Working with Rhythm

April Morris Massie

2ND Grade/Music

Ohio Music Standards:

Perceiving/Knowing/Creating (CE)
1CE Identify patterns of same and different phrases in simple poems & songs.
Producing/Performing (PR)
2PR Sing (using head voice & appropriate posture) and move to music of various styles, composers and
cultures with accurate pitch and rhythm.
3PR Read, write, and perform using eighth notes, quarter notes, half notes, and quarter rests in 2/4 and 4/4
meter.
4PR Improvise and compose simple rhythmic and melodic phrases.
6PR Play a variety of classroom instruments, alone and with others, and demonstrate proper technique
Responding and Reflecting (RE)
5RE Respond to patterns of same and different phrases in simple songs and poems
Lesson Summary:
This lesson is designed to reinforce known rhythmic syllables and patterns (quarter note TA, two eighth
notes Ti-Ti) while adding in the less well-known rhythmic syllable (quarter rest - REST). The students
discovered REST a few classes ago while listening to and performing songs which they observed had a beat
with no sound. We called this taking a rest. Students will use all three syllables in various patterns by
performing (clapping, saying, singing), reading, writing, improvising, and
composing. The main element of the lesson is for each small group of students to
create their own song using these rhythm syllables and other known elements
(melodic syllables SO & MI) and perform it for the class. This will happen in
various steps with practice and exploration within the classroom. Students will be
guided by the teacher in practice activities, exercises and guidelines for their
project but will work in small groups to create their masterpieces while the teacher
walks around and helps as needed.
Estimated Duration:
Three 40-minute class periods or approximately 120 minutes.
Commentary: The class will begin by reviewing all known melodic and rhythm syllables by performing them

in songs, games, and activities. We will also use classroom instruments to provide an exciting hands-on
approach and to get them hooked with excitement. After proper review and instruction, we will begin
working in small groups to design individual songs that will begin as simple patterns and transform into songs
with lyrics by the end of the lesson. Small groups and being able to work with their own materials will also be
a hooking mechanism because its not usual for music and they appreciate getting the chance to be creative
and working with their neighbors. Since music is usually done as a large group activity, it may be a little more
difficult to manage small groups in my classroom. This depends on the class, of course. A few of my second
grade classes would do very well working in stations/groups but 1-2 classes will be easily distracted by the
ability to speak freely to other group members. This may require planning in advance by making up groups
before hand.

Instructional Procedures:
Day 1:
Day One begins with the teacher using her normal Hello singing activity and
unfolds into singing three different known songs: Apple Tree, Pease Porridge Hot,
and Johnny Caught a Flea. After singing the class is directed to the rhythm
syllables on the Smart Board. The class thinks the rhythm, then claps and says
the syllables aloud. Afterward, they identify the song by comparing the rhythm
on the board to the rhythm of each song they sang and checking it. Once they
discover the mystery rhythm matches Apple Tree, theyll sing the rhythm
syllables while clapping and well play the Apple Tree game. (10 minutes)
After the game, the teacher will ask the students to watch and listen while one rhythm in each pattern changes
at a time. Students will be selected to identify the rhythm that has changed and fix
it by moving the syllables into the right order. The tricky part about this activity is
that it includes REST. Apple Tree only had TAs and TI-TIs. The teacher will use
this to review REST with the class. After the class has identified all of the rhythms
that were changed, they perform the rhythm from start to finish and identify the song
that matches the rhythm pattern that is Johnny Caught a Flea. Well practice TA, TITI and REST in this song by using the rhythm sticks in class with this song as an
activity. (8 minutes)
Johnny will lead us into a quick session on improvisation and making up our 4-beat
patterns. The class will practice this with a template on the Smart Board that has 4 boxes each marked with a
heartbeat on the top. The teacher will improvise a pattern using the 3
known syllables and the class will copy and pick a leader to drag &
drop the correct rhythm syllables into the right boxes. The teacher will
take 4 of those 4-beat patterns and make a 16-beat rhythm pattern,
placing one pattern on top of the other. (7 minutes)
Student will then be directed into small groups of 4-5 students each. Each
student will be given the same template of 4 boxes, a clipboard to write on,
and a pencil with an eraser. Each student in the class will create their own
rhythm pattern using at least one of every rhythm syllable. Then the groups
will experiment with putting their patterns in different orders and
saying/clapping the patterns as a group. The teacher will walk around and

