CORE Percussion Instruments Activity
Author: CORE Learn
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In addition I would add visuals or regalia for ELLs and other students as well.
I also think as well as seeing and touching a real drum I also think quickly making a drum out of a cup some wax paper and some rubber bands could be a quick way for students to better access and understand the descriptions. I might also start class with a quick you tube video of people playing drums.
This article is so rich – I agree that I would start with making a drum – especially if you can demonstrate changing the pitch by changing the size or tightness of the drumhead. Then after that hands-on experience I would have a you tube video that focuses on the various types of drums. After that, I would head into the article. There is so much in the text that I would want the students to have a some background before we dive into it.
I imagine one could pull up the instruments online and show what they sound like then show the different parts of the instrument to compliment the text. Though I think having an actual instrument would be amazing too.
The word percussion is an English/Spanish cognate however the two words have similar spellings and similar pronunciations.
Pictures was my first thought on paragraph one. Also, having a hand drum, cymbals, and xylophone.
Yes I agree we would need to begin with the title “Percussion Instruments” to help students understand the context of the article. From there we would continue to help them understand other words such as culture, amplify and hallow.
Yes, always look at the title as a starting point t I think is a good rule of thumb. No matter what grade level or age we can’t assume that students already know these words. We are lucky to have a Music instructor for grade 3-6 at our school sight and I am sure their vocabularies have been enriched due to the opportunity to play instruments.
Breaking down the comprehension of the passage helps me to anaylze where to focus on vocabulary. This article is really about drums which happens to be a percussion instrument which man has been playing since walking the earth. Just like students tapping on the desk top with its hollow insides. I am concerned that if I focus on many of the words in the first two paragraphs breaking down vocabulary for dwellers, percussion, culture, etc. that whole focus on drums is lost in all the muffle of words which could be easily explained through pictures and explaination such as written above. I think this article has many words that a third grade student may struggle with, but many do have apositives, or definitions. What the author is really explaining is the basic elements of drums including shapes, sounds, and how they work. If vocabulary is to lead to comprehension, then it is my opinion that we make sure to not detour from that. Tree maps would support vocabulary and comprehension of this passage. The bubble map would help students connect words describing drums. See my arts integration comments. If you had students bring something from home that could be a drum, you would be able to use the activity to help explain some of the words such as culture, types, hollow shell, etc. Words like pitch has multiple meanings which would be great for students to explore especiall ELs. Look at faint—some kids may think to pass out, but here it means soft quiet sound. It is also opposite to huge.
I think primitive is Tier 3 because it is content specific.
I did not catch the word “dweller” my first time through reading but it is an important word to be addressed. Most students have probably not heard that word in the lower grades and it contains word parts that can be addressed.
I think percussion, instruments, plus all separate instruments. primitive, dwellers and striking would be important for a student to understand this paragraph.
I think primitive, dwellers, and percussion would be vocabulary to directly teach. For this article, and especially if the end assignment had a writing expectation, I would use a GLAD input chart to teach vocab and use a lot of realia pictures to best support my students.
I teach a very young grade so my brain thinks about every single word I read with students. Just looking at the first paragraph alone, I see 8 words that I would discuss and possibly break down or find models at least to demonstrate meaning for students.
This paragraph has great context clues for helping the students understand what a percussion instrument is. The paragraph gives a definition and examples.
For my students I would pull out the words Primitive, dwellers, percussion, amplify, and rhythms. I say rhythms because it can be confused with other words which will confuse the idea of the passage. I really like the word Mapping idea because it give the student a complete understanding of the word.
For the word primitive, the students could think of other words that sound similar and see if their meanings have a connections, such as primate. They could also look up the meaning of the words or roots of the words to find their meaning.
Percussion is tier 2 words that has multiple meanings. It can mean both the act of striking the instrument or the actual instrument.
After finding the definition I would show students pictures/examples of percussion instruments. Then I might borrow some examples from the music room.
I love your idea to bring in actual instruments to give the abstract words some context. I bet the kids would love it too.
Percussion is VERY different than someone that only plays the drums. There is a common misconception that percussion is only drums.
Before reading a passage such as this, I would bring in some examples from our music teacher and show a few video clip examples. Otherwise, the passage is as exciting as reading about a sunset and having never seen one.
This lesson would start with various musical instruments. The students would play the instruments to The Freeze.
