LESSON PLAN TEMPLATE

Name: Bobby Eaton Date: 12-10-18

Lesson Title: Gradually louder and softer/ crescendo and Grade/Level: 1st. Grade
decrescendo
Curriculum Standards Focus Question/Big Idea/Goal

1.GM.P1.C Demonstrate and describe music’s expressive

qualities (such as dynamics and tempo). Central Focus: Students will understand and be able to apply
an increase and decrease in intensity of dynamics in music.
Lesson Objective(s)
Students will be able to increase and decrease intensity of volume in music.
Students will be able to identify a change of intensity of volume in music.
Students will know the different terms and indications of a change in dynamics.

Vocabulary/ Academic Language

Students will be required to explain the difference between a crescendo and a decrescendo and the uses of both. They will do this through answering questions in
class and through graded worksheets.

Questions for higher order thinking and assessment

What is the importance of crescendos and decrescendos in music?
In what ways can they be used expressively?
In what ways can they be used poorly?

Assessment/Evaluation
Informal:
Students will demonstrate understanding by demonstrating the taught content. They will do this by clapping their hands gradually louder and softer.

Formal:
Students will be graded for accuracy.

Materials
Whiteboard, musical instrument for demonstration.

Bell Ringer
Students will be given a worksheet to review previously taught content in order to better understand the content taught in this lesson.

Anticipatory Set
I would find a popular song that the students would possibly know and play it completely wrong in order for them to contemplate what’s wrong with it. I would
then explain why an increase and decrease of dynamics is important in music.

Instruction
The teacher will use the song from the anticipatory set to demonstrate different uses for a crescendo and decrescendo. The teacher will describe the uses of both a
crescendo and a decrescendo. The teacher would also show students the different symbols that represent a crescendo and decrescendo.

Guided and Independent Practice

The teacher will lead the students in a game that requires knowledge taught in class. The students will then do a worksheet in groups that covers the taught content.
Closure
The teacher will review the discussed content with the students.

Adaptations to Meet Individual Needs

If a student was deaf, the teacher could relate a crescendo to gradually striking an object harder and a decrescendo to gradually striking an object softer.

Cross-curricular connections
Science could be used to explain how sound waves are made.
UNIT PLAN TEMPLATE
Name: Date:

Subject/Content: Grade Level:

Curriculum Standards Unit Goals

1.GM.P1.C Demonstrate and describe music’s Students will be able to identify and use the expressive
expressive qualities (such as dynamics and tempo). qualities of music

Activities Planned
. Day 1: Tempo/ fast and slow
The teacher will explain the definition of words used to describe various forms of fast and slow tempo. Students will get to hear each type
of tempo and describe its function. Students will also play matching games and sing songs in order to associate the right terms with the
right tempo.
. Day 2: soft and loud/ piano and forte
The teacher will explain the definition of words used to describe various forms of dynamics/musical volume. Students will get to hear
different forms of dynamics and describe their function. Students will also play matching games and sing songs in order to associate the
right terms with the right dynamic values.
. Day 3: gradually louder and softer/ crescendo and decrescendo
The teacher will explain the meaning of crescendo and decrescendo and how they are used in music. Students will get to hear the
difference between the two and describe their function. Students will also sing songs in order to associate the right terms with the right
functions.
. Day 4: application of dynamics to a melody
The teacher will demonstrate how to sing or play a melody while applying tempo and dynamics. Students will point out the various places
that the tempo and dynamics switch. Students will also apply dynamics and tempo to a played or sung melody of their own.
. Day 5: other forms of dynamics
The teacher will explain other types of dynamics that were not mentioned in the previous lessons. Get to hear each one of these and
describe their function. Students will also play matching games and sing songs in order to associate the right terms with the right dynamic
values.

Assessment
Informal:
Students will demonstrate understanding by demonstrating the taught content. The teacher will then give verbal feedback and correct the
students as needed.

Formal:
Students will be graded for accuracy.