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