A list of instrument types would be on the board. The question would be asked, “Do you know what type of instrument you are playing?”
I would add pictures to the types of instruments, asking for the students to help me place the pictures in the appropriate place on the graphic organizer and ask the question again.
Depending on reading level I may sound out each letter of the word “percussion,” discuss the word’s syllables and affixes.
I would show students how to find the meaning of the word in the dictionary.
I would model to the students thinking about and then writing a new sentence using the word, “percussion.”
I may have the students say or write their own sentence about a percussion instrument then share it with their neighbor. I would ask for volunteers to share their sentences.
I would ask the students if they would like to build a percussion instrument and then we would build it.
When we were done we would discuss why the instrument meets the definition of “percussion instrument.”
The concept definition map would be a good word learning strategy.
I also agree with the word percussion being an important word to understand the article. Other words in the first paragraph include – instruments, cymbals, and xylonphones.
I feel there are several phrases in the first paragraph. Primitive, cave dwellers, percussion instruments, and even add some of the individual instruments listed are words they generally don’t see in everyday text.
Context clues are available to reader through author’s word choice
Amplify has meanings beyond music so I believe it to be Tier II
Revisiting this word throughout the day as it fits or teacher can make it fit - we are at recess so it is acceptable to amplify your voice, during fire drill we will not amplify our voices, etc. and during Science, use cups of different materials to test which make the best amplifiers…
Also show amplification (affix)
Students may know amplifier if they are a fan of musicians, etc. so a video clip here
WORD PLAYs = WORD STAYS (in the brain)
In the first paragraph, I immediately noticed the words: primitive, dwellers, and percussion. The last sentence is great for context clues to help identify the word percussion. It talks about drums, cymbals, and xylophones, all things that are hit or banged together.
Adding in arts integration, students could bring something from home that could be a drum. Examples are empty boxes. They could decorate the box. Students could look around the room and find things that fit the definition of drum such as their desk which they like to tap on and also the metal hollow chair leg. Could discuss how the two have different sounds.
For my primary students with special needs, I would use a concept picture sort. Students would compare instruments and non-instruments. I would include pictures of tools and non-tools. The tier-two words instrument and tool are important to understand the text. I would help them develop their understanding of percussion by exploring real drums, Tupperware, pans, or other objects to beat, scratch, and use objects against to make different sounds.
I would guide students to use context clues for the meaning of all these words, then use morphemic analysis for each word. I love studying Greek/Latin roots with kids because they can be so powerful for vocabulary analysis of so many words.
I’d have kids complete a word map for the word “percussion” as this word is repeated throughout the article.
rom primitive cave dwellers to modern city dwellers, people have always played percussion instruments. A percussion instrument is any musical instrument that you play by striking or hitting using either sticks or your hands. There are many kinds of percussion instruments, including drums, cymbals, and xylophones.
I agree. In addition, it could also be used to reinforce one way to use context clues and text-provided definitions to figure out meaning.
I agree, my students would not have any idea that striking would mean to hit the ball. futhermore, strike has a couple of meanings and if they remember earlier last school year the Teachers almost went on “strike” they would be confused.
I agree with you that connecting this word to another word with similar meaning that might be more familiar would be beneficial.
That is a good call, my students would definitely benefit from a vocabulary word mapping of dwell, most of them probably have never heard it and if they have they don’t remember what it means.
Do you think Primitive could be a tier 3 word? Its possible we may see it a couple of times in english or reading class but it will be used a lot in Social Studies.
This paragraphs provides two clear examples of context clue types – definition and example.
In the first paragraph, primitive can be taught using contextual clues such as cave dwellers. Also comparing the phrase primitive cave dwellers to modern city dwellers demonstrates modern as an antonym to primitive.
I also was wondering if primitive was a Tier 2 or Tier 3 level word. Another comment was made suggesting that in the lower grades, it would be considered Tier 3 which makes sense.
Overall I think this is such a rich passage for vocabulary development. I also think it speaks to letting children “act out words” to help build understanding.
Claro que los instrumentos de los foros son utiles para nosotros los estudiantes ya que nos ayudan a conectar más con nuestras dudas no resueltas.
Primitive, dwellers and percussion are all Tier 2 words that my students would need to be pretaught. These do not have enough context to support my students in understanding primitive or dwelling. Percussion may have enough in context clues if they could read instrument.
