PYP Lesson Plan

Teacher Name: Isandra Ferrales Moreira Grade: 1 Subject: Music Lesson: Beat vs rhythm. Date: 13/10/23
No in Class: of Boys: / Girls: SEN: Emirati:
Learning Outcomes: Prior Learning:
Learn about, beat, rhythm and tempo?
Success criteria: Students have been introduced to basic musical
Step to construct concepts like rhythm, tempo, and beats in previous
• I can demonstrate steady beat. music lessons.
Step to transfer
• I can determine fast and slow speed in song. Resources:
Step to apply.  Drum-like instruments (e.g., rhythm sticks,
• I can demonstrate the difference between beat and rhythm. hand drums, or tambourines).
 Visual aids showing rhythm patterns.

SEN/ALPHA/Emirati Provision/Accommodations: Key Vocabulary:

 Rhythm
 Provide additional support and visual aids for students with special educational  Beats
needs (SEN).  Tempo
 Offer differentiated instruction for advanced learners (ALPHA).  Pattern
 Clap
 Tap
 Listen
 Play
 Together
 Apart

Real Life Application:

Understanding and creating rhythms and beats are
essential in various forms of music and dancing.
Learner Profile: This lesson aligns with the
Communicator, Inquirer, and Thinker profiles by
encouraging students to explore and understand
the elements of music.
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Learning Engagements Assessment for Learning Strategies (including key

Starter: I got the beat music game. questions and resources)
Listen to the music and follow the instructions.  Key questions: "Can you name this note?"
• I got the beat beat beat in my... "What sound does this note make?"
• feet (march feet) and it makes me want to march.  Observation of students' ability to correctly
• hands (clap) and it makes me want to clap. name and play notes.
• chin (raise chin up and down) and it makes me want to spin.
• seat (move hips back and forth, like a dog wags its tail) and it makes me
want to jump.

Main Activities:
Q: Do you know what beat is? Understanding the Steady Beat and the rhythm.
Introduce the concept of rhythm and beats.

 Together, clap the rhythm and the beat.

 Encourage students to listen carefully to the pattern.
In pairs or small groups:
Student Practice #1:
Students use rhythm sticks or other instruments to play the rhythm or the beat and the
rest need to identify if it is rhythm or beat.
Student Practice #2: fast or slow
Students will identify if the music is fast or slow and move to the music.

Differentiation or scaffolding:
 Visual aids and simplified explanations for students with SEN.
 Practice #1
 Additional challenges for advanced learners, such as creating a longer rhythm

Plenary:
 Discuss the importance of rhythm in music.
 Ask students to share their experiences and what they've learned.
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 Connect the lesson to real-life examples, such as clapping along to their favorite
songs.

ATLs: Learner Profile: Key Concepts:

 Communication Skills: Listening,
speaking, and discussing ideas.
 Social Skills: Collaborating in pairs
or groups.
 Self-Management Skills: Following
instructions and managing time.
 Research Skills: Observing and
reflecting on patterns
 Inquirers: Encouraging curiosity  Rhythm: The pattern of beats in music.
about rhythm and beats.  Beats: The regular, repeated sounds or
 Communicators: Developing the pulses in music.
ability to express themselves  Tempo: The speed of the beats.
through music.
 Risk-Takers: Trying new rhythmic
patterns and creative ideas.

SDGs:
 Quality Education – Fostering creativity and cultural appreciation through music education.