LESSON PLAN TEMPLATE

Name: Bobby Eaton Date: 12-11-18

Lesson Title: Application of dynamics and tempo to a melody Grade/Level: 1st. Grade
Curriculum Standards Focus Question/Big Idea/Goal
1.GM.P1.C Demonstrate and describe music’s expressive qualities
(such as dynamics and tempo).
Central Focus: For students to be able to use dynamics and
tempo together in a melody.
Lesson Objective(s)
Students will learn how to keep tempo and dynamics in a piece of music.
Students will understand the importance of tempo and dynamics working together in music.
Students will apply tempo and dynamics to a song.

Vocabulary/ Academic Language

The students will be required to explain the definition of dynamics and tempo and the functions of both. They will do this through answering questions in class and
through graded worksheets.

Questions for higher order thinking and assessment

How can dynamics be used expressively?
How can tempo be used expressively?
How can using both dynamics and tempo be used to make music expressive?
What are the benefits of applying these concepts to music?

Assessment/Evaluation
Informal:
Students will demonstrate understanding by applying the taught content to a song.

Formal:
Students will be graded for accuracy.

Materials
Whiteboard, musical instrument for demonstration.

Bell Ringer
Students will be given a worksheet to review previously taught content in order to better understand the content taught in this lesson.

Anticipatory Set
I would find a popular song that the students would possibly know and play it completely wrong so they could contemplate what’s wrong with it. I would then
explain how tempo and dynamics work together to make music expressive.

Instruction
The teacher would use the song from the anticipatory set to demonstrate the uses for tempo and dynamics in music. The teacher would then review the previously
taught content before moving on to guided and independent practice.

Guided and Independent Practice

The teacher will lead the students in a game that requires knowledge taught in class. The students will then do a worksheet in groups that covers the taught content.
Students would also get lyrics to a song and apply the proper dynamics and tempo to the lyrics.

Closure The teacher will review the discussed content with the students.
Adaptations to Meet Individual Needs
The teacher can use all the methods in the previous lessons.
Cross-curricular connections
Cross-curricular connections from other lessons can also be applied here.

UNIT PLAN TEMPLATE

Name: Date:

Subject/Content: Grade Level:

Curriculum Standards Unit Goals

1.GM.P1.C Demonstrate and describe music’s Students will be able to identify and use the expressive
expressive qualities (such as dynamics and tempo). qualities of music.

Activities Planned
. Day 1: Tempo/ fast and slow
The teacher will explain the definition of words used to describe various forms of fast and slow tempo. Students will get to hear each type of
tempo and describe its function. Students will also play matching games and sing songs in order to associate the right terms with the right
tempo.
. Day 2: soft and loud/ piano and forte
The teacher will explain the definition of words used to describe various forms of dynamics/musical volume. Students will get to hear different
forms of dynamics and describe their function. Students will also play matching games and sing songs in order to associate the right terms with
the right dynamic values.
. Day 3: gradually louder and softer/ crescendo and decrescendo
The teacher will explain the meaning of crescendo and decrescendo and how they are used in music. Students will get to hear the difference
between the two and describe their function. Students will also sing songs in order to associate the right terms with the right functions.
. Day 4: application of dynamics to a melody
The teacher will demonstrate how to sing or play a melody while applying tempo and dynamics. Students will point out the various places that
the tempo and dynamics switch. Students will also apply dynamics and tempo to a played or sung melody of their own.
. Day 5: other forms of dynamics
The teacher will explain other types of dynamics that were not mentioned in the previous lessons. Get to hear each one of these and describe
their function. Students will also play matching games and sing songs in order to associate the right terms with the right dynamic values.

Assessment
Informal:
Students will demonstrate understanding by demonstrating the taught content. The teacher will then give verbal feedback and correct the
students as needed.

Formal:
Students will be graded for accuracy.