Unit Plan 11 (Grade 1 Music): Rhythm Echoes

Focus: Echo short rhythmic patterns using voice and instruments, and use simple rehearsal strategies to improve accuracy.

Grade Level: 1

Subject Area: Music (Creating • Performing • Rehearsing)

Total Unit Duration: 2–4 sessions (2+ weeks), 20–30 minutes per session

I. Introduction

In this unit, first graders become rhythm echo experts. They practice listening carefully to short rhythm patterns and echoing them with their voices, claps, and classroom instruments. Students learn that musicians use rehearsal strategies—such as slowing down, clapping first, or saying rhythms with syllables—to help tricky patterns feel easier. They also get to improvise their own patterns for the class to echo, building confidence as leaders and listeners.

Essential Questions

• How do I listen carefully so I can echo a rhythm pattern with my voice or instrument?
• What strategies can I use if a rhythm feels tricky or too fast?
• How can I make up (improvise) my own rhythm pattern for others to echo?
• How does echoing rhythms together help us become a stronger music group?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Echo short rhythmic patterns using voice and body percussion.
2. Echo short rhythmic patterns on classroom instruments while keeping a steady beat.
3. With limited guidance, improvise simple rhythm patterns (2–4 beats) for others to echo.
4. With limited guidance, use basic rehearsal strategies (clap first, slow down, speak rhythms) to improve accuracy when patterns are tricky.
5. Participate in a rhythm echo circle, taking turns as both leader and echoing listener.

Standards Alignment — Grade 1 Music (NAfME-Aligned)

• MU:Cr1.1.1a — With limited guidance, improvise rhythmic and melodic patterns and ideas.
  • Example: Students improvise short rhythm patterns using claps or drums.
• MU:Pr5.1.1b — With limited guidance, use suggested strategies in rehearsal to address interpretive challenges of music.
  • Example: Slowing down a tricky section to improve accuracy.

Success Criteria — Student Language

• I can hear a rhythm pattern and echo it with my voice or instrument.
• I can make up a short rhythm pattern for my classmates to echo.
• I can use rehearsal strategies like slowing down, clapping first, or saying the pattern with syllables.
• I can be a good listener when it is someone else’s turn to lead.
• I can say one way I got better at rhythm echoes during this unit.