Scribd Logo
Upload

Welcome to Scribd!

  • 69 views

    Week 3: Lesson Plan 3 (Note Values, Time Signatures & Railway Rhythm)

    Uploaded by

    api-357321063
    This lesson plan focuses on teaching year 7 students about rhythm and note values over 76 minutes. Students will learn about recognizing note shapes and values, time signatures, and composing rhythms. They will learn to identify the pulse and beat of music, count rhythms in different time signatures, and write rhythms using correct note values. Assessment will include identifying musical names and a composition task. Students will engage with listening activities, group work, and performance to reinforce these concepts through higher-order thinking and an inclusive learning environment.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Week 3: Lesson Plan 3 (Note Values, Time Signatures & Railway Rhythm)

    Uploaded by

    api-357321063
    69 views6 pages
    This lesson plan focuses on teaching year 7 students about rhythm and note values over 76 minutes. Students will learn about recognizing note shapes and values, time signatures, and composing rhythms. They will learn to identify the pulse and beat of music, count rhythms in different time signatures, and write rhythms using correct note values. Assessment will include identifying musical names and a composition task. Students will engage with listening activities, group work, and performance to reinforce these concepts through higher-order thinking and an inclusive learning environment.

    Original Title

    12

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This lesson plan focuses on teaching year 7 students about rhythm and note values over 76 minutes. Students will learn about recognizing note shapes and values, time signatures, and composing rhythms. They will learn to identify the pulse and beat of music, count rhythms in different time signatures, and write rhythms using correct note values. Assessment will include identifying musical names and a composition task. Students will engage with listening activities, group work, and performance to reinforce these concepts through higher-order thinking and an inclusive learning environment.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    69 views6 pages

    Week 3: Lesson Plan 3 (Note Values, Time Signatures & Railway Rhythm)

    Uploaded by

    api-357321063
    This lesson plan focuses on teaching year 7 students about rhythm and note values over 76 minutes. Students will learn about recognizing note shapes and values, time signatures, and composing rhythms. They will learn to identify the pulse and beat of music, count rhythms in different time signatures, and write rhythms using correct note values. Assessment will include identifying musical names and a composition task. Students will engage with listening activities, group work, and performance to reinforce these concepts through higher-order thinking and an inclusive learning environment.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 6

    Week 3: Lesson Plan 3 (Note Values, Time Signatures & Railway

    Rhythm)

    Topic area: Rhythm Stage of Learner: Year 7 Syllabus Pages:


    Matters
    Date: 12.10.17 Location Booked: HF3 Lesson Number: 3/6

    Time: 76 minutes Total Number of Printing/preparation


    students: 18

    Outcomes Assessment Students learn Students learn to


    about
    Syllabus Lesson assessment
 Recognising the shapes, Identify the pulse, beat and time
    outcomes Literacy – Correct names and values of signature of a variety of different
    4.1, 4.3, 4.7, musical names for some basic musical music.

    4.8, 4.9. note durations. 
 notes. 
 Count appropriately to the beat of
    Numeracy – Lesson Recognise aurally and the music in duple, triple and
    Life Skills links in with respond to the quadruple time. 

    outcom previous work on characteristics of Write out rhythms using correct
    es rhythms and beats marches and waltzes.
 note values.

    in particular note Learn about the Compose and perform own rhythm
    duration. importance of the using correct note values, time
    rhythm within words. signature and produce this through
    graphic notation.

    Cross Curriculum themes & Explicit subject specific concepts and skills
    General capabilities

    Quality Teaching Elements (lesson focus) Highlight the appropriate areas


    Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order
    This refers to pedagogy focused on producing deep 1.2 Deep thinking
    understanding of important, substantive concepts, skills understanding 1.5 Metalanguage
    and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
    that requires active construction and requires students to knowledge communication
    engage in higher-order thinking and to communicate
    substantively about what they are learning.

    Quality Learning Environment 2.1 Explicit quality 2.4 Social Support


    This refers to pedagogy that creates classrooms where criteria 2.5 Students’ self-
    students and teachers work productively in an 2.2 Engagement regulation
    environment clearly focused on learning. Such pedagogy 2.3 High 2.6 Student direction
    sets high and explicit expectations and develops positive Expectations
    relationships between teacher and students and among
    students.

    Significance 3.1 Background 3.4 Inclusivity


    This refers to pedagogy that helps make learning more knowledge 3.5 Connectedness
    meaningful and important to students. Such pedagogy 3.2 Cultural 3.6 Narrative
    draws clear connections with students’ prior knowledge knowledge
    and identities, with contexts outside of the classroom, 3.3 Knowledge
    and with multiple ways of knowing all cultural integration
    perspective.

    How the quality teaching elements you have identified are achieved within
    the lesson.
    Teaching Indicators of presence in the lesson
    element
    1.4: Higher Through implementation of multiple high thinking activities that draw a
    Order high focus rate to note values and mathematical equations.
    Thinking
    2.2: A lot of engagement throughout the lesson with group activities,
    Engagement performance expectations and games incorporating metalanguage being
    “note values”.
    3.4:Inclusivi This is expressed through the amount of collaboration and group work
    ty throughout this lesson.
    

