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16th Note Rhythm Lesson Plan

Grade Level: 4
Objective(s):
Students will be able to accurately sing Tideo without the aid of the teacher.
Students will be able to identify different rhythms in Tideo.
Students will be able to accurately perform Tideo with movements.
Students will be able to compose and perform their own piece featuring the 16th note rhythm.
Students will be able to provide feedback to one another about their compositions.
Board objective: Read, create and perform ti-ri-ti-ri.
Materials:

Tideo rhythm cards

White board, marker

Index cards

Pencils

Procedure:
1. Teacher will gather students seated audience style on the ground and introduce the schedule
for the day: Today we will be learning a new song, rhythm and then composing our own
songs.
2. Rote teach Tideo pg. 388 The Musical Classroom
3. Teach movements to Tideo

[Modify movements if necessary for some students]

a. Pass= clap
b. Tideo= snap
c. Jingle at the window= pat
d. Jinglin, jinglin, jinglin, jinglin joe = pound fists
4. Sing song through with movements
5. Rhythm notation of song: [Pair up strong/weak student if necessary]
a. Hand out index cards (1 to each student)
b. Begin with example first measure
c. Clap rhythm of the next measure, ask students who thinks they might have the next
rhythm
d. Have them come place the rhythm up on the board
e. Follow this procedure for the rest of the song

6. Focus in on the 16th note rhythm- ti-ri-ti-ri, introduce


a. Relate to other rhythms- stress that ti-ri-ti-ri is a fast beat that still equals 1 beat.
7. Composition Project:

[Pair up strong/weak student if necessary]

a. Directions: You will be given 4 index cards, each representing 1 measure of 4/4 time.
You need to include at least 4 ti-ri-ti-ris (they all do not have to be on the same card
and you can use more). Each card must be different.
b. When you are done you will share your cards with a partner- check each others
work, make sure there are 4 beats on every card.
c. Then with your partner organize your cards into a piece and practice performing the
piece together.
d. Have them chose 2 non-pitched percussion instruments to perform their composition
on.
8. Once everyone has partnered and practiced have them share their compositions with the
class.
a. Have one group count how many ti-ri-ti-ris were used (there should be at least 8)
b. Have one group listen for timing.
c. Have one group listen for balance- can both performers be heard equally?
d. Share comments at the end of the performance- 1 star/ 1 wish (stars for ti-ri-ti-ris,
timing, balance; wish for one suggestion)
9. Conclusion: names on your index cards and hand in. Next class we will be adding pitches to
our pieces and performing them on instruments.
Assessment:
Teacher will visually observe and listen for accuracy during the performance of Tideo. (group
assessment)
Teacher will visually observe students ability to identify rhythms in Tideo. (individual
assessment)
Teacher will observe students in the composition process and check understanding (individual
assessment).
Teacher will observe students in performance of compositions for accuracy and 16th note rhythm
(group assessment).
Teacher will visually observe each student for participation and constructive feedback to others.
(individual assessment)

Evaluation:
Component

Novice

Competent

Mastery

Tideo Performance

Student struggles with


steady tempo, pitch or
rhythm

Student performs with


relatively steady tempo,
pitch and rhythm

Student performs with a


steady tempo, pitch and
rhythm

Student struggles with


identify rhythmic
phrases

Student identifies
rhythmic phrases with
few errors

Student identifies
rhythmic phrases with
no errors

Student struggles with


creation of their own
rhythms

Student has few errors


in creating their own
rhythm

Student has no errors in


creating their own
rhythm

Student struggles with


steady tempo, rhythm
and performing with
another student

Student performs with


relatively steady tempo,
rhythm and performing
with another student

Student performs with a


steady tempo, rhythm
and performing with
another student

Student did not give


relevant feedback (star
or wish) to fellow
classmates

Student gave relevant


feedback (star or wish)
to fellow students

Student gave
meaningful feedback to
fellow students showing
thoughtfulness and
attentiveness during
performances

(1)
Tideo Rhythm Notation
(1,5)
Rhythm Composition
(4,5)
Rhythm Composition
Performance
(2)
Musical Analysis
(6)

NAfME National Standards addressed:


1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire of music.
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
CCSS Standards addressed:
SL.4.1: Comprehension and Collaboration: Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on
others ideas and expressing their own clearly.