Lillian Newton

MUS149
Dr. Talbot
21 April 2020
Rhythm Unit Plan

Context
This is intended for a fourth-grade general music class. In third-grade students would have
become familiar with steady beat as well as the idea of a quarter note lasting a single beat.
Students would be familiar with what quarter notes, half notes, and whole notes look like.

Description
In this unit students will begin to define and identify rhythmic concepts using notation
and meter. This unit will prepare for the rhythmic concepts that will be taught in fifth grade and
is meant to expand on the rhythmic concepts learned in third grade. The concepts include
subdivision from whole notes to sixteenth notes, dotted notes, identifying a simple duple meter
(4/4), and syncopation.

Standards:
I. MU:Cr2.1.4a – Demonstrate selected and organized musical ideas for an
improvisation, arrangement, or composition to express intent, and explain connection
to purpose and context.
II. MU:Cr2.1.4b - Use standard and/or iconic notation and/or recording technology to
document personal rhythmic, melodic, and simple harmonic musical ideas.
III. MU:Cr3.1.4a – Evaluate, refine, and document revisions to personal music, applying
teacher-provided and collaboratively-developed criteria and feedback to show
improvement over time.
IV. MU:Cr3.2.4a – Present the final version of personal created music to others and
explain connection to expressive intent.
V. MU:Pr4.2.4a – Demonstrate understanding of the structure and the elements of
music(such as rhythm, pitch, and form) in music selected for performance.
VI. MU:Pr6.1.4a – Perform music, alone or with others, with expression and technical
accuracy, and appropriate interpretation.
VII. MU:Re7.2.4a – Demonstrate and explain how responses to music are informed by the
structure, the use of the elements of music, and context(such as social and cultural).
VIII. MU:Re9.1.4a – Evaluate musical works and performances, applying established
criteria, and explain the appropriateness to the context.
IX. MU:Cn10.0.4a – Demonstrate how interests, knowledge, and skills relate to personal
choices and intent when creating, performing, and responding to music.
Key Terms:
Accent – A stress or special emphasis on a beat to mark its position in the measure.
Beat - The regular pulse of music which may be dictated by the rise or fall of the hand or baton
of the conductor, by a metronome, or by the accents in the music.
Dotted Note - A note that has a dot placed to the right of the note head, indicating that the
duration of the note should be increased by half again its original duration.
Duple Meter- A rhythmic pattern with the measure being divisible by two
Meter – The grouping of beats into regular patterns.
Off-beat – Any pulse that accentuates any part of the measure other than the first beat of the
measure.
Subdivision - To break up a larger metrical pattern into smaller parts so that it may be more
easily understood.
Syncopation – Deliberate upsetting of the meter or pulse of a composition by means of a
temporary shifting of the accent to a weak bear or an off-beat; The stressing of normally
unstressed beats, where the stress is shifted by less than a full beat.

References:
2014 Music Standards. (n.d.). Retrieved from https://nafme.org/my-classroom/standards/core-
music-standards/
accent. (n.d.). Retrieved from https://dictionary.onmusic.org/terms/4799-accent
beat. (n.d.). Retrieved from https://dictionary.onmusic.org/terms/391-beat
dotted note. (n.d.). Retrieved from http://dictionary.onmusic.org/terms/4810-dotted_note
meter. (n.d.). Retrieved from https://dictionary.onmusic.org/terms/2155-meter
off-beat. (n.d.). Retrieved from https://dictionary.onmusic.org/terms/2398-off-beat
rhythm. (n.d.). Retrieved from http://dictionary.onmusic.org/terms/2896-rhythm
subdivision. (n.d.). Retrieved from http://dictionary.onmusic.org/terms/3401-subdivision
syncopation. (n.d.). Retrieved from https://dictionary.onmusic.org/terms/3445-syncopation
Syncopation. (n.d.). Retrieved from
https://academickids.com/encyclopedia/index.php/Syncopation
The Beatles (1969). Here Comes the Sun [Recorded by A. A. Artist if different from writer]. On
Abbey Road [YouTube video]. United Kingdom: Apple Records.
To Stop the Train. (2019, September 6). Retrieved from
https://www.bethsnotesplus.com/2015/10/to-stop-the-train.html
Yannucci, L. (n.d.). Kye Kye Kule - Ghana. Retrieved from
https://www.mamalisa.com/?t=es&p=3215
 Day-by-day Layout
Day Five: Day Six:
Time Day One: Day Two: Day Three: Day Four:
Listening and Composition and
(mins) Subdivision Dotted Notes Duple Meter Syncopation
Composition Performance
0-5 Warmup Warmup Warmup Warmup Warmup Warmup
Review beat
and the note
Activity:
durations Review Dotted
Review Review duple Continue and
5-10 students are notes and
Subdivision Meter Listen and finish group
familiar with subdivision
identify composition
students are
concepts in
familiar with
“Here Comes
Pair Share: Activity:
Activity: the Sun” by the
What do we Share
Identify the Learn Song Review Song Beatles
do if we compositions
10-15 note duration “Kye Kye “To Stop the
want a note and give
clapping Kule” Train”
to be 3 feedback with
activity
beats? How other groups
Activity:
about 1 and a
Call and
Introduce half?
response game Introduce
eight and Introduce Review
15-20 with Syncopation
sixteenth dotted Syncopation
movement Notation
notes quarter and
Activity:
half notes
Group
Activity:
performances
Keep beat
Learn Song Pair Share:
while Introduce 4/4
20-25 “To Stop the What is
walking and meter Activity:
Train” syncopation?
clap Begin Group
subdivisions Rhythmic
Activity: Activity: Improvise Activity: compositions Pair Share: How
Index Cards Index Cards rhythms in 4/4 Identify did working in a
25-30
composition/ Composition/ using syncopation in group affect
arrangement Arrangement subdivisions previous music composition?
What are some
challenges that
Exit What is What does a Compose in Compose with Reflect on
come with
Ticket subdivision? dot mean? 4/4 Syncopation feedback
group
composition?
 Day One
Essential Question:
How does listening to a performing subdivisions help provide a definition for subdivision?
Learning Objectivess:
1. Students will identify note identify note durations.
2. Students will arrange using subdivisions.
3. Students will define subdivision.
4. Students will perform subdivisions.
Assessments:

