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Class: General Music Grade: 5th Grade Date: February 7 2017 Time: 10:45 - 11:25
Central Focus:
The students will use their knowledge of standard musical notation and prior knowledge of
music to create and present a composition using elements that they have learned in class. They
will write out the Winslow-Dallin Counting System below their compositions.
National Standards:
Creating
MU:Cr1.1.5b
Generate musical ideas (such as rhythms, melodies, and accompaniment patterns) within
specific related tonalities, meters, and simple chord changes.
MU:Cr2.1.5b Use standard and/or iconic notation and/or recording technology to document
personal rhythmic, melodic, and two-chord harmonic musical ideas.
MU:Cr3.1.5a
Evaluate, refine, and document revisions to personal music, applying teacher- provided and
collaboratively- developed criteria and feedback, and explain rationale for changes.
Prior Academic Knowledge & Conceptions: The students have prior knowledge of music
notation and symbols. They have a basic understanding of how to count quarter notes, quarter
rest, eighth notes, eighth rest, and sixteenth notes by using the Winslow-Dallin Counting
System. They also understand that a quarter note receives a full beat however they do not
understand that the time signature identifies what note value receives the beat.
Common Errors & Misconceptions: Student may incorrectly notate some of the symbols used
for rhythm. This may include forgetting to fill in the note head for a quarter note or note showing
the correct amount of beams for an eighth note or a sixteenth note. Students may also
inaccurately rewrite their rhythm that gives the beat to a quarter note to giving the beat to the
half note. Students may also mix up writing a rhythm for a time signature that gives the beat to
the half note with a time signature that gives the beat to the quarter note.
Essential Questions:
How do we create rhythm with three, four, and five beats in a measure?
How do we know if we have a rhythm that makes one beat?
How do we create a full beat if the time signature or meter has a four or a two on the
bottom?
Accommodations for-
504/IEPs- There are no students with IEPs or a 504.
Special Learners-
Students that are not exposed to music outside of the classroom will be paired with a student
that is. This way the student with more experience will be able to assist the student that is not as
exposed to music. I will be able to walk around the room and assist groups or individuals that
are having trouble.
Language Function:
Apply the concept of rhythm and what makes a beat for a given time signature..
Creating rhythm with the right amount of beats in a given measure.
Assessments Used:
Informal-
1a: This question will let me know if they have the knowledge of what notes go into a beat when
the time signature has a four on the bottom.. However, their answer does not tell me that they
understand the function of a time signature.
1c: This will test the students knowledge of being able to count out a beat without using boxes
that have been assisting them in the past.
Closure: I will be able to see how each student can write out a beat for the new time signature.
This will also provide me the opportunity to see how well they are able to count since they will
have to put their rhythm on a certain beat.
Formal-
2b: Each student will have their own worksheet to fill out. This way I can see how each student
is notating their rhythms. There is also a section on the bottom that allows me to assess how the
students are doing with counting the different rhythms that they are creating. The students also
have an opportunity to create their rhythm and circle each beat that they create. I will be able to
see if the students understand what notes create a beat and how many beats will go in a
measure according to the time signature that they are given.
1
McLeod, S. (2011). Bandura - Social Learning Theory. Retrieved February 3, 2017, from
http://www.simplypsychology.org/bandura.html
Name: ________________________________ Class: ________________
Rewrite the rhythm on the left for the new time signature on the right while counting out the
rhythm for both measures. Make sure you have the right amount of beats per
measure and that the notes you have are enough to complete a full beat.
1)
2)
3)
Name: ________________________________ Class: ________________
below.
Write your own composition bellow. Box each beat that you write. Each measure should have
four boxes. When you finish count your rhythm on the bottom!!