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Standards Addressed

MU:Pr4.2.3b:When analyzing selected music, read and perform rhythmic patterns and
melodic phrases using iconic and standard notation.
MU:Pr6.1.3a: Perform music with expression and technical accuracy.
MU:Pr5.1.3a: Apply teacher- provided and collaboratively- developed criteria and
feedback to evaluate accuracy of ensemble performances.
MU:Cr2.1.3b: Use standard and/or iconic notation and/or recording technology to
document personal rhythmic and melodic musical ideas.


Students will visually identify the up and down beats within the given song through an
Students will aurally and kinesthetically identify the new rhythmic concept (syncopation,
upbeat,downbeat) through the given activity.
Students will analyze, identify and label where the up and down beats are in Chinka-

Materials for Instruction

Paper, pencils and stickers (down-beat/up-beat activity)

Lesson Sequence
Activity 1- Objective: Students will visually, aurally and kinesthetically identify the up and down
beats within the given song through an activity.

1. Sing Welcome to music class and then greet students

2. T: Remember that song we did a while ago about the train? (Review student on song if
3. .T: Now I want everyone to slowly pat the heartbeat with me and only sing the first part
of it Capn go side track yo train. Tell me if all the words land on the heartbeat, (the
beat being when our hands touch our legs)
4. T: Did every single word happen only when we touched our legs?
5. *based on student responses, hopefully someone notices that it doesnt*
6. T: Isn't that weird?! We haven't done this before in music class! I want everyone to pat
the beat and then stop on the N in Capn
7. T modals this for Ss
8. Ss does it
9. T: Notice how our hands are in the air and not on our legs? In music we call this an Up-
10. T: Were going to do the first phrase of the song, and I want you to count how many
upbeats there were
11. Ss and T sing song while patting the beat
12. T: How many were there?
13. Ss responds *Assess (Can students accurately count 4 upbeats within the musical
14. T: Now that we know what an upbeat is, get your piece of paper and hold it in the air!
(So student dont fold it before getting instructions)
15. T: Okay 3 graders, listen and watch me very carefully for instructions. First, fold your

paper hamburger style and then hold it in the air.

16. T: Now fold it hamburger style again, exactly like my piece of paper (show Ss paper)

17. T: Then, I want you to put the heart stickers at the bottom, this is the heartbeat. But in
music we call this the Down-beat. Dont put the stickers on the creases of the paper!

18. T: Where do you think the Upbeat will go?

19. Ss responds *Assess (Can the students identify/label the upbeat visually)?
20. T: Next, we will put our star stickers on the creases of the paper, above the down beats.
Look at my example before you do it yourself.

21. T shows students paper, Ss mimic

22. T: The hearts are when our hands touch our thighs, and the stars are when our hands
are in the air!
23. T points at heart, T:Is this a downbeat or upbeat?
24. Ss responds
25. T points at the star corresponding to the previous heart. T:Is this a downbeat or upbeat?
26. Ss responds
27. T:Now were going to draw an arrow from the downbeat to the upbeat because thats
when our hands move! (Continue this until there are only a few up/downbeats left)
28. T: I want everyone to finish the remaining up and downbeats, then show your neighbor.
29. T: Make sure to put your name on this because were going to use it next time. Great
work today! (Would probably use this in a later lesson by having Ss write in the words on the
stickers/use for assessment purposes)


Task: Mastery Developing Beginning Did not try

Project Accuracy

Upbeat Recognition

Downbeat Recognition

Post-Assessment (Completed the next class period)

1. Sing Welcome to Music Class T greets Ss
2. T: Remember the sticker and paper project we did last class? (Ss responds) Today were
going to do something similar!
3. T: Can anyone remember one of the new concepts we did? (Ss may or may not
4. T draws four lines on the board
5. T: Were to the downbeats go?
6. T draws in hearts for down beats at the bottom
7. T: Would anyone like to draw in the stars for the upbeats?
8. T/Ss draw stars
9. T:Where do the arrows go? (Let Ss guide T to where the arrows go)
10. T: Great work! Doesnt this look like the project we did?
11. T erases everything on the board
12. T:Now grab a white board and draw it with your neighbor!

Activity 2- Objective: Students will analyze, identify and label where the up and down beats are
in Chinka-hanka.
1. T draws the rhythm/words of phrase one of Chicka-hanka on the board
2. T and Ss begin patting the beat
3. T asks Ss to sing the phrase written on the board
4. T: We know this right? Ss:Yes!
5. T:Now think about what words happen when we touch our thighs, which we call the
6. T will guide Ss through each note by patting and speaking
7. T: the first note only has a downbeat, right?
8. T draws a down arrow above the eighth note
9. T:What about the next note?
10. Ss: Yes! (If they dont answer yes, pat/speak through it again slowly while pointing at the
notes while they pat/speak)
11. Continue previous step for the following notes
12. Repeat the same steps above, but with drawing up arrows on the upbeats.
13. T:Notice how the quarter note has both an up and down beat and how eighth notes
only have one thing (either an up or down beat) ?
14. Ss responds
15. T draws quarter-quarter-eighth on the board
16. T: Everyone get in your groups and draw either an up or down arrow on your
whiteboards for the first note. Hold it up when youre ready!*Assess
17. *Continue drawing rhythms on the board and asking students to draw arrows for each
18. T draws phrase 5 on the board (Omitting the dotted quarter/eighth and replacing it with
a quarter note and quarter rest)
19. T and Ss sing and pat the phrase
20. T:Now I want your groups to draw the down and up beats! Hint: The first one is a down
beat only! To help you, pat and speak the phrase and think about where your hands are.
21. T walks around observing the students answer as well as guiding groups that need


Task: Mastery Developing Beginning Did not


Patting through rhythms for guidance (if


Upbeats accurately drawn

Downbeats accurately draw

Closure: Great work today, 3 graders! Remember what we did today because we will

be using what we did next class!