Elemntary Unit Final

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Music 670
Elementary Teaching Unit
Dotted Eighth-Sixteenth Note Rhythms

5th Grade
Mr. Ben Rajewski

11/1/19
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Table of Contents
Unit Introduction………………………………………………..3-5
Unit Outline………………………………………………………..6-9
Prepare………………………………………………………………………….6
Present………………………………………………………………………….7
Practice…………………………………………………………………………7-9
Lesson Plans……………………………………………………...10-44
Prepare Lesson 1……………………………………………………………10-12
Prepare Lesson 2…………………………………………………………...13-15
Prepare Lesson 3……………………………………………………………16-18
Present Lesson 1……………………………………………………………19-22
Practice Lesson 1…………………………………………………………...23-26
Practice Lesson 2……………………………………………………………27-29
Practice Lesson 3……………………………………………………………30-33
Practice Lesson 4……………………………………………………………34-36
Practice Lesson 5……………………………………………………………37-40
Practice Lesson 6……………………………………………………………41-44

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Introduction:
This unit plan will focus on teaching the dotted eighth sixteenth
rhythms of tim-ri and ri-tim to the 5th grade classroom. Students will have
previous knowledge of whole notes, half notes, quarter notes, eighth notes,
sixteenth notes, eighth note and sixteenth note combinations, syncopated
eighth note rhythms, whole rests, half rests, quarter rests, and fermata
rhythms and will build up on those through songs selected in this unit. The
focus for their 5th grade year will be the ri-tim and tim-ri rhythms, and
students will have clapped, sung, and performed rhythms on an instrument
such as a xylophone, hand drum, etc.
While students are learning the tim-ri and ri-tim rhythms, they will
also be learning new concepts and building upon old concepts. In the class,
students well be focused on singing with correct rhythms, as well and pitch
and intonation and musical expression. Students will also have to
opportunity to learn how to play instruments such as hand drums and
xylophone with proper playing technique. The concept of improvisation on
the new rhythm will be introduced and students will be guided in learning
how to make creative musical decisions within the guidelines of the
improvisation.
This unit will also incorporate cross-curricular activities that tie into the
lesson for the students. Students will learn about the history of various
songs and will be informed of the cultures from which they came, and the
cultural impact the song has had upon that culture. Students will be able to
learn new languages and have a deeper understanding and appreciation for
these cultures. Students will also be able to engage in kinesthetic learning
activities that tie into physical education, whether it be through playing an
instrument, keeping a steady beat, or exploring movement of their bodies.
Students will also explore activities in writing skills, creative thinking, and
decision making.
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Pre-Assessment:
It is vital that students know what eighth notes, dotted eighth notes, and
sixteenth notes are for this unit. I plan on using rhythm flash cards to assess
their knowledge and understanding of eighth notes and sixteenth notes in
different groupings. This will allow me to tell if they are ready to learn dotted
eighth-sixteenth rhythms. I will use a simple checklist that allows me to tell
at a glance who is ready or not ready for rhythms involving these note
lengths. If students are not ready for these rhythms, I will review them until
mastery is achieved. Songs chosen to review these rhythms will be songs
that the students already know.
Checklist Example:
Rhythm (eighth note, Yes No
dotted eighth note,
sixteenth note)
Name:
Name:
Name:
Name:
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Post-Assessment-
At the end of the unit, I plan on using a couple of forms of summative
assessment to gauge students understanding and knowledge of the new
rhythms introduced in the unit. First, I plan on using an updated set of
rhythm cards, much like the ones used in the warm-ups throughout this
unit, to gauge students understanding. These cards will have all the old
rhythms, as well as the new rhythms introduced. I will use a checklist to
assess students’ ability to perform all rhythms in the activity. Next, I will use
an improvisation project (see on Page 23) that will require students to come
up with their own rhythm patterns using drums and will require them to
perform the new concepts accurately within the improvisation. Finally, I plan
on using a student’s self-reflection tool to assess how the students feel
about the new concept and what they have learned in the unit. After
assessment, if not enough students in the class have mastered the concept,
I will include the concept into upcoming units for review until mastery is
achieved.
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Unit Outline
Prepare
In this stage, the focus is on teaching the students through song, dances,
and activities. Students will be learning new concepts, however, will not be shown
the new concept and will not be told they are learning a new concept. This stage
allows the students to be presented the concept through means of instruction they
are familiar and comfortable with.
1. London Bridge is Burning Down

a. This song is a traditional English nursery rhyme that is based around the
London Bridge over the Thames River in England. The origin of this piece
is about the bridge burning down in the Great Fire of London in 1666. The
song became popular in the 19th century when the lyrics were printed,
and the popular children’s game was introduced to it.
b. The purpose of this song is to use a song familiar to the students to
introduce both new rhythm concepts. This song will also allow them to
begin exploring improvisation and let them play around on mallet
instruments.
2. Billy Billy
a. This song is a variation on a folk song and originates form the southern
United States. It was first performed in San Antonio in 1970. The lyrics to
this replace the lyrics from the original tune, Willowbee. This song was a
traditional song in the southern United States, but used many lyrics that
were deemed controversial because they were too graphic or had racist
connotations. Billy Billy uses much simpler lyrics and avoids any sort of
misinterpretation.
b. The purpose of this song is to really emphasize the new concept to the
students, while giving them easy lyrics and melodic line to learn. This
song also allows them to learn a fun game that helps them to keep steady
beat with the new concept.
3. Jolly Is the Miller

