Name: Amelia Adkins Date: 3-15-16

Grade: 3rd

Number of
Students
having IEP: 1

Number of
Gifted
Students: 0

Number of
Students
having

ELL: 0
Lesson Title: Note and Rest Duration
1. Learning Target(s)/Objectives (1C)
Student will read quarter notes, quarter rests, half notes, half rests, eighth notes,
eighth rests, whole notes and whole rests in 4/4 meter signature.

MU:Pr4.2.3a Demonstrate understanding of the structure in music selected for performance.

2. Pre-assessment (1F)

Students were given a pre-assessment at the beginning of the school year to assess their knowledge of
music symbols. 50% of students could not identify name or value or any musical symbols. 50% of
students could identify most musical symbols but struggled with the beats per measure or value of
notes.
3. Formative Assessment (1F)

The formative assessment to be used to measure student progress during this lesson is the Color the
Petals worksheet before the lesson is introduced as a review of old material and to assess what the
students already know about the new material.
to be used to measure student progress is the
The Rhythm Trainer game and completion of the Color the Petals worksheet after the new material is
introduced will be used as a summative assessment to assess identification of the quarter notes & rests,
half notes and rest, whole notes and rest, and eighth notes and rests. The teacher will also provide an
opportunity for students to self-assess their learning progress by having students complete the SmileO-Meter reflection page.
4. Resources (1D)

Instructional Materials and Technology needed for this lesson:

Smartboard connected to a computer with Internet access,
The Rhythm Trainer Game found at http://www.therhythmtrainer.com ,
Rest Duration Slide Show found at https://www.musictheory.net/lessons/13 ,
Color the Petals worksheet (attached) with candies/snacks that match the colors on the Key,
Plates, tubs, or baggies for candies/snacks,
Smile-O-Meter reflection page,
sheets of drawing paper, crayons,
Bell Ringer directions & song Moonlight Sonata found at https://www.youtube.com/watch?
v=nT7_IZPHHb0

5. Lesson Procedures (1E)

1. The students will hear Moonlight Sonata playing as they enter the classroom and prompted to
complete the Bell Ringer activity (attached) while the teacher will take Attendance on Class Dojo.
The teacher will read the students prayer requests begin the class with prayer that is student-led.
Allowing students to take turns and lead prayers is a strategy to engage students more in the lessons
and also fulfills the request made by the administration to have prayer at the beginning of each
class.
2. The teacher will hand out the Color the Petals worksheet with candies/snacks that match the
colors on the Key and allow the students to fill in the notes and rests that they already know as a
formative assessment. The use of this worksheet will provide an accommodation of engaging a
student with ADHD and sensory issues who has trouble focusing and staying on task. Being able to
eat the snack/candies after completing the worksheet will be a motivator for this student to finish
their page as this student also has trouble completing work in the classroom.
3. The teacher will then introduce the new material of quarter rests, half rests, eighth rests, and whole
rests in 4/4 meter signature using the Rest Duration Slide Show found at
https://www.musictheory.net/lessons/13. Students will fill any notes on their worksheet that they
did not know, as the teacher introduces each note, reminding students not to eat any snacks until the
end of their lesson. The teacher will monitor the students as they fill in their worksheets.
4. The teacher will then introduce The Rhythm Trainer Game found at
http://www.therhythmtrainer.com and demonstrate to students how to play. Students will be called
up one at a time to play the game as a means of summative assessment for the lesson. The rest of
the students may eat their candies/snacks while they wait for their turn. The use of this interactive
game will also provide an accommodation of engaging a student with ADHD and sensory issues
who has trouble focusing and staying on task. For students who are struggling, the teacher will
continue to practice the rhythms with the students and support them in identifying the notes, rests,
and their values. For students that finish early, they may draw their own rhythm on a piece of paper
using the notes and rests learned and reviewed in this lesson.
5. At the end of the lesson, the students will complete the Smile-O-Meter reflection page to selfassess their participation in class as well as their understanding of the lesson content.

Bell Ringer
1. Write your name & prayer
request on a post it note and stick it
to the white board.
2. Use sheets of paper and
Draw the song that you hear
playing. What kind of lines will you
use? Does the music remind you of
a certain color?
3. Name on the bottom corner,
copy the song title and write it on
the back, and place paper on the
music stand.