MLDP Lesson Plan Template

Lesson Plan Template – “Backward Design” and “Gradual Release of Responsibility”
Essential Questions:
Why is a steady beat important?
What is the difference between beat and rhythm?
How are tah, ti-ti, and rest notated?
How do you perform tah, ti-ti, and rest rhythm patterns?
A. Pre-planning: Objectives and Purpose “TARGET”

Nebraska Standards/CCSS AND Instructional Objectives (May add or delete as
needed)
Standard: FA 2.4.1.b Explore and develop musical ideas (e.g., melody, rhythm) with
teacher guidance.
IO: The student will identify the beat and rhythm in different pieces of music.
Standard: FA 2.4.2.a Recognize music elements (i.e., rhythm, pitch, dynamics, form),
purpose, and context of selected pieces.
IO: The student will compare the difference between a steady beat and rhythm.
Standard: MU:Pr4.2.5b When analyzing selected music, read and perform using
standard notation. (From NAFME standards)
IO: The student will construct the patterns for notating rhythms.
“Teacher Cues” included here following targets:

The teacher will need to show the rhythm on the board, put up the YouTube videos, and
make sure the rhythm notation comparison and exit tickets are printed.
Explanation of the Lesson (lesson summary from start to finish):

Starting with the students playing rhythm sticks or clapping to a YouTube rhythm game
(IO #1), then talk about how to notate rhythm and what the difference between beat
and rhythm is. After I will show some models of how to notate rhythm before I ask them
to do this themselves. Then they will get into groups to do a rhythm notation
comparison where I will play a rhythm and one option is correct and the other option is
not and they have to fix the wrong one by notating it correctly (IO #2). Then as an
independent practice, I will do a tiered assignment where one group will be working on
the Complete Rhythm Trainer app to notate rhythm correctly (IO #2), the second group
will be improving while listening to a song using the rhythm we talked about (IO #3), and
the last group will be working on steady beat so they will be marching or walking around
the room to a song (IO #1).
Rationale for the Lesson, including Connection to Curriculum and Standards (Focuses on
what the “students will DO,” in terms of connection to Bloom’s/Webb’s Taxonomy.)
Students will learn how to find the beat in a song, while playing rhythm on a rhythm
sticks to eventually create a song that the whole class can come up with.
B. Assessment Plan – “Method”
Formative Assessments–
Exit Tickets
Playing Rhythm Sticks or clapping with Song
Complete Rhythm Trainer (App)
Rhythm notation comparison
C. Materials/Equipment/Resources Needed:
Students will need to have a pencil for taking the exit tickets and the listening test.
Students will need their iPads (school provided) for the game. I will need to make sure
that there are enough rhythm sticks for each student to have 2.
D. Lesson – “Match”
1. Procedures
Attention getter- Clapping a rhythm for them to repeat back to me.
“Everyone get up and get ready to clap!”
After once with the clapping, will use rhythm sticks.
“Everyone sit down and do not touch the rhythm sticks until I say so.”
Each student will be given a rhythm stick and I will demonstrate how to use before
the song starts again.
Students interacting with new knowledge

A. Anticipatory Set
Have a song playing and the students will be playing rhythm sticks or clap
according to the song rhythm.
B. Objective and Purpose (articulated to the student)

Rhythm notation helps with the structure of everyone playing and singing the
same song. Helps with counting during a song when you are not singing or
playing. Eventually will use standard notation for creating student compositions
for creativity.
C. ME --- Instructional Input

Beat vs Rhythm!
Rhythm notation (ta and tis)
“Skills Cues” included here:

Rhythm reading, counting rhythm, and vocabulary.
Students practicing and deepening their understanding

Lesson Transition Procedure
“Everyone put your rhythm sticks back where they go and sit back down where
you were at.”
D. WE --- Modeling
Shows how to write out the rhythm and counting by showing and writing the
rhythm of different sections of a piece.
E. Monitoring
Ask them questions about what the rhythm is for each note to check to make
sure they understand before they start a new assignment on their own.

“Now it is your turn. This time you will be in groups and help each other out.”
F. TWO --- Guided Practice

Ask the students if there are any questions about rhythm and how to notate the
rhythm. Also have students do a group rhythm notation comparison of two songs where
one is correctly notated and the other is not. They are to find the incorrect one and fix
the rhythm. The Rhythm notation comparison will not be graded, but I will look at them.
Students generating and testing hypotheses

Attention getter- clapping a rhythm the students have to repeat back to me.
“We are switching up the groups and this time you cannot help each other.”
G. YOU --- Independent Practice

I will have the students do a tiered assignment where one group will be working
on finding the beat of a song, another group will be working on using the app to
hear the rhythm and notate while also using rhythm sticks to recreate the
pattern, and lastly the last group will be working on improving while listening to
a song using rhythm sticks.

Attention getter- Clapping a rhythm and the students have to repeat back to me.
H. Closure
I will ask students about the rhythm before handing them the exit ticket.
The students will be given exit tickets and will complete before the end of class.
Exit ticket will be graded with a total of 5 points total.
Supplemental Requirements
Differentiation Strategies
- Flexible grouping for group work with rhythm
o Using for the Rhythm notation comparison
o https://drive.google.com/drive/folders/1wd_ZhkriFP-
iphCKZOfwwgV8NbBHXj4Z?usp=drive_link
- Tiered assignment
o Tier One: In this tier I will have the students use the Complete Rhythm
Trainer to hear the rhythm and then will work on recreating these
rhythmic patterns on rhythm sticks.
o Tier Two: This tier is for those students who may have mastered this idea.
They will also have an opportunity to be able to improv while listening to
a song using rhythm sticks.
o Tier Three: This tier is for those students who still need to work while
keeping a steady beat. They will be walking or marching around the room
to the beat of the song.
Big Nine Strategies

Identifying Similarities and Differences
- Rhythm notation comparison
o https://d.docs.live.net/c5b603d809169446/Desktop/EDUC%20300/
rhythm%20notation%20challenge.pdf
Multiple Intelligences Appealed To

- Movement
o Playing music while they march or walk around the room.
- Writing the counts and beats on the homework/activities.
Accommodations Made for SPED Students (From case study)

James is highly verbal, but he has poor communication skills. He doesn’t seem to
understand the use of personal space, he avoids eye contact, talks too long and too
loudly, and talks in great detail. His behavior escalates quickly related to anxiety when
his routine is changed. Students will be moving their desks around, dealing with lesson
materials, and collaborating with peers.
- Have the student not move their desk so they does not change their routine and
placement in class.
- Have between 1-2 of their peers that they are comfortable talking and being
around to stay with them to collaborate on the project/activity, which will also
help with their peers telling them to not talk as much and stay on task.
Technology Tools Utilized

- Complete Rhythm Trainer
o Learn to read, recognize, tap and write rhythms from simplest to most
advanced. Designed like a video game.
o https://drive.google.com/drive/folders/
1t2iUtrPquugGT5pJyNFTyftiPDmrkia?usp=drive_link
- YouTube for rhythm sticks or clapping
o Using for the anticipatory set to get students involved
o Examples of songs to use:
 https://www.youtube.com/watch?
v=yLD5NcaMDCE&ab_channel=Mr.Henry%27sMusicWorld
v=FYXwrEsB_fk&ab_channel=ElementaryMusicwithMr.Petersen
Varied and Multiple Assessments Provided

- Exit Tickets
1hncj6L7S0lCgOGXASHY2XA_5ua6aGV7U?usp=sharing
- Playing Rhythm Sticks or clapping with Song
o Examples of songs to use:
v=yLD5NcaMDCE&ab_channel=Mr.Henry%27sMusicWorld
v=FYXwrEsB_fk&ab_channel=ElementaryMusicwithMr.Petersen
- Complete Rhythm Trainer (App)
1t2iUtrPquugGT5pJyNFTyftiPDmrkia?usp=drive_link
- Rhythm notation comparison
o https://d.docs.live.net/c5b603d809169446/Desktop/EDUC%20300/
rhythm%20notation%20challenge.pdf

MLDP Lesson Plan Template

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Lesson Plan Template – “Backward Design” and “Gradual Release of Responsibility”

A. Pre-planning: Objectives and Purpose “TARGET”

“Teacher Cues” included here following targets:

Explanation of the Lesson (lesson summary from start to finish):

B. Assessment Plan – “Method”

Students interacting with new knowledge

B. Objective and Purpose (articulated to the student)

C. ME --- Instructional Input

“Skills Cues” included here:

Students practicing and deepening their understanding

Lesson Transition Procedure

F. TWO --- Guided Practice

Students generating and testing hypotheses

G. YOU --- Independent Practice

Lesson Transition Procedure

Big Nine Strategies

Multiple Intelligences Appealed To

Accommodations Made for SPED Students (From case study)

Technology Tools Utilized

Varied and Multiple Assessments Provided

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