Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher

Jana Dykhuis

Date

Subject/ Topic/ Theme

Surprise Symphony- Lesson 1

Grade _______4________

I. Objectives
How does this lesson connect to the unit plan?
This is the first lesson of the unit plan. It introduces the Mystery Musician for the month as well as his Symphony No. 94, Surprise Second movement around
which the entire listening unit is based. In learning the concept of theme and variation, this lesson introduces the theme and its first variation, reinforcing the concept
of same and different with a rhythmic activity.
cognitiveR U Ap An E C*

Learners will be able to:

Articulate how the concepts of same and different manifest themselves in musical form through examples of theme
and variation.
Discuss how The Joke and Surprise Symphony convey the composers intent as indicated by the titles as well as why
the composer made the artistic choices he did.
Practice chanting rhythms.
Make aural distinctions between same and different in the Surprise Symphony and in rhythms.

physical
development

socioemotional

Ap,An,E
U, Ap,
An, E
R, U, Ap
R, U, Ap,
An

Common Core standards (or GLCEs if not available in Common Core) addressed:
MU:Pr4.2.4b When analyzing selected music, read and perform using iconic and/or standard notation.
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: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

Identify prerequisite
knowledge and skills.

Students will know routine entrance songs and how to read basic rhythms.
Pre-assessment (for learning):

Talk to teacher about students learning so far in areas such as historical information about
composers, skill level in rhythm activities, use of solfege syllables, etc.
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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Formative (for learning):

Ask guided questions about listening exercises.

Formative (as learning):

Evaluate students ability to chant rhythms accurately.

Summative (of learning):
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
Visual Mystery Musician
hints
Aural musical examples
Visual listening map and
rhythms
Kinesthetic use of beat in
rhythm through clapping

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction
Kinesthetic use of beat in
rhythm through clapping

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Ask engaging and realworld questions

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Use solfege syllables

Use rhythmic notation
Use listening map

Provide options for comprehensionactivate, apply & highlight

Guide listening with prompts
of what to listen for
Ask connecting questions
Use disguised repetition to
reinforce the theme
Have same and different
examples throughout the
lesson

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

Answer questions
Chant rhythms
Clap rhythms

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Give clear goals of rhythm

game (completion, how to
pass the level, etc.)
Based on rhythm abilities,
add or subtract matches of
varying difficulty

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Increase skill level of

rhythm game based on
completion, skill level,
and how the class is
doing as a whole while
chanting rhythms

Provide options for selfregulation- expectations, personal

skills and strategies, selfassessment & reflection

Ask how they are doing

on rhythms by raising
fingers on a scale of 1 to
5
Review learned concepts
like same and different at
end of lesson

Music (iPod, stereo)

Projector with listening map
Mystery musician clue
Rhythm cards

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 into the
Enter the classroom and go to the
classroom to the stereo with the Follow Me
stereo while singing the Follow Me
song.
song.
Continue with Lets Sing Hello Together.
Continue with Lets Sing Hello
Together.
Greet students and begin with the first Mystery
Musician hint (pinned on a bulletin board on the
Read first Mystery Musician hint
side of the room).
(pinned on a bulletin board on the
side of the room).

 The hint reads: Hint 1: He is known for his humor

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

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and the way he liked to surprise his audience. One

of his string quartet movements was called The
Joke because of its sudden loud chords, false
endings, and curveballs.
Play an excerpt of the Joke.
Guided Listening Questions: 1) What instrument
family did you hear? 2) What do you think the
mood was supposed to be? (reference the title) 3)
Did you hear any jokes? Things you expected that
did or did not happen? (especially at the end)
Explain that our composer used his sense of humor
in many of his songs, including Symphony No.
94, Second Mvmt, which is known as his
Surprise Symphony.
Introduce the theme on the piano. Use solfege
syllables (major: introduce by singing so-la-so-fami-re-ti-do to establish tonality.) do-do-mi-miso-so-mi.

The hint reads: Hint 1: He is known

for his humor and the way he liked to

surprise his audience. One of his
string quartet movements was called
The Joke because of its sudden
loud chords, false endings, and
curveballs.
Listen to an excerpt of the Joke.
Answer Guided Listening Questions.

Identify the jokes in the

composers music.

Listen to the theme played on the

piano. Use solfege syllables (major:
introduce by singing so-la-so-fa-mire-ti-do to establish tonality.) dodo-mi-mi-so-so-mi. and sing this
together.
Listen to the introduction of the
theme on the recording and raise their
hand when they hear the surprise.
Have students follow you with their
eyes, and display the listening map
with the projector.
Point out where they see the surprise.

Tell students to listen to the introduction of the

theme on the recording and raise their hand when
they hear the surprise.
Have students follow you with their eyes, and
display the listening map with the projector.
Point out theme and ask where they see the
surprise.
Mention that there is more coming up in the song.
Play the theme again on the piano, and then listen
to the first variation. Ask them to listen to see if it
is same or different.
Since it is different, ask why. (Violins come in
with sixteenth note embellishments.)

Explain that when talking about the form of a

piece, theme and variation is a fancy way of
having a same and some differents.
Introduce same and different rhythm game. (I
have cards on the board with rhythms. Our goal is
to get a match by deciding whether two are the
same or different, like the game memory.)
Have rhythm cards from
https://laytonmusic.wordpress.com/2007/12/19/rhy
thm-flashcards/ mounted on solid paper and with
magnets on the white board. Have a student come
up and pick a card. Chant the rhythm together. If
another try is needed, chant and clap it. Have
another student come pick a card. Chant it
together. Ask students to identify with a raised
hand whether the rhythms are the same or
different. If they are the same, it is a match; if they
are different, flip them both back over and repeat
the process until all the cards are exhausted.
Increase the amount of pairs by one each round
and, based on how students do with identification,
increase difficulty of the rhythms present. Play 2
or more rounds as time allows.

Listen to the first variation to see if it

is same or different.

Pick out why the variation is

different, noting that violins come in
with sixteenth note embellishments.
Learn terminology for when talking
about the form of a piece: theme and
variation is a fancy way of having a
same and some differents.

After listening to directions, a student

comes up and pick a card. The class
chants the rhythm together. If needed,
the class chants and claps the rhythm
again. Another student comes and
picks a card. The class chants it
together. Students identify with a
raised hand whether the rhythms are
the same or different. based on how
students do with identification,
increase difficulty of the rhythms
present. Play 2 or more rounds as
time allows.

Breakdown of a lesson:
1. Mystery Musician hint (2min)
2. Listen to piece excerpt (1 min)
3. Guided listening questions (1.5min)
4. Listening section of Surprise Symphony
(theme and appropriate variation) on
listening map (2min)
5. Guided listening questions (1.5 min)
6. Corresponding activity (6 min)
7. Wrap-up (1 min)

After completing the rhythm game, ask again

After completing the rhythm game,
about how we heard same and different in the
students reflect on how we heard
piece at the beginning. Ask them what the term
same and different in the piece at
is when discussing form (theme and
the beginning. Identify what the
variation).
term is when discussing form
(theme and variation).
If needed, play the theme again on the piano to
refresh their memories.
Mention that next time, we will hear another
variation of the Surprise Symphony.
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.)
Closure
(conclusion,
culmination,
wrap-up)

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