Lesson Plan Format

Topic
State Standards

ISTE Standards

Materials
Learning Objective

B
E
G
I
N
N
I
N
G

M
I
D
D
L
E

Beat and/or Rhythm

Grade 2 Standard 1.3 Respond to the beat or rhythm in
music by clapping, walking, running, skipping, galloping,
hopping, playing classroom instruments, or chanting.
ISTE Standard 6: Students demonstrate a sound
understanding of technology concepts, systems, and
operations. ISTE 6.d Transfer current knowledge to
learning of new technologies.

Smartboard, PowerPoint
Given a set tempo, the student will be able to
identify different rhythms and a steady pulse.

Prior Knowledge,
Bellwork, or
Pre-Lesson Work

5 minutes

Hook, Launch, or
Beginning of
Lesson

5-10 minutes

Class Discussion or
Whole Class
Instruction

Independent
Practice or Group
Work

Dr. Jessica Koch

Sidney Scott
Blake Loy
Cassie Arnold
Elementary
Music
Grade 2

20 minutes

10-15
minutes

Have a notecard in front of the

student's, have on the board when
they come in What is a Beat? have
them write their name and answer on
the card and turn it in.

https://youtu.be/jz6yP5r0e0A

Beat- to hit (a drum) repeatedly in order to

produce music or a signal. Show the class
different beats, have them mimic the beat
given.

There will be two groups of four and

the students will be creating their
own beats by making a beat, the
next person will then repeat the beat
and add to it their own beat this will
East Central University

continue until everyone in the group

has completed the task.
Differentiation: If a student is having
trouble I will change groups around so
that each person gets another
member to interact with.

E
N
D

Closure and
Summative
Assessment

5 minutes

The teacher will observe the groups

and assess each student's
participation.

*The time is merely a suggestion based on a 45-55 minute period of time (normally middle school and high school).
Elementary school schedule depends on the subject. ELA/Reading is normally no less than a 90 minute block of
time.

ADDITIONAL THINGS TO CONSIDER:

Classroom Management- We will have their name on a notecard already
broken into their group, during the video they will stand and do the dance
shown to them. Then they will listen to a short presentation over beat. Lastly
they will do the group activity and the teacher will be walking around
assessing them.
Student Learning Benefits- it is more interactive and helps students put
into perspective the beats they often hear.
Assessment(s)-Before do they know what a beat is? During- Participation
during the video, conclusion- observing them during the group activity.

Dr. Jessica Koch

East Central University