Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher

Jana Dykhuis

Date

Subject/ Topic/ Theme

Surprise Symphony- Lesson 5

Grade _______4________

I. Objectives
How does this lesson connect to the unit plan?
This is the fifth and final lesson in the listening unit on the Surprise Symphony. Knowledge of theme and variation is reinforced and evaluated through a
culminating compositional activity.
cognitiveR U Ap An E C*

Learners will be able to:

Recognize the theme and the four variations of the Surprise Symphony.
Use solfege syllables to sing both the major theme and minor variation.
Implement skills of arranging through use of dynamics, rhythm, instruments, and choices through a composition of a
variation on a familiar song.
Perform their own variation of the song, and informally evaluate peer compositions for the elements used (such as
changes in dynamics, rhythms, or instruments)

physical
development

socioemotional

RU
RU
R U Ap C
U Ap An
EC

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

MU:Cr2.1.4a Demonstrate selected and organized musical ideas for an improvisation, arrangement, or composition to express intent, and explain connection
to purpose and context.

MU:Cr2.1.4b Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and simple harmonic musical ideas.

MU:Cr3.2.4a Present the final version of personal created music to others, and explain connection to expressive intent.

MU:Pr6.1.4a Perform music, alone or with others, with expression and technical accuracy, and appropriate interpretation.

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, Hot Cross Buns as played
during Recorder Karate, basic notation skills, basic instrument playing techniques, and be familiar
with the theme and 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)

What barriers might this

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

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Ask guided questions about listening exercises. Decide whether students creative choices indicate an
understanding of musical elements and of theme and variation.
Formative (as learning):

Perform compositions and evaluate peer examples.

Summative (of learning):
Listen to performances and grade notation and directions sheets.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

Aural examples and reading

Visual listening maps and
projected music and
directions

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
Body percussion, playing
Orff instruments

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Provide guidelines from
which students can choose
when creating variations
Have a performance
opportunity at the end for
students to show their
composition

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Draw and write in

arrangement choices on
music

Provide options for comprehensionactivate, apply & highlight

Have students do composing
and arranging to better
understand the mystery
musician as well as theme and
variation

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 expression and

communication- increase medium
of expression

Use reading, singing,

sound effects, recorders,
Orff instruments

Provide options for executive

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

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback
Collaborate with peers in
composition
Perform compositions for each
other
Turn in work and receive
feedback
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection
Evaluate through practicing
and performing composition

Music (iPod, stereo)

Projector with listening map
Mystery musician clue
Hot Cross Buns in document form to project and hand out (1 per pair of students)
Theme and Variations Directions worksheet (1 per pair of students)
Recorders
Hard surfaces to write on (1 per pair of students)
Pencils
White erase markers
Orff instruments
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)

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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 by announcing the
Hear Mystery Musician winners.
Mystery Musician winners. The person who
guessed it first receives M&Ms (Mystery
Musician), and everyone else who guessed
correctly can have smarties, dum-dums, or a
prize of your choice.

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

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(Since this is the culminating unit, it gives an

opportunity to review and apply theme and
variation through authentic assessment.
Before class, create pairs of students based
on ability so that they can work on
composing variations together.)
Begin class by explaining that just like
Haydn in his Surprise Symphony, we will
be using a theme of a song and adding some
variations.
Pull up Hot Cross Buns on the ELMO
document camera. Explain that this is our
main theme. Play through it once together on
the recorders.
Pull up the guidelines for creating a
variation. The explanations in parenthesis
are for you to discuss verbally. Step 5 is for
advanced students if they need another
challenge. They are as follows as well as in
the corresponding document:
1. Decide who is playing where. Are you
both going to play the whole song? Will
you alternate measures? (Alternate, play
together, divide the song into pieces,
have one person play the theme and the
other person play some variation.)
2. Add dynamics.
3. Change the rhythm. (Split dus into
du-des or du-us into dus or dudes, for example.) Make sure there are
still 4 beats in a measure.
4. Add or change instruments. (Have orff
instruments at a station and say that they
can use up to two instruments but must
come and ask first.)
(For advanced students:
5. Add a harmony part using low D, G, A,
B, and maybe high C or high D. )
Explain that they can choose maybe one,
maybe two, or maybe three of the steps
above. Have them circle the variations they
choose to do.
Do an example on the board and talk the
students through it:
First, I want to look at who is playing. I am
going to play the first two measures, and my
partner is going to play the next two
measures. Write in brackets and your name
and partner by the corresponding parts.
Then say, Next, I think I would like to
change the rhythm. I am going to change our
dus in the first measure to du-des. Write
this in, and then demonstrate.
Ask whether students have questions.

