I. II.

Woodwind and Brass Identification, Monica Sheets; 29 October 2012; Fourth Standards a. Common Core: CCSS.ELA-Literacy.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. b. National Music Standards: 6. Listening to, analyzing, and describing music.

III.

Objective a. Students will be able to identify the woodwind and brass instruments by sight and sound.

IV.

Materials a. Silver Burdett: Making Music, Grade 4, pg 68-69, b. Grade 4 CD 3, Tracks 15 -21, c. Flute

d. French Horn V. Instructional Components a. Anticipatory set i. Demonstrate how to play the flute and the French horn. b. Objective and Purpose i. We are going to learn about woodwind instruments and brass instruments so you can recognize the sounds when you hear them in movies or in other types of music. c. Input and Modeling i. Define woodwind instruments: instruments that make sound through a reed, except for the flute. Typically made out of wood.

ii. Define brass instruments: wind instruments that make sound by the players lips buzzing together. The instruments are typically made of metal. iii. Define Timbre again: The unique sound of an instrument iv. Briefly discuss the science behind pitch air vibrates at a certain frequency v. Modeling: Identifying the instruments in 3-20 and 3-25 vi. Spotlight on Marsalis Family on pg. 68 d. Guided/Independent Practice i. Guided: Play 3-20 and 3-25 so that the students have an idea what wood wind instruments sound like ii. Guided: have the students identify the instrument sounds in the one minute woodwind and brass mystery tracks iii. Independent: have students identify the wind instruments heard in Lord Melbourne and Knozz-Moe-King e. Cross-Curricular Connection i. Science Air creates a certain frequency f. Assessment Approaches i. Observational visual observation of who is keeping the beat in the appropriate manner g. Meeting Diverse Needs i. Multiple targeted listening for the ADD students ii. HI students may move CD player iii. Allow HI students to feel the vibrations of the instruments h. Classroom Management i. Proximity to desks ii. Name with Checks system iii. Have students keep the beat in a different way for each new instrument

iv. Show me statements v. Have students point to the instrument they think they hear i. Closure Activity i. Think-Pair-Share with partners 3 woodwind and 3 brass instruments that were covered for the day. VI. Reflections a. The anticipatory set worked really well. The students were really interested in seeing the real instruments in action. However, it was easy to lose them during the listening portion. I need to think of a better way to show that they are actively listening. Keeping the beat was not something that the students were interested in.