a. This is a traditional folk song from the Chester region of Northwestern
England. This song originates from a play by Bickerstaffe written in 1762.
The melody under the lyrics originates from Welsh harp music. This song
tells a story of a miller who is hard at work in the mill.
b. This song allows us to practice the new concepts intertwined with rhythms
we have previously learned. It also allows the students to play a fun
interactive game. This piece will also help to extend students range and
practice singing bigger leaps and jumps.
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Present:
This is the stage in which students are finally shown and formally taught the
new concepts. This is the first time they will see the new rhythms and be shown
how they fit into what they have already learned
1. Billy Billy
a. Historical context: see above
b. Now in the present stage, students will see the rhythm for the first time,
both out of context, and in the context of the song. Since this song is
made up mostly of the new rhythm, it is perfect for students to get their
hand at trying the new rhythm now that they have a visual. Student will
fill out an exit ticket to show their understanding now they have officially
identified the rhythm for the first time.
Practice:
This is the stage in which students will get a chance to practice using the new
concepts in context and use kinesthetic, aural, visual, and tactile methods of
implementation. Students in this stage will get a chance to read, write, compose,
and improvise.
1. Billy Billy
a. Historical Context: see above
b. We are going to revisit this song one last time, to allow students to use
whiteboards to practice writing the rhythm, work on mastery for those
confused, and allow students to create their own improvisation to the
song now that it is familiar using hand drums and ensuring they include
the new rhythmic concept.
2. Jolly is the Miller
a. Historical Context: see above
b. The purpose of this lesson with Jolly Is the Miller again is to once again
show the students how the new concept is when mixed in with old
concepts, and to allow students to creatively react to the piece through
movement and storytelling.
3. El Zapatero
a. This piece is seen in many variations across different cultures, and this
version is from the Latino culture from Mexico, and some parts of the
southwestern US. This song tells the story of a shoemaker, and
students will be singing about how he makes a shoe for them. It is
from part of a much larger story, that will be shown in the lesson.
b. The purpose of this piece in the unit is to use the new rhythms and
introduce students to a new culture and how the new concepts relate
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to that culture. Students will also get a chance to learn more about the
culture itself outside of the context of the song. This will also use
cross-curricular teaching as students will be learning how to say and
correctly pronounce with correct inflections words from a foreign
language.
4. Sei Sei Sei
a. This song is from a popular Japanese children’s game that is almost
identical to rock, paper, scissors. The beginning of the song is made of
Japanese “nonsense syllables”, while the ending is how the winner is
declared in Japanese. Outside of accompanying the game, the origins
and history of this piece are not known.
b. This piece will allow students to learn music from another culture that
is vastly different than the ones they have learned so far. This will also
allow them to have a fun and somewhat competitive game to
accompany them while demonstrating their understanding of the
concepts from this unit.
5. Old Dan Tucker
a. Old Dan Tucker is a minstrel song from the mid-1800’s. IT is also very
popular more recently in a more bluegrass style of performance. This
song does have a racist past and connotation, being performed by a
blackface troupe, and the entirety of the song being about an African-
American man causing havoc on the town. However, I plan on
discussing this with the children and talking about why this is wrong
and how we should treat people. I also chose an excerpt of the song
without the racist connotations and hope to focus on the positives of
the music for the students.
b. The purpose of using this song for this lesson is to give students an
opportunity to have a fresh song in which they practice the new
rhythms with, as well as giving them a chance to compose their own
compositions with the rhythm. Given a rhythm bank, students will be
able to see and write the new rhythms, as well as old rhythms, and
compose a 4 to 8-line melody. Students will then get a chance to
present these to the class.
6. Lady’s in The Dining Room
a. Lady’s in The Dining Room does not have much in terms of
background, other than that it is a known American folks’ song from
the southern region of the United States. It originated with a popular
circle game that children would sing and play in their free time
b. This song is great because it continues to use the new rhythms, as
well as includes many of the old rhythms they have already learned,
all in one song. This song also has two-part harmony, which students
have not gotten to do yet in this unit. Along with that, students will
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have the opportunity to create their own bass line using the new
rhythmic concepts and play them along with the song. This will create
a very complete final song that they have learned for this unit.
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Prepare Lesson 1: London Bridge is Burning Down
Objective:
Students will learn “London Bridge is Burning Down” and be able to perform
melodically and rhythmically at least 85% accuracy.
Students will also learn notes of a G scale on mallet instruments and
perform a 4-bar solo during the solo section on correct pitches.
Standards Addressed:
MU: Cr2.1.5a Demonstrate selected and developed musical ideas for

improvisations, arrangements, or compositions to express intent, and
explain connection to purpose and context.
MU: Pr6.1.5a Perform music, alone or with others, with expression,
technical accuracy, and appropriate interpretation.
Materials of Instruction:
- Mallet Instruments
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Sequence:
Warm Up (Pattern Work): Students will go through a series of rhythm

