Lesson Plan 5 Date: October 23rd, 2013 Time: 9:00 a.m. - 9:45 a.m.

Springview Elementary 3rd Grade Standards: - Sing alone and with others a varied repertoire of music - Performing on instruments alone and with others a varied repertoire of music - Listen to, analyze and describe music - Listening to, analyzing and describing music - Understand relationships between music, the other arts, and disciplines outside the arts Objective: I CAN... - Identify percussion instruments by sight - Identify the percussion family of instruments - Identify pitched and non pitched percussion instruments Anticipatory Set: - An array of percussion instruments laid out around the room - Wow factor. Materials: - classroom, students, recording of percussion ensemble, sound system, various percussion instruments and mallets Objective/Purpose: Today we will learn about the percussion family of instruments. We will learn about the sounds they make. We will be able to identify the two groups, pitched and non pitched. Task Analysis: - Warm up: students will move in time to music playing to demonstrate that they can feel the beat of the music in their bodies - By looking around the room, can you tell what instrument family we are going to talk about today? - Students will recite the poem alone with motions - introduce rhythmic ostinato - Does anyone know what we just did is called? - What does ostinato mean? - I can: - identify percussion instruments - Questions: - What does the percussion family have in common with the strings that is different from the brass and woodwinds? - What did we do in Brass and Woodwind day that we did not do on String day and today?

- point out that like the woodwinds, percussion has two parts, pitched and non pitched - What were the two types of woodwinds? - play pitches on a xylophone - What does pitched mean? - play a rhythm on a cabassa - can you tell me what song I just played? - why couldnt you? - That is the difference between pitched and non pitched instruments - Introduce percussion mallets - what do you think is in this bag? - why do you think a percussionist would have so many different mallets? - does this wood look like something we talked about with a different instrument family? - Hint: there was a certain type of bear that liked to eat it. - Introduce percussion instruments - address how some percussion instruments can be confusing - Are these pitched or non pitched instruments? - students play music on percussion instruments - incorporate rhythm syllables from previous unit to reinforce the concepts - Play instruments for the students - marimba - What instrument family do you think Mr. Busscher plays? - snare drum - tambourine - cajon - castanets - Percussion video (only if adequate time remains) - Students will line up at the door and while waiting in line for exit review questions will be asked - what are the two different percussion groups? - is the cajon a pitched instrument? - What group is the Marimba from? Thinking Levels: - Knowledge - Comprehension Checking for Understanding: - The teacher will be formatively assessing the the students to check for understanding throughout the lesson at each of the steps Closure: - Today we learned about the percussion instrument family and how they make their sound. We also learned what some of the different percussion instruments look and sound like and the difference between pitched and non pitched.