review of Using the whiteboard at the front, review ‘ta’s’, ‘ti ti’s’ and 4 min
Ta, Ti Ti rests with students. Have them tell me if I got it wrong.
- Write down each note value and ask students what
they are (“who can tell me what note value this
is?”)
- Write down short rhythms on the board and have
students clap it together. (count them in)
- E.g. Ta, Ta, Ti Ti , rest, Ti Ti Ti Ti Ta Ta

Hula Hoop Need: 4 Hula Hoops (red, green, striped, blue) 15 min
Rhythm
Game ● Put the 4 hoops on the floor. Turn on a steady beat
(could use a metronome)
● Write the 4 note values on the board (whole note,
half note, quarter note, eighth note). Draw the
corresponding hula hoops on the board.
● I will demonstrate first. Stand in each hoop for 8
beats.
● When you stand in the red hoop, the
students pat/clap whole notes.
● Green hoop = half notes
● Blue = quarter notes
● Striped hoop = eighth notes
● (Number the hops instead of only
focusing on the color of them so it is
easier to see on the board)
● Each 8 beats, the students will move forward in the
hula hoop (rotating through)
● Once everyone in the lines has had a turn, the
groups will move over to another hoop (e.g. the line
that was at the whole note hoop will move to the
half note hoop)
- Group students into 4 groups (call their group names–
Zebras, Horses, Beavers, etc.) and have them line up
behind the hula hoops.

Variations:
● Students pat steady beat with different body
percussion. Red = snap, stomp, clap, etc.
● Use instruments (woods, sticks, etc.)
● Improvisation: Now tell the students to imagine
 there are 4 hoops in a row. They must improvise
their own patterns and switch to a different pattern
every 8 beats. Everyone will do it at the same time.
This will take practice!

Hula Hoop Rhythms - Beth's Notes (bethsnotesplus.com)

Games (if If there is time left over, play a few games with students. ~
there is - Sneaky statues
time) - Music freeze: students will dance to music and
freeze when it stops
- Simon says (use rhythm echo pattern ideas for them
to copy)

Conclusion Celebrations: Celebrate the class 1 min

Have students clean up (use attention getter) and get
ready for the next item on the schedule.
(if you are feeling bold, you can use “ready to rock?’
‘ready to roll’ )

Assessment
● Formative Assessment:
○ Observing Students while they follow the activity and instructions and taking
note of their answers to see if they are understanding.

Lesson Title Popsicle Stick Rhythm Course Gr.1: Music

Date March 8, 2023 Time (2:01-2:43 & 2:43-3:25) (20 mins
each)

PROGRAM OF STUDY OUTCOMES

General Outcomes
➢ Students will develop insights into music through meaningful musical activities.
➢ Students will develop musical skills and knowledge.
Specific Outcomes
➢ Students will understand that long sounds, short sounds and silences may be grouped
to form rhythm patterns. (Ta, ti–ti, rest) Rhythm, 5.
➢ Students will be able to recognize “ta” and “ti–ti” rhythm patterns. Reading &
 Writing, 1.
➢ Students will be able to echo clap and chant written rhythm patterns. Reading &
Writing, 3.
➢ Students will be able to draw “stick” rhythm patterns on paper. Reading & Writing,
4

LEARNING OBJECTIVES
At the end of the lesson, students will be able to:
1. Demonstrate the note values of quarter notes, eighth notes, and rests using
manipulatives.
2. Demonstrate an understanding of related note values through drawing and echoing.

MATERIALS AND EQUIPMENT

● Popsicle sticks for each student
● Whiteboard & markers
● Music to play for freeze dance
● Stereo/Computer

PREPARATION AND LOGISTICAL CONSIDERATIONS

● Have popsicle sticks prepared in bags for students
● Have appropriate music ready to play after the popsicle stick activity

PROCEDURE
Introduction Time

Explain to students that we are going to review our note values (ta’s, ti 1 min
ti’s, and rests) and then practice them!

Body Time

Review of Using the whiteboard at the front, review ‘ta’s’, ‘ti ti’s’ and 4 min
Ta, Ti Ti rests with students. Have them tell me if I got it wrong.
- Write down each note value on the board
- Ask students what they are (“who can tell
me what note value this is?”)-- look for
“quarter note and Ta”
- Write down short rhythms on the board and have
 students clap it together. (count them in)
- E.g. Ta, Ta, Ti Ti , rest, Ti Ti Ti Ti Ta Ta

Popsicle This activity will focus on notating and listening to rhythms 10-15 min
Stick for them to become stronger with the concepts.
Activity - Give each student their bag of popsicle sticks (12
sticks in each)
- Instruct them to find a spot to themselves where
they have room to put their sticks down.
1. To start, clap a 4 beat pattern while saying ‘Ta’s’
and ‘Ti’s’ and have the class echo.
a. After they verbally echo and clap the rhythm,
have them notate it with popsicle sticks
(when I say Go!)
b. Draw on the board what the popsicle sticks
formations should look like for the first couple
c. Include students by choosing a volunteer to
come to the board to write the rhythm for all
students to check their work
d. Try about 5-6 rhythm patterns and see where
their focus is at
➢ If students are ready for a body break, move into
music- freeze-dance

Games (if If there is time left over, play a few games with students. ~
there is - Sneaky statues
time) - Music freeze: students will dance to music and
freeze when it stops
- Simon says (use rhythm echo pattern ideas for them
to copy)
- Color Game

Conclusion Celebrations: Celebrate the class 1 min

Have students clean up (use attention getter– 123, eyes
on me) and get ready for the next item on the schedule.

Assessment
● Formative Assessment:
○ Observing Students while they follow the activity and instructions and taking
note of their answers to see if they are understanding.
 ● Pre-Assessment: Use the popsicle stick and whiteboard activity to take note of their
understanding of beat patterns/note values.

Lesson Title Beat Boss Game Course Gr. 1: Music

Date March 13, 2023 Time (1:19-2:01 & 2:01-2:43) (20-25
mins each)

PROGRAM OF STUDY OUTCOMES

General Outcomes
➢ Students will develop insights into music through meaningful musical activities.
➢ Students will develop musical skills and knowledge.
Specific Outcomes
➢ Students will understand that long sounds, short sounds and silences may be grouped
to form rhythm patterns. (Ta, ti–ti, rest) Rhythm, 5.
➢ Students will be able to recognize “ta” and “ti–ti” rhythm patterns. Reading &
Writing, 1.
➢ Students will be able to echo clap and chant written rhythm patterns. Reading &
Writing, 3.
➢ Students will be able to draw “stick” rhythm patterns. Reading & Writing, 4

LEARNING OBJECTIVES
At the end of the lesson, students will be able to:
1. Demonstrate the note values of quarter notes, eighth notes, and rests using body
percussion.
2. Demonstrate an understanding of related note values through drawing and echoing.
At the end of the lesson, students will have written, echoed, and created rhythmic patterns and
listened to them!

MATERIALS AND EQUIPMENT

● Whiteboard & markers
● Mini whiteboard and marker (for teacher’s use in the Beat Boss Game)
● Hand Drums (for each student)
 PREPARATION AND LOGISTICAL CONSIDERATIONS
● Have drums ready to hand out if the activity gets beyond body percussion

PROCEDURE
Introduction Time

Explain to students that we are going to review our note values (ta’s, ti 1 min
ti’s, and rests) and then practice them!

Body Time

Review of Using the whiteboard at the front, review whole, half, quarter, 4 min
Ta, Ti Ti and eighth notes and what they say for them (ta-a-a-a, tu-u, etc.)
(Writing Also include quarter rests.
Rhythms on - Write down each note value on the board
- Ask students what they are–who can tell me
the board)
what note value this is?
- Write down short rhythms on the board and have
students clap it together. (count them in)
- Have student volunteers come to the board and write
down a 4 beat pattern for everyone to clap.
- E.g. Ta, Ta, Ti Ti , rest, Ti Ti Ti Ti Ta Ta
- ** Consider drawing 4 heartbeats for them to write under
so it is neater and less confusing.

Beat Boss - To introduce them to the game, go through with everyone 15 min
Game before choosing the ‘boss’
Beat Boss Game: Students sit in a circle and one person is
chosen to be the beat boss.
- The objective of the game is for the boss in the middle to
figure out who is starting the beat in the circle. With the
boss’s eyes closed, the teacher will choose who will start
the beat with body percussion and then everyone follows.
They can clap, snap, pat, punch.(body percussion)
- The goal is to have students keep a steady beat in
unison as much as possible.
- Once the beat boss discovers who it was, that person
goes in the middle and starts over with a new beat.
- (for younger grades, start off by giving them a beat to
start with using a whiteboard and holding it up for them to
see)
 a. Students form a circle
b. Instructor selects a student to stand in the middle and have them
close their eyes → start with the student with the closest birthday
c. Instructor will point to a member of the circle to be the Beat
Boss; the student in the middle cannot know the Beat Boss (they
need to guess!)
d. The Beat Boss will create a rhythm of their choosing and start
the rhythm with body percussion (ex. snapping, clapping,
tapping)
- For Grade 1, Start with 1-2 beats (e.g. pat, pat, pat, pat
and then pat, pat snap)
- Start the pattern to show them how it goes and
encourage them to stay together
e. Keeping in sync, the students in the circle will follow the
rhythm of the Beat Boss - the point is to have all students in the
circle keep in unison, even when the rhythm changes
f. Student in the middle will open their eyes to look around (and
listen) when the rhythm changes to try and figure out who is the
Beat Boss
g. About every 10 seconds, the Beat Boss will change rhythms
or change the percussive technique used until the student in the
middle correctly guesses who it is! (to help with the change,
signal the student to change the beat)
h. Once the student correctly identifies the Beat Boss, they
return to the circle and the former Beat Boss goes to the middle
to restart the game
***The more repetition– the better!

- If there is time AND students have grasped the game,

consider using hand drums for the beat boss activity.

Games (if If there is time left over, play a game! ~

there is - Simon says (use rhythm echo pattern ideas for them
time) to copy)

Conclusion Celebrations: Celebrate the class 1 min

Have students clean up (use attention getter– Ready to Rock?
Ready to Roll) and have them line up.-- Could use birthday
months to line them up.

Assessment
● Formative Assessment:
○ Observing Students while they follow the activity and instructions and taking note of
 their answers to see if they are understanding.
● Pre-Assessment: Use the whiteboard activity to take note of their understanding of beat
patterns/note values.

Lesson Title Beat Boss Game Extended Course Gr. 1: Music

Date March 14, 2023 Time (1:19-2:01 & 2:01-2:43) (20-25
mins each)

PROGRAM OF STUDY OUTCOMES

General Outcomes
➢ Students will develop insights into music through meaningful musical activities.
➢ Students will develop musical skills and knowledge.
Specific Outcomes
➢ Students will understand that long sounds, short sounds and silences may be grouped
to form rhythm patterns. (Ta, ti–ti, rest) Rhythm, 5.
➢ Students will be able to recognize “ta” and “ti–ti” rhythm patterns. Reading &
Writing, 1.
➢ Students will be able to echo clap and chant written rhythm patterns. Reading &
Writing, 3.
➢ Students will be able to draw “stick” rhythm patterns. Reading & Writing, 4

LEARNING OBJECTIVES
At the end of the lesson, students will be able to:
1. Demonstrate the note values of quarter notes, eighth notes, and rests using body
percussion.
2. Demonstrate an understanding of related note values through drawing and echoing.
3. Transfer rhythmic knowledge and skills from body percussion to instrumental use.
At the end of the lesson, students will have written, echoed, and created rhythmic patterns and
listened to them!

MATERIALS AND EQUIPMENT

● Whiteboard & markers
● Hand Drums (6 drums maximum)-- 1 per every 4 students
 PREPARATION AND LOGISTICAL CONSIDERATIONS
● Have drums ready to hand out if the activity gets beyond body percussion

PROCEDURE
Introduction Time

Explain to students that we are going to review our note values (ta’s, ti 1 min
ti’s, and rests) and then practice them! Then we get to play Beat Boss.

Body Time

Review of Using the whiteboard at the front, review whole, half, quarter, 5 min
Ta, Ti Ti and eighth notes and what they say for them (ta-a-a-a, tu-u, etc.)
(Writing Also include quarter rests.
Rhythms on - Write down 1 4-beat, and 1 8-beat rhythm on the board
and have students clap it together. (count them in)
the board)
- Have student volunteers come to the board
- Write a 4 beat pattern for everyone to clap.
- They did this previously, so have them go up to 8
beats and see if they can do it!
- Extension: Have them pat it on their legs instead
of clapping now
- * Consider drawing 4 heartbeats for them to write under
so it is neater and less confusing.

Beat Boss Beat Boss Game: Students sit in a circle and one person is 15 min
Game chosen to be the beat boss.
- The objective of the game is for the boss in the middle to
figure out who is starting the beat in the circle. With the
boss’s eyes closed, the teacher will choose who will start
the beat with body percussion and then everyone follows.
They can clap, snap, pat, punch. (body percussion)
reinforce that their body percussion must make sound
so doing body movements without sound isn't
acceptable.
- The goal is to have students keep a steady beat in
unison as much as possible.
- Once the beat boss discovers who it was, that person
goes in the middle and starts over with a new beat.
a. Students form a circle
b. Instructor selects the spy student to sit in the middle with their
 eyes closed. → start with the student with the closest birthday
c. Instructor will point to a member of the circle to be the Beat
Boss; the student in the middle cannot know the Beat Boss
(they need to guess!)
d. The Beat Boss will create a rhythm of their choosing and start
the rhythm with body percussion (ex. snapping, clapping,
tapping)
- For Grade 1, Start with 1-2 beats (e.g. pat, pat, pat, pat
and then pat, pat snap)
- Encourage them to include eighth note rhythms or others
OTHER than quarter notes!
e. Keeping in sync, the students in the circle will follow the
rhythm of the Beat Boss - the point is to have all students in the
circle keep in unison, even when the rhythm changes
f. Student in the middle will open their eyes to look around (and
listen) when the rhythm changes to try and figure out who is the
Beat Boss
g. About every 10 seconds, the Beat Boss will change rhythms
or change the percussive technique used until the student in the
middle correctly guesses who it is! (to help with the change,
signal the student to change the beat)
h. Once the student correctly identifies the Beat Boss, they
return to the circle and the former Beat Boss goes to the middle
to restart the game
Use the class list to check off who has been the boss or spy
***The more repetition– the better!
- New Rule: the Beat Boss only gets 3 guesses
- TRY THIS WITH ~ 5 BEAT BOSSES

EXTENSION: Incorporate hand drums.

- Hand out a hand drums for every 4 students
- Explain that students with the drums will perform the
rhythm on the drum (show them how to use it
appropriately).
- Tell them that they must not touch the instruments
until instructed.
- Every time the beat boss changes, students will hand the
drum over one person (every student will get a chance to
play the drums by the end of the game.)

Games (if If there is time left over, play a game! ~

there is - Simon says (use rhythm echo pattern ideas for them
time) to copy)
 - Color Game

Conclusion Celebrations: Celebrate the class 1 min

Have students clean up (use attention getter– Ready to Rock?
Ready to Roll) and have them line up.-- Could use birthday
months to line them up.

Assessment
● Formative Assessment:
○ Observing Students while they follow the whiteboard and beat boss activity and
instructions and taking note of their answers to see if they are understanding.
○ The teacher will gauge how well students can transfer their rhythmic skills from body
percussion to instruments.
● Pre-Assessment: Use the whiteboard activity to take note of their understanding of beat
patterns/note values.

Lesson Title Beat Boss/Simon Says Course Gr. 1: Music

Date March 15, 2023 Time (2:01-2:43 & 2:43-3:25) (20-25
mins each)

PROGRAM OF STUDY OUTCOMES

General Outcomes
➢ Students will develop insights into music through meaningful musical activities.
➢ Students will develop musical skills and knowledge.
Specific Outcomes
➢ Students will understand that long sounds, short sounds and silences may be grouped
to form rhythm patterns. (Ta, ti–ti, rest) Rhythm, 5.
➢ Students will be able to recognize “ta” and “ti–ti” rhythm patterns. Reading &
Writing, 1.
➢ Students will be able to echo clap and chant written rhythm patterns. Reading &
Writing, 3.

LEARNING OBJECTIVES
At the end of the lesson, students will be able to:
 1. Demonstrate the note values of quarter notes, eighth notes, and rests using body
percussion.
2. Demonstrate an understanding of related note values through and echoing and creating.
3. Transfer rhythmic knowledge and skills from body percussion to instrumental use.
At the end of the lesson, students will have written, echoed, and created rhythmic patterns and
listened to them!

MATERIALS AND EQUIPMENT

● Whiteboard & markers
● Hand Drums (6 drums maximum)-- 1 per every 4 students
● Lummi Sticks (4 pairs)
● Computer and Stereo
● Music (Spotify)

PREPARATION AND LOGISTICAL CONSIDERATIONS

● Have drums and Lummi sticks ready to hand out
● Have the computer/stereo set up and ready to play music if there is time for a music
freeze game at the end

PROCEDURE
Introduction Time

Explain to students that we are going to review our note values by 1 min
playing Simon Says (ta’s, ti ti’s, and rests) and then practice them! Then
we get to play Beat Boss for the final time!

Body Time

Simon Says Play a game of simon says with students standing in a row 5 min
Rhythmic - Show them how to play: Simon Says Ti Ti Ta Ta Rest–
Edition and then students will copy. Now try it without saying
(Hook) simon says– Ta Ta Rest– any students that would do it
would be ‘out’
- Play this game with eliminations and try to get to 1
winner. The students that are out will sit down beside you
but they can still practice the rhythms.
- If students are enjoying the game, try having a volunteer
be ‘Simon’ and play a round!
This is another way for students to practice and ‘warm up’ with
body percussion instead of writing rhythms on the board.
Beat Boss Beat Boss Game: Students sit in a circle and one person is 15 min
Game chosen to be the beat boss.
a. Students form a circle
b. Instructor selects the spy student to sit in the middle with their
eyes closed.
c. Instructor will point to a member of the circle to be the Beat
Boss; the student in the middle cannot know the Beat Boss
(they need to guess!)
d. The Beat Boss will create a rhythm of their choosing and start
the rhythm with body percussion (ex. snapping, clapping,
tapping)
- For Grade 1, Start with 1-2 beats (e.g. pat, pat, pat, pat
and then pat, pat snap)
- Encourage them to include eighth note rhythms or others
OTHER than quarter notes!
e. Keeping in sync, the students in the circle will follow the
rhythm of the Beat Boss - the point is to have all students in the
circle keep in unison, even when the rhythm changes
f. Student in the middle will open their eyes to look around (and
listen) when the rhythm changes to try and figure out who is the
Beat Boss
g. About every 10 seconds, the Beat Boss will change rhythms
or change the percussive technique used until the student in the
middle correctly guesses who it is! (to help with the change,
signal the student to change the beat)
h. Once the student correctly identifies the Beat Boss, they
return to the circle and the former Beat Boss goes to the middle
to restart the game
Use the class list to check off who has been the boss or spy
***The more repetition– the better!
- New Rule: the Beat Boss only gets 3 guesses

