Jacob Molina

MUS 149
Dr. Talbot
Assignment #7
Unit Plan
Title: Folklorico of El Salvador
Musical Element: Rhythm
Context: A 1st grade general music class
Unit will span 5 days in the following format:

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6

Lesson Introduction / Notation Rhythmic Accents Ostinato Review/

Steady Beat Patterns Final
Performance

Previous World Music Steady Notations Rhythmic Accents Ostinato

Knowledge Beat Patterns

Activity Scarves Cutouts Body Movement Rhythm Final

Percussio Sticks Performance
n and
Maracas

Essential Question:
How can we learn different aspects of rhythm from the folklorico of El Salvador?
Learning Objectives
I. Students will discuss about the folk music, folklorico, of El Salvador
II. Students will create a final dance using what they learned in the past week
III. Students will define terms related to rhythm
IV. Students will compose using pictures and drawings from El Salvador
V. Students will improvise using different instruments
VI. Students will learn about folk music from different regions of El Salvador
National Standards:

I. Cr2.1.1b With limited guidance, use iconic or standard notation and/or recording
technology to document and organize personal musical ideas.
II. Cr3.2.1a With limited guidance, convey expressive intent for a specific purpose by
presenting a final version of personal musical ideas to peers or informal audience.
 III. Pr4.2.1a With limited guidance, demonstrate knowledge of music concepts (such as
beat and melodic contour) in music from a variety of cultures selected for performance.
IV. Pr4.3.1a Demonstrate and describe music’s expressive qualities (such as dynamics and
tempo).
V. Pr6.1.1b Perform appropriately for the audience and purpose.
VI. Re7.2.1a With limited guidance, demonstrate and identify how specific music concepts
(such as beat or pitch) are used in various styles of music for a purpose.
VII. Re8.1.1a With limited guidance, demonstrate and identify expressive qualities (such as
dynamics and tempo) that reflect creators’/ performers’ expressive intent.
VIII. Cn10.0.1a Demonstrate how interests, knowledge, and skills relate to personal choices
and intent when creating, performing, and responding to music.

Honor Code

I affirm that I will uphold the highest principles of honesty and integrity in all my endeavors at

Gettysburg College and foster an atmosphere of mutual respect within and beyond the classroom.

-Jacob Molina
Day 1

Context: A 1st Grade General Music Class

Prior Knowledge: Students have started to learn about other cultures. They also know about
Orff instruments. This will be their first time going into detail about a specific culture

Essential Question: How do we use music from cultures to learn about Steady Beat?

I. Glossary of Terms (Note: Definitions may change throughout on lesson)

A. Steady Beat - An ongoing repetitive pulse that stays throughout the music
II. Learning Outcomes
A. Students will identify steady beat through watching a video
B. Students will dance while maintaining steady beat
C. Students will improvise a dance showing steady beat
D. Students will define steady beat
III. Materials
A. Ample space to move around in
B. Device to play music
C. Music
1. Unknown. (2013). El xuc – Instrumental [Recorded by Folklore de el
Salvador]. On Folklore de el salvador[Spotify Album]. El Salvador: Quin
Records.
D. Video
1. Dance, X. (2013). El xuc. Retrieved from
https://www.youtube.com/watch?v=0clyggCcUrs
E. PowerPoint
1. https://docs.google.com/presentation/d/1MQzDloHxe3apRbWjdxIPSib4R
9D3FTdYnbbhOPMgwz8/edit?usp=sharing
F. Projector
G. Scarves
H. Paper and pencil
IV. Procedure
A. The teacher will start off the class with inviting the students to sit on the floor in
front of the projector
B. The teacher will begin the PowerPoint
C. The teacher will have a student read off on of the bullet points
1. Have different students read different bullets
D. The teacher will point to each picture of an instrument and ask if the students
know what each instrument is
1. Left side: xylophone
 2. Right side: marimba
E. The teacher will then read off the following slide allowing students to be prepared
to watch a video.
F. The teacher will read off the name, pronounced el soock, and then have the
students repeat it back to them
G. The teacher will play the video up until 1:25
H. Ask the students what some things are they noticed about the dancing and the
music
1. Follow up with: “Did the dancers stay on beat?”
I. The teacher will invite the students to stand up and make a line to learn the dance
J. The teacher will hand out two scarves to each student
1. The teacher will inform the students that the scarves will be used as the
skirt that the women had in the video
K. The teacher will periodically play the video so that the students can learn the
dance
1. It is helpful to play a small chunk repeatedly
L. The teacher will then play the whole song together and have the students dance
along to the video
M. The teacher will play the next song and have the students improvise a dance using
the scarves
1. Remind the students that the scarves imitate the skirt
2. Play the song once
3. The teacher will enlighten the students that the scarves were used to create
a steady beat
N. The teacher will invite the students to go back to their seats and take out a piece
of paper and pencil
O. The teacher will ask the students to define steady beat
P. Collect the papers and say “Gracias” to every student
V. Further Learning
A. Play them some other traditional music from the album and invite them to
improvise a dance
B. Search up pictures of the volcanoes from El Salvador and show the students the
pictures
VI. Assessments
A. The teacher will aurally assess the students based on what they read off the
PowerPoint. The students will be graded on a +/- system.
1. A + indicates the student tried to read off the PowerPoint
2. A - indicates the student did not try to read off the PowerPoint
B. The teacher will visually assess the students based on their dance. The students
will be graded on a 3-2-1 system.
1. A 3 indicates the student danced along and tried to learn the dance
 2. A 2 indicates the student danced along but struggled to learn the dance
3. A 1 indicates the student struggles to dance along and learn the dance
C. The teacher will visually assess the student based on their improvisation. The
students will be graded on a ✔+, ✔, ✔- scale.
1. A ✔+ indicates the students participate and show when the accents appear
in the song
2. A ✔ indicates the student participates but struggles to show when accents
appear in the song
3. A ✔- indicates the student doesn’t participate and struggles to show when
accents appear in the song
D. The teacher will visually assess the students based on what they wrote on their
piece of paper. The students can earn a maximum of 3 points.
Day 2

Context: A 1st Grade General Music Class

Prior Knowledge: Students have learned about El Salvador and its culture. They also know
about whole notes and half notes

Essential Question: How do we use pictures to read notation?