pattern flash cards that emphasize the note lengths of eighth note,
dotted eighth note, and sixteenth note to help reinforce previous
concepts and prepare students for the dotted eighth- sixteenth note
rhythm being introduced.
Activity 1: Learn the Song:
- T will welcome class into the room/ “Good day class, who is excited to
learn a new song?”
- T will ask students if any of them have heard of the London Bridge and
assess prior knowledge of the piece
- T will give students history and background of the piece.
- T will teach song by rote.
- T: “Students, I will sing, and you repeat after me!” (Use nonverbal
cues such as pointing to demonstrate who is singing.)
- T will sing line 1 (Ss repeat)
- T will sing line 1 and 2 together and Ss repeat
- T will sing Lines 3 and 4 together and Ss repeat
- T will then put the entire song together and Ss will repeat. T will use
this time to assess rhythmic and pitch accuracy.
Activity 2: Learning G Scale on Mallets
- T will have students go to a mallet instrument and ask them to quietly
sit.
- T will demonstrate the notes of a G major scale on the mallet
instrument.
- T will show students how to safely remove the bars that are not part of
scale to ensure accuracy of scale for students.
- T will ask students to play back the scale note by note, assessing for
correct pitches.
- T will then play a full G scale and Ss will repeat after.
Activity 3: Improv:
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- T will have students sing the song through again.

- T – “Does anyone know what improvisation is?” (give examples of how
it is just making something up)
- T will have students all at once practice making up a melody on a G
scale on mallet instruments.
- T will then split the class into small groups and ask each one to take a
4-bar solo after the first time through the song, and after all groups
have gone class will sing the song again.
- T will then give students opportunity to all play their own 4 bar solo
between singing the song 2 times.
Assessment:
I will be using informal assessment to judge whether students are able
to successfully fulfil the following:
- Were students able to accurately perform the dotted eighth-sixteenth
rhythm in their singing?
- Were they able to properly improvise on a G scale?
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Present Lesson 2: Billy Billy

Objective:
Students will learn “Billy Billy” and be able to perform rhythmically and
melodically at 90% mastery.
Students will also successfully learn the steady beat game and be able to
perform both sides of the game with mastery.
Materials:
Game guide
MU: Pr4.2.5a Demonstrate understanding of the structure and the elements
of music (such as rhythm, pitch, form, and harmony) in music selected for
performance.
MU: Pr6.1.5a Perform music, alone or with others, with expression,
technical accuracy, and appropriate interpretation.
Sequence:
Warm up-
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Pattern Work: Using a call and response method of teaching, T will teach
students this welcome song that can be used every day. This warm up, using
a dotted eighth-sixteenth rhythm throughout, will be taught at the beginning
of the lessons, and sung until students feel comfortable with it.
Activity 1: Learn the Song:
- T will ask students if they remember the dotted eighth-sixteenth
rhythms from last class.
- How does it sound?
- Teacher will explain Billy Billy and how we are going to be using more
of that rhythm today
- T will sing bars 1-2 (Ss repeat)
- T will sing bars 1-4 together and Ss repeat
Activity 2 Beat Game:

- T will students pair up, ensuring everyone has a partner and safe
space to do the activity.
- Ss will grab hands and practice doing a sawing motion with their
partner
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- Ss will practice singing the song while doing a sawing motion

- Next, T will demonstrate to students how to do the next move, which
is the to have the students clap on the beat.
- T will have students sing the song and do these actions alternating
which time the verse is sung that the action is done.
- T will have students repeat this until mastery of actions with words
being sung is achieved.
Assessment:
I will be using informal assessment to see if students were able to fulfil
the following:
- Were students able to consistently able to perform the rhythm in
succession with mastery?
- Were students able to perform actions while singing lyrics
successfully?
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Prepare Lesson 3: Jolly is the Miller

Objective:
Students will be able to perform Jolly is the Miller with rhythmic and melodic
accuracy at 100% Mastery.
Materials:
Game guide
Sequence:
Warm Up/Pattern Work:
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Students will review the song previously learned. T will start singing as
students walk in, and students will join in. T will then have the class sing it
one more time to assess and go over problem spots as needed. This song
will be used when students walk in for every lesson after.
Activity 1: Song
- T will ask students if any of them have heard of the Jolly Is the Miller
and assess prior knowledge of the piece
Activity 2: Miller Game:

- T will have students circle up in two circles, with one inside the other,
and have one student designated as the “miller” in the center of the
circle
- T will have students practice marching around the circle while T sings
the song, instructing students to stop after the end of the verse.
Students in the inner circle should travel clockwise, and outer circle
students travel counter clockwise
- T will then have students march their circle again, while singing the
song this time. T will assess students’ ability to sing and march in an
orderly manner.
- T will then explain the game to students. When the verse has stopped,
people in the outside circle will try to find a partner they have not had
yet on the inside circle. The miller will also try to find a partner as
quickly as possible. Whoever is left without a partner gets to be the
new miller.
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- T will let students play game, and assess their ability to accurately
sing the piece, and correctly perform the actions required by the
game.
Assessment:
I will be using informal assessment to see if students are able to fulfil
the following questions, as well as writing a prepare stage reflection to
analyze what the students know and what they still need to work on.
- Were students able to continue successfully performing the rhythms
correctly?
- Were students able to sing the song with mastery while doing
kinesthetic actions of the game?
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Present Lesson 1- Billy Billy