1. Teacher will aurally assess student’s identification of subdivisions using a +/- scale.
LO:1.1a Student described correct note value for the performed subdivision.

2. Teacher will visually assess student’s arrangement of subdivisions through observing the
index card arrangement activity using a +/- scale.
LO:1.2a Student used subdivision index cards to arrange a four-beat rhythm.

3. Teacher will visually assess student’s definition of subdivision through their exit ticket
using a +/- scale.
LO:1.3a Student accurately defined subdivision.

4. Teacher will aurally assess student performance of subdivisions using a +/- scale.
LO:1.4a Student kept a steady beat.
LO:1.4b Student clapped the correct subdivisions

Materials:
• Whiteboard or Chalkboard
• Space to move around in
• Index cards with subdivisions written on them for each student
Activities/procedure:
1. Students will warm up with a countdown activity which they have used previously to
prepare for class.
a. Countdown from 8 and shake out each arm and leg then repeat with each number
below until they reach 1.
2. Teacher will facilitate a discussion about steady beat to review.
3. Teacher will draw a quarter note, whole note, and half note on the board and invite
students to identify each as a review of prior knowledge.
4. Teacher will ask students to clap a beat that is demonstrated and contextualize the quarter
note as the beat.
5. Teacher will clap previously learned note durations in different patterns and ask students
to identify based on performance.
6. Demonstrate both eighth and sixteenth notes in this activity then define them on the board
using the hierarchy of note durations where the note is stemmed into the division. Then,
explain that this is subdivision.
7. Demonstrate a beat, ask students to walk around classroom with each step on the beat and
demonstrate four-beat subdivision patterns to clap as they walk. Allow students the
opportunity to lead the rhythm patterns.
8. Give students a set of index cards with a set of the different subdivisions and ask them to
arrange the note durations into a four-beat pattern.
9. ET1 : What is subdivision?
 Day Two
Essential Question:
Why do composers use altered note durations?
Learning Objectives:
1. Students will perform dotted notes.
2. Students will identify dotted notes in music.
3. Students will arrange using dotted rhythms.
4. Students will explain what a dot does to a note’s duration.
Assessments:

1. Teacher will aurally assess student’s performance of dotted notes using a +/- scale.
LO:2.1a Students held note for correct number of beats.

2. Teacher will aurally assess student’s identification of dotted notes in music using a +/-
scale.
LO:2.2a Student identified where dotted notes are in the song.

3. Teacher will visually assess arrangement of subdivisions including dotted rhythms

through observing their index cards using a +/- scale.
LO:2.3a Student’s arrangement was no more or less than four beats.

Materials:
• Whiteboard or Chalkboard
• Index cards with subdivisions written on them for each student
• Space to stand
Activities/procedure:
1. Warmup: Vocal warmup where teacher guides movement between high and low pitches
with hand motions.
2. Teacher will write note values on board and lead review of duration and how the note
values divide allowing for students to write on board to show division.
3. Students will pair share on a prompt given by teacher “What if we want 3 beats instead of
2 or 4, or what if we want to use 1 and a half beats instead of 1 or 2?”
4. Introduce dotted notes. Explain what the dotted notes’ durations are and ask students
what they think the dot does. Confirm or explain that it adds on half of the notes value.
5. Teach “To Stop the Train” by rote. Teacher will ask students to stomp the beat as they
sing to feel the subdivision.
 a.
6. Ask students to aurally identify where there are dotted rhythms in the song.
7. Give students a set of index cards with a set of the different subdivisions, including
dotted notes, and ask them to arrange the note durations into a four-beat pattern.
8. ET2: “What does a dot do to a note’s duration?”
 Day Three
Essential Question:
How do patterns in music dictate how a piece sounds and how it is arranged or composed?
Learning Objectives:
1. Students will identify beat-level pattern.
2. Students will compose using in 4/4 meter.
3. Students will improvise in 4/4 meter.
Assessments:

4. Teacher will visually assess student’s identification of subdivisions using a +/- scale.
LO:3.1a Student patted 4 beats for each phrase.
LO:3.1b Student created a movement that demonstrated 4 beats.

5. Teacher will visually assess student’s composition on exit ticket using a +/- scale.
LO:3.2a Student used appropriate note durations in composition.
LO:3.2b Student’s composition has 4 beats in each measure.

6. Teacher will aurally assess improvisation of subdivisions in 4/4 meter using a +/- scale.
LO:3.3a Student improvised 4 beats.

Materials:
• Whiteboard or Chalkboard
• Projector
• Music for “Kye Kye Kule”
Activities/procedure:
1. Warmup: Vocal Warmup from Day 2 but led by a student instead of the teacher.
2. Ask students to explain what subdivision is to their neighbor and review dotted notes on
the board. Sing through “To Stop the Train” to perform the dotted rhythm in music.
3. Teacher will lead call and response and teach “Kye Kye Kule” by rote. Each phrase has a
4-beat tapping motion.
a. Tap head
b. Tap shoulders
c. Tap waist
d. Tap knees
e. Tap toes twice then waist twice
 f.
4. Teacher will ask students to create their own four-beat motion for each phrase.
5. Discuss patterns with the tapping and how there were different motions for each set of
words. Explain 4/4 meter to students, how the bottom four means the quarter note is 1
beat and the top four means there are 4 beats in each measure.
6. Students will sit in a circle and take turns improvising a measure of 4/4 based on the
subdivisions they know as a call and response before moving to the next student.
7. ET3: Compose in 4/4!
 Day Four
Essential Question:
How does a syncopated rhythm displace the beat?

Learning Objectives:
1. Students will perform eighth-quarter-eighth syncopated rhythms.
2. Students will compose using an eighth-quarter-eighth syncopated rhythm.
3. Students will identify eighth-quarter-eighth syncopation in music.
4. Students will define/describe syncopation.

Assessments:
1. Teacher will visually and aurally assess students’ performance of eighth-quarter-eighth
syncopation using a +/- scale.
LO:4.1a Student can perform syncopated parts of the song.

2. Teacher will visually assess student compositions on exit ticket using a +/- scale.
LO:4.2a Student incorporated syncopation into composition.
LO:4.2b Student had no more or less than 4 beats in a measure.

3. Teacher will aurally assess student’s identification of syncopation in music through

sharing out using a +/- scale.
LO:4.3a Student identified syncopated sections aurally after singing.
LO:4.3b Student identified syncopated rhythm in music on projector

4. Teacher will aurally assess definitions/descriptions through student discussion and

sharing out using a +/- scale.
LO:4.4a Student accurately defined or described syncopation.

Materials:
• Whiteboard or Chalkboard
• Music for “To Stop the Train”
• Projector
• Presentation:
https://docs.google.com/presentation/d/1alQUrSNAxDtZVCimSv__z6cHPYXFU
Z6XQRGUVhNIAm4/edit?usp=sharing

Activities/procedure:
1. Students will warm up with “Kye Kye Kule”
2. Teacher will facilitate a discussion about 4/4 meter to review.
a. What do the fours mean etc.
3. Review “To Stop the Train.”
4. Explain that the words “Pull on the handle” are sung using a syncopated rhythm.
5. Teacher will use presentation to show syncopated rhythm. Ask students to pair share
what they think syncopation means.
6. Use presentation to show definition of syncopation.
7. Ask students to identify any areas of syncopation in “Kye Kye Kule”
8. ET4 :Compose with syncopation!
 Day Five
Essential Question:
How does composition and music change as we learn more about rhythm?

