Samantha McCloghry
April 28, 2015
Fuller Elementary School
Quarter note, eighth note, half note, quarter rest unit lesson
Grade level: 1st / 2nd grade
Objectives: Students will be able to …
Materials:
1. Sing a song after listening to it multiple times
2. Move with flow and a steady beat
3. Perform call and response patterns with quarter notes, eighth notes, and half
notes
4. Recognize each rhythm with its syllable (ta, ti-ti, ta-a)
5. Perform these rhythms on percussion instruments
6. Sing a song and identify different parts of out body
7. Follow teacher’s directions/movements for a dance

iPad with google slides

projector

hand drums

rhythm sticks

CD player

Dance CD

Rhythm read and play CD
Procedure:
1. Welcome students to class by reviewing our classroom rules
2. Teacher will have the students do as they do while moving in “flow” as they sing
“High High Hill”.
3. Teacher will perform call and response patterns with the students using ta, ti-ti, and
ta-a
4. Teacher will have the students do as they do while moving with a steady beat as
they sing a song.
5. Teacher will divide the class when they do call and response.
6. Teacher will divide the class into half flowing and half steady beat.
7. Teacher and students will discuss what kind of rhythms we were saying during this
activity and review how to represent them
8. Teacher will introduce instrument activity by asking a student to model how to sit
behind an instrument
9. Teacher will assign half of the students to the drums and half of the students to the
rhythm sticks
10. Teacher will pass out a paper with the rhythms on it
11. Teacher will have a volunteer say the first line with ta’s and ti-ti’s
12. Students will repeat this action until all parts have been learned
13. Teacher will review the drum part with the drum section
14. Teacher will review the rhythm stick part with the rhythm stick section
15. Teacher will play accompaniment cd, the first time play with the drums, the second
time the drums will continue but only the teacher will play the rhythm stick part
16. Teacher will repeat step 15 for the rhythm sticks.
17. Teacher will add accompaniment CD for both parts to play together.
18. Students will return paper to teacher and return instruments to their places.
19. Students will find their own personal place on the floor
20. Teacher will sing “Help me Wind my Ball of Wool,” point to a body part to wrap the
ball of wool around and do so while singing the song.
21. Students will raise their hands to share other body parts we can wrap the wool
around.
22. Teacher and students will review what body parts we wrapped the wool around at
the end of the song.
23. Students will make a standing circle
24. Teacher will instruct the first part of the dance (skip for 8 counts in a circle)
25. Teacher will play music for the dance and students will follow the teacher for the
rest of the song.
26. Teacher and students will have a meaningful discussion of class and decide on a
behavior grade
27. Students will line up at the door and teacher will decide on star performer
Assessment: After singing “High High Hill” and performing the call and response rhythms,
students will say the rhythms we used and how to say them using ta’s and ti-ti’s. They will then
perform these rhythms on the instruments. Students will discuss different body parts, and for the
dance, teacher will watch and see if the students can follow the motions.
Evaluation: Were the students able to sing the song after listening to it multiple times?
(not at all) 0 1
2
3
4
5 (completely understood concept)
Were the students able to move with flow and a steady beat?
(not at all) 0 1
2
3
4
5 (completely understood concept)
Could the students perform the call and response patterns?
(not at all) 0 1
2
3
4
5 (completely understood concept)
Could the students recognize the rhythms with their syllables?
(not at all) 0 1
2
3
4
5 (completely understood concept)
Could the students perform these rhythms on instruments?
(not at all) 0 1
2
3
4
5 (completely understood concept)
Were the students able to identify different parts of their bodies?
(not at all) 0 1
2
3
4
5 (completely understood concept)
Did the students follow the teacher’s directions and movements for the dance?
(not at all) 0 1
2
3
4
5 (completely understood concept)
NAfME Standards addressed:
1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, along and with others, a varied repertoire of music.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances