Beacon Lesson Plan Library

Let's Play

Roberto Gonzalez-Trigo
Miami-Dade County Schools

Description

In order for students to read music, they must be able to recognize and perform individual notes and patterns. Watch students' faces for pure enjoyment as they demonstrate patterns aurally through hand/body movements, visually through manipulatives, and finally perform them on instruments.

Objectives

The student identifies simple patterns of sounds, physical movements, and concrete objects.

The student performs independently simple patterns and melodies on rhythmic and melodic classroom instruments (e.g., percussion instruments and barred instruments) and maintains a steady tempo.

Materials

- 2 Rhythm instruments
- 2 Melodic instruments per student
- 2 Paper clips for each student
- 1 Pencil for each student
- Student Score Sheet for each student (see associated file)
- Keyboard
- 3 X 5 Index cards, half with a large, printed A, half with a large printed B
- Sample note patterns to use and draw on the board

Preparations

Day 2
1. Each student will need 2 paper clips and one pencil.
2. One copy of the Student Score Sheet will be needed for each student. (Formative Assessment). Put students' names on the sheets prior to class to save time. Sheets can be in alphabetical order or in the order that students will be seated in order to save time.

Day 3
1. Each student will need 2 paper clips and one pencil.
2. Use the same copies of the Student Score Sheet from Day 2. (Formative Assessment).

Day 4
1. Obtain two rhythmic non-pitched instruments for each student.
2. Use the same copies of the Student Score Sheet from Day 2. (Formative Assessment).

Day 5
1. Obtain two melodic pitched instruments for each student.
2. Use the same copies of the Student Score Sheet from Day 2. (Formative Assessment).

Procedures

Day 1
Administer the Diagnostic Assessment. (See Extensions)

Day 2
Lead the class in a varying number of clapping/body patterns, that will enable the student to practice his/her rote recognition skills. Students demonstrate patterns heard using manipulatives. Instruction will be teacher led and will conclude with a “copycat” game.

1. Welcome the students to class and sit them on a carpeted area of your room in a circle. The student’s chairs can be arranged in a circle if the floor is not carpeted.

2. Review the meaning of the word “pattern” and discuss similiarities between patterns in math and patterns in music. Give examples such as repeating notes, claps, counting by 2s, note values, etc.

3. Instruct the students to listen and watch closely. Perform a simple 4 beat pattern of quarter notes and half notes by clapping and counting each note. Clap once for each quarter note and say “one." Clap and shake the hand for two beats for the half note and say “one-two." Draw the pattern on the board and write note values underneath. Point to the notes as you repeat the pattern. (Example patterns can be found in the associated file. Use these, as well as your own, since students must recognize these patterns in the summative assessment for the unit.)

4. Have the class repeat the pattern until everyone can do it.

5. Repeat steps (3-4) 2 to 3 times with different patterns you create. Remember to only use quarter notes and half notes. Draw the patterns on the board and point to them as you play. Repeat several times, observing and giving students feedback. Count outloud the value of the notes (claps) reminding them that math and music have a lot in common.

6. Randomly select one pattern for each of your students and have them clap it back to you. Use the form in the associated file to check off whether or not he/she was able to perform the pattern (Formative assessment).

7. Pass out 2 paper clips and one pencil to each student. Have the students place these materials neatly in front of them on the floor.

8. Instruct the students that each paperclip will be a quarter note and each will have one beat. (Refer to corresponding notes on board.) The pencil will be a half note and have two beats.

9. Have the students place the materials in this order from left to right on the floor: Clip, Clip, Pencil. Circulate to make sure all are correct. Clap the pattern and state the note values while the students look at their materials and listen (1, 1, 1-2). Remember to clap once for each quarter note and say “one." Clap and shake the hand for two beats for the half note and say “one-two." Repeat as often as necessary to insure student understanding.

10. Have the students look at their materials and clap the pattern. Observe and offer feedback as necessary until students understand and can do it.

11. Repeat steps (8-9) 2-3 times with different combinations. Repeat as necessary.

12. Perform a pattern and ask the students to try to figure out the proper order of their clips and pencil. Once the students figure the pattern out, they must place it front of them in order from left to right. Practice with different patterns, offering feedback and guidance as necessary until students master the skill.

13. Using the form in the associated file, note whether or not each student was able to identify the pattern played. (Formative assesment)

14. Pick up the materials.

15. Instruct the students that they will now play a game called “copycat." Have students stand in a circle.

16. The game is played by having the teacher clap and count a simple pattern while the students listen. After the teacher is finished each student will get a chance to perform or “copy” the pattern. If the student “copies” the pattern correctly then he/she is still in the game. If the student counts and/or claps the pattern incorrectly, then he/she is out of the game and must sit down until called upon again for another chance.

17. When all the students have performed the pattern, a new pattern is introduced by the teacher which is longer and thus more difficult. At the end of the game there might be one or two students left standing. If none of the students perform the last pattern correctly then the teacher is proclaimed the winner.

18. After the game, review concepts/activities learned for the day before dismissing the class.

Day 3
Continue to lead the class in a varying number of clapping/body patterns, that will enable the student to even further practice his/her rote recognition skills. The use of manipulatives in order for the student to properly identify a pattern will again be used for review. At the end of the lesson, students will engage in a partner activity whereby they will teach and learn from each other.

1. Welcome the students to class and sit them on a carpeted area of your room in a circle. The students' chairs can be arranged in a circle if the floor is not carpeted.

2. Repeat steps 2-14 from Day 2 with new patterns you created for review.

3. Assign partners to each student. Evenly assign a letter to each student: A or B. (I suggest printing the letters on note cards and handing them to students as a visual cue.

4. Instruct the class that they will teach and learn patterns from their partner.

5. Have all the “A” students begin showing patterns to the “B” students by softly patting with their hands (not clapping) patterns that they have learned in class thus far. “B” students repeat the pattern for the “A” students. Do this for 2 minutes. You may need to model this. Circulate and observe offering feedback.

6. Say “Switch” and have the “B” students now show the “A” students some patterns softly by patting them. “A” students repeat the pattern for the “B” students. Again circulate and observe.

7. After the partner activity, review concepts/activities learned for the day before dismissing the class.



Day 4
Present 2 rhythmic instruments and demonstrate their appropriate playing technique. Students will learn instrumental patterns with the teacher. At the end of the lesson students will play their instruments alongside a song or keyboard accompaniment.

1. Welcome the class and inform them that today they will be playing patterns on rhythmic instruments.

2. Instruct the class on characteristics of non-pitched instruments using the instruments as models.

3. Pass out one rhythmic instrument per student.

4. Demonstrate proper technique. Allow students to exlore and practice. Offer feedback and guidance as necessary.

5. Instruct the students to listen and watch closely. Perform a simple 4 beat pattern of quarter notes, half notes, and eighth notes using the rhythm instrument and counting each note. Draw pattern on board. Repeat and point out the notes as you play.

6. Have the class repeat the pattern with their instrument.

7. Repeat steps (5-6) 2 to 3 times with different patterns you create. Draw patterns on board. Ask students to point out notes as you play them . Remember to only use quarter notes, half notes, and eighth notes. Observe students offering modeling and feedback until you feed students understand.

8. Randomly select one pattern for each of your students and have them individually play it back to you. Use the form in the associated file to check off whether or not each was able to perform the pattern (Formative assessment).

9. Pick up the instruments.

10. Repeat steps 3-8 with another non-pitched rhythmic instrument.

11. Using an automated keyboard accompaniment or a song, have the students echo the teacher’s patterns on their instruments. This step will allow the students to get a better understanding between the correlation of a song/beat accompinament and the patterns that they play.

12. Pick up the instruments and review concepts/activities learned for the day before dismissing the class.

Day 5
Present 2 melodic instruments and demonstrate their appropriate playing technique. Students will learn instrumental patterns with the teacher. At the end of the lesson students will play their instruments alongside a song or keyboard accompaniment.

1. Welcome the class and inform them that today they will be playing patterns on melodic instruments.

2. Instruct the class on characteristics of pitched instruments.

3. Pass out one melodic instrument per student.

4. Demonstrate proper technique. Allow students time to practice.

5. Instruct the students to listen and watch closely. Perform a simple 3 note pattern of quarter notes. (Example C-D-E, E-D-C, C-E-C, etc.)

6. Have the class repeat the pattern with their instrument. Observe and offer feedback and guidance.

7. Repeat steps (5-6) 2 to 3 times with different patterns you create. Remember to only use quarter notes and 3 pitches at a time. Model these several times allowing students to practice.

8. Randomly select one pattern for each of your students and have them play it back to you. Use the form in the associated file to check off whether or not he/she was able to perform the pattern and maintain a steady tempo (Formative assessment).

9. Pick up the instruments.

10. Repeat steps 3-7 with another pitched melodic instrument.

11. Using an automated keyboard accompaniment or a song, have the students echo the teacher’s patterns on their instruments as practice. Observe and offer feedback. This step will allow the students to get a better understanding between the correlation of a song/beat accompaniment and the patterns that they play.

12. Pick up the instruments and review concepts/activities learned for the day before dismissing the class.

Assessments

Use the Student Score Sheet in the associated file as a checklist for each day’s standards taught. This is a formative assessment and students will need feedback prior to taking the summative assessment at the conclusion of the unit. See extensions for unit information.

Extensions

The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: http://www.beaconlearningcenter.com/search/details.asp?item=3006. Once you select the unit’s link, scroll to the bottom of the unit plan page to find the section, Associated Files. This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files (if any).

Web Links

This link will take you to the unit and all the necessary documents and information.
Performing on Instruments

Attached Files

Student Score Sheet     File Extension: pdf

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