Rhythm Lesson Plan
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Michael Thom
MusEd 351 Section 001
February 1, 2006

Microteaching #1: Rhythm Project

Grade Level: approximately 3rd grade

Length of Lesson: 5-7 minutes

Lesson Statement: This lesson will demonstrate the connections between spoken rhythms (particularly in speech) and simple, symbolic notation.

Materials: The main sources will simply be the students’ brains and creativity.  Additionally, the students and I will utilize the chalkboard for notating the students’ spoken rhythms (My name is ____ and I like _____).  Finally, I will also use rhythm sticks to keep a steady beat for the students as they say their rhythms.

Objectives: The students will show the understanding of rhythm and notation by finishing guided compositions orally and then using symbolic notation to visually represent their rhythms.

Procedure:

  1. Write outline for sentence and possible notes (eighth, quarter, and quarter rest) on board (before lesson starts).
  2. Introduce lesson – have learned about notation recently, today we’ll apply to everyday speech.
  3. Demonstrate with my own name and information (write on board, sans notation, and then recite).
  4. Have students repeat this, in time.
  5. Ask for volunteer to notate on board – guide him or her through this!
  6. Instruct students to think of their names and something they like.
  7. Everyone can practice simultaneously, quietly, but together, led by me.
  8. Ask for volunteers to say theirs, at my tempo. (I would have all do this, but time will probably be prohibitive.)
  9. Class repeats.
  10. Volunteer notates (or person who came up with rhythm/words).
  11. Conclude by writing one last sentence on board, with new words/rhythms, and having class recite it, in time, at my tempo.

Evaluation of Students:

I will evaluate the students based on the difficulty (or lack thereof) they have in accurately and efficiently notating the rhythms they unwittingly came up with (no one with speech skills will have trouble making a sentence about themselves, it would just be the rhythms that could get difficult).  Also, the concluding activity of the students reciting a written rhythm/sentence would help gauge just how much they understand the concept.

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