EXTENSION: Incorporate hand drums and sticks

- Hand out a hand drums for every 4 students
- Explain that students with the drums will perform the
rhythm on the drum (show them how to use it
appropriately).
- Tell them that they must not touch the instruments
until instructed.
- Every time the beat boss changes, students will hand the
drum over one person (every student will get a chance to
play the drums by the end of the game.)

Games (if If there is time left over, play a game! ~

there is - Color Game
time) - Music Freeze (if you want to switch it up and play
this game, have music ready to play on the
computer)

Conclusion Celebrations: Celebrate the class 1 min

Have students clean up and have them line up quietly and
slowly.

Assessment
● Formative Assessment:
○ Observing Students while they follow the whiteboard and beat boss activity and
instructions and taking note of their answers to see if they are understanding.
○ The teacher will gauge how well students can transfer their rhythmic skills from body
percussion to instruments.

Lesson Title Simon Says & 4 Corners Course Gr. 1: Music

Date (Rhythmic Edition) Time (1:19-2:01 & 2:01-2:43 (20-25
March 20 2023 mins each)

PROGRAM OF STUDY OUTCOMES

General Outcomes
➢ Students will develop insights into music through meaningful musical activities.
➢ Students will develop musical skills and knowledge.
Specific Outcomes
➢ Students will understand that long sounds, short sounds and silences may be grouped
to form rhythm patterns. (Ta, ti–ti, rest) Rhythm, 5.
➢ Students will be able to recognize “ta” and “ti–ti” rhythm patterns. Reading &
Writing, 1.
➢ Students will be able to echo clap and chant written rhythm patterns. Reading &
Writing, 3.
➢ Students will be able to respond to beat through action and simple body percussion.
Moving, 3.

LEARNING OBJECTIVES
At the end of the lesson, students will be able to:
1. Demonstrate the note values of quarter notes, eighth notes, and rests using body
percussion and echoing.
2. Transfer rhythmic knowledge and skills from written modalities to body percussion.
3. Recognize rhythm patterns and make connections to how it sounds.

MATERIALS AND EQUIPMENT

● Computer and Smartboard
● Google Slides (slides with different rhythms
○ 4 Corners Rhythm Edition - Google Slides
● Paper/Cards with 1-2-3-4 on them (for the 4 corners)
● Piano

PREPARATION AND LOGISTICAL CONSIDERATIONS

● Have the computer and smartboard ready for 4 Corners
● Set up the number cards in 4 corners of the room for the 4-corner game

PROCEDURE
Introduction Time

Explain to students that we are going to review our note values by 1 min
playing Simon Says (ta’s, ti ti’s, and rests) and then practice them! Then
we get to play a game of 4 corners.

Body Time

Simon Says Play a game of simon says with students standing in a row 5-7 min
Rhythmic - Show them how to play: Simon Says Ti Ti Ta Ta Rest–
Edition and then students will copy. Now try it without saying
(Hook) simon says– Ta Ta Rest– any students that would do it
would be ‘out’
- Play this game with eliminations and try to get to a small
group of ‘winners’. The students that are out will sit down
in the circle but they can still practice the rhythms.
(reinforce no sound when they are out)
- If students are enjoying the game, try having a volunteer
be ‘Simon’ and play a round!
This is another way for students to practice and ‘warm up’ with
body percussion instead of writing rhythms on the board.
4 Corners 4 Corners Rhythm Edition - Google Slides 12 min
For the 4 corners activity: try a couple of rounds by clapping the
rhythm for students and then try by playing the piano (it will get
them to think about and recognize the rhythms with different
modalities)
- Show the slides on the smartboard and choose a rhythm
to clap or play on the piano: Decide on the rhythm you
will clap/play first and then play the game
- E.g. for the first round, choose rhythm 2 and clap
it. Then choose rhythm 3. Ask students how they
knew it was not rhythm 1 or 4.
- Give students 10 seconds to choose their corner.
- Tell students that an important part of the game is for
them to be quiet so they dont give their neighbors the
answer
- Start with 4 beat rhythms and after a couple of rounds,
move up to 8 beat rhythms if they are ready (slide 8)
- Once students are out, they must sit to the side
Call on students to ask how they knew which rhythm it was

Telephone If there is time after Simon Says, and 4 Corners– Go into a 5 min
Rhythms/Be game of Beat Boss. The students will know how to play this
at Boss game now. (use the class lists for the activity)
- Choose 1 student to be the spy and 1 to be the Beat
Boss
- The spy must guess who is starting the beat/rhythm
patterns starting with their eyes closed.
- Encourage the beat boss to change up the beat (body
percussion) after about 10-15 seconds
- Use the class lists to keep track of who has been a
spy/boss and reinforce that they do not need to raise
their hands to be picked.
- Encourage students to follow the rhythmic pattern from
the beat boss in unison. (also call out if they are getting
faster)

Games If there is time left over, play a game to end the class. ~
- Duck-Duck-Goose
- Color Game

Conclusion Celebrations: Celebrate the class. 1 min

Have students line up quietly and slowly (letters of their name,
shoe color, glasses,
 Assessment
● Formative Assessment:
○ Observing students during the Simon Says and Beat Boss activities and taking note of
their body percussion skills (take note of the progression).
○ Observing students during the 4 corners activity and using questioning skills to check
for understanding and reasoning on their choices.
■ The teacher will gauge how well students can transfer their rhythmic skills
from written form to making decisions about the correct rhythmic pattern.

