WORD PLAY GRID

*Lesson includes deliberate scripting Unit 2, Week 3

around execution of both the academic
objective and social skill mini-lesson
where it fits. Monday

Academic Objective SWBAT describe two sounds they hear as the same or different and use the definition to explain how they know. (can
be letter sounds, animal sounds, hand sounds, names, words, etc.) (letter / sound focus: b)

Social Skill Objective (teacher choice based on class need)

(connect to previously taught prep

skill; aligned to lesson activities)

Materials (based on students performance with last weeks objectives, select sounds that they need the most practice with)

Word Play Meeting Review of the following, to be determined by teacher based on class need:

(3 mins) Letters of the week

Previous letters of the week
Skill review (ie, letter sounds) in a fun, Same and different using visuals
engaging way (may involve
movement)

Introduction (3 mins) Can you close your eyes and use your ears to tell if sounds are the same or if they are different? We worked on that last week and you did a
great job. When we want to tell if sounds are the same or different, we use our ears. We can close our eyes and use our ears to listen to the
(Presentation of new material: sounds. What kind of sounds did we listen to? We listened to animal sounds, the names of our friends, and we used our hands to make
Today we will) sounds.

Model (3 mins) Co-teacher is going to show us that she knows how to do this. I am going to say two names (or make 2 sounds) and co-teacher is going to
cover her eyes and use her ears to tell if they are the same or if they are different. Okay, co-teacher. Cover your eyes. Her eyes are covered
(Pro-actively address because we are using our ears today. Okay. Co-teacher, listen up. (sound, sound) Co-teacher are those sounds the same or different? How do
you know? Lets try that again.
misconceptions)

Co-teacher, cover your eyes. Listen to these sounds. Ariel, Javonte. Co-teacher, are those the same or different? How do you know?
Guided Practice (4 mins)
(Whole/Small) Modified for
needs of small group
Independent Practice
(5 mins)
(Whole/Small) Strategies
modified for needs of small group
Can you help Co-teacher do some more? Co-teacher is going to cover her eyes and use her ears to tell us if these sounds are the same or if they
are different. You are going to let co-teacher know if she is right. If she gets the answer right, give her a thumbs up. If she gets the answer
wrong, give her a thumbs down. Then co-teacher is going to tell us how she knew that they were the same or different. (continue practice
using names from the classroom. Choose names with different beginning sounds to make the difference more blatant)
Strategies for Differentiation:
In order to emphasize the concept of same and different, identify the location of the student(s) or have the student(s) do a movement
E.g. That's the same. You said Dreon's name two times. Dreon sits right here. Everyone point to Dreon.
That's different. You said Dreon's name then Carlene's name. Dreon sits over here and Carlene sits over there. Everyone point to Dreon and Carlene.
Now its your turn! We are listening to sounds to tell if they are the same or different. When I give you the signal, you are going to cover your
eyes we are only using our ears to figure this out today. When you hear the two sounds, you will nod your head to show that you think they
are the same or shake your head to show that you think they are different. (practice)
(use sounds that students need most practice with. Ask how they know the sounds are the same or different. Give feedback in between
rounds)
Strategies for Differentiation:
Have Ss attempt to describe their thinking by describing the location of the student(s) named
E.g. That's the same. You said Dreon's name two times. Dreon sits right here.
That's different. You said Dreon's name then Carlene's name. Dreon sits over here and Carlene sits over there.
Closing/Assessment (2 Today we thought about if the names we heard were the same or different.
mins)
What part of our body did we use to figure that out? (Our ears!)
(Same assessment for both
groups) Wow! We can use the words same and different to describe many things the things we see and the sounds we hear.

WORD PLAY GRID

*Lesson includes deliberate scripting Unit 2, Week 3

around execution of both the academic
objective and social skill mini-lesson
where it fits. Tuesday

Academic Objective SWBAT practice producing sounds that are the same by listening to their teacher make a sound with a musical
instrument and taking turns making the same sound back. (letter / sound focus: b)

Social Skill Objective (teacher choice based on class need)

(connect to previously taught prep (lesson uses instruments, may want to include social skill objective and mini lesson on using materials appropriately)
skill; aligned to lesson activities)

Materials Musical instruments (triangle, drum, maraca) If instruments are not available, use/create a noise maker. (fill a small container with rice; use
empty Easter eggs filled with beans or rice)

Word Play Meeting Review of the following, to be determined by teacher based on class need:

(3 mins) Letters of the week

Previous letters of the week
Skill review (ie, letter sounds) in a fun, Same and different using visuals
engaging way (may involve
movement)

Introduction (3 mins) Yesterday we used our ears to tell if sounds were the same or different. Close your eyes, are these two sounds the same or different: (sound,
different sound) Great you knew those were different. You listened very carefully and heard that those two sounds were different.

