1. Component I: Classroom Teaching
Task A-2: Lesson Plan
Intern Name: Christen Profancik Date: January 26, 2015 Cycle:
# of Students: 20 Age/Grade Level: K Content Area: Music
Unit Title: Melody/Pitch Lesson Title: High and Low + Pitch Direction (only high to low, low to high)
Lesson Alignment to Unit
Respond to the following items:
a) Identify essentialquestions and/orunit objective(s) addressed by this lesson.
The children will name and recall the term pitch (Pitch: sounds that are high and low).
The children will demonstrate pitch recognition by creating movements to match high and low sounds.
The children will create sounds/pitch pathways that move high to low and low to high.
The children will analyze and compare pitch direction to seeing/identifying pitch direction on a music staff (Music Staff: 5 lines,4 spaces, read left to right).
b) Connect the objectives to the state curriculum documents,i.e., Program of Studies, Kentucky Core Content, and/or Kentucky Co re 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.
c) Describe students’prior knowledge or focus of the previous learning.
Prior to this unit, the children have been introduced to and have studied Rhythm (bar lines, quarter notes,eighth notes,quarter rest), Tempo (fast and slow,
steady beat), Patriotic Music, and Audience Etiquette.
d) Describe summative assessment(s)for this particular unit and how lessons in this unit contribute to the summative assessment.
Summative assessment will be a performance checklist by observation during the lesson.Students will demonstrate what they know about pitch and pitch
direction (only high to low, low to high) by engaging in multiple activities. Scoring Criteria: B=Beginning, D=Developing M=Mastery (see attached checklist).
At the end of the unit there will also be a written post-assessment (identical to the pre-assessment)to assess the knowledge of the students.

2. 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.
There is one student with a special education IEP. Three students in the class currently receive ESL instruction services and four ESL students are monitored
and receive support only when needed. In order to meet the needs of the IEP student,I will personally help them with the lesson activities (unless their
classroomaide is present), or I will assign a student (peer tutor) to help them during activities. As for the ESL students, I also make sure they are paired with
students who can help explain or model the task(s) at hand.I will also personally watch/monitor for any signs of confusion/misun derstanding fromthe ESL
students and assist as needed.
f) Pre-Assessment:Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describe how you will trigger prior
knowledge):
Pre-Assessment will include an oral questioning about the music terms that align with Objective 1: name and recall the term pitch (Pitch: sounds that are high
and low), and Objective 4: analyze and compare hearing pitch direction to seeing pitch direction on a music staff (Music Staff: 5 lines, 4 spaces,read left to
right).
Lesson Objectives/
Learning Targets
Assessment Instructional Strategy/Activity
Objective/target:
The children will name and recall the term
pitch (Pitch: sounds that are high and low).
The children will demonstrate pitch
recognition by creating movements to
match high and low sounds.
Assessment description:
Performance Checklist
Assessment Accommodations:
Teacher model for moving to pitch and proper use
of the singing voice during activities.
Strategies/Activities:
The teacher will introduce new term pitch. Numerous times
throughout the lesson the teacher will use the term (pitch)
and have the class collectively recall its definition.
Students will move their bodies to music. When they hear
high pitches, they lift arms in air. When they hear low
pitches,they crouch down to floor.
Students will sing pitch pathways that go high to low and
low to high.
Activity Adaptations:
Teacher will move to the music with students to keep them
focused and energized.
Teacher will model pitch pathways before students try.
Media/technologies/resources:
iTouch (“Wishy Washy Instrumental”), stereo systemand
speakers, large pitch pathway exploration cards

3. Objective/target: The children will create
and/orsing pitch pathways that move high
to low and low to high.
The children will analyze and compare
hearing pitch direction to identifying pitch
direction on a music staff (Music Staff: 5
lines, 4 spaces, read left to right).
Assessment description:
Performance Checklist
Assessment Accommodations:
Teacher model for proper use of the singing voice
during activities, proper way to use SmartBoard
technology,and proper way to play the instrument.
Strategies/Activities:
Teacher will create personalpitch pathway. Some students
will get called on to create a pitch pathway. All students
will participate in singing each pathway.
Teacher will demonstrate how pitches are seen in music by
placing beanbags on music staff carpet and connecting
them with a string (so it looks like a pitch pathway).
Students will identify direction of pitches in interactive
SmartBoard game.
Students will read pitch pathways created by teacher and
play them on the xylophones.
Students
Activity Adaptations:
Student that is “Music Maestro” will always have the
privilege of going first during SmartBoard activities.
During music carpet activity, the teachermay choose to use
large music notes instead of beanbags is the students are
having trouble analyzing pitch direction.
Media/technologies/resources:
Interactive SmartBoard, “Early Music Skills” computer
disk, Tonematrix.com website, “Itsy-Bitsy Spider”
ActiveBoard flipchart, xylophones, music carpet, bean bags
and string
Procedure:
Introductory
--Ask students to define rhythm (long and short sounds)and steady beat as quick review (Steady Beat = pulse/heartbeat of music)
--Go over new I CAN statements on board; have students read themaloud.
Opener: song and dance: “Wishy Washy”
--Have students spread out and sit on floor.
--First time through song:instruct students to stay seated and reach high in the air when they hear high instruments playing and tap the ground on the steadybeat
when they hear low instruments playing.