Mini Cultural Music Unit (within Rhythm Unit)

Lesson Title Cultural Drumming (Taiko & Course Gr. 1A/1B Music
Steel Drums) Time (1:19-2:01) (2:01-2:43) 40 mins
Date Monday, April 3, 2023

PROGRAM OF STUDY OUTCOMES

General Outcomes
➢ Students will develop insights into music through meaningful musical activities.
➢ Students will develop musical skills and knowledge.
➢ Students will develop an awareness and appreciation of a variety of music, including
music of the many cultures represented in Canada.
Specific Outcomes
➢ Students will be able to echo rhythm patterns. Playing Instruments, 4.
➢ Students will be able to play rhythm instruments correctly. Playing Instruments, 6.
➢ Students will be able to play simple rhythm patterns (the beat and divisions of the
beat). Playing Instruments, 8.
➢ Students will be able to be an attentive member of an audience. Listening, 5.
➢ Understand and appreciate the effect of music that is high–low, loud–soft, short–
long, slow–fast, up–down. Listening, 6.
➢ Students will be able to recognize music and some composers of other times, places
and cultures. Listening, 21.

LEARNING OBJECTIVES
At the end of the lesson, students will be able to:
 1. Appreciate music from other cultural contexts outside of Western Art Music.
2. Demonstrate an appreciation of new cultural rhythms through and echoing and
creating.
3. Transfer rhythmic knowledge and skills from body percussion to instrumental use.

MATERIALS AND EQUIPMENT

● Computer and Stereo
● Smartboard
● Hand Drums (22)
● Google Slides: Cultural Rhythms PSII - Google Slides (Slides 1-10)
● The Most Beautiful Part of a Taiko Drum is Hidden Inside It - Atlas Obscura
● Japanese Taiko Drums - Pro Series (1/9) - YouTube
● Trini-yellowtail, University of Lethbridge Global Drums Performance - YouTube
● Toto Africa Steelpan cover Live in Riverview Fl. - YouTube
● "Under The Sea" performed on Steel Drum from The Little Mermaid - YouTube
● Listen to the Mountains | Yatao | Ayasa Handpans - YouTube

PREPARATION AND LOGISTICAL CONSIDERATIONS

● Have the computer/stereo/smartboard set up and ready prior to the lesson.
● Have the videos ready to play prior to the lesson to avoid watching ads.

PROCEDURE
Introduction Time

Explain to students that we are going to learn about music from other 2 min
cultures today! We will be learning about Japanese drumming
- Have students sit in front of the smartboard so that they can
engage with the Google Slides and video.
- Remind students that when we learn about other cultures, we will
see things that we are not used to and we must show respect and
appreciate all art.
*For Grade 1: Give less information about each type because they
will lose interest if there is too much talking. Involve them in
questions as much as possible.

Body Time

Google 1. Information about Taiko (3 mins) 15 min

Slides 2. Mythological Story (2 mins) Read it to them like a story
(Japanese book to get them engaged!
Drumming) - A very old story (folk tale) explains the meaning of Taiko.
- Once upon a time, there was a sun goddess called
Amaterasu Omikami that hid in a cave. She was very
upset and in this cave, she magically sealed herself in.
People tried for days to free her from the cave but no one
could succeed. Finally, a group of gods gathered around
the cave and began making music outside. One goddess
called Ameno-uzume danced and the rhythm of the
goddess’s feet created Taiko.
- The picture shows Amaterasu Omikami finally coming out
of the cave.
3. Instruments (5 mins)
- Ask students what some of the differences between the
drums are that they notice.
- Show them the website with pictures of the inside of the
drums. (Note the patterns carved by hand)
4. Video (Watch up to 4:30) (4 mins)-- Less time for Gr. 1
- Stop the video for discussion points: ask students if they
are all playing the same.
- Point out the athleticism of their playing.
- Point out how they are all playing differently (standing up,
the drums position)

Practice Have students follow along the Taiko video and practice their 5 min
stance and movements without drums.
If there is time, use the hand drums and have students sit in a
circle to practice the rhythms that we heard.

Google 1. Information about Steel Drums (Steel Pan) (3 mins) 20 min

Slides 2. Origin Story (2 mins)
(Caribbean 3. Instruments (4 mins)
Drums) - Ask students what some of the differences
between the drums are that they notice.
- Show them the pictures of the steel pans and
describe how they are built.
4. Videos (4) Depending on time and their engagement,
show how many you think. (10 mins)
- Stop the videos for discussion. Point out the use
of the rubber-tipped hammer, and how they know
where to play.

Games If there is time left over, play a game! ~

Conclusion Celebrations: Celebrate the class 1 min
Have students clean up and have them line up quietly and
slowly.

Assessment
● Formative Assessment:
○ Observing Students while they follow the presentation and taking note of their answers
during discussion.
○ The teacher will gauge how well students can transfer their rhythmic skills from body
percussion to instruments.

Lesson Title Cultural Drumming (African Course Gr. 1A/1B Music

Drumming) Time (1:19-2:01) (2:01-2:43) 40 mins
Date Tuesday, April 4, 2023

PROGRAM OF STUDY OUTCOMES

General Outcomes
➢ Students will develop insights into music through meaningful musical activities.
➢ Students will develop musical skills and knowledge.
➢ Students will develop an awareness and appreciation of a variety of music, including
music of the many cultures represented in Canada.
Specific Outcomes
➢ Students will be able to echo rhythm patterns. Playing Instruments, 4.
➢ Students will be able to play rhythm instruments correctly. Playing Instruments, 6.
➢ Students will be able to play simple rhythm patterns (the beat and divisions of the
beat). Playing Instruments, 8.
➢ Students will be able to be an attentive member of an audience. Listening, 5.
➢ Understand and appreciate the effect of music that is high–low, loud–soft, short–
long, slow–fast, up–down. Listening, 6.
➢ Students will be able to recognize music and some composers of other times, places
and cultures. Listening, 21.

LEARNING OBJECTIVES
At the end of the lesson, students will be able to:
 1. Appreciate music from other cultural contexts outside of Western Art Music.
2. Demonstrate an appreciation of new cultural rhythms through and echoing and
creating.
3. Transfer rhythmic knowledge and skills from body percussion to instrumental use.