Objective:
Students will be able to sing “Billy Billy” while stepping out the quarter note and
clapping the rhythm with no mistakes
Students will be able to demonstrate their understanding of the new rhythmic
concept in “Billy Billy” using word counts as a class
By the end of the lesson, students will be able to word count and write out the
proper rhythm in correct notation.
MU: Cr2.1.5b Use standard and/or iconic notation and/or recording technology to
document personal rhythmic, melodic, and two-chord harmonic musical ideas.
MU: Re9.1.5a Evaluate musical works and performances, applying established
criteria, and explain appropriateness to the context, citing evidence from the
elements of music
MU: Cn10.0.5a Demonstrate how interests, knowledge, and skills relate to
personal choices and intent when creating, performing, and responding to music.
Materials of Instruction:
Whiteboard
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Sheet Music for Billy Billy

Piano
Sequence:
Warm up/ Pattern Work:
Since Ss now know the words to Billy Billy, we will learn solfege for the piece (Do-
Sol) and outline the sol and do chords.
- T will have students practice singing and learning a 5-note scale from Do to
Sol. T will use piano to help students reference pitch
- T will then have students practice outlining chords, such as do-mi-sol
- T will then have students finish by singing the scale, followed by the chord
outlines.
Activity 1: ID the Rhythm

1. T will be in front of class with students facing whiteboard
2. T will ask students to review song using movement activity from last time.
3. T “Ss, let’s move around the room and do the steady beat activity from last
time to “Billy Billy”.” Ss will do the activity with stepping on the steady beat
while singing.
4. T will ask students to walk the beat while clapping eighth notes, a familiar
concept.
5. T “Ok Ss, can we walk the beat, but instead of singing, clap the small beat?”
T will demonstrate.
6. T will now have the students sing over the clapping and walking.
7. T “Ok class, now let’s do the big and small beats, while singing Billy Billy!”
8. Ss should struggle or mention that the words of Billy Billy are not the same
rhythm as the small beat they are used to.
9. Something is different!!
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10. At this point, the T will ask the students to walk to the big beat while
clapping and singing the rhythm of Billy Billy to kinesthetically feel the tim-
ri rhythm
11. T will ask Ss, “What about this rhythm is different than the eighth notes we
clapped? Is one longer or shorter than the other?”
12. T will then write eight notes on the board and then write and explain the
tim-ri rhythm (dotted eighth-sixteenth)
13. Next, T will show students the sheet music for Billy Billy so they can match
the words with a visual representation of the new concept.
14. As a class, Ss will sing through the song and point out the new rhythm
15. T will review and explain how a dotted eighth note is a half beat or
sixteenth note longer than an eighth note and a sixteenth note is a half
beat shorter than an eight note and together they use one beat and
describe the rhythmic feel that goes along with it.
16. T will use an exit ticket to assess students understanding of the concept
and gauge how they feel about it. This will be handed to students to
complete before exiting class.
Assessment:
Students should be able to understand the new rhythmic concept and
demonstrate how it sounds. They also should be able to recognize it in Billy
Billy and perform it with mastery. The exit ticket will allow T to assess
students understanding of the concept and what they need to know to
have complete mastery.
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Practice Lesson 1: Revisiting Billy Billy and learning notation!
Objective:
- Students will be able to recognize the dotted eighth-sixteenth rhythm in
Billy Billy both aurally and physically.
- Students will be able to demonstrate their understanding of the rhythm
through improvisation on hand drums
- MU: Pr4.2.2b: When analyzing selected music, read and perform melodic
and rhythmic patterns using iconic or standard notation
- MU: Pr6.1.2a: Perform music for a specific purpose with expression and
technical accuracy
Materials Needed:
-Hand drums for students
- Large tubano drum for teacher
- Whiteboards for students
- Speaker system and iPad for music
Sequence:
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- Warm up/ Pattern Work

The teacher will assess student’s ability to remember and recall rhythms by
using a call and response clapping game in 4/4 to prepare them for the
upcoming music. The teacher will sit in the middle of the class with a
tubano drum and ask students to stand in a circle around. The teacher will
play a wordless song with a strong steady 4/4 beat and ask students to walk
the steady beat. The teacher will use hand signs and visual and verbal
instruction to demonstrate to the students and have them repeat after. The
order of rhythms will be as follows:
1. Half notes
2. Quarter notes
3. Eighth notes
4. Sixteenth notes
5. Dotted eighth- sixteenth notes
The teacher will use various patterns of the notes to assess student’s
ability to understand and repeat the rhythm through clapping while
maintaining the steady beat in their feet.
Activity 1: Review of Billy Billy

1. T: “Ok students, today we are going to review the really fun song we have
been working on, Billy Billy!”
2. T will use the tubano drum to play the steady beat while students clap and
sing the song on correct pitches and rhythms.
3. If students are unable to perform pitches, rhythm, or text accurately,
teacher will review problem areas and sing through the song again. If issues
persist, T may need to revisit present lesson
Activity 2: ID the Rhythm

