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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher

Jana Dykhuis

Date

Subject/ Topic/ Theme

Surprise Symphony- Lesson 4

Grade _______4________

I. Objectives
How does this lesson connect to the unit plan?
This is the fourth lesson in the listening unit on the Surprise Symphony. Knowledge of theme and variation is reinforced by looking at variation 4 and using
kinesthetic activities to reinforce knowledge of dynamics, mood, tone, pulse, rhythm, and the like.
cognitiveR U Ap An E C*

Learners will be able to:

RU
R U Ap
R U Ap
An E
R U Ap
An E
R Ap

Recognize the theme and first three variations of the Surprise Symphony.
Use solfege syllables to sing both the major theme and minor variation.
Differentiate between different instruments, dynamics, and musical characteristics.
Connect knowledge of dynamics, mood, tone, pulse, rhythm, and the like with kinesthetic movements.
Maintain the big beat pulse while changing movement in accordance with musical elements.

physical
development

socioemotional

X
X

Common Core standards (or GLCEs if not available in Common Core) addressed:

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

II. Before you start


Identify prerequisite
knowledge and skills.

Students will know routine entrance songs, basic 5-note scale solfege, and be familiar with the theme
and first three variations of the Surprise Symphony.
Pre-assessment (for learning):

Review theme and variation through questions and prompts.


Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

Ask guided questions about listening exercises. While moving to the music, evaluate students ability
to maintain the big beat or pulse and add or subtract other levels of difficulty and kinesthetic
components accordingly.
Formative (as learning):
Summative (of learning):

What barriers might this


lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide Multiple Means of


Representation
Provide options for perceptionmaking information perceptible

Aural examples and


reading
Visual listening maps
Kinesthetic
representations

Provide Multiple Means of Action


and Expression
Provide options for physical actionincrease options for interaction

Adding kinesthetic
components to move to the
music

Provide Multiple Means of


Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Allow students to make


creative choices about
motions in connection with
the music

Provide options for language,


mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and


communication- increase medium
of expression

Provide options for sustaining effort


and persistence- optimize
challenge, collaboration, masteryoriented feedback

Singing and moving

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Decide as a class on
certain motions
Add levels of difficultly to
motion

Provide options for comprehensionactivate, apply & highlight


Have students do movement
and music to better understand
the mystery musician

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom


be set up for this lesson?

Provide options for executive


functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Adjust instructions and
guidelines based on students
ability when moving

Provide options for self-regulationexpectations, personal skills and


strategies, self-assessment &
reflection

Music (iPod, stereo)


Projector with listening map
Mystery musician clue
White erase markers

There is an area to sit around the stereo up front.


The projector displays onto the white board, and the students have a duct tape line to sit behind.
There is an area to sit around the piano up front.
Curwen hand signs, dynamics, and the mystery musician clues are posted around the room.
Student area to sit on the floor will be clear.

III. The Plan


Time

Components
Motivation
(opening/
introduction/
engagement)

Development
(the largest
component or
main body of
the lesson)

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Describe teacher activities


AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Meet students in the hall, and bring them
Enter the classroom and go to the stereo
into the classroom to the stereo with the
while singing the Follow Me song.
Follow Me song.
Continue with Lets Sing Hello Together.
Continue with Lets Sing Hello Together.
Greet students and begin with the fourth
Read first Mystery Musician hint (pinned on
Mystery Musician hint (pinned on a bulletin
a bulletin board on the side of the room).
board on the side of the room).
The hint reads: Hint 4: He worked for a
The hint reads: Hint 4: He worked for a
royal family and wrote a lot of music for the
royal family and wrote a lot of music for the
baryton instrument because that is what the
baryton instrument because that is what the
prince played.
prince played.
Show a picture of the baryton.
Look at a picture of the baryton.
Play an excerpt of a recording of the Hob
Listen to an excerpt of a recording of the
XI_65 - Trio for baryton, viola & cello in G
Hob XI_65 - Trio for baryton, viola & cello
major
in G major
Guided Listening Questions: 1) What
Answer Guided Listening Questions.
instrument does the baryton sound like to
you? 2) What instrument family do you
think it should belong to?
Move to the marker board by the time the
teacher is done whistling (or singing).