MATERIALS AND EQUIPMENT

● Computer and Stereo
● Smartboard
● Hand Drums (22)
● Google Slides: Cultural Rhythms PSII - Google Slides (Slides 11-17)
○ African Drumming in Trinidad and Tobago….Happy Emancipation! - YouTube
○ Dundun Drummers (Nigeria Traditional Percussion) | Pelu Awofeso On The
Road - YouTube
○ Jeleel Ojuade Bata Field Research Work - YouTube

PREPARATION AND LOGISTICAL CONSIDERATIONS

● Have the computer/stereo/smartboard set up and ready prior to the lesson.
● Have the videos ready to play prior to the lesson to avoid watching ads.

PROCEDURE
Introduction Time

Explain to students that we are going to learn about music from other 2 min
cultures today! We will be learning about African drumming today!
- Have students sit in front of the smartboard so that they can
engage with the Google Slides and video.
- Remind students that when we learn about other cultures, we will
see things that we are not used to and we must show respect and
appreciate all art.
*For Grade 1: Give less information about each type because they
will lose interest if there is too much talking. Involve them in
questions as much as possible.

Body Time

Google 1. Information about Africa/African Drumming (5 mins) 20 min

Slides 2. Instruments (5 mins)
(African - Show students the Djembe Drum in the classroom
Drumming) - Talk about what they see and how they are made
 and played
- Ask students what some of the differences between the
drums are that they notice.
3. Videos (3: Djembe, Dundun, and the Bata drums)
- Stop the videos for discussion points: ask students if they
are all playing the same.
- Point out the performance style
- Point out how they are all playing differently (the drums
position, their hand movements, dancing)
- *For Video 1: Point out how the djembe drums are
played by the men and the rattles are played by the
woman– as in their traditional performance.

Practice Have students sit in a large circle and go over the expectations 15 min
when handling instruments.
- Remind them that we are to be respectful when handling
instruments and learning about other cultures!
Use the hand drums and have students sit in a circle to practice
the rhythms that we heard.
- Reinforce no sound on the instruments and no touching
until instructed.
*** “We are going to try our own rhythms on drums after learning
about drumming in African countries!”
- Have students play the rhythms in unison and then have
a group switch to another– Ask Mrs. Matthews to help
with the transitions.

Games If there is time left over, play a game! ~

Conclusion Celebrations: Celebrate the class 1 min

Have students clean up and have them line up quietly and
slowly.

Assessment
● Formative Assessment:
○ Observing Students while they follow the presentation and taking note of their answers
during discussion.
○ The teacher will gauge how well students can transfer their rhythmic skills from body
percussion to instruments.
Lesson Title Cultural Drumming (Latin Course Gr. 1A/1B Music
Rhythms) Time (2:01-2:43) (2:43-3:25) 40 mins
Date Wednesday, April 5, 2023

PROGRAM OF STUDY OUTCOMES

General Outcomes
➢ Students will develop insights into music through meaningful musical activities.
➢ Students will develop musical skills and knowledge.
➢ Students will develop an awareness and appreciation of a variety of music, including
music of the many cultures represented in Canada.
Specific Outcomes
➢ Students will be able to echo rhythm patterns. Playing Instruments, 4.
➢ Students will be able to play rhythm instruments correctly. Playing Instruments, 6.
➢ Students will be able to play simple rhythm patterns (the beat and divisions of the
beat). Playing Instruments, 8.
➢ Students will be able to be an attentive member of an audience. Listening, 5.
➢ Understand and appreciate the effect of music that is high–low, loud–soft, short–
long, slow–fast, up–down. Listening, 6.
➢ Students will be able to recognize music and some composers of other times, places
and cultures. Listening, 21.

LEARNING OBJECTIVES
At the end of the lesson, students will be able to:
1. Appreciate music from other cultural contexts outside of Western Art Music.
2. Demonstrate an appreciation of new cultural rhythms through and echoing and
creating.
3. Transfer rhythmic knowledge and skills from body percussion to instrumental use.

MATERIALS AND EQUIPMENT

● Computer and Stereo
● Smartboard
● Hand Drums (22)
● Google Slides: Cultural Rhythms PSII - Google Slides (Slides 18-21)

PREPARATION AND LOGISTICAL CONSIDERATIONS

 ● Have the computer/stereo/smartboard set up and ready prior to the lesson.
● Have the videos ready to play prior to the lesson to avoid watching ads.

PROCEDURE
Introduction Time

Explain to students that we are going to learn about music from other 2 min
cultures today! We will be learning about African drumming today!
- Have students sit in front of the smartboard so that they can
engage with the Google Slides and video.
- Remind students that when we learn about other cultures, we will
see things that we are not used to and we must show respect and
appreciate all art.
*Have the drums ready to hand out to students for the start of class.

Body Time

Drumming Have students sit in a large circle and go over the expectations 15 min
Circle when handling instruments.
- Remind them that we are to be respectful when handling
instruments and learning about other cultures!
Use the hand drums and have students sit in a circle to practice
the rhythms (relate echoing to the Beat Boss Game)
- Reinforce no sound on the instruments and no touching
until instructed.
- Have students play the rhythms in unison and then have
a group switch to another
- Start with rain sounds
- Try various rhythms for them to practice.
- Choose a student volunteer to make a rhythm for
everyone to follow!
- Students with mallet drums: play ta (you will keep
our steady beat)
- Students with the buffalo drums: play ti-ti-ta
- Students with white drums: play ti-ti or tika-tika

Google 1. Information about Latin Music (5 mins) 20 min

Slides (18- 2. Instruments (5 mins)
21) 3. Videos (3: Samba, Tango, Salsa)
a. For each video– point out the instruments and
when there is singing– point out the Spanish
language with African rhythms.
 b. For the salsa video: point out that each band
member has their own job and uses a different
instrument.
c. There is a dance along video for a movement
break for the Samba portion.

Games If there is time left over, play a game! ~

Conclusion Celebrations: Celebrate the class 1 min

Have students clean up and have them line up quietly and
slowly.

Assessment
● Formative Assessment:
○ Observing Students while they follow the presentation and taking note of their answers
during discussion.
○ The teacher will gauge how well students can transfer their rhythmic skills from body
percussion to instruments.

