EdTPA

Lesson Plan Template

Content Area:

Candidate:

Date:

Music

Gillian Macchia

11/30/15

Grade Level:

Central Focus:

5th Grade

African Drumming Techniques and Counting Sixteenth

Notes

Pre-instructional Planning:
Students know the terms pie, pizza, and pepperoni and how many sounds go into a
beat with these words. Students also know how to play the drums.

Standards:
MU:Cr1.1.3b,MU:Cr1.1.2a

Common Core Standards:

ELA 1. Quote accurately from a text when explaining what the text says explicitly and
when drawing inferences from the text. 2. Determine the meaning of words and phrases
as they are used in a text, including figurative language such as metaphors and similes.
3. Know and apply grade-level phonics and word analysis skills in decoding words. 4. Read
with sufficient accuracy and fluency to support comprehension.

Learning Objectives (SWBAT):

Students will be able to recognize notes and label them as pies, pizzas, or
pepperonis with 100% accuracy by the end of the lesson. Students will also be able to
recognize the same notes and play them with proper drumming technique by the end of
the lesson.

Materials and Resources:

African drums

Technology (check all boxes that

apply)

Audio speakers
Video Recorder
Computer(s)
DVD Player
Projector
Interactive Whiteboard
Internet Connection
Printed Materials/Media:
Notation Worksheet

Learning Environment Preparation:

Students will be at chairs arranged in an arch with drums in front of them. I will be sitting
in front of them at the front of the room by the Smartboard.

Internet Resources:
N/A

Other:
N/A

Introduction:
Hello! I hope everyone had a great Thanksgiving. Since it has been some time since we
have last played the drums, lets review! I will review the two tones of the drums and how
to hit them. I will also review our three types of rhythms, pies, pizzas, and
pepperonis. I will speak patterns and have the students echo them in time verbally
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while patting the beats on our laps to keep a steady beat. We will then move to the drums
when the class successfully echoes the patterns and do the same exercise.

Procedure:
I will then move to the smartboard and introduce the idea that a pie is a quarter note
and a pizza is a set of two eighth notes. Since the students are already familiar with
quarter and eighth notes, I am starting with those. I will then have some four-beat
examples drawn on the board using quarter and eighth notes. We will go through the
examples one-by-one and state whether the beat is a pie or a pizza and then play
through the example. I will ask leading questions to help get the students to the correct
answer. After the students have success with this, I will introduce the look of sixteenth
notes and explain how these are pepperonis. I will then have the students repeat the
process of going through four-beat examples so we can play them as a class.
After, I will hand out a worksheet with blank four-beat measures for students to create
their own examples. They will write them and once they are done, they will practice
playing them. I will go around and help students one-on-one if they need help. I will pick
some students to come put their examples on the board and we can play them as a class.
We will then go around and each student will pick one of their examples to play and speak
and we will go around the arch in a drum circle type of setting and do a call and response
activity. This allows me to hear each student play individually and for students to show of
in front of the class. If time, we will repeat this activity and students can choose another
of their examples to play.

Academic Language: (Adolescence)

Quarter note, eighth note, sixteenth note, tone

Accommodations for Individual Differences: (i.e., exceptionalities, ethnic,

racial, gender, socioeconomic, language, learning styles, and religion)
For students who need accommodations, I will use different questions to guide everyone
to the correct answer. I will also play my drum when appropriate to help visual/aural
learners.

Closure:
Good job today! Who can remind me how we put the drums away? I will then call on
students to review the procedure of putting the drums away: no playing the drums, first
put the big drums away, then the medium drums, then the small drums. I will pick a
student to collect the worksheets while the drums are being put away with my help.
Students will then wait to be dismissed until after announcements and the room is put
back together.

Student Assessment:
Students will repeat patterns verbally or through the drum and allow me to assess the
class for understanding. Students will also play by themselves so I can informally assess
the individual. The worksheets will be collected at the end of class and I will be able to
see students individual work.

Your Evaluation of the Lesson: (Reflections after teaching the lesson)

Adapted from lesson plan template posted on Ohio Wesleyan University Department of
Education website: http://education.owu.edu/departmentForms.html

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