4th Grade Rhythms Unit

Plan By: Lily Zhou

Course: MUS_149
Professor: Dr. Talbot

I affirm that I have upheld the highest principles of honesty and integrity in
my academic work and have not witnessed a violation of the Honor Code.
-Lily Zhou
Essential Question: How can we connect rhythmic concepts we’ve explored to our individual and
classroom arrangements and compositions?
 Description:
This unit is designed to formally introduce students to the characteristics and functions of various
rhythms and their applications to concepts like ostinati and rounds. Students will explore whole,
half, quarter, and eighth rest, dotted quarter and eighth notes, ostinati, and rounds. Students will
create and apply concepts through arranging, improvising, and composing both individually and in
groups. A slideshow presentation is to be used throughout the entire lesson to instruct and guide the
process. Exit tickets and various other documents are included in a separate file.

This unit plan is flexible in its timeline. Opportunities for extension days and reteaching must be
taken into consideration for the students that need more time to fully understand the concepts being
taught as well as student absences.

Standards:
➢ MU:Cr1.1.4a Improvise rhythmic, melodic, and harmonic ideas, and explain connection to
specific purpose and context (such as social and cultural).
➢ MU:Cr1.1.4b Generate musical ideas (such as rhythms, melodies, and simple
accompaniment patterns) within related tonalities (such as major and minor) and meters.
➢ MU:Cr2.1.4a Demonstrate selected and organized musical ideas for an improvisation,
arrangement, or composition to express intent, and explain connection to purpose and
context.
➢ MU:Cr2.1.4b Use standard and/or iconic notation and/or recording technology to
document personal rhythmic, melodic, and simple harmonic musical ideas.
➢ MU:Pr4.2.4a Demonstrate understanding of the structure and the elements of music (such
as rhythm, pitch, and form) in music selected for performance.
➢ MU:Pr4.2.4b When analyzing selected music, read and perform using iconic and/or
standard notation.
➢ MU:Pr6.1.4a Perform music, alone or with others, with expression and technical accuracy,
and appropriate interpretation.
➢ MU:Re7.2.4a Demonstrate and explain how responses to music are informed by the
structure, the use of the elements of music, and context (such as social and cultural)
➢ MU:Re9.1.4a Evaluate musical works and performances, applying established criteria, and
explain appropriateness to the context.
➢ MU:Cn10.0.4a Demonstrate how interests, knowledge, and skills relate to personal choices
and intent when creating, performing, and responding to music.
ELEMENT: Day One Day Two Day Three Day Four Day Five Day Six
Rhythms

Focus Eighth Rests Half note and Dotted quarter Ostinato Dotted Eighth Succeeding
Concept(s): whole rests notes Notes & Unit
Rounds Foreshadow:
Rounds

Review Whole, half, Quarter and Rests (Half, Dotted Days 1-4 Days 1-5
Concept: quarter, and Eighth Rests Quarter, Quarter Notes
eighth note Eighth)
lengths
Quarter rests

References:

Connect For Education Inc. (2015). OnMusic dictionary. Retrieved April 21, 2018, from
http://dictionary.onmusic.org/
Gossard, B. (2016). Ostinato Explained! Retrieved April, 21, 2018, from
https://www.youtube.com/watch?v=0VksrMqE_4c
Larsen, C. (2014). Fun with ostinatos! Retrieved April, 21, 2018, from
http://thesharpmusicteacher.blogspot.com/2013/04/composing-ostinatos.html
Thompson, B. (2013). Bingo. Retrieved April 21, 2012, from
https://www.bethsnotesplus.com/2013/01/bingo.html
Thompson, B. (2015). Poor old crow. Retrieved April 21, 2012, from
https://www.bethsnotesplus.com/2015/02/poor-old-crow.html
 Day by Day Breakdown

minute Day 1 Day 2 Day 3 Day 4 Day 5 Day 6

0-5 Warm Up Warm Up Warm Up Warm Up Warm Up Warm Up

Rhythmic Rhythmic
Lesson: Lesson:
5-10
Dotted Quarter Dotted
Notes Ostinato Lesson Eighth Notes
Rhythmic Rhythmic Lesson:
Lesson: Quarter Half and Whole Group
and Eighth note note rests Composition
10-15 rests Warm Up Project
Activity Pt. 2:
Bingo Activity Student’s
and Arrangement
Turn
Arrangement Activity

15-20 Half and Whole Ostinato

Rest Activity and Composition
Improvisation Activity
Review Ostinati and
20-25 Rest
Activity Rounds
identification
Presentations Introduction
and partner
Performance
activity
25-30 Exit Ticket
Exit Ticket Exit Ticket Exit Ticket Exit Ticket
 Day One
Focus Concept: Quarter and Eighth Note Rests

Context:
* Students are familiar with the duration of whole, half, quarter, and eighth notes.
* Students are familiar with quarter and eighth note notation.

