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2019

Instrument Family Unit


PLEASANT RIDGE ELEMENTARY
WESLEY CROW
Pre-Assessment
The following images will be cut and
placed into baggies. The students
will then have to sort the
instruments into what they believe
is the appropriate instrument family
paper on the floor in front of them
(Brass, Woodwind, Strings, or
Trumpet Trombone Tuba French Horn Percussion.)

Snare Drum Bass Drum Cymbals Timpani

Viola

Bassoon Clarinet
Cello

Double
Violin Oboe Flute
Bass
General Music Lesson Plan 2018-2019
Date: Clearly Stated Objectives (in student terms): 3rd Grade Process Components &
Standards
1/18/19- Day 1/2: Creating: Conceiving & developing new artistic
ideas & work
1/25/19 Imagine
 Cr.1.3.a Generate musical ideas within a given
tonality and/or meter.
 Cr.1.3.b Improvise rhythmic and melodic
ideas, and describe connection to specific
Day 1 Materials: Day 2 Materials: purpose and context
 Seating Charts – In Class Folders  Seating Charts – In Class Folders Plan & Make
 Tubano  PowerPoint: 7 Habits  Cr.2.3.a Use standard and/or iconic notation
 Worksheet: Mad Minute  CD: Dynamite and/or technology to document personal
 Pencils  DNN – PG 3-8 rhythmic and melodic musical ideas.
 Lap boards  pencils  Cr.2.3.b Demonstrate selected musical ideas
 Worksheet: intro to instrument families  orchestra seating chart for a simple improvisation or composition to
 lap boards express intent, and describe connection to a
 crayons specific purpose and context.
Evaluate & Refine
 Cr.3.3 Evaluate, refine, and document
revisions to personal musical ideas, applying
teacher-provided and collaboratively
developed criteria and feedback
Day 1 Anticipatory Set: Establish a routine – Present
Seat students in spots on floor for today – may move Day 2 Anticipatory Set: Review classroom  Cr.4.3 Present the final version of personal
created music to others, and explain the
around. Essential Question: I can identify and explain rules. Essential Question: I can identify and explain
connections to expressive intent.
elements of music are used. elements of music are used. Performing- realizing artistic idas and work
through interpretation and presentation
Day 1 Lesson Procedure: Day 2 Lesson Procedure: Select
 Pr.1.3 Demonstrate and explain how the
Movement-Beat Tag Music Lesson Plan 7 Habits: selection of music to perform is influenced by
 Step 1: Tell students that they are going to  Sing through the song “7 Habits.” personal interest, knowledge, purpose, and
play a game that helps them understand context
DNN – Page 3-8 Analyze
meter/time signature.  Do DNN page 3-8 by themselves and turn  Pr.2.3.a When analyzing selected music, read
 Step 2: Begin with 3/4 meter. Play a 3 beat in for a music grade. and perform rhythmic patterns and melodic
pattern on the drum by striking the drum Instruments of the Orchestra phrases using iconic and/or standard notation.
head on beat 1 and the rim on beats 2 and  Pr.2.3.b Identify and describe the various
3. After repeating this pattern several  Review: What are the four families of musical elements used within musical works
times, ask students how many beats are in instruments? from various cultures and historical eras.
 Pr.2.3.c Demonstrate understanding of the
the pattern. Students should recognize the  Pass out orchestra seating chart and structure in music selected for performance.
rhythmic pattern as a 3 beat pattern. Draw
the 3/4-time signature (meter) on the
lap boards. Interpret

whiteboard and explain that the top  Play instrument excerpts from Peter Pr.3.3 Demonstrate and describe how intent
is conveyed through expressive qualities.
number tell us that the music is written in and the Wolf. Rehearse, Evaluate & Refine
a 3 beat pattern.  Pr.4.3.a Evaluate accuracy of ensemble
o Pause after instrument
 Step 3: Ask the students to stomp their performances based on teacher-provided and
right foot on beat 1 and clap on beats 2 excerpt collaboratively-developed criteria.
 Pr.4.3.b Rehearse to refine technical accuracy,
and 3 as you play the 3 beat pattern on o Identify instrument/family expressive qualities, and identified
the drum.  Locate on orchestra seating chart performance challenges.
Mad Minute: Present
and color.  Pr.5.3.a Perform music with expression and
 Pass out Mad Minute worksheet and technical accuracy.
write down their time; goal will see if  Pr.5.3.b Demonstrate performance decorum
they can beat it next music class. and audience etiquette appropriate for the
Instruments of the Orchestra: context and venue.
Responding – Understanding & evaluating how
 Pass out intro to instrument families
the arts convey meaning
reading page. Select
 Kagan strategy; say something  Re.1.3 Demonstrate and describe how
selected music connects to and is influenced
by specific interests, experiences, or purposes.
Analyze
 Re.2.3 Demonstrate and describe how a
Closure: Line up/reflection: What was one thing Closure: Line up/exit ticket: Choose quietest response to music can be informed by the
structure, the use of the elements of music,
you learned about instrument families? (call by team color) team and choose individual on that team and ask: and context.
“What was your favorite instrument/family?” Interpret
 Re.3.3 Demonstrate and describe how the
Assessment: Follow expressive qualities are used in performers’
directions/procedures/routines; productive;
Assessment: DNN 3-7; teacher observation interpretations to reflect expressive intent.
of worksheet Evaluate
 Re.4.3 Using established criteria, identify how
musical selections or performances can vary
depending upon the context.

3L __________________________ 3O___________________________
General Music Lesson Plan 2018-2019
Date: Clearly Stated Objectives (in student terms): 3rd Grade Process Components &
Standards
1/28/19- Creating: Conceiving & developing new artistic
ideas & work
2/1/19 Imagine
Day 1:  Cr.1.3.a Generate musical ideas within a given
Day 2: Students will create four corners instrument diagram tonality and/or meter.
 Cr.1.3.b Improvise rhythmic and melodic
ideas, and describe connection to specific
Day 1 Materials: Day 2 Materials: purpose and context
 Seating Charts – In Class Folders  Seating Charts – In Class Folders Plan & Make
 Movement: Match instrument to family, four walls locomotor  Movement: Match instrument to family, four walls locomotor  Cr.2.3.a Use standard and/or iconic notation
movement game movement game and/or technology to document personal
 Mad Minute  DNN – PG 3-8 rhythmic and melodic musical ideas.
 pencils  Four-corners diagram  Cr.2.3.b Demonstrate selected musical ideas
 orchestra seating chart  String for a simple improvisation or composition to
 lap boards  Instrument pictures express intent, and describe connection to a
 specific purpose and context.
 crayons glue
 pencils Evaluate & Refine
 Cr.3.3 Evaluate, refine, and document
 orchestra seating chart
revisions to personal musical ideas, applying
 lap boards
teacher-provided and collaboratively
 crayons developed criteria and feedback
 markers
Day 1 Anticipatory Set: Review classroom rules. Present

Essential Question: I can identify and explain how Day 2 Anticipatory Set: Review classroom rules. Cr.4.3 Present the final version of personal
created music to others, and explain the
elements of music are used. Essential Question: I can identify and explain how connections to expressive intent.
elements of music are used. Performing- realizing artistic idas and work
through interpretation and presentation
Day 1 Lesson Procedure: Day 2 Lesson Procedure: Select
Movement:  Pr.1.3 Demonstrate and explain how the
Movement:
 Divide class into groups of 4 selection of music to perform is influenced by
 Have groups of 4 number off (1, 2, 3, 4)  Divide class into groups of 4 personal interest, knowledge, purpose, and
o Have different numbers raise  Have groups of 4 number off (1, 2, 3, 4) context
their hand to confirm o Have different numbers raise their Analyze
 Instruct class to match the instrument shown hand to confirm  Pr.2.3.a When analyzing selected music, read
and perform rhythmic patterns and melodic
on the picture to the instrument they think it  Instruct class to match the instrument shown phrases using iconic and/or standard notation.
belongs in.
on the picture to the instrument they think it  Pr.2.3.b Identify and describe the various
 Tell students when moving to match the
belongs in. musical elements used within musical works
instrument to the family they must move to
the music playing in the manner of the  Tell students when moving to match the from various cultures and historical eras.
locomotor selected instrument to the family they must move to the  Pr.2.3.c Demonstrate understanding of the
o Last person to identify the music playing in the manner of the locomotor structure in music selected for performance.
coordinating family gets to selected Interpret
choose the new locomotor o Last person to identify the  Pr.3.3 Demonstrate and describe how intent
movement. is conveyed through expressive qualities.
coordinating family gets to choose
 Continue until all 16 instruments are Rehearse, Evaluate & Refine
the new locomotor movement.  Pr.4.3.a Evaluate accuracy of ensemble
matched.
Mad Minute  Continue until all 16 instruments are matched. performances based on teacher-provided and
 Pass out Mad Minute worksheet and write DNN – Page 3-8 collaboratively-developed criteria.
 Pr.4.3.b Rehearse to refine technical accuracy,
down their time; goal will see if they can beat  Do DNN page 3-8 by themselves and turn in for
expressive qualities, and identified
it next music class. a music grade. performance challenges.
Instruments of the Orchestra Instruments of the Orchestra Present
 Review: What are the four families of  Pr.5.3.a Perform music with expression and
 Review: What are the four families of technical accuracy.
instruments?  Pr.5.3.b Demonstrate performance decorum
instruments?
 Pass out orchestra seating chart and lap  Pass out four corners diagrams and audience etiquette appropriate for the
context and venue.
boards.  Instruct students to label each of the four Responding – Understanding & evaluating how
 Play instrument excerpts from Peter and the corners in the diagram according to the four the arts convey meaning
Wolf. instrument families Select
o Pause after instrument excerpt  Re.1.3 Demonstrate and describe how
 Tell students to glue the photos of the selected music connects to and is influenced
o Identify instrument/family
instruments in that instrument family’s corner. by specific interests, experiences, or purposes.
 Locate on orchestra seating chart and color. Analyze
 Remind students to be creative/decorative
 Re.2.3 Demonstrate and describe how a
Closure: Line up/exit ticket: Choose
Closure: Line up/exit ticket: Choose quietest response to music can be informed by the
structure, the use of the elements of music,
quietest team and choose individual on that team and choose individual on that team and ask: and context.
team and ask: “What was your favorite “What is your favorite instrument you’ve learned Interpret
instrument/family?” about so far, and why?”  Re.3.3 Demonstrate and describe how the
expressive qualities are used in performers’
interpretations to reflect expressive intent.
Assessment: Follow Assessment: DNN 3-8; teacher observation Evaluate
directions/procedures/routines; productive; of worksheet  Re.4.3 Using established criteria, identify how
musical selections or performances can vary
depending upon the context.
Finish day 1 from last
3L __________________________
week before moving on 3O___________________________
General Music Lesson Plan 2018-2019
Date: Clearly Stated Objectives (in student terms): 3rd Grade Process Components &
Standards
2/5/19- Creating: Conceiving & developing new artistic
ideas & work
2/13/19 Imagine
Day 1:  Cr.1.3.a Generate musical ideas within a given
Day 2: Students will create four corners instrument diagram tonality and/or meter.
 Cr.1.3.b Improvise rhythmic and melodic
ideas, and describe connection to specific
Day 1 Materials: Day 2 Materials: purpose and context
 Seating Charts – In Class Folders  Seating Charts – In Class Folders Plan & Make
 Movement: Match instrument to family, four walls locomotor  Movement: Match instrument to family, four walls locomotor  Cr.2.3.a Use standard and/or iconic notation
movement game movement game and/or technology to document personal
 DNN – PG 3-8  Mad Minute rhythmic and melodic musical ideas.
 pencils  Four-corners diagram  Cr.2.3.b Demonstrate selected musical ideas
 orchestra seating chart  String for a simple improvisation or composition to
 lap boards  Instrument pictures express intent, and describe connection to a
 specific purpose and context.
 crayons glue
 pencils Evaluate & Refine
 Cr.3.3 Evaluate, refine, and document
 orchestra seating chart
revisions to personal musical ideas, applying
 lap boards
teacher-provided and collaboratively
 crayons developed criteria and feedback
 markers
Day 1 Anticipatory Set: Review classroom rules. Present

