Name: Sara Elmer Date: 12/7/10 Grade: 7th Objectives:

Duration: 44 minutes Standard(s) Addressed: National Standards - 6

Cognitive (What students will understand): Students will understand how the characteristics of a piece create either a cheerful/happy or gloomy/dark mood of the piece. Behavioral (What students will be able to do): Students will be able to identify the characteristics that create either a cheerful/happy or gloomy/dark mood of a piece. Materials: Computer (to play the soundtracks on) Soundtracks from Harry Potter and the Half-Blood Prince: The Weasley Stomp, Inferi In The Firestorm, Ginny (first part), and Into The Pensieve. At least six sheets of large paper At least twenty-four index cards Markers Blackboard & chalk (already in room)

Sequence: 1. Ask the students how many of them like the Harry Potter movies. Have the students share with a classmate what is their favorite Harry Potter movie. Ask how many students liked the Harry Potter movie - Harry Potter and the Half-Blood Prince. 2. Talk about the music written for this movie (this includes talking about the composer). 3. Divide the students into five groups. Have the first five students in one group, etc. (3 min.) 4. Before we listen to any music from Harry Potter and the Half-Blood Prince, in your groups, think of some ways that we could describe music. Examples of some ways that we describe music are fast and slow. Give the students a few minutes to brainstorm. While they are brainstorming have each member of the different groups come up with at least one way to describe music and write it down on the sheet of paper that they are going to get in a minute. 5. At this point hand out the sheets of paper and the markers. 6. Go around and monitor the students as their brainstorm. 7. After the students have brainstormed some ideas, have a student from each group go and write on the blackboard the ways to describe music that they came up within their individual groups. (8 min.) 8. Go over the things that the students have come up with and if it is necessary, clarify if some things are ways to describe a mood or a detail (characteristic) of music. Once we have the master list, tell the students that we will return to this list in a few minutes. 9. Refer to the list of moods that is written on the blackboard. (10 min.)

10. Play first example - The Weasley Stomp. For the first listening, have the students listen for what the mood is in this piece. Tell the students that they can discuss in their own groups as they listen. 11. Have the students discuss what the mood is in this piece as a class. Mention that there is not really one answer to this question. (14 min.) 12. Play the first example again. This time have the students listen for some of the things that they came up with earlier which created this mood. Refer to the list of ways to describe music on the blackboard. Tell the students that they can discuss those things with their group members and write them down on their paper as they listen again. 13. Go around and monitor the students to see how they are doing. (18 min.) 14. Play this example again. If any of the students have written things like soothing or exciting, have them listen for what makes the music to be soothing or exciting. 15. Go around again and monitor the groups. (22 min.) 16. After the students are finished with writing down some of those things, have a student or two from each group go and write on the blackboard what they discussed as a group. 17. Once the students have written the things they came up with as a group, discuss as a class that list. (25 min.) 18. Repeat steps 10-17 for second listening example - Inferi In The Firestorm. (40 min.) 19. Point out that some of the things that they described in both listening examples may be similar yet they affected the mood differently. 20. At the end of the lesson, hand out the index cards and have the students write one thing that they learned from this lesson. Have the students turn this in along with the sheets of paper and markers before they leave. (44 min.) Extension: Repeat the steps 10-17 for one or two more listening examples - Ginny (first part) and/or Into The Pensieve. Assessment: Observe and assess the students when they are in groups brainstorming. For the class discussions, assess the answers the students give throughout the lesson. The final assessment is the one thing that they learned from this lesson activity.