monitor/help each group as it needs it. She will also observe and mark down any information on whether
particular students seem to understand writing/performing the known rhythm syllables. The group will take
their favorite 16-beat (or 20-beat) rhythm pattern, perform it for the teacher, and write it in a new Smart Board
template (16 or 20 beats) by dragging and dropping the rhythms. The teacher will save each file in Smart
Notebook for the next lesson. (15 minutes)
Day 2:
After the opening Hello song, well go right into singing two known songs (Pease Porridge and Johnny)
and then dictation which the kids know as writing what you hear. The teacher will put a rhythm pattern
in her hands and then a student will come right it out on the Smart Board by dragging and dropping each
syllable into the proper place. After 16 syllables (or 4-bar example) is finished, the class will perform the
rhythm and identify which song it matches (Johnny). For celebration, the class will sing Johnny while
playing rhythm on the drums. (10 minutes)
Around the circle, the teacher will pass out a note card to each student. The note cards have two different
rhythm patterns on them (using TA, TI-TI, and REST). This is a
call/response game that allows every student to practice a rhythm pattern
aloud and gives the teacher the opportunity to see each child perform alone.
The card says, I have ___(pattern)____. Who has ____(pattern)____?
The student must perform each pattern correctly so students can see if the
pattern they hear matches their own card. If so, its their turn next. The
teacher collects cards from each student after they are finished and makes
note in her binder of their individual performances. (10 minutes)
Class then moves onto to the group example they created together during the last session. They review it on the
Smart Board and then discuss what it would mean to put in lyrics. Lyrics have to match rhythm so the teacher
will bring in Language Arts by discussing the different number of
sounds in different words (rain = 1 so it would be a TA, sunny = 2 so it
would be a TI-TI). Teacher picks a topic out of the Topic Hat (a bin of
different themes). For example, Spring may include lyrics for one line
that say Raining, pouring, wet! and would match TI-TI, TI-TI, TA,
REST. The teacher takes ideas from the class and writes in lyrics to the
example. The class then performs the example. (8 minutes)
Lastly, the small groups get together and the teacher passes out prints of the groups example, clipboards, and
pencils and allow them to experiment with lyrics. Each group will pull a theme out of the Topic Hat so they
have a starting point. The teacher will help when needed and after class, will put the chosen lyrics into the
saved file for each group on Smart Notebook so it will be available to see on the Smart Board next time. (12
minutes)
Day 3:
The class begins with the rudimentary greeting activity and then goes into a rhythm echo game. The teacher
claps a 4-beat rhythm pattern using TA, TI-TI, REST and the class
copies. The teacher then chooses various students to be the leader who
improvises the pattern and the class will copy them. (5 minutes)
The class uses the website Rhythm Trainer on the Smart Board to
practice known rhythms. The teacher goes over the easy set-up so
students will understand how to access this fun application from home.
For each question, a pattern is shown. There are 4 aural choices that can
be played as many times as you would like. The class performs the

written pattern and listens to each choice to determine which one (A,B,C, or D) matches the pattern correctly.
The class will attempt their best out of 10 and discuss their performance and grade. (8 minutes)
The class then gets into their small groups for the next activity which is found on YouTube and will be
displayed on the Smart Board. This activity is a rhythm reading activity paired with music and the Angry
Birds theme song. It will be attempted first by the whole class, and then by each individual group. Again, the
class will self-assess their performance and discuss what they believe were their strengths and weaknesses. (8
minutes).
To end the lesson, groups will need to make any changes necessary to their rhythmic compositions (lyrics or
rhythms) and practice them as a group. The teacher will make her rounds during this time and help when
needed. She will also make any adjustments necessary to the Smart Notebook file for each group so that it will
be saved correctly when it is pulled up for them to perform. (10 minutes)
Each group will perform their rhythm masterpiece for the entire class while it is posted on the Smart Board for
all to see with their names by the 4-beat pattern they composed. The teacher will observe and take note for
assessment purposes. The class will be encouraged to use proper audience etiquette while each group performs
and applaud for their effort. (9 minutes)

Pre-Assessment:
At the end of the lesson that occurs just before this lesson, the teacher will play both a listening game and an
echo game. The listening game will involve the teacher singing various songs that consist of TA, TI-TI, and
REST. The students will be asked to listen with their eyes closed and answer questions like, Did you hear
any beats that didnt have any sound? (hands up = yes), How many were there? (use fingers to answer).
Questions like this and answering with eyes closed lets the teacher judge understanding in a way that young
children find fun. The echo game is played with eyes open and has the students echo the teacher in voice and
hands clapping the pattern. The teacher can visually gauge student comprehension this way.
Scoring Guidelines:
Second grade students in my school do not receive ABC grades. Therefore to assess them, its
important to show quarterly and yearly growth by progressing through elements within lessons that
build upon skills and knowledge theyve mastered in previous lessons. My goal is to show that the
fairly new concept of REST is being understood and integrated within the previous mastered concepts
of TA and TI-TI. Once this goal is mastered we move forward and build upon it by introducing the next
rhythm syllable (TA-A = half note). To show progress, I will document the observations I make while
watching and listening students perform individually and within groups (students both say and clap
rhythm so two ways to learn and show understanding oral and kinesthetic). I will also observe how
well they do creating patterns by seeing them on the board (visually) and by how they write and draw
the rhythm syllables and patterns on worksheets. They will also have a chance during the lesson to
respond to their own performance and self-assess. Hearing their observations gives me a good idea on
what they comprehend. Once I feel a skill is mastered I will check it off the list for that particular
student. I can also make notes on which children may need modifications or whether a particular
student does better visually, orally, etc.