Learning Objectives:
1. Students will perform quarter and eighth note rests
2. Students will notate quarter and eighth note rests
3. Students will rearrange the familiar song with quarter and eighth note rests
4. Students will visually identify quarter and eighth note rests

Assessment:
1. Teacher will aurally assess student’s performance of quarter and eighth rests with a +/- scale:
LO 1.1a Students paused for the correct duration of quarter rest
LO 1.1b Students paused for the correct duration of eighth rest

2. Teacher will visually asses quarter and eighth note rest notation when students display
arrangement on the board.
3. Teacher will visually assess student’s arrangement of familiar song by its comprehensibility
when performed by the class.
4. Teacher will assess student’s identification of quarter and eighth note rests using a +/- scale:
LO 1.2
Student able to point out the eighth and quarter rest on a rhythmic exercise

Materials:
* Chalkboard and Chalk
* Projector
* Slideshow presentation
o Music for “BINGO”
o Rhythmic Exercises (made using MuseScore)

Key Terms:
* Rest: A symbol standing for a measured break in the sound with a defined duration. Each
specific note value has a defined duration and an equivalent rest with the same duration.
* Eighth Rest: A pause or rest in a composition having the time duration of one eighth of the
time duration of a whole rest.
* Quarter Rest: A pause or rest having the time duration of one fourth of the time duration of
a whole rest.
Procedure:
1. Teacher will invite students to sit in a circle. Teacher will teach BINGO in a call and
response manner with gestures that keep beat and indicate who’s turn it is to sing.
2. Teacher will go up to the board with “B-I-N-G-O” previously written out with quarter and
eighth notes beneath each respective letter
3. Teacher will cue the students to sing the whole song together, pointing to the letter with the
respective rhythm being sung.
4. Once confident with the student’s ability to sing the original song, the teacher will erase the
quarter note from the B in BINGO and replace it with a quarter rest, gesturing students to
clap instead of sing on that beat by putting finger to mouth and mouthing “sh” and making a
stomping motion.
5. Teacher will gesture to sing the song again, this time replacing the “I” quarter note with a
rest.
6. The teacher will repeat step 5 for eighth rests with N and G.
7. The teacher will erase quarter rest of O and finish the song with clapping, replacing singing
of “B-I-N-G-O” completely.
8. Teacher will draw a quarter note = quarter rest on the board, then make a gesture to indicate
that the rest is silent and the quarter note is not silent.
9. Teacher will then point to the quarter note and quarter rest separately, having the students
repeat the gesture that indicates which symbol is silent and not silent.
10. The teacher will begin to replace certain rests with the original quarter and eighth notes,
creating different rhythm patterns for students to clap and sing.
11. The teacher will hand student eraser and student will change notes and rests in BINGO with
proper notation, and the teacher will have classmates perform the rearrangement. Repeat 5x
12. Teacher will turn on projector and project presentation slide with rhythmic exercise onto
screen. Teacher will ask students to identify quarter and eighth note rests and to perform the
rhythmic patterns together, then in pairs.

Exit Ticket:
* Teacher will ask students to line up at the door and have them echo an improvised rhythm
in 4/4 with a quarter or eighth rest before leaving.
 Day Two
Focus Concept: Half and Whole Note rests
Review Concept: Eighth Note rests

Learning Objectives:
1. Students will perform half and whole note rests
2. Students will notate half and whole note rests
3. Students will define half and whole note rests
4. Students will improvise a rhythmic pattern with half and whole note rests

Assessment:
1. Teacher will aurally assess student’s performance half and whole note rests with a +/- scale:
LO 2.1a Students paused for the correct duration of half rest
LO 2.1b Students paused for the correct duration of whole rest

2. Teacher will visually assess notation of half and whole note rests with a +/- scale
LO 2.2a Student wrote notation of half note rests accurately
LO 2.2b Student wrote notation of whole note rests accurately

3. Teacher will assess student’s definition of half and whole note rests on exit ticket.
4. Teacher will aurally assess student’s improvisation with half and whole note rests.

