9 Backward Design Plan Template

Title: Percussion Instruments Subject/Course: Music Time: 40 Minutes

Level: 4

Lesson Description
Students will learn more about untuned percussion. Students will be given real life examples of how people create
rhythm using their bodies as percussion instruments. Students will then start to do so themselves, creating rhythms by
stomping and clapping like they saw in the videos.

Stage 1: Desired Results

Big Question (link to the real world)
How can we create music without instruments?
Ontario Curriculum Overall Expectation
1. Apply the creative process to create and perform music for a variety of purposes, using the elements
and techniques of music
Ontario Curriculum Specific Expectation
C1. 3 Create musical compositions for specific purposes and audiences.

Key Concepts and/or skills to be learned/applied: Prior Knowledge Activation:

Students will learn how percussion instruments create - Percussion instruments
rhythm. - Rhythm
Students will create a rhythm of their own
Stage 2: Planning learning experience and instruction
Learning Goals: “clearly identify what students are expected Instructional Strategies: See Chapter 6 Gregory and
to know and be able to do, in language that students can Chapman, Beyond Monet PDF, Wees “56 different
readily understand.” examples of formative assessment”.
Success criteria: “describe in specific terms what successful
attainment of the learning goals looks like” (Growing
Success p. 33).
Learning Goals: Students will understand that a Students will watch three videos as examples of
percussion instrument can be tuned or untuned percussion rhythm that does not necessary use
Students will understand that untuned percussion percussion instruments, interspersed with explanation
instruments sound like knocking on doors from the teacher.
Students will begin to make a connection between
regular sounds and percussion instruments as it Students will be given direct instruction from the
applies to composition - when properly arranged, teacher.
the sounds that fill our daily lives can create
rhythms and music.

Success Criteria:
Students will be able to take materials in their
surroundings or their own bodies (clapping,
stomping, high-fiving) to arrange sound into
rhythms and music patterns.
Materials/Student Groupings Differentiation
Student Grouping: Groups of two to four, they can
choose their own but they have to have a group.

Assessment For Learning, Checking for Understanding & Feedback

 Stage 3: Learning Activity
Motivational Hook (5 MINS.):
Yesterday we talked about the five families of instruments. Today we’re
going to get into more detail about percussion instruments. There are two types
of percussion instruments - tuned, like the xylophone, which creates a specific
note when you hit it - and untuned, which is something like knocking on a door.
Untuned instruments are usually instruments like bongo drums or a gong, but
almost anything can make the sound of an untuned percussion instrument. Take,
for example, this song.

*Show them We Will Rock You chorus.*

The percussion instrument provides a strong, recognizable rhythm for this

song. It’s the easiest thing to copy. *Stomp one foot, the other, and then clap
your hands*.

Open (5 MINS):
We can create some pretty complicated rhythms using just our hands and feet.

*Show https://www.youtube.com/watch?v=l0XdDKwFe3k starting at 5:00*. Clapping

your hands and stomping your feet are examples of untuned percussion.

Untuned percussion can be made from all sorts sources and mimic
instruments. Even though they aren’t instruments, when you put the sounds into a
rhythm, it still creates music. Take this example.

*Show the beginning of “Get Your Head In The Game”*

What noises add to the rhythm and percussion? The squeak of the shoe and
the bouncing of the basketball.

Body: 20 minute
Today you’re going to create your own rhythms in small groups of four, using
stomps and clapping. At the end of the class you’ll present your rhythm.

Students will get into groups. They will have twenty minutes to work out a
rhythm of that includes four beats that you can repeat again.

Close (success criteria visited) (10 MINS): Students will present their rhythms to the class.

Stage 4: Reflection
Student Reflection of Learning (metacognition)

Teacher Reflection (WWW/EBI)

Script:

Yesterday we talked about the five families of instruments. Today we’re going to
get into more detail about percussion instruments. There are two types of percussion
instruments - tuned, like the xylophone, which creates a specific note when you hit
it - and untuned, which is something like knocking on a door. Untuned instruments are
usually instruments like bongo drums or a gong, but almost anything can make the
sound of an untuned percussion instrument. Take, for example, this song.

*Show them We Will Rock You chorus.*

 The percussion instrument provides a strong, recognizable rhythm for this song.
It’s the easiest thing to copy. *Stomp one foot, the other, and then clap your
hands*.

We can create some pretty complicated rhythms using just our hands and feet.

*Show https://www.youtube.com/watch?v=l0XdDKwFe3k starting at 5:00*. Clapping

your hands and stomping your feet are examples of untuned percussion.

Untuned percussion can be made from all sorts sources and mimic instruments.
Even though they aren’t instruments, when you put the sounds into a rhythm, it still
creates music. Take this example.

*Show the beginning of “Get Your Head In The Game”*

What noises add to the rhythm and percussion? The squeak of the shoe and the
bouncing of the basketball.

Today you’re going to create your own rhythms in small groups of four, using
stomps and clapping. At the end of the class you’ll present your rhythm.

L. Radford & T. Hollweck, adapted from "Understanding by Design",

Wiggins and McTighe (2005).