Lesson Title Cultural Rhythms (Marimba) Course Gr. 1A/1B Music

Date Monday, April 17, 2023 Time (1:19-2:01) (2:01-2:43) 40 mins

PROGRAM OF STUDY OUTCOMES

General Outcomes
➢ Students will develop insights into music through meaningful musical activities.
➢ Students will develop musical skills and knowledge.
➢ Students will develop an awareness and appreciation of a variety of music, including
music of the many cultures represented in Canada.
Specific Outcomes
➢ Students will be able to echo rhythm patterns. Playing Instruments, 4.
➢ Students will be able to play rhythm instruments correctly. Playing Instruments, 6.
➢ Students will be able to play simple rhythm patterns (the beat and divisions of the
beat). Playing Instruments, 8.
➢ Students will be able to be an attentive member of an audience. Listening, 5.
➢ Understand and appreciate the effect of music that is high–low, loud–soft, short–
 long, slow–fast, up–down. Listening, 6.
➢ Students will be able to recognize music and some composers of other times, places
and cultures. Listening, 21.

LEARNING OBJECTIVES
At the end of the lesson, students will be able to:
1. Appreciate music from other cultural contexts outside of Western Art Music.
2. Demonstrate an appreciation of new cultural rhythms through and echoing and
creating.
3. Transfer rhythmic knowledge and skills from body percussion to instrumental use.

MATERIALS AND EQUIPMENT

● Computer and Stereo
● Smartboard
● Hand Drums (22)
● Google Slides: Cultural Rhythms PSII - Google Slides (Slides 22-24)
● Marimba (For showing use)

PREPARATION AND LOGISTICAL CONSIDERATIONS

● Have the computer/stereo/smartboard set up and ready prior to the lesson.
● Have the videos ready to play prior to the lesson to avoid watching ads.
● Set up drums to the side for quick handing out

PROCEDURE
Introduction Time

Explain to students that we are going to learn about the Marimba today! 4 min
- Have students sit in front of the smartboard so that they can
engage with the Google Slides and video.
- Remind students that when we learn about other cultures, we will
see things that we are not used to and we must show respect and
appreciate all art.
Review what we learned about music from other cultures (Taiko,
African drumming, Latin Rhythms) (4 min)
*Have the drums ready to hand out to students for the start of class.

Body Time
Google 1. Information about the Marimba and similar percussion 15-20 min
Slides (22- instruments and their pictures (7 mins)
24)
Speaking Notes: The wood makes a better sound but is not
weather resistant (it gets damaged from rain if people play
outside as they do in many countries). The wood will bend
out of shape if it gets moist and then it doesn’t have the
right sound. The synthetic material is cheaper and can last
longer but the sound is not as good as wood.
- The resonators: when the note is played the vibration
goes through the bar to the tubes and then it
amplifies or makes the sound bigger! It gives it more
of a buzzing sound.
Demonstrate with the Marimba

2. Videos (3) (10 mins)

a. For each video– point out the instruments and
when there is singing–and the technique in how
they are played

Drumming Have students sit in a large circle and go over the expectations 15 min
Circle when handling instruments.
- Remind them that we are to be respectful when handling
instruments and learning about other cultures!
Use the hand drums and have students sit in a circle to practice
the rhythms (relate echoing to the Beat Boss Game)
- Reinforce no sound on the instruments and no touching
until instructed.
- Have students play the rhythms in unison and then have
a group switch to another
- Start with rain sounds
- Try various rhythms for them to practice.
- Choose a student volunteer to make a rhythm for
everyone to follow!
- Students with mallet drums: play ta (you will keep
our steady beat)
- Students with the buffalo drums: play ti-ti-ta
- Students with white drums: play ti-ti or tika-tika
- Try extended rhythm patterns as they have practiced
this now a few times.
Games If there is time left over, play a game! ~

Conclusion Celebrations: Celebrate the class 1 min

Have students clean up and have them line up quietly and
slowly.

Assessment
● Formative Assessment:
○ Observing Students while they follow the presentation and taking note of their answers
during discussion.
○ The teacher will gauge how well students can transfer their rhythmic skills from body
percussion to instruments.

Lesson Title Cultural Rhythms Course Gr. 1A/1B Music

Date (Indigenous Music) Time (1:19-2:01) (2:01-2:43) 40 mins
Tuesday, April 18, 2023

PROGRAM OF STUDY OUTCOMES

General Outcomes
➢ Students will develop insights into music through meaningful musical activities.
➢ Students will develop musical skills and knowledge.
➢ Students will develop an awareness and appreciation of a variety of music, including
music of the many cultures represented in Canada.
Specific Outcomes
➢ Students will be able to echo rhythm patterns. Playing Instruments, 4.
➢ Students will be able to play rhythm instruments correctly. Playing Instruments, 6.
➢ Students will be able to play simple rhythm patterns (the beat and divisions of the
beat). Playing Instruments, 8.
➢ Students will be able to be an attentive member of an audience. Listening, 5.
➢ Understand and appreciate the effect of music that is high–low, loud–soft, short–
long, slow–fast, up–down. Listening, 6.
➢ Students will be able to recognize music and some composers of other times, places
and cultures. Listening, 21.

LEARNING OBJECTIVES
At the end of the lesson, students will be able to:
1. Appreciate music from other cultural contexts outside of Western Art Music.
2. Demonstrate an appreciation of new cultural rhythms through and echoing and
creating.
3. Transfer rhythmic knowledge and skills from body percussion to instrumental use.

MATERIALS AND EQUIPMENT

● Computer/Stereo/Smartboard
● Hand Drums (22): Including Buffalo Drums for demonstration purposes
● Google Slides: Cultural Rhythms PSII - Google Slides (Slides 25-30)

PREPARATION AND LOGISTICAL CONSIDERATIONS

● Have the computer/stereo/smartboard set up and ready prior to the lesson.
● Have the videos ready to play prior to the lesson to avoid watching ads.
● Set up drums to the side for quick handing out

PROCEDURE
Introduction Time

Explain to students that we are going to learn about the Indigenous 4 min
cultures and traditions today!
- Have students sit in front of the smartboard so that they can
engage with the Google Slides and video.
***Remind students that when we learn about other cultures, we
will see things that we are not used to and we must show respect
and appreciate all art.
- Explain that today we are going to learn about the Buffalo drum
and we have them in the classroom! There are many people in our
community that a part of Indigenous culture and the closest would
be the Piikani reserve with Blackfoot peoples.
*Have the drums ready to hand out to students for the start of class.