I. Glossary of Terms (Note: Definitions may change throughout on lesson)

A. Quarter Note - a musical note with the time value of ¹/₄ of a whole note. Within
lesson, Flag = quarter note.
B. Eighth Note - a musical note with the time value of ¹/₈ of a whole note. Within
lesson, Flower = eighth note.
C. Sixteenth note -  a musical notation with the time value of ½ of an eighth note.
Within lesson, Bird = sixteenth note
D. Beat - An ongoing repetitive pulse that stays throughout the music
II. Learning Outcomes
A. Students will define quarter, eighth, and sixteenth notes
B. Students will identify quarter, eighth, and sixteenth notes
C. Students will perform using quarter, eighth, and sixteenth notes
D. Students will compose using quarter, eighth, and sixteenth notes
III. Materials
A. Ample space to move around
B. Device to play music
C. Music
1. Unknown. (2013). Los champetones – Instrumental [Recorded by Folklore
de el Salvador]. On Folklore de el salvador[Spotify Album]. El Salvador:
Quin Records.
D. Handout (Reference Packet)
1. If there is time, cut out each picture. There should be at least one handout
for each student
E. Definitions
1. Laitz, S. G. (2016). The complete musician. United States of America:
Oxford University Press
IV. National Standards
A. Listed Above
V. Procedure
A. The teacher will pass out the the cutouts
1. 2 flags
2. 4 flowers
3. 8 birds
B. The teacher will ask the students if they can lay them out in front of them, with
the flags on top, the flowers in the middle, and the birds at the bottom.
C. The teacher will play the music and begin clapping quarter notes.
 1. Have the students join by giving them a gesture.
D. The teacher will then move to eighth notes.
1. Have the students join by giving a gesture
E. The teacher will then clap sixteenth notes
1. Use the same gesture
F. The teacher will play a random combination of all three types of notes
1. When finished, gesture students to try to do the combination
2. Play a combination that is four beats long
G. The teacher will sit down on the floor and invite the students to grab their cutouts
and sit in a circle.
H. The teacher will give the following instructions
1. “I am going to clap a rhythm”
2. “It’s going to be the same note type”
3. Clap a quarter note-“This is a flag”
4. Clap two eighth notes-“These are two flowers”
5. Clap four sixteenth notes-“These are four birds”
6. “I am going to clap a group of notes and you guys are going to raise one of
the three pictures to show what note it is”
I. The teacher will play the rhythms in the following order
1. Two quarter notes
2. Two eighth notes
3. Eight sixteenth notes
4. One quarter note
5. Two sixteenth notes
6. Four eighth notes
a) Pause for a while after every rhythm, then ask the students to raise
up a picture
J. The teacher will then ask the students to choose a picture
1. Based on the picture they choose, they get to improvise using every
rhythm except the one they chose.
K. Replay the song, and have each student improvise their rhythm
L. Divide the class into groups of groups of 3-4
1. Divide the class based on class size
M. In their groups, ask the students to compose using the rhythms.
1. The rhythms must be a total of four beats
2. Everyone must participate
3. They will have ten minutes to create this
4. If they want, they can use the pictures.
N. Invite each group to perform their composition for the class
O. Collect the cutouts from each of the students
P. Thank all the students after they perform
VI. Further Learning
A. The teacher will play a call and response game with the students
B. The teacher will read a folktale from El Salvador
VII. Assessments
A. The teacher will aurally assess the students based on their definition.
 1. The students will be graded on a +/- system
a) A + indicates the student provides a definition
b) A - indicates the student struggles with providing a definition
B. The teacher will visually assess the students based on their identification of
quarter, eighth, and sixteenth notes
1. The students will be graded on a ✔+, ✔, ✔- scale.
a) A ✔+ indicates the student arrange the appropriate rhythms using
the cutouts
b) A ✔ indicates the student uses the cutouts, but struggles to arrange
the appropriate rhythms
c) A ✔- indicates the student struggles to use the cutouts and arrange
the appropriate rhythms
C. The teacher will visually assess the students based on their performance
1. The students will be graded on a 3-2-1 scale
a) A 3 indicates the student uses each type of note and doesn’t stop
throughout the four beats
b) A 2 indicates the student uses each type of note, but stops
sometimes throughout the four beats
c) A 1 indicates the students uses each type of note, but constantly
stops throughout the four beats
D. The teacher will visually assess the students based on their group compositions
1. The students will be graded on a 4-3-2-1 system
a) A 4 indicates the group uses all the note types at least once and can