Materials:
* Handheld white/chalk boards with respective writing utensil
* Projector
* Slideshow presentation
o Rhythmic exercises (Made with Musescore)
* Sticky notes
* Pen/Pencil
* Works Cited:

Key Terms:
* Half Rest: A pause or rest in a composition having the duration of a half note or one half of
a whole rest.
* Whole rest: A pause or rest in a composition having the time duration of a whole note.
Procedure:
1. Teacher will invite students onto the carpet and to take a mini whiteboard and marker with
them.
2. Warm Up: Teacher will sing “Bingo” again as a review activity, splitting the classroom in
half: one group writing quarter rest and the other group writing eighth rest. Students will
listen to the rhythmic pattern the teacher sings during the first “B-I-N-G-O” and hold up
their respective sign at the second and third repetition.
3. Lesson: Teacher will ask students if there is an easier or more concise way to write two beat
and four beat pauses. Teacher will introduce half note rest and whole note rest with
slideshow presentation. Teacher will help students remember the difference with
hole=whole and hat=half analogy. Class will sing through several rhythmic patterns with half
and whole rests.
4. Activity: Teacher will state the time signature of 4/4, then sing an 8-beat rhythm pattern
with half or whole rests using ta’s and ti’s. Students will use white boards to write down the
type of rest they hear. Teacher will project the rhythm up on the board for students to check
answers. Each student will go around the room and sing their own improvised 8 beat pattern
while classmates and teacher will write down the rest(s) they used and hold up the board.

Exit Ticket:
* Teacher will distribute a sticky note to each student and ask students to write their name and
the definition of a half and whole note rest (It can be with images or words).
 Day Three
Focus Concept: Dotted Quarter note
Review Concept: Rests (Whole, Half, quarter, eighth)

Learning Objectives:
* Students will arrange a song with dotted quarter notes
* Students will identify dotted quarter notes
* Students will perform a song with dotted quarter notes
* Students will define dotted quarter notes

Assessment:
* Teacher will assess arrangement of song with dotted quarter notes with +/- scale
LO 3.1a Student included at least one dotted quarter note on arrangement
LO 3.1b Student included at least two dotted quarter notes on arrangement
LO 3.1c Student included at least three dotted quarter notes on arrangement
LO 3.1d Student included four or more dotted quarter notes on arrangement
* Teacher will assess student’s identification of dotted quarter notes with handout
* Teacher will assess student’s performance of song with dotted quarter notes aurally
LO 3.2a Student performed at least 2 dotted quarter notes accurately
LO 3.2b Student performed at least 4 dotted quarter notes accurately
* Teacher will assess student’s definition of dotted quarter notes with handout

Materials:
* Slideshow presentation
o Music for “Poor Old Crow”
o Activity Example: “Baa Baa Black Sheep”
▪ Sheet music arranged with Musescore
* Sheet music for activities (Transcribed and arranged with Musescore)
o Twinkle Twinkle Little Star
o Ode to Joy
o Yankee Doodle
o When the Saints Go Marching In
* Orff Instruments/Keyboard
* Document Camera (camera that displays worksheets onto the projector)

Key Terms:
* Dotted Note: A note that has a dot placed to the right of the notehead, indicating that the
duration of the note should be increased by half again its original duration.
* Dotted Quarter: Time value of an eighth note plus a quarter note
Procedure:
1. Warm Up: Teacher will invite students to stand in a circle. Teacher will sing through (once)
and teach “Poor Old Crow” to students in a call and response method. Teacher will clap on
the rests so students can hear the rests clearly. Teacher will ask students to identify what kind
of rests they hear in the song.
2. Lesson: Teacher will project sheet music to Poor Old Crow online. Ask students what
rhythms the class has gone over and eventually point out that the dotted quarter note is the
only one that has not been covered. Teacher will ask students what they know about dotted
notes and dotted quarter notes. Teacher will proceed with an introduction and explanation
of dotted notes, specifically dotted quarter notes with slideshow presentation.
3. Activity: Teacher will assign students to group. Students will be given a handout. Students
will choose from a list of songs to rearrange with at least 4 dotted quarter notes. Teacher will
give and sing an example of a rearranged song on slide show. After instructions are given,
students will sing teacher’s example with dotted quarter notes. Teacher will ask students to
circle where they added dotted quarter notes. Groups may use keyboards/orff instruments
to find key of song and play through their piece.
a. Song options:
i. Twinkle Twinkle Little Star
ii. Ode to Joy
iii. Yankee Doodle
iv. When the Saints Go Marching In
4. Presentation: Groups will present their arrangement with document camera and show where
they added the dotted quarter notes. All students and the teacher will sing the arrangements
together. Songs without lyrics will be sung on “la.” Teacher will ask students to give
feedback on their peers’ arrangements. Teacher will give their own feedback (if necessary).

