Lesson Plan Format for Introduction to Music Teaching (MUED 242) Dr.

Beegle Teacher Name: Danny Alicea Date: March 2, 2012 Population/Grade Level(s): 4th grade Music concept(s): Rhythm, quarter, eighth, sixteenth notes Music skill(s): perform quarter, eighth, sixteenth, notes National Standard(s): 2 Performing on instruments, alone and with others, a varied repertoire of music. Student Learning Outcomes (must be measurable) Students will be able to describe the differences and relationship between quarter, eight, and sixteenth notes and be able to demonstrate them with various body percussion. Materials- Snare drum, drumsticks, when the saints go marching in accompaniment music, three posters representing all three rhythms. Sequence/Procedure TIME TEACHER WILL 30 Start the students patting a seconds steady beat and play a duet of when the saints goes marching in 20 Explain to students that my part seconds of the duet used variations of quarter, eighth, and sixteenth notes. Ask students to raise there hands if they know what a quarter note is then have the whole class pat quarter notes. Then have them pat quarter notes using words (I) and (like). 25 Ask students to touch their nose if seconds they know what eighth notes are and have students clap eighth notes using (baseball) or (football) depending on the majority of the classs favorite sport. 30 Ask students to give me a thumbs seconds up if they know what sixteenth notes are and to pat their stomach STUDENTS WILL Students will pat a steady beat while listening to the duet of Alex and I. Students will raise their hand if they know what a quarter note is. Then the whole class will proceed to accurately pat quarter notes while saying (I) and (like)

Students will touch their nose if they know what eighth notes are and clap eighth notes while saying (football or baseball)

Students will put their thumbs up if they know what sixteenth notes are and will pat sixteenths notes on their

while saying (Cincinnati) 1 minute Will teach students and accompaniment pattern to go along with when the saints go marching in using the three different rhythms and perform it with Alex and I. Will explain to the students that if they hear a quarter, eighth, or sixteenth note that they will raise the amount of fingers each of the respective rhythms sounds in a beat. Teacher will show them visuals to help them with this and do a few practice ones before having them close their eyes.

stomach while saying (Cincinnati) Students will learn and perform the accompaniment pattern accurately with Alex and I.

Students will raise 1 finger for quarter, 2 fingers for eighth, and 4 fingers for sixteenth notes, with eyes open. Then will do it again with eyes closed.

Evaluation of student learning outcomes: Students will describe the differences and relationship between quarter, eight, and sixteenth notes and be able to demonstrate them with various body percussion by being asked questions and with eyes closed raising fingers to represent the rhythm that I will play on snare drum. Extension: I will ask if any of the students can name and demonstrate to me one of the three different rhythms we talked about today.