Betty Starobinsky

Lesson #1 - Instrument Families

Aim: What is the string family?
Grade: 2nd Grade General Music Class
Materials:

Computer with flash drive

SmartBoard
Elmo
Picture: My family
Pictures: bass, cello, viola, violin
Quaver Music - Lesson 19 - Slide 8 - Instrument Anatomies - Strings
Lapbooks (strings)
Picture of all music instruments

Procedures:
1. Tell me about your family. Do you look the same? What makes you a family?
2. Here is a picture of my family. Even though we dont all look the same, we be
long in the same family. Some of us look similar. Some of us look different. We
share the same home. We share the same last name.
3. Instruments are also grouped into families. Today we are going to talk about
the String Family.
4. Here are some instruments in the string family. Can anyone name an
instrument on this page? Have student come up to the SmartBoard to label each
instrument. Does anyone know anything about this instrument? Review
other
instruments.
5. What do these instruments have in common? Make a list on the SmartBoard.
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6. Lets listen to the sounds of each instrument. (Quaver Music - Lesson 19 Slide 8) Try to imitate with your voice.What can you tell me about the
sound of
each instrument? Which one has the highest sound? Which one
has the lowest
sound? What do you notice about the size of the instruments
in relation to the
sound? Where do you think you would hear these kinds of
instruments?
7. Group students with their Turn and Talk partners.
8. Each group gets a lap book. Students can use the clues in the back of the
instrument cards to test each other about each instrument. Students should be
able to find and identify all 4 cards and place them correctly on the lapbook.
Assessment:
Students will be able to find and identify all four cards and place them correctly
on the lapbook.
Closure:
Today we learned about the String Family. Can anyone remind me what all the
string instruments have in common? Look at the board and see if you can find
another instrument that might belong to the string family. Explain why you
think it
belongs to the string family.

Rubric - Instrument Family Lapbook

Partner work

Following Directions

Lapbook

Students were able to work

nicely with one another.

Students were able to follow

directions.

No mistakes in the lapbook.

Students needed some

prompting to get back on task.

Students had some trouble

following directions.

Students had mistakes in the

lapbook, but all instruments
belonged in the instrument
family.

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Students needed teacher

intervention in order to continue
the work.

Students needed teacher

intervention in order to remind
them of the directions.

Students had 1-2 mistakes in the

lapbook, but included
instruments that did not belong in
the instrument family

Students did not work together,

or refused to work together.

Students did not follow any

directions.

Students had 3 or more mistakes

in the lapbook, but included
instruments that did not belong in
the instrument family.

National Standards for Music

1. Singing, along and with others, a varied repertoire of music
6. Listening to, analyzing, and describing music
7. Evaluating music and music performances
8. Understanding relationships between music, the other arts, and disciplines outside
the arts
9. Understanding music in relation to history and culture

Lesson #2 - Instrument Families

Aim: What is the woodwind family?
Grade: 2nd Grade General Music Class
Materials:

Computer with flash drive

SmartBoard
Elmo
Pictures: bassoon, oboe, clarinet, flute
Quaver Music - Lesson 19 - Slide 6 - Instrument Anatomies - Woodwinds
Lapbooks (string and woodwinds)
Picture: all music instruments
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Procedures:
1. Today we are going to be talking about the woodwind family, but before we
start. Lets review what we learned last time. Who can name one instrument from
the string family?
2. Give out string lapbooks. Allow students to form into their partner groups. Ask
students to arrange the instruments from highest sound to lowest sound.
3. Review the answers.
4. Here are some instruments in the woodwind family. Can anyone name an
instrument on this page? Have student come up to the SmartBoard to label each
instrument. Does anyone know anything about this instrument? Review other
instruments.
5. What do these instruments have in common? Make a list on the SmartBoard.
6. Lets listen to the sounds of each instrument. (Quaver Music - Lesson 19 Slide 6) Use your voice to imitate the sound of the instrument. What can you tell
me about the sound of each instrument? Which one has the highest sound?
Which one has the lowest sound? What do you notice about the size of the
instruments in relation to the sound? Where do you think you would hear these
kinds of instruments?
7. Group students with their Turn and Talk partners.
8. Each group gets a lap book. Students can use the clues in the back of the
instrument cards to test each other about each instrument. Students should be
able to find and identify all 4 cards and place them correctly on the
lapbook.
Assessment:
Students will be able to find and identify all four cards and place them correctly
on the lapbook.
Closure:
Page 4 of 15