1. T: “Ok students, last time we learned a new rhythm in the song Billy Billy.
Today we are going to play a dice game to see if we can remember it.”
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2. T will pass out whiteboards to students and expo markers. T will review
how we properly use these materials and what we do not do (draw on
other things, etc.)
3. Teacher will get out the “rhythm die”, a large foam die with a different
rhythm labeled on each side. The sides will have: quarter notes, eighth
notes, sixteenth notes, dotted eighth-sixteenth, quarter rest and eighth
rest.
4. T will instruct students to sit in the circle quietly. T will then roll the die. Ss
will write on their white board the name of the rhythm and draw the
rhythm.
5. T will ask students to present whiteboard and assess their identification of
the rhythm. T will address problems as needed.
6. T will then ask students to clap and sing the rhythm in succession as T plays
the steady beat on the tubano.
7. After getting through all rhythms, T will roll another die with the same face
at the same time and ask students to repeat the writing process for the
rhythms together.
8. T will have students clap the rhythms in alternating succession as T plays
the steady beat on the tubano. T will assess and address problems as
needed.
Activity 3: Improvisation with the Rhythm

1. T will ask students to quietly and safely grab a hand drum and sit back in
their spots in the circle.
2. T “Ok students, can we sing Billy Billy while playing the rhythm on the hand
drum?” Ss will sing and play Billy Billy. T will assess ability to accurately sing
and play rhythms, pitches and text.
3. T: “Ok, does anyone remember what improvising is? (Ss says yes and
explains it) Good! Do we think we can try doing that on the hand drums,
except we need to make sure we include the new rhythm we learned from
our Billy Billy song!!”
4. T will have Ss sing Billy Billy, have the class take a 16-bar improv on the
hand drums to practice, and then sing Billy Billy again. T will go first on
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tubano drum to demonstrate. Ss will keep the steady beat on drum during
singing of the song.
5. T will then repeat this process, except split the class into small groups and
give each group an 8-bar improv in the middle.
6. T: “Wow you are all doing so well! Let’s all get a chance to try this on our
own and listen to everyone’s great ideas!!” T will have students each take a
4-bar improv solo in between repetitions of Billy Billy. T may have the
students sing Billy Billy again every 4 or 5 students to reestablish rhythm
and focus.
7. T will assess each students ability to improvise on the hand drum while
demonstrating ability to use the new rhythm. T will have a checklist and
check off each student as they play.
Assessment:
T will assess and listen for accurate rhythm, pitch, and text during the review
of the song. During identification of the new rhythm, T will observe students’
boards during the die game. During the improvisation, T will listen and check
off student’s ability to perform with accurate pitch, rhythm, and text as well as
ability to improvise in 4/4 meter with steady beat and inclusion of the dotted
eighth- sixteenth rhythm.
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Practice Lesson 2: Review of Jolly is the Miller

Objective:
Students will be able to perform Jolly is the Miller with accurate pitch, rhythm,
and text and demonstrate understanding of the new rhythm being introduced
in this unit.
MU: Cr2.1.5a Demonstrate selected and developed musical ideas for
improvisations, arrangements, or compositions to express intent, and explain
connection to purpose and context.
MU: Pr4.2.5b When analyzing selected music, read and perform using
standard notation.
Materials:
- Recording of Jolly is the Miller
- Props to use such as scarves, flags, ribbons, beanbags, etc.
- Speakers
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Sequence:
Warm up/ Pattern Work-
This song is in F major so the teacher will warm the students up by leading
them through an F pentatonic scale starting on Do and ending on La. The
teacher will ask students to use hand signs for solfege and will outline the do
and sol chords. The teacher will set a metronome and ask the students to
repeat after me:
1. Full scale on quarters
2. Scale stopping on sol on way down
3. Practicing do to sol and sol to do
4. Practicing the scale with different note values
Activity 1: Review the Song

1. T: “Ok students, we are going to review Jolly is the Miller, that awesome
song we learned a few classes ago!”
2. T will have students sing through the song, first on solfege using hand signs,
and then with the text. T will use call and response if necessary, to refresh
students of the text.
3. T will assess students’ ability to sing with accurate rhythm, pitch, and text. T
will address problem areas and fix as needed.
Activity 2: Moving to the Music!

