Unit: Grade 1 - Rhythm

Content Area: Music

Course(s): Generic Course
Time Period: Generic Time Period
Length: Weeks
Status: Published

Unit Overview
In this unit, the students will develop readiness and skills to perform basic rhythmic concepts. Through
singing, playing, moving and listening students will acquire the basic knowledge and skills to be able to
develop beat competency and to identify, read, write and perform melodic rhythm.

Transfer
Students will be able to independently use their learning to...

-to develop beat competency

-to differentiate between beat and rhythm

-to build rhythm vocabulary

-to compare and contrast rhythm

-to identify and perform melodic rhythm using quarter notes, two eighth notes (barred) and quarter rests

-to utilize thinking and problem solving

-to strive for accuracy

-to gather data through all the senses

For more information, read the following article by Grant Wiggins.

http://www.authenticeducation.org/ae_bigideas/article.lasso?artid=60
Meaning

Understandings
Students will understand that...

-beat is the pulse

-beat is organized into big beats and little beats

-beat is different than rhythm

-rhythm is patterns of long and short sounds and silences

-rhythm symbols represents lengths of sound and silences

-there are patterns in music

Essential Questions
Students will keep considering...

-Can I feel the steady beat/pulse of the music?

-Can I perform steady beat?

-Can I differentiate big beats and little beats?

-Can I compare and contrast melodic rhythm aurally and visually?

-What patterns of sound do I hear in this music?

Application of Knowledge and Skill

Students will know...
Students will know...

What facts and basic concepts should students know and be able to recall?

-identify the pulse

-recognize big beats/little beats

-difference between beat and rhythm

-rhythm symbols represent duration of sound and silence

Students will be skilled at...

Students will be skilled at...

-performing steady beat to music

-performing big beats and little beats to music

-distinguishing between rhythm and beat in music

-identifying quarter note, two eighth notes (barred), quarter rest symbols

-comparing and contrasting rhythm patterns aurally and visually

-reading/counting rhythm patterns using quarter notes, two eighth notes and quarter rests

-performing rhythm patterns using quarter notes, two eighth notes (barred) and quarter rests

Academic Vocabulary
beat
pulse

big beat

little beat

rhythm

pattern

quarter note

eighth notes (barred, single)

quarter rest

repeat sign

compare

contrast

perform

same

different

Learning Goal-Rhythm
The students will be able to read and perform rhythmic patterns using quarter notes, two eighth notes (barred)
and quarter rests.

CRP.K-12.CRP1.1 Career-ready individuals understand the obligations and responsibilities of being a

member of a community, and they demonstrate this understanding every day through
their interactions with others. They are conscientious of the impacts of their decisions on
others and the environment around them. They think about the near-term and long-term
consequences of their actions and seek to act in ways that contribute to the betterment of
their teams, families, community and workplace. They are reliable and consistent in going
beyond the minimum expectation and in participating in activities that serve the greater
good.
CRP.K-12.CRP12.1 Career-ready individuals positively contribute to every team, whether formal or informal.
They apply an awareness of cultural difference to avoid barriers to productive and positive
interaction. They find ways to increase the engagement and contribution of all team
members. They plan and facilitate effective team meetings.
VPA.1.1.2.B.1 Explore the elements of music through verbal and written responses to diverse aural
prompts and printed scores.
VPA.1.1.2.B.2 Identify musical elements in response to diverse aural prompts, such as rhythm, timbre,
 dynamics, form, and melody.
VPA.1.1.2.B.3 Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns,
and/or other musical elements), and identify rhythmic notation up to eighth notes and
rests.
VPA.1.3.2.B.1 Clap, sing, or play on pitch from basic notation in the treble clef, with consideration of
pitch, rhythm, dynamics, and tempo.
VPA.1.3.2.B.3 Demonstrate correct playing techniques for Orff instruments or equivalent homemade
instruments.

Target 1--Strong and Weak Beats

Students will recognize strong and weak beats in music.

-maintain steady beat (pulse) while listening to music

• Students will recognize strong and weak beats in music. .

VPA.1.1.2.B.1 Explore the elements of music through verbal and written responses to diverse
aural prompts and printed scores.

Target 2--Big Beats/Little Beats

Students will recognize big beats and little beats in music

-perform (tap/clap) big beats and little beats

• Students will recognize big beats and little beats in music .

VPA.1.1.2.B.1 Explore the elements of music through verbal and written responses to diverse
aural prompts and printed scores.

Target 3--Beat vs Rhythm

Students will distinguish between beat and rhythm in music

-listen to a selection an determine if rhythm or beat of a song is being performed

 • Students will distinguish between beat and rhythm in music .
VPA.1.1.2.B.1 Explore the elements of music through verbal and written responses to diverse
aural prompts and printed scores.

Target 4--Compare and Contrast

Students will compare and contrast rhythm patterns aurally and visually using quarter notes, two eighth notes
(barred) and quarter rests

-sing songs with simple rhythms

-echo rhythm patterns vocally or using body percussion/rhythm instruments

-begin to build vocabulary

-match performed rhythms with written notation

• Students will compare and contrast rhythm patterns aurally and visually using quarter notes, two .
eighth notes (barred) and quarter rests
VPA.1.1.2.B.2 Identify musical elements in response to diverse aural prompts, such as rhythm,
timbre, dynamics, form, and melody.

Target 5--Read, Write and Perform Rhythm Patterns

Students will read, write and perform rhythm patterns using quarter notes, two eighth notes and quarter rests

-label/draw rhythm symbols

-identify symbols as having long/short sound or silence

-sing/count rhythm patterns from written notation

-clap or play rhythm patterns from notation

• Students will perform rhythm patterns using quarter notes, two eighth notes and quarter rests .
• Students will read rhythm patterns using quarter notes, two eighth notes and quarter rests .
• Students will write rhythm patterns using quarter notes, two eighth notes and quarter rests .
 VPA.1.1.2.B.2 Identify musical elements in response to diverse aural prompts, such as rhythm, timbre,
dynamics, form, and melody.
VPA.1.1.2.B.3 Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns,
and/or other musical elements), and identify rhythmic notation up to eighth notes and
rests.
VPA.1.3.2.B.1 Clap, sing, or play on pitch from basic notation in the treble clef, with consideration of
pitch, rhythm, dynamics, and tempo.
VPA.1.3.2.B.CS3 Playing techniques for Orff instruments develop foundational skills used for hand
percussion and melodic percussion instruments.

Summative Assessment
Verbal/Written Response

Performance Assessment

Student Evaluation

Formative Assessment and Performance Opportunities

Class discussion

Class participation

Individual performance

Group discussion

• Class Discussion .
• Class Participation .
• Group Discussion .
• Individual Performance .

Differentiation / Enrichment
Use the Lists tab.

• 504 .
• Alternative Activity .
• Enrichment: activities that require advanced skills .
• Enrichment: assist struggling students .
• Enrichment: leadership activities in classroom .
• Eye contact .
 • IEP .
• Modify Activity .
• Preferential seating .
• Provide good role model .
• Repeat directions .
• Reword directions .
• Visual clues/Props .

Unit Resources
Use Lists and attach Documents.

• classroom rhythm instruments .

• instructional technology resources .
• Silver Burdett-Making Music teacher manual, recordings, Big Book .
• Supplemental resources including songs, games, and activities from songbooks, recordings, on-line .
resources, workshops
• Teacher created resources i.e. worksheets, assessments .
• Teacher modeling .