Exit Ticket:
* Teacher will ask students to write their definition of a dotted quarter note on the bottom of
their sheet (It can be with images or words). Students will turn in rearranged handout.
 Day Four
Focus Concept: Ostinato
Review Concepts: Days 1-3

Learning Objectives:
* Students will perform an ostinato
* Students will define ostinato
* Students will identify ostinato
* Students will create an ostinato

Assessment:
* Teacher will aurally assess performance of ostinato
* Teacher will aurally assess the definition of ostinato
* Teacher will assess identification of ostinato with handout on a +/- scale.
LO 4.1 Student identified at least one ostinato in “Poor Old Crow” on handout
* Teacher will student’s creation of ostinato aurally and with handout on a +/- scale
LO 4.2a All patterns were repeated consistently
LO 4.2b All patterns had an accompanying movement repeated consistently

Materials:
* Slideshow presentation:
o “Poor Old Crow” music
o “Ostinati Explained” video
* Christine Larsen’s “Fun with Ostinatos!” activity
* Handouts
o Poor Old Crow activity
o Ostinato Activity

Key Terms:
* Ostinato: A short melodic, rhythmic, or harmonic pattern that is repeated throughout an
entire composition or some portion of a composition.

Procedure:
1. Warm Up: Sing “Poor Old Crow”
2. Lesson: Teacher will present slideshow:
a. Teacher will introduce ostinati with “Ostinato Explained!” video.
b. Teacher will ask students to define ostinato. Teacher will explain ostinato. Teacher
will ask students where they can aurally and visually identify ostinati in “Poor Old
Crow” (first without music projected on screen, then with music projected).
3. Activity: Teacher will do Christine Larsen’s “Fun with Ostinatos!” activity.
 a. Teacher will project four different rhythm patterns on the board with corresponding
movement. Teacher will divide students into groups of four and students will
practice their given rhythms and movements (on the slideshow). Teacher will start
the first group, then layer each group overtop the previous groups. Teacher will ask
students how this activity relates to the lesson.
b. The same groups will create their own ostinati with handout. Students will come up
with their own theme and use the previously discussed rhythms to create four
different rhythms and movements to use as ostinati. Instructions will be displayed on
the slideshow presentation.
4. Presentations: Groups will teach the rest of the class their parts, and the whole class
performs the ostinati together.

Exit Ticket: Students will hand in their ostinati worksheet and poor old crow worksheet.
 Day Five
Focus Concept: Dotted Eighth Notes
Review Concept: Rhythmic Concepts: Whole, Half, Quarter, Eighth rest; dotted quarter

Learning Objectives:
* Students will define dotted eighth note
* Students will improvise rhythmic patterns with dotted eighth notes
* Students will notate dotted eighth notes
* Students will identify dotted eighth notes

Assessment:
* Teacher will assess student’s definition of dotted eighth notes through notes taken on
handout
* Teacher will aurally assess student’s improvisation with dotted eighth notes on a +/- scale:
LO 5.1a Student maintains a steady beat
LO 5.1b Student successfully improvised a 4/4 rhythmic pattern with a dotted eighth note
* Teacher will visually assess student’s dotted eighth note notation when student displays
transcription on the board
* Teacher will visually assess student’s identification of dotted eighth notes through the game
on a +/- scale
LO 5.2 Student successfully identified and transcribed dotted eighth note in game

Materials:
* Projector/Smartboard
* Slideshow Presentation
* Rhythm Instruments
o African Percussion: Djembe, Djun Djun, Tama, Log drum, Cuica,
o Afro-Cuban Percussion: Congas, Bongos, Cajon
o Middle Eastern Percussion: Tar, Tambourine
o Brazilian and Samba Percussion: Pandeiro, Tamborim
* Sticky Notes
* White board/chalk board with staff lines- board divided in half with tape and both halves
written in 4/4 with rhythmic staff