1. T will lead students in an activity using props in small groups to
demonstrate understanding of the feel of the dotted eighth- sixteenth note
rhythm to a recording.
2. T will divide the class into groups of 3-4 students. T will then distribute
props to the students, so each group has equal choice. T will instruct
students to not touch or they will not get to participate
3. T: “Ok students, lets sing through the two verse to the song, and I want you
to listen to the text and tell me what you think it is about!”
4. T will have students sing the song through both verses and ask the
following:
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a. T: “Is there a story in this song?” (Ss: yes!)

b. T: “Who is it about?” (the miller!)
c.T: “Is the miller doing something?” (Yes!)
5. T: “Ok class, I am going to play a recording of the song, and I want your
groups to come up with what you think the story is saying. Remember,
there are no wrong answers!”
6. T: “Ok, now that you have your stories, I am going to play it on a loop, and I
want your groups to come up with movements or a dance using the props
to the song to show what the story is! Remember to move to the rhythm of
the words!” T will walk around and help students as needed and ensure
they are focused.
7. After a few loops, ask groups to prepare to perform with one more
playthrough of the song.
8. T: “Ok class, now each group is going to present their version of the story
through movement. If it is not your turn to go, please sing along!”
9. T will use each performance to assess and write down students’ ability to
understand text and demonstrate movement that fits with the rhythm of
the song.
Assessment:
Teacher will assess student’s ability to sing the song with accurate pitch,
rhythm, and text. T will also assess and write down students’ ability to create
movement in line with the rhythm of the song.
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Practice Lesson 3: El Zapatero

Objective:
Students will be able to accurately sing El Zapatero in terms of pitch, rhythm,
and correct style and pronunciation of text.
Students will also be able to understand the social context of the song and
how it relates to the world.
MU: Pr4.2.5c Explain how context (such as social, cultural, and historical)
informs performances
MU: Re7.2.5a Demonstrate and explain, citing evidence, how responses to
music are informed by the structure, the use of the elements of music, and
context (such as social, cultural, and historical).
Materials:
- Projector
- PowerPoint for context
- https://www.youtube.com/watch?v=pQ2j6FBWK1A
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-
Sequence:
Warm up/ Pattern Work:
Teacher will have divided the class into groups of 2. T will hand out rhythm
cards with each rhythm used in the song and have one person hold it while
their partner demonstrates the rhythm by clapping. The T will then run
through the cards with the class to ensure proper understanding of all rhythms
in the song.
Activity 1: Learning the song!
- T will welcome class into the room “Good day class, who is excited to
32
- T: “Today we will be learning a song from another culture! It has words in

a different language, so make sure to listen closely and say them exactly how I
say!”
T: “Students, I will say the words and you repeat after me!” (Use nonverbal
- T will speak line 1 (Ss repeat)
- T will speak line 1 and 2 together and Ss repeat
- T will speak Lines 3 and 4 together and Ss repeat
- T will speak lines 5 and 6 together and Ss repeat
- T will speak all lines together and Ss repeat
- T: “Students, I will sing, and you repeat after me!” (Use nonverbal cues
such as pointing to demonstrate who is singing.)
33

- T will then put the entire song together and Ss will repeat. T will use this
time to assess rhythmic and pitch accuracy.
Activity 2: Cultural Context:
1. T will prepare a PowerPoint that demonstrates the cultural context and
include factors such as why the song was written, who wrote it, how and
why it is performed, and media demonstrating the song.
2. T will as questions to students to engage and assess learning.
Assessment:
Teacher will informally assess student’s ability to sing the song with accurate
rhythm and pitch, as well as correct pronunciation of the text. T will also assess
students understanding of the cultural concepts taught in the PowerPoint through
questioning.
https://docs.google.com/presentation/d/1pxr4hOo7TlZjUxbxB-
todXEV3a69OuGX1Kc5prx5YXI/edit?usp=sharing
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Practice Lesson 4: Sei Sei Sei

Objective:
- Students will be able to accurately perform the pitch, rhythm, and text
associated with “Sei, sei, Sei”
- Students will understand the background and culture of the song
- Students will be able to play the game correctly and with minimal help from
the teacher
Materials:
- Paper for students
- Xylophone for teaching song
- Ppt or materials to teach
culture
MU: Re7.2.6b Identify the context of music from a variety of genres, cultures, and
historical periods
MU: Cn10.0.5a Demonstrate how interests, knowledge, and skills relate to
personal choices and intent when creating, performing, and responding to music.
Sequence:
Warm Up/ Pattern Work:
35
- T will lead students in a call and response rhythm game. T will sit with a
large drum and play a sequence of rhythms on the drum, and students will
respond by clapping the rhythm back. T will use rhythms from previous
lessons, not limited to but including: whole note, half note, quarter note,
eighth notes, sixteenth notes, dotted eighth- sixteenth, and sixteenth-
dotted eighth.
Activity 1: Learn the Song

- T will start by teaching the words. T will sing the song through one time for
students to hear and then begin the call and response teaching process.
- T: “Students, I will say the words (on neutral pitch) and you repeat after
me!” (Use nonverbal cues such as pointing to demonstrate who is singing.)
- - T will speak line 1 (Ss repeat)
- - T will speak line 2 (Ss repeat)
- T will speak line 1 and 2 together and Ss repeat
- T will ask questions such as:
a. What note value did the first line end on?
b. What words do we hear the new rhythm we have been learning on?
- T will then have the class say the words in rhythm again and assess and fix
as needed.
- Next, T will teach the pitches, using the xylophone.
- T will demonstrate on the xylophone and sing the song for students to hear.
- T: “Students, I will sing the words with the xylophone and you repeat after
me!” (Use nonverbal cues such as pointing to demonstrate who is singing.)
- - T will sing and play line 1 (Ss repeat)
- - T will sing and play line 2 (Ss repeat)
- T will then have class sing on their own while T plays xylophone for pitch
reference and will assess and fix as needed.
Activity 2: Cultural Background

- T will start by asking students a few questions such as:
a. What culture do you think the song is from?
36
b. Why do you think they would sing this song?

c. What do you think the song is about?
- T will then teach students what the words mean translated.
- T will then give a short presentation that is interactive and engages
students and includes the following
a. Cultural background
b. Media examples
c. Reasoning behind the song
Activity 3: Rock Paper Scissors

- T will have the class split into pairs.
- T will give each student a piece of paper
- T will instruct “We are going to play rock paper scissors today, does
everyone know how to play?”
- T will use student model with a student to demonstrate the model of rock
paper scissors to be used in the classroom for this activity.
- T will then instruct “Now, let’s as a class try rock paper scissors, except we
are going to sing the song we just learned while doing it!”
- T will demonstrate with student model how we sing the song and then do
the “shoot!” part of rock paper scissors on HOI! T will then allow class to try
it all at once in a practice run and assess and fix as needed
- T will instruct “Okay, we are going to do this as a class. Start in your pairs,
and once you’ve played someone you cannot play them again. If you lose,
fold your paper in half. 4 folds and you’re out, but you can continue to
sing!”
- T will instruct each round to start when the T starts playing the xylophone.
- T will allow this to go and asses student’s ability to sing the song and
correctly play the game. This will go until 1 student is left as “the winner”
Assessment:
- T will use visual assessment to assess student’s ability to sing with accurate
pitch, rhythm, and text as well and play the game at the same time.
37
Practice Lesson 5: Old Dan Tucker

Objective:
- Students will learn and be able to perform Old Dan Tucker with pitch,
rhythmic, and text accuracy
- Students will be able to compose their own melody using rhythms from Old
Dan Tucker and write it out on a staff
MU: Cr2.1.6a Select, organize, construct, and document personal musical
ideas for arrangements and compositions within AB or ABA form that
demonstrate an effective beginning, middle, and ending, and convey
expressive intent.
MU: Cr1.1.5b Generate musical ideas (such as rhythms, melodies, and
accompaniment patterns) within specific related tonalities, meters, and simple
chord changes.
Materials:
- Composing Worksheet with Rhythm Bank (Will attach later)
- Recording of Old Dan Tucker
- White Board
- Mallet instrument
38
-
Sequence:
Warm up/ Pattern Work
- Students will revisit and review the rhythm flashcard game used in Practice
Lesson 3 to help remind them of the rhythms and the visuals for the
upcoming composition project.
Activity 1: Learning the Song

- T will welcome class into the room “Good day class, who is excited to learn
a new song?”
- T will ask students if any of them have heard of the Old Dan Tucker and
assess prior knowledge of the piece
- T: “Students, I will sing, and you repeat after me!” (Use nonverbal cues such
as pointing to demonstrate who is singing.)
39

- T will then ask students sing the song along with T, except they will pat the
steady beat in their lap. T will assess students’ ability to sing correct rhythm
with steady beat.
T will then ask students to clap the rhythm of the words while they sing. T will
assess students’ ability to clap rhythm while singing rhythm and correct pitches.
T will also take time to discuss the background of the song and why the song was
chosen and why we need to be sensitive
- T will make sure to emphasize why we do not do these things anymore and
the proper way to react and handle these types of scenarios if we
encounter them
- T will also find positives in the song and highlight those for the students, to
emphasize the positive we should look for in it.
Activity 2: Composition
- T will then ask students to sit in front of whiteboard.
- T will write on board each rhythm from the song, one at a time, and ask
students to identify and name the rhythm, as well as be able to clap it out.
- Once all rhythms are properly ID, T will hand out worksheet with rhythm
bank and staff lines on it
- T: “Class, please quietly take some time individually to compose your own
melody using the rhythms from the song. Remember, there are no wrong
melodies!”
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- T will remind students to choose pitches of do, mi, and sol to keep it simple
and allow them to focus on the rhythms.
- Once students have composed a 4-8 bar composition, students will be able
to present their composition to the class. Students will clap and sing the
rhythm, while teacher demonstrates along with student on a mallet
instrument (for pitch accuracy)
- This will go until all students have shared their composition
Assessment:
- T will assess students’ ability to accurately sing correct pitches, rhythms,
and text to Old Dan Tucker. T will also assess students’ ability to properly ID
and clap rhythms from the song out of context. Lastly, teacher will use the
performance time to assess student’s ability to compose rhythms and
pitches together and will use turned in worksheets to assess student’s
ability to write our rhythms and pitches from rhythm bank on a staff.
41
Practice Lesson 6: Lady’s in the Dining Room

Objective:
- Students will be able to sing accurate pitch, rhythm, and text to Lady’s in
the Dining Room
- Students will be able to sing both parts of the harmony together, and
properly sing with others in class singing a different part.
- Students will be able to use rhythm instruments to create their own “bass
beat” to the song and improvise a bass beat for 2 bars.
MU: Cr1.1.5b Generate musical ideas (such as rhythms, melodies, and
accompaniment patterns) within specific related tonalities, meters, and simple
chord changes.
MU: Cr14.2.5a Demonstrate understanding of the structure and the elements of
music (such as rhythm, pitch, form, and harmony) in music selected for
performance
Materials:
- Assortment of rhythmic instruments
- Whiteboard
-
Sequence:
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Warm Up:
- Since students will be doing a lot of singing, T will lead students through an
Eb major scale. Once students have sung this, T will divide class into two
groups and have one group start singing and the other group come in two
scale degrees after the other so students can practice singing and hearing
harmonies of a M3. (expand on this)
Activity 1: Learn the Song!

T will teach all the lower voice first:
- T “Ok class, this song is special because it has two parts!! Now we are going to
learn the high harmony!”
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- T will then divide the class into two groups and have one sing the upper
part and one sing the lower part. T will listen and assess for ability to sing
their part accurately and with the other group singing.
- When students are comfortable, T will have the groups switch parts and
repeat the process.
Activity 2: Bass Line!
- T “Class, this is a really cool song, but I think it is missing something… how
about we add a bass line!”
- T will get our assortment of rhythmic instruments, preferably 4 to 5
choices, and pass the out to students so they are evenly distributed
throughout the class.
- T will then go to white board and take student ideas for the class’ rhythmic
bass line they will all play under the song. T will call on students and write
rhythmic ideas on the board.
- Once class has created an 8-bar bass line, T will have students sing the song
on the part of their choice while playing the bass line underneath. T will
assess ability to sing part accurately while playing accurate bass line.
- T will then ask, “Let’s all try improvising! Take a few minutes and practice
your own 2 bar bass line that is unique to you!”
- T will then have students sing and play the class bassline with song, and
then allow each student to show their own two bar bass line, and finish
with a final class run of the song.
- T will use this time to assess. If more assessment is needed, T can have
students rotate the instruments, so they get to try a new instrument and
repeat the above process.
Assessment:
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T will assess students’ ability to accurately sing both parts, individually and
together, of the song with accurate pitch, rhythm, and text. T will also assess
students’ ability to create their own bass line and accurately play this while
singing the song over the top. T will use a checklist to assess and mark off
students who have achieved the goals.

Elemntary Unit Final

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1

Dotted Eighth-Sixteenth Note Rhythms

Mr. Ben Rajewski

Prepare Lesson 1……………………………………………………………10-12

Prepare Lesson 2…………………………………………………………...13-15

Prepare Lesson 3……………………………………………………………16-18

Present Lesson 1……………………………………………………………19-22

Practice Lesson 1…………………………………………………………...23-26

Practice Lesson 2……………………………………………………………27-29

Practice Lesson 3……………………………………………………………30-33

Practice Lesson 4……………………………………………………………34-36

Practice Lesson 5……………………………………………………………37-40

Practice Lesson 6……………………………………………………………41-44

their knowledge and understanding of eighth notes and sixteenth notes in

eighth-sixteenth rhythms. I will use a simple checklist that allows me to tell

mastery is achieved. Songs chosen to review these rhythms will be songs

that the students already know.

Rhythm (eighth note, Yes No

dotted eighth note,

At the end of the unit, I plan on using a couple of forms of summative

assessment to gauge students understanding and knowledge of the new

rhythms introduced in the unit. First, I plan on using an updated set of

rhythms, as well as the new rhythms introduced. I will use a checklist to

on using a student’s self-reflection tool to assess how the students feel

1. London Bridge is Burning Down

3. Jolly Is the Miller

Prepare Lesson 1: London Bridge is Burning Down

melodically and rhythmically at least 85% accuracy.

Students will also learn notes of a G scale on mallet instruments and

perform a 4-bar solo during the solo section on correct pitches.

MU: Cr2.1.5a Demonstrate selected and developed musical ideas for

Warm Up (Pattern Work): Students will go through a series of rhythm

Activity 1: Learn the Song:

- T will have students sing the song through again.

Present Lesson 2: Billy Billy

Activity 2 Beat Game:

- Ss will practice singing the song while doing a sawing motion

Prepare Lesson 3: Jolly is the Miller

Activity 2: Miller Game:

Present Lesson 1- Billy Billy

Sheet Music for Billy Billy

Activity 1: ID the Rhythm

Practice Lesson 1: Revisiting Billy Billy and learning notation!

- Warm up/ Pattern Work

Activity 1: Review of Billy Billy

Activity 2: ID the Rhythm

Activity 3: Improvisation with the Rhythm

Practice Lesson 2: Review of Jolly is the Miller

Activity 1: Review the Song

Activity 2: Moving to the Music!

a. T: “Is there a story in this song?” (Ss: yes!)

Practice Lesson 3: El Zapatero

- T: “Today we will be learning a song from another culture! It has words in

- T will sing Lines 5 and 6 together and Ss repeat

Practice Lesson 4: Sei Sei Sei

Activity 1: Learn the Song

Activity 2: Cultural Background

b. Why do you think they would sing this song?

Activity 3: Rock Paper Scissors

Practice Lesson 5: Old Dan Tucker

Activity 1: Learning the Song

- T will sing line 2 (Ss repeat)

Practice Lesson 6: Lady’s in the Dining Room