Sarah McMahon

2/27/15

Assessment

Grade: Pre-K
Lesson: Body Rhythm

Formative: I will watch as students

echo my rhythm.
Summative:

Learning Goals
What Learners will:
Be able to do (behavioral): echo my
given rhythm with a success rate of
80%
Understand (cognitive): different
patterns and how we can tap them on
the body in different ways.
Encounter (experiential): different
instruments and how to play them
Construct meaning (constructivist):

Integrative: The teacher will make

notes in her student teaching binder.
In this binder the teacher will record
and document personal thoughts,
reflections, and student comments.
The teacher will adjust and remediate
the plan as appropriate.
Process
Partner: (Honor their world by
beginning with an experience students
bring to the classroom. Include time
for students to collaborate and
respond through sharing and
discussion.):

Focusing Question
In what ways (complete the
sentence): In what ways can we pat or
tap our body to the rhythm?
Materials
Book- Ive Got rhythm

When students walk in start by

playing a game of Simon says
o Start with Simon says
walk to the carpet
o Play with places on the
carpet
o Segway into touching and
tapping different body
parts musically

Drum- for me
Head- triangle
Shoulders- egg shakers
Knees- tamborine
Toes- flat drum
Eyes, ears, mouth, nose- bells

Present: (Sequence the lesson steps.

Take the learning from their world to
the world of the classroom. Present
the information and allow time for
students to practice and respond.
Engage critical thinking, problem
posing, and problem solving.):

Sing the good morning greeting

song
o Pick a name from the
mystery list to be our
helper.

Have students sit around me

while I read the book Ive got
rhythm. Have them tap and
dance according to the book
o We will play Simon says
with this book Im going
to read to you.
o Have students echo my
body rhythm
Use different
patterns when
having them echo.
o When drum comes in
only I will play at first.
o Segway into song
Do you know any
music that when
we sing it we have
to touch different
body parts?
Sing head shoulders knees and
toes.
o Make sure that students
know we are toughing our
body along with the
rhythm of the music.

If there is time add in

different instruments
Head = highest
instrument
Toes = lowest
instrument

Personalize: (Make the learning

personal to the students. Provide
opportunities for students to create
and be musicians. Encourage original
thinking and innovation.):

Make sure to relate Simon says

with our Ive got rhythm book

Perform: (Communicate and share

the new learning as students perform
through concert presentation,
demonstration, or exhibition.):

Students will play instruments

to the song Head, shoulders,
knees, and toes.