Key Terms:
* Dotted note: A note that has a dot placed to the right of the notehead, indicating that the
duration of the note should be increased by half again its original duration.
* Dotted eighth note: Time value of an eighth note plus a sixteenth note.
Procedure:
1. Warm Up: Teacher will invite students to pick up a rhythmic instrument of their choice and
sit at the circle. Teacher will begin warm-up by establishing an eight-beat tempo on their
rhythmic instrument and instructing the students to repeat after them. Teacher will play four
improvised rhythms with dotted eighth notes and teach in a call and response manner, with
gestures that keep beat and indicate when the students should be playing.
2. Lesson: Teacher will explain the definition of the dotted eighth note and its function with
the slideshow presentation. Teacher will ask students if they have any questions. Teacher will
have students explain the new concept to one another for one minute. Teacher will ask
students to write down a definition on the sticky note and check with their peers.
3. Activity: Teacher will explain that it is the students’ turn to lead the group, choosing
someone to play a pattern with dotted eighth notes while other students and the teacher
repeat that pattern.
4. Review Game: Teacher will divide students into two teams. Each group will send one
representative to the divided board (see materials). Teacher will play or sing a four-beat
rhythm pattern in 4/4 with dotted eighth notes and previously covered rhythmic concepts
(Whole, half, quarter, quarter, and eighth notes and rests, and dotted quarter note). Each
group’s representative will have 30 seconds to transcribe the rhythmic pattern on the board.
Team with the least amount of errors gets the point, if both teams are tied in accuracy, both
get the point. If there are errors, teacher will ask students spectating to correct what is on the
board. Winning team receives no physical award.

Exit Ticket: Students will turn in sticky note.

 Day Six
Focus Concept: Composition and Performance Day and Rounds

Review Concept: Whole, Half, Quarter, Eighth Rest, Dotted quarter and eighth notes, ostinati

Learning Objectives:
* Students will create a composition and movement routine
* Students will perform a composition and movement routine with ostinati and rounds

Assessment:
* Teacher will assess composition and movement routine both visually and with the handout
on a +/- scale:
LO 6.1a Students included at least 2 listed rhythmic concepts in composition
LO 6.1b Students composition were equivalent to 8 beats
LO 6.1c Students created movements that correspond with composition
* Teacher will assess student’s performance of ostinati and rounds with+/- scale:
LO 6.2a Student maintains a steady beat throughout performance of ostinati
LO 6.2b Student maintains a steady beat throughout performance of rounds
LO 6.2c Student follows notation accordingly

Materials:
* Projector/Smartboard
o Interactive Pen
* Slideshow Presentation
* Rhythm Instruments
o African Percussion: Djembe, Djun Djun, Tama, Log drum, Cuica,
o Afro-Cuban Percussion: Congas, Bongos, Cajon
o Middle Eastern Percussion: Tar, Tambourine
o Brazilian and Samba Percussion: Pandeiro, Tamborim
* Handout

Key Terms:
* Round: A part song or instrumental composition which starts off with a single voice or
instrument on the melody, followed at intervals by the other voices which enter individually
and perform exactly the same melody, thus forming a polyphonic harmony out of a simple
melody.

Procedure:
1. Warm Up: Teacher will repeat warm up from day 5 with percussion instruments. Teacher
will play rhythmic patterns that include rests and notes covered in the entire unit. Teacher
 will cue in each student to improvise a 4-beat pattern and repeat it as an ostinato. Students
will overlap their improvisations until the entire class is playing their own rhythmic pattern.
2. Composition: Teacher will divide the students into 4 groups and distribute handout. Teacher
will ask groups to arrange their own 8 beat rhythmic pattern on the handout with a list of
requirements. Teacher will ask groups to send one representative to put up their
arrangement on the board when they are finished.
3. When all the groups are done, teacher will ask each group to play through their arrangement.
Teacher will ask the other groups to echo the pattern back. Teacher will make any notational
corrections if necessary.
4. Groups will perform their rhythmic patterns as ostinatos, overlapping other groups.
5. Teacher will number each rhythmic pattern and ask the class to play through all the patterns
consecutively without stopping in between each pattern. Teacher will ask the students to
play through all the rhythms, but teacher will cue each group in to represent a round.
6. Lesson: Teacher will do a review of the concepts covered in the unit and included in the
composition project. Teacher will do an introduction of rounds and introduce its role in
covered concepts and future unit.

Exit Ticket: Teacher will ask groups to put away their instruments and turn in their composition as
they leave class.