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Rhythm Bingo

This document provides a lesson plan for a music class on rhythm bingo. The lesson will introduce and review quarter notes, eighth notes, sixteenth notes, and half notes. Students will play rhythm bingo to practice recognizing these note durations. The teacher will call out rhythms and students will mark their bingo boards if they have the rhythm. The goal is for students to develop musical skills and knowledge through an enjoyable game.

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359 views2 pages

Rhythm Bingo

This document provides a lesson plan for a music class on rhythm bingo. The lesson will introduce and review quarter notes, eighth notes, sixteenth notes, and half notes. Students will play rhythm bingo to practice recognizing these note durations. The teacher will call out rhythms and students will mark their bingo boards if they have the rhythm. The goal is for students to develop musical skills and knowledge through an enjoyable game.

Uploaded by

api-490791018
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Subject/Grade: Music 4/5 Rhythm Bingo

October 2ndt, 9:40-10:10


10:25-10:55
10:55- 11:25

Room: Clark, Zentner, Wanner


GLEs: Students will develop:
 enjoyment of music
 musical skills and knowledge
 musical skills and knowledge
SLEs: Students will:
RHYTHM:
 5. Long sounds, short sounds and silences may be grouped to form rhythm patterns. Ta, ti–ti,
rest
 9. Sounds and silences have specific duration [quarter note (ta), eighth note (ti–ti), half note
(ta–a), and whole note (ta–a–a–a) with the corresponding rests]
 14. Beats may be grouped in 4s
 16. Duration concepts are extended to include sixteenth notes.
READING & WRITING:
 1. Recognize “ta” and “ti–ti” rhythm patterns.
Learning Students will: (Using BPM – Behaviour, Proficiency, Method)
Objectives  Recognize (B) sixteenth notes (P) in a discussion (M).
 Recognize (B) half notes (P) in a class discussion (M)
 Decipher (B) ta, ti-ti, ta-a, and tika tika rhythms (P) in a game of bingo (M).

Stage 2: Assessment Evidence


Formative  Discussion Summative N/A
Assessment  Rhythm Bingo Assessment

Stage 3: Learning Experience


Prior to  We have discussed and practiced Resources  Bingo boards, cards, and chips
Lesson: ta, ti-ti, ti-ta, and rest rhythms to Bring: (candy in this case)

Time: Content/Description Notes/Assessments:


Introduction
 Remind students that we have been talking about quarter notes, and
5 mins eighth notes. Two eighth notes is equal to a quarter note. Then we have
something called a sixteenth note. Four sixteenth notes is equal to a
quarter note. When we chant sixteenth notes, we chant tika tika.
 Put this rhythm on the board: tika-tika ta, ti-ti ta. Chant it together as a
group
 Put a new rhythm on the board: ta ta, tika-tika ta.
 We also have something called a half note which is worth two beats in
four four time. We chant: ta-a. For example: ta-ta, ti-ti ta. Chant it
together. Try one more: ta-ta, tika-tika ta.
Body: Bingo
 Explain bingo. Every student will get a bingo board and bingo chips
(which are candy). Whats going to happen is I will pick out a card. The
2 mins card will have either N, O, T, or E at the top of it. I will tell you what
letter is at the top. You will look under that letter. I will chant out the
rhythm. If you have that rhythm under that letter you will place a game
piece on it. If you don’t, you wait for the next one.
 If you get a horizontal, diagonal or vertical line of 5, call out bingo and
Subject/Grade: Music 4/5 Rhythm Bingo
October 2ndt, 9:40-10:10
10:25-10:55
10:55- 11:25

Room: Clark, Zentner, Wanner


you win that round.
 Explain to the students that I decided our game pieces would be candy
for today. Tell students that if they eat their candy then they won’t be
able to play the game so NO EATING THE CANDY while we play.
After we play, they will bring their candy home to eat it at home.
Transition: Hand out boards and candy bags
 After all the students have their sheets and candy, explain it one more
time- I will chant the rhythm, and maybe write it on the board for the
22 mins first couple. If they have that rhythm, they will cover it. First person to
yell bingo wins
 Play bingo. There should be time for a few people to win
Closure:
1 min  Tell students to put all their candy back in their bags- they can eat one
but the rest have to go home with them.
 Hand out wipes for students to wipe them down and put them in a bin
to take to the next class.
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?

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