1) The lesson plan summarizes a music class that will introduce students to the percussion instrument family. 2) Students will review instrument families previously learned, watch videos and examine pictures of percussion instruments, and take notes to distinguish between pitched and non-pitched percussion. 3) Assessment will include questions about the instrument families as well as analysis of videos and pictures of percussion instruments to identify and classify them.

1. Component I: Classroom Teaching
Task A-2: Lesson Plan
Intern Name: Christen Profancik Date: May 7, 2015 Cycle:
# of Students: 20 Age/Grade Level: 7 Content Area: General Music
Unit Title: Instruments of the Orchestra Lesson Title: Percussion Family
Lesson Alignment to Unit
a) Identify essential questions and/or unit objective(s) addressed by this lesson.
The students will recall and briefly review the members of instrument families already learned.
The students will listen to, analyze, and identify the instruments of the percussion family.
The students will distinguish between pitched and non-pitched percussion instruments.
b) Connect the objectives to the state curriculum documents, i.e., Program of Studies, Kentucky Core Content, and/or Kentucky Core Academic Standards.
AH-P-SA-S-Mu1
Students will begin to recognize and identify elements of music (rhythm, tempo, melody/pitch, harmony, form, timbre, dynamics) using musical terminology.
AH-P-SA-S-Mu2
Students will use the elements of music while performing, singing, playing instruments, moving, listening, reading music, writing music, and creating music
independently and with others.
AH-8-SA-S-Mu3
Students will listen to and explore how changing different elements results in different musical effects.
c) Describe students’ prior knowledge or focus of the previous learning.
Prior to today’s class period, the 7th
grade general music class has learned about the Brass, string, and woodwind instrument families of the orchestra. Prior to
this unit they have also completed units and assessments for Melody, Music history, Notation, etc.
d) Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment.
The summative assessment for this unit will be an in-class, online “Kahoot” quiz at the end of the week (Friday). The students will be required to bring in their
electronic devices, log onto “Kahoot.it”, insert the class code, and begin. The questions on the quiz derive directly from the note packets the students have been
filling out each day, as well as the “Prezi” slide shows.
e) Describe the characteristics of your students identified in Task A-1 who will require differentiated instruction to meet their diverse needs impacting
instructional planning in this lesson of the unit.
Differentiation for this lesson will include:
Consideration of Learning Preferences=> Visual, Auditory, and Kinesthetic learners will all be actively engaged during rehearsal. Students will have the
opportunity to play resonator bells (Kinesthetic), the “Prezi” slide show will be projected onto the SmartBoard screen (Visual), and the “Youtube” videos and
sound clips are embedded into the lesson’s slide show (Auditory).

2. f) Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describe how you will trigger prior
knowledge):
The students will be encouraged to remember, identify, and describe past material taught in previous lessons and how it relates to the percussion family of
instruments (ex: longer strings = lower notes VS. longer bars = lower notes). The students will also relate the sounds of the percussion instruments to real-
life experiences they may have had (ex: playing Orff instruments in elementary school).
Lesson Objectives/
Learning Targets
Assessment Instructional Strategy/Activity
Objective/target:
The students will recall and briefly review
the members of instrument families
already learned.
Assessment description:
Oral Questioning/Discussion: The teacher will
guide the students through a brief review of the
material taught in prior lessons during the unit.
The students will be questioned about
characteristics of instruments in particular families
and the ancestors of particular instruments in each
family.
Assessment Accommodations:
Students will be asked to raise their hand to
answer questions; this keeps chatter to a minimum
and sets the expectation to be respectful.
If students were absent for previous lessons and
did not have the chance to write in the notes, they
will not be called on for answers.
Strategy/Activity:
Teacher will quiet class and ask a series of questions that
pertain to yesterday’s and Monday’s lesson. The students
will be encouraged to refer to their note packets for
answers.
Activity Adaptations:
The teacher will walk around to monitor student talking and
to keep class engaged.
Media/technologies/resources:
Unit note packet
Objective/target:
The students will listen to, analyze, and
identify the instruments of the percussion
family.
The students will distinguish between
pitched and non-pitched percussion
instruments.
Assessment description:
Oral Questioning/Discussion: Students will be
asked questions that will require them to recall and
relate prior knowledge/experiences to the present
moment. Students will also be required to analyze
videos and pictures, then answer questions
regarding the visuals and audio.
Observation/Teacher Feedback: The teacher will
guide the students through the presentation and
notes sheet while constantly observing and
providing feedback that will enhance their learning
and help them relate to the material.
Strategy/Activity:
The students will solve two riddles before the lesson begins.
The students will watch videos, look at pictures, answer
questions, and take notes during the Prezi slide show.
Activity Adaptations:
The teacher will walk around to monitor student talking and
to keep class engaged.
Media/technologies/resources:
SmartBoard, Resonator Bells, African drums

3. Assessment Accommodations:
Students will be asked to raise their hand to
answer questions; this keeps chatter to a minimum
and sets the expectation to be respectful.
If students ask to move for a better view of the
SmartBoard, they may.
PROCEDURE:
Introductory/Engagement:
 Gain the students’ attention by telling them you have a “surprise”. Explain the “surprise” as a Kahoot assessment the next day. Remind them to bring
an electronic device in order to participate. It they do not have one, an iPod cart will be provided.
 Guide the students through a brief review of the material taught in prior lessons during the unit.
 Students will solve “Bell-Ringer Riddles”.
Lesson: (Prezi Slideshow)
 Colorful, interactive, organized slides featuring: pictures, videos, website links, and audio clips that help introduce and explain the instruments of the
percussion family.
 Instruments covered include both pitched and un-pitched instruments. The teacher will explain where the students should write on their sheets as the
information is presented.
 During discussion on the “Xylophone”, students will have the opportunity to individually receive a resonator bar and play it. They will get to
experience the vibrations of the wood in their hands, as well as the tone quality of a metal bar.
Closure:
 Remind student again to bring electronic devices for tomorrow’s in-class, online assessment.