clap the rhythm when invited to do so. A 5 also indicates each
student participated and contribute to the composition
b) A 3 indicates the group uses all note types at least once and can
clap the rhythm when invited to do so. A 4 also indicates each
student participated, but not everyone contributed to the
composition
c) A 2 indicates the group uses all note types at least once but
struggles to clap the rhythm when invited to do so. A 2 also
indicates that not all students participated or contributed to the
composition
d) A 1 indicates the group fails to use all the note types at least once
and struggles to clap the rhythm when invited to do so
Reference Packet
Day 3
Context: A 1st Grade General Music Class
Prior Knowledge: Students have learned about the culture of El Salvador.
Essential Question: How do we can we improvise using rhythm patterns over a song?
I. Glossary of terms
A. Improvisation –  Making or doing something that isn’t planned
1. Definition may change based on class activity
B. Beat - An ongoing repetitive pulse that stays throughout the music
C. Rhythm – Durations of pitches in silence
II. Materials
A. Music
1. Unknown. (2013). Mis caites– Instrumental [Recorded by Folklore de el
Salvador]. On Folklore de el salvador[Spotify Album]. El Salvador: Quin
Records.
B. Ample space to move around in
C. Device to play music
D. Board and chalk
E. Definitions
1. Laitz, S. G. (2016). The complete musician. United States of America:
Oxford University Press.
F. Reference packet, attached
III. Learning Outcomes
A. Students will connect notation to rhythm patters
B. Students will improvise using rhythm patterns
C. Students will compose using rhythm patterns
D. Students will identify rhythm patterns
IV. National Standards
A. Listed Above
V. Procedures
A. The teacher will pass back the cutouts to the students.
B. The teacher will ask the students to put up the picture of a quarter note.
1. …eighth note
2. …sixteenth note
C. The teacher will then write on the board a quarter note, eighth note, and sixteenth
note (Reference packet)
D. The teacher will remind the students by pointing at the board and saying: “This is
a ___ note, so it is a”, gesture to the students to answer.
E. The teacher will write the one of the rhythms (Reference packet) on the board and
ask the students to use their cutouts to match the rhythm on the board
 F. The teacher will repeat this will all the rhythms
G. The teacher will ask all the students to clap along with them.
1. Point to each rhythm before clapping
H. The teacher will play the song.
I. The teacher will then point to the board and give students the instructions
(reference packet).
J. The teacher will have the students clap the rhythms
K. The teacher will play the song and start off by playing four rhythm patterns.
L. The teacher will then cue someone else to start the rhythm patterns
M. Depending on size of the group, allow each student to go once.
N. Split the class into pairs
O. Ask the students to create a four-beat composition using the rhythm patterns
P. Inform students they have five minutes to do so
Q. After the five minutes, Have everyone reunite in the circle.
R. Play the song again, and remind the students that those who aren’t clapping must
keep the beat
S. After everyone is done, ask the students to sit down and take out a piece of paper
and a pencil
1. Ask the students to identify their favorite rhythm pattern to clap
VI. Extensions/Further Learning
A. The students will discuss in pairs, or groups of three, what they enjoyed most
about the activity
B. The teacher will read them a short story from El Salvador
VII. Assessment
A. The teacher will visually assess the students based on their connection between
notation and rhythm patterns
1. The students will be graded on a +/-
a) A + indicates
b) A - indicates
B. The teacher will aurally assess the students based on their use of the rhythm
patterns.
1. The students will be assessed on a +/- scale.
a) A + indicates the student can improvise using the rhythm patterns
over the given melody.
b) A – indicates the student struggles to improvise using the rhythm
patterns over the given melody.
C. The teacher will visually assess the students based on four-beat composition.
1. The students will be assessed on a ✔+, ✔, ✔- scale.
a) A ✔+ indicates the students participate and use the rhythm
patterns to create their group piece
 b) A ✔ indicates the student participates but struggles to use the
rhythms patterns to create their group piece
c) A ✔- indicates the student doesn’t participate and struggles to use
the rhythms patterns to create their group piece
D. The teacher will visually assess the students on their identification of rhythm
patterns.
1. The students will be assessed on a 5/0-point scale.
a) A 5 indicates the students answered the question.
b) A 0 indicates a student doesn’t answer the question and leaves the
paper blank
 Reference Packet
I. Rhythm patterns:

