Monday December 3rd 2018

Day 3
6th Grade General: Rhythm
Unit Topic: Music Theory using Guitar

Lesson Essential Question: How can we read, understand, and perform the duration of rhythms and what is the
acronym for space notes?

National Standard State Standard Criteria Proficient

MU:Pr6.1.E.Ia
Demonstrate attention to
technical accuracy and
expressive qualities in
prepared and improvised
performances of a varied
repertoire of music
representing diverse
cultures, styles, and genres.
MU:Re8.1.6a Describe a
personal interpretation of
how creators’ and
performers’ application of
the elements of
music and
expressive qualities, within
genres and cultural and
historical context, convey
expressive intent.
MU:Re9.1.6a Apply
teacher-provided criteria to
evaluate musical works or
performances.
MU:Pr4.3.E.Ia
Demonstrate an
understanding of context in
a varied repertoire of music
through prepared and
improvised performances.
9.1.6.B. Recognize, know,
use and demonstrate a
variety of appropriate arts
elements and principles to
produce, review and revise
original works in the arts.
9.3.6.D. Evaluate works in
the arts and humanities
using a complex vocabulary
of critical response.
9.1.6.C. Identify and use
comprehensive vocabulary
within each of the arts
forms.
By the end of the trimester,
student will be able to use
their resources to
accurately play a melody of
their choice on the guitar.
At the beginning of class,
student will interpret the
musical qualities and their
own personal opinions of a
piece that is listened to.
By the end of the class,
students will be able to
read, understand, and
perform the duration of
rhythms
Student will read tab and
musical notation and play a
melody with few mistakes.
Student will listen to a piece
and fill out their listening
sheet to interpret a piece
and how it was played by
identifying timbre,
dynamics, tempo, and style.
Student also connect the
song to a colour and movie
that they see fits the
listening.
Student can read rhythms
and play in sync with the
class

Time (In Days) 12/3-12/4

12:21-1:06
1:08-1:54

Activating Thinking Listening Journal slide 1

(Hook to motivate, link to ● Have “Believer” by Imagine Dragons playing as students walk in
prior knowledge) ● Completed by individual students as soon as they sit down
● Students share answers within table groups
● Ask the Students what they hear, lead discussion using words that they have
learned on the listening sheet
Revise knowledge of line notes
● Bottom to top Every Good Boy Does Fine
● Call pitch out as a class
Acceleration/Previewing
(Preview of key vocabulary,
concepts, and skills prior to
learning)
Teaching Activities and
Strategies
(Examples: Collaborative
Pairs; Distributed Guided
Practice; Distributed
Summarizing; Graphic
Organizers)
Summarizing Strategies
(Learners summarize and
answer LEQ)
Extending/Refining
Activities
Assignment and/or
Assessment
Key Vocabulary:
Old: Timbre (Instrumentation), Tempo, Dynamic, Style (Genre)
Staff, Treble Clef, Line notes (EGBDF)
New: Space notes (FACE), Rhythm, Whole note, Dotted half note, Half note, Quarter
note
Skills:
Label sounds using vocabulary with listening sheet
Read, understand, and play musical examples
1. Review line notes
a. Bottom to top Every Good Boy Does Fine
b. Call pitch out as a class
2. Explain space notes slide 2
a. Bottom to top FACE
b. Sits in between two lines
3. Practicing notes on a staff
a. Round the world students answer
b. Draw random space and line notes
c. space or line, and pitch
4. Rhythm Sticks
a. Establish resting position (Tap beat, put instruments down, hands in lap)
b. Sticks are already laid out in front of them
5. Point to a note value on the board, add a magnet to show relativity slide 3
a. Whole note: 4 beats or 1 whole measure
b. Half note: 2 beats or ½ of the measure
c. Dotted Half note: 2 beats+1 (half+half of half)= 3 beats or 3/4
d. Quarter note: 1 beat or ¼ of the measure
6. Reading and playing rhythms
a. Have students play 2 measure duration together with instruments while
tapping beat with feet slide 4 (repeat 8 and 9 for each rhythmic value)
7. Rhythm Believers
a. Practice examples on the powerpoint slide 5 (Pass instrument to the
right each time)
b. Play rhythms to accompany “Believer” by Imagine Dragons (Rest for 8
count intro then play Verse, pre chorus, chorus)
8. Pack Up
a. In the last 3 minutes (at 1:03 and 1:51) Students put away their pens,
papers, and music folders. When they are finished packing up, students
make a line at the door until the clock changes to 1:06 and 1:54
9. Extra Time: Have each table make up their own rhythm to play with listening
a. Give each group a rhythm template
Students play rhythms displayed on board
Students play rhythms in context with the listening
Practice reading and playing rhythms as a class
Advanced students get the tambourine to lead the others
Informal/Formative/Observable
Read, understand, and perform written rhythms along with the listening
Students should be able to play in sync as a class
Re-Teaching Focus & Aural, visual, and kinesthetic definitions and examples
Strategy Multiple examples

Differentiation Listening to and playing rhythms (Aural, kinesthetic)

Musical symbols handout and powerpoint (visual)
Large print and digital examples
Check individual understanding by observation of playing
Playing rhythms with instruments (movement)
Multiple examples with different presentation of note value
For students who are non-verbal and have low mobility: Try tapping on the desk instead
of using instruments, aid may use underhand guidance to help keep a steady beat and
rhythm

Review & Revise

Resources & Materials Music class folders

Listening sheet
1 aural example: “Believer” by Imagine Dragons
Rhythm Instruments (Sticks and tambourine) already on desks before class
Powerpoint of rhythms
Rhythm Magnets
Rhythm composing template