FERIA, Andr Lorenz B.

2013-78284

Level: Grades 5-6

I. Objectives. By the end of the lesson, the students should be able to:
1. Show understanding of the difference between steady beat and syncopated rhythm through
aurally discriminating different rhythmic patterns.
2. Perform the song Gods Wonderful People through singing and and moving accurately.
3. Show appreciation of the material through active class participation.
Materials to use:
1. Song: Gods Wonderful People
2. Piece: Syncopated Clock by Leroy Anderson
3. Song: Shape of You by Ed Sheeran
4. Visual aid (patterns of syncopated rhythms)
II. Assessment. The students will be able to:
1. Describe and compare steady beat against syncopated rhythm by aurally discriminating
different rhythmic patterns in a given aural example, using appropriate terminology.
2. Demonstrate and perform the difference of steady beat against syncopation through
tapping on the beat and singing the rhythmic patterns accurately.
3. Show understanding and appreciation of the materials through actively participating in
individual and ensemble performances.
III. Procedure:
A. Motivation
1. The teacher will introduce a new song to the class Gods Wonderful People
B. Objectives: Today we will be learning about syncopated rhythm.
C. Review/Prerequisite Skill. The students should:
1. have beat competency.
2. be able to demonstrate eight and sixteenth notes and rests through clapping or tapping.
D. Information and Examples:
1. Sing the song Gods Wonderful People.
2. Discuss the background of the song.
3. Sing the song per line and have the students sing after.
4. Sing the whole song.
5. Show different patterns of syncopated rhythm in 4/4.
6. Demonstrate by clapping on the beat while reciting the rhythm.
7. Ask the class to follow after you.
8. Introduce the concept of syncopation (syncopated rhythm)
 - a musical rhythm in which stress is given to the weak beats instead of the strong
beats
9. Ask 2 students to demonstrate the action with you while the rest of the class listens.
10. Have the students form a circle.
11. Have the students perform the indicated hand action or movement according to its
corresponding number:
Note that only the right hand will move to the beat while the left hand is suspended (palm
facing up) just above the waist area.

1 RH claps the LH of the person to the right

2 RH pats right thigh

3 RH pats left thigh

4 back off the RH hits the back of suspended LH

5 palm of RH hits the back of suspended LH

6 RH claps suspended LH

8. Continue doing the action/movement for every 3 measures following the first 3 (pick up
not included) up to the end of the song.
9. For variation, you can ask the students to do the action in different tempo.
10. Ask the students to determine which parts of the song are in syncopated rhythm.
11. Write the passage (measures) on the board.
12. Have the students stomp on the beat while clapping on the rhythm.
E. Practice and Feedback:
1. Give other examples of syncopation in other music works.
a. Syncopated Clock by Leroy Anderson
b. Shape of You by Ed Sheeran
2. Ask the students to determine the syncopated rhythm in the songs.
3. Ask one student to demonstrate the rhythm. Let the rest of the class follow.
4. Lead the class into an improvisation activity.
5. Create a syncopated rhythm on a 4-beat pattern. Clap the rhythm while stomping on
the beat.
 6. Repeat the pattern twice and let the students follow after.
7. Have each student create/improvise their own 4-beat pattern while the rest of the class
follow after.
8. As a game, let the students form a circle.
9. Start by asking a student to improvise on a 4-beat pattern. The rest of the class follows.
10. The next student will create his own pattern that would be added to the previous
pattern.
11. Continue until you complete a cycle of improvised rhythm from all the students.
F. Summary:
- Today we learned about syncopation, a musical rhythm in which stress is given to the
weak beats instead of the strong beats. We also learned that syncopation can be
heard in different genres and styles of music.
G. Homework:
1. Ask the students to look for other songs with distinct rhythmic patterns, specifically
syncopated rhythm.
IV. Evaluation: Rubrics: 1 (lowest) - 10 (highest)

The student was able to describe and compare steady beat against syncopated
rhythm by aurally discriminating different rhythmic patterns in a given aural example,
using appropriate terminology.
The student was able to demonstrate and perform the difference of steady beat
against syncopation through tapping on the beat and singing the rhythmic patterns
accurately.
The student was able to actively participate in the class activities, individually and in a
group.

V. Anecdotal Record: