Block 1/A Lesson Plan

Teacher(s): Marcel Williams Grade Level: 1st Grade Date Taught: 11/2/17

Lesson Title: Dynamics Subject: Dynamics Approximate Time Length: 10 min.

KCCR Standard Pr.3.I Demonstrate understanding and application of expressive qualities in a

varied repertoire of music through prepared and improvised performances.
Lesson Objective (Blooms Students will explore the concepts of dynamics and dynamic contrast
Level)

Essential Question
New & Familiar Vocabulary
Assessment/Criteria- (What
evidence will you use to see how fully
students met your objective?)
Materials
Technology
Resources (include any links)
Setting
What are the different kind of dynamics? (Blooms Taxonomy-Knowledge and
Understanding) Why would dynamics be important in the music? (Blooms
Taxonomy-Evaluate) How could you use better use dynamics in your music?
(Blooms Taxonomy-Apply)
Piano, mezzo-forte, forte, dynamics
Students a t the end of the presentation will have a ticket where they will write
why they think dynamics are important in music.
Materials
Computer, flash cards, sticky-notes, white-board
Technology
Computer, Power-point, iPad, Swivl
Resources
O Fortuna
Setting
Room 344

Est. Lesson Activities

Time Write out detailed lesson procedures. Be sure to include important questions you will ask during the lesson. Your plan should be detailed
of enough for another teacher to teach it without having to ask you any questions. Numbering and/or bullets are encouraged.
Task
What will you say? Name the strategies you What will students do? Must have a variety of
will use. What questions will you ask? engagement strategies.

What are dynamics? Speculate with neighbor on what dynamics

After asking students, explain that might be
dynamics are what tell us how soft or loud Turn to your neighbor and share some
Beginning
Engage

to be in music ideas.
Listening Activity O Fortuna Raise your hand and share what you and
your partner think dynamics are
Now that we know what they are lets listen
to some music and see if we can hear any
 Ask questions that have students Okay, what did you hear??
Explain/Explore respond to the music Some words you might use to describe
Explain some descriptive words what you hear are soft, medium, and
Correlate those words to musical terms
Middle

loud.
Have students express musical terms In music each of those descriptions
through whisper, speaking, and have names. P=soft, ect
shouting Students will whisper piano, speak
mezzo-forte, and shout forte
Introduce game Have students show with their body
Extend/Evaluate

Start at piano by crouching, body and voice the new dynamics we

percussion, and whispering oh then learned.
End

making their way up in posture, and Have students partner up and write
volume why they think dynamics are important
Provide EXIT TICKET sticky notes in music, then post on white-board

Adaptations: What could ELL
YOU DO to adapt to help
students with learning
disabilities, students
with learning
exceptionalities, &/or
ELL students with this
Attention
lesson? issues
With students with learning disabilities I would give them more time to
fill out the exit ticket and give them more one-on-one at this time. For
students who may have audio problems, focusing on the symbol will be
important. For students with visual problems we will focus more on the
audio importance.
Physical activity

Below Below: stick to loud and soft vocab

and/or Above: introduce crescendos and decrescendos
Above
grade
level
Modalities: What Visual: Powerpoint
modalities did you utilize Auditory: music
in this lesson? How? Kinesthetic: Game that uses body
Tactile: Sticky note
Strategies: What Cooperative learning
instructional strategies Discussion
did you utilize in this Tech integration
lesson? (Ex: graphic
organizer, cooperative
learning, discussion,
technology integration,
etc.)