Pitch and Rhythm Lesson Plan

Grade level and subject: Elementary level music students

Content standards for this lesson:
1) Singing, alone and with others, a varied repertoire of music.
2) Performing on instruments, alone and with others, a varied repertoire of music
("NAfME Music Education National Standards for Music Education", n.d., p.
1).

Stage 1-Desired Results
Established Goals (G)
Standard 1-Students will understand the concept of pitch and rhythm in music.
1a-Students will sing on pitch.
1b-Students will be able to play and recognize a steady beat.
1c- Students will be able to play and recognize a rhythmic beat.
Understandings (U)
Students will understand that

Singing with good pitch means
singing in key.
Pitch and rhythm are vital to music.
Playing a steady beat is important.

Essential Questions (Q)
Why is pitch important when were
singing?
Why is rhythm important in music?


(K) Students will know
How to sing with appropriate pitch
How to recognize and play a steady beat
How to play a steady beat and switch to a rhythmic beat

(S) Students will be able to
Sing in tune
Play a steady beat along with a musical piece
Switch back and forth between a steady beat and rhythmic beat
Tell the difference between steady beat vs. rhythmic beat
Stage 2-Assessment Evidence
Performance Tasks (T)
Pitch matching roll call
Steady vs. rhythm with a speech piece
Voice use activity (sing, speak,
whisper, shout)
Steady beat marching activity

Other Evidence (OE)
Reflect: Why is it important to
sing with appropriate pitch? Why
is it important to keep a timely
beat in music?

Stage 3-Learning Plan
Learning Activities (L)
What learning experiences and instruction will enable students to achieve the desired results?
Pitch matching roll call (10 minutes): Include discussion of the concept of singing in pitch.
(context, curiosity, coherence, coaching)
Voice use activity (10 minutes): Use examples with my own voice to demonstrate the
difference between sing, speak, whisper and shout. I will write four simple words on the
board. I will have the class either sing, speak, whisper or shout the words as I point to
them. (concentration, connection, coherence)


Steady beat marching activity (10 minutes): Students can get up out of their seats and
march around while learning the concept of a steady beat. (curiosity, connection,
coherence, coaching)
Steady vs. rhythm with a speech piece (10 minutes): Using different recognizable songs,
have students play a steady beat and then switch to a rhythmic beat using classroom music
sticks. (curiosity, connection, coherence, coaching, context)



References
Goodwin, B., & Hubbell, E. R. (2013). The 12 touchstones of good teaching: A checklist
for staying focused every day.
NAfME Music Education National Standards for Music Education. (n.d.). Retrieved from
http://musiced.nafme.org/resources/national-standards-for-music-education/
Wiggins, G. P., & McTighe, J. (2005). Understanding by design. Alexandria, VA:
Association for Supervision and Curriculum Development.