a.

II. Instructions for J

a. Choose one of the four rhythms

b. After you play four rhythm patters, cue someone else so they can play

their four patterns

c. Try to look at someone who hasn’t gone

d. Everyone else is going to keep the beat

Day 4
Context: A 1st Grade General Music Class
Prior Knowledge: Students have learned about the culture of El Salvador. They have learned
about body percussion to identify tempo. Students have learned about identifying texture
changes in the song through movement.
Essential Question: How do different cultures use accents?
II. Glossary of Terms (Note: Definitions may change throughout on lesson)
A. Accent – A stressed event in musical time that stands out in comparison to nearby
events
B. Beat – A unit of measurement of the rhythmic pulse of a piece of music
III. Learning Outcomes
A. Students will define accents
B. Students will listen for accents in a song
C. Students will identify accents using body percussion
D. Students will create a movement to show accents
IV. Materials
A. Ample space to move around in
B. Device to play music
C. Music
1. Unknown. (2013). El torito – Instrumental [Recorded by Folklore de el
Salvador]. On Folklore de el salvador[Spotify Album]. El Salvador: Quin
Records.
D. Definitions
1. Laitz, S. G. (2016). The complete musician. United States of America:
Oxford University Press.
E. Exit Ticket and pencil
V. National Standards
A. Listed Above
VI. Procedure
A. The teacher will invite all the students to sit in a circle on the floor
B. The teacher will play the song and give instructions.
1. Have the students move in place with their eyes closed
C. The teacher will ask the students that what they want to do when they hear an
emphasis.
1. If none of the students give a response, the teacher will suggest raising
their hands.
D. Ask the students to provide a definition of accents.
 1. Provide an example of the term by calling it an emphasis
2. Have each student go around and provide a definition for the term accent
E. After they have done this, have them move around the room, within the empty
space, to dance to the beat.
F. Throughout the song, the teacher will call out shapes for the students to move in.
1. Triangles, Circles, Spirals, Zig zag, Square.
G. If possible, play the song multiple times to incorporate different shapes.
H. Once all the shapes have been called out, the teacher will add in the extra step of
students clap with the accent
1. The teacher will provide an example using the music
2. The teacher will dance and clap along with the students
I. The teacher will have the students dance and clap on their own with the music.
1. The teacher will still call out the shapes throughout the song
J. The teacher will ask the class to come together and form a big circle
K. The teacher will ask each student to create their own way of showing accents
1. The teacher will go around the room allowing each student to show their
own movement
2. Reminder: Have the movements be non-locomotive. This will allow a
safer time for the students.
L. The teacher will start to play the music again, and they will let the students dance
and do their moves in place.
M. Once the song is finished, the teacher will ask the students take out a pencil and
have the students come back and sit in a circle.
N. The teacher will handout the exit ticket.
O. The teacher will collect the exit tickets and play the song.
VII. Further Learning
A. The teacher will play other songs from the album to let the students listen to other
types of music from the country
B. The students will discuss in pairs, or groups of three, what they enjoyed most
about the activity
VIII. Assessments
A. The teacher will aurally assess the students on their definition of an accent
1. The students will be graded on a +/- scale
a) A + indicates the student provides a definition of an accent
b) A – indicates the student struggles to provide a definition of an
accent
B. The teacher will visually and aurally assess the student’s identification of accents
in music
1. The students will be graded on a ✔+, ✔, ✔- scale.
a) A ✔+ indicates the students participate and show when the accents
appear in the song
 b) A ✔ indicates the student participates but struggles to show when
accents appear in the song
c) A ✔- indicates the student doesn’t participate and struggles to
show when accents appear in the song
C. The teacher will visually assess the student’s performance
1. The student will be graded on a +/- scale
a) A + indicates the student created their own movement to show
accents
b) A – indicates the student struggles to create a movement to show
accents
D. The teacher will visually assess the students on what they wrote on their exit
ticket.
1. The students will be graded on 5/0-point system
a) A 5 indicates the students answered the question.
b) A 0 indicates a student doesn’t answer the question and leaves the
paper blank
 Name:_______
Date:__/__/___
Exit Ticket (5 pts)
What did you do in today’s activity to identify an accent?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________

Name:_______
Date:__/__/___
Exit Ticket (5 pts)
What did you do in today’s activity to identify an accent?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________

