Unit Plan Outline

Teacher: Demetrius Cassaway

Unit Title: Syncopation
Grade: 3rd grade general music
Number of Classes: 4

National Standards:
MU: Cr1.1.3a Improvise rhythmic and melodic ideas, and describe connection to
specific purpose and context (such as personal and
social)
MU: Cr2.1.3a Demonstrate selected musical ideas for a simple improvisation or
composition to express intent, and describe connection to a specific purpose and
context
MU:Pr4.2.3a Demonstrate understanding of the structure in music selected for
performance
MU:Pr4.2.3b When analyzing selected music, read and perform rhythmic patterns
and melodic phrases using iconic and standard notation
MU:Re7.2.3a Demonstrate and describe how a response to music can be
informed by the structure, the use of the elements of music, and context (such as
personal and social).
MU:Re8.1.3a Demonstrate and describe how the expressive qualities (such as
dynamics and tempo) are used in performers¶ interpretations to reflect
expressive intent
MU:Cr2.1.3a Demonstrate selected musical ideas for a simple improvisation or
composition to express intent, and describe connection to a specific purpose and
context.

MA Frameworks:
Generate and conceptualize artistic ideas and work. Sing or play original
musical ideas that
explore more complex rhythmic and melodic concepts (including,
syncopation, three-four time
signature, and minor keys). (3-4.M.Cr.01)
2. Organize and develop artistic ideas and work. Organize original musical
ideas with clear
beginnings, middles, and endings; using simple binary or ternary forms. (3-
4.M.Cr.02)
3. Refine and complete artistic work. Respond to a musical challenge and
hypothesize possible
solutions. (3-4.M.Cr.03
Select, analyze and interpret artistic work for presentation. Individually read
moderately
complicated rhythms and melodies (e.g., melodies with alternating eighth
notes, quarter notes
and half notes, pentatonic and diatonic tonalities) in standard notation in
treble clef. (3-
4.M.P.04)
Math Connection: Students learn fractions in music through examining beats
per
measure, sounds per beat, number of measures per phrase, quarter, eighth,
16th, half,
whole notes and rests, etc. (Math.3.NF.A.01)
5. Develop and refine artistic techniques and work for presentation. Sing and
play musical canons, rounds, and music in at least two parts. (3-4.M.P.05)
6. Convey meaning through the presentation of artistic work. Sing and play in
groups responding
appropriately to cues of a conductor. (3-4.M.P.06
Perceive and analyze artistic work. Analyze how expressive qualities (e.g.
tempo, dynamics,
timbre) are used to demonstrate a composer’s musical intent. (3-4.M.R.07)
8. Interpret intent and meaning in artistic work. Explain the relationship
between culture, venue,
and audience behavior (e.g., street performance, symphony). (3-4.M.R.08)
9. Apply criteria to evaluate artistic work. Identify how the elements of music
(e.g., tempo,
dynamics, rhythm, melody, harmony) can be used to support the artist's
purpose. (3-4.M.R.0
Synthesize and relate knowledge and personal experiences to make art.
Distinguish one’s own
preferences in music from those of others (e.g., friends or family). (3-
4.M.Co.10)
ELA Connection: Distinguish their point of view from the author's.
(ELA.RL.3.06)
11. Relate artistic ideas and works to societal, cultural and historical contexts
to deepen
understanding. Describe ways music is different from other forms of everyday
sounds. (i.e. what
is the role of artistic intent). (3-4.M.Co.11)
HSS Connection: Students learn about the distinct sounds made by
Wampanoag musical
instruments, such as the water drum, gourd, rattle. (HSS.3.T2.03)

Rationale: This unit will be the foundation of learning and performing complex
rhythms in music. Knowledge of syncopation is essential for the developing
musician as syncopation can be found in all levels of music, no matter the
composer or genre.
Essential Questions: What is syncopation?
How to perform a syncopated rhythm in ¾ and/or 4/4?
How do I compose a syncopated rhythm?
Can I identify a syncopated rhythm?
How can I use syncopation and straight rhythms to express my creativity?

Enduring Understanding: After this unit, students will be able to perform

syncopated rhythms and know that syncopation is accents off the beat. They will
also remember the songs chosen to teach the unit

Student Learning Objectives:

Students will be able to explain what syncopation is.
Students will be able to recognize a syncopated pattern through the activity
known as poison pattern.
Students will be able to perform a syncopated pattern on the recorder on g
Students will be able compose their own syncopated pattern.

Assessment/Evaluation:
Informal- Each class, the students and teacher will do an activity that work
with note and pattern recognition. This is also known as poison pattern, as
previous mentioned. This will be a way for the teacher to gauge the progress of
the students’ abilities to recognize syncopated patterns.

Formal- During the third lesson, I will have students perform prewritten
syncopated patterns in groups of 2-3. This will allow me to see where their level
of performing / reading syncopated rhythms is.

Long Range Assignment/Project/Product- The long-range assignment will

be to work in groups of 2-3 to create a rhythm containing syncopation that is four
measures long. After they turn it in, I will take all the rhythms and combine them
to make all the rhythms a song for the class which we would use for later
classes.

Prior Knowledge and Skills: Read rhythm with quarter, half, whole, and eighth
notes. Read rhythm with quarter, half, whole, and eighth rests. Students will also
know how to perform rhythm with body percussion or spoken vowels.

Student : Students will be given handouts with premade syncopated rhythms on

them, so they have a visual representation of what they are learning. If available,
the students would have already had worked with manipulatives that represent
notes with different values. Each day, the objective will be on the board as well
as the agenda. Students will be seated on a rug or carpet for this unit as there
will be the need to stand up and stomp feet if able or clap hands.
(How does instruction accommodate for special needs and ELL students to
insure equity?)
1. Special needs
 2. ELL

School to Home/community connection: For this unit I would find songs that the
students may hear on the radio and find any syncopation in those and play them,
if appropriate for the class. I would also talk with the gen ed teachers and see if
the students were learning about any specific cultures in class and if so, find
some music from that culture that contains syncopation.
Activator: “Syncopation is accents off the beat”
(What activities will the students do in order to activate prior knowledge to
support the new material in this unit?)

Repertoire: Tinga layo

Unsyncopated v Syncopated flow style!
Thunder- Imagine Dragons
A guide to syncopation: Papaya
Shining star- Earth, Wind, & Fire
(List all music literature, scores, octavos, videos, recordings etc.)

Materials Needed:

Paper
Pencils
Projector
Audio player
Whiteboard
Markers
Rhythm sticks
Recorders
(List all materials necessary for this unit, including paper, pencils, instruments,
audio visual, digital equipment etc.)

Lesson Outlines
(number the lessons in order and add as many as needed)

Behavioral Objective:
Assessment/Evaluation (proposed)
Prior Knowledge and activator (proposed)
Lesson content (bullet points)
Lesson 1:
Objective: Students will be able to explain that syncopation is accents off the
beat.
Assessment: Poison pattern- The poison pattern will be the only syncopated
rhythm so if the students play the poison pattern I can assess if they can hear
and recognize a syncopated rhythm
Prior knowledge: Note values, reading notation, duple and triple meter.
Lesson content:
- Good morning song (4 minutes)
- Get rhythm sticks!!
- New activity: Poison Pattern (start off with a straight rhythm pattern) once
they get the hang of it, switch to a syncopated pattern and notice if they
can figure out the difference
- Listening activity! Thunder- Imagine Dragons
- Compostion: circle songwriting. Students and I stand/sit in a circle and
take turns creating our own syncopated patterns

Lesson 2:
Objective: Students will be able to create their own syncopated rhythm
Assessment: Gathered compositions: Students will work in groups of 2-3 and
create a four-bar composition that has both syncopation and even rhythm.
Prior knowledge: what is syncopation, note values, reading notation, duple and
triple meter.
Lesson content:
- Good morning song
- Get rhythm sticks
- Poison pattern
- Listening activity: Unsyncopated v Syncopated flow
- Composition: Groups of 2-3, create a four-bar song with syncopation and
even rhythms