The word primative alone should be taught to students first then the combination of primative cave dwellers and modern city dwellers. Then I would go over the word percussion with students before ending that paragraph.
Since I am an interventionist, I would look at the article first and preteach the vocabulary. Then I would phrase read with the children. After we phrase read talk about the phrase or sentence. At my school, which is a Title 1, the children need to know background knowledge about a word first.
I love that this article has the definition of percussion and many clear examples.
I totally agree. There are so many words in just that sentence that I would directly teach. Dwellers does not seem like a very common word that students would hear in daily language but I still think its a word to discuss in order to compprehend the text. Modern seems more like a tier 2 word that I would pull out and teach.
I agree, I don’t think dwellers would be a common word students are familiar with. There are several opportunities to use text as well.
I would have to provide vocabulary instruction on both of these words. I would definitely use a graphic organizer to teach both words.
dwellers is probably going to be an unfamiliar word and I think it might be a Tier 2 word. The context isn’t going to help much here and it doesn’t have a Greek or Latin root (it’s germanic/old english). This might be a word that’s best looked up in dictionary or online!
Primitive, modern, and dwellers all seem like words that would require explicit instruction. I think the vocabulary strategy worksheet would be a good tool for these words. Using visual images may also help.
I think primitive is an important word to help students have a better understanding of the text. I think it’s a Tier 2 word. Percussion is also important as many students do not know that word.
Students could be confused about if dwellers means to visit or to live.
Primitive is a word commented a lot in this paragraph. I like the idea presented in the comments about drawing a direct opposite from the word modern in the sentence as a contrast. I would also use the root word of PRIME to focus my 5th graders that also use the same word in Math with Prime numbers. Connecting it as the original or origin of all numbers as the connection to primitive people being the original or origin of all people.
After we discussed context clues, I would revisit cognates and affixes. Then we would define the word in terms they would understand. Then I would ask them questions about the word primitive, making a game out of it.
I agree with you Tammi, students at my Title one school will need a lot more support with these words with a preteach of the words: how to read them and what they mean. Another person mentioned showing a picture of the instruments would be helpful as well.
I think both dwell and primitive are tier two words that would benefit from instruction. Both of them are sophisticated words for which many students might already have an understanding, i.e., dwell means to live someplace, and primitive means simple or basic. These two words along with some others could be used in a knowledge rating. You could also teach these words using word maps.
I would also be sure the students knew that primitive and modern are antonyms to help them further understand the wide appeal that percussion holds for people.
Asking the percussion section from a local band to visit, giving students time to play or make percussion instruments, and even a comparison chart about how these specific instruments are similar/different would help students build understanding.
There are multiple meanings of it and it is a good utility word that has a variety of connotations.
This would be an opportunity to teach several strategies including finding the correct dictionalry definition and using context clues (hitting).
Seems like it would be worthe makes ure kids saw how strike her meant to actually hit something which is different from baseball (some students might be more familiar with baseball terms instead and see this as odd)
The signal word for “percussion” in the sentence is “is.”
Students within my school district have limited understanding of percussion and will struggle with reading as there are limited ways to connect toward the text.
Maybe even have them “played” on a video so that if kids haven’t seen them before, they might have heard them in a song. That connection can be powerful.
I agree with playing a visual of the instruments for the students. I also like the idea of bringing some of them into the class to let students play them and see and feel the words in a way that gives meaning and real life application of the words.
Because the names of the various percussion instruments are tier 3, I would show pictures and video of the various instruments. If possible, I would try to find actual instruments (perhaps from a band director or music teacher) to show my students so they can more fully comprehend what these words mean.
Children can break up the word, look up the meaning, draw a picture and be able to make a connection.
I would love to show my students that I played the xylophones in middle school band. Is this going off topic? I tend to turn vocabulary lessons into life lessons.
Of all the percussion instruments, drums are the most prevalent. They are commonly found all over the world. Every culture has developed its own type of drum. The drums may differ from culture to culture, place to place, and group to group, but all of them possess the same basic elements. They usually have a hollow shell, or frame, and a round drumhead. The shell can come in many shapes and sizes. Shells are usually made out of metal or wood. They can be shallow like a snare drum’s or deep like a conga drum’s. They can be shaped like a cereal bowl, an hourglass, or even a kettle.
