Lesson 1: Clapping “Minecraft” Rhythms

Central Focus Reading and playing rhythms using metrical counting.

Grade Level 5th
Class Size 6 students
Time 30-40 minutes
Class Demographics Black, Indian, Latinx

National Core Arts Standards in Music

MU:Pr5.1.5 Apply teacher-provided and established criteria and feedback to evaluate the accuracy and
expressiveness of ensemble and personal performances

LESSON OVERVIEW
Students are introduced to reading and playing eighth notes, clap along to a video, warm up in the method
book, rehearse a song, and clap a phrase of music with eighth notes.

Student Prior Knowledge and Conceptions

Reading and playing whole, half, and quarter notes (and rests) on their instrument, from middle C to A (6
notes total).
Common Errors or Misunderstandings

After learning eighth notes, students might play larger note values too quickly
Interdisciplinary Connections

Counting/division is applicable to math

LESSON LEARNING OBJECTIVES

As a result of this lesson, students will be able to:

Read and clap eighth notes to perform songs.

THEORETICAL PRINCIPLES AND/OR RESEARCH-BASED BEST PRACTICES

Why are the learning tasks for this Eighth notes are a goal of the county’s 5th grade, 2nd quarter
lesson appropriate for your curriculum
students? (Cite specific, theoretical
principles and/or research-based
best practices in your answer.)

STUDENT INTERACTIONS
How will you structure opportunities The class is a small group of students who must cooperate and interact
for students to work with partners with each other through music-making, listening, and commit to focused
or in groups? performances.
What criteria will you use when forming The class has been organized to include the fastest-progressing clarinet
groups? and trumpet players, so a slightly faster pace is appropriate for these
students.

TEACHER MATERIALS STUDENT MATERIALS

Clap-along video, Sound Innovations, “Chips and Sound Innovations, “Chips and Salsa”
Salsa”, “Jamboree”

MUSIC IN CONTEXT
Key Critical Questions How do eighth notes relate to quarter notes?

VOCABULARY AND LANGUAGE ACQUISITION

Vocabulary Note values (whole, half, quarter, eighth)
Language Functions Read, perform

Language Modes Syntax

Language Demands Clapping eighth notes to perform songs
Language Tasks Performing every note value at some point in the lesson
and Activities
Language Supports Teacher demonstrations, verbal feedback

ACCOMMODATIONS FOR SPECIFIC DIVERSE LEARNERS

Students with IEPs or 504s

None, but 5 of 6 students are Advanced Academics in at least one subject area
Adaptations and Accommodations

Warming up with familiar exercises, calling on a volunteer who “thinks they can play a section perfectly” --
some students are more successful after hearing a piece and following along
Enrichment and Extensions

For the most advanced students, assign a page in the method book beyond where other students are
Activity for Early Finishers

Have students write in notes beyond what they are assigned

OBJECTIVE-DRIVEN ASSESSMENTS
Describe the tools/procedures that will be used in this lesson to monitor students’ learning of the lesson
objectives. Attach/paste a copy of the assessment and evaluation criteria/rubric at the end of the lesson where
the assessment will take place.
Objective Informal or Description of Modifications to Evaluation Criteria
# Formal? Assessment Accommodate All Students
1. I can Informal Students individually Students are allowed to stay Alignment with Objectives:
read and read and clap a after class and try again at the This performance assessment
reflects student skill with
clap phrase from their phrase, away from their peers. reading and clapping prior
eighth new song. Multimedia video clap-along knowledge rhythms and the
notes to provides audio and visual rhythm (eighth notes) that is at
perform support for differentiation. the center of the objective and
songs. central focus.

Evidence of Student
Understanding: Individual
performance allows for the
teacher (and audio recording)
to assess student proficiency at
reading and performing the
phrase of music as accurately
as possible.

Student Feedback: After each

student performs, teacher will
give verbal feedback, and then
give one more opportunity for
the student to perform in front
of peers if unsuccessful.

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS

Opening Instruction Methods

Eighth note introduction and clap-along video activity Teacher first introduces the “eighth
note” using a sample measure drawn
on the whiteboard, and performs this
measure while students follow along
with their eyes. Then, student
understanding is assessed by the
teacher as the students play with the
clap-along, and teacher will get close
to students that need assistance to
model and give verbal feedback if
needed.
Instruction Procedures Instruction Methods

1. Eighth note introduction and clap-along activity. 1. Described above.

2. Warm up using pg 8 #18 and #22 2. Verbal reminders about note
3. Rehearse “Chips and Salsa” measures 13-28.
4. Formal eighth note clapping assessment. values (half notes being 2
beats, whole being 4, quarter
being 1) before starting. Ask
trumpets how to hit the notes
higher on the staff—review
 what it takes physically with
lips.
3. Ask for a volunteer to play the
phrase perfectly for everyone
to hear. Then, play until the
teacher cuts off ensemble
(informal assessment—teacher
will cut off if many students
are unsuccessful.
4. Formal assessment—pass out
new piece, give a
demonstration of clapping
measures, allow for ~1 minute
of individual practice time,
then proceed with individual
assessment.
Structured Practice and Application

How will you give students the Students will have 30 seconds to 1 minute of individual practice time
opportunity to practice so you before the final performance assessment.
can provide feedback?
How will students apply what ~3 minutes of reading/clapping with video activity, plus 1 minute of
they have learned? individual practice to prepare for individual assessment.
How will you determine if Individual performance makes it clear which individuals make mistakes.
students are meeting your
intended learning objectives?
Closure

Brief “thumbs up/down” self-assessment regarding if they learned/got better during the lesson.

REFERENCES
Sheldon, Robert et al. Sound Innovations for Concert Band: A Revolutionary Method for Beginning
Musicians. Book 1. Köln, Germany: Alfred Music Publishing, 2010. Print.

Lesson 2: Metrically Counting Rhythms

Central Focus Reading and playing rhythms using metrical counting.
Grade Level 5th
Class Size 6 students
Time 30-40 minutes
Class Demographics Black, Indian, Latinx
 National Core Arts Standards in Music
MU:Pr5.1.5 Apply teacher-provided and established criteria and feedback to evaluate the accuracy and
expressiveness of ensemble and personal performances

LESSON OVERVIEW
Students review reading and playing eighth notes, review and practice rhythms to the video from last
lesson, warm up in the method book, rehearse a song, and write in metrical counts for a body-
percussion phrase.

Student Prior Knowledge and Conceptions

Reading and playing whole, half, quarter, and eighth notes (and rests). Reading and playing from middle C to
A (6 notes total) on their instrument.
Common Errors or Misunderstandings
Mixing up body percussion, writing in the wrong beats for a rhythmic phrase using eighth notes.
Interdisciplinary Connections
Counting/division is applicable to math, body percussion and counting can be applied to dance.

LESSON LEARNING OBJECTIVES

As a result of this lesson, students will be able to:
Read and play eighth notes using body percussion and metrical counting to perform songs.

THEORETICAL PRINCIPLES AND/OR RESEARCH-BASED BEST PRACTICES

Eighth notes are a goal of the county’s 5th grade, 2nd quarter curriculum
Why are the learning tasks for this
lesson appropriate for your
students? (Cite specific, theoretical
principles and/or research-based
best practices in your answer.)

How will you structure
opportunities for students to work
with partners or in groups?
What criteria will you use when
forming groups?
STUDENT INTERACTIONS
The class is a small group of students who must cooperate and interact
with each other through music-making, listening, and committing to
focused performances.
The class has been organized to include the fastest-progressing clarinet
and trumpet players, so a slightly faster pace is appropriate for these
students.

TEACHER MATERIALS STUDENT MATERIALS

Clap-along video, Sound Innovations, “Chips and Sound Innovations, “Chips and Salsa”, “Jamboree”
Salsa”, “Jamboree”

MUSIC IN CONTEXT
Key Critical Questions How do you metrically count eighth notes? (Using numbers 1-4 and
“ands” on the offbeats.

VOCABULARY AND LANGUAGE ACQUISITION

Vocabulary Note values (whole, half, quarter, eighth)
 Language Read, perform
Functions
Language Modes Syntax
Language Demands Playing eighth notes using body percussion to perform songs
Language Tasks Performing every note value at some point in the lesson
and Activities
Language Supports Teacher demonstrations, verbal feedback, examples written on whiteboard

ACCOMMODATIONS FOR SPECIFIC DIVERSE LEARNERS

Students with IEPs or 504s
None, but 5 of 6 students are Advanced Academics in at least one subject area
Adaptations and Accommodations
Warming up with familiar exercises, calling on a volunteer who “thinks they can play a section perfectly” --
some students are more successful after hearing a piece and following along
Enrichment and Extensions
For the most advanced students, assign a page in the method book beyond where other students are
Activity for Early Finishers
Give extra practice (especially when trumpets are assembled before clarinets).

OBJECTIVE-DRIVEN ASSESSMENTS
Describe the tools/procedures that will be used in this lesson to monitor students’ learning of the lesson
objectives. Attach/paste a copy of the assessment and evaluation criteria/rubric at the end of the lesson where
the assessment will take place.
Objectiv Informal Description of Modifications to Evaluation Criteria
e# or Assessment Accommodate All
Formal? Students
1. I can Informal Students Examples and Alignment with Objectives:
read and individually write demonstrations of counting This performance assessment
reflects student skill with
play the metrical counts phrases metrically are done reading and clapping prior
eighth into their music. by teacher using the knowledge rhythms and the
notes whiteboard. Teacher goes rhythm (eighth notes) that is at
using around to make sure student the center of the objective and
body has the correct counts written central focus.
percussio in their music. Evidence of Student
n and Understanding: Individual
metrical performance allows for the
counting teacher (and audio recording)
to to assess student proficiency
at reading and performing the
perform phrase of music as accurately
songs. as possible.

Student Feedback: After

each student performs,
teacher will give verbal
feedback, and then give one
more opportunity for the
student to perform in front of
his/her peers.
 INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
Opening Instruction Methods
Eighth note introduction and clap-along video activity Teacher first introduces the “eighth
note” using a sample measure drawn
on the whiteboard, and performs this
measure while students follow along
with their eyes. Then, student
understanding is assessed by the
teacher as the students play with the
clap-along, and teacher will get close
to students that need assistance to
model and give verbal feedback if
needed.
Instruction Procedures Instruction Methods
Instrument assembly and clap-along activity. 1. Described above.
Warm up using pg 8 #18 and #22 2. Verbal reminders about note
Rehearse “Chips and Salsa” measures 13-28.
Metrical counting introduction, informal assessment by writing counts into values (half notes being 2
musical phrase in “Jamboree” beats, whole being 4, quarter
being 1) before starting.
Correct trumpet embouchure if
needed.
3. Ask for a volunteer to play the
phrase perfectly for everyone
to hear. Then, play until the
teacher cuts off ensemble
(informal assessment—teacher
will cut off if many students
are unsuccessful.
4. Informal assessment—show
and demonstrate counting
metrically in a given measure.
Walk around to assess and
correct students writing in
counts.
Structured Practice and Application
How will you give students the Students are given 30 seconds to warm up on their own before playing
opportunity to practice so you with ensemble. Students get individual time to write counts.
can provide feedback?
How will students apply what ~3 minutes of reading/clapping with video activity, apply syntax with new
they have learned? metrical counting method by writing in music.
How will you determine if Walk around and look at papers to correct confusions
students are meeting your
intended learning objectives?
Closure
Brief “thumbs up/down” self assessment regarding of they learned/got better during the lesson.
 REFERENCES
Sheldon, Robert et al. Sound Innovations for Concert Band: A Revolutionary Method for Beginning
Musicians. Book 1. Köln, Germany: Alfred Music Publishing, 2010. Print.

Lesson 3: Metrical Counting and Body Percussion

Central Focus Reading and playing rhythms using metrical counting.
Grade Level 5th
Class Size 6 students
Time 30-40 minutes
Class Demographics Black, Indian, Latinx

National Core Arts Standards in Music

MU:Pr5.1.5 Apply teacher-provided and established criteria and feedback to evaluate the accuracy and
expressiveness of ensemble and personal performances

LESSON OVERVIEW
Students warm up using half and quarter notes on the first 6 notes of their instrument, rehearse songs
for their concert, and practice/perform a rhythmic phrase of quarter notes and eighth notes (while
metrically counting them).

Student Prior Knowledge and Conceptions

Reading and playing whole, half, and quarter notes (and rests) on their instrument, from middle C to A (6
notes total), and clapping and knowing how to metrically count eighth notes.
Common Errors or Misunderstandings
Students may get lost in rhythmic phrase when performing individually.
Interdisciplinary Connections
Counting/division is applicable to math, body percussion and counting can be applied to dance.

LESSON LEARNING OBJECTIVES

As a result of this lesson, students will be able to:
Read and play a variety of notes using metrical counting to perform "Jamboree”.

