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Lesson Plan

This lesson plan aims to teach 7th grade students about musical dynamics. The central concept is dynamics. Objectives are for students to demonstrate different dynamics in a piece and list/define dynamic markings. Materials needed are musical excerpts. The lesson will engage students with a question about dynamics, have students explore what they know in pairs, explain dynamics through examples, have students apply dynamics to a piece, and evaluate understanding. The teacher will reflect on engaging students but needing better preparation for exercises.

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76 views5 pages

Lesson Plan

This lesson plan aims to teach 7th grade students about musical dynamics. The central concept is dynamics. Objectives are for students to demonstrate different dynamics in a piece and list/define dynamic markings. Materials needed are musical excerpts. The lesson will engage students with a question about dynamics, have students explore what they know in pairs, explain dynamics through examples, have students apply dynamics to a piece, and evaluate understanding. The teacher will reflect on engaging students but needing better preparation for exercises.

Uploaded by

api-357980033
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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MUED 211

5 Es Lesson Plan Form

Name: Andrew Thompson Date: 4/7/17

Grade Level: 7

Section I: Big Picture Planning

Central Concept:
Dynamics
Instructional Objectives:
Which of your CMP Teaching Plan Outcomes is this lesson designed to instruct?
Skill based outcome. Students will demonstrate different dynamics in different sections of the piece.

To what CMP Teaching Plan Strategy is this lesson connected?


An auditory strategy. I will play excerpts from other pieces and call on students to use different words for
the different dynamics, then after explain more in detail the definitions of the dynamic markings. I can list
them on the board as well, brining in a visual strategy.

What do you expect your students to KNOW / be able to DO at the end of the period that they did
not know/ could not do at the beginning of the period? These must be measurable. Look at the
Blooms Taxonomy verb sheet. Do not use the words know or understand!
Students will be able to list the different dynamic markings in the piece and define them.

Wisconsin Model Academic Standard (WMAS) Connection:


List one (or two) at most.
B.8.9 Students will be able to perform with technical and emotional accuracy on a band or orchestra
instrument..

What materials do you need to have prepared for the lesson?

I will need to have musical excerpts looked up and ready to play for the class for interpretation.

What will be the next activity in this unit for which this lesson is a preparation?

I will apply this to the piece we will be working on, Encanto. Using the discussion of dynamics, we can go
deeper into the emotional draw of the piece as a whole and as a result make a better sound as an ensemble.
Section II: Lesson Planning
Include time estimates.

1. Engage: Include what happened yesterday, what they will be doing in class today and how it ties to
future learning. Then catch the students interest by posing a question, showing something, doing
something funny, or reading a quote. Do anything that gets their attention and allows you to focus on
the goals of the lesson. Make a connection to the students lives (ie. Compelling Why).

I would start out by making the personal connection, perhaps with one-two minutes of small talk. Then, I
would bring up what we had learned the previous day by calling on students to answer what they
remembered from our previous class. I would then ask the question of how different levels of sound can
affect the listener. Perhaps to make the point, I would suddenly raise my voice to catch them off guard, to
prove the point, or do the opposite and whisper. The introduction would take 2 minutes.

2. Explore: Students interact with each other through discussion and/or materials in small groups.
They explore a limited area of inquiry requiring them to categorize, classify, or answer questions.
How will you assess that students are exploring?
I would give 1 1/2 minutes to discuss with a partner what they already know about different dynamic markings. I will walk around the
room to over hear what they are saying/having productive conversations.

3. Explain: Concepts under exploration are expressed through a book, teaching of vocabulary, short
lecture, video, etc. Students then share what they said/discovered in the exploration stage and connect
it to this new info. Differing views are shared. How will you assess students explanations?

This part is where the auditory learning strategy would come in. I would play excerpts from different pieces and call on students to
explain what differences they heard in dynamics. I could build off of this, asking what differences can be made while playing to
making the differing dynamics even more contrasting. I can assess by writing the different dynamic markings on the board and having
students come up and match to definitions.

4. Elaborate or extend: Students apply information to a new situation. How will you assess students
ability to apply information?
At this part we would look at the piece, Encanto. I would pick out passages with the differing dynamics and
we would attempt to play them. If they aren't quite there yet with the understanding, it is ok to be flexible.

5. Evaluate: Assess students knowledge and/or skills. What evidence will you use to prove that
students have changed their thinking or behavior?
After the lesson and playing in the elaborate stage, I will be able to have an idea of how the band has
understood the concepts of dynamics we have learned that day. I can also check and see at this point if they
have retained what we learned in the previous lessons as well.
Section III (to be completed AFTER teaching the lesson!):

Reflection: What went well, what needs to be changed? List specific ideas that might improve your
lesson.

I believe that some things that this was a good learning experience for me, presenting my
first lesson. I definitely have some work to do for future lesson plans, however. One
specific thing I believe I did well was engaging the class at the beginning of the lesson. I
received some creative responses to my question regarding dynamics in the students
lives, inspiring further discussion. However, I believe I have much to improve on. For
instance, when I had students come up to match the dynamic marking to the name, there
was no purpose served by doing the exercise. It served as a distraction, and I will have to
be much better prepared at being professional and prepared in the future. This was my
first presentation, and I believe I can improve to become the future music educator I want
to be.

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