Subject/Grade: 5 Lesson/Date: April 9th Time: 30 min

Room: C116

Stage 1: Desired Results

GLEs: Through the elementary music program, students will develop
• insights into music through meaningful musical activities
• self-expression and creativity
• musical skills and knowledge.
SLEs: Students will:
Skills: Creating
10. Notate and perform original compositions (does not have to be formal notation)
11. Create new music in a known form (AB, ABA)
Element: Form
12. repetition and contrast give unity and variety to form in music
Learning Students will:
Objectives • Repeat a new song with drum ostinato in musical warm-up.
• Create original music in ternary form using known and creative rhythms in drum composition
activity.

Stage 2: Assessment Evidence

Formative • Checklist (for rhythm and beat Summative -Composition writing
Assessment understanding) Assessment
• Listening and Class Discussion

Stage 3: Learning Experience

Prior to • Set up circle with drums Resources • Spotify (drum-less playlist) Funky
Lesson: • Have PowerPoint and music ready to Bring: Rock
• Print Handout • Composition Handout
Time: Content/Description Notes/Assessments:
5 min Introduction: Introduce Final Assessment Piece! -Take mental note of
who is able to perform
• Begin class in drum circle and begin singing This Little Light of Mine.
the ostinato consistently.
SAY: Listen and if you know it sing along (in your singing voices), I am
going to add an ostinato. -Try and add a student
• Review song (by rote) if need be for class. on SG part (using a tick
o Add ostinato, ask students to repeat it back. tock block). Pick
student who is
o Play ostinato as a class (repeat after me) and then add the vocal exceeding.
part.
SAY: I want to use this song as an end of unit (next week) final piece, so we
will be adding new parts to it every class.

20 min Body: Composing in Ternary! (ABA)

1) Learning Goal:
Apply form to our compositions! Success:
SAY: Can I have someone read this goal out for me today! How could you -Review and understand
say this in your own words? What are some steps we could take to be form
-Compose music
successful in this? complementing our
track
2) Composition
• Play track! ASK: What is missing from this? (drums) During this exercise,
o How could drums enhance (better) this music? looking for:
-Rhythmic
SAY: We have a fantastic foundation of skills on our drums, it’s time to let understanding
you get creative!
Subject/Grade: 5 Lesson/Date: April 9th Time: 30 min
Room: C116
• Explain that you would like them to compose a drum accompaniment to -Creative use of drums
(or using 3 known
a track.
tones)
o Let students listen to the track -Cooperation and
o Explain that if they compose in groups of 4 beats (4/<3) that it collaboration.
should fit in nicely with the track.
SAY: You will have time this class and next to put these together, I expect
you all to be actively involved in this process.
• Remind students to practice at a quiet volume, have paper provided for
writing out their composition if that is what they need.
o If students request to create drum accompaniment to a specific
song, that is fine! They will just have to be more responsible in
remembering the form and lyrics.
STUDENTS ARE TO WORK ON THIS FOR APPROX. 15 MIN.

5 min Closure: Storm Storm:

• Gather students back to the drum circle. 1. Rain (fingertips on
drum)
-Begin making storm (no verbal instruction) 2. Wind (palm rubbing
• Allow 1 or 2 students to be “storm master” and when the last storm is drums)
done, quietly dismiss students from class. 3. Thunder (bass tone)
Stage 4: Reflection
1. Detailed description of the actual lesson as-taught: includes students’ response to instruction and any
changes from the lesson plan:

2. Specific strengths of the lesson plan and delivery:

3. Specific weaknesses in the lesson plan and delivery:

4. What must be addressed to improve this plan?

5. How I have grown from this assignment/teaching experience: