Professional Documents
Culture Documents
Teacher
Jana Dykhuis
Date
Grade _______4________
I. Objectives
How does this lesson connect to the unit plan?
This is the third lesson in the listening unit on the Surprise Symphony. Knowledge of theme and variation is reinforced by looking at variation 3 and doing activities
centered around arranging a choral reading of a poem similar to how the composer arranged the different variations for different instruments.
cognitiveR U Ap An E C*
Recognize the theme and first two variations of the Surprise Symphony.
Use solfege syllables to sing both the major theme and minor variation.
Implement skills of arranging through use of dynamics, rhythm, instruments, and choices through a choral reading of a
poem.
Perform their own arrangement of a choral reading of a poem and, if time allows, critique it.
RU
R U Ap
Ap An E
C
Ap An E
physical
development
socioemotional
X
X
Common Core standards (or GLCEs if not available in Common Core) addressed:
MU:Cr2.1.4a Demonstrate selected and organized musical ideas for an improvisation, arrangement, or composition to express intent, and explain connection
to purpose and context.
MU:Cr2.1.4b Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and simple harmonic musical ideas.
MU:Cr3.2.4a Present the final version of personal created music to others, and explain connection to expressive intent.
MU:Pr6.1.4a Perform music, alone or with others, with expression and technical accuracy, and appropriate interpretation.
MU:Pr4.2.4a Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, and form) in music selected for performance.
MU:Pr4.3.4a Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, and timbre).
MU:Re7.1.4a Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.
MU:Re7.2.4a Demonstrate and explain how responses to music are informed by the structure, the use of the elements of music, and context (such as social
and cultural).
MU:Re8.1.4a Demonstrate and explain how the expressive qualities (such as dynamics, tempo, and timbre) are used in performers and personal
interpretations to reflect expressive intent.
MU:Cn11.0.4a Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
Students will know routine entrance songs, basic 5-note scale solfege, and be familiar with the theme
and first two variations of the Surprise Symphony.
Pre-assessment (for learning):
Outline assessment
activities
(applicable to this lesson)
Ask guided questions about listening exercises. Evaluate students abilities to echo solfege patterns
and adjust pattern difficulty accordingly. Decide whether students creative choices indicate an
understanding of connection between music and poetry.
Formative (as learning):
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Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Components
Motivation
(opening/
introduction/
engagement)
Development
(the largest
component or
main body of
the lesson)
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Listen to directions
Closure
(conclusion,
culmination,
wrap-up)
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
This lesson has been the most involved so far. Students received as always a refresher about the composer, his work, and the
Surprise Symphony. Much of this lesson also has Spring as common ground, which is a nice connection and makes for easier
transitions. Choral readings, however, are a difficult thing. First, a tremendous barrier is classroom management. I attempted to lay
out reminders of our rules and clear guidelines as to the choices we would be making before even starting. As I went, limiting student
choices to maintain pacing and giving reminders about instrument technique and etiquette improved. This is something that I might
focus on more specifically in my lesson plan next time, though. Student learning was shown through the musical decisions the
students made. Asking them about dynamics and who they wanted to read at what times was a fruitful reinforcement of the overall
flow and structure. We have been talking a lot about the mood of various selections, and many groups correctly assigned a mood
such as excited to the reading. Instruments seemed to correspond to the text in terms of trying to pair a sound to an animal, for
example. Performance technique could have been included more on my end, but aside from a couple waves and funny faces at the
camera, it was not bad. This was measurable by the rubric which focused on their reading and playing instruments in terms of timing
and technique. Since we have the videos, I hope to revisit them next time and review what musical concepts we learned and
exemplified in our arranging and composing.
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