Essential Question: I can identify and explain how Day 2 Anticipatory Set: Review classroom rules. Cr.4.3 Present the final version of personal
created music to others, and explain the
elements of music are used. Essential Question: I can identify and explain how connections to expressive intent.
elements of music are used. Performing- realizing artistic idas and work
through interpretation and presentation
Day 1 Lesson Procedure: Day 2 Lesson Procedure: Select
Movement:  Pr.1.3 Demonstrate and explain how the
Movement:
 Divide class into groups of 4 selection of music to perform is influenced by
 Have groups of 4 number off (1, 2, 3, 4)  Divide class into groups of 4 personal interest, knowledge, purpose, and
o Have different numbers raise  Have groups of 4 number off (1, 2, 3, 4) context
their hand to confirm o Have different numbers raise their Analyze
 Instruct class to match the instrument shown hand to confirm  Pr.2.3.a When analyzing selected music, read
and perform rhythmic patterns and melodic
on the picture to the instrument they think it  Instruct class to match the instrument shown phrases using iconic and/or standard notation.
belongs in.
on the picture to the instrument they think it  Pr.2.3.b Identify and describe the various
 Tell students when moving to match the
belongs in. musical elements used within musical works
instrument to the family they must move to
the music playing in the manner of the  Tell students when moving to match the from various cultures and historical eras.
locomotor selected instrument to the family they must move to the  Pr.2.3.c Demonstrate understanding of the
o Last person to identify the music playing in the manner of the locomotor structure in music selected for performance.
coordinating family gets to selected Interpret
choose the new locomotor o Last person to identify the  Pr.3.3 Demonstrate and describe how intent
movement. is conveyed through expressive qualities.
coordinating family gets to choose
 Continue until all 16 instruments are Rehearse, Evaluate & Refine
the new locomotor movement.  Pr.4.3.a Evaluate accuracy of ensemble
matched.
DNN – Page 3-8  Continue until all 16 instruments are matched. performances based on teacher-provided and
 Do DNN page 3-8 by themselves and turn in Mad Minute collaboratively-developed criteria.
 Pass out Mad Minute worksheet and write down their  Pr.4.3.b Rehearse to refine technical accuracy,
for a music grade.
time; goal will see if they can beat it next music class. expressive qualities, and identified
Instruments of the Orchestra
performance challenges.
 Review: What are the four families of Instruments of the Orchestra
Present
instruments?  Review: What are the four families of  Pr.5.3.a Perform music with expression and
 Pass out orchestra seating chart and lap instruments? technical accuracy.
 Pr.5.3.b Demonstrate performance decorum
boards.  Pass out four corners diagrams and audience etiquette appropriate for the
 Play instrument excerpts from Peter and the  Instruct students to label each of the four context and venue.
Wolf. Responding – Understanding & evaluating how
corners in the diagram according to the four the arts convey meaning
o Pause after instrument excerpt
o Identify instrument/family
instrument families Select
 Locate on orchestra seating chart and color.  Tell students to glue the photos of the  Re.1.3 Demonstrate and describe how
selected music connects to and is influenced
instruments in that instrument family’s corner. by specific interests, experiences, or purposes.
 Remind students to be creative/decorative Analyze
 Re.2.3 Demonstrate and describe how a
Closure: Line up/exit ticket: Choose
Closure: Line up/exit ticket: Choose quietest response to music can be informed by the
structure, the use of the elements of music,
quietest team and choose individual on that team and choose individual on that team and ask: and context.
team and ask: “What was your favorite “What is your favorite instrument you’ve learned Interpret
instrument/family?” about so far, and why?”  Re.3.3 Demonstrate and describe how the
expressive qualities are used in performers’
interpretations to reflect expressive intent.
Assessment: DNN 3-8; teacher Assessment: Follow Evaluate
observation of worksheet directions/procedures/routines; productive; 4 corners  Re.4.3 Using established criteria, identify how
musical selections or performances can vary
rubric depending upon the context.

3L __________________________ 3O___________________________
General Music Lesson Plan 2018-2019
Date: Clearly Stated Objectives (in student terms): 3rd Grade Process Components &
Standards
2/14/19- Day 1: Students will create four corners instrument diagram Creating: Conceiving & developing new artistic
ideas & work
2/21/19 Day 2: TSW learn the different parts of the recorder and Imagine
proper playing technique  Cr.1.3.a Generate musical ideas within a given
tonality and/or meter.
 Cr.1.3.b Improvise rhythmic and melodic
ideas, and describe connection to specific
Day 1 Materials: Day 2 Materials: purpose and context
 Seating Charts – In Class Folders  Seating Charts – In Class Folders Plan & Make
 Mad Minute  DNN – PG 3-9  Cr.2.3.a Use standard and/or iconic notation
and/or technology to document personal
 Four-corners diagram  Recorder Karate PowerPoint rhythmic and melodic musical ideas.
 String
 Recorders  Cr.2.3.b Demonstrate selected musical ideas
 Instrument pictures for a simple improvisation or composition to
 Recorder book express intent, and describe connection to a
 glue
specific purpose and context.
 pencils Evaluate & Refine
 lap boards  Cr.3.3 Evaluate, refine, and document
 crayons revisions to personal musical ideas, applying
 markers teacher-provided and collaboratively
developed criteria and feedback
Day 1 Anticipatory Set: Review classroom rules. Present

