Name: Brennan Harris

Date:2/5/15
Materials needed: Stereo and Essential Elements CD
Standards:
S1:C5 PO 101, PO 102
S1:C1 PO 103
Objectives and assessment:
Objective(s):
Students will be able to recognize and understand 8th notes, and will be able to play simple
melodies that include 8th note rhythms.
Assessment:
Students will accurately sing 8th note rhythms by rote, air bow 8th note rhythms in Rhythm
Rap, and play 8th note rhythms on their instruments in Pepperoni Pizza.
Personal objective:
My personal objective is to identify and help individual student who are struggling with the
activities in this lesson.
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Introduction: Good morning! Today we are going to talk about some new rhythms. But first I
am going to play two different rhythms and I want you to pay attention to how they are
different.
Procedure:
Teacher will play two rhythms. The first will be 4 quarter notes and the second will be
2 quarter notes followed by 4 eighth notes. The teacher will then ask how was the
second rhythm different from the first? (The students will answer by recognizing that
some of the notes were shorter or faster than others). (Aural)
The teacher will then write the two rhythms on the board and label the terms. The
teacher will relate quarter and eighth notes to the students previous knowledge of
tas and ti-tis. (Visual)
The teacher will clap a steady beat and sing eighth note rhythms and have the
students repeat those rhythms by rote. (Kinesthetic)
The teacher will explain the difference between the bow speeds of eighth notes and
quarter notes and will use the analogy of driving a car in a neighborhood vs the
freeway to describe the difference.
The students will air bow #66 Rhythm Rap in the Essential Elements book with the
CD track.
The teacher will observe and assess student performance and help those who are
struggling.
The teacher will then instruct students to look at #67 Pepperoni Pizza in their
Essential Elements book and ask them to look at the rhythm and tell the teacher why
it is called Pepperoni Pizza.
The teacher will then help students figure out on their own that the notes in #67 are
a descending major scale.

The students will then point to the notes on the page and say the note names with
the rhythms. (Oral)
Next, the students will pizzicato the note and then play them arco.
If needed, the teacher will break up the song into smaller sections
Closure:
Good job! What did we learn today? Are eighth notes faster or slower than quarter notes?