    Tim Teaching and learning actions Organisation Centr
    e ed
    T/S
    5 Two lines outside the classroom.
 Teacher: Enforce classroom T
    Instruct students of expectations.
 expectations, DIN
    Books out complete the do it now, while teacher
    marks roll.
 Student: 2 Lines, Books out
    
 and complete DIN
    Lesson Objectives:

    - Recap on Pulse, Beat and Note Values.
 Resources: Whiteboard,
    - Introduction to Time Signatures
 Sentral
    - Listening Activity
    - Rhythms of a Railway

    

    DIN: Demonstrate an illustrative example of
    pulse and beat in your book.

    10 Ask the DIN question to the class and write Teacher: Explain DIN get T/S
    student examples of pulse and beat on the student answers. Recap on
    board. 
 Note values using Whiteboard
    

    Recap on Note Values. Draw a semibreve, Student: Provide answers for
    minim, Crochet, Quaver on the board add the DIN and fill out note value
    equivalent rests and question student’s table into books.
    knowledge on names and length of the note
    values. 
 Resources: whiteboard
    

    **Show & Tell – Metronome

    (Relevance keeps the beat steady with the set
    tempo)

    15 Time Signatures
 Teacher: Show students how to T/S


    Go through a quick demonstration on the board read time signature.
    of simple time signatures and provide musical Demonstrate simple time
    examples. 
 signatures = 2/4,3/4,4/4 using
    2/4 = March 
 song example. Create multiple
    ¾ = Waltz (Swan Lake Waltz - Tchaikovsky
 examples of time signatures
    4/4 = (Cups – Anna Kendrick) 
 for students to problem solve.
    
 Allow 2 for advanced students
    Demonstrate for students how to read time focus these examples on
    signatures compound time signature. 

    Top Line = How many beats per bar. 
 ** Highlight importance of bar
    Bottom Line = What kind of beats. 
 line, bars and time signature
    
 markings.
    Teacher will then create multiple examples of
    simple time signature on the board for students Student: Learn about time
    to figure out in their books. “Check student signature simple and
    understanding of bar, bar line and where time compound. Complete problem
    signature can be found on sheet music” 
 solving task and listen to
    
 musical excerpts.
    Extension: Compound Time Signature Examples.
    6/8, 9/8. 
 Resources: Whiteboard,
    Compound Time is based on Dotted beats and Musical excerpts from YouTube
    feels like three beats per bar. Folk music is an playlist “practicum”
    example genre of Compound Time.
    25 Listening Activity 
 Teacher: Play examples for S
    “Hung Up” by Madonna. (4/4)
 students to recognise time
    “Twinkle Twinkle Little Star” Nursery Rhyme signatures on their own.
    (2/4)

    “ Nothing Else Matters”- Apocalyptica Cover Student: Listen to clips and
    (Metallica)(3/4)
 write down what time
    
 signature they are. 

    Ask students to tap along to the pulse. Students
    may use their legs to stomp the pulse or tap the Resources: YouTube,
    pulse on to their legs or clap the rhythm. After Whiteboard
    they have found the pulse/ beat they will need
    to find the time signature of this piece by
    clapping the time signature. 


    35 Rhythms of the Railway
 Teacher: Hand out composition S


    Hand out Sydney railway sheet and Composing task in pairs. Explain task
    Railway Music task. Students will need to requirements. Explain
    complete the composition activity in pairs expectation of Time signature
    following the sheet requirements. must be present on the score
    and rhythmic pattern. 


    Student: Complete
    composition task following task
    requirements and teacher
    expectations.
    Resources: “Compositional
    Railway” Task Worksheet

    55 Teacher to come around and check out progress Teacher: Observe groups and T
    and listen to performances. Teacher may select check progress/ performance.
    a group to perform to the class for reflection on
    the time signature used and the rhythmic Student: Perform/ present for
    patterns. teacher.

    


    72 All students are to return to their desks and Teacher: Dismiss Class T
    participate within class discussion until the bell.
    Student: Leave the room
    sensibly.
    Reflection
    What have I learned about the teaching and learning process when
    preparing this lesson?
    

    A lot of group work activities meaning lesson flow and organisation is vital.

    How am I measuring the outcomes of this lesson?

    Learning Outcome Method of measurement and recording


    4.1 Practicing and performance of their rhythmic piece.
    4.3 Group and solo performance within “composition”
    Task
    4.7 Listening skills through the musical examples for
    time signature
    4.8 Demonstrated through discussion of note values,
    time signatures and recap of beat and pulse.
    4.9 Interpretation of scores is acknowledge through the
    composition activity example “and all stations to”

    Other considerations
    Complete the table blow by inserting the AISTL graduate standards that
    you are demonstrating and indicates the evidence from this lesson that
    should comply with the standard.

    Graduate Evidence within this lesson


    Standards
    2.2.1 Clear and logical lesson sequence with examples that provide
    evidence of content through delivery and use of technology.
    1.2.1 Providing engaging lessons allows students to learn by
    experiencing content through a “hands on” approach.

    WHS
    What are the key risk issues that may appear for and need to be reduced/
    eliminated in this lesson? Using your syllabus and support documents as well
    as other WHS policy- Outline the key WHS considerations that are to be
    applied in this lesson?
    Noise Level,

    Use of Instruments – Incorrect handling of instrument, movement of the
    instrument.

    Student safety (groups)
    Classroom space.

    Resources Attached:
    You must list all the resources that you have created or found in this space.
    https://www.youtube.com/watch?v=yDExjpYV8Bw

    You might also like

    pFad - Phonifier reborn

    Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

    Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


    Alternative Proxies:

    Alternative Proxy

    pFad Proxy

    pFad v3 Proxy

    pFad v4 Proxy