Lesson 3:
Objective: Students will be able perform a syncopated patter on the recorder,
playing g
Assessment: Students will play their compositions from lesson 2.
Prior knowledge: How to read syncopation, note values, reading notation, how to
play recorder, how to play g on the recorder
Lesson content:
- Good morning song
- Get recorders
- Poison pattern
- Listening activity: papaya (prepares students to be able to play
syncopation on the recorder)
- In class performance
Lesson 4:
Objective: Students will be able to differentiate between even and uneven
rhythms
Assessment: Syncopation worksheet collected
Prior knowledge: How to create a syncopated rhythm, note values, reading
notation, hot to play recorder, how to play g on the recorder
Lesson content:
- Good morning song
- Get recorders
- Poison pattern
- Listening activity: Shining Star
- Syncopation worksheet while listening to music.
 Lesson one
1. Lesson Objectives: (measurable/observable, based on standards and
frameworks- Students will be able to...)
Students will be able to explain that syncopation is accents off the beat.

2. National Standards and MA Arts Frameworks: (list specifics)

MU:Pr4.2.3b When analyzing selected music, read and perform rhythmic patterns
and melodic phrases using iconic and standard notation
MU:Re8.1.3a Demonstrate and describe how the expressive qualities (such as
dynamics and tempo) are used in performers¶ interpretations to reflect
expressive intent

3. Assessment: (based on objectives)

Poison pattern- The poison pattern will be the only syncopated rhythm so if the
students play the poison pattern I can assess if they can hear and recognize a
syncopated rhythm

4. Required prior knowledge/skills:

Note values, reading notation, duple and triple meter.

5. Review and/or support for new skills needed:

Review standard notation, review even rhythms

6. Teaching Strategies including adaptations and accommodations:

Manipulatives to represent different note values
Screen projections to enhance visuals

7. Materials, Repertoire, Equipment needed:

Rhythm sticks
Projector
White board
Markers

8. Lesson Sequence and Pacing:

A. Opening (introduction, “do now”, warm up etc.)
Welcome song – 3 minutes
Do now: gather rhythm sticks – 2 minutes
Warm-up: review even rhythms- 5 minutes

B. Learning Activities and Pacing (number and list as many as needed,

specific learning experiences and instruction, specific instructions for
students and teacher reminders, including review, pacing is allotted
time)
Poison pattern: introduce syncopation and spend time just messing with
syncopated rhythms
C. Assessment Activity (description of evidence of learning from #2,
formal or informal, with pacing, either embedded in learning activities
or separate)
Poison pattern: have a poison pattern of a syncopated rhythm and the safe
rhythms even and use the poison pattern to determine whether or not they
can hear the difference
(students can become tired of it after a while)

D. Summative Activity/Closing/Wrap-up:
Listening activity: Thunder- Imagine dragons (5 Minutes)
(Students could become distracted)

E. Secondary/alternative plans: (what could go wrong and how to fix it)

If something goes wrong: Circle composition. Sit in a circle and create
rhythms with each other

9. Agenda: (to be posted in the classroom, 2-5 items)

- Good morning song (4 minutes)
- Get rhythm sticks!!
- New activity: Poison Pattern
- Listening activity! Thunder- Imagine Dragons
- Composition: circle songwriting. Students and I stand/sit in a circle and
take turns creating our own syncopated patterns

10. Assignment and Due Date: (if applicable) N/A

11. Teacher Reflection/Evaluation: (following lesson, reflect on process and
student response, revisions needed for future use of lesson or subsequent
lessons)

Lesson 2
Lesson Objectives: (measurable/observable, based on standards and
frameworks- Students will be able to...)
Students will be able to create their own syncopated rhythm

2. National Standards and MA Arts Frameworks: (list specifics)

MU: Cr2.1.3a Demonstrate selected musical ideas for a simple improvisation or
composition to express intent, and describe connection to a specific purpose and
context
MU:Pr4.2.3b When analyzing selected music, read and perform rhythmic patterns
and melodic phrases using iconic and standard notation
5. Develop and refine artistic techniques and work for presentation. Sing and
play musical canons, rounds, and music in at least two parts. (3-4.M.P.05)
Generate and conceptualize artistic ideas and work. Sing or play original
musical ideas that explore more complex rhythmic and melodic concepts
(including, syncopation, three-four time signature, and minor keys). (3-
4.M.Cr.01)

3. Assessment: (based on objectives)

Gathered compositions: Students will work in groups of 2-3 and create a four-bar
composition that has both syncopation and even rhythm.