Learning Objectives:
1. Students will identify rhythmic concepts in popular music.
2. Students will compose using rhythmic concepts such as syncopation and dotted notes.
3. Students will reflect on group composition.

Assessments:
1. Teacher will aurally assess student’s identification of concepts through sharing out using
a +/- scale.
LO:5.1a Student aurally identified patterns relating to meter.
LO:5.1b Student aurally identified examples of syncopation.
LO:5.1c Student aurally identified different subdivisions based off of
perceived beat level.

2. Teacher will visually assess student compositions using a +/- scale.

LO:5.2a Student incorporated syncopation into composition.
LO:5.2b Student had no more or less than 4 beats in a measure.

3. Teacher will visually assess reflections about group composition through the exit ticket
using a +/- scale.
LO:5.3a Student provided a reflection about group composition.
Materials:
• Projector
• Speakers
• YouTube – “Here Comes the Sun” by the Beatles
• Paper with 8 measures of single line staff
Activities/procedure:
1. Warmup: Review songs from unit.
2. Quick discussion of all concepts learned throughout unit – teacher initiated; student led.
3. Play “Here Comes the Sun” by The Beatles and ask students to identify the concepts
from the unit in the popular song.
a. If necessary, point out the syncopation as it is a bit harder to find.
4. Ask students what syncopation is, have a student draw the syncopated rhythm on the
board and have students perform the rhythm.
5. Teacher will divide students into groups to begin a group rhythmic composition project.
6. Project will consist of eight bars of 4/4 that must include the new subdivisions, dotted
notes, and syncopation. Group should agree on placement of these rhythms in the
composition and rehearse them to perform.
7. ET5 :Reflect on group composition!
 Day Six
Essential Question:
How does composition and music change as we learn more about rhythm?

Learning Objectives:
1. Students will compose using rhythmic concepts such as syncopation and dotted notes.
2. Students will perform group compositions.
3. Students will respond to peer feedback.
Assessments:
1. Teacher will visually assess student compositions using a +/- scale.
LO:6.1a Student incorporated syncopation into composition.
LO:6.1b Student had no more or less than 4 beats in a measure.

2. Teacher will aurally assess student performance using a +/- scale.

LO:6.2a Student performed the rhythms from composition.

3. Teacher will visually assess reflections about peer feedback through the exit ticket using
a +/- scale.
LO:6.3a Student used peer feedback to refine composition.
LO:6.3b Student provided a reflection on peer feedback.
Materials:
• Paper with 8 measures of single line staff. (Continued Compositions from Day 5)

Activities/procedure:
1. Warmup: Countdown from day 1 and review songs from unit.
2. Students will receive their compositions back and work in same groups as day 5 to
complete composition.
3. Students will rehears compositions by clapping the rhythms while stomping the beat.
4. Groups will be paired together to review and give feedback on the compositions.
a. Short discussion about constructive feedback before breaking off into the larger
groups to encourage valuable feedback.
5. Groups will refine composition based on peer feedback then groups will perform
compositions.
6. Discuss again how working in a group for composition was different than the experience
of composing solo.
7. ET6 :Reflect and Respond to feedback!
 Rhythm Unit Rubric
Name
of
Student

LO:1.1a

LO:1.2a

LO:1.3a

LO:1.4a

LO:1.4b

LO:2.1a

LO:2.2a

LO:2.3a

LO:3.1a

LO:3.2a

LO:3.2b

LO:3.3a

LO:4.1a

LO:4.2a

LO:4.2b

LO:4.3a

LO:4.3b

LO:4.4a

LO:5.1a

LO:5.1b

LO:5.1c

LO:5.2a

LO:5.2b

LO:5.3a

LO:6.1a

LO:6.1b

LO:6.2a

LO:6.3a

LO:6.3b
 Exit Tickets

ET1:

Name: __________________________

What is subdivision? Tell me below!

ET2:

Name: __________________________

How does a dot change the duration of a note? Tell me below!

ET3:

Name: __________________________

Compose TWO measures in 4/4 meter using subdivisions and dotted notes!

4
4

ET4:

Name: __________________________

Compose TWO measures in 4/4 meter using subdivisions, dotted notes, and syncopation!

4
4
ET5:

Name: __________________________

What are some challenges that you think will come with group composition? Tell me below!

ET6:

Name: __________________________

How did giving and receiving feedback to/from your peers change your composition? Was it
helpful? Tell me below!

I affirm that I have upheld the highest principles of honesty and integrity in my academic work
and have not witnessed a violation of the honor code.
Lillian Newton