Unit Plan 29 (Grade 5 Music): Rhythm & Melody Games

Focus: Apply rhythm and melody skills through structured games and challenges that emphasize accuracy, notation reading, and improvement over time.

Grade Level: 5

Subject Area: Music (General • Ensemble Skills • Literacy)

Total Unit Duration: 3 sessions (one primary lesson + two optional extensions), 50–60 minutes per session

I. Introduction

Students turn their rhythm and melody skills into game-based challenges that still count as serious music learning. Using standard notation, body percussion, instruments, and voices, they rotate through stations and team activities that require them to read, perform, and refine short rhythm and melody patterns. Throughout, they use simple checklists and teacher feedback to notice improvement, solve tricky spots, and show that rehearsal strategies help them get more accurate and expressive.

Essential Questions

• How can rhythm and melody games still be “real music work” that improve our skills?
• How does reading notation help us perform rhythms and melodies more accurately?
• What rehearsal strategies help us fix mistakes and show improvement over time?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Read and perform notated rhythm patterns (including quarter, eighth, sixteenth, and rest combinations) with a steady beat.
2. Read and perform short notated melodic patterns using solfege or letter names with mostly accurate pitch and contour.
3. Use rehearsal strategies (slow practice, clapping before playing, isolating tricky measures, counting aloud) to fix specific rhythm and melody challenges.
4. Use simple criteria/checklists to evaluate their own and peers’ rhythm and melody performance and identify at least one improvement.
5. Demonstrate improved technical accuracy and focus from the beginning to the end of the unit’s games and challenges.

Standards Alignment — Grade 5 Music (NAfME-Aligned)

• MU:Pr5.1.5b — Rehearse to refine technical accuracy and expressive qualities, address performance challenges, and show improvement over time.
  • Example: Isolating difficult measures and tracking progress across rehearsals.
• MU:Pr4.2.5b — When analyzing selected music, read and perform using standard notation.
  • Example: Sight-reading a short melody accurately.

Success Criteria — Student Language

• I can read and perform written rhythm patterns with a steady beat.
• I can read and perform short written melody patterns mostly on pitch.
• I can use at least one rehearsal strategy (like slowing down or clapping first) to fix a tricky spot.
• I can use a checklist or rubric to explain one thing I improved in my rhythm or melody performance.
• I can stay focused during music games so they help me grow as a musician, not just play.