Lesson Plan

Grade/Subject:

Unit:

Duration: Minutes

Outcomes from Alberta

Program of Studies

Learning Objective

Demonstrate skills on Latin

Instruments use to accompany
Latin-American songs. Observe
syncopation and particular
rhythm patterns for this music. (P.
13)

The students will review how to

make a high tone on the drums

Duration concepts are extended

to include sixteenth notes (R. 16)

The students will demonstrate

different rhythms using both
tones

The students will demonstrate

how to make a low tone on the
drums

Rhythm is created by combining

beat, tempo, patterns, metre and
duration. (R. 19)

Assessments
Observation will allow me to ensure that students are using proper
techniques that were taught last lesson and taught throughout the
lesson. It will also allow me to ensure that students are treating the
instruments properly, as discussed in lesson 1.
Call and Response: This is the traditional way of learning. I will
demonstrate a rhythm and the students will repeat. This will be used
as formative for now, but may be used as summative as the unit
moves on. It will increase the students accuracy on the drums.

Learning Resources Consulted

Resource #1: World Music Drumming Cross-Cultural curriculum
Resource #2: World Music Drumming Student Enrichment Book
Resource #3: New Ensembles and Songs

Materials and equipment

Drums

Procedure
Introduction ( 5 Minutes):

Housekeeping: None for today.

Hook/Attention Grabber: Today we will be learning more about drums
and a new rhythm!
Assessment of Prior Knowledge: What is respect? How do we respect
the drums?
Expectations for Learning and Behaviour: Students will participate in
the learning activities. They will also know when to stop and will be
quiet during instructional time.
Advance Organizer/ Agenda: We will do some review from last week,
then we will learn a couple new rhythms.
Transition to Body: Lets get to handing out the drums!
Body ( Minutes):
Learning Activity #1: Review
This will be both activity and discussion based. The teacher will lead
in review about how to hit the drum and make a high tone. The
students will demonstrate:
- How to keep a beat.
- How to create a high tone on the drum.
- How to treat the drums with respect.
- How to play the little instruments
Key
-

Questions:
What is a beat?
How do we know we are keeping the beat?
How do we create the high tone on the drum?

What the Teacher is doing:

- Guiding the class in the
review from last class.
- Asking questions.
- Assign drums/ instruments

What the Students are doing:

- Participating in review
- Answering questions

Assessments/Differentiation:
Observation will be used to determine how much the students
remember from the previous class.
Question and answer will also be used to ensure that students
understand the key concepts to drumming.
Transition: Now remember how many tones each drum had? We are
going to learn the second one.
Learning Activity #2: Low Tone on the drum

The teacher will guide the students on how to create a lower tone on
the drums. They will be reminded to use soft hands to prevent the
amount of noise in the room. The teacher will also allow students to
experiment with the sound.
Key Questions:
- How does this second tone compare to our first tone?
- How does the tone change depending on how we hit it? Which
way creates the best tone?
What the Teacher is doing:
What the students are doing:
- Guiding the students on
- Participating in the
how to create the low
drumming circle
sound on the drum.
- Answering questions
- Asking questions
- Exploring sounds

Assessments/Differentiation:
Observation will allow me to see how well the students understand
how to play the drums with proper techniques. It will also allow me to
see how to move forward after this lesson when it comes to
assessment. I will also be able to fix and issues as I see them.
Transition: Now lets use these tones to start a song!
Learning Activity #3: Learning Ensemble one rhythms
The teacher will guide the students in learning how to play the
rhythms for Ensemble 1 on page 14 of the World Drumming book.
This will be done with call and response with the teacher leading.
There should be words used to go along with the rhythm to help the
students to grasp the correct rhythm.
Key
-

Questions:
Are we hitting the drum in the correct spots for the tone?
Are we keeping the beat together?
Are we using soft hands?

What the teacher is doing:

- Guiding the call portion of
the lesson
- Listening to the students
response
- Asking the key questions

What
-

the students are doing:

Responding to the teacher
Listening to the teacher
Answering the key
questions

Assessments/Differentiation:
Observations will be made to ensure students are using the correct
techniques to get the proper tone from the drums. I will also be able
to hear if the students are able to play the rhythms within the beats.
Call and Response will allow me to ensure that students understand
rhythm and beats. This will be moved eventually so that students can
create their own rhythms after a call.
Transition: Lets put away the drums in the corner and sit back
down.
Closure ( 5 Minutes):
Consolidation/Assessment of Learning: What is a drumming circle?
Most cultures will use something similar to this when it comes to
drumming.
Feedback From Students: Throughout the lesson and how well they
respond to learning this way.
Feedback to Students: Great work today guys! I cant wait to
continue this unit with you.
Transition to Next Lesson: Next week we will start putting the rhythm
patterns together that we learned today. You may stack your chairs
now please.
Self Evaluation:

Notes: