Course:
LEARNING-FOCUSED TOOLBOX
Date: May 13, 2009 ET
Christine Mann
Topic: Expression
Subject Area(s): Music
Know:
Dynamics
Loud
Soft
Piano
Forte
Pianissimo
Mezzo-piano
Mezzo-forte
fortissimo
Tempo
Fast
Slow
Largo
Andante
Allegro
Presto
Articulation
Legato
Staccato
Accent
Days: 25
Grade(s): K, 1, 2, 3, 4, 5, 6
Understand:
PA Music Standards:
9.1 Singing, alone
and with others, a
varied repertoire of
music
9.2 Performing on
instruments, alone
and with others, a
varied repertoire of
music
9.4 Composing and
arraging music
within specified
guidelines
9.5 Reading and
notating music
9.6 Listening to,
analyzing, and
describing music
9.7 Evaluating music
and music
performances
Do:
Students should be able to
reproduce dynamics and
articulation, and demonstrate
differences in tempos.
Page 1 of 1
Course:
Christine Mann
LEARNING-FOCUSED TOOLBOX
Date: May 13, 2009 ET
Topic: Expression
Subject Area(s): Music
Days: 25
Grade(s): K, 1, 2, 3, 4, 5, 6
Common Assessments on what students should know and do in this unit:
Student Assessments
Culminating Activities
• What changes would you add to make a piece of music more interesting?
Page 1 of 1
Course:
Christine Mann
Topic: Expression
Subject Area(s): Music
LEARNING-FOCUSED TOOLBOX
Date: May 13, 2009 ET
Days: 25
Grade(s): K, 1, 2, 3, 4, 5, 6
2. Assessments 1
Short Description:
Time (in days):
0
Page 1 of 1
Course:
Christine Mann
LEARNING-FOCUSED TOOLBOX
Date: May 13, 2009 ET
Topic: Expression
Subject Area(s): Music
Days: 25
Grade(s): K, 1, 2, 3, 4, 5, 6
2. Culminating Activity 1
Short Description:
What changes would you add to make a piece of music more interesting?
Long Description:
Given a poem or song to work with, students will use musical expression to make the basic
words come to life. Students will demonstrate understanding of dynamics, tempo, and
articulation to produce a unique composition.
Mini Lesson:
Briefly review dynamics, tempo and articulation and their uses. Break students up into small
groups. Each group will receive a copy of the same poem or song. Groups will apply their
knowledge of musical expression to enhance the reading of the poem or song. Students may
have the chioce of using instruments to aid in the process.
Steps or Task Analysis:
1) Groups should read the poem or song together.
2) Groups will decide where, when and how to apply dynamics.
3) Groups will decide where, when and how to alter tempo.
4) Groups will decide where, when and how to apply articulations.
5) Groups will rehearse their poem or song so that all students in the group are on "the same
page".
6) Groups will perform their interpretation for the rest of the class.
Summarize/Share:
Each group will perform their interpretation of the poem or song for the class. The other
students will rate the interpretation using a teacher-guided rubric.
Differentiation:
K-2 will not be expected to use articulation.
2-6 will use a rubric for assessment.
Review / Revise:
Peer evaluation- groups will talk to each other and share likes and what might have been
changed to make the poem or song better.
Resources and Materials:
A poem or song, grading rubric for 2-6, possibly instruments
Time (in days):
1
Page 1 of 1
Course:
LEARNING-FOCUSED TOOLBOX
Date: May 13, 2009 ET
Christine Mann
Topic: Expression
Subject Area(s): Music
Days: 25
Grade(s): K, 1, 2, 3, 4, 5, 6
Key Learning: Music is more than just notes. What you do with and to these notes is
what makes them turn into a truly musical expreience.
Unit Essential Question(s):
H ow does expression affect
music?
Concept:
Concept:
Concept:
Dynamics
Tempo
Articulation
To have students understand dynamics and
their application to music.
Students should understand the concept of
tempo and its application to music.
Students should understand the concept of
articulation and its application to music.
Lesson Essential Question(s):
K-2 How are loud and soft sounds
produced in music? (A)
Lesson Essential Question(s):
K-2 What are ways to show fast and
slow tempo? (A)
Lesson Essential Question(s):
K-2 What is accent? (A)
3-4 What are the symbols used to
show different levels of loud and soft
sound, and how do you demonstrate
them? (A)
3-4 How do we describe and show
change in tempo? (A)
5-6 What is the terminology used to
describe tempo? (A)
3-4 How do we use articulation in
music? (A)
5-6 What terminology is used to
indicate articulation in music? (A)
5-6 What are the symbols used to
indicate sound levels and how would
you demonstrate them? (A)
Vocabulary:
PP, p, mp, mf, f, ff, loud, soft
Vocabulary:
largo, andante, allegro, presto, fast,
slow
Vocabulary:
articulation, legato, staccato, accent
Additional Information:
Attached Document(s):
Page 1 of 1
Course:
Christine Mann
Topic: Expression
Subject Area(s): Music
LEARNING-FOCUSED TOