Kansas State University

Elementary Music Unit Plan

Reading Eighth Notes in First Grade

Brandon Wells
MUSIC 670
4/25/23
 Introduction
This unit plan is designed to teach first grade students how to read and perform eighth
notes. This unit is based off of the Manhattan-Ogden K-6 Music Scope and Sequence in the first
grade rhythm and notation column. Before beginning this unit, the first graders must be
proficient in reading and performing quarter notes. For the pre-assessment, students will be
quizzed on a rhythm bank of quarter note patterns. The students will be required to repeat quarter
note patterns back to the teacher and read quarter notes from notation. If less than 75% of the
class does not display proficiency in these concepts, then it is recommended to not proceed with
the eighth note unit and review the quarter note unit until class proficiency is raised above 75%.
In this unit, the students will explore eighth notes through body percussion, hand drums, rhythm
sticks, dance, games, world music pedagogy, and improvisation over the course of ten lessons.
Lessons 1-3 will prepare the students to learn about eighth notes, lesson 4 will present the
concept of eighth notes to the students, and lessons 5-10 will practice the concept of eighth notes
with the students, with lesson 10 being a cumulative project. By the end of this unit, students
should be proficient with reading, writing, improvising, and composing with eighth notes. Cross
curricular studies include English folk, Cuban music/culture, and dance.

Unit Overview
Prepare:
In the prepare stage of this unit, the students will be introduced to eighth notes through body
percussion, chant, and improvisation. These lessons are designed to introduce the students to the
concept of eighth notes without directly telling them about eighth notes. The songs introduced in
this stage are “Burney Bee”, “Lucy Locket”, and “Bluebells.” In these three lessons, the students
will warm up with quarter note rhythmic patterns. They will then start out by learning the words
and rhythms of the songs through echoing and sequential learning. In the next activity, students
are given the opportunity to add body percussion to the chant. Eventually, the students are
encouraged to improvise their own body percussion patterns.

Present:
In the present stage of this unit, the students will revisit “Bluebells” in order to make them fully
aware of the concept of eighth notes. In activity #1, students are guided to aurally identify eighth
notes through listening to rhythmic patterns in “Bluebells.” In activity #2, will use bell symbols
to make a connection between the music they are hearing and the notation on the page. In
activity #3, they further the development made in activity #2 and read the rhythms of “Bluebells”
from notation.

Practice:
In the practice stage of this unit, the concept of eighth notes is expanded upon and reinforced
over the course of six lessons and five songs. In lesson #5, students will refine their ability to
auditorily identify eighth notes in “Lucy Locket” and “Rain Rain Go Away”, identify eighth
notes in notation, and improvise on hand drums using eighth notes. In lesson #6, students will
refine their ability to auditorily identify eighth notes in “Row, Row, Row Your Boat” and
“Burney Bee”, identify eighth notes in notation, and improvise on keyboards using eighth notes.
In lesson #7, the unit introduces a new song: “Bell Horses.” Using “Bell Horses”, students will
reinforce their ability to perform eighth notes through sequential learning and a rhythm game. In
lesson #8, the unit introduces a new song: “Bobby Shaftoe.” Using “Bobby Shaftoe”, will utilize
their rhythmic understanding of eighth notes to perform the song and improvise a pirate dance. In
lesson #9, the unit introduces its final song: Aserrín, Aserrán, in a world pedagogy lesson. This
lesson describes the cultural background of this Cuban song through attentive, engaged, and
enactive listening. Lesson #10 is designed as an end of unit project to display their newfound
proficiency with eighth notes. Students will select one of the songs in this unit and create a
‘parody’ of it. They will compose their own lyrics and rhythmic figures and teach their songs to
their peers.

Pre- Assessment
Objective: Students will read and perform quarter note rhythms.

Assessment: Are students able to read and perform quarter note rhythms

Assessment

4- Exceeded Expectations

3- Met Expectations

2- Approaching
Expectations

1- Developing
If at least 75% of the class does not meet expectations, the teacher should wait to pursue the
eighth note unit and further review quarter notes.

Lesson #1 Burney Bee (Prepare)

Teacher Name______Brandon Wells____________Target Grade Level_______1________

Musical Concept of Focus: Eighth notes in “Burny Bee.”

Objective: Students will identify and perform eighth notes in “Burny Bee”

Standards Being Addressed:

- MU:Cr3.1.1a With limited guidance, discuss and apply personal, peer, and teacher
feedback to refine personal musical ideas.
- MU:Pr6.1.1a With limited guidance, perform music for a specific purpose with
expression.
- MU:Cr1.1.1a With limited guidance, create musical ideas (such as answering a musical
question) for a specific purpose.

Materials of Instruction:
- Rhythmic patterns

- Burny Bee music (for teacher use)

Lesson Sequence:

Entry Activity/Transition: “Hello class! Today we are going to learn a new song. Sit up straight
and put your hands on your legs. Watch what I do and repeat after me!”
1. Warmup with quarter note rhythmic patterns. The teacher will play each rhythmic pattern
at least four times with students echoing each pattern. Repeat until the teacher is satisfied
that at least 75% of the class understands quarter notes. If necessary, circle back to review
quarter notes further before continuing.
a. “Great work everyone! Now I want to introduce our new song to you.”
2. The teacher will introduce the song “Burny Bee” and explain the meaning of the lyrics.

Activity #1 Objective: Students will perform “Burny Bee” with accurate rhythms and
steady time.
1. Teacher: “Ok class, now we will play the song together. Let’s start with the rhythms.
Listen and repeat after me.”
a. The teacher claps measures 1-2 of “Burny Bee”, students echo. Repeat as
necessary.
b. The teacher claps measures 3-4 of “Burny Bee”, students echo. Repeat as
necessary.
2. Teacher: “Great job class! Now let’s clap the whole song.”
a. The teacher claps the entirety of “Burny Bee”, students echo. Repeat as necessary.
3. Teacher: “Great work class! Now let's add the words! Repeat after me.”
a. The teacher claps and chants measures 1-2 of “Burny Bee”, students echo. Repeat
as necessary.
b. The teacher claps and chants measures 3-4 of “Burny Bee”, students echo. Repeat
as necessary.
c. The teacher claps and chants measures 5-6 of “Burny Bee”, students echo. Repeat
as necessary.
d. The teacher claps and chants measures 7-8 of “Burny Bee”, students echo. Repeat
as necessary.
4. Teacher: “Great job class! Now let’s clap and chant the whole song.”
a. The teacher claps the entirety of “Burny Bee”, students echo. Repeat as necessary.

Assessment: Can at least 50% of the students clap and chant “Burny Bee” with
accurate rhythms and steady time?

Transition: “Great work class! Now we will add some body percussion to our song and
improvise!”

Activity #2 Objective: Students will perform body percussion to “Burny Bee” and
improvise with eighth notes.
1. Teacher: “Ok class, let’s add some body percussion to “Burny Bee.”
 2. Teacher: “I am going to perform ‘Burny Bee' with body percussion. Watch what I do and
follow along!”
a. The teacher measures 1-2 of “Burny Bee” with body percussion, students echo.
Repeat as necessary.
b. The teacher measures 3-4 of “Burny Bee” with body percussion, students echo.
Repeat as necessary.
c. The teacher measures 5-6 of “Burny Bee” with body percussion, students echo.
Repeat as necessary.
d. The teacher measures 7-8 of “Burny Bee” with body percussion, students echo.
Repeat as necessary.
3. Teacher: “Great job class! Now let’s perform the whole song with body percussion.”
a. The teacher performs the entirety of “Burny Bee” with body percussion, students
echo. Repeat as necessary.
4. Teacher: “Great work class! Now I want you to watch me and look for what I do
differently.”
5. The teacher will perform “Burny Bee” with body percussion, improvising with claps,
snaps, stomps, and/or pats.
6. Teacher: “Now that you saw me improvise, I want you to get into pairs and improvise
with your partner.”
7. One partner will perform the song as normal, while the other partner improvises with
claps, snaps, stomps, and/or pats. After one partner gets to improvise, their partner will
give them constructive feedback and switch roles.

Assessment: Can more than 50% of the class perform “Burny Bee” with body
percussion and improvise?

Assessment

4- Exceeded Expectations

3- Met Expectations

2- Approaching
Expectations

1- Developing

Closure: “Great work today! Next time we will learn a new song!”
 Lesson #2 Lucy Locket (Prepare)

Teacher Name______Brandon Wells____________Target Grade Level_______1________

Musical Concept of Focus: Eighth notes in “Lucy Locket.”

Standards Being Addressed:

- MU:Cr3.1.1a With limited guidance, discuss and apply personal, peer, and teacher
feedback to refine personal musical ideas.
- MU:Pr6.1.1a With limited guidance, perform music for a specific purpose with
expression.
- MU:Cr1.1.1a With limited guidance, create musical ideas (such as answering a musical
question) for a specific purpose.

Materials of Instruction:
- Rhythmic patterns

- Lucy Locket music (for teacher use)

Lesson Sequence:

Entry Activity/Transition: “Hello class! Today we are going to learn a new song. Sit up straight
and put your hands on your legs. Watch what I do and repeat after me!”
1. Warmup with quarter note rhythmic patterns. The teacher will play each rhythmic pattern
at least four times with students echoing each pattern. Repeat until the teacher is satisfied
that at least 75% of the class understands quarter notes. If necessary, circle back to review
quarter notes further before continuing.
a. “Great work everyone! Now I want to introduce our new song to you.”
2. The teacher will introduce the song “Lucy Locket” and explain the meaning of the lyrics.
 Activity #1 Objective: Students will perform chanting and clapping of the rhythms of
“Lucy Locket” with accurate rhythms and steady time.
1. Teacher: “Ok class, now we will play the song together. Let’s start with the rhythms.
Listen and repeat after me.”
a. The teacher claps measures 1-2 of “Lucy Locket”, students echo. Repeat as
necessary.
b. The teacher claps measures 3-4 of “Lucy Locket”, students echo. Repeat as
necessary.
2. Teacher: “Great job class! Now let’s clap the whole song.”
a. The teacher claps the entirety of “Lucy Locket”, students echo. Repeat as
necessary.
3. Teacher: “Great work class! Now let's add the words! Repeat after me.”
a. The teacher claps and chants measures 1-2 of “Lucy Locket”, students echo.
Repeat as necessary.
b. The teacher claps and chants measures 3-4 of “Lucy Locket”, students echo.
Repeat as necessary.
c. The teacher claps and chants measures 5-6 of “Lucy Locket”, students echo.
Repeat as necessary.
d. The teacher claps and chants measures 7-8 of “Lucy Locket”, students echo.
Repeat as necessary.
4. Teacher: “Great job class! Now let’s clap and chant the whole song.”
a. The teacher claps the entirety of “Lucy Locket”, students echo. Repeat as
necessary.

Assessment: Can at least 50% of the students clap and chant “Lucy Locket” with
accurate rhythms and steady time?

Transition: “Great work class! Now we will add some body percussion to our song and
improvise!”

Activity #2 Objective: Students will perform body percussion to “Lucy Locket” and
improvise with eighth notes.
1. Teacher: “Ok class, let’s add some body percussion to “Lucy Locket.”
2. Teacher: “I am going to perform ‘Lucy Locket' with body percussion. Watch what I do
and follow along!”
a. The teacher measures 1-2 of “Lucy Locket” with body percussion, students echo.
Repeat as necessary.
 b. The teacher measures 3-4 of “Lucy Locket” with body percussion, students echo.
Repeat as necessary.
c. The teacher measures 5-6 of “Lucy Locket” with body percussion, students echo.
Repeat as necessary.
d. The teacher measures 7-8 of “Lucy Locket” with body percussion, students echo.
Repeat as necessary.
3. Teacher: “Great job class! Now let’s perform the whole song with body percussion.”
a. The teacher performs the entirety of “Lucy Locket” with body percussion,
students echo. Repeat as necessary.
4. Teacher: “Great work class! Now I want you to watch me and look for what I do
differently.”
5. The teacher will perform “Lucy Locket” with body percussion, improvising with claps,
snaps, stomps, and/or pats.
6. Teacher: “Now that you saw me improvise, I want you to get into pairs and improvise
with your partner.”
7. One partner will perform the song as normal, while the other partner improvises with
claps, snaps, stomps, and/or pats. After one partner gets to improvise, their partner will
give them constructive feedback and switch roles.

Assessment: Can more than 50% of the class perform “Lucy Locket” with body
percussion and improvise?

Assessment

4- Exceeded Expectations

3- Met Expectations

2- Approaching
Expectations

1- Developing

Closure: “Great work today! Next time we will learn a new song!”

Lesson #3 Bluebells (Prepare)

Teacher Name______Brandon Wells____________Target Grade Level_______1________

Musical Concept of Focus: Eighth notes in “Bluebells.”

Standards Being Addressed:

- MU:Cr3.1.1a With limited guidance, discuss and apply personal, peer, and teacher
feedback to refine personal musical ideas.
- MU:Pr6.1.1a With limited guidance, perform music for a specific purpose with
expression.
- MU:Cr1.1.1a With limited guidance, create musical ideas (such as answering a musical
question) for a specific purpose.

Materials of Instruction:
- Rhythmic patterns

- Bluebells music (for teacher use)

Lesson Sequence:

Entry Activity/Transition: “Hello class! Today we are going to learn a new song. Sit up straight
and put your hands on your legs. Watch what I do and repeat after me!”
1. Warmup with quarter note rhythmic patterns. The teacher will play each rhythmic pattern
at least four times with students echoing each pattern. Repeat until the teacher is satisfied
that at least 75% of the class understands quarter notes. If necessary, circle back to review
quarter notes further before continuing.
a. “Great work everyone! Now I want to introduce our new song to you.”
2. The teacher will introduce the song “Bluebells” and explain the meaning of the lyrics.

Activity #1 Objective: Students will perform chant and clapping of the rhythms of
“Bluebells” with accurate rhythms and steady time.
1. Teacher: “Ok class, now we will play the song together. Let’s start with the rhythms.
Listen and repeat after me.”
a. The teacher claps measures 1-2 of “Bluebells”, students echo. Repeat as
necessary.
 b. The teacher claps measures 3-4 of “Bluebells”, students echo. Repeat as
necessary.
2. Teacher: “Great job class! Now let’s clap the whole song.”
a. The teacher claps the entirety of “Bluebells”, students echo. Repeat as necessary.
3. Teacher: “Great work class! Now let's add the words! Repeat after me.”
a. The teacher claps and chants measures 1-2 of “Bluebells”, students echo. Repeat
as necessary.
b. The teacher claps and chants measures 3-4 of “Bluebells”, students echo. Repeat
as necessary.
4. Teacher: “Great job class! Now let’s clap and chant the whole song.”
a. The teacher claps the entirety of “Bluebells”, students echo. Repeat as necessary.

Assessment: Can at least 50% of the students clap and chant “Bluebells” with
accurate rhythms and steady time?

Transition: “Great work class! Now we will add some body percussion to our song and
improvise!”

Activity #2 Objective: Students will perform body percussion to “Bluebells” and

improvise with eighth notes.
1. Teacher: “Ok class, let’s add some body percussion to “Bluebells.”
2. Teacher: “I am going to perform ‘Bluebells' with body percussion. Watch what I do and
follow along!”
a. The teacher measures 1-2 of “Bluebells” with body percussion, students echo.
Repeat as necessary.
b. The teacher measures 3-4 of “Bluebells” with body percussion, students echo.
Repeat as necessary.
3. Teacher: “Great job class! Now let’s perform the whole song with body percussion.”
a. The teacher performs the entirety of “Bluebells” with body percussion, students
echo. Repeat as necessary.
4. Teacher: “Great work class! Now I want you to watch me and look for what I do
differently.”
5. The teacher will perform “Bluebells” with body percussion, improvising with claps,
snaps, stomps, and/or pats.
6. Teacher: “Now that you saw me improvise, I want you to get into pairs and improvise
with your partner.”
7. One partner will perform the song as normal, while the other partner improvises with
claps, snaps, stomps, and/or pats. After one partner gets to improvise, their partner will
give them constructive feedback and switch roles.
 Assessment: Can more than 50% of the class perform “Bluebells” with body
percussion and improvise?

Assessment

4- Exceeded Expectations

3- Met Expectations

2- Approaching
Expectations

1- Developing

Closure: “Great work today! Next time we will learn a new song!”

Lesson #4 Bluebells (Present)

Teacher Name______Brandon Wells____________Target Grade Level_______1________

Musical Concept of Focus: Eighth notes in “Bluebells.”

Objectives:
- Students discover eighth notes aurally
- Students identify eighth notes visually with symbols
- Students identify eighth notes visually with standard notation

Standards Being Addressed:

- MU:Pr4.2.1b When analyzing selected music, read and perform rhythmic patterns using
iconic or standard notation.
- MU:Cr2.1.1b With limited guidance, use iconic or standard notation and/or recording
technology to document and organize personal musical ideas.
- MU:Pr4.2.1a With limited guidance, demonstrate knowledge of music concepts (such as
beat and melodic contour) in music from a variety of cultures selected for performance.

Materials of Instruction:
- Rhythmic patterns
 - Bluebells sheet music

Lesson Sequence:

Entry Activity/Transition: “Hello class! Today we are going to learn a new song. Sit up straight
and put your hands on your legs. Watch what I do and repeat after me!”
1. Warmup with quarter note rhythmic patterns. The teacher will play each rhythmic pattern
at least four times with students echoing each pattern. Repeat until the teacher is satisfied
that at least 75% of the class understands quarter notes. If necessary, circle back to review
quarter notes further before continuing.
2. “Alright class, now let’s clap the quarter note pulse of the song “Bluebells”. I am going to
speak the chant for you. While I do this, you will clap the pulse while I clap the rhythm
of the chant. Listen closely, because there is something new in this song.”
a. After clapping the chant: “Ok class what did you hear? Did you notice anything
different?”
b. Students: “Some notes were different from the quarter notes.”
c. Teacher: “Yes that’s right! There are notes that are different from quarter notes.
These notes are called eighth notes. I’ll clap the rhythm again while you listen for
these eighth notes.”
3. Teacher: “Now that we have found these eighth notes, let’s do some more rhythm
echoing. This time, I am going to use quarter notes and eighth notes so listen closely.”
a. The teacher will lead the students through the rhythm echoing, using quarter and
eighth notes. Repeat until at least 50% of the class is proficient.

Activity #1 Objective: Students will aurally identify eighth notes through listening to
rhythmic patterns in “Bluebells”.
1. Teacher: “Ok class, I want everyone to close their eyes. I am going to play some rhythmic
patterns and I want you to raise your hand when you hear the eighth notes.”
a. The teacher will play different rhythmic patterns utilizing quarter and eighth
notes. The students will raise their hands when they hear eighth notes. Repeat this
as many times as necessary.
2. “Great job class! Now I will clap the rhythms of “Bluebells.” Be sure to listen for the
eighth notes!”
a. The teacher will clap the rhythms of “Bluebells.” Students will raise their hands
when they hear eighth notes.

Assessment: Can at least 50% of the students hear the difference between quarter
notes and eighth notes?

Transition: “Great work class! Now I’ll pass out your symbol sheets.”

Activity #2 Objective: After listening to “Bluebells”, students will arrange bell symbols
in order, resembling the notation.
1. The teacher will pass out the “Bluebells” sheet music to each student.
2. Teacher: “Let’s listen to “Bluebells” again. This time, I want you to draw your bell
symbols and arrange them based on the rhythms you hear. When you hear two eighth
notes together, put two bells together. When you hear a quarter note, place that bell on its
own.
3. The teacher will play “Bluebells” for the students multiple times, giving them a change to
arrange their bells in order.

Assessment: Were at least 50% of the students able to arrange the bell symbols in the
correct order?

Transition: “Great work class! Now let’s look at the sheet music.

Activity #3 Objective: After receiving notation for “Bluebells”, students will read the
song from notation.
1. Teacher: “Alright class, who can tell me which notes are quarter notes and which notes
are eighth notes?”
a. Students answer.
2. Teacher: “Great job! Now can you place bells over each note like you did with the
symbols sheet?”
a. Students place bells over the notes in the same order as the symbols sheet.
3. Teacher: “Now that our bells are placed, let’s clap the rhythms of the song.”
a. Students and teacher clap the rhythms.
4. Teacher: “Great job! Can you clap the rhythms without me? I’ll count you off.”
a. Students clap the rhythms of the song without the teacher.
 Assessment: Can at least 50% of the students clap the rhythms of “Bluebells” while
reading the notation?

Assessment

4- Exceeded Expectations

3- Met Expectations

2- Approaching
Expectations

1- Developing

Closure: “Great work today! Next time we will learn a new song!”

Lesson #5 Lucy Locket (Practice)

Teacher Name______Brandon Wells____________Target Grade Level_______1________

Musical Concept of Focus: Eighth notes in “Lucy Locket”

Standards Being Addressed:

- MU:Pr4.2.1b When analyzing selected music, read and perform rhythmic patterns using
iconic or standard notation.
- MU:Cr2.1.1b With limited guidance, use iconic or standard notation and/or recording
technology to document and organize personal musical ideas.
- MU:Pr4.2.1a With limited guidance, demonstrate knowledge of music concepts (such as
beat and melodic contour) in music from a variety of cultures selected for performance.

Objective(s):
- Identify eighth notes through listening
- Read eighth notes in notation
- Compose short ideas using eighth notes

Materials of Instruction:
- Rhythmic Patterns
 - Lucy Locket sheet music

- Rain Rain Go Away sheet music

Lesson Sequence (lessons may have more or less activities as appropriate):

Entry Activity/Transition: “Hello class! Sit up straight and put your hands on your legs. Watch
what I do and repeat after me!”
1. Warmup with eighth note rhythmic patterns. The teacher will play each rhythmic pattern
at least four times with students echoing each pattern. Repeat until the teacher is satisfied
that at least 75% of the class understands eighth notes. If necessary, circle back to review
quarter notes further before continuing.

Activity #1 Objective: Students will identify eighth notes through listening in the songs
“Rain Rain Go Away” and “Lucy Locket.”
1. “Ok class, raise your hand if you have ever heard the song ‘Rain Rain Go Away?’ Good
for you! For those of us that have not heard this song, let's listen to it.”
a. Teacher will play a recording of “Rain Rain Go Away” for the class.
2. “Alright class we are going to listen to this again. This time while you are listening, I
want you to raise your hand when you hear eighth notes. I will show you the tempo in
quarter notes before I play it again.
3. Teacher plays the quarter note pulse for the class and then plays the recording. During the
recording, the teacher will evaluate how many students raise their hands during the eighth
notes. If necessary, the teacher can play the rhythm on a drum or clap it during the
recording to help draw attention to the rhythm.
4. Teacher: “Ok class let’s play a game. Everyone stand up and spread out. I am going to
play quarter notes and eighth notes. When you hear me play quarter notes, I want you to
stand in place and say ‘sun’ with each quarter note, because when the sun’s out it’s a nice
day and you want to just be outside and relax. When I play eighth notes, I want you to
move around in time and say ‘raindrop’ with the eighth notes, because if you’re outside
when it starts to rain you want to get inside so you don’t get wet. Be sure to take a step
with each eighth note. Does anyone have any questions about how this game works?
Alright let’s try it!”
a. Teacher switches between playing quarter notes and eighth notes and speaks the
words with the students. Do this until a majority of the class is accurate with their
eighth note identification and in time.
5. “Let’s switch it up! Pretend that you want to be outside in the rain and want to go outside
when it’s sunny. Move around when I play quarter notes and stand still when I play
eighth notes. Be sure that you are still stepping in eighth notes.”
a. Teacher switches between playing quarter notes and eighth notes and speaks the
words with the students. Do this until a majority of the class is accurate with their
eighth note identification and in time.
6. Teacher: “Great job! Now I am going to clap and chant ‘Lucy Locket.’ Move around
when you hear eighth notes and stand still when you hear eighth notes. Go ahead and
chant and clap with me while you do this.”
a. Teacher claps and chants with the students while the students move during the
eighth notes.

Assessment: Can the students accurately identify eighth notes in “Rain Rain Go
Away” and “Lucy Locket” through listening?

Transition: “Great work today class! Now let’s look at some sheet music.”

Activity #2 Objective: Students will identify eighth notes in “Rain Rain Go Away” and
“Lucy Locket” through reading the notation.”
1. The teacher passes out sheet music for “Rain Rain Go Away” face down.
2. Teacher: “Alright class, let’s clap and chant ‘Rain Rain Go Away.’ Don’t turn your paper
over just yet.”
a. The teacher and students clap and chant “Rain Rain Go Away.”
3. Teacher: “Great job! Now go ahead and turn your paper over. I want you to take your
pencil and draw a sun over each quarter note and a raindrop over each eighth note.”
 a. While the students do this, the teacher will draw and label an eighth note and
quarter note on the board.
4. Once each student is finished, the teacher will show them the quarter and eighth notes on
the board.
a. Teacher: “How did you do? Go ahead and make any corrections if you need to.”
b. The teacher will walk around and examine the students’ work, offering assistance
where it’s needed.
5. Teacher passes out sheet music for “Lucy Locket” with no title.
a. Teacher: “Ok class, I want you to pick a hand drum and play the music in front of
you with me.”
b. Teacher and students perform the rhythms of “Lucy Locket” on hand drums.
6. Teacher: “Great work class! Did anybody recognize the song we just played?”
a. Students: “That was ‘Lucy Locket!’
b. Teacher: “That’s exactly right! Good work!

Assessment: Were students able to read “Rain Rain Go Away” and “Lucy Locket”
from notation?

Transition: “Great work class! Now that we’ve been reading sheet music, let’s
experiment with eighth notes!”

Activity #3 Objective: Students will improvise on hand drums using eighth notes.
1. Teacher: “Ok class, we’re going to improvise using eighth notes. You already know how
to play ‘Lucy Locket’ with the correct rhythms, now I want you to create your own
rhythms for the song using quarter notes and eighth notes. Let me demonstrate for you
while you chant the song for me.”
a. Students chant the song while the teacher improvises with quarter notes and
eighth notes.
2. Teacher: “Now it’s your turn! I want you to find a partner to work with. One partner will
chant the song and play quarter notes while the other partner will improvise with quarter
notes and eighth notes. After a while, I will have you switch roles. Be creative, but make
sure you are still playing in time.”
a. Students will improvise in pairs using eighth notes and quarter notes. The teacher
will observe and intervene if necessary.
3. Teacher: “Alright class, is there a pair that would like to demonstrate their improvisation
for the class?” If there are no volunteers, the teacher will pick a pair.

Assessment: Are students able to improvise over “Lucy Locket” with quarter notes
and eighth notes?
 Assessment

4- Exceeded Expectations

3- Met Expectations

2- Approaching
Expectations

1- Developing

Closure: “Great work class! We’ll play a new song next time.”

Lesson #6 Burney Bee (Practice)

Teacher Name______Brandon Wells____________Target Grade Level_______1________

Musical Concept of Focus: Eighth notes in “Burney Bee”

Standards Being Addressed:

- MU:Pr4.2.1b When analyzing selected music, read and perform rhythmic patterns using
iconic or standard notation.
- MU:Cr2.1.1b With limited guidance, use iconic or standard notation and/or recording
technology to document and organize personal musical ideas.
- MU:Pr4.2.1a With limited guidance, demonstrate knowledge of music concepts (such as
beat and melodic contour) in music from a variety of cultures selected for performance.

Objective(s):
- Identify eighth notes through listening
- Read eighth notes in notation
- Compose short ideas using eighth notes

Materials of Instruction:
- Rhythmic Patterns
 - Burney Bee sheet music

- Row, Row, Row Your Boat sheet music

Lesson Sequence:

Entry Activity/Transition: “Hello class! Sit up straight and put your hands on your legs. Watch
what I do and repeat after me!”
1. Warmup with eighth note rhythmic patterns. The teacher will play each rhythmic pattern
at least four times with students echoing each pattern. Repeat until the teacher is satisfied
that at least 75% of the class understands eighth notes. If necessary, circle back to review
quarter notes further before continuing.

Activity #1 Objective: Students will identify eighth notes through listening in the songs
“Row, Row, Row Your Boat” and “Burney Bee.”

1. “Ok class, raise your hand if you have ever heard the song ‘Row, Row, Row Your Boat?’
Good for you! For those of us that have not heard this song, let's listen to it.”
a. Teacher will play a recording of “Row, Row, Row Your Boat” for the class.
2. “Alright class we are going to listen to this again. This time while you are listening, I
want you to raise your hand when you hear eighth notes. I will show you the tempo in
quarter notes before I play it again.
a. Teacher plays the quarter note pulse for the class and then plays the recording.
During the recording, the teacher will evaluate how many students raise their
hands during the eighth notes. If necessary, the teacher can play the rhythm on a
drum or clap it during the recording to help draw attention to the rhythm.
3. Teacher: “Ok class let’s play a game. Everyone stand up and spread out. I am going to
play quarter notes and eighth notes. When you hear me play quarter notes, I want you to
stand in place and say ‘dock’ with each quarter note, because that’s where the boats stay
when they’re not being used. When I play eighth notes, I want you to move around in
time and say ‘rowboat’ with the eighth notes, because the boat is moving on the water. Be
sure to take a step with each eighth note. Does anyone have any questions about how this
game works? Alright let’s try it!”
a. Teacher switches between playing quarter notes and eighth notes and speaks the
words with the students. Do this until a majority of the class is accurate with their
eighth note identification and in time.
4. “Let’s switch it up! Pretend that the boat moves at the dock and stays still on the water.
Move around when I play quarter notes and stand still when I play eighth notes. Be sure
that you are still stepping in eighth notes.”
a. Teacher switches between playing quarter notes and eighth notes and speaks the
words with the students. Do this until a majority of the class is accurate with their
eighth note identification and in time.
5. Teacher: “Great job! Now I am going to clap and chant ‘Burney Bee.’ Move around when
you hear eighth notes and stand still when you hear eighth notes. Go ahead and chant and
clap with me while you do this.”
a. Teacher claps and chants with the students while the students move during the
eighth notes.

Assessment: Can the students accurately identify eighth notes in “Row, Row, Row
Your Boat” and “Burney Bee” through listening?

Transition: “Great work today class! Now let’s look at some sheet music.”

Activity #2 Objective: Students will identify eighth notes in “Row, Row, Row Your
Boat” and “Burney Bee” through reading the notation.”
1. The teacher passes out sheet music for “Row, Row, Row Your Boat” face down.
2. Teacher: “Alright class, let’s clap and chant ‘Row, Row, Row Your Boat.’ Don’t turn your
paper over just yet.”
a. The teacher and students clap and chant “Row, Row, Row Your Boat.”
3. Teacher: “Great job! Now go ahead and turn your paper over. I want you to take your
pencil and draw a dock over each quarter note and a rowboat over each eighth note.”
a. While the students do this, the teacher will draw and label an eighth note and
quarter note on the board.
4. Once each student is finished, the teacher will show them the quarter and eighth notes on
the board.
a. Teacher: “How did you do? Go ahead and make any corrections if you need to.”
 b. The teacher will walk around and examine the students’ work, offering assistance
where it’s needed.
5. Teacher passes out sheet music for “Burney Bee” with no title.
a. Teacher: “Ok class, I want you to pick a keyboard and play the music in front of
you with me.”
b. Teacher and students perform the rhythms of “Burney Bee” on keyboards.
6. Teacher: “Great work class! Did anybody recognize the song we just played?”
a. Students: “That was ‘Burney Bee!’
b. Teacher: “That’s exactly right! Good work!

Assessment: Were students able to read “Row, Row, Row Your Boat” and “Burney
Bee” from notation?

Transition: “Great work class! Now that we’ve been reading sheet music, let’s
experiment with eighth notes!”

Activity #3 Objective: Students will improvise on keyboards using eighth notes.

1. Teacher: “Ok class, we’re going to improvise using eighth notes. You already know how
to play ‘Burney Bee’ with the correct rhythms, now I want you to create your own
rhythms for the song using quarter notes and eighth notes. Let me demonstrate for you
while you chant the song for me.”
a. Students chant the song while the teacher improvises with quarter notes and
eighth notes.
2. Teacher: “Now it’s your turn! I want you to find a partner to work with. One partner will
chant the song and play quarter notes while the other partner will improvise with quarter
notes and eighth notes. After a while, I will have you switch roles. Be creative, but make
sure you are still playing in time.”
a. Students will improvise in pairs using eighth notes and quarter notes. The teacher
will observe and intervene if necessary.
3. Teacher: “Alright class, is there a pair that would like to demonstrate their improvisation
for the class?” If there are no volunteers, the teacher will pick a pair.

Assessment: Are students able to improvise over “Burney Bee” with quarter notes and
eighth notes?

Assessment

4- Exceeded Expectations

3- Met Expectations
 2- Approaching
Expectations

1- Developing

Closure: “Great work class! We’ll play a new song next time.”

Lesson #7 Bell Horses (Practice)

Teacher Name______Brandon Wells____________Target Grade Level_______1________

Musical Concept of Focus: Eighth notes in “Bell Horses”

Standards Being Addressed:

- MU:Pr4.2.1b When analyzing selected music, read and perform rhythmic patterns using
iconic or standard notation.
- MU:Cr2.1.1b With limited guidance, use iconic or standard notation and/or recording
technology to document and organize personal musical ideas.
- MU:Pr4.2.1a With limited guidance, demonstrate knowledge of music concepts (such as
beat and melodic contour) in music from a variety of cultures selected for performance.

Objective(s):
- Students will perform the rhythms of “Bell Horses” with accurate time and rhythm.
- Students will perform “Bell Horses” with chant and rhythm sticks with accurate time and
rhythm.
- Students will play the Bell Horse game while performing the chant with accurate time
and rhythm.

Materials of Instruction:
- Rhythmic Patterns

- Bell Horses sheet music

Lesson Sequence:

Entry Activity/Transition: “Hello class! Sit up straight and put your hands on your legs. Watch
what I do and repeat after me!”
1. Warmup with eighth note rhythmic patterns. The teacher will play each rhythmic pattern
at least four times with students echoing each pattern. Repeat until the teacher is satisfied
that at least 75% of the class understands eighth notes. If necessary, circle back to review
quarter notes further before continuing.
a. Teacher: “Great job class! Now let’s learn a new song!”

Activity #1 Objective: Students will perform the rhythms of “Bell Horses” with accurate
time and rhythm.

1. Teacher: “Ok class, the name of our new song is ‘Bell Horses.’ This was a rhyme that
was common in the 19th century and was used to start children’s races.”
2. Teacher: “Let’s learn the rhythm first! Listen and repeat after me.”
a. Teacher claps out the rhythms to “Bell Horses” one line at a time, with students
echoing. Teacher does this until satisfied that at least 75% of the class can clap the
rhythms with accurate time and rhythm.

Assessment: Can at least 75% of the class clap the rhythms of “Bell Horses” with
accurate time and rhythm.

Transition: Teacher: “Great job class! Now let’s learn the words!”

Activity #2 Objective: Students will perform “Bell Horses” with chant and rhythm sticks
with accurate time and rhythm.

1. Teacher: “Alright class, I’ll chant one line at a time, repeat after me.”
a. Teacher: “Bell Horses, Bell Horses”
b. Students echo
c. Teacher: “What time o’ day?”
 d. Students echo
e. Teacher: “One o’ clock, two o’ clock,”
f. Students echo
g. Teacher: “Time to away!”
h. Students echo
2. Teacher: “Nice job! Now I’ll say one line and I want you to say the next line.”
a. Teacher: “Bell Horses, Bell Horses”
b. Students: “What time o’ day?”
c. Teacher: “One o’ clock, two o’ clock,”
d. Students: “Time to away!”
3. Teacher: “Great job! Now let’s get out our rhythm sticks. I want you to audiate the chant
in your head while you play the rhythm with the sticks.”
a. Students audiate the chant while playing the rhythm with the sticks.
4. Teacher: “Now let’s chant out loud and play rhythm with the sticks.”
a. Students chant out loud and play the rhythm with the sticks with the teacher.”
5. Teacher: “Alright everyone, why don’t you perform the song on your own without me.
I’ll count you off.”
a. Students perform the song without the teacher.

Assessment: Can at least 75% of students perform “Bell Horses” with chant and
rhythm sticks with accurate time and rhythm.

Transition: Teacher: “Great work class! Now we’re going to play a game with the
song!”

Activity #3 Objective: Students will play the Bell Horse game while performing the
chant with accurate time and rhythm.

1. Teacher: “Alright class, let’s play a game that was made for this song.”
2. Teacher: “Everyone make a circle.”
a. Teacher picks two students. One will be the horse and one will be the driver. The
horse will be given jingle bells and the driver will be given a scarf.
3. Teacher: “Ok class, here’s how the game works. Those of us in the circle will chant and
play the song on our rhythm sticks. The driver will place the scarf around the horse and
they will trot around the inside of the circle during the song. At the end of the song, the
driver and horse will pick a student to replace them.”
a. The class plays the bell horse game multiple times, making sure to continue
chanting and playing with accurate time and rhythm.
 Assessment: Can at least 75% play the Bell Horse game while maintaining accurate
time and rhythm?

Assessment

4- Exceeded Expectations

3- Met Expectations

2- Approaching
Expectations

1- Developing

Closure: “Great work class! We’ll play a new song next time.”

Lesson #8 Bobby Shaftoe (Practice)

Teacher Name______Brandon Wells____________Target Grade Level_______1________

Musical Concept of Focus: Eighth notes in “Bobby Shaftoe”

Standards Being Addressed:

- MU:Pr4.2.1b When analyzing selected music, read and perform rhythmic patterns using
iconic or standard notation.
- MU:Cr2.1.1b With limited guidance, use iconic or standard notation and/or recording
technology to document and organize personal musical ideas.
- MU:Pr4.2.1a With limited guidance, demonstrate knowledge of music concepts (such as
beat and melodic contour) in music from a variety of cultures selected for performance.

