Kepler Neighborhood School

Music Education
3
3rd Grade Beat /Meter September 25/28, 2023
FOCUS: Concept and Skills INTERDISCIPLINARY
Classroom Strategies ESSENTIAL QUESTIONS
Emphasized CONNECTIONS
Creating Listening o Group Activity- Reading 
Composing Literacy Ensemble Writing
Connecting Melody o Hands on Language Arts
Expression Performing o Learning Centers Social Studies
Form Responding o Reading/ Writing Science
Harmony Rhythm Exercise Visual Arts
History Singing o Technology Technology
Improvising Tone PE
Instruments Color/Timbre
Vocabulary
TECHNOLOGY DIFFERENTIATION
MATERIALS ASSESSMENT
INTEGRATION STRATEGIES
Songs: “Tingalayo”,”Yellow Ipod/Stereo o Cooperative Learning Performance
Submarine” Television Techniques Participation
Instruments: percussion,Keyboard IWB o Directed Reading/ Listening Oral response
Books: Projector Presentation o Modeling Skills
Fun Sheet: Animated Listening o Peer Tutoring Rubric
Videos: Map o Simplify Directions Test
Web Content: Recording Device o Simplified Activities Written work
Other: Computer Centers Other:
iPads
Other:
STANDARDS
1.1 Imagine – Generate musical ideas for various purposes and 5.1 Rehearse, Evaluate, and Refine – Evaluate and refine
contexts. personal and ensemble performances, individually or in
a. Improvise rhythmic and melodic ideas, and describe collaboration with others.
connection to specific purpose and context (such as personal and a. Apply teacher-provided and collaboratively-developed
social.) criteria and feedback to evaluate accuracy of ensemble
b. Generate musical ideas (such as rhythms and melodies) within performances.
a given tonality and/or meter. b. Rehearse to refine technical accuracy, expressive
qualities, and identified performance challenges.
2.1 Plan and Make - Select and develop musical ideas for defined
purposes and contexts. 6.1 Present – Perform expressively, with appropriate
a. Demonstrate selected musical ideas for a simple interpretation and technical accuracy, and in a manner
improvisation or composition to express intent, and describe appropriate to the audience and context.
connection to a specific purpose and context. a. Perform music with expression and technical accuracy.
b. Use standard and/or iconic notation and/or recording b. Demonstrate performance decorum and audience
technology to document personal rhythmic and melodic musical etiquette appropriate for the context and venue.
ideas.
7.1 Select – Choose music appropriate for a specific purpose
3.1 Evaluate and Refine – Evaluate and refine selected musical or context.
ideas to create musical work that meets appropriate criteria. a. Demonstrate and describe how selected music connects
a. Evaluate, refine, and document revisions to personal music to and is influenced by specific interests, experiences, or
ideas, applying teacher-provided and collaboratively-developed purposes.
criteria and feedback.
7.2 Analyze – Analyze how the structure and context of
3.2 Share creative musical work that conveys intent, varied musical works inform the response.
demonstrates craftsmanship, and exhibits originality. a. Demonstrate and describe how a response to music can
a. Present the final version of personal created music to others, be informed by the structure, the use of the elements of music,
and describe connection to expressive intent. and context (such as personal and social.)
Kepler Neighborhood School
Music Education
3
3rd Grade Beat /Meter September 25/28, 2023
4.1 Select – Select varied musical works to present based on 8.1 Interpret - Support interpretations of musical works that
interest, knowledge, technical skill and context. reflect creators’/performers’ expressive intent.
a. Demonstrate and explain how the selection of music to a. Demonstrate and describe how the expressive qualities
perform is influenced by personal interest, knowledge, purpose, and (such as dynamics and tempo) are used in performers’
context. interpretations to reflect expressive intent.

4.2 Analyze – Analyze the structure and context of varied musical 9.1 Present – Support evaluations of musical works and
works and their implications for performance. performances based on analysis, interpretation and
a. Demonstrate understanding of the structure in music selected established criteria.
for performance. a. Evaluate musical works and performances, applying
b. When analyzing selected music, read and perform rhythmic established criteria, and describe appropriateness to the
patterns and melodic phrases using iconic and standard notation. context.
c. Describe how context (such as personal and social) can inform
a performance. 10.1 Present – Connect – Synthesize and relate knowledge
and personal experiences to make music.
4.3 Interpret – Develop personal interpretations that consider a. Demonstrate how interests, knowledge, and skills relate
creators’ intent. to personal choices and intent when creating, performing, and
a. Demonstrate and describe how intent is conveyed through responding to music.
expressive qualities (such as dynamics and tempo).
11.1 Connect – Relate musical ideas and works with varied
context to deepen understanding.
a. Demonstrate understanding of relationships between music
and the other arts, other disciplines, varied contexts, and daily
life.

CONTENT /OBJECTIVE

At the end of the lesson the students will be able to:

 Identify and perform rhythmic patterns that includes one or two sounds per beat.
 Understand the difference between steady and unsteady beat.
 Keep a steady beat using various types of body percussion.

“I Can” Statement:
 I can maintain a steady beat while playing rhythmic patterns
 I can perform rhythmic patterns using body percussion and instruments correctly.
 I can write down rhythm patterns my teacher plays.
 I can sing, listen, and move to music that is from different parts of the world

TEACHING PROCEDURE

 Review the song learned the other day – “Tingalayo”.

 Have the students patch the steady beat on their thighs as they sing/say it.
 Next, have students clap the rhythm of the words, highlight that the rhythm and words are often connected.
 Review whole, quarter and eighth notes as well as quarter rest and their value, use “Tas & Titis” .
 Play some beats on the keyboard, have them identify if it is in duple, triple or quadruple beat.
 Present rests for these values. -A suggestion for the primary grades, that the teacher give a word to associate to the
simple rhythms, quarter notes: “pie” for 2 eighth notes,”pizza” etc.
 Learn the chorus part of the song “Yellow Submarine”
 Have them play the chord pattern on the keyboard using the notes (F, & C) and follow the patterns.
 Ask the students about what they learn about the lesson.
 Sing the song “Yellow Submarine” once again.
Kepler Neighborhood School
Music Education
3
3rd Grade Beat /Meter September 25/28, 2023
Kepler Neighborhood School
Music Education
3
3rd Grade Beat /Meter September 25/28, 2023
NOTES FOR WORKING WITH THIS LESSON PLAN

 To “check” the standards or other lesson items you will need to use the “Protect Form” box. You will
also want to add this tool to your commonly used items in Word. To do this:
o Mac
 To add this to your common used tools:
 View -> Toolbars -> Customize Toolbars and Menus
 Go to Commands (top right)
 Go to Forms under Categories
 Select the Protect Form icon (Lock) and drag to top of screen (where you see the
save, copy, ? help button, etc.).
 Now you can use the Lock/Unlock to click the check boxes.
o PC
 To add this to your Quick Access Toolbar
 Click the down arrow on the Quick Access Toolbar (Top row of buttons, furthest
to the right).
 Scroll down to “More Commands”
 Under “Choose Commands from” drop-down box select “all commands”
 Scroll down to “Lock”
 Click Add.
 Click Ok.
 Now you can use the lock/unlock button to check off the boxes!
Kepler Neighborhood School
Music Education
3
3rd Grade Beat /Meter September 25/28, 2023

 Type your essential

questions to make a
poster to hang in your
room.