Author: Federica Mariazzi

Lesson plan:
Let’s know the musical
instruments!

School X Primary o Middle o High

Year / Class o 1 o 2 X3 o 4 o 5
Subject : Music Topic: Musical instruments
CLIL language English

Teacher’s role: X Main Teacher Subject taught:

o Co-teacher
Music
Teacher / Teaching o Other: ______________
team profile
Teacher’s role: o Main Teacher
Subject taught:
o Co-teacher
________________
o Other: ______________

X A1 o A2 o C1
CEFR Level:
o B1 o B2 o C2
Student group
profile (general) o Experiences of CLIL X Migrant background
o English mother tongue X Special Educational Needs:___
X Other mother tongue o Other: _________________
This lesson will be held in all my third classes. These pupils are not so
confident with English, because they have studied English since September
2016, 3 hours per week (English, Music and Geography). Therefore they
can’t speak English very well, especially as regarding vocabularies and
grammatical structures. The characteristics of my classes are:
 3A: the class is made up of 23 pupils and there are some children
with migrant background, whose mother tongue isn’t Italian; 2
children have special educational needs, but these pupils have their
support teacher during my lessons. This class is very close and
 eager to learn something new.
 3B: the class is made up of 25 pupils. There are some children with
migrant background, whose mother tongue isn’t Italian and there is
also a girl who has just arrived in Italy and she doesn’t speak neither
Italian nor English. There are 2 children with special educational
needs; one of them is very often absent from my lessons because he
attends lessons with his support teacher in another classroom due to
 his disease.
 3C: the class is made up of 22 pupils. There are some children with
migrant background but there aren’t children with special
educational needs. This class is very close, curious, active and
eager to learn something new.
 Author: Federica Mariazzi

Previous lessons:
 Concept of musical instrument;
o Module
 Characteristics of sound (high, low,
 Lesson short, long, slow, fast etc.);
This lesson lasts one
hour and a half, so I will  Project on band instruments with an
divide it into two expert from the local band (Project
“Growing with Music”).
moments, because in my
school a lesson lasts 55 Future lessons (topics and follow-up activities):
minutes.
The first part of
Timetable fit the lesson will be The orchestra (song: “ Oh we can play
focused on the on the big bass drum”);
identification of the  The construction of a little percussion
main musical instrument;

On the fourth lesson, pupils will play the

instruments and their flute;
assessment.
 Music notes;
 Musical instruments from all over the
world (bagpipes, banjo and bongos).

- Blackboard
- Whiteboard and computer
- Recordings of the instruments’ sounds
- 20 flashcards with the pictures of the musical instruments
(Attachment 1) + 20 flashcards with the words (Attachment 2)
Materials - Coloured cards with the cooperative learning roles (Attachment 3)
- 3 posters representing different types of musical instruments, for
each group (Attachment 4) and 3 posters for the classroom
(Attachment 5)
- Sheet representing all musical instruments


 Author: Federica Mariazzi

Subject Language
Students already know what is a Vocabulary:
musical instrument and its main  some subject-specific terms,
characteristics. like sound, musical
They can recognise the different instrument, flute, clarinet,
types of sound (high, low, short, oboe and so on.
long, fast, slow,...).  some easy adjectives to
They can identify many musical describe the characteristics of
instruments and they know their sound (slow, fast, long, short,
name in L1. high, low,...).
They know what is a band.  prepositions of place (on, in,
Students’ prior under, near, behind, in front of,
knowledge, skills, between, on the right, on the
left)
competencies
Stuctures:
What’s this? / What’s that? /
It’s a... / This is a ... / These
are.../ Tell me a .../ Where is-
are...? / It’s – They are + prepositions
of place.

Skills:
listen and comprehend basic
instructions, answer to easy and already
known questions (chunks), team-work.

 Content: identifying the name of the different musical instruments

and their three main groups;
 Communication: being able to use specific terms and language about
Learning Outcomes
musical instruments and being able to work cooperatively in small
expected for this
groups;
lesson
 Cognition: being able to identify and remember the names of the
different musical instruments and to classify them into the three
main groups (wind, string or percussion instruments);
 Culture: knowing the country of origin of the various instruments.

 Learning by playing: the main purpose is to motivate children to

learn new things having fun;
 Cooperative learning;
 this lesson is based on oral interaction, in order to enhance the
participation of the pupils with special educational needs;
 Assessment:
Methodology o At the beginning of the lesson the teacher will assess the prior
knowledge of the children with a group work. The pupils have to
draw all the musical instruments that they know;
o Formative assessment through a continuous observation of the
pupils;
o Summative assessment through a final individual tes
(Attachment 8);
 Self-assessment (Attachment 7).
 Author: Federica Mariazzi

Assessment
Activity Materials (please
Activity Activity aims Language Interaction Timing
Procedure cite all sources)

Brainstorming: the
Activate prior teacher asks pupils to Teacher: Tell me some Blackboard 5 minutes Teacher evaluates
Whole class
knowledge and recall the names of musical instruments what pupils
generate interest some musical that you remember! / remember.
about the topic. instruments or some What are the
adjective about the characteristics of the
1 characteristics of sound?
sound
Pupils say what they
remember about this
topic.
 Assessment
Activity Materials (please
Activity Activity aims Language Interaction Timing
Procedure cite all sources)

Identify the main terms Teacher explains the Glossary: violin, cello, Whole class Blackboard 15 minutes The assessment
(musical instruments) main topic of the day and flute, harp, clarinet, consists of a careful
and be able to locate introduces the new oboe, horn, tumpet, 20 musical flashcards with observation of the
them on the glossary using musical trombone, triangle, pictures of the musical children’s
blackboards, using the instruments flashcards. castanets, maracas, instruments (to be involvement and
propositions of place Then, she asks the pupil accordion, piano, guitar, prepared and printed out motivation. The
to repeat the terms all bagpipe, cymbals, by the teacher) teacher listens
together or individually. xylophone, saxophone carefully to the
The names of the Whiteboard pronunciation and
2 instruments are matched Prepositions: in, on, eventually assesses
with their sound. over, under, next to, Computer the children’s
behind, in front of, capability to use
Then, the teacher sticks between Sound recordings known structures and
the flashcards to the ([Link]) prepositions.
blackboard. Students are
asked to locate them and Sellotape As children wit
have the chance to
practice vocabulary and
some already known
structures.
 Author: Federica Mariazzi

Assessment
Activity Materials (please
Activity Activity aims Language Interaction Timing
Procedure cite all sources)

Remember the terms Teacher gives the Abilities: Whole class Coloured cards with the 20 minutes Self-assessment:
previously encountered definition of musical cooperative learning roles placing the flashcard
instrument and explains - Understand the Group-work (Attachment 2), put in a representing an
Understand the the difference between teacher’s bag instrument on the
difference between the string, wind and instructions correct poster
three main kinds of percussion instruments. 3 posters for each group to
musical instruments - Group interaction: divide the instruments
(wind, string and Then, she prepares the identifying and according to the category Formative
percussion) materials for a group- classifying the (string, wind, percussion) assessment:
work (cooperative musical instruments (Attachment 3) observation of
Classify the musical learning activity). Each according to the children’s interaction
instruments into the group will be composed previously learnt 3 posters for the whole and cooperation;
three groups of 4 pupils, with specific vocabulary and the class abilities: identifying
roles: president, three new (Attachment 4) and classifying the
secretary, materials categories instruments
3
keeper and voice checker. Pictures of the musical according to the
Groups are formed instruments given categories
casually. - Asnwering to basic
At the end, the teacher questions Scissors and glue
asks to identify the
differences between the Blackboard
three types of instruments
and provide an example Whiteboard and computer
for each one. The
flashcard representing the
instrument will be placed
on the correct poster.
When instruments are
mentioned, students also
listen to the recorded
sound.
 Author: Federica Mariazzi

Assessment
Activity Materials (please
Activity Activity aims Language Interaction Timing
Procedure cite all sources)

Remember the terms Teacher gives the Abilities: Whole class Coloured cards with the 20 minutes Self-assessment:
previously encountered definition of musical cooperative learning roles placing the flashcard
instrument and explains - Understand the Group-work (Attachment 2), put in a representing an
Understand the the difference between teacher’s bag instrument on the
difference between the string, wind and instructions correct poster
three main kinds of percussion instruments. 3 posters for each group to
musical instruments - Group interaction: divide the instruments
(wind, string and Then, she prepares the identifying and according to the category Formative
percussion) materials for a group- classifying the (string, wind, percussion) assessment:
work (cooperative musical instruments (Attachment 3) observation of
Classify the musical learning activity). Each according to the children’s interaction
instruments into the group will be composed previously learnt 3 posters for the whole and cooperation;
three groups of 4 pupils, with specific vocabulary and the class abilities: identifying
roles: president, three new (Attachment 4) and classifying the
secretary, materials categories instruments
3
keeper and voice checker. Pictures of the musical according to the
Groups are formed instruments given categories
casually. - Asnwering to basic
At the end, the teacher questions Scissors and glue
asks to identify the
differences between the Blackboard
three types of instruments
and provide an example Whiteboard and computer
for each one. The
flashcard representing the
instrument will be placed
on the correct poster.
When instruments are
mentioned, students also
listen to the recorded
sound.
 Assessment
Activity Materials (please
Activity Activity aims Language Interaction Timing
Procedure cite all sources)

Teacher asks to the Pupils listen to the Whole class 20 word cards 15 minutes Pupils listen to the
Remember the pupils to match the teacher’s instructions teacher’s instructions
names of the musical written words with the and understand them. Individual work 3 class posters with the and understand them.
instruments and correct pictures of the musical instruments Then they have to
identify also the musical instruments on Then they have to categories listen the different
written words and the three posters listen the different sounds and they have
match the pictures sounds and they have Recordings of the musical to put the words next to
with the correct The, the teacher assigns to put the words next to instruments the correct picture on
names. In random order the the correct picture on ([Link]) the posters. In this
word cards to the the posters. moment they haven’t to
4 pupils. Students listen Whiteboard and computer speak, in fact this
to the different sounds This is a..... / It’s a..... / activity is focused on
and put the correct They are.... Blackboard the listening.
word near the picture. -
The child who has got Sellotape
the card of the
instrument which is
played has to stand up,
come at the blackboard
and stick the word next
to the correct picture
on the poster.
 Assessment
Activity Materials (please
Activity Activity aims Language Interaction Timing
Procedure cite all sources)

Remember the topic of Teacher asks pupils Teacher: Do you Whole class 20 musical flashcards with 10 minutes The assessment
the first part of the pictures of the musical
whether they remember last time? / consists of a
lesson (musical instruments
remember the last We learned a lot of new careful
instruments: glossary,
lesson. At the words. / What’s this? / observation of
classification into
beginning teacher What are these? / Tell children’s
categories)
listens to the me a wind – string – involvement and
brainstorming of the percussion instrument. motivation.
pupils; then, he shows Teacher assesses
5 the flashcards all Pupils says the words children’s
(second part together, repeats the that they remember of capability of
of the lesson) names of the musical the last lesson and they remembering the
instruments. At the end repeat the names of the topic of the first
teacher asks pupils to different musical part of the lesson.
name a musical instruments shown on
instrument of one of the flashcards and at
the three main the end they tell to the
categories. teacher some musical
instruments of the
different groups.
 Assessment
Activity Materials (please
Activity Activity aims Language Interaction Timing
Procedure cite all sources)
In this part pupils play Teacher: Now let’s play
Remember the Bingo (Attachment 5). Bingo! / Take your Whole class Music exercise book 20 minutes The assessment
musical instruments Each child has to draw Music exercise book consists of a
on his Music exercise and draw a chart with Sound recordings careful
Have fun! book a chart with 6 6 boxes. Inside the observation of
boxes: the child has to boxes you have to draw Bag with pictures of the children’s
draw a different 6 different musical musical instruments involvement and
musical instruments in instruments. / You have motivation.
each box. to put a cross on the Computer Teacher assesses
Pupils play 2 musical instruments children’s
matches of Bingo: in you listen to or I Sound recordings capability of
the first, they listen to mention. / The winner ([Link]) identifying
the different sounds is the child who puts a correctly the
and they have to cross cross on all the 6 Award for the winner musical
the musical instrument pictures; then you must instruments
that they listened to; in tell me the names of the through their
the second match musical instruments sounds or through
teacher picks the and their group. / Are their names. At
6 the
musical instruments you ready to start? /
pictures from a bag and end teacher
Listen! / Tell me your
pupils have identify them assesses whether
musical instruments! /
(e.g. draw a cross on the pupils can tell the
What type is it?
right picture). musical
instruments and
Pupils understand the
their kinds.
Instructions and the
The winner is the child roles of the game,
who crosses all the six matching the sound with
musical instruments on the correct instrument.
the exercise book and
the winner has to say It’s a…/They are…
the names of all the
musical instruments
and their kinds. This
game is useful to
review the topic having
fun.
 Assessment
Activity Materials (please
Activity Activity aims Language Interaction Timing
Procedure cite all sources)

Assess the capability First, the difference Listen and understand Whole class Blackboard 15 minutes Summative
of classifying the between string, wind and teacher’s instruction assessment
percussion instruments is Music exercise book
musical instruments revised. Individually apply the Self.-assessment
into the three main knowledge acquired in Worksheet with (Attachment 7)
kinds. Then, students are tested the previous sessions instruments
on this classification (vocabulary,
Self-assessment. (individual work on the categorization) in the Whiteboard
7 music exercise book). individual test
Scissors and glue
Students cut the different
pictures of the Self-assessment worksheet
instruments and stick
them on the right column
(group).
At the end, they fill in a
self-assessment
questionnaire.
 Author: Federica Mariazzi

Attachment 1

DRUM
DRUMS
HARP
OBOE
CLARINET
FLUTE
BAGPIPE
CYMBALS
XYLOPHONE
 Author: Federica Mariazzi

SAXOPHONE
TRIANGLE
MARACAS
CASTANETS
HORN
PIANO
VIOLIN
TROMBONE
TRUMPET
 Author: Federica Mariazzi

GUITAR
ACCORDION
Attachment 2
Attachment 3
4 Attachment 4
Attachment 5
 Attachment 6

NAME: _______________________ _________________________________

CLASS: _________________________________________________________

TOPIC: ____________ ________________________________

I’M AN EXPERT! I UND ERSTAND!

I UNDERSTAND BUT I NEED SOME HELP!

I DON’T UNDERSTANDD!

Yes, I like. No, I don’t like.

Attachment 7