I think prevalent, culture, hollow and shell are important. I would use a cognitive content dictionary for this whole article and include photographs.
I think prevalent, elements, possess and hollow should all be explicitly taught.
I agree Amy that these words should be taught explicitly. I would do a text talk. read through the passage for four days, picking out words to talk about each day
Resonant is a tricky word, however there are context clues that could be taught in this paragraph such as the words deep and rich.
Some of the tier 2 words that I found in this paragraph are: prevalent, commonly, culture, elements, hollow, kettle. These words can be taught first reading the passage and giving a short explanation and then after reading go into a deeper meaning
The words I would use to teach to my 3rd/4th graders would be; prevalent, culture, elements, and shallow. To teach these words I would show pictures when applicable and to use them in sentences to show the meanings of the words. I would also show photos of the different types of drums which would help students put the text into perspective.
Students can connect meanings of shallow, hollow shell, metal vs. wood by looking around the classroom for items that could be a drum such as the desk and metal hollow chair leg. Having students bring something from home that could be a drum and then decorate it at school could help them connect to “Every culture has developed its own type of drum.” It would be interesting to see the similarities and differences in the “elements” of the items brought from home. Using hollow tube and stretching a balloon over one end could help students Understand “strtched tight over the drum shell”
Vibration is an interesting word. If you have access to a tuning fork students can feel the vibration. I have a hypervolt that vibrates to help tight muscles. Google drum sounds to play different sounds drums make. Integrating the arts is another strategy to help students understand many of the tier 3 words, but also some of the tier 2 words.
Yes “prevalent” really stuck out for me. I would want to try synonyms for this word to help teach it, as well as look at greek and latin roots.
Prevalent, is an important tier 2 word and is important to learn and understand since it will be encountered frequently.
I agree
I think prevalent and shell would be very good words to teach students. Shell especially is used many times and has some imbedded definitions and can be used in a variety of ways (good synonym, antonym and dictionary use)
At first I focused on hollow, but shell is key to understanding the drum and how it works.
Well, hollow is a critical feature too. What if you did a semantic feature analysis of different percussion instruments. That would help them use more vocabulary and words to describe the different percussion instruments. Some percussion instruments are not hollow to create a vibration with realia, they can begin to see the reason to have describing words for the features.
I believe using the word map strategy would work. Words that are similar (synonyms) would be very helpful.
I agree, percussion is a great word to teach via context!
It is a tier 2 word and will be found across disciplines. I think you get a gist of the word by using context clues as there are some in the following sentence but a word map would be best for this word.
This word definitely stood out for me as a possible word to teach. It’s probably a low utility word, so I would definitely think about the usefulness of teaching it in terms of the passage.
I’m not sure how the root/prefix contribute to the word meaning, so it would be a good chance to utilize the dictionary and context clues
Prevalent is a word students would need to know.
This would be an important thing to remind student to read before and after the word a bit to see if there are other clues to help them understand the word
Useful tier 2 word that applies to lots of content/texts
In 3rd grade we teach about communities and the culture within them, so if they have had that unit first, they have been taught this Tier 2 word.
Culture is a word that students will encounter frequently. They may need direct instruction on the definition and examples of different cultures.
I like the idea of discussing this word particularly because if students were to create their own drum, it would “differ” for each student. To break down the idea of this word, read the context clues. Analyzing these next two sentences on the world culture and even develop will help students gain an understanding of how culture plays a role in their world, even in the classroom.
This might be a good time to point out how differ is a part of the word different (word family).
I think it would be good for students to come up with other ideas of things that “differ” from one another.
I never thought of introducing “differ” as a word family, but yes. Thank you for pointing that out.
As a Tier 2 word, possess would be a good one for direct instruction especially because it’s also a root word in the words possession, possessor,
I agree that this would an opportunity to teach roots and affixes.
I would also ask students to think of ways to use the word differ in a sentence in the comparing of their family or culture to someone else.
Drum head is a word that is important for students it is more like a tier 2 word as it is more advanced and genre specific, but it can be taken apart and made into a tier 2 word
Though this word is made up of two simple words that students easily understand, deriving meaning from this singular word could pose a challenge. Using context clues would be a great method of teaching this word. I could also see drawing a drum and labeling the parts as the students pick up the vocabulary.
