Name: Megan McAleer Date: 11/01 – 11/09 Period: 2nd Grade

Ensemble or Class: White/Heaberlin, Holloway/Sweitzer, Lesson Topic: Half Note, The Xylophone, Timbre
Potter/Sweitzer, Robertson/Sweitzer, LeRoy/Heaberlin,
Pyburn/Heaberlin
Standards: (CCSS/NGSSS) What standards are being taught today. These might repeat often during a rehearsal cycle or
general music unit.

MU.2.C.1.3 - Classify unpitched instruments into metals, membranes, shakers, and wooden categories.
MU.2.O.1.2 - Identify the form of a simple piece of music.

Long Term Goal:

Instructional objectives(s): Students will… move to the quarter note and half note pulses with 95% accuracy. Students will
identify the xylophone in The Fossils with 95% accuracy. Students will identify the instrument in the Mystery Music Can by
sound. Students will listen to various instruments and guess the instrument based on the timbre with 95% accuracy.
Key Vocabulary Instructional Materials/Resources/Technology:
Recording of The Fossils from The Carnival of the Animals, a
Pulse, Xylophone, Movement, Timbre, Sound.
large can, a tambourine,
Critical Thinking: Lesson Structure:
“What animal do you think it might be? Why do you think Moving to the Pulse, The Fossils from Carnival of the
that?” Animals, The Mystery Music Can, Instrument Activity/Game
“What instrument do you think it is, and why do you think it
is that instrument?”
“Describe the sound of this instrument.”
ESE Modifications CPLAMS Access Points http://www.cpalms.org/Standards/AccesspointSearch.aspx
(identify access point, if needed)
Independent:

MU.2.C.1.In.c: Identify a variety of unpitched instruments.

MU.2.O.1.In.b: Identify similarities and differences in melodic phrases and/or rhythm patterns.

Supported:

MU.2.C.1.Su.c: Explore unpitched classroom instruments.

MU.2.O.1.Su.a: Demonstrate awareness of beat and rhythm.

Participatory:

MU.2.C.1.Pa.c: Explore differences in pitch.

MU.2.O.1.Pa.a: Respond to a variety of music.

 Lesson/Rehearsal Procedures:
Pacing: Assessment:
Highlight Differentiated Instruction in Yellow
2 minutes Introduction Procedures:

• Bring the class in quietly and have them take a seat on

their dots.
• As you do attendance, make sure students are in their
proper groups on the correct colors.

Lesson/Rehearsal Procedures:

8 minutes Moving to the Pulse (Game Plan 2 pg. 34)

• Go over movement rules. Students will walk while the

teacher plays the quarter note pulse on the hand drum, Quiet, attentive listening. Who is
freezing when the sound stops. Have students count out following directions? Who is counting?
loud 1-2-3-4. Students who cannot walk may pat the Who is on the correct pulse?
beat that is being walked.
• Switch things up a little, having them only move on 1
and 3 and representing the half note pulse.
• If time allows, ask a responsible student to play the
drum.
The Fossils (Listening Level 1 pg. 27)
10 minutes • Ask students what piece we have been listening to with
several movements in a larger work. Review the animals
and instruments we have gone over before. Quiet, attentive listening. Answering
• Ask them to listen to see what instruments they hear. questions.
“What animal do you think it might be? Why do you
think that?” Use this as a Turn & Talk.
• Reveal the answer as The Fossils. Briefly discuss what Who is working with their team?
fossils are.
• Ask what instrument they believe it is. Go over the Quiet, attentive listening. Answering
various facts about the xylophone, such as the family, questions, Team work.
how its played, and what it is made out of.
• Explain the Night at the Museum Game. Play the first
nine seconds of the song. “This is the theme for the
Following directions, attentive listening,
Fossils. When you hear this, you will move around like
accuracy of form.
dinosaurs. When that theme stops playing, you will
freeze! I will be the guard at the museum. Remember,
you are trying not to get caught, so stay very still!”
• Have students execute the game, having them freeze
when the fossil theme is done and the variations begin.
They will resume when they hear the theme again.
Students who cannot walk may move in their spots just
like dinosaurs.
The Mystery Music Can (Science pg. 88)
10 minutes
• Reveal the Mystery Music Can very dramatically, holding
it carefully in your lap. Inside of it is a tambourine, but
Quiet, attentive listening, answering
do not reveal this to them yet. “This is the Mystery
questions.
Music Can.” Explain that inside is a very special
instrument that we have to figure out by listening to the
 sound. Shake it and look impressed. Ask the students if
they think it will make the same sound if you shake it
again.
• Pass the can around, advising them that they can either
hold the can or shake it very gently to hear the sound. Following directions, listening,
Do not open it or shake it too hard. Allow some students discussion with their team.
to hold it close to their ear so they may hear it better.
• After the can has been passed all the way around, have
them turn and discuss with their teammates. “What
instrument do you think it is, and why do you think it is
that instrument?” Take a few answers.
• Reveal the answer to them. Compare it to the other
answers, discussing if some were close or had similar Quiet, attentive listening, participation
ideas or reasoning why it could have been the in discussion.
instrument of their choice.
Instrument Activity/Game
• Retrieve the wood block, tambourine, cowbell, triangle,
15 minutes hand drum and guiro. Explain how to play each and
every one of these instruments and model for the class. Quiet, attentive listening. Discussion
Ask about the way they sound and the four categories of about the different sounds they make.
unpitched percussion (Metals, Membranes, Shakers and
Woods). “Describe the sound of this instrument.” Explain
that we will get a chance to play these instruments. “We
are playing 8 times.” Model it on an instrument.
• Give one of the instruments to each team. Have them
place it on the floor in front of them until you tell them
to pick it up. “Ready, set, here we go. 1-2-3-4-5-6-7-8.” Following directions, playing 8 quarter
Tell students to pass it to the next team member on notes accurately.
their team.
• Play this enough times until each person has had a turn.
• Collect the instruments and pass out the instrument
cards. Either give one card per team per instrument or
give each team one of each card, depending on the Quiet, attentive listening, following
amount of cards that we have. directions.
• “I am going to have you guess what instrument I am
playing with your backs turned toward me so you can’t
see it. If you’re holding the card for instrument that I am
playing, please hold the card up. If not, keep your card
down.”
• Play this game several times until their accuracy is much
improved.
Look for accuracy of labeling what
• With their backs still facing toward you, pick two
instruments they are.
students to come and play the instruments at the same
time. Students will raise their cards based on what two
instruments they hear. Pick new students every time.
Closure Procedures:
5 minutes
• All students should be patiently seated in their
respective teams. Choose the winning team color for the
day and allow them to ring the gong.
• Line the students up by teams and escort them out the
door to return to their teacher.