Lesson Title/Focus

Rhythm vs. Beat

Subject Grade/level

Grade 5 Music

Unit

Feel the Rhythm!

Teache
r
Time
Duratio
n

Stephanie
Gordon

Date

Sept. 9,
2015

55
minutes

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:
KSAs:

Self Expression and Creativity

Enjoyment of music

Rhythmiscreatedbycombiningbeat,tempo,
patterns,metreandduration.
3, 6

LEARNING OBJECTIVES
Students will:
1. Demonstrate rhythmic accuracy.
2. Perform ta and titi rhythms.
3. Distinguish beat and rhythm.

ASSESSMENTS
Observations:
Key Questions:
Products/Performanc
es:

What do they know about rhythm?

Can they define the terms?
What is beat?
What is rhythm?
Circle activity.
Exit slip

LEARNING RESOURCES
CONSULTED
Program of studies

MATERIALS AND
EQUIPMENT

PROCEDURE
Introduction
Attention
Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behavior
Advance
Organizer/Agend
a
Transition to
Body

Clap a rhythm, students respond.

Students did well last class. They are
wanting to get into music activities right
away.
Students will be excited and wanting to
move, but are still to follow the
expectations in place.
Rhythm vs. Beat mini lesson.
Circle Activity
Exit Slip
Go to the white board to start the lesson.

Time

10
min

Body
Learning Activity
#1

Assessments/
Differentiation:
Learning Activity
#2

Rhythm vs. Beat:

- Explain to the students that we will
be focusing on to music elements
today, rhythm and beat.
- Ask the students if they know what
beat is: a constant or steady pulse
that continues through an entire
piece. It sets the tempo of how fast
or slow the music is.
- Ask them to give an example of a
beat, like a heart beat.
- Ask the students what rhythm is?
Rhythm is how the beat is broken
up. It goes with the beat, and can
have longer or shorter values.
- Go over ta and ti-ti rhythms on the
board.
- Have the students listen as you clap
a steady beat.
- Eventually have the students join in
by clapping as well.
- Draw some rhythms on the board
and go through singing them with
the students.
Formative assessment will be done
through observation on how well they
know the rhythms and if they can
distinguish beat and rhythm.
Circle Activity:
- Tell the students they need to listen
carefully because I want to try
something new with them.
- Explain we will be getting in a circle
to do our music activities.
- The back row will come to the front
and start the circle. Then I will
instruct the front row to push their
chairs back (CAREFULLY) and come
join the circle.
- We will practice this a couple times
until they can do it quietly and
carefully.
- Once in a circle begin clapping a
steady beat, have the students join
in when ready.
- Explain that they are to keep it
steady, not speeding up or slowing
down! IN order to stay together they
can watch my hands and try to

Time

25
min

15
min

Assessments/Differ
entiation
Assessment of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To
Next Lesson

match up with me.

Once the beat is steady I will sing a
rhythm and they will sing it back.
We will continue through the circle
until each student has gone.
This may be difficult for some to clap
and sing at the same time.

Formatively assessing how well they can

keep a steady beat, and also if they can
sing ta and titi rhythms accurately.

Closure
Rhythmic knowledge and
understanding.
Can they follow the instructions for the
circle activity.
What is their level of musical skills?
Exit slip.
Explain the exit slip is for me to get to
know them better.
Next lesson we will be reviewing more
on rhythm and begin singing!
Reflections

Time

5
min

What went well?

What changes
would you make
in your planning?
What have you
learned to
improve upon
future
instruction?