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DCSD Instructional Planning Instrument

Focus on Teaching and Learning

Peachtree Charter Middle School


Weekly Components
Kelley Johnson Weeks of: Unit Implementation Week:
Teacher: Unit 1
Week 4
Co-Teacher/Para:
General Music/Music Appreciation Unit Name: Instrument Family Musical Elements
Course:
Unit - Percussion

Priority Standards: M6GM.8 Understanding relationships between music, the other arts, and disciplines
(content specific) outside the arts

Supporting Standards: M6GM.8b. Recognize the interrelated principles and subject matter between music
(content specific) and other core curriculum
Non-Content Standards: ELACC9-10SL2: Integrate multiple sources of information presented in diverse media or formats. (Visually, Orally) evaluating
(WIDA, interdisciplinary the credibility and accuracy of each source.
standards, literacy, etc.)
Learning Targets: Learning about different instruments in the percussion family of the orchestra and how they look and sound
(what learners will be able to
Understand how instruments are created and played
do at the end of the learning
activity) We can identify percussion instruments by sight sound and description
Essential Question(s):
(address philosophical What are the instruments affiliated with this family?
foundations; contain
multiple answers; provoke
inquiry)
Big Idea(s): To delve in detail the make-up of the percussion family
(main ideas, foundational
understandings, conclusions,
or generalizations)
BASS DRUM, BELLS, BONGOS, CABASA, CASTANETS, CHIMES, CLAVES, CONGAS, COWBELL, CUICA, CYMBALS, DJEMBE,
DRUMSET, GLOCKENSPIEL, GONG, GUIRO, HANDBELL, MARACAS, MARIMBA, PIANO, RACHET, RAINSTICK,
Academic Vocabulary:
SANDPAPER BLOCKS, SHEKERE, SLAPSTICK, SLEIGH BELLS, SNARE DRUM, STEELDRUM, SUSPENDED CYMBAL, TAMBOURINE,
TEMPLEBLOCKS, TIMAPNI, TOM TOMS, TRIANGLE, VIBRAPHONE, VIBRASLAP, WIND CHIMES, WOODBLOCK , XYLOPHONE
STEM/STEAM/
Creating a new strings instrument based on the characteristics of all instruments in this family
Interdisciplinary
Integration:
Engaging Performance CLI2. They build strong content knowledge. Students establish a base of knowledge across a wide range of subject matter by
Scenario: engaging in works of quality and substance. The more they experience and practice the more proficient they will become in
these areas of study.
In the areas below, place an X in the box(es) to indicate the selected strategies and resources.
Daily Lesson Plan for Monday
Pre-Instructional Activity: Engage students in discussion on prior knowledge of instruments
Opening (ENGAGE): Opening Details:
TW play the Tune Buddies percussion video
SW identify percussion instruments, their voicings, assembly and design
Work Period
(EXPLORE/EXPLAIN/ Work Period Details:
EXTEND/ELABORATE): TW discuss the percussion family and explore the differences between them and how they create sound
SW complete worksheet to test knowledge gained form video
Closing (EVALUATE): Closing Details:
TW review information learned from the video
SW discuss the differences in percussion instrument families compared to woodwind, brass & strings instrument family
Daily Lesson Plan for Tuesday
Pre-Instructional Activity: Review information about percussion instrument family

Opening Details:
Opening (ENGAGE): TW Open discussion on percussion family
SW identify sounds and shape of percussion instruments
Work Period Work Period Details:
(EXPLORE/EXPLAIN/ TW present string family PowerPoint that is more detailed than the video shown the day before,
EXTEND/ELABORATE): SW identify the instruments using prior knowledge from Mondays lesson and engage in discussion
Closing Details:
Closing (EVALUATE): TW identify instrument parameter and details
SW create a new brass instrument based off of the characteristics and parameters of all brass instruments
Daily Lesson Plan for Wednesday
Pre-Instructional Activity: Review information about the percussion family

Opening Details:
Opening (ENGAGE): TW Open discussion on percussion family
SW discuss and identify characteristics of percussion instruments
Work Period Work Period Details:
(EXPLORE/EXPLAIN/ TW show class percussion instruments, perform short vignettes on percussion instruments
EXTEND/ELABORATE): SW discuss and pass around percussion instruments identifying and seeing its mechanisms up close
Closing Details:
Closing (EVALUATE): TW lead a discussion with students about the similarities and differences of percussion instruments
SW participate a discussion with students about the similarities and differences of percussion instruments
Daily Lesson Plan for Thursday
Pre-Instructional Activity: N/A
Opening (ENGAGE): Opening Details:
TW review what information needs to be covered in research project
SW prepare to present research project to the class
Work Period Work Period Details:
(EXPLORE/EXPLAIN/ TW assess students on their research project based on Geographical information, Family Tree, Musical importance, Ensembles, Fun
EXTEND/ELABORATE): Facts
SW present percussion instrument research project
Closing (EVALUATE): Closing Details:
TW review information about percussion family
SW review information about percussion family
Daily Lesson Plan for Friday
Pre-Instructional Activity: Review information about the percussion family
Opening (ENGAGE): Opening Details:
TW discuss percussion instruments, their mechanics, characteristics and parameters
SW participate in discussion to prepare for assessment
Work Period Work Period Details:
(EXPLORE/EXPLAIN/ TW administer Percussion Family Assessment
EXTEND/ELABORATE): SW take the Percussion Family assessment
Closing (EVALUATE): Closing Details:
TW will present students will information of the next unit, Musical Symbols