Name:_______
Date:__/__/___
Exit Ticket (5 pts)
What did you do in today’s activity to identify an accent?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________
Day 5
Context: 1st grade general music class
Prior Knowledge: Students have learned about the culture of El Salvador. They also know
about specific rhythm patterns
Essential Question: How can we use different rhythm patterns to create ostinato over a melody?
I. Glossary of terms
A. Ostinato – A repeated rhythmic and/or pitch pattern
1. Definition may change based on class activity
B. Beat - An ongoing repetitive pulse that stays throughout the music
C. Rhythm – Durations of pitches in silence
II. Materials
A. Maracas
B. Rhythm sticks
C. Music
1. Unknown. (2013). El son panadero – Instrumental [Recorded by Folklore
de el Salvador]. On Folklore de el salvador[Spotify Album]. El Salvador:
Quin Records.
D. Ample space to move around in
E. Device to play music
F. Board and chalk
G. Definitions
1. Laitz, S. G. (2016). The complete musician. United States of America:
Oxford University Press.
H. Reference packet, attached
III. Learning Outcomes
A. Students will perform in ostinato
B. Students will improvise an ostinato
C. Students will create a group dance using ostinato
D. Students will define ostinato
IV. National Standards
A. Listed Above
V. Procedures
A. The teacher will go to the computer and start playing the song.
B. As the song is playing, the teacher will write the rhythm patterns (reference
packet) and write them on the board.
C. When finished, the teacher will hand out a pair of rhythm sticks to each student.
 1. Ask the students if they can put the sticks next to them, then put their
hands together.
D. The teacher will start off by playing the beat of the music with the sticks.
1. The teacher should motion when to have the students join.
E. The teacher will begin by playing one rhythm
1. Suggestion: Just play quarter notes allowing the students to play the actual
rhythms.
F. The teacher will then cue someone else to start their rhythm of choice
G. Ask the students to keep playing, but they have to cue someone else in
H. When the last person is done, split the group in half.
1. One half will put the rhythm sticks down, the other half will get the
maracas.
I. The teacher will let the students know that the maracas keep the beat and that the
half with no instruments get to play one of the rhythm patterns that they want.
J. Halfway through the song, have the students switch.
1. The teacher will give the same instruction.
K. After the song is finished, have the students place the instruments back in the
bins.
L. The teacher will motion for the students to sit on the floor.
M. The teacher will spit the class into small groups
1. Depending on class size, a group of 3 or 4 students is preferable.
N. Once in groups give students the instructions (reference packet)
O. Give the students 5 minutes to create their pieces.
P. After the five minutes, the students will perform for each other.
Q. Once they all the groups are done, motion to students they can go back to their
seats, and ask to pull out a pencil
R. Hand out exit ticket (reference packet)
VI. Extensions/Further Learning
A. The teacher will play other songs from the album to let the students listen to other
types of music from the country
B. The students will discuss in pairs, or groups of three, what they enjoyed most
about the activity
C. The teacher will read them a short story from El Salvador
VII. Assessment
A. The teacher will visually and aurally assess the students based on their
performance using rhythm patterns.
1. The students will be assessed on a 3-1 scale
a) A 3 indicates the student is following the beat and can play the
rhythm patterns
b) A 2 indicates the student struggles to follow the beat, but can play
the rhythm patterns
 c) A 1 indicated the student struggles to follow the beat and can play
the rhythm patterns
B. The teacher will aurally assess the students based on their use of the rhythm
patterns.
1. The students will be assessed on a +/- scale.
a) A + indicates the student can improvise using the rhythm patterns
over the given melody.
b) A – indicates the student struggles to improvise using the rhythm
patterns over the given melody.
C. The teacher will visually assess the students based on their group performances.
1. The students will be assessed on a ✔+, ✔, ✔- scale.
a) A ✔+ indicates the students participate and use the rhythm
patterns to create their own piece
b) A ✔ indicates the student participates but struggles to use the
rhythms patterns to create their own piece
c) A ✔- indicates the student doesn’t participate and struggles to use
the rhythms patterns to create their own piece
D. The teacher will visually assess the students on their definition of ostinato.
1. The students will be assessed on a 5/0-point scale.
a) A 5 indicates the students answered the question.
b) A 0 indicates a student doesn’t answer the question and leaves the
paper blank
 Reference Packet

III. Rhythm patterns:

a.

IV. Instructions for e

a. Choose one of the four rhythms

b. After you play four rhythm patters, cue someone else so they can play

their four patterns

c. Try to look at someone who hasn’t gone

d. Everyone else is going to choose one of these rhythms and keep repeating

it.