4. --Second time through:instruct student to WALK around the room in a circle and reach high in the air when they hear high instruments playing and STOP to
crouch to the floor when they hear low instruments playing (if students do not follow directions they will sit on their botto ms).
Lesson Activity 1: Pitch Pathway Cards
--Have students sit in front of active board.
--Talk about “Wishy Washy”—they have moved bodies to high and low pitch and now they will sing high and low pitch.
--Have students sing a low pitch, then a high pitch.
--First Card: ask students ifcard begins on a high pitch or low pitch; model how to sing a pitch pathway while using pointer finger to follow pitch d irection of
voice.
--Following Cards: Have students sing a few more pitch pathway cards while using their pointer fingers to follow pitch direction of voice.
--Praise students when they do well!
Lesson Activity 2: Tone Matrix
--Transition from pitch cards to SmartBoard: Tell class you can draw your own pitch pathway.
--First Tone Matrix: tell students you will draw a pitch pathway that begins low and ends high. Model how to sing it using same strategy as was used with pitch
cards.
--Following Tone Matrices: Have “Music Maestro” come up and draw a pitch pathway that starts high and ends low. Have the class sing and use their pointer
finger as they did with the pitch cards. Have “music maestro” call on a QUIET friend to come up to board and draw next pitch pathway.
--Allow about 3 students to come up and draw a pitch pathway.
Lesson Activity 3: Music Carpet
--Transition from Tone Matrix to Music Carpet: Review with students howthere are high and low sounds in music, but explain to them how written music does
not look like a pitch pathway. Instead, you write a music note for each pitch.
--Have the students move to sit in FRONT of music carpet so you can show them what you mean.
--BRIEFLY introduce music staff (5 lines and 4 spaces)and treble clef, which will be discussed in more detail next class.
--Explain how music is read from left to right.
--Place one beanbag on a high pitch and one beanbag on a low pitch, both on the staff. Connect these beanbags with a string.
--Explain how this is a pitch pathway that moves from high to low, and then have them sing it.
--Have two students place the beanbags on new locations on the staff and connect their beanbags with a string.
--Ask the class to determine the pitch direction, and then have the class sing their pathway.
--Repeat this process with about 2 more pairs of students (replace beanbags with music notes if needed).
Lesson Activity 4: “Early Music Skills” Game
--Have the students move back in front of ActiveBoard.
--Play the “Early Music Skills” pitch direction game to assess theirunderstanding ofthe music carpet activity.
--Have the “Music Maestro” answer the first question, and then call on QUIET students who raise their hand.
Lesson Activity 5: “Itsy Bitsy Spider” (high/low) on xylophones
--Prepare students fornext activity with thorough instructions:
 Model appropriate way to strike instrument with mallet.

5.  When it’s not your turn to play, hands are in yourlap.
 If you play out of turn, they will not get another turn to play instrument.
 Do not play the instrument with your fingers or while teacher is talking.
 Only one person plays the instrument at a time.
--Pair students together(one instrument and one mallet per pair).
--Student with mallet is “Player 1” and student without mallet is “Player 2”.
--To gauge their understanding,say “If you are a ‘Player 1’ raise yourhand” (same with “Player 2”).
--BEFORE they begin activity, show them flipchart on SmartBoard and explain procedure:
 Show students where high and low pitches are on instrument (high=small bar, low=big bar).
 Teacher will sing “Isty Bitsy Spider” line by line and draw pitch pathways that correspond with direction spider moves in song.
 When spider “goes up water spout”,students play low to high pitch pathway.
 When spider gets “washed out by rain”, students play high to low pitch pathway.
 After “sun comes up and dries up all the rain and spider goes back up the spout”,students play low to high pitch pathway again.
 After song is sung through once,have students switch turns.
--Reinforce rules/instructions throughout activity.
Closer:
--Review I CAN statements on board.
--Ask students howthey achieved these goals during their lesson today.