Do you think you can make the same sound as me? I know you can because we did that last week. Hmm can you make the same sound as
me with an instrument? Sometimes we use instruments in music class. When we play instruments, we can make music. We use our ears to
(Presentation of new material:
Today we will)
Model (3 mins)
(Pro-actively address
misconceptions)
Guided Practice (4 mins)
(Whole/Small) Modified for
needs of small group
Independent Practice
(5 mins)
(Whole/Small) Strategies
modified for needs of small group
hear the music. Music is made up of sounds and some of those sounds are the same and some are different. To play this game, you have to
listen very carefully to the sound that I make with my instrument. Then you will make the same sound using an instrument.
Co-teacher (or student) is going to play with me first. I am going to make a sound using this instrument and then co-teacher is going to make
the same sound. Because it is the same sound, it should be a perfect match, exact copy.
My turn first, I am the leader. (make sound) Now co-teacher is going to make the same sound. (sound)
Whoa! She did it! She listened very carefully to my sound and then made the same sound using this instrument.
Now its your turn to give co-teacher (or student model) some feedback. I am going to make a sound. Co-teacher (or student) is going to try to
make the same sound. If she makes the same sound, nod your head yes. If she makes a sound that is different, shake your head no.
(sound)(sound) give students feedback, think aloud to point out that the sounds are the same.
(sound)(sound) give students feedback, think aloud to point out that the sounds are the same.
(sound)(sound) give students feedback, think aloud to point out that the sounds are the same.
(sound)(sound) give students feedback, think aloud to point out that the sounds are the same.
Strategies for Differentiation:
Model how to describe the sounds that the instruments make to expand on Ss feedback. What did it/they sound like? Introduce different
vocabulary to the students depending on what sounds you are able to make (eg. rattle, thump, ding)
This game is so fun! Now its your turn. Each row of colors are the carpet are going to get a turn. When it is not your color turn, it is your job to
listen to them and nod your head if they did it the right way or shake your head if they did not do it the right way. If it is not your colors turn,
then it is not your turn to make any noise. When it is your colors turn, you are going to listen to the sound that I make and make the SAME
sound using your own instrument.
Red circles
Yellow circles
Green circles
Orange circles
Purple circles
 Strategies for Differentiation:

Have Ss try to describe the sounds that the instruments make to explain their answer, either to a partner or the whole group. What did it/they
sound like? Introduce different vocabulary to the students depending on what sounds you are able to make (eg. rattle, thump, ding)

Closing/Assessment (2 Today you used your ears to listen to sounds that I made with an instrument and then you made the same sound using your instrument. We
mins) were musicians today! Musicians use instruments to make sounds and those sounds can be the same or different.

(Same assessment for both

groups)

WORD PLAY GRID

*Lesson includes deliberate scripting Unit 2, Week 3

around execution of both the academic
objective and social skill mini-lesson
where it fits. Wednesday,

Academic Objective SWBAT listen to a sound produced by the teacher using musical instruments and produce a sound that is different.
(letter / sound focus: c)

Social Skill Objective (teacher choice based on class need)

(connect to previously taught prep (lesson uses instruments, may want to include social skill objective and mini lesson on using materials appropriately)
skill; aligned to lesson activities)
Materials Musical instruments (triangle, drum, maraca) If instruments are not available, use/create a noise maker. (fill a small container with rice; use
empty Easter eggs filled with beans or rice)

Word Play Meeting Review of the following, to be determined by teacher based on class need:

(3 mins) Letters of the week

Previous letters of the week
Skill review (ie, letter sounds) in a fun, Same and different using visuals
engaging way (may involve
movement)

Introduction (3 mins) Yesterday you used instruments to make sounds that were the same as the sounds that I made. Do you think we can make sounds that are
different? Sometimes musicians use instruments to make sounds that are the same and sometimes they use instruments to make sounds that
(Presentation of new material: are different. Today you will listen to a sound that I make using an instrument and you will make a different sound. Different sounds are not
Today we will) copies. They are not perfect matches.

Model (3 mins) Co-teacher (or student) is going to play with me first. I am going to make a sound using this instrument and then co-teacher is going to make a
different sound. Because it is a different sound, it will not be a perfect copy or perfect match.
(Pro-actively address
misconceptions) My turn first, I am the leader. (make sound) Now co-teacher is going to make a different sound. (different sound)

Guided Practice (4 mins)
(Whole/Small) Modified for
needs of small group
Whoa! She did it! She listened very carefully to my sound and then made a different sound using this instrument.
Now its your turn to give co-teacher (or student model) some feedback. I am going to make a sound. Co-teacher (or student) is going to try to
make the same sound. If she makes the same sound, nod your head yes. If she makes a sound that is different, shake your head no.
(sound)(Different sound) give students feedback, think aloud to point out that the sounds are different.

(sound)(Different sound) give students feedback, think aloud to point out that the sounds are different.

(sound)(Different sound) give students feedback, think aloud to point out that the sounds are different.

Strategies for Differentiation:

Model how to describe the sounds that the instruments make to expand on Ss feedback. What did it/they sound like? Introduce different
vocabulary to the students depending on what sounds you are able to make (eg. rattle, thump, ding)

Independent Practice This game is so fun! Now its your turn. Each row of colors are the carpet are going to get a turn. When it is not your color turn, it is your job to
(5 mins)
listen to them and nod your head if they did it the right way or shake your head if they did not do it the right way. If it is not your colors turn,
then it is not your turn to make any noise. When it is your colors turn, you are going to listen to the sound that I make and make a different
sound using your own instrument.
(Whole/Small) Strategies Red circles
modified for needs of small group
Yellow circles

Green circles

Orange circles

Strategies for Differentiation:

Have Ss try to describe the sounds that the instruments make to explain their answer, either to a partner or the whole group. What did it/they
sound like? Introduce different vocabulary to the students depending on what sounds you are able to make (eg. rattle, thump, ding)

Closing/Assessment (2 Today you used your ears to listen to sounds that I made with an instrument and then you made a different sound using your instrument. We
mins) were musicians today! Musicians use instruments to make sounds and those sounds can be the same or different.

(Same assessment for both

groups)

WORD PLAY GRID

*Lesson includes deliberate scripting Unit 2, Week 3

around execution of both the academic
objective and social skill mini-lesson
where it fits. Thursday,
Academic Objective SWBAT produce a sound that is the same or different using musical instruments (depending on teachers directions).
(letter / sound focus: c)

Social Skill Objective (teacher choice based on class need)

(connect to previously taught prep (lesson uses instruments, may want to include social skill objective and mini lesson on using materials appropriately)
skill; aligned to lesson activities)

Materials Musical instruments (triangle, drum, maraca) If instruments are not available, use/create a noise maker. (fill a small container with rice; use
empty Easter eggs filled with beans or rice)

Word Play Meeting Review of the following, to be determined by teacher based on class need:

(3 mins) Letters of the week

Previous letters of the week
Skill review (ie, letter sounds) in a fun, Same and different using visuals
engaging way (may involve
movement)

Introduction (3 mins) You are becoming expert musicians! Yesterday you made sounds that we different than the sounds that I made with my instrument. Everyone
got a chance to make a different sound. Today I am going to try to trick you. If you are great listeners, you will not be tricked. You need to
(Presentation of new material: listen very carefully to the sound that I make and then listen carefully to see if I ask you to make the same sound or a different sound.
Today we will) Remember, sounds that are the same are exact copies. They are perfect matches. Sounds that are different are not perfect matches. They are not
exact copies.

Model (3 mins) Co-teacher (or student) is going to play with me first. I am going to make a sound using this instrument and then co-teacher is going to make a
different sound. Because it is a different sound, it will not be a perfect copy or perfect match.
(Pro-actively address
misconceptions) My turn first, I am the leader. (make sound) Now co-teacher is going to make a different sound. (different sound)

Lets try that again. ( make sound) Now co-teacher is going to make the same sound. (same sound)

Guided Practice (4 mins)
(Whole/Small) Modified for
needs of small group
Whoa! She did it! She listened very carefully to my sound and then made a sound depending on whether I said it should be the same or be
different.
Now its your turn to give co-teacher (or student model) some feedback. I am going to make a sound. Co-teacher (or student) is going to try to
listen carefully to my words to see if she should make a sound that is the same or different. If she makes the same sound, nod your head yes. If
she makes a sound that is different, shake your head no.
(sound)(Different sound) give students feedback, think aloud to point out that the sounds are different.

Independent Practice
(5 mins)
(Whole/Small) Strategies
modified for needs of small group
(sound)(same sound) give students feedback, think aloud to point out that the sounds are the same.
(sound)(same sound) give students feedback, think aloud to point out that the sounds are the same.
(sound)(same sound) give students feedback, think aloud to point out that the sounds are the same.
(sound)(Different sound) give students feedback, think aloud to point out that the sounds are different.
Strategies for Differentiation:
Model how to describe the sounds that the instruments make to expand on Ss feedback. What did it/they sound like? Introduce different
vocabulary to the students depending on what sounds you are able to make (eg. rattle, thump, ding)
This game is so fun! Now its your turn. Each row of colors are the carpet are going to get a turn. When it is not your color turn, it is your job to
listen to them and nod your head if they did it the right way or shake your head if they did not do it the right way. If it is not your colors turn,
then it is not your turn to make any noise. When it is your colors turn, you are going to listen to the sound that I make and then listen carefully
to determine if you should make a different sound or the same sound using your own instrument.
Red circles (same sound)
Yellow circles (same sound)
Green circles (different sound)
Orange circles (same sound)
Strategies for Differentiation:
Have Ss try to describe the sounds that the instruments make to explain their answer, either to a partner or the whole group. What did it/they
sound like? Introduce different vocabulary to the students depending on what sounds you are able to make (eg. rattle, thump, ding)
Closing/Assessment (2 Today you used your ears to listen to sounds that I made with an instrument and then you made a different sound or the same sound using
mins) your instrument. We were musicians today! Musicians use instruments to make sounds and those sounds can be the same or different.

(Same assessment for both

groups)