Post-Assessment:
Post-Assessment for this lesson will ultimately be the student projects that are showcased at the end of the
third day. The students each create their own pattern and then add them together to form a group large pattern
that the small group will arrange on the Smart Board and perform for the class. This will allow me to witness
their comprehension in this area. There are multiple other smaller assessments within this 3-day lesson so I
can make sure the students are on track, but this is the main assessment.

Scoring Guidelines:
As with the Pre-Assessment, the Post-Assessment will rely on showing appropriate growth in mastery.
Once I observe the student mastering the skill of REST and combining it with other mastered elements
(TA, TI-TI) within various patterns with this small group project, I will use a checklist to document
whether the student is ready to move on to the next element and build upon mastered skills or if the
student could use modifications or extra attention. My students do not receive ABC grades so this is
the method that best shows quarterly and yearly growth.

Differentiated Instructional Support

Students who show exceptional mastery of this lesson can be challenged to create their very own rhythmic
composition instead of (or in addition to) the small group composition project. They may make this 16-24
beats long instead of only 16 beats and they may choose their own theme instead of drawing the idea out of a
hat. This will provide them with an outlet for creativity and independence while allowing them to branch out
and get a bit more challenging. Students who exhibit a desire to help others may also do so, if it is of their own
will and they show an appropriate teaching talent.
Students who exhibit anxiety or strained comprehension of the topic can be helped by modifying their part of
the small group project to tracing an already existent pattern instead of making their own up. Another good
way to do it with students who have trouble writing is having cut-out printed versions of the rhythm syllables
so that they are the same size as the template boxes and have them rearrange them into the pattern they want
and glue them in the pattern they like. Students who have trouble being able to clap and say the pattern at the
same time can try each method (saying or clapping) individually or they may be more successful using a
colorful instrument to tap on like rhythm sticks or a drum. Some students may be well suited to working with
a higher student as a learning partner. It depends on the student and situation. And as always a teacher should
be prepared that she may need to give some students more attention during projects that others in order to be
ready to reassure and remind them of their goals.

Extension
Good extensions for this lesson are the following sites:

www.classicsforkids.com/games/rhythm/rhythm.html
This is a fun game that uses TA, TI-TI, and REST. The animated boy will play a rhythm on the drum and the
student uses the space bar to echo the correct rhythm back. Correct answers earn you points. This promotes
good listening skills.
www.youtube.com/watch?v=AR1ELLMRKvE
This video is a fun and engaging way to practice TA, TI-TI, and REST in different patterns. The patterns are
programmed to the song A Ram Sam Same. It is a short, fun way for them to practice at home.
www.youtube.com/watch?v=mpi_g5KfYt4
In this video the same music teacher has used a video of the minions from Despicable Me performing their
Banana Song and added in rhythm patterns to go along with the music. Its a short, fun way for kids to
practice the same rhythm syllables as theyve been doing in class.
Other extension options are found in the Home Connections section.

Homework Options and Home Connections

It is not typical in many music education classes to assign homework. However, teachers do encourage
listening to music at home and practicing from home if able. For this lesson, students will be encouraged to
share their small group rhythmic composition project with their parents at home by going to my classroom
blog. They can challenge their parents to try to perform the project themselves and then be the teacher and
show the parents what theyve learned in class.
Underneath the finished class projects on my blog, a new fun rhythm example will be posted. It is called,
Loose Tooth. Its a cute little rhythmic story that uses TA, TI-TI, and REST. They can try their hand at it at
home maybe with their parents help if theyre looking at it right after theyve shown them the class project.
My blog will also contain a link to Rhythm Trainer, the website the class used in on Day 3 of the lesson. This
will allow them to practice from home. www.therhythmtrainer.com Doing it in class, will prepare them how to
set it up at home.

Interdisciplinary Connections
Math Using rhythm in Music ties into Math with the creating of patterns using divisions of one beat. Finding
same and different patterns is used necessary in Math as is creating and working with patterns. Rhythm in
Music also sets up a basis for adding, division and others because all rhythms use numbers with numbers.
Eighth note is 1/8 of a whole, a quarter note is of a whole, etc.
Language Arts While performing the rhythm of a known song, students are directed to correlate the words to
the rhythm which goes along with learning syllables in words. Sunshine = 2 sounds which would be a TI-TI

and Rain = 1 sound which would be a TA.

Materials and Resources:

For teachers

A copy of the lesson with notes if applicable, Smart Board & applicable files made by
the teacher in advance, chosen websites or applications ready to go, rhythm sticks,
drums, worksheets, pencils, erasers, clipboards to write on. Note cards for the I have
game, Topic Hat.

For students

Clipboards, worksheets, pencils, erasers, rhythm sticks, drums, note cards for the I
Have game, Topic Hat.

Key Vocabulary
Beat the steady measurement of music, like the ticking of a clock or the beat of a heart
Rhythm the long and short sounds that make up patterns within the beat
Composition a musical creation
TA the rhythm syllable for one quarter note
TI-TI the rhythm syllable for two eighth-notes
REST the rhythm syllable for a quarter rest

References
Ohio Department of Education Music Standards
Classics For Kids
The Rhythm Trainer
Additional Notes
Images for clarification.