I. II.

Keyboard Family; Monica Sheets; 5 November, 2012; Second Grade Standards a. Common Core: CCSS.ELA-Literacy.SL.2.1a Follow agreed-upon rules for discussions
(e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). CCSS.ELA-Literacy.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. CCSS.ELA-Literacy.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

b. National Music Standards: 6. Listening to, analyzing, and describing music. 9.

Understanding music in relation to history and culture.

III.

Objective a. Students will be able to identify piano, harpsichord, xylophone, marimba, and pipe organ by sight and sound.

IV.

Materials a. SMARTboard b. SMARTboard presentation inlcuded c. Silver Burdett: Making Music, Grade 4, CD 12, Track 20, 36, 40, 41,

V.

Instructional Components a. Anticipatory set i. State an instrument from the woodwind, brass, percussion, or string family and have groups name the instrument community. ii. First group to 3 points wins b. Objective and Purpose i. Today we are going to learn about the keyboard family so you can recognize their sounds when you hear their sounds in music. c. Input and Modeling i. Verbal description each of the instrument ii. Visual pictures of instruments iii. Audio samples of each instrument

d. Guided/Independent Practice i. Guided: Have students think-pair- share two things they learned today ii. Independent practice: Have students hold up a number e. Cross-Curricular Connection i. IB connection How we organize themselves: definition and rules of a community. Instruments organized on how they create sound. f. Assessment Approaches i. Observational all students stating what instrument they think they hear after the audio sample. g. Meeting Diverse Needs i. Multiple listenings of instrument examples LD/ADD learners ii. Finger highlighting important features of instruments to focus attention for ADD learners iii. Allow some students to sit outside the circle to allow for small movements (AI students) h. Classroom Management i. Have students me into the room and form a circle ii. Show me statements iii. If you hear my voice to call attention iv. When I say tuba as cue to move into groups v. Name on the board with checks system vi. Brain break movement videos i. Closure Activity i. Mile-a-Minute review game to describe instruments previously covered VI. Reflections