Listen to directions

Look at Hot Cross Buns on the ELMO

document camera. Play through it once
together on the recorders.

Look at the guidelines for creating a

variation. They are as follows as well as in
the corresponding document:
1. Decide who is playing where. Are you
both going to play the whole song?
Will you alternate measures?
2. Add dynamics.
3. Change the rhythm. Make sure there
are still 4 beats in a measure.
4. Add or change instruments.
(For advanced students:
5. Add a harmony part using low D, G, A,
B, and maybe high C or high D. )

Choose maybe one, maybe two, or maybe

three of the steps above. Circle the variations
they choose to do.

Watch an example done on the board.

Ask any questions.

Follow the teacher with with their eyes to
the spot in the room where there are books

Closure
(conclusion,
culmination,
wrap-up)

Have them follow you with their eyes to the

spot in the room where you have books as a
hard surface to write on, copies of Hot Cross
Buns, copies of the composing rules, and
pencils.
Remind them that they need 1 book, 1 Hot
Cross Buns, 1 Directions sheet, and 1 or 2
pencils. Remind them to reread the
directions carefully.
Tell them that when you call their name,
they and their partner can come get their
materials and find a self spot in the room to
work.
Let students work for about 3 minutes and
walk around evaluating their progress and
decision making and answering questions.
At about three minutes, instruct students that
they should be wrapping up their decisions
and practicing their variations.
After another 1 to 2 minutes give them a
minute warning.
Regain the students attention and give
instructions for the next step of sharing their
variations.
Ask for a pair of volunteers to play their
arrangement.
After they play, ask the class to give them a
silent cheer and then look at their list of
variation considerations and see if they can
figure out which ones the students used.
Ask for another pair and continue to share as
time allows.
To wrap up, have everyone play the theme
together one more time on their recorders.
Instruct students that as you dismiss them,
they should put their materials away, staple
their music and directions sheet together,
turn them in and line up.
Dismiss the students in pairs.

as a hard surface to write on, copies of Hot

Cross Buns, copies of the composing rules,
and pencils.

They will need 1 book, 1 Hot Cross Buns,

1 Directions sheet, and 1 or 2 pencils. Make
sure to reread the directions carefully.
When their name is called, they and their
partner can come get their materials and find
a self spot in the room to work.

Work for about 3 minutes and ask any

questions if need be.
At about three minutes, start wrapping up
decisions and practicing variations.
After another 1 to 2 minutes know that
there is about a minute left.
Listen to instructions for the next step of
sharing their variations.

A pair of volunteers plays their arrangement.

After they play, the class gives them a silent

cheer and then looks at their list of variation
considerations and sees if they can figure out
which ones the students used.
Another pair volunteers, and students
continue to share as time allows.

To wrap up, everyone plays the theme

together one more time on their recorders.
As students are dismissed, they should put
their materials away, staple their music and
directions sheet together, turn them in and
line up.

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.)
Lesson 5 is the culmination of the unit and focuses heavily on authentic student assessment. First of all, our Mystery Musician is
revealed as well as the students who have guessed correctly. Secondly, this lesson actually provides a transition between this listening
unit and the following composition unit in my context. In terms of differentiation, this is already in place by pairing students
according to ability. I am anticipating that students will enjoy this activity because it allows them to use their prior knowledge from
Recorder Karate and our past four lesson and be creative in their work. One of the barriers of a composition can be not knowing
where to start or not having appropriate guidelines in place to guide students work. However, I hope that the instructions and
worksheet are clear and concise enough. I also think that modeling the process as a class is a valuable step. Using both a worksheet,
notation, and performances should allow for fairly comprehensive evaluation of student learning and growth throughout the unit.

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