4. Required prior knowledge/skills:

what is syncopation, note values, reading notation, duple and triple meter.

5. Review and/or support for new skills needed:

Review basic syncopated rhythms
Review standard notation

6. Teaching Strategies including adaptations and accommodations:

Manipulatives to represent different note values
Screen projections to enhance visuals

7. Materials, Repertoire, Equipment needed:

Recorder
Projector
White board
Markers

8. Lesson Sequence and Pacing:

A. Opening (introduction, “do now”, warm up etc.)
Welcome song- 3
Do now: Gather recorder-2
Review recorder notes B A G- 5
B. Learning Activities and Pacing (number and list as many as needed,
specific learning experiences and instruction, specific instructions for
students and teacher reminders, including review, pacing is allotted
time)
Poison pattern on recorder
C. Assessment Activity (description of evidence of learning from #2,
formal or informal, with pacing, either embedded in learning activities
or separate)
Have the student the students break into groups of 2-3 for 10 minutes and let
them create their own four bar syncopated rhythm
After that give them some time to rehearse it (about 4 minutes)

D. Summative Activity/Closing/Wrap-up: Listening activity: Unsyncopated v

Syncopated flow

E. Secondary/alternative plans: (what could go wrong and how to fix it) If the
students aren’t able to create their own rhythms, I would have hung up some
syncopated rhythms around the room and done a rhythm hunt where the
students go up to each rhythm and play what they see

9. Agenda: (to be posted in the classroom, 2-5 items)

- Good morning song
- Get rhythm sticks
- Poison pattern
- Listening activity: Unsyncopated v Syncopated flow
- Composition: Groups of 2-3, create a four-bar song with syncopation and
even rhythms

10. Assignment and Due Date: (if applicable) Collected syncopated rhythms

11. Teacher Reflection/Evaluation: (following lesson, reflect on process and

student response, revisions needed for future use of lesson or subsequent
lessons)

Lesson 3
Lesson Objectives: (measurable/observable, based on standards and
frameworks- Students will be able to...)
Students will be able perform a syncopated patter on the recorder, playing g

2. National Standards and MA Arts Frameworks: (list specifics)

MU:Pr4.2.3b When analyzing selected music, read and perform rhythmic patterns
and melodic phrases using iconic and standard notation
MU:Re8.1.3a Demonstrate and describe how the expressive qualities (such as
dynamics and tempo) are used in performers¶ interpretations to reflect
expressive intent
5. Develop and refine artistic techniques and work for presentation. Sing and
play musical canons, rounds, and music in at least two parts. (3-4.M.P.05)
Generate and conceptualize artistic ideas and work. Sing or play original
musical ideas that explore more complex rhythmic and melodic concepts
(including, syncopation, three-four time signature, and minor keys). (3-
4.M.Cr.01)

3. Assessment: (based on objectives)

Students will play their compositions from lesson 2.

4. Required prior knowledge/skills:

: How to read syncopation, note values, reading notation, how to play recorder,
how to play g on the recorder

5. Review and/or support for new skills needed:

Review basic syncopated rhythms
Review standard notation
Review notes on the recorder

6. Teaching Strategies including adaptations and accommodations:

Manipulatives to represent different note values
Screen projections to enhance visuals
Using rhythm stick if easier for student

7. Materials, Repertoire, Equipment needed:

Recorder
Projector
White board
Markers

8. Lesson Sequence and Pacing:

A. Opening (introduction, “do now”, warm up etc.)
Welcome song- 3
Do now: Gather recorder-2
Review recorder notes B A G- 5
B. Learning Activities and Pacing (number and list as many as needed,
specific learning experiences and instruction, specific instructions for
students and teacher reminders, including review, pacing is allotted
time)
Poison pattern on recorder
C. Assessment Activity (description of evidence of learning from #2,
formal or informal, with pacing, either embedded in learning activities
or separate)
Have students break into their groups again and pass out their rhythms. Give
them around 5 minutes to practice their rhythms on g on the recorder
After that have the groups go one by one and perform their rhythms for the
class

D. Summative Activity/Closing/Wrap-up: Listening activity: papaya (prepares

students to be able to play syncopation on the recorder)

E. Secondary/alternative plans: (what could go wrong and how to fix it) If the
students aren’t able to create their own rhythms, I would have hung up some
syncopated rhythms around the room and done a rhythm hunt where the
students go up to each rhythm and play what they see

9. Agenda: (to be posted in the classroom, 2-5 items)

- Good morning song
- Get recorders
- Poison pattern
- Listening activity: papaya (prepares students to be able to play
syncopation on the recorder)
- In class performance

10. Assignment and Due Date: (if applicable) N/A

11. Teacher Reflection/Evaluation: (following lesson, reflect on process and

student response, revisions needed for future use of lesson or subsequent
lessons)

Lesson 4
Lesson Objectives: (measurable/observable, based on standards and
frameworks- Students will be able to...)
Students will be able to differentiate between even and uneven rhythms

2. National Standards and MA Arts Frameworks: (list specifics)

MU: Cr2.1.3a Demonstrate selected musical ideas for a simple improvisation or
composition to express intent, and describe connection to a specific purpose and
context
MU:Pr4.2.3a Demonstrate understanding of the structure in music selected for
performance

MU:Pr4.2.3b When analyzing selected music, read and perform rhythmic patterns
and melodic phrases using iconic and standard notation
MU:Re8.1.3a Demonstrate and describe how the expressive qualities (such as
dynamics and tempo) are used in performers¶ interpretations to reflect
expressive intent
5. Develop and refine artistic techniques and work for presentation. Sing and
play musical canons, rounds, and music in at least two parts. (3-4.M.P.05)
Generate and conceptualize artistic ideas and work. Sing or play original
musical ideas that explore more complex rhythmic and melodic concepts
(including, syncopation, three-four time signature, and minor keys). (3-
4.M.Cr.01)

3. Assessment: (based on objectives)

Syncopation worksheet collected

4. Required prior knowledge/skills:

: How to create a syncopated rhythm, note values, reading notation, hot to play
recorder, how to play g on the recorder

5. Review and/or support for new skills needed:

Review basic syncopated rhythms
Review standard notation
Review notes on the recorder

6. Teaching Strategies including adaptations and accommodations:

Manipulatives to represent different note values
Screen projections to enhance visuals
Using rhythm stick if easier for student

7. Materials, Repertoire, Equipment needed:

Recorder
Projector
White board
Markers

8. Lesson Sequence and Pacing:

A. Opening (introduction, “do now”, warm up etc.)
Welcome song- 3
Do now: Gather recorder-2
Review recorder notes B A G- 5
B. Learning Activities and Pacing (number and list as many as needed,
specific learning experiences and instruction, specific instructions for
students and teacher reminders, including review, pacing is allotted
time)
Poison pattern on recorder
C. Assessment Activity (description of evidence of learning from #2,
formal or informal, with pacing, either embedded in learning activities
or separate)
Have students go to tables and give them a coloring worksheet to assess
their ability to see syncopated rhythms on a paper- 10

D. Summative Activity/Closing/Wrap-up: Listening activity: Shining star

E. Secondary/alternative plans: (what could go wrong and how to fix it) If the
students aren’t able to create their own rhythms, I would have hung up some
syncopated rhythms around the room and done a rhythm hunt where the
students go up to each rhythm and play what they see

9. Agenda: (to be posted in the classroom, 2-5 items)

- Good morning song
- Get recorders
- Poison pattern
- Syncopated coloring
- Listening activity: Shining star

10. Assignment and Due Date: (if applicable) Syncopated coloring due in
class

11. Teacher Reflection/Evaluation: (following lesson, reflect on process and

student response, revisions needed for future use of lesson or subsequent
lessons)