I would show the students pictures of an hourglass and kettle. Students in most African-American homes would not be well versed using the word kettle.
The shell acts like a speaker to amplify the sound, or make it louder. A small drum, like a bongo, will sound faint compared to the huge noise made by a big bass drum used in a marching band.
Also a great spot to teach context clues and text-embedded definitions (“make it louder”).
I feel amplify could be challenging, but context clues work perfectly in this sentence!
I think amplify has enough context around it that my students could create meaning since they know to look for commas to signal synonmys.
It is not a word they use in conversation. I would have the kids quickly amplify their voices/clapping to demonstrate and move on.
Students need to find context clues to know if bass is using a short a or long a to determine the pronunciation of a word.
The drumhead is usually made from an animal hide. The animal hide, or skin, is stretched tight over the drum shell. When the drummer hits the drumhead, it vibrates, or moves very quickly back and forth. This vibration creates a resonant, or deep and rich, sound. A drum’s pitch depends on the size and the tightness of the drumhead. A smaller, tighter drumhead makes a higher-pitched sound.
Vibration should be explicitly taught. A hands on activity in which students can feel a vibration might help with remembering what the word means.
Students will need to be taught the multiple meaning of hide. Since they will be familiar with the definition as in “hide and seek” I don’t think they will have an understanding of what hide means in the text, so in order to make sense of the word/passage they will need an explicit lesson on multiple meaning words.
I believe drumhead has enough in the sentence for context clues for students to learn independently, however pitch will need to be taught as it has a different meaning than what they know as from a tree.
The word drumhead is a tier 3 word. I would also point out to students exactly what a drumhead is.
For this paragraph I think having e several sizes of drums in the classroom or would be the best way to explain drum head and pitch. This paragraph has several words that are explained directly in the sentence. This would be a good paragraph to show how students can use context clues to figure out meaning. Specifically hide, vibrates, resonance,
the way it’s used here it would be considered a tier 3 word.
Although there are several words earlier in the passage that need to be taught, this one stood out to me the most because many of my 4th graders this year didn’t know this word in it’s context when teaching WA state history. I was surprised at how only about 3 kids knew it, and it comes up a lot in our history as we talk about the Native peoples, traders- mountain men and explorers on the coast and Columbia river, and Oregon trail travelers all use them. The first student to connect to it was one who has hunted before, so I let him teach the class about it as he had a lot of personal experience.
I agree that students may call up a different meaning than intended which could throw comprehension off. We would want them to know that in this context hide is about animal skin and not a verb or a description of where you sit while hunting.
Hide could have multiple meanings and depending on a student’s experience, they may not know it.
Though a Tier 1 word, it is used differently than its usual definition. I would have students look it up and find the one that makes sense in this sentence. A great learning opportunity!
Could also use this as an opportunity to discuss the various definitions of hide
Most students only know of one definition of hide, but explaining and introducing hide in this context is crucial.
I would definitely do a minilesson on multiple meaning words with this passage.
This sentence is a good example of teaching students the idea of synonymous context clues. It’s used commonly and makes understanding new words pretty easy.
I agree that vibration needs to be taught. We could use context clues to find meaning of resonant.
I noticed that a form of the word vibrate is used twice in this paragraph. I agree that those three words you pulled out would be excellent words to teach.
Using context clues would be a good strategy when you look at the sentence used.
Context clues might work for most. I feel this could still be difficult for struggling readers or English language learners and might require direct instruction.
Talk about understanding the definition of each word individually and then creating a picture of what this word ‘looks’ like.
Drumbeats are like beating hearts.
You can hear their rhythms through the ages.
Even though the sentence is a simile there is some truth to the student’s statement. Our hearts do in fact beat 60 to 100 beats per minute. Just as music is done in this time. Thanks.
In this paragraph I think students will need the explanation of what “through the ages” means, but that can be taught as you are reading.
I would give examples with our voices and non-examples.
This is a good way to introduce ELLs to idioms and the English language and how they help us visualize the meaning of a sentence or word in a way that improves our imagery of the word and understanding of the word.
I agree this an excellent simile to share idioms. You could enrich this idea by comparing other body sounds to instruments.
This sentence may be difficult for an English language learner to understand because it is figurative language. I believe it would be very important to discuss figurative language. Therefore, direct instruction on similes may be helpful.
