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    KHDA Lesson Plan Template Music

    Uploaded by

    Isandra Ferrales
    The lesson plan aims to teach grade 1 students about the concepts of beat, rhythm, and tempo in music by having them listen to and play different rhythmic patterns, identify whether songs are fast or slow, and demonstrate the difference between beat and rhythm using instruments or body movements. The lesson incorporates group work, discussions, and real-world connections to music and dancing to engage students and help them better understand fundamental musical elements.

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    © All Rights Reserved
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    KHDA Lesson Plan Template Music

    Uploaded by

    Isandra Ferrales
    25 views3 pages
    The lesson plan aims to teach grade 1 students about the concepts of beat, rhythm, and tempo in music by having them listen to and play different rhythmic patterns, identify whether songs are fast or slow, and demonstrate the difference between beat and rhythm using instruments or body movements. The lesson incorporates group work, discussions, and real-world connections to music and dancing to engage students and help them better understand fundamental musical elements.

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    KHDA Lesson Plan Template music

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    The lesson plan aims to teach grade 1 students about the concepts of beat, rhythm, and tempo in music by having them listen to and play different rhythmic patterns, identify whether songs are fast or slow, and demonstrate the difference between beat and rhythm using instruments or body movements. The lesson incorporates group work, discussions, and real-world connections to music and dancing to engage students and help them better understand fundamental musical elements.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    25 views3 pages

    KHDA Lesson Plan Template Music

    Uploaded by

    Isandra Ferrales
    The lesson plan aims to teach grade 1 students about the concepts of beat, rhythm, and tempo in music by having them listen to and play different rhythmic patterns, identify whether songs are fast or slow, and demonstrate the difference between beat and rhythm using instruments or body movements. The lesson incorporates group work, discussions, and real-world connections to music and dancing to engage students and help them better understand fundamental musical elements.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    PYP Lesson Plan

    Teacher Name: Isandra Ferrales Moreira Grade: 1 Subject: Music Lesson: Beat vs rhythm. Date: 13/10/23
    No in Class: of Boys: / Girls: SEN: Emirati:
    Learning Outcomes: Prior Learning:
    Learn about, beat, rhythm and tempo?
    Success criteria: Students have been introduced to basic musical
    Step to construct concepts like rhythm, tempo, and beats in previous
    • I can demonstrate steady beat. music lessons.
    Step to transfer
    • I can determine fast and slow speed in song. Resources:
    Step to apply.  Drum-like instruments (e.g., rhythm sticks,
    • I can demonstrate the difference between beat and rhythm. hand drums, or tambourines).
     Visual aids showing rhythm patterns.

    SEN/ALPHA/Emirati Provision/Accommodations: Key Vocabulary:


     Rhythm
     Provide additional support and visual aids for students with special educational  Beats
    needs (SEN).  Tempo
     Offer differentiated instruction for advanced learners (ALPHA).  Pattern
     Clap
     Tap
     Listen
     Play
     Together
     Apart

    Real Life Application:


    Understanding and creating rhythms and beats are
    essential in various forms of music and dancing.
    Learner Profile: This lesson aligns with the
    Communicator, Inquirer, and Thinker profiles by
    encouraging students to explore and understand
    the elements of music.
    PYP Lesson Plan

    Learning Engagements Assessment for Learning Strategies (including key


    Starter: I got the beat music game. questions and resources)
    Listen to the music and follow the instructions.  Key questions: "Can you name this note?"
    • I got the beat beat beat in my... "What sound does this note make?"
    • feet (march feet) and it makes me want to march.  Observation of students' ability to correctly
    • hands (clap) and it makes me want to clap. name and play notes.
    • chin (raise chin up and down) and it makes me want to spin.
    • seat (move hips back and forth, like a dog wags its tail) and it makes me
    want to jump.

    Main Activities:
    Q: Do you know what beat is? Understanding the Steady Beat and the rhythm.
    Introduce the concept of rhythm and beats.

     Together, clap the rhythm and the beat.


     Encourage students to listen carefully to the pattern.
    In pairs or small groups:
    Student Practice #1:
    Students use rhythm sticks or other instruments to play the rhythm or the beat and the
    rest need to identify if it is rhythm or beat.
    Student Practice #2: fast or slow
    Students will identify if the music is fast or slow and move to the music.

    Differentiation or scaffolding:
     Visual aids and simplified explanations for students with SEN.
     Practice #1
     Additional challenges for advanced learners, such as creating a longer rhythm

    Plenary:
     Discuss the importance of rhythm in music.
     Ask students to share their experiences and what they've learned.
    PYP Lesson Plan

     Connect the lesson to real-life examples, such as clapping along to their favorite
    songs.

    ATLs: Learner Profile: Key Concepts:


     Communication Skills: Listening,  Inquirers: Encouraging curiosity  Rhythm: The pattern of beats in music.
    speaking, and discussing ideas. about rhythm and beats.  Beats: The regular, repeated sounds or
     Social Skills: Collaborating in pairs  Communicators: Developing the pulses in music.
    or groups. ability to express themselves  Tempo: The speed of the beats.
     Self-Management Skills: Following through music.
    instructions and managing time.  Risk-Takers: Trying new rhythmic
     Research Skills: Observing and patterns and creative ideas.
    reflecting on patterns

    SDGs:
     Quality Education – Fostering creativity and cultural appreciation through music education.

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