Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Angela Dieleman
4/13/15

Subject/ Topic/ Theme

Introduction with Rhythms

Grade ___8th__

I. Objectives
How does this lesson connect to the unit plan?
This lesson is the introduction to have students recall and demonstrate what rhythms and scales they already know how to play. We will use these familiar rhythms to
bridge the gap for learning new, complex rhythms.
cognitiveR U Ap An E C*

Learners will be able to:

U An
R
R Ap

Say difference in key signatures of D Major and d minor scales.

Play D Major and d minor scales.
Play familiar rhythms by reading the rhythm sheet using scale notes.

physical
development

socioemotional

x
x

Common Core standards (or GLCEs if not available in Common Core) addressed:
ART.M.I.4.7 Perform with accuracy, rhythmic, and melodic patterns.
ART.M.I.4.9 Use a system to read quarter notes and rests, eighth notes and rests, half notes and rests, whole notes and rests.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Students must be able to play the scales with proper fingering, which they have learned before.
Students must show what a high or low finger pattern looks like.
Students must be able to read half, quarter, 8th, and 16th note values.
Pre-assessment (for learning):

Ask students to tell the key signatures and show finger patterns for D Major and d minor.
Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

Formative (as learning):

Help students correctly play the rhythms they read in the packet.
Summative (of learning):
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Reading rhythm notation; hearing

the rhythm played; hearing the
rhythm clapped.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Learn rhythms to play pop songs
with notation or to play
improvisation.

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

Focus on fewer rhythms for the

day if they are struggling
Provide options for comprehensionactivate, apply & highlight

Count and clap rhythms out

loud; play rhythms with
metronome; play rhythms on
one note, scale, or in piece.

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Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
Some students clap rhythms while
others play.

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Online metronome at http://www.webmetronome.com

Projector
Middle School Rhythms packet
Instruments

The classroom will be in the traditional orchestra rehearsal set up half circle, students sitting with
stand-partners grouped by section.

How will your classroom

be set up for this lesson?
III. The Plan
Time

Components
Motivation
(opening/
introduction/
engagement)

Development
(the largest
component or
main body of
the lesson)

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Students recall that the teacher decided to have the
Tell students that our warm-ups each day will
orchestra play Uptown Funk because she wanted
help prepare us to play the Uptown Funk
the students to have input for the concert.
arrangement one of their concert pieces.
Students take Rhythm packets out of their folders.
Tell students to take out their Rhythm packets.
Were going to play two octave D Major (D as
in Dog)
Tell students to show their stand partner the
finger pattern for the D string. Make sure
youre matching each other.
Remind students how to use the rhythm packet
for each measure, play one note.
Starting in measure 4, play a couple measures
as an example. Say each measure while I play.
Everyone together starting in measure 4.
Restate two octave D Major Say 1, 2, set,
play. [We start at mm 4 and end at mm 32]
Pause metronome

Students turn to their stand partner and hold up

their fingers with the correct spacing pattern.

Students follow along by looking in the rhythm

packet.
Students lift their instruments into position and
play the scale, one note for each measure.

Closure
(conclusion,
culmination,
wrap-up)

Raise your hand for who can tell me, in your

own words, one thing about d minor that is
different. You can tell me about the key
signature, finger pattern, or something else you
remember. Ill call on a couple people. [WAIT
to give thinking time]
If students have not mentioned the mood of
minor, ask if it sounds happy or sad. Also
remind that there are two special notes B
natural and C# up and C natural and Bb on the
way down.
Remind to play F naturals - on D string, low 2
for vlns and vlas and a 2nd finger for cello and
bass.
We will play ONE octave d minor SLOWLY
because its been a long time since weve
played it. How many octaves??
We will start in measure 33.
Start metronome at slower tempo.
One octave d minor- one, two, set, play.
Tell them what went well or what to fix (F
naturals, B flats, etc.)
Slightly increase metronome tempo.
Well play two octave d minor slightly faster.
Starting in measure 49. One, two, set, play.

Students raise their hand when they have a

description of d minor.

Students respond sad.

Students respond one.

Students locate measure 33.
Students lift instruments, play one octave d minor.

Students play two octave d minor.

Remind students that we learning the rhythms

to play Uptown funk and improvisation.
Tell students which measures to practice for
next time.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
When I taught this lesson, I had not correctly determined how well students would be able to play the rhythms the first time through.
I had assumed that since they used this rhythm packet in the past, they would be able to play the rhythms. To restructure this lesson, I
would have them play smaller groups of rhythms and I would play along too in order to help them remember the rhythms more
quickly.

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