Lees-McRae Lesson Plan Template

Pre-Planning/ Planning the Lesson Bridget Hambrook

Lesson Title and Grade level (1 pt) 2nd Grade Making Music

Guiding Question (3 pts) How do you make sound?

Unit Continuum (3 pts) 2.P.1.1 Illustrate how sound is produced by

vibrating objects and columns of air.

NCSCOS Standards/ Learning Objectives for 2.P.1.2 Summarize the relationship

this lesson (5 pts) between sound and objects of the body
that vibrate – eardrum and vocal cords.

Learning Targets (5 pts ) I can create musical instruments from

recyclable items

Differentiation Needs (4 pts ) FS 1:ASD FS 2:visual impairment FS 3: High

achieving

Assessment (5 pts) Musical instruments and exit ticket

Vocabulary (3 pts) Sound, sound waves, pitch, vibration,

musical instrument

Instructional Technology and/or Creative Creating an instrument

Arts Integration (5 pts)

Lesson Structure & Procedures

Lesson Structure Instructional Learning Activities Differentiation
Strategies

Introduction/ Instructional Learning Activities for Modifications during

Engagement. Strategies for the Introduction. (4 pts) the Introduction
Connect previous Introduction (3pts) TSW sing. phase
learning to today’s TTW ask “Will you TSW listen to clapping Focus Student (FS) 1
lesson (6 pts) all sing with me?” patterns and repeat (1pt) provide
What is sound? and hold out a them back. student with ear
note. Then they TSW listen to stomping plugs
will sing the itsy patterns and repeat FS 2 (1pts) Student
bitsy spider all them back. must be seated in
 together as a class. the front of class.
Next TTW ask the Student who is High
students “Will you Achieving (1 pts) no
clap your hands modifications
with me?”TTW ask needed
“Will you stop you
feet with me?” “I
want you to give
me a drum roll all
together. Wow!
We’re making a lot
of noise. Today
we’re going to be
talking about
noise. What ‘s
another word for
noise? Sound!”

Lesson: The Instructional Learning Activities for Modifications during

Content you will be Strategies for each the main part of the the Lesson Phases
teaching in this part of the lesson. lesson including guided Focus Student (FS) 1
lesson (3pts) These should be and independent (2pts) this students
Sound is produced research/ evidence practice. These should group will be sitting
by vibrating based (6 pts) be research/evidenced at the farthest side
objects. The pitch While students are based (8pts) of the room.
of the sound can be sitting at their TSW listen to Student will be the
varied by changing desks, TTW begin presentation and handler. Provide
the speed of the the lesson by answer questions. TSW written instructions.
vibration. In this displaying the break into groups and FS 2 (2pts) TTW give
lesson, students are PowerPoint. make instruments with verbal instructions
engaged in the TTW discusses materials provided. to student, if they
engineering design vocabulary words are the recorder
process. They with the students TSW use talk to text
collaborate in (sounds, pitch, to fill out lab sheet
groups to create a vibration, sound on iPad. Student
musical instrument waves, and musical can still hold
by putting instruments). TW instruments,
recyclable items show Bluegrass interact and hear
together. music from North sound.
Carolina and TTW Student who is High
ask the following Achieving (2pts)
questions: 1. What TTW ask the
did you hear as you student how would
listened to the you change the
music? 2. Why were
pitch of this
you able to hear the
instrument? Can
sounds? 3. How
you tune it?
were you able to
hear? 4. What kind
of instruments did
you hear? How did
you feel when
listening to the
music? TTW ask the
students where they
are from and what
music their culture
listens to. TTW
compare and
contrast different
types of music and
discuss how
important music is to
culture. We sing
about what we see
and feel everyday.
TTW assign
students to a group
and they select their
roles in that group -
recorder, leader,
reporter, and
handler. TTW place
the items for
creating the
instrument on each
group's table.
Students can now
create their own
 instruments. TSW do
the lab sheet while
TTW ask: 1. What
can you create with
the items? 2. How
will you create it? 3.
Why did you form it
that way? 4. Does it
produce a sound? 5.
How is the pitch?
Why? 6. Can you
change the pitch?
How?

Closure (6pts) Instructional Learning Activities for Modifications during

Items must vibrate Strategies for Closure. (4pts) the Closure phase
in order to create Closure. (3pts) TSW perform as a band Focus Student (FS) 1
sound TTW call the using their instruments. (1pt)ear plugs
obtaining, group members to TSW fill out their exit FS 2 (1 pt) TTW
evaluating, and a circle for a ticket before the end of point out that you
communicating reflection. TTW ask the lesson. don’t just see and
information them the following hear vibrations, you
questions: Did your can feel them.
instrument work, Student who is High
How did you get it Achieving (1 pt)
to work, or what TSW discuss how
would you modify they were able to
or change? TTW tune their
inform the instrument to a
students that different key.
energy is the sound
they hear, and
sound is made
when things
vibrate or move
back and forth,
very fast. We can
 hear sounds as
sound waves which
moves through the
ear canal and strike
the ear drums.

Materials & Resources: Include all manipulatives and other materials and resources required
for the lesson (3pts)
· plastic water bottles
· oatmeal containers
· paper plates
· bells
· metal wire
· wooden sticks
· hair beads
· shoe boxes
· rubber bands

MUGS (Mechanics, Usage, Grammar, Spelling) are Carefully Proofed (3 or fewer errors) [8 pts]

Reflection
What you will do differently next time. What would you cover next time that you didn’t
this time that you feel is vital to your students’ learning?