Body Time

Google 1. Information about the Indigenous culture and musical 15-20 min
Slides (25- traditions.
30) a. Water drum, spinner drum, buffalo drum, powwow
b. Show the Buffalo drums for demonstration
purposes and explain the material and how
 they are made.
2. Videos (3) (10 mins)
a. For each video– point out the instruments and
when there is singing–and the technique in how
they are played
b. Video 1 (Siksika): go to 30 seconds in to start
c. Video 2: Piikani New Year’s Powwow
d. Video 3: Piikani Jr. Women’s Dancing

Drumming Have students sit in a large circle and go over the expectations 15 min
Circle when handling instruments.
- Remind them that we are to be respectful when handling
instruments and learning about other cultures!
Use the hand drums and have students sit in a circle to practice
the rhythms (relate echoing to the Beat Boss Game)
- Reinforce no sound on the instruments and no touching
until instructed.
- Have students play the rhythms in unison and then have
a group switch to another
- USE 1 2 READY GO
- Start with rain sounds
- Try various rhythms for them to practice.
- Choose a student volunteer to make a rhythm for
everyone to follow!
- Students with mallet drums: play ta (you will keep
our steady beat)
- Students with the buffalo drums: play ti-ti-ta
- Students with white drums: play ti-ti or tika-tika
- Try extended rhythm patterns as they have practiced
this now a few times.
Gather drums and place them to the side of the room so they
can quickly be handed out to the next class and for easy
cleanup.

Games If there is time left over, play a game! ~

Conclusion Celebrations: Celebrate the class 1 min

Have students clean up and have them line up quietly and
slowly.

Assessment
● Formative Assessment:
○ Observing Students while they follow the presentation and taking note of their answers
 during discussion.
○ The teacher will gauge how well students can transfer their rhythmic skills from body
percussion to instruments.

Lesson Title Games/Activities (Last Day) Course Gr. 1: Music

Date Wednesday, April 19, 2023 Time (2:01-2:43) (2:43-3:20) 40 mins

PROGRAM OF STUDY OUTCOMES

General Outcomes
➢ Students will develop insights into music through meaningful musical activities.
➢ Students will develop musical skills and knowledge.
Specific Outcomes
➢ Students will understand that long sounds, short sounds and silences may be grouped
to form rhythm patterns. (Ta, ti–ti, rest) Rhythm, 5.
➢ Students will be able to recognize “ta” and “ti–ti” rhythm patterns. Reading &
Writing, 1.
➢ Students will be able to echo clap and chant written rhythm patterns. Reading &
Writing, 3.
➢ Students will be able to respond to beat through action and simple body percussion.
Moving, 3.

LEARNING OBJECTIVES
At the end of the lesson, students will be able to:
1. Demonstrate the note values of quarter notes, eighth notes, and rests using body
percussion and echoing.
2. Transfer rhythmic knowledge and skills from written modalities to body percussion.
3. Recognize rhythm patterns and make connections to how it sounds.

MATERIALS AND EQUIPMENT

● Computer and Smartboard
● Google Slides (slides with different rhythms)
○ 4 Corners Rhythm Edition - Google Slides
● Paper/Cards with 1-2-3-4 on them (for the 4 corners)
 ● Whiteboard and marker
● Grade 1A/1B class lists (beat boss)

PREPARATION AND LOGISTICAL CONSIDERATIONS

● Have the computer and smartboard ready for 4 Corners
● Set up the number cards in 4 corners of the room for the 4-corner game

PROCEDURE
Introduction Time

Explain to students that today is your last day with them as a class and 2 min
you have 3 activities planned for the day!
First, start with welcome echos and from there, play a 2 rounds of
Rhythmic Simon Says

Body Time

Simon Says Play a game of simon says with students standing in a row 5 min
Rhythmic - Show them how to play: Simon Says Ti Ti Ta Ta Rest–
(Hook) and then students will copy. Now try it without saying
simon says– Ta Ta Rest– any students that would do it
would be ‘out’
- Play this game with eliminations and try to get to a small
group of ‘winners’. (You won’t get down to 1 winner).
- The eliminated students will sit down in the circle but they
can still practice the rhythms with body percussion.
(reinforce no sound when they are out)
- If students are enjoying the game, try having a volunteer
be ‘Simon’ and play a round!
This is another way for students to practice and ‘warm up’ before
reading rhythmic patterns in written form.

4 Corners Before playing the game, review the note values on the board 15 min
Activity and write rhythmic patterns for them to clap and say. (e.g. write
ta, ta, ti-ti, ti-ti) Have them Say it and then Clap it

4 Corners Rhythm Edition - Google Slides

Game Portion:
“Now you know how to play 4 corners so we are going to try it as
spies!”- Get them to pretend to put spy gear on and be stealthy
(this will help avoid the loudness when they win)
 - Scaffolding: Clap and speak the rhythm 2 times, then
move to only once. Try it without speaking (just clapping).
Clap 2 times (speaking)
Clap 1 time (speaking)
Clap 1 time (no speaking)
- Show the slides on the smartboard and choose a rhythm
to clap or play on the piano: Decide on the rhythm you
will clap/play first and then play the game
- E.g. for the first round, choose rhythm 2 and clap
it. Then choose rhythm 3. Ask students how they
knew it was not rhythm 1 or 4.
- Give students 10 seconds to choose their corner.
- Start with 4 beat rhythms and after a couple of rounds,
move up to 8 beat rhythms if they are ready (slide 8)
- Once students are out, they must sit to the side (in the
‘dungeon’
- Call on students to ask how they knew which rhythm it
was
- Play the game by amping up the secrecy and ‘spy’ part
of the game.

Structured Play a 8-10 minute game of Beat Boss (final round) and use the 15 min
Games/ class lists to pick the beat boss.
Activities
For the remaining time (5 mins) go into a structured game of
their choice…
Take a class vote:
- Color Game
- Going on a trip!

Conclusion Celebrations: Celebrate the class. 1 min

Have students line up quietly and slowly (letters of their name,
shoe color, glasses)

Assessment
● Formative Assessment:
○ Observing students during the Simon Says activity and taking note of their body
percussion skills (take note of the progression).
○ Observing students during the 4 corners activity and using questioning skills to check
for understanding and reasoning on their choices.
■ The teacher will gauge how well students can transfer their rhythmic skills
from written form to making decisions about the correct rhythmic pattern.