Prep. Lesson 28. Rhythm patterns
- Pig Puppet Difficulty:
Prior learning: None
Techniques to teach rhythm include gently tapping the rhythm on their shoulders, guiding their hands to clap with you, and tapping the rhythm on the desks in front of them, allowing them to feel it. You can also try playing the rhythm on a non-pitched instrument to reinforce the sound or ask the students to place their hands on a beach ball and tap the rhythm of a song, feeling the beat through the ball as they do so.
Students will learn to recognise and reproduce rhythm by participating in a puppet play and mimicking rhythm patterns.
Lyrics
I had a little pig, and I fed him in a trough.
He got so fat that his tail popped off!
I got me a hammer, and I got me a nail,
And I made my pig a brand-new tail!
[tap various 8-beat rhythms on a clave]
Success Criteria
- I can recite the rhyme with the class and follow the puppet play.
- I can identify and tap out the rhythm of the words.
- I can copy and reproduce rhythm patterns using my body or sticks.
- I can participate actively and adapt to different rhythm patterns.
- Recite the rhyme to the class, maintaining a steady cadence and performing the puppet play.
- Encourage students to listen closely and follow the rhythm as the pig puppet “speaks.”
- Recite the rhyme using a pig puppet, making it seem as though the puppet is speaking to the students.
- Have the class join in and repeat the rhyme with you, ensuring they are engaged and participating in unison.
- Teach that the word rhythm is used when discussing how the words go. Write the word on the board.
- Using rhythm sticks, demonstrate a simple 8-beat rhythm pattern by striking the sticks together.
- Ask students to mimic this pattern by clapping in time with the demonstrated rhythm.
- Invite a student to come to the front of the class and give them rhythm sticks.
- Repeat the rhyme and demonstrate a new 8-beat pattern. Have them reproduce the rhythm pattern before the class to demonstrate their understanding.
- Introduce a new rhythm pattern and repeat the process, selecting another student to come forward and lead the class in mimicking the pattern.
- Discuss with the students how they felt about participating and reproducing the rhythm patterns.
- Provide positive feedback and encourage them to share what they found easy or challenging about the activity.
Students will learn to differentiate between beat and rhythm while participating in singing and body movement activities.
Lyrics
Hey, hey, look at me.
I am clapping, you can see!
- Teach the song by singing it to the class and encouraging them to join in. Repeat the song a few times until students are secure with the melody and lyrics.
- Explain the difference between the beat (a steady pulse) and the rhythm (the way the words go).
- Demonstrate the rhythm by clapping as you sing, showing how the actions align with the words.
- Divide the class into two groups. Group 1 maintains the beat by stamping their feet in time with the song. Group 2 claps the rhythm as they sing.
- Bring the groups together and have them perform their roles simultaneously.
- After performing the song a few times, have the groups switch roles so that each group experiences maintaining the beat and following the rhythm.
- After the activity, ask students to share what they noticed about the difference between keeping the beat and clapping the rhythm.
- Add new actions to the song, such as “I am jumping, you can see” or “I am waving, you can see”, and repeat the activity with the new movements.
Success Criteria
- I can sing the song and maintain the beat or rhythm.
- I can perform body movements that match the song’s actions.
- I can switch roles and understand both aspects of beat and rhythm.
- I can work cooperatively with my classmates in a group setting.
Students will learn to coordinate singing with clapping and tapping actions to match the lyrics of a song.
Lyrics
Cobble Cobbler, mend my shoe.
Get it done by half-past two.
Half-past two is at the door.
Get it done by half-past four.
- Teach the song to the class until they are familiar with the melody and lyrics.
- Explain that they will play a game where specific actions correspond with the lyrics.
- Demonstrate the actions with the class, demonstrating each one clearly:
- "Cobbler, cobbler, mend my shoe" - Clap hands together or tap knees.
- "Get it done by half-past two" - Clap partner’s hands or tap the floor.
- "Half past two is out the door" - Clap hands together or tap knees again.
- "Get it done by half-past four" - Clap partner’s hands or tap the floor again.
- Practice the actions line by line, ensuring students are comfortable with each movement before moving on.
- Pair students up for the partner clapping sections and guide them through the motions together. Have students form a circle or stand in pairs.
- Lead the class in singing the song while performing the actions. Ensure that everyone keeps in time with the beat and matches their movements to the lyrics.
- Repeat the song and actions multiple times, allowing students to switch partners to practice with different classmates. Encourage students to sing confidently while performing the actions.
Success Criteria
- I can sing the song while performing the correct actions.
I can keep in time with the beat and lyrics.
I can work with a partner to perform clapping actions.
I can reflect on my experience and share my thoughts with the class.
Students will learn to identify and follow the rhythm of a song using visual cues and singing.
Lyrics
Rain, rain, go away,
Come again another day.
- Begin by singing to the class to refresh their memory.
- Ensure students know the melody and lyrics before moving on to the visual activity.
- Project the umbrella icons representing the beat and raindrops as the rhythm of the song.
- Explain that the raindrops show the rhythm or the way the words go.
- Sing and point to the raindrops on the board as you sing each note. Demonstrate how the movements follow the way the words go.
- Ask the students to point to the raindrops on the board while singing the song with you.
- Repeat the song a few times to help them practice matching their movements with the rhythm.
- Invite students to come to the board individually or in small groups to lead the pointing while the class sings the song.
- Observe and provide gentle guidance to ensure they follow the beat and point to each raindrop correctly.
Success Criteria
- I can sing and point to the visual representation of the way the words go.
- I can keep in time with the song’s beat while using the visual aid.
- I can lead or participate actively by matching my movements to the song’s rhythm.
Students will learn to engage in question-and-answer activities based on a rhyme, focusing on expressive speaking and clear diction.
Lyrics
Pussycat, pussycat, where have you been?
I’ve been to London to visit the queen.
Pussycat, pussycat, what did you there?
I frightened a little mouse under her chair!
- Ensure students are secure with the rhyme by reciting it as a class a few times.
- Emphasise clear diction and expressive speaking as they recite the words to a steady beat.
- Begin by asking simple questions related to the rhyme, such as “Who went to London?”
- Wait for students to respond and guide them toward clear and confident answers.
- Encourage students to ask and answer questions with clear diction and expressive voices.
- Have students clap the rhythm as they say the rhyme.
Success Criteria
- I can ask and answer questions related to the rhyme.
- I can speak clearly and expressively when asking or responding.
- I can listen attentively and respond appropriately when it’s my turn.
- I can participate actively in both group and individual practice.
Zak and Zoe identify rhythm patterns in speech.
Suggested lessons
Y1. Beat II
Y1. Beat III
Y1. Beat IV