LESSON PLAN TEMPLATE

Date December 3​rd Lesson Title Rhythm around the World Grade Level
2018
1
Time in Lesson Subject Lesson #
30mins Music
Developed by
Andra Slavik

IDENTIFY DESIRED RESULTS

Learner Outcomes from the Program of Studies
What are the ​SPECIFIC​ outcomes to be addressed in this lesson?

General Outcomes:
B.1 awareness and appreciation of a variety of music, including music of the many cultures represented in Canada.
Rhythm
C.2
1. Music may move to a steady beat.
2. Music may move evenly or unevenly.
3. Music is made up of long sounds, short sounds and silences.
4. There are strong and weak beats in music.
5. Long sounds, short sounds and silences may be grouped to form
rhythm patterns. Ta, ti–ti, rest
6. Rhythm patterns can accompany melody.

Objective in student-friendly language Assessment Strategies

What will students understand/experience/appreciate as a result of this What will I accept as evidence of learning/development? Have I employed
lesson? formative assessment? Do I make use of prior assessments in this lesson?

By the end of this lesson students will…

I will look for…
See examples of rhythm from Indigenous communities and explore 1. Participation (singing, instruments and taking direction)
rhythmic patterns through drums, orffs, piano and thundersticks. 2. Following along to a rhythmic beat through action.
3. Following a melody and rhythm at the same time.
Adapted from Wiggins, Grant & J. McTighe (1998)
 Resources Personalization/Differentiation
What materials/resources/technology will be required? How will you attend to the needs of ALL learners in this lesson?

There will be certain kids on the instruments that I have seen them
We will rock you chords excel in, like bass, the orffs and ukulele.
https://www.youtube.com/watch?v=jwLg6obGf3M
Some students may be moved to drawing and ask to show a
Johnny Clegg representation of the music we are doing through art.
https://www.youtube.com/watch?v=9zv0iogsjHU

A Tribe called Red

https://www.youtube.com/watch?v=eAEmjW9J3_o

Indian City
https://www.youtube.com/watch?v=t-4XlYv-gbs

Stomp!
https://www.youtube.com/watch?v=US7c9ASVfNc&t=75s

LESSON PLAN SEQUENCE

Introduction
How will you ​ACTIVATE​ prior knowledge and E​ NGAGE​ them in the lesson and how does this lesson connect to prior lessons?

Through the Indigenizing framework of Representation, we will explore contemporary examples of Indigenizing music and how A Tribe Called
Red use electronic, Latin American and Indigenous influences to create music that represents elements of aboriginal culture in a more public
space. This was created in order to have representation of Indigenous people in urban centres. Start each class with
https://www.youtube.com/watch?v=t-4XlYv-gbs&list=RDt-4XlYv-gbs&index=1

Learning/Activity Sequence
How will students ​ENGAGE​, ​EXPLORE, EXPLAIN, ELABORATE​, and/or ​EVALUATE​ their understandings of the outcomes.

Adapted from Wiggins, Grant & J. McTighe (1998)

What is the TEACHER doing? What is your plan for the body of What are the STUDENTS doing? How are they engaged while
Approx. time
the lesson? What steps are taken during the lesson? you are teaching the lesson?

Quon​: Watch the Video, what rhythms are familiar to you, and
which ones are not? What do you notice about the video who
does this video represent? Talk about how this is an band
who has members from the Indigenous community and use
elements of Indigenous music and culture in their electronic
music, talk about if they have ever heard/ seen this before.
Students are engaged with rhythm and showing the teacher 30mins
how they can clap a rhythm. Student's are making informed
observations of musical concepts with teacher acting as an
enabling adult in hopes of building musical literacy.

Then move to instruments and have half of the drum section

beat a 4 count beat and have the other half beat a 1 2 stomp in
order to show the phantom beat in the measure. Then have
the kids do the 12 stomp pattern and yell 4 when it hits. (both
melody and rhythm)
Finish with Stomp
https://www.youtube.com/watch?v=US7c9ASVfNc&t=75s
​Wideman​: Watch the Video, what rhythms are familiar to Students are engaged with rhythm and showing the teacher 30mins
you, and which ones are not? What do you notice about the how they can clap a rhythm. Student's are making informed
video who does this video represent? Talk about how this is observations of musical concepts with teacher acting as an
an band who has members from the Indigenous community enabling adult in hopes of building musical literacy.
and use elements of Indigenous music and culture in their
electronic music, talk about if they have ever heard/ seen this
before.

Then move to instruments and have half of the drum section

beat a 4 count beat and have the other half beat a 1 2 stomp in
order to show the phantom beat in the measure. Then have
the kids do the 12 stomp pattern and yell 4 when it hits. (both
melody and rhythm)
Finish with Stomp
https://www.youtube.com/watch?v=US7c9ASVfNc&t=75s
Mielke​:Watch the Video, what rhythms are familiar to you, Students are engaged with rhythm and showing the teacher 30 mins
and which ones are not? What do you notice about the video how they can clap a rhythm. Student's are making informed
who does this video represent? Talk about how this is an observations of musical concepts with teacher acting as an
band who has members from the Indigenous community and enabling adult in hopes of building musical literacy.
use elements of Indigenous music and culture in their
Adapted from Wiggins, Grant & J. McTighe (1998)
electronic music, talk about if they have ever heard/ seen this
before.

Then move to instruments and have half of the drum section

beat a 4 count beat and have the other half beat a 1 2 stomp in
order to show the phantom beat in the measure. Then have
the kids do the 12 stomp pattern and yell 4 when it hits. (both
melody and rhythm)
Finish with Stomp
https://www.youtube.com/watch?v=US7c9ASVfNc&t=75s
Frolich​:Watch the Video, what rhythms are familiar to you, Students are engaged with rhythm and showing the teacher 30mins
and which ones are not? What do you notice about the video how they can clap a rhythm​.​Student's are making informed
who does this video represent? Talk about how this is an observations of musical concepts with teacher acting as an
band who has members from the Indigenous community and enabling adult in hopes of building musical literacy.
use elements of Indigenous music and culture in their
electronic music, talk about if they have ever heard/ seen this
before.

Have student's warm their voices up with bumble bee and

bubblegum in order to get ready for Do Re Mi and then teach
them the song line by line with actions as well. After having
gone over that twice (if time permits) get the kids on the
thunder sticks for we will rock you.

Conclusion
How will you ensure students walk away with a sense of understanding the ​PURPOSE ​of the lesson and its ​IMPORTANCE​ to their learning?

I will remind students that what they are learning in class is worth their time because if you understand small concepts of music, such as
rhythm and beat, you are able to perform complex pieces of music from a variety of backgrounds and genres. I also want student's to take away
the importance of music in communities, and how it can shape identity through providing representation as seen through A Tribe Called Red.

Adapted from Wiggins, Grant & J. McTighe (1998)

PRE-SERVICE TEACHER SELF-REFLECTION
● How do you feel your students experienced this lesson?
● How were they able to make explicit and self-evaluate their growing understanding, skills and/or knowledge?
● How did you employ formative assessment for/of/as learning?
● Were you successful in reaching all students? How do you know? How did you accommodate for diverse learners and those
requiring accommodations?
● Were there opportunities to address Indigenous, multicultural and interdisciplinary activities and knowledge?
● What went well and what needs refinement? What might you do differently next time?

Adapted from Wiggins, Grant & J. McTighe (1998)