Today we learned about the Woodwind Family. Can anyone remind me what all
the woodwind instruments have in common? Look at the board and see if
you
can find another instrument that might belong to the woodwind family.
Explain
why you think it belongs to the woodwind family.

Rubric - Instrument Family Lapbook

Partner work

Following Directions

Lapbook

Students were able to work

nicely with one another.

Students were able to follow

directions.

No mistakes in the lapbook.

Students needed some

prompting to get back on task.

Students had some trouble

following directions.

Students had mistakes in the

lapbook, but all instruments
belonged in the instrument
family.

Students needed teacher

intervention in order to continue
the work.

Students needed teacher

intervention in order to remind
them of the directions.

Students had 1-2 mistakes in the

lapbook, but included
instruments that did not belong in
the instrument family

Students did not work together,

or refused to work together.

Students did not follow any

directions.

Students had 3 or more mistakes

in the lapbook, but included
instruments that did not belong in
the instrument family.

National Standards for Music

1. Singing, along and with others, a varied repertoire of music
6. Listening to, analyzing, and describing music
7. Evaluating music and music performances
8. Understanding relationships between music, the other arts, and disciplines outside
the arts
9. Understanding music in relation to history and culture

Page 5 of 15

Lesson #3 - Instrument Families

Aim: What is the Brass family?
Grade: 2nd Grade General Music Class
Materials:

Computer with flash drive

Smartboard
Elmo
Pictures: trombone, trumpet, tuba, french horn
Quaver Music - Lesson 19 - Slide 7 - Instrument Anatomies - Brass
Lapbooks (woodwind, brass)
Picture: all music instruments

Procedures:
1. Today we are going to be talking about the brass family, but before we start.
Lets review what we learned last time. Who can name one instrument from the
woodwind family?
2. Give out woodwind lapbooks. Allow students to form into their partner groups.
Ask students to arrange the instruments from lowest sound to highest sound.
3. Review the answers.
4. Here are some instruments in the brass family. Can anyone name an
instrument on this page? Have student come up to the SmartBoard to label each
instrument. Does anyone know anything about this instrument?
5. What do these instruments have in common? Make a list on the SmartBoard.

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6. Lets listen to the sounds of each instrument. (Quaver Music - Lesson 19 Slide 7) Use your voice to imitate the sound of each instrument. What can you
tell me about the sound of each instrument? Which one has the highest sound?
Which one has the lowest sound? What do you notice about the size of the
instruments in relation to the sound? Where do you think you would hear these
kinds of instruments?
7. Group students with their Turn and Talk partners.
8. Each group gets a lap book. Students can use the clues in the back of the
instrument cards to test each other about each instrument. Students should be
able to find and identify all 4 cards and place them correctly on the
lapbook.

Assessment:
Students will be able to find and identify all four cards and place them correctly
on the lapbook.

Closure:
Today we learned about the Brass Family. Can anyone remind me what all the
brass instruments have in common? Look at the board and see if you can find
another instrument that might belong to the brass family. Explain why you think it
belongs to the brass family.

Rubric - Instrument Family Lapbook

Partner work

Following Directions

Lapbook

Students were able to work

nicely with one another.

Students were able to follow

directions.

No mistakes in the lapbook.

Students needed some

prompting to get back on task.

Students had some trouble

following directions.

Students had mistakes in the

lapbook, but all instruments
belonged in the instrument

Page 7 of 15

family.

Students needed teacher

intervention in order to continue
the work.

Students needed teacher

intervention in order to remind
them of the directions.

Students had 1-2 mistakes in the

lapbook, but included
instruments that did not belong in
the instrument family

Students did not work together,

or refused to work together.

Students did not follow any

directions.

Students had 3 or more mistakes

in the lapbook, but included
instruments that did not belong in
the instrument family.

National Standards for Music

1. Singing, alone and with others, a varied repertoire of music.
6. Listening to, analyzing, and describing music
7. Evaluating music and music performances
8. Understanding relationships between music, the other arts, and disciplines outside
the arts
9. Understanding music in relation to history and culture

Lesson #4 - Instrument Families

Aim: What is the Percussion family?
Grade: 2nd Grade General Music Class
Materials:

Computer with flash drive

SmartBoard
Elmo
Pictures: hi-hat, snare drum, timpani, tom-tom
Quaver Music - Lesson 19 - Slide 9 - Instrument Anatomies - Percussion
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Quaver Music - Lesson 21 - Slide 2 - Body Percussion Dance

Percussion Instruments
Lapbooks (brass, percussion)
Picture: all music instruments

Procedures:
1. Today we are going to be talking about the percussion family, but before we
start. Lets review what we learned last time. Who can name one instrument from
the brass family?
2. Give out brass lapbooks. Allow students to form into their partner groups. Ask
students to arrange the instruments from the smallest instrument to the biggest
instrument.
3. Review the answers.
4. Here are some instruments in the percussion family. Can anyone name an
instrument on this page? Have student come up to the SmartBoard to label each
instrument. Does anyone know anything about this instrument?
5. What do these instruments have in common? Make a list on the SmartBoard.
6. Lets listen to the sounds of each instrument. (Quaver Music - Lesson 19 Slide 9) What can you tell me about the sound of each instrument?
7. Group students with their Turn and Talk partners.
8. Each group gets a lap book. Students can use the clues in the back of the
instrument cards to test each other about each instrument. Students should be
able to find and identify all 4 cards and place them correctly on the lapbook.
Assessment:
Students will be able to find and identify all four cards and place them correctly
on the lapbook.
Closure:

Page 9 of 15

Today we learned about the Percussion Family. Can anyone remind me what all
the percussion instruments have in common? Look at the board and see if
you
can find another instrument that might belong to the percussion family.
Explain
why you think it belongs to the percussion family.
Extra Time:

Quaver Music - Lesson 21 - Slide 2.

Create a simple ostinato or rhythm pattern using the body percussion screen.
Ask students to stand and imitate you as you follow the on-screen pattern.
Let students know that you have your percussion instruments built right into their
bodies.

Use the drums to improvise and arrange music. Write the rhythms on the board.
Rubric - Instrument Family Lapbook
Partner work

Following Directions

Lapbook

Students were able to work

nicely with one another.

Students were able to follow

directions.

No mistakes in the lapbook.

Students needed some

prompting to get back on task.

Students had some trouble

following directions.

Students had mistakes in the

lapbook, but all instruments
belonged in the instrument
family.

Students needed teacher

intervention in order to continue
the work.

Students needed teacher

intervention in order to remind
them of the directions.

Students had 1-2 mistakes in the

lapbook, but included
instruments that did not belong in
the instrument family

Students did not work together,

or refused to work together.

Students did not follow any

directions.

Students had 3 or more mistakes

in the lapbook, but included
instruments that did not belong in
the instrument family.

National Standards for Music

2. Performing on instruments, alone and with others, a varied repertoire of music
3. Improvising melodies, variations, and accompaniments
Page 10 of 15

4. Composing and arranging music within specified guidelines.

5. Reading and notating music.
6. Listening to, analyzing, and describing music
7. Evaluating music and music performances
8. Understanding relationships between music, the other arts, and disciplines outside
the arts
9. Understanding music in relation to history and culture
Lesson #5 - Instrument Families
Aim: Can you name and identify music instruments and the families they belong to?
Grade: 2nd Grade General Music Class
Materials:

Computer with flash drive

Smartboard
Elmo
Quaver Music - Lesson 19 - Slide 11- 13 Match the Clue to the Instrument
Quaver Music - Instrument Cards for each student
Quaver Music - Lesson 19 - Slide 14 - Whats the Instrument?
Quaver Music - Lesson 21 - Slide 8 - Instrument Assessment
Copies of Assessments
Quaver Music - Lesson 21 - Slide 9 - Instrument Crane Game
Lapbooks (all)
Assessment

Procedures:
1. Today we will be reviewing all the families and instruments that we have
discussed the past few weeks.
2. Give out all lapbooks. Allow students to work independently on a lapbook.
3. Review the answers.

Page 11 of 15

4. Match the Clue to the Instrument I, II, III. Have students listen to each box.
Have students raise the card in the air once they figure out which of the four
cards identifies the instrument played.
5. Whats the Instrument - Have students listen to the sound file and figure out
the instrument that is being played.
6. Instrument Assessment - Hand out Assessment worksheets for everyone.
7. Group students by table to start the Instrument Crane Game.

Assessment:
See attached Assessment.

Rubric - Instrument Family Lapbook

Independent Work

Following Directions

Lapbook

Student was able to work

independently.

Student was able to follow

directions.

No mistakes in the lapbook.

Student needed some prompting

to get back on task.

Student had some trouble

following directions.

Student had mistakes in the

lapbook, but all instruments
belonged in the instrument
family.

Student needed teacher

intervention in order to continue
the work.

Student needed teacher

intervention in order to remind
them of the directions.

Student had 1-2 mistakes in the

lapbook, but included
instruments that did not belong in
the instrument family

Student did not work

independently, or refused to
work.

Student did not follow any

directions.

Student had 3 or more mistakes

in the lapbook, but included
instruments that did not belong in
the instrument family.

Page 12 of 15

National Standards for Music

6. Listening to, analyzing, and describing music
7. Evaluating music and music performances
8. Understanding relationships between music, the other arts, and disciplines outside
the arts
9. Understanding music in relation to history and culture

Lesson #6 - Instrument Families

Aim: Can we create your own instrument?
Grade: 2nd Grade General Music Class
Materials:

Computer with flash drive

SmartBoard
Elmo
Worksheets
Page 13 of 15

Procedures:
1. Last time we met, we reviewed all the instruments and the families they
belong in. Can anyone remind me what are the characteristics to be in the string
family? The brass family? The woodwind family? The percussion family?

it

2. Today you will be making your own instrument. This is an instrument that you
created by yourself. Use the planning worksheet to help guide you. When
comes to spelling, try your best.
3. When you are finished, raise your hand and I will come over to the table to
check your planning sheet. If I feel that you are ready to start, you will get
another page to draw your instrument and color.

Assessment:
Students planning page.
Closure:
Today we created our own instruments. Some of you thought of some really
creative instruments. Can I have volunteers to share?

Page 14 of 15

Rubric - Create your own instrument

Following Directions

Neatness

Creativity

Student were able to follow

directions. Instrument does not
exist.

Student was able to neatly fill out

planning page.

Instrument showed immense

creativity

Student had some trouble

following directions.

Student had some trouble

making planning page neat.

Instrument does not exist.

Student needed teacher

intervention in order to remind
him/her of the directions.

Students work is not neat.

Instrument already exists.

Student did not follow any

directions. Instrument already
existed.

Student's work is very messy

and/or blank.

Blank worksheet.

National Standards for Music

6. Listening to, analyzing, and describing music
7. Evaluating music and music performances
8. Understanding relationships between music, the other arts, and disciplines outside
the arts
9. Understanding music in relation to history and culture

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