Name: Brennan Harris

Date: 02/25/5

Materials needed: Essential Elements method book

Standards:
S1:C5 PO 101, PO 102
S1:C1 PO 103
S1: C5 PO 113
Objectives and assessment:
Objective(s): Students will be able to read and play half-note rhythms accurately.
Assessment: The students will be assessed informally by the teacher as they play the
song air bow, pizzicato, and arco.
Personal objective: To ensure that students are actively engage in the activity by
improving the pacing of the lesson.
_____________________________________________________________________________________________
Introduction: Good morning! I am going to play two rhythms for you and I want you to tell
me how they are different.
Procedure:
Teacher will play two rhythms (one of the will include half-notes) and ask the students
how they are different.
Teacher will briefly explain and label half-notes using both its proper name as well as
relating it to the students previous knowledge of rhythmic syllables.
Students will sing rhythm syllables by rote
Teacher will explain the difference in bow speed between a quarter, half, and eighth
note using an analogy about driving speeds. (Speed of a car on the freeway vs. in a
neighborhood).
Students will play a rhythm, which is written on the board, with air bows.
Teacher will ask students to open their books to page 22 number 79 in their essential
elements books.
Teacher will ask students to examine the notes of the song and will ask where they
have seen that order of notes before (D major scale)
Teacher will instruct student to practice the song pizzicato for one minute on their
own. During this time the teacher will provide additional help to student that are
struggling.
Teacher will lead students in playing the song pizzicato.
Teacher will instruct students to practice the song arco for one minute. During this
time the teacher will help students that are having difficulties.
Teacher will lead students in playing the song arco.
Closure: Good job! Who remembers what we call this? (Points to half-note on the board).
Does it use a fast or slow bow? Go ahead and pack up, and make sure to put your bows to
sleep (loosen bow).

This is a basic template that you can follow for designing lesson plans in your classroom. The
text in BLUE is there as descriptors for what content could/should be in those sections of the
plan.
Find a format that works best for you. You may also use the district or site approved
template as appropriate for your placement. You will need to have a discussion with your
Mentor teacher about this.

Extensions (optional): If students grasp the concepts quickly, move on to #80 and practice combining eighths
notes, quarter notes and half notes.