Essential Question: I can identify and explain how Day 2 Anticipatory Set: Review classroom rules. Cr.4.3 Present the final version of personal
created music to others, and explain the
elements of music are used. Essential Question: I can identify and explain how connections to expressive intent.
elements of music are used. Performing- realizing artistic idas and work
through interpretation and presentation
Day 1 Lesson Procedure: Day 2 Lesson Procedure: Select
Mad Minute DNN – Page 3-9  Pr.1.3 Demonstrate and explain how the
 Pass out Mad Minute worksheet and  Do DNN page 3-8 by themselves and turn in for
selection of music to perform is influenced by
personal interest, knowledge, purpose, and
write down their time; goal will see if a music grade. context
they can beat it next music class. Analyze
Instruments of the Orchestra Recorder Karate:  Pr.2.3.a When analyzing selected music, read
and perform rhythmic patterns and melodic
 Pass out four corners diagrams  Go through Recorder Karate PowerPoint phrases using iconic and/or standard notation.
 Instruct students to label each of the  If you get through all procedures on  Pr.2.3.b Identify and describe the various
four corners in the diagram according to musical elements used within musical works
PowerPoint, use recorder books to put the
from various cultures and historical eras.
the four instrument families music to (B, A, G)  Pr.2.3.c Demonstrate understanding of the
 Tell students to glue the photos of the structure in music selected for performance.
instruments in that instrument family’s Interpret
corner.  Pr.3.3 Demonstrate and describe how intent
is conveyed through expressive qualities.
 Remind students to be
Rehearse, Evaluate & Refine
creative/decorative  Pr.4.3.a Evaluate accuracy of ensemble
performances based on teacher-provided and
collaboratively-developed criteria.
 Pr.4.3.b Rehearse to refine technical accuracy,
expressive qualities, and identified
performance challenges.
Present
 Pr.5.3.a Perform music with expression and
technical accuracy.
 Pr.5.3.b Demonstrate performance decorum
and audience etiquette appropriate for the
context and venue.
Responding – Understanding & evaluating how
the arts convey meaning
Select
 Re.1.3 Demonstrate and describe how
selected music connects to and is influenced
by specific interests, experiences, or purposes.
Analyze
 Re.2.3 Demonstrate and describe how a
Closure: “Which instrument family do Closure: Lead the class in learning “See You response to music can be informed by the
structure, the use of the elements of music,
you think the recorder belongs in? Why?” Later Alligator” and context.
Interpret
 Re.3.3 Demonstrate and describe how the
expressive qualities are used in performers’
interpretations to reflect expressive intent.
Assessment: Follow Assessment: DNN 3-9 Evaluate
directions/procedures/routines; productive; 4  Re.4.3 Using established criteria, identify how
musical selections or performances can vary
corners rubric
depending upon the context.

3L __________________________ 3O___________________________
Post-Assessment
The following images will be cut and
placed into baggies. The students
will then have to sort the
instruments into what they believe
is the appropriate instrument family
paper on the floor in front of them
(Brass, Woodwind, Strings, or
Trumpet Trombone Tuba French Horn Percussion.)

Snare Drum Bass Drum Cymbals Timpani

Viola

Bassoon Clarinet
Cello

Double
Violin Oboe Flute
Bass
I also had students create a final project to allow them to accomplish the highest level of Bloom’s Taxonomy which is to create. Students created
diagrams that portrayed the instruments they learned about and the four instrument families. The projects were graded using this rubric.

Instrument Families Four Corner Project Evaluation


Name: ___________________________________ Date: ______________________ Teacher Code: _________________

4-Corners Rarely-1 Sometimes-2 Mostly -3


Instrument pictures are Each instrument family Each instrument Each instrument family 1. I learned most from doing this project…
included in the correct corner only included family corner only corner included all four
family’s corner one or two correct included three correct correct instruments.
instruments. instruments.
Instrument names are Each instrument family Each instrument Each instrument family
written in the correct corner only included family corner only corner included all four
family’s corner one or two correct included three correct correct instrument
instrument names. instrument names. names.
Instrument names are 1-7 instrument names 8-15 instrument All 16 instrument names
included on the diagram were on the diagram. names were on the were on the diagram.
diagram.
Student’s name and Student’s name and Only Student’s name Students name and 2. If I could go back and redo anything over
teacher code are on the Teacher Code was or Teacher code was teacher code was visible again, I would …
back of the project. omitted from project. visible on the project. on the project.

Instrument pictures are 1-7 instruments were 8-15 instruments All 16 instruments were
included on the diagram on the diagram. were on the diagram. on the diagram.

Students wrote the four Student wrote 1-2 Student wrote three Student wrote the four
instrument family instrument family instrument family instrument family
names on the diagram. names on different names on different names on different
One in each corner. corners of the diagram. corners of the corners of the diagram.
diagram.
Student’s project was Student’s project Student’s project was Student’s project was
3. I will take away from this project, …
artistically done and eye lacked eye appeal and somewhat artistically very well done
catching. was sloppy in done and eye artistically and eye
presentation. catching. catching.