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Tell students that by the time you are done


whistling (or singing), to be at the marker
board.
Whistle/sing the theme of the Surprise
Symphony while pulling up the listening
map displayed on the board.
Ask students what they just heard. Tell
students that we are going to look at the
fourth variation.
Play an excerpt of the recording, asking
them to count on their fingers how many
instruments they hear.
When the excerpt is over, have them hold up
their fingers. Notice that they heard a lot of
instruments, and point to the picture of the
orchestra, explaining that the composer uses
everything at the end, like when they shoot
off all of the fireworks at the end of a
fireworks show.
Tell students that you will play a little more
of the end while they move to a self spot on
the main floor. Ask them to move like what
they hear (loud, marching, finding the down
beat, etc.).
Say, Criss-cross applesauce, whos my first
one? to get them seated, and redirect their
attention to the white board.
Mention that you saw a lot of good moving,
and that today, we are going to add
movement to the whole song.
Look at the theme. Ask if students remember
the dynamic level of the first section (mp)
and add a movement (like stepping on the
big beat.)
When the theme repeats, ask the dynamic
level (p) and add a movement (like tiptoeing
on the little beat.)
Ask the dynamic of the surprise (f or ff) and
what motion would express that (like a giant
stomp, like you jumped out and are scaring
someone, or any big motion.)
Play the excerpt up to the surprise and move
to the first section.
Say, Criss-cross applesauce, whos my first
one? to get them seated, and redirect their
attention to the white board.
Remind them of a little section of the first
variation. Ask them what mood it sounds
like, whether it is smooth or choppy, whether
it is major or minor, and whether the
instruments play higher or lower when they
come in. Give them options of motions they
could do with their arms (like swaying back
and forth on the big beat with their arms
floating back and forth below the waist for
the theme like an arabesque in dance or a
jellyfish and raising their arms above their
head and waving them back and forth for the
added violin and flute.)
Play an excerpt of variation one and move

Recognize the theme of the Surprise


Symphony

Listen to an excerpt of the recording,


counting on their fingers how many
instruments they hear.
When the excerpt is over, hold up their
fingers. Notice that they heard a lot of
instruments, and look at the picture of the
orchestra.

Move to a self spot on the main floor. Ask


them to move like what they hear (loud,
marching, finding the down beat, etc.).

Sit down and redirect attention to the white


board.

Look at the theme. Try to remember the


dynamic level of the first section (mp) and
add a movement (like stepping on the big
beat.)
When the theme repeats, determine the
dynamic level (p) and add a movement (like
tiptoeing on the little beat.)
Recall the dynamic of the surprise (f or ff)
and what motion would express that (like a
giant stomp, like you jumped out and are
scaring someone, or any big motion.)
Listen to the excerpt up to the surprise and
move to the first section.
Sit down and redirect attention to the white
board.

Recall a little section of the first variation.


Determine what mood it sounds like,
whether it is smooth or choppy, whether it is
major or minor, and whether the instruments
play higher or lower when they come in.
Choose motions they could do with their
arms (like swaying back and forth on the big
beat with their arms floating back and forth
below the waist for the theme like an
arabesque in dance or a jellyfish and raising
their arms above their head and waving them
back and forth for the added violin and
flute.)
Listen an excerpt of variation one and move
accordingly.
Sit down and redirect attention to the white


Closure
(conclusion,
culmination,
wrap-up)

Compliment students on their work and how


they looked like a great orchestra. Perhaps
ask what instrument they played or point out
some instruments you saw.
Direct students eyes to the listening map
and recap what theme and variation means in
terms of musical form. Perhaps ask them to
raise their hands on the variation they liked
the best.
To transition, sing or play a part of the
Surprise Symphony and have them move
to their new spot or refocus their attention if
needed.

Say what instrument they played during the


last section.

Look at the listening map and recall what


theme and variation means in terms of
musical form. Perhaps raise their hands on
the variation they liked the best.

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.)
The assessment of student learning in this lesson seems to be fairly helpful and straightforward. There are multiple ways in which the
lesson reinforces and measures learning. First, there is the review of the composer. Second, the entire lesson reviews the Surprise
Symphony. Using the same listening map as we have done for the past three lessons prompts familiarity. Walking through section
by section is a helpful way to evaluate a different aspect of music-making each time. When introducing the fourth variation, having
students hold up fingers for how many instruments they hear is a good way of measuring aural aptitude since we have been working
on instrument and instrument family recognition. A follow-up question of Which ones? can also be helpful. During the main
activity, the theme focuses on dynamics and marching the big beat. When done, this is easily evaluated by seeing if students are
properly moving to the beat and dynamic level. The first variation allows for a reinforcement of mood and corresponding movement,
and the third variation shows tonality recognition as learned in lesson 2. The third variation allows student creativity to inform
musical and kinesthetic choices, and the last one ties in with their ability to recognize and mimic instruments of the orchestra. Each
component reinforces knowledge of the composer, of the Surprise Symphony, and of musical elements we have been looking at the
whole lesson. One of the potential barriers includes classroom management through moving. Hopefully the criss-cross applesauce
strategy will work. Another barrier is measuring students abilities on an individual versus communal basis. This might be an area in
which I could improve for next time.

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