OTTAWA UNIVERSITY

TEACHER EDUCATION DEPARTMENT

LESSON PLAN OUTLINE
Name: Cami Jaworski
Date: 3/25/16
School: Highland Junior High
Title:
Unit Goal:

Grade Level: 7-8

Approximate length of time: 40 minutes
Subject: 7th and 8th Grade Band

Clapping, Tapping and Counting

To teach a rhythm reading practice tool.

STANDARD, BENCHMARK, INDICATOR(S):

WHAT IS (ARE) THE LEARNING OBJECTIVE(S) FOR THIS LESSON?
The student will be able to recognize and read rhythm notation efficiently and with ease.
HOW WILL YOU ASSESS STUDENT LEARNING?
The students will be assessed Formatively and Summatively through the implementation of a
game to teach the concept and pre-and post tests for further assessment.
A ledger of progress will be kept of the students progress- Scores on White Board
Formal Assessment Examples:
Both a pre-test and post-test will be given to show growth., (Rhythm Cat)
Informal Assessment Examples: Game participation will show student growth.
WHAT MATERIALS, EQUIPMENT, AND RESOURCES ARE NECESSARY TO TEACH THIS
LESSON?
White board, markers and eraser
Pre-test & Post-test using Rhythm Cat App
2 Metronomes
Rhythm Cat App
Rhythm notation flash cards
This is a lesson plan that I have developed over years of teaching.
WHAT ADAPTATIONS AND MODIFICATIONS WILL BE CONSIDERED?
Some students may have motor skill issues. Simplifying for those students by cutting out some of
the more difficult rhythms should be appropriate.
WHAT EVIDENCE-BASED INSTRUCTIONAL STRATEGIES WILL BE USED?
Clapping, tapping and counting proves that students understand the lesson.
WHAT QUESTIONS NEED TO BE CONSIDERED DURING THE LESSON?
What pre-requisite skills and/or knowledge are required for this lesson?
Knowing about subdivision will save much time in the lesson.
How will you check for understanding throughout this lesson?
Occurs immediately following presentation of new information, during guided practice,
before and during independent practice, and during wrap up.
individual response will be the main way that the student will be assessed in this lesson.

Rev 11-2-07

From here on, write as if you are talking to the children/students.

FOCUSING EVENT (BASED ON THE PRE-REQUISITE SKILLS AND/OR KNOWLEDGE)
Use Rhythm Cat level 3-15 and have one of the students give it a try. The point is to make it so
difficult they will certainly fail. Then have each student take a turn (30 seconds each) at Tenuto to test
their baseline skills
PURPOSE (THE WHY OF THE LESSON)
Sometimes, as musicians, we are all called on to do a gig and have to be able to read and count
the music perfectly on the spot sight reading at the gig for the first time. Reading Rhythms is just as
important as reading notes. Sometimes it is more important than getting the notes right. Getting a
rhythm wrong can make it so that you are hopelessly lost in your music.
DELIVERY OF INFORMATION
As you can see from taking the pre-test, some of you already know how to read your rhythms very
well, some of you may not know how to read them at all. The important thing to understand is
that it DOES NOT MATTER where you start today. By the end of the lesson, you will know much
more! That is what is important. Even the students that think they can count perfectly will be
surprised at how much more proficiently they will be able to read and count rhythms.
Today we will use flash cards to make rhythmic patterns which we can work on our counting
skills with. We will also use an app called Rhythm Cat.
There will be a final post-test. This will be graded as class participation.
MODELING/DEMONSTRATION/SKILL CUES
Show the students how clapping, tapping and counting is done.
Also show them how the Rhythm cat game is played.
GUIDED PRACTICE
Break the group up in to two groups. Two students use Rhythm Cat switching off turns on their
own while the other group will stay with me and clap and count rhythms.
INDEPENDENT PRACTICE/EXTENSIONS AND REFINEMENTS
The same Rhythm Cat game as the beginning (Level 3-15) will be passed around to retest the
students from the initial pre-test. The goal is to see if there is marked improvement. They should be able
to have complete the test faster and with complete accuracy.
CLOSURE/WRAP-UP (ENDING THE LESSON)
Its interesting to note that playing all the right notes is not necessarily as important as playing
all the correct rhythms in time. One wrong note will not throw off an entire section of the band.
It shouldnt throw anyone off, but one misplaced rhythm, and the entire piece of music can tear at
the seams. Practicing rhythm is often neglected by the average student. Dont be average. Be
exceptional.

Rev 11-2-07

Summary
In this lesson, students will be able to learn to listen to a rhythm and write it down. This
is completely different than looking at rhythmic notation and being able to play it. It is more
difficult. Students often struggle with this a great deal, but when they have learned to do it, they
are much more fluent in reading rhythmic notation.
In a way this is like being able to spell a word backwards and forwards. It shows
complete proficiency. After being able to do this, the students develop a listening ear. They
automatically feel music in what we call subdivisions, which means that their musicality will
increase because they will no longer rush or drag while playing. Instead, they will be able to feel
a pulse and play precisely in time with all of the other musicians in the band.

Rev 11-2-07