Subject: Halloween Rhythm
1. Topic-
today were going to use claves to create different beats that can be played against each other in common 4/4 time
2. Content-
What a quarter note is, what an eighth note is. Talk about Halloween and where it originated.

Benchmark MU.A.2.1.1: The student performs independently simple patterns and melodies on rhythmic and melodic classroom instruments (e.g., percussion instruments and barred instruments) and maintains a steady tempo.

Benchmark MU.A.3.1.1: The student reads simple rhythmic and melodic notation, using traditional and nontraditional symbols.

Benchmark MU.B.1.1.2: The student improvises simple rhythmic and melodic patterns and accompaniments.
3. Goals: Aims/Outcomes-
1. to help kids subdivide
2. be independent when it comes to keeping rhythm
3. learn that different rhythmic patterns can be played against each other and still create a complete, clean sound.
4. Objectives-
1. have two groups of students beat two different rhythmic patters group A:

Group B:

2. have S have better concentration while doing rhythm activities
5. Materials and Aids-
two claves per S
white board
Cassette player
Monster mash tape
6. Procedures/Methods-

A. Introduction-

1. talk about Halloween
2. tell them if anyone feels uncomfortable participating that they can sit out
3. review the patterns stated above

B. Development-

1. go through rhythmic patterns once and demonstrate with Mrs. Graham how its supposed to sound

C. Practice-

1. have students play through the rhythms a few times with my help.

D. Independent Practice-

1.they can copy the patterns on the board down and do them at home when any type of objects, even hand clapping is part of any piece of music.

E. Accommodations (Differentiated Instruction)-

for students who can grasp the claves they could always use their hands to clap, or use a drum.

F. Checking for understanding-

1.go around and insure that each S is getting the concept and help them if they are not

G. Closure-

1. tell them how great they did and tell them that this type of practice can be done with any piece of music

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