Lesson Plan Template Name: Robert Botwinski Content Area: Music (Band) Course/Grade Level: Grades 9-12 Lesson Focus/Topic: Compound Meter (6/8 Time Signature) Essential Question(s): How do you count rhythms in 6/8 time? Materials and Resources Required**: Teacher: White board/markers, Rhythm packet Student: Rhythm packet, pencil Lesson Instructional Objectives (concrete, conceptual, application, critical) Students will… Lesson Assessments for each objective (formative & summative) 1. Question/Answer 1. Identify/Define compound meter 2. Students will perform (clap) Exercise 12 2. Count and clap Exercise 13 at 90% while teacher aurally and visually observes proficiency and assesses. Etc. Etc. 26.B.4c – Apply skills and knowledge necessary to create and perform in one or more of the arts Standards Addressed (Label and copy) Texts Used in Lesson Academic Language Considerations *Phase 1: Activating and Connecting *Phase 2: Monitoring and Checking Rhythm Packet pages 12-13 (beginning of unit 2 – Exercises 1214) Vocabulary: Time signature, Simple vs. Compound, 3/8 6/8 7/8 9/8 12/8 Time signatures, eighth note, beat, pulse Write two rhythms on the board (WITHOUT writing the time signature). One rhythm should be in simple meter (4/4) and the other should be in compound meter (6/8). Ask the students what the differences are. This should lead into a conversation about compound meter and will connect to the previous lesson where simple meter was used. Ask the students what they know about compound meter. After having them brainstorm with their own ideas, give them the definition: “Compound meter is any meter in which the beats are divided into THREE subdivisions, whereas in simple meters, the beats are divided into TWO subdivisions. After a discussion on this, ask the class to define compound meter, and name one compound meter and one simple meter (Learning Objective #1) Tell students “repeat after me”, then clap the first two measures of Exercise 13 with a slight accent on subdivisions 1 and 4. Have the class echo. (Class should not be looking at the packet) Then clap the next two measures. Class echoes again. Then clap all four measures together and have the class echo again. Now, have the students open the packet to Exercise 13 and explain that they just clapped the first 4 measures of this exercise. Write these measures on the board and fill in the countings. Explain the purpose of the beaming of the notes (help students understand the syntax and musical notation). Then, have the students count while clapping these measures again.**** Next, write the next 4 measures on the board. Have a student come up and attempt to write in the countings on their own while the rest of the students try it out in their packets. Ask the class if the student did it correctly. If not, guide the class to fix the issues. If the student wrote the countings correctly (or once the issues have been resolved, have the class count and clap these measures. Finally, have the class count and clap all 8 measures. Observe, Analyze, and Assess (OAA) for Rhythmic accuracy. (Learning Objective #2) ****During this activity, students should be writing in the countings in their packet even though the teacher is writing them on the board *Phase 3: Consolidating and Reconnecting *Phase 4: Extending and Reflecting Help the students create a concept map to solidify knowledge of Compound vs. Simple meter. See the following page for the end result of the concept map that should be created. Discuss with the students that knowledge learned in this lesson can be applied to many different band pieces that they will experience. *Annotate the phases of instruction to demonstrate integration of UDL by principle, guideline & checkpoint. **Include all materials and resources to be used with the lesson. Literacy Strategy: CONCEPT MAP (Solidifying Knowledge) Definition: Examples: 2/4, 3/4, 4/4 Beats divided into 2 Subdivisions Simple METER Compound Definition: Beats are divided into 3 subdivisions Examples: 3/8, 6/8, 9/8, 12/8