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I Got The Rhythm-Lesson With Play
I Got The Rhythm-Lesson With Play
Taylor Kim
Grade: Kindergarten
Materials:
ð Book: “I got the Rhythm” by Connie Schofield-Morrison
ð (Teacher’s resource): YouTube video on Beat Vs. Rhythm
https://www.youtube.com/watch?v=U2462p5IF3A
o “The beat stays the same”
o “The rhythm changes with the words”
ð Nursery rhymes PDF (please see attached)
ð Loose Items collected from the nature (e.g., twigs, rocks, shells, pinecones, etc).
Core Competencies:
ð Communication
• Connect and engage with others (to share and develop ideas)
• Collaborate to plan, carry out, and review constructions and activities
ð Thinking
• (Creative): Generating and developing ideas
• (Critical): Develop and design ideas
ð Personal and Social
• (Positive Personal & Cultural Identity): Personal values and choices
• (Personal Awareness & Responsibility): Well-being
• (Social Responsibility): Building relationships
Learning Standards:
KNOW DO
UNDERSTAND
(CURRICULAR (CURRICULAR
(BIG IDEAS)
CONTENT) COMPETENCY)
• Literary elements • Use Social Studies • Stories and
and devices (e.g., inquiry processes traditions about
rhythm, rhyme, and skills to ask ourselves and our
musical, and questions; gather, families reflect
poetical qualities interpret, and who we are and
of language) and analyze ideas; where we are
Language
creative texts and from
Arts
(e.g., tongue communicate • Rights, roles, and
twisters, nursery findings and responsibilities
rhymes, traditional decisions help our identify
stories) • Acknowledge and help us build
different healthy
perspectives on
people, places, relationships with
issues, or events in others
their lives
• Music: • Experience, • Dance, drama,
beat/pulse, document, and music and visual
rhythm, tempo, share creative arts express
pitch, dynamics works in a variety meaning in unique
Arts
of ways ways
Education
• Express feelings, • People connect
(Music)
ideas, stories, to others and
observations, and share ideas
experiences through the arts
through the arts
© This is part of the ‘Beat & Rhythm’ unit. Prior to this lesson, students have already
received their lesson on the beat.
Scaffolding Learning:
• Activate students’ prior knowledge and allow students to make connections to
their previous learning
• Students will be given a lot of time to generate their ideas in pairs and as a class
prior to completing the activity
• Allow students to explore with various loose items to listen and make different
sounds prior to making their instruments.
• Follow ‘I Do – We Do – and You Do’ Model
• The teacher will check-in or conference with the students to provide additional
support and encouragement