Edn 352 Elementary Music Lesson Plan 2

EDN 352 Elementary Music Lesson Plan #2
1/26/15, 12:43 PM

by Catherine Knopf
Lesson Overview
Classroom Dynamics
Title of Lesson: Duke Ellington's Nutcracker Suite-Jazz vs. Classical Study
Grade: 5th
Date: 5/6/2014
Number of students: 29
Unit/Theme: Jazz Studies
Course/Subject: Elementary General Music
Where in the unit does this lesson occur? (underline one)
Period/Time: 11:00-11:25
Middle of the unit
Structure(s) or grouping for the lesson (underline all that apply)

Whole class
Estimated Duration: 25 minutes
Relevant characteristics of students that need to be considered when

developing plan (non-IEP/504 plan students):
N/A
List the needs of students with IEPs:
There are two special needs students who are primarily List the needs of students with 504 plans:
in a self contained classroom that will sometimes join
N/A
their fellow 5th graders for music class with their aide.
Both of these students are non verbal.
Lesson Philosophy
Central Focus
The central focus is the long-term goal. It does not have to be accomplished within this one day's lesson. The central focus can be
described in terms of student behavior, or it can be presented as a concept.
Explain in detail the central focus of this lesson as it relates to the whole unit of study.
In 5th grade, the students have learned how to identify the different instruments and are able to aurally hear the differences between the
various instrument families. They also have a solid foundation in the concepts of tempo and rhythm. During national Jazz month, we are
reading the book "Duke Ellington's Nutcracker Suite" that gives a historical account of the recording sessions held by Duke Ellington, Billy
Strayhorn, and the Duke Ellington Orchestra as they recorded their Jazz adaptation of Tchaikovsky's original Ballet. By actively listening to
examples from each piece, the students are using their previous musical knowledge to be able to identify how to differentiate between a
piece of jazz literature and a piece of "classical" ballet literature.
Rationale/ Context
https://college.livetext.com/doc/9588332?print=1
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Why this lesson at this time; how does it connect to previous or succeeding lessons?
The students have read the first two thirds of this story book during previous class sessions, and they have extensively listened to Ellington's
"Sugar Rum Cherry" and Tchaikovsky's "Dance of the Sugar Plum Fairy" and written down (a minimum of three) adjectives that they thought
of to describe each piece in a t-chart. We will start having a class discussion on the adjectives that we came up with and creating a class tchart, and understanding how each of these themes and ideas is expressed musically.
Prior Learning and Experiences

What knowledge, skills and/or academic language must students already know to be successful with this lesson?
Prior knowledge and Experiences:
Knowledge of which instruments belong in each instrument families.

Prior Skills:
Ability to aurally identify various instruments.

Ability to aurally identify if a piece of music is a slow or fast tempo.
Prior Academic Language:
Defining elements of music

Describing the differences in each performance (through the use of adjectives)
Standards - List the standards (learning and social/emotional) that are most relevant to your
objectives. For math and literacy list the Common Core Standars; for other subject areas list the
Illinois Learning Standards.
IL.25.A.1c > Music: Identify differences in elements and expressive qualities (e.g., between fast and slow
tempo; loud and soft dynamics; high and low pitch/direction; long and short duration; same and
different form, tone color or timbre, and beat).
IL.26.A.1c > Music: Identify a variety of sounds and sound sources (e.g., instruments, voices and
environmental sounds).
IL.27.B.4a > Analyze and classify the distinguishing characteristics of historical and contemporary art works
by style, period and culture.
NAFME.6 Listening to, analyzing, and describing music.
NAFME.7 Evaluating music and music performances.
NAFME.8 Understanding relationships between music, the other arts, and disciplines outside the arts.
NAFME.9 Understanding music in relation to history and culture.
Academic Language Demands: Identify academic language, particular words/phrases that are
essential to understanding the content of this lesson,
Vocabulary (required):
Jazz
Ballet
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Classical
Instrument Families
Tempo
Rhythm
Language Function (required):
Students are describing the differences they hear between jazz music and ballet music, through the use of musical elements such as
instrumentation, tempo and rhythm.
Syntax and/or Discourse:
Students will be listening to and analyzing the music literature that they hear and are explaining their thinking and opinions to the class.
Objective 1 and Assessment Strategies

Assessment Strategy:
Objective 1
Tell how you will assess whether or not students have met objective 1.
Formative:
Objective 1 is assessed based on how many adjectives the students are
Students will be able to: analyze and compare/contrast the music in
able to come up with to describe both the original Tchaikovsky piece
Duke Ellington's Nutcracker Suite with the original
and the Duke Ellington arrangement. I will know if the students have
Tchaikovsky Nutcracker Suite
met Objective 1 if they are able to articulate why they chose each
specific adjective as a means to describe the music they heard.
Evidence and Assessment of Student Learning: How will you know whether students are making progress toward learning objective 1, and how
will you assess the extent to which they have met objective 1?
I will know whether students are mastering objective 1 based on the level of sophistication of their adjectives and how well they are able to
explain how their adjectives connect to the music they hear.
Expectations for Student Learning: What are your expectations for performance for objective 1? Specifically, describe expectations for each of
the following types of performances: Exceeds expectations, meets expectations, and below expectations performance.
Exceeds:
Students are able to write down more than three adjectives for both listening examples and are able to articulate their reasoning for why they
chose those specific adjectives to describe the music that they heard.
Meets:
Students are able to write down three adjectives for the Duke Ellington arrangement and three adjectives for the original Tchaikovsky version.
Below Expectations:
Students are not able to come up with at least three adjectives for each listening example.
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Support for Student Learning

Introduction
For each section of the lesson sequence below provide a detailed, step-by-step listing of how you will implement the instructional plan. Describe
what you will do in each segment of the lesson, including 1) instructional methods you will use; 2) transition statement you will make throughout
the lesson; 3) questions you will ask, etc. Describe what your students will do in each segment of the lesson.
Introduction: Identify how you are going to introduce the concept, skill, strategy or task in a way that gains the students' attention and engages
them. What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? How will you draw on prior
knowledge? How will this lesson be meaningful to the students and connect to their lives? How does this lesson connect to previous lessons?
I Do
Students Do
Greet Students at the door. As students enter the classroom, have 3
student volunteers pass out the half sheets of paper from the last class, Enter the classroom and pick up a marker and a board to write on.
and instruct all other students to pick up a marker from the front of the
Receive their half sheet from last class from a student passing out
classroom and a board to write on from the back of the classroom, and papers and then take a seat by the reading chair.
then to take a seat by the reading chair.
Instructional Sequence
What content are you teaching? What instructional strategies will you use? How will students engage with ideas/texts to develop
understanding? What questions will you ask? How will you promote question generation/discussion? How will you address the academic
language demands? Detail your plan.
Differentiation: How will you differentiate content for a variety of learners? How will you differentiate process for a variety of learners? How will
you differentiate products(s) for a variety of learners? Detail differentiation within your instructional sequence.
I Do
1) Ask students "Who can remind us of the two main characters from
our book about the Jazz Nutcracker suite?"
2) Ask students "Who can briefly remind the class what happened last
time?"
3) Have students quietly listen to 20 seconds of Ellington's "Sugar Rum
Cherry" as they reflect on the adjectives they chose for this piece from
Students Do
1) Students will raise their hands to provide answers to the question
"Who are the two main characters in our Jazz Nutcracker Suite"?
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the last class session. As the students are listening have student
2) Students will raise their hands to provide an answer to review for the
volunteers come to the board and write down their one favorite word
class what happened in the story last time.
from their list.

3) Students will quietly re-listen to Ellington's "Sugar Rum Cherry" and
4) Next have the students quietly listen to 20 seconds of Tchaikovsky's reflect on the adjectives that they wrote down last class session.
"Dance of the Sugar Plum Fairy" as they reflect on the adjectives they
chose for this piece from the last class session. As the students are
listening, have new student volunteers come to the board and write
Students will volunteer to write their favorite adjective on the board.
down their one favorite word from this list.
4) Students will repeat step number 3 with Tchaikovsky's "Dance of the

Sugar Plum Fairy"
5) Ask the class to explain if they notice any themes or trends within
5) Students will discuss any themes or trends they notice within each
each of the lists, and then ask the class what they think the musical
list, and the musical reasons behind those themes (instrumentation,

tempo, rhythm, etc)
reason is that creates the mood or theme used to describe each piece
(instrumentation, tempo, rhythm, etc).
6) Students will identify the main differences between each piece, using
6) Then ask the class to identify what the main differences are between the adjectives and musical reasons as evidence.
the two different pieces, given the adjectives and discussion we just
had.
7) Preservice teacher will then read to the class the pages that talk
about Ellington's "The Volga Vooty" and "Chinoiserie" pieces.
7) Students will listen to the preservice teacher read about "The Volga
Vooty" and "Chinoiserie" pieces.
8) Students will actively listen to Ellington's "Danse of the Floreadores"
and think of some adjectives to describe the music in their heads.
8) Preservice teacher will then read to the students about "Danse of the Students will volunteer to write their favorite adjective on the board.
Students will repeat step number eight with Tchaikovsky's "Waltz of the
Floreadores" and listen to the piece. The teacher will instruct the
students to take 30 silent seconds to "actively listen with eyes closed,
Flowers".
lips closed and ears open" and think of some adjectives in their head to
describe the piece. After 30 seconds the teacher will ask for volunteers 9) The students will repeat steps 5 & 6 in participating in a whole
to write their adjectives on the board. The teacher will then repeat this class discussion analyzing, comparing and contrasting "Dance of the
process with Tchaikovsky's "Waltz of the Flowers".
Floreadores" to "Waltz of the Flowers".
9) The teacher will repeat steps 5 & 6 in leading the whole class in a
10) Students will listen to the preservice teacher read the last few pages
discussion analyzing, comparing and contrasting "Dance of the
of the book and listen to Ellington's "Arabesque Cookie".
Floreadores" to "Waltz of the Flowers".

10) The teacher will read the last few pages of the book and have the
class listen to Ellington's "Arabesque Cookie".
Closure
How will you bring closure to the lesson? Explain how students will share what they have learned in the lesson (include questions you will ask to
begin the discussion). Describe how you will connect this content to the students' lives and future lessons.
I Do
The preservice teacher will ask the students to write down their answer
to the following question on their exit slips:
Students Do
"What specific musical ideas made Ellington's versions of the
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Nutcracker sound "jazzy"? What specific musical ideas and adjectives
1/26/15, 12:43 PM
Students will write their individual answers on their exit slips.
did we identify in Tchaikovsky's original version of the Nutcracker?"

Students will make two piles of their paperwork by the white board.
The preservice teacher will instruct the students to make leave their
boards and markers at their spots for the next class, and to make two
piles of their papers by the white board (one for their original sheet, one
for their exit slip).
Support/Challenge
How does the lesson plan you provide for successful access to the key concepts by all of the students? Refer back to the first section of this
plan where you talk about the relevant characteristics of students that need to be considered. Remember that you are to consider a variety of
student learning needs, not just those students with IEP and 504 plans.
Students with IEP:

Students will be working with their aide and be trying to identify different instruments through their personal flip books/iPad communication
devices.
Students with 504 Plans: N/A
All other students - English language learners, struggling students, underperforming students or those with gaps in academic knowledge, and/or
gifted students:
Underperforming students will have a lower minimum of adjectives required (two instead of three), and gifted students will be encouraged to
come up with at least five adjectives as a minimum.
Reflection on Student Learning & Lesson Plan

Student Feedback
How will you provide students with feedback?
A. What kind of feedback will you provide to students? Provide and label examples of oral and/or written feedback.
"Yes, the Ellington piece does feel "sadder" than the ballet piece, why do you think that is? What musical element is different between
Ellington's adaptation of the Nutcracker and the original?"
B. How will your feedback guide students' further learning?
Students will be able to connect their musical elements to their abilities to describe thematic material within a piece of music.
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What Ifs: Be proactive- Consider what might not go as planned with the lesson; what will you do
about it?
If the lesson is going quickly, the preservice teacher will try to facilitate the student discussions to take a longer amount of time. The
preservice teacher will also choose to have the students "ponder and discuss" their answers to the exit slip question in small groups first
before writing down their individual answers.
If the lesson is taking to much time, the preservice teacher will only allow a few students to share their adjectives on the second whole class
discussion and not take to much time to elaborate on the ideas already established in the first group discussion.
Resources and Materials

List and cite your sources for the resources and materials used in this lesson. Use APA style for your citation style.
Celenza, Anna Harwell. Duke Ellington's Nutcracker Suite. Watertown, MA : Charlesbridge Publishing, 2011. Print.
Created with LiveText - livetext.com
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