MUED 211

5 E’s Lesson Plan Form

Name Paige McCabe Date 04-15-18

Grade Level 3 Quarter 2

Section I: Big Picture Planning

Central Concept Time- rhythm

Instructional Objectives:
Which of your CMP Teaching Plan Outcomes is this lesson designed to instruct?
•Students will demonstrate being able to improv on a given rhythm.

To what CMP Teaching Plan Strategy is this lesson connected?

Visual- Giving certain colors for rhythms and show them to the students, After, they have shown they can
execute the rhythms given when show the colors relating to it, have the students take the colored rhythms
and have individuals or groups of students perform for the classroom how they were able to improv on the
given colored rhythm. If you do groups, you can have students each take a section and have everyone
perform all together their own each part and have them understand how they all can work together, and it
still be the same song but a similar structure but more enhanced with the improv.

What do you expect your students to KNOW / be able to DO at the end of the period that they did
not know/ could not do at the beginning of the period? These must be measurable. Look at the
Blooms Taxonomy verb sheet. Do not use the words “know” or “understand”!
I want my students to be able to execute a rhythm given from a measure of rhythm. Then show me how
they can produce an improvisation on the given executed rhythm.

Wisconsin Model Academic Standard (WMAS) Connection:

List one (or two) at most.
-Improvise rhythmic and melodic ideas and describe connection to specific purpose and context (such as
personal and social).

-Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter.

What materials do you need to have prepared for the lesson?

The sheets within the rhythms printed on them. Then, each sheet that has a different rhythm will be printed
on a different color sheet.

What will be the next activity in this unit for which this lesson is a preparation?
Auditory- We can count the rhythms, or I can clap the rhythm and they clap it back to me. Then, after we
have the rhythms in our ears we can understand each beat and how it works in one measure. Then, after
understanding, they can write their own rhythms. Then they can perform their own compositions and others
can improv on it.
Section II: Lesson Planning
Include time estimates.

1. Engage: Include what happened yesterday, what they will be doing in class today and how it ties to
future learning. Then catch the students’ interest by posing a question, showing something, doing
something funny, or reading a quote. Do anything that gets their attention and allows you to focus on
the goals of the lesson. Make a connection to the students’ lives (ie. Compelling Why).

4 minutes- I will bring back the information how we learned about the animals in the piece and what
sounds they make. That in the future we may come across more songs about animals. Then, I would clap a
rhythm to the students and they would repeat it back. I would do that on the rhythms I have printed. After
we have gone through the couple I have. Then, I can ask them if they have heard this rhythms before and
where. Then have them share with their neighbor something it reminded them of.

2. Explore: Students interact with each other through discussion and/or materials in small groups.
They explore a limited area of inquiry requiring them to categorize, classify, or answer questions.
How will you assess that students are exploring?
8 minutes- Each small group with be given a colored paper with a rhythm on it. Then everyone in the group
will clap the given rhythm the first round, then the second round and on, they will go around the circle and
one students at a time will improv on the given rhythm while the other students keep the beat of the given
rhythm. I will walk around each group and make see if they are understanding what we are doing and make
sure they are participating in the activity.

3. Explain: Concepts under exploration are expressed through a book, teaching of vocabulary, short
lecture, video, etc. Students then share what they said/discovered in the exploration stage and
connect it to this new info. Differing views are shared. How will you assess students’ explanations?
3 minutes- Each student who wants to speak will be given around 15-20 seconds to talk- have students
come back together as a large group. Then, have a couple students tell about what they did during the
exercise. I may have a student volunteer by showing an improvisation they did on a given rhythm. Then, if
they are confused, I will open the floor for anyone to ask questions that I can clarify for them. I will assess
their explanations by listening for if they seem engaged about the material and what they are saying makes
sense. If they are talking about random information that doesn’t follow, I will know they didn’t retain what
was going on in the exercise.

4. Elaborate or extend: Students apply information to a new situation. How will you assess students’
ability to apply information?
9 minutes- I will have 5-6 groups, and each group will be given 1 minute. I will have a new set of rhythms
on different colored sheets. They will correspond with the piece that we are working with. Then we will get
our marimba/ xylophone and each student will get into groups to rotate through and taking a turn playing
on the instruments. The students not playing will clap the given rhythm on the sheet and the students at the
instruments will go through the line and each play an improvisation. As a new group comes up, I will put
up a new colored rhythm sheet.

5. Evaluate: Assess students’ knowledge and/or skills. What evidence will you use to prove that
students have changed their thinking or behavior?
6 minutes- I will give the students a paper-and- pencil test with 4 bars of rhythm printed on it. Then there
will be four bar lines below it for them to compose their own improv on the given rhythm. I will be able to
see if they retained the information by generating their own improvisation on the test.
Section III (to be completed AFTER teaching the lesson!):

Reflection: What went well, what needs to be changed? List specific ideas that might improve your
lesson.

As I was preparing for the presentation, I was going through the lesson plan I wrote and realized
that it might be difficult for children to think of rhythms they have heard before and connect them to the
rhythms we clapped in class. To make it easier for the students, I made a list of songs that the melody of the
rhythm belonged to. I had four rhythms on the board and two were from Bought Me a Cat, one was from
Skip to my Lou, and the other was Rain Rain, Go Away. Each rhythm I made was on a colored sheet of
paper that I took the time to make sure was done with a ruler and looked very neat. It was large and bold
enough for students in the back to read. The color I picked were bold and helped the black print really stand
out. The list had six songs and I told the class that four of the songs were songs we have learned about in
the past couple weeks. In a classroom setting, if I was to do a lesson like this, I would make sure to have
songs that we have gone through previously in the class. Before we went through the rhythms, I told them
to think about the song lyrics in their head and how they sounded. I think giving them songs to think about
because it helped them focus more on what I was trying to get across and get them thinking about rhythms
in the songs. Then, how we can take those rhythms and use them in the improv section I had planned. If the
students understand the rhythm, then they will be able to have a concrete understanding how they have to
do an improvisation over the given rhythm.
I get very nervous when talking in front of people. I believe that if I was in a classroom with
students, it wouldn’t be as bad because I know I am there for them. It is difficult in front of the people I go
to class with because I feel as they will think I am not good enough to do the job and they are judging me
poorly. I know that I want other people to do well and I remind myself of that with how my classmates will
feel about me presenting. I tried to not let my nerves get in the way of presenting. When I had the students,
discuss I went around to the different tables and had them share with me what they were thinking. Going
from one thing to the next, because of being very nervous, I got caught up in my words for a moment. I
think that just remembering to breathe and slowdown will help make me not be as nervous. A comment I
was given was to not give the students too much time to talk, I wasn’t sure at first how much was the
appropriate time to talk. At first, I thought give them more time because then they don’t feel pressured, but
I may have given too much time. I will not give as much time the next time.