Sammie Cohen

MUED480

Student Impact Learning Project

Unit Lesson Plans:

Lesson Plan 1
● Objective: Students will learn the concept of matching pitch
● Procedures
○ Introduce echo song for green level
○ Instructor will introduce song as new echo added on only they will have to figure
out the first pitch by ear
■ “Pitch” is another word we use for note or the sound of a note as opposed
to its name
■ Luckily, I’ve narrowed it down to the six notes that we will eventually
play for the full song, which we’ll be figuring out over the next few weeks
○ Instructor will ask students if we need to review any of the notes on the board as
far as fingering or slide position
○ Match my pitch game (add new element each time)
■ Students will figure out notes by attempting to match pitch with instructor
■ Play, join after a few seconds (cue)
■ Watch for cutoff
■ Ask percussion to roll
■ Next time: play so can still hear the pitch and try to move in steps until
they think they found the pitch
■ Cut off
■ Ask students if they think they got it
■ If you got it great, if you didn’t, great- you’re doing what your supposed to
trying to find the pitch
■ Next time: once you think you’ve got the right pitch you can stop playing-
if you’re figuring it out, ask yourself “am i too high? Too low? Am I close
or far away?”
Lesson Plan 2
● Objective: Students will be able to differentiate distance between two notes as close or
far apart and the direction the notes go in
● Procedures
○ Play concert Bb up to D

 ■ Is this pitch higher or lower? Is it a step or is it bigger than that?

○ Instructor will describe knowing the notes as having all the ingredients for a
recipe (soup?) and now we’re adding another ingredient
■ What ingredient could we add?
○ Play one note on Bb and two notes on D
Lesson Plan 3
● Objective: Students will learn and play several notes in sequence by ear from a set list of
six notes
● Procedures:
○ Reminder of two pitches (move relatively quickly since it’s review)
■ “If you remember, that’s great! If not, we’ll continue working on
matching”
■ Ask who got it- play again unless everyone raises their hand
■ Review/match second pitch
○ Play concert D down to G
○ Play match that pitch with all three pitches so far
○ Ask students what our lowest, middle, and highest pitches are
○ Put notes together to form melody for tune “Havana”

Pre-Assessment Rubric:
This pre-assessment rubric is based on class observations involving group and individual
feedback (regarding one class period of 14 students) of the following categories in the teaching
of this concept: participation, accuracy in playing, identification of patterns (meaning the
repetition, change in direction of pitches, and distinguishing small versus large intervals), and
identification of pitches by name or general position in the scale. These categories will be
assessed based on terms surrounding levels of understanding and ability. The beginning level
reflects that the student has remained at the starting point of learning and performing the concept.
The developing level indicates that the student understands or can perform portions of the given
concept. The proficient level reflects that a student understands and performs a vast majority of
the concept, or has shown complete understanding or performance with notable inconsistency.
Mastery indicates complete understanding and/or performance with consistency. The numbers
within the categories indicate the number of students which fell into the given category
Participation Accuracy in Identification of Identification of
playing patterns pitches
Beginning 1 4 2 2
Developing 3 5 6 7

 Proficient 10 5 3 5
Mastery 3

Post-Assessment Rubric:

Participation Accuracy in Identification Identification

playing of patterns of pitches
Beginning
Developing 2 4 1 4
Proficient 5 6 3 4
Mastery 7 4 10 6

Summary and Reflection:

This project allowed me to experience the importance of assessment and tracking of student
learning. Additionally, I was able to develop my skills in unit planning and sequencing.
Throughout the process, I made adjustments to my lesson plans and instruction to adapt to the
students for the level they were at; whether this meant switching modalities of teaching, varying
language, modeling, going between individual and group instruction, or other variations on the
plan. The median average for each category in the pre-assessment showed students at a
developing level for all categories (participation, accuracy in playing, identification of patterns,
and identification of pitches). However, the median average for the post-assessment showed an
average level of proficient for participation, accuracy in playing, and identification of pitches and
mastery in identification of patterns, showing overall improvement in all categories. I would
likely change my assessment to be self-reported by students, put more consideration into
sequencing, and be more specific in my objective(s) for the unit. Overall, I’m very happy that I
was able to help students improve their skills and hope to create more effective, efficient, and
comprehensive units and lesson plans going forward.