Unit Plan 3 (Grade 4 Music): Reading Rhythm Patterns
Build Grade 4 rhythm literacy with this unit on reading and performing standard rhythmic notation in duple and triple meter, using counting strategies, body percussion, instruments, and collaborative practice to strengthen steady beat and ensemble accuracy.
Focus: Read and perform rhythmic patterns using standard notation in duple and triple meter.
Grade Level: 4
Subject Area: Music (General Music • Performing • Responding)
Total Unit Duration: 1–3 sessions, 50–60 minutes each
I. Introduction
Students strengthen their ability to read, say, and perform rhythmic patterns from standard notation. They review basic note values and rests, then connect notation to spoken syllables, body percussion, and classroom instruments. By the end of the unit, students can decode short rhythmic phrases independently and perform them with a steady beat and accurate counting, preparing them for more complex ensemble music.
Essential Questions
- How does standard notation help musicians remember and perform rhythms accurately?
- What strategies can I use to read, count, and perform new rhythmic patterns with confidence?
- How does a steady beat support clear and accurate rhythm performance in a group?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Identify and name common note values and rests (e.g., quarter note, pair of eighth notes, half note, whole note, quarter rest).
- Read rhythmic patterns from standard notation using syllables (e.g., ta/ti-ti or counting) while maintaining a steady beat.
- Perform short notated rhythm patterns using clapping, speech, body percussion, and/or classroom instruments.
- Use basic counting systems (speech syllables or numbers) to keep place in the measure while reading.
- Work with a small group to decode and perform a short rhythm “line” or pattern, matching entrances and staying together.
Standards Alignment — Grade 4 Music (NAfME-Aligned)
- MU:Pr4.2.4b — When analyzing selected music, read and perform using iconic and/or standard notation.
- Example: Sight-reading a melody or rhythm pattern from standard notation.
Success Criteria — Student-Friendly Language
- I can name and clap common note values and rests when I see them in notation.
- I can read a short rhythm line using counting or syllables and keep a steady beat.
- I can perform rhythm patterns accurately with my hands, voice, or instruments.
- I can stay together with my group when we perform a written rhythm pattern.
- I can explain how I knew what to play when I looked at the notation.