Sarah McMahon

Rhythm Handouts

2/27/15

Assessment

Grade: 2nd grade

Lesson: Composition with bell kits

Learning Goals
What Learners will:
Be able to do (behavioral): Students
will be able to play the written
rhythms with an 80% accuracy.
Understand (cognitive): Students will
understand that not every student can
play at the same level, so they must
adjust their piece to their own level of
musicianship.
Encounter (experiential): Students
will encounter different ways of
problem solving and self-assessment
through writing and playing chosen
notes.
Construct meaning (constructivist):
Students will connect the different
note names (quarter note, eight note)
and what where they get their name
from.

Focusing Question
In what ways (complete the
sentence): in what ways can we break
down music into smaller and smaller
notes?
Materials
Dollar bill
Quarters
Smart board
Bell Kits

Formative: Student will self-assess if

they can play a given rhythm steadily
with pitches that they assign to each
note value.
I will ask questions to students
individually and as a group about what
should and should not be within their
composition.
Summative: After students have had
time to complete their full worksheet,
they will come over to the piano,
either in small groups or individually
and play their piece along with chord
accompaniment.
Integrative: The teacher will make
notes in her student teaching binder.
In this binder the teacher will record
and document personal thoughts,
reflections, and student comments.
The teacher will adjust and remediate
the plan as appropriate.
Process
Partner: (Honor their world by
beginning with an experience students
bring to the classroom. Include time
for students to collaborate and
respond through sharing and
discussion.):
Why is a quarter note called a
quarter note?

Start by showing a dollar bill

Then bring up 4 quarters.
o These also have the
sound quarta in the
beginning of the word.
o Are there any other words
that you know that start
with quar
Quartet (4 players
in a group)

Quarterback
(football is divided
into 4 parts when
played)
To quarter
something (divide
into 4 parts)
The money (4 to a
dollar)
Quarterly
statements (1/4th
of a fiscal year)
Have each student try to guess
why we call the quarter not a
quarter note.
o Because of football?
o Because of a quartet?
o What do these things
have in common?
o The number 4.
The beginning quarta means
four.
o Demonstrate that there
are 4 quarter notes in a
whole note.
Draw them next to
or on top of the
dollar and 4
quarters for a good
reference.
Have students understand why
an 8th note is called what its
called and why a half note is
called what its called as well.

Present: (Sequence the lesson steps.

Take the learning from their world to
the world of the classroom. Present
the information and allow time for
students to practice and respond.
Engage critical thinking, problem
posing, and problem solving.):

Have students look at the paper

in front of them.
o What kind of notes do
you see on this page?
o Think, Pair, Share.

Students may work

with people near
them.
After students have thought
about what notes there are on
this rhythm worksheet have
them speak and point to each
block of rhythm.
o Make sure to address that
the notes are actually
called quarter and eights
notes, we just say ta and
ti ti.

Personalize: (Make the learning

personal to the students. Provide
opportunities for students to create
and be musicians. Encourage original
thinking and innovation.):

Have students start using bell

kits with a pre-written rhythm.
o One note per line on the
worksheet.
o Demonstrate the first
square of rhythm to them
on the smart board so
they understand the
rules.
Work from the
easiest (all one
note) to the
hardest (all
different notes).
Model playing and
writing.
o Remind students that
they should be switching
back and forth between
writing and playing.
o Work with students one
on one while the class
continues to work.

Perform: (Communicate and share

the new learning as students perform

through concert presentation,

demonstration, or exhibition.):

Have students play their piece

together with correct chords on
the piano.