V. Instructions for p

a. You can use any of the instruments from these bins

b. You can use any of the rhythm patters

c. Make sure everyone has chosen one rhythm pattern

d. You can use the instruments and choose a non-locomotor movement

e. You guys have 5 minutes

VI. Exit Ticket

 Name:______________
Date:____/_____
Exit Ticket
Based on today’s activity, what do you think ostinato means?
______________________________________________________________________________
______________________________________________________________________________
__________________________________________

Name:______________
Date:____/_____
Exit Ticket
Based on today’s activity, what do you think ostinato means?
______________________________________________________________________________
______________________________________________________________________________
__________________________________________

Name:______________
Date:____/_____
Exit Ticket
Based on today’s activity, what do you think ostinato means?
______________________________________________________________________________
______________________________________________________________________________
__________________________________________
Day 6
Context: 1st grade general music class
Prior Knowledge: Students have learned about the culture of El Salvador. They also know
about multiple concepts in rhythm
Essential Question: How can we use wat we learned to create a final product?
I. Glossary of terms
A. Rhythm – Duration of pitches and silence
II. Materials
A. Maracas
B. Rhythm sticks
C. Scarves
D. Music
1. Unknown. (2013). El son panadero – Instrumental [Recorded by Folklore
de el Salvador]. On Folklore de el salvador[Spotify Album]. El Salvador:
Quin Records.
E. Ample space to move around in
F. Device to play music
G. Board and chalk
H. Definitions
1. Laitz, S. G. (2016). The complete musician. United States of America:
Oxford University Press.
III. Learning Outcomes
A. Students will connect all previous lesson to rhythm
B. Students will define rhythm
C. Students will create their own dance over the melody
D. Students will create a group dance using any of the instruments
IV. National Standards
A. Listed Above
V. Procedures
A. The teacher will play the song
B. The teacher will invite all the students to sit on the carpet in a circle
C. The teacher will ask them what they remember from the previous lessons
1. Follow up with: “What was your favorite part of each lesson?”
D. The teacher will enlighten the students that everything they learned was all about
rhythm.
E. The teacher will ask the students: “Based on the activities, what does rhythm
mean?”
1. The teacher will then say: “I think rhythm is the duration of notes”
F. The teacher will remind them of everything they learned about
 1. The teacher will then ask each student to give a definition
G. The teacher will then remind the students that they will be creating a whole piece
today based on everything they learned throughout the unit.
1. Instructions are:
a) You can use rhythm sticks, maracas, scarves
b) Make sure you incorporate rhythm patterns
c) Everyone in the group must participate
d) Try to have everyone in the group play a solo.
(1) That solo can be with body percussion, scarves, maracas, or
rhythm sticks
(2) The solo could be anywhere between 4-6 beats
H. See how big the class is before making the groups Divide the class into groups of
four-five
1. See how big the class is before making the groups
I. Give the students 15 minutes to create their piece
J. Ask the students to sit with their groups
K. Invite each group to perform their piece
L. Play the music at the start of each piece
M. Thank everyone for performing in front of the class
VI. Extensions/Further Learning
A. The students will do a think-pair-share with the person sitting next to them
B. The teacher will read them a short story from El Salvador
VII. Assessment
A. The teacher will aurally assess the students based on their connections to rhythm.
1. The students will be assessed on a +/- 1 scale
a) A + indicates the student makes the connection of all the previous
lesson to the musical element
b) A - indicated the student struggles to make the connection of all
the previous lessons to the musical element
B. The teacher will aurally assess the students based on their definition.
1. The students will be assessed on a +/- scale.
a) A + indicates the student gave a definition based on the unit.
b) A – indicates the student struggles to give a definition based on the
unit.
C. The teacher will visually assess the students based on their improvisation
1. The students will be graded on a 3-2-1 scale
a) A 3 indicates the student uses aspects from previous lessons. It also
indicates a student doesn’t stop and/or pause throughout the 4-6
beats
 b) A 2 indicates the student uses aspects from previous lessons. It also
indicates that the student stopped and/or paused throughout the 4-6
beats
c) A 1 indicates the student struggles to use aspects from previous
lessons. It also indicates the student stopped and/or paused
throughout the 4-6 beats
D. The teacher will visually assess the students based on their group performances.
1. The students will be assessed on a ✔+, ✔, ✔- scale.
a) A ✔+ indicates the students participate and uses elements from the
previous lessons
b) A ✔ indicates the student participates but struggles to use
elements from previous lessons
c) A ✔- indicates the student doesn’t participate and struggles to use
elements from previous lessons