Lesson: Melissa Collins_"Sounds ALL Around"

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Lesson Objective

Students will read a selection about sounds. Then the students will create instruments.

Lesson Plan


Text Title/Author:


“Sound All Around”/Penny Atcheson

  Grade level- 2nd- 3rd

Web link:



I selected this book from www.readinga-z.com due to its alignment to the Common Core Standards. Also, I can provide each student with a paper book copy.  This book is a level M book which is for ages 7-8 years old. The lexile is 551-600. The DRA is 24 and the Reading Recovery is 19. This text allows students to learn about sound from this informational text. It provides students with the opportunity to dig deeper by using an extended text. The students can see how to evaluate a chapter book text while viewing all major components such as: table of contents, glossary, and illustrations/captions. ESL students, special need students, and weaker readers may need prior exposure to sound; therefore, they will be introduced to sound through the use of a shorter text. Also, they will be introduced to the following academic language: communicate, pitch, pleasant, pluck, sensitive, sound waves, vibrates sound waves, vocal cords, and volume.



Students will:


  1. Use the following academic language: communicate, pitch, pleasant, pluck, sensitive, vibrates sound waves, vocal cords, and volume.
  2. Listen to music from Brazil.
  3. Evaluate Brazilian instruments and tell if you can blow it, shake it, strum it or beat it.

4.  Learn: what makes sound; what is sound; different kinds of sounds, and how your ears interpret sounds.

5. Use accountable talk to interact with their groups members as they discuss the text.

6. Learn non-fictional text can provide information.

7. Discuss the parts of the non-fictional text such as: table of contents, sub-heading (chapter book), graphs/illustrations, and glossary.


Big Idea:


Sounds are all around us.  The brain and ears work together to depict sound.


Common Core State Standards:


RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

RI.2.2. Identify the main topic of a multipara graph text as well as the focus of specific paragraphs within the text.

RI. 2.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

RI. 2.4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

RI. 2.5. Know and use various text features (e.g. captions, bold print, subheadings, glossaries, indexes, electronics menus, icons) to locate keys facts or information in a text efficiently.

RI. 2.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

SL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

  1. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussions).
  2. Build on other’s talk in conversation by linking their comments to the remarks of others.


Section 1: Do Now


  1. 1.      Show students Brazilian Musical Instruments such as maracas, drums, and harp.
  2. Then the students will complete a word web to discuss the instruments.
  3. Once they complete the web, students will have a 30 second conversation with their partners about how they would describe the instruments.  



 In completing this section, students will have an opportunity to build some prior knowledge about instruments. They should point out different sounds that the instruments make and how one may use the instruments. Also, they may discuss how you can use them and how they look. The 30 second conversation will permit students to build on oral language skills which will assist with expanding on their vocabulary, writing, and reading abilities.


Section 2: Engagement

 1. Discuss the words on the word wall with the students.  Students should say the words. Then they should discuss the words.

2. The students will listen to Brazilian instrumental music. They can stand to express how they feel as they listen to the song.

Facilitation Questions: 1. What did you hear as you listened to the music? 2. Why were you

able to hear the sounds? 3. How were you able to hear? 4. What kind of instruments did you

hear? How did you feel when listening to the music?

  1. Show the students where Rio De Janeiro, Brazil is located?
  2.   Look at various instruments from Rio De Janeiro a. Which ones can you strum, beat, shake, or blow?




At this time, students will focus on the academic language from the text. This will provide them with the opportunity to learn the meanings and how these terms are used in reading and science. The Brazilian music and instruments will permit students to be exposed to creative arts as they learn that global competency can be gained through cultural awareness. Also, students will learn how sounds can be heard through sound waves.  


Section 3: Exploring Non-Fictional Text ( Text dependent questions in a close reading exercise/classroom discussion)


  1. 1.      Students will preview the text. The teacher should discuss and observe the various parts of a non-fictional text with the students(e.g. captions, bold print, subheadings, glossaries, indexes).
  2. 2.      For differentiated instructions, students can be placed in groups. The teacher should provide each student with instructions on what to do.
    1. a.      High performers: The students should select roles such as: leader, recorder, reporter, and task manager.  First, students will read in groups. The students should produce their own questions started with who, what, where, when, why, and how on index cards. Then they should have the answers on a separate index cards along with where the information can be found in the text such as page number, sentence, and paragraph. 
    2. At Grade Level: The teacher will assign the leader and the students can select the other aforementioned roles. First, students will read in groups. The teacher will provide the group with discussion cards. They will look for evidence in the text. They will have to write where they located the information such as:  the page number, sentence, and paragraph.
      1. 1.     Why is it important for animals to communicate?
      2. 2.    How is sound made?
      3. 3.    Why do we hear sound?
      4. 4.    How would the world be without sound?
      5. 5.    How can you make a high and low pitch?
      6. 6.    What are the steps that it would take for sound to travel to the air into your brain?
      7. 7.    What is the conclusion of this text?
      8. 8.    How did this non-fiction text help you understand sound (recall information from the text)?
      9. 9.    Why did the author write this book in sections or chapters?
  3. Below Grade Level:  The students will collaborate with the teacher to assist with the text. The students will be assigned roles. They will be provided with fewer discussion cards but the page numbers will be provided to permit students to feel success and develop self-esteem.  Students should use a highlighter to tell where you can locate the information. If needed, you can use “Loud, Soft, High, Low” by Natalie Rosinsky if the students need additional exposure to information about sound.
    1. Why is it important for animals to communicate?  Page 6
    2. How is sound made? Page 8
    3. Why do we hear sound? Pages 10,13, 14
    4. How can you make a high and low pitch? 11
    5. What are the steps that it would take for sound to travel to the air into your brain? Pages 13-14
    6. What is the conclusion of this text? Page 15




This section permits students to work on the key shifts in the CCSS. The students will have the opportunity to read text closely while examining rich text. They will develop a deeper understanding of complex text while analyzing text features. In addition, students will develop or answer text-dependent questions. Writing will be implemented through the use of the discussion cards while students focus on building academic vocabulary in context throughout instructions.  The differentiated instructions will support all students in reading, writing, listening, speaking for students who are ELL, have disabilities, or read well below the grade-level text. Students will have equal opportunity to the same text. The high performers’ questions cards can be used at a later date with the other groups. They can serve as leaders in the middle and low performing groups.


Section 4: Celebration: (Assessment)

  1. 1.      The students will complete a Ticket out the Door. 
    1. a.      What did you learn about sound?
    2. b.      Why is sound important?
    3. c.       What instrument would you like to produce and Why?  At a later date, this question will be imperative due to students can create an instrument from recycled items referencing back to the engagement section, Brazilian Instruments such as: Maracas- beads in a water bottle, Drums- oatmeal box and wooden sticks



It is essential to assess all students to ensure that they mastered the content and skills. It elicits direct, observable evidence related to the text while permitting students to work on writing skills.




How is this aligned to CCSS:


This lesson aligns to the Common Core ELA/Literacy standards. It gives clear and explicit steps of instructions while focusing on the three key shifts: complexity, evidence, and knowledge. This grade-level complexity text focuses on the appropriate grade band for second grade students. All students have the opportunity to be exposed to the same text; however, on a level that is functional for the students. The lesson is scaffolded so that students are exposed to writing, social studies, science, arts, global competency, and reading. This lesson allows students to apply and synthesize advanced text while taking ownership of their own learning. Students are provided with the opportunity to collaborate in groups to discover how to locate evidence in the text. Also, they learned how to use the various text features in order to expand on content and skills. This lesson is more student-led than teacher-led. 







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