THEORETICAL PRINCIPLES AND/OR RESEARCH-BASED BEST PRACTICES

Eighth notes are a goal of the county’s 5th grade, 2nd quarter curriculum
Why are the learning tasks for this
lesson appropriate for your
students? (Cite specific, theoretical
principles and/or research-based
best practices in your answer.)

STUDENT INTERACTIONS
 How will you structure
opportunities for students to work
with partners or in groups?
What criteria will you use when
forming groups?
The class is a small group of students who must cooperate and interact
with each other through music-making, listening, and commit to
focused performances.
The class has been organized to include the fastest-progressing clarinet
and trumpet players, so a slightly faster pace is appropriate for these
students.

TEACHER MATERIALS STUDENT MATERIALS

Clap-along video, Sound Innovations, “Chips and Sound Innovations, “Chips and Salsa”, “Jamboree”
Salsa”, “Jamboree”

MUSIC IN CONTEXT
Key Critical Questions Are eighth notes twice as fast as quarter notes?

VOCABULARY AND LANGUAGE ACQUISITION

Vocabulary Note values (whole, half, quarter, eighth)
Language Read, perform
Functions
Language Modes Syntax and discourse
Language Demands Reading/playing a variety of notes to perform "Jamboree”
Language Tasks Performing every note value at some point in the lesson, and the first 6 notes of their
and Activities instrument
Language Supports Teacher demonstrations, verbal feedback, reminders to follow in their music as
students perform.

ACCOMMODATIONS FOR SPECIFIC DIVERSE LEARNERS

Students with IEPs or 504s
None, but 5 of 6 students are Advanced Academics in at least one subject area
Adaptations and Accommodations
Warming up with familiar exercises, calling on a volunteer who “thinks they can play a section perfectly” --
some students are more successful after hearing a piece and following along
Enrichment and Extensions
Allow confident students to add in the new “body percussion” beyond just clapping and counting.
Activity for Early Finishers
Have those students perform the rhythmic phrase first.

OBJECTIVE-DRIVEN ASSESSMENTS
Describe the tools/procedures that will be used in this lesson to monitor students’ learning of the lesson
objectives. Attach/paste a copy of the assessment and evaluation criteria/rubric at the end of the lesson where
the assessment will take place.
Objectiv Informal Description of Modifications to Evaluation Criteria
e# or Assessment Accommodate All
Formal? Students
1. I can 1. Formal Students Students are allowed to stay Alignment with Objectives:
read and individually read after class and try again at This performance assessment
reflects student skill with
play a and clap a phrase the phrase, away from their reading and clapping prior
variety of from their new song. peers. Multimedia video knowledge rhythms and the
notes clap-along provides audio rhythm (eighth notes) that is at
using and visual support for the center of the objective and
body differentiation. central focus.
percussio Evidence of Student
n and Understanding: Individual
metrical performance allows for the
counting teacher (and audio recording)
to to assess student proficiency
at reading and performing the
perform phrase of music as accurately
songs. as possible.

Student Feedback: After

each student performs,
teacher will give verbal
feedback, and then give one
more performance opportunity.

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS

Opening Instruction Methods

Instruction Procedures Instruction Methods

1. Warm up on hot cross buns and number 22, adding in A 1. Give verbal corrections
2. Chunking through jamboree regarding tone. Students
3. Jamboree rhythmic assessment change one note to “A” to
4. Run through of chips and salsa review how to play it.
2. Two measures at a time,
demonstrating the melody
before playing, giving
trumpets more rest than
clarinets.
3. Demonstrate sample measure,
then the phrase while
counting, and giving practice
time.
4. Have successful volunteer play
the first few measures.
Warning that we “won’t stop
to practice”.
Structured Practice and Application
How will you give students the Students will have 1-2 minutes of individual practice time before the final
opportunity to practice so you performance assessment.
can provide feedback?
How will students apply what 1-2 minutes of individual practice to prepare for individual assessment.
they have learned? Following al
 How will you determine if Individual performance makes it clear which individuals make mistakes.
students are meeting your
intended learning objectives?
Closure
Brief “thumbs up/down” self assessment regarding of they learned/got better during the lesson.

REFERENCES
Sheldon, Robert et al. Sound Innovations for Concert Band: A Revolutionary Method for Beginning
Musicians. Book 1. Köln, Germany: Alfred Music Publishing, 2010. Print.