I think rhythm is a key word and a Spanish cognate which might boost ELL understanding if introduced to it.
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and students can interact with the words in playful ways such as: finish the idea, choices,and questions. I would also use a word map especially since graphic organizers will help ELL students. It just depends on if you are using this text as a read aloud or independent read. Pave map and I like the idea of starting a Vocabulary Hotshot Notebook for students so that they will have more exposure to the word.
This entire article is an excellent way to teach students how to gain meaning of words through appositive definitions.
Students could go through and highlight all of the words and definitive clues throughout the text.
I agree that this article makes use of appositives. Students who are not monitoring their comprehension can often read right past a phrase that provides meaning for the previous word, even when they read the phrase accurately and fluently. I often tell students that commas are a signal. When they see a comma they can take a breath, and a comma also sometimes signals a u-turn to go back to the word(s) before the comma to add information to help them comprehend the word.
For younger students, I would incorporate visuals for a deeper understanding/comprehension. Finally, while the word dweller needs to be explained, I don’t believe it is imperative to learn/review the word because it is not imperative to comprehend the overall meaning of the article. Thoughts?
I agree with you Angela. I found the text to be heavy with context clues and would use those clues to help younger readers. Using context clues is especially helpful for struggling readers. I feel that when students are able to use context clues and then create their own sentences using the vocabulary words it aides in greater comprehension of the words meaning.
Before I give the text, students look up and jot down definitions for shell, pitch, and faint.(Guidelines for Using the Dictionary) I will also ask what they know about percussion instruments and together we will make a Concept Definition Map which we will add to as we read. (This will also activate Prior Knowledge) The two words that I predict will be troublesome are prevalent and resonant. We can use word-part and word family clues; however, my lower-level class may have to use the dictionaries.
I might make a quick connection for my advanced students to the fact the cuss as a stem or room means to strike- which is how you cause the vibration in the instrument to get sound as well as a familiar word they know from football as how you get “concussion”.
This document has a lot of appositive definitions. Because of that, it would be easy for students to practice finding appositive definition examples.
This article is rich in vocabulary. I know for my students that many of these words would be tier 3 as we do not have any type of music program at our school. The students would be familiar with the word drum and have an understanding of how it is used.
Since it’s a passage about instruments bringing realia or visuals would help students comprehend the passage and better visualize the instruments mentioned in the passage.
In light of the fact that this text is to be read by third graders, I would focus on the words with multiple meanings: shell, speaker, and hide. In addition, I would direct the students’ focus to the structure of the words drumhead, drumbeat, and higher-pitched. I would begin by using the text talk read-aloud method. I would briefly define the focus words during the reading, followed by a fuller introduction to the words afterwards. I would discuss multiple meanings and ask the students to state what they know about the more common meaning of the word as well as how the word is used in the text. We would then discuss what the multiple meanings of each word have in common. We would also come up with some other uses of the multiple meaning words in different contexts. We would then discuss the characteristics of the three closed and hyphenated compound words in the text. To extend their understanding of the multiple meaning words, I would present pictures representing those words in different contexts. I would ask the students to pick two pictures and explain how each picture represents a different aspect of the same word.
I assume a proportion of language learners in the class regardless of the grade level. I agree with others that there are a lot of context cues and appositives. I would be prepared with The Vocabulary Strategy Worksheet (previously taught and modeled), pictures of percussion instruments, links to the sounds they make, and to musicians performing using the instruments, a dictionary (hard copy or electronic with pronunciation links). I would ask students to define words using context clues via the worksheet, then give them a short list of words they are unlikely to know and might read past, as well as a list of multiple meaning words. Knowing one meaning of a word does not mean they know there are other meanings. I would introduce choice and individualized learning to address varied levels in the class by offering them choice in how they proceed with the vocabulary support strategies. Finally, I would ask them to form triads and share their results, noting anything a partner defined that they did not have on their master sheet. Context sues are particularly important for multiple meaning words. These are often small, single syllable words, but can be very confusing if the wrong meaning is assumed. “Pitch” for example, might be understood as a baseball term, as a musical term, but not known as a term associated with trees. This article has the potential to be a fun and rich vocabulary exercise!
Giving choice in the use of pre-taught vocab strategies makes this appropriate to a variety of grade levels from intermediate to secondary.
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