Name: Sara Elmer Date: 11/30/10 Grade: 7th Objectives:

Duration: 44 minutes Standard(s) Addressed: National Standards - 5a, 6c

Cognitive (What students will understand): Students will understand how the difference of each time value is used in this lesson. Behavioral (What students will be able to do): Students will be able to identify simple rhythms using rhythm cards in the provided listening examples. Materials: Computer (to play the soundtracks on) Soundtracks of In the Hall of the Mountain King by Grieg, Symphony No. 1 in D Major, III movement by Mahler, Symphony No. 94, II movement by Haydn, and Symphony No. 9, IV movement by Beethoven Posters Rhythm cards Rhythm grids

Sequence: 1. Have the students share with a classmate what he or she ate for Thanksgiving and what was his or her favorite thing. 2. Have the students stand up and copy me by keeping the beat with their feet. Point out that each step is one beat. 3. Keep the beat with my feet and clap the quarter note/say pie. Have the students copy me. (Note: take a breath right before as a cue to the students for them to repeat.) 4. Repeat step 3 and 4 for the eighth notes. Monitor the students during this step and do not move to the next time value until the students have the current one. 5. Guide the students into noticing that the quarter note is one beat and that the eighth notes fit into one beat. (2 min.) 6. Still keep the beat with my feet and clap and hold the half note/say food. Have the students copy me. 7. Point out that this is held longer than the quarter note. Ask the students how many steps did it take for this. 8. Once the students have gotten the half note move onto the dotted quarter note with the eighth note rhythm. 9. Ask the students what was different here. Ask the students how many beats there were. Ask the students what are the names for each of these time values. (5 min.) 10. Keep the beat with my feet still. Have the students clap what poster I point to. 11. After doing this a few times, ask if a student wants to be the leader and do what I just did. 12. Have two or three students do this. (About 9 min.) 13. Have the students sit down for the next part.

14. Clap a rhythm (which has already been planned) and have the students repeat it. Repeat the rhythm until the students have clapped the correct rhythm. 15. Ask the students which rhythm on the board was the one that they just clapped. Do this in a voting style with raising their hands for the letter that they think is the correct rhythm. How many of the students think it is A, etc. 16. Repeat steps 14 and 15 for three more rhythms. (About 17 min.) 17. Repeat step 14 but this time have the students tell me what rhythm cards I need to put on the board for that rhythm that they just clapped. 18. Repeat step 17 again for another rhythm. (About 22 min.) 19. Count the students off by 5s. Have the 1s in one group, 2s in another group, etc. 20. Hand out the rhythm grids and rhythm cards. 21. Play the first example - In the Hall of the Mountain King. Have the students first listen to it for the kinds of instruments that are playing. Guide the students into realizing that a set of instruments are keeping the beat and another set of instruments are playing the theme and then it switches back and forth. 22. Play this example again, but have the students tap the beat. 23. Once the students have the beat, play the example from the beginning again and have the students tap the rhythm. Monitor the students to see if they are tapping the rhythm and not just the beat. 24. Once they have the right rhythm, have the students in their groups use the rhythm cards to create four measures on their paper grid of the rhythm that they tapped. 25. Repeat step 21 through 24 for Symphony No. 1 in D Major, III movement by Mahler, Symphony No. 94, II movement by Haydn, and Symphony No. 9, IV movement by Beethoven. (About 42 min.) 26. Have the students show with their fingers how many quarter notes fit into one beat, how many quarter rests fit into one beat, how many eighth notes fit into one beat. Then have the students show with their fingers how many beats are for the half note and how many beats does the dotted quarter and eighth note add up to. (About 44 min.) Extension: Have the students in their groups create a composition using the rhythm cards and the rhythm grids. After they have created a composition, have the students experiment with found sounds to use with this composition for a possible performance if time allows. Assessment: Assess throughout the lesson while students are clapping time values, beats, and rhythms. Also assess whether the groups have the correct notation for each example.