Objective(s):
- Students will learn the history behind “Bobby Shaftoe” and clap the rhythms of the song
with accurate time and rhythm.
- Students will perform “Bobby Shaftoe” with chant and hand drums.
- Students will improvise a pirate dance for “Bobby Shaftoe”

Materials of Instruction:
- Rhythmic Patterns
 - Bobby Shaftoe sheet music

Lesson Sequence:

Entry Activity/Transition: “Hello class! Sit up straight and put your hands on your legs. Watch
what I do and repeat after me!”
1. Warmup with eighth note rhythmic patterns. The teacher will play each rhythmic pattern
at least four times with students echoing each pattern. Repeat until the teacher is satisfied
that at least 75% of the class understands eighth notes. If necessary, circle back to review
quarter notes further before continuing.
a. Teacher: “Alright class, now we are going to learn a new song.”

Activity #1 Objective: Students will learn the history behind “Bobby Shaftoe” and clap
the rhythms of the song with accurate time and rhythm.
1. Teacher: “The song we are going to learn today is ‘Bobby Shaftoe.’ This song is an 18th
century English nursery rhyme and tells the story of a young woman who is longing for
her love, Bobby Shaftoe, who went away to sea.
2. Teacher: “What do you think Bobby Shaftoe was doing out at sea? Discuss with the
person next to you and share your ideas.”
a. Students discuss their theories with their partner.
b. Teacher calls on a few students to share their theories.
3. Teacher: “Great ideas class! Here’s my idea. During the 18th century, there were a lot of
people that left England to become pirates and become rich. I think that Bobby Shaftoe
left to become a pirate, who else thinks that? One thing that pirates did when they sailed
on the ocean to pass the time was singing songs with each other. These songs are often
called sea shanties since they were songs sung at sea. These songs were often upbeat and
dance-like. I have an idea, let’s learn this song first and then once we know the song we’ll
add a pirate dance to it!
4. Teacher: “Let’s learn the rhythm first! Listen and repeat after me.”
a. Teacher claps out the rhythms to “Bobby Shaftoe” one line at a time, with
students echoing. Teacher does this until satisfied that at least 75% of the class
can clap the rhythms with accurate time and rhythm.

Assessment: Can at least 75% of the class clap the rhythms of “Bobby Shaftoe” with
accurate time and rhythm?

Transition: Teacher: “Great work! Now let’s add the words!”

Activity #2 Objective: Students will perform “Bobby Shaftoe” with chant and hand
drums.
1. Teacher: “Alright class, I’ll chant one line at a time, repeat after me.”
a. Teacher: “Bobby Shaftoe’s gone to sea”
b. Students echo
c. Teacher: “Silver buckles on his knees”
d. Students echo
e. Teacher: “He’ll come back and marry me”
f. Students echo
g. Teacher: “Bonny Bobby Shaftoe”
h. Students echo
2. Teacher: “Nice job! Now I’ll say one line and I want you to say the next line.”
a. Teacher: “Bobby Shaftoe’s gone to sea”
b. Students: “Silver buckles on his knees”
c. Teacher: “He’ll come back and marry me”
d. Students: “Bonny Bobby Shaftoe”
3. Teacher: “Great job! Now let’s get out our hand drums. I want you to audiate the chant in
your head while you play the rhythm on the drums.”
a. Students audiate the chant while playing the rhythm on the drums.
4. Teacher: “Now let’s chant out loud and play the rhythm on the drums.”
a. Students chant out loud and play the rhythm on the drums with the teacher.”
 5. Teacher: “Alright everyone, why don’t you perform the song on your own without me.
I’ll count you off.”
a. Students perform the song without the teacher.

Assessment: Can at least 75% of students perform “Bobby Shaftoe” with chants and
hand drums without the teacher?

Transition: Teacher: “Great job class! Now let’s add that pirate dance we were talking
about earlier.”

Activity #3 Objective: Students will improvise a pirate dance for “Bobby Shaftoe.”

1. Teacher: “Alright class, let’s get in groups of two. I want one partner to play and chant
“Bobby Shaftoe” while the other partner improvises a pirate dance. Try to think of a
dance a pirate would do while on a ship. Bonus points if you can dance with a peg leg!”
a. Students perform the activity in pairs while the teacher observes, intervening as
needed. Students will switch roles so every student gets a chance to improvise a
dance.
2. Teacher: “Great job students! Now let's split the class in half. One half of the class will
perform the song while the other half does their pirate dances!”
a. One half of the class dances while the other half performs the song. After a
moment, they will switch roles.

Assessment: Were 75% of the students able to perform “Bobby Shaftoe” and
improvise a pirate dance?

Assessment

4- Exceeded Expectations

3- Met Expectations

2- Approaching
Expectations

1- Developing

Closure: Teacher: “Great job pirates! Next time we’ll learn a new song!”
 Lesson #9 Aserrín, Aserrán (Practice)

Teacher Name______Brandon Wells____________Target Grade Level_______1________

Musical Concept of Focus: Eighth notes in Aserrín, Aserrán

Standards Being Addressed:

- MU:Pr4.2.1b When analyzing selected music, read and perform rhythmic patterns using
iconic or standard notation.
- MU:Cr2.1.1b With limited guidance, use iconic or standard notation and/or recording
technology to document and organize personal musical ideas.
- MU:Pr4.2.1a With limited guidance, demonstrate knowledge of music concepts (such as
beat and melodic contour) in music from a variety of cultures selected for performance.

Objective(s):
- Attentive Listening
- Engaged Listening
- Enactive Listening

Materials of Instruction:
- Rhythmic Patterns

- Aserrín, Aserrán sheet music

Lesson Sequence:
Entry Activity/Transition: “Hello class! Sit up straight and put your hands on your legs. Watch
what I do and repeat after me!”
1. Warmup with eighth note rhythmic patterns. The teacher will play each rhythmic pattern
at least four times with students echoing each pattern. Repeat until the teacher is satisfied
that at least 75% of the class understands eighth notes. If necessary, circle back to review
quarter notes further before continuing.
a. Teacher: “Alright class, now we are going to learn a new song.”

Activity #1 Objective: Students will be introduced to the genre of Latin Jazz and aurally
identify different instruments used in ‘Sofrito’ through attentive listening.

1. Teacher plays a recording of “Sofrito” by Mongo Santamaria.

a. Teacher: “What part of the world does this sound like it’s from?”
b. Teacher listens to students’ guesses.
2. Teacher: “Great guesses! This is a song called ‘Sofrito’ by Mongo Santamaria. This song
is from Cuba and is part of a genre known as Latin Jazz. This type of music is popular in
Cuba and Latin America. Let’s listen to part of ‘Sofrito’ again, and this time I want you
to try and identify some of the different instruments used in this song. When you hear a
different instrument, go ahead and write it down.”
a. Teacher plays an excerpt from ‘Sofrito’, while students write down instruments
that they hear.
3. Teacher: “Ok class let’s make a list of the instruments we heard.”
a. Students list the instruments they heard and the teacher will compile a master list
on the board. Any instruments not identified by the class should be highlighted by
the teacher.
b. Instruments used: piano, congas, timbales, guiro, bongos, horns

Assessment: Can the students listen attentively to “Sofrito” and identify instruments
used in the piece?

Transition: Teacher: “Great work class! Take a look at the list of instruments you
heard. Can you find instruments like these in our classroom?

Activity #2 Objective: Students will perform “Aserrín, Aserrán” with chant and Cuban
instruments with the recording while maintaining accurate time and rhythm?

1. Teacher: “Alright class, now I want to introduce you to a new song. This song is called
‘Aserrín, Aserrán.’ This is a song from Cuba like ‘Sofrito.’ This song is about
 lumberjacks working in Cuba. Using the instruments you just found, let’s learn the
rhythms of this new song!”
a. Teacher models two bars at a time while students echo.
b. Teacher models one line at a time while students echo.
2. Teacher: “Alright let’s play the whole song together!”
a. Teacher and students play the whole song together.
3. Teacher: “Ok everyone, now I want you to play the whole song without me. I’ll count
you off.”
a. Students play the whole song without the teacher. The teacher will review and
correct as necessary.
4. Teacher: “Now let’s learn the chant. I want you to repeat after me and continue to play
the rhythms on your instruments while you chant. I’ll chant two measures at a time”
a. Teacher: “Aserrín, aserrán”
b. Students echo
c. Teacher: “Los maderos de San Juan,”
d. Students echo
e. Teacher: “Los de arriba piden queso,”
f. Students echo
g. Teacher: “Los de abajo piden pan.”
h. Students echo
i. Teacher: “Triqui, triqui, triqui, triqui,”
j. Students echo
k. Teacher: “Triqui, triqui, triqui, triqui,”
l. Students echo
5. Teacher: “Nice job! Now I’ll say one line and I want you to say the next line.”
a. Teacher: “Aserrín, aserrán,”
b. Students: “Los maderos de San Juan,”
c. Teacher: “Los de arriba piden queso,”
d. Students: “Los de abajo piden pan.”
e. Teacher: “Triqui, triqui, triqui, triqui,”
f. Students: “Triqui, triqui, triqui, triqui,”
6. Teacher: “Great work! Now I am going to play a recording of this song and I want you to
perform with the recording.
a. Students perform with the recording.

Assessment: Can students perform “Aserrín, Aserrán” with chant and Cuban
instruments with the recording while maintaining accurate time and rhythm?

Assessment
 4- Exceeded Expectations

3- Met Expectations

2- Approaching
Expectations

1- Developing

Closure: Teacher: “Great work class! Next class we will compose our own songs using eighth
notes!”

Lesson #10 Cumulative (Practice)

Teacher Name______Brandon Wells____________Target Grade Level_______1________

Musical Concept of Focus: Composing with eighth note rhythmic patterns

Standards Being Addressed:

- MU:Pr4.2.1b When analyzing selected music, read and perform rhythmic patterns using
iconic or standard notation.
- MU:Cr2.1.1b With limited guidance, use iconic or standard notation and/or recording
technology to document and organize personal musical ideas.
- MU:Pr4.2.1a With limited guidance, demonstrate knowledge of music concepts (such as
beat and melodic contour) in music from a variety of cultures selected for performance.

Objective(s):
- Students will select one of the songs in this unit and compose a parody of it, writing new
lyrics and rhythmic patterns.

Materials of Instruction:
- Music graph paper
- Rhythmic Patterns

Lesson Sequence:
Entry Activity/Transition: “Hello class! Sit up straight and put your hands on your legs. Watch
what I do and repeat after me!”
1. Warmup with eighth note rhythmic patterns. The teacher will play each rhythmic pattern
at least four times with students echoing each pattern. Repeat until the teacher is satisfied
that at least 75% of the class understands eighth notes. If necessary, circle back to review
quarter notes further before continuing.
a. Teacher: “Good work class!”

Activity #1 Objective: Students will pick one song from the unit and create a parody of
it, changing the lyrics and rhythms of the song.

1. Teacher: “Ok class, we’re going to work on a special project today. Recently, we have
learned six new songs. I want you to pick your favorite of those six songs to work with
today.”
2. Teacher: “Now that you have picked your song, you are going to change the lyrics. The
title will stay the same, but the lyrics will be your original idea. For example, if you chose
to work with “Lucy Locket”, your song would still be called “Lucy Locket”, but the
lyrics would be different. It will be as if you were the person that wrote “Lucy Locket.”
a. Students will be given time to change the lyrics of their song. The teacher will
observe and make themselves available to the students for assistance.
3. Teacher: “Now that we’ve written our lyrics, I want you to assign rhythms to them. Be
sure to use both eighth notes and quarter notes.”
a. Students will be given time to assign rhythms to their lyrics. The teacher will
observe and make themselves available to the students for assistance.
4. Teacher: “Great work! Now you have lyrics and rhythms for your songs. Now I want you
to pick an instrument in the classroom, this could be drums or keyboards, and practice
performing your song.”
a. Students will be given time to practice performing their song. The teacher will
observe and make themselves available to the students for assistance.
5. Teacher: “Alright everyone, break off into groups of 3 and take turns sharing your songs
with your group. Once you show your group your song, teach them how to play your
song.”
a. Students will be given time to perform and teach their songs in groups. The
teacher will observe and make themselves available to the students for assistance.

Assessment: Can at least 75% of the class successfully parody one of the unit songs
and teach it to their peers?

Assessment
 4- Exceeded Expectations

3- Met Expectations

2- Approaching
Expectations

1- Developing

Closure: Teacher: “Great job class! I’m very proud of the work you have done.”

Post Assessment:
1. See lesson 4 activity 1 for assessing aural identification of eighth notes.

2. See lesson 5 activity 2 for assessing reading eighth notes from notation.

3. See lesson 5 activity 3 for assessing improvising using eighth notes.

4. See lesson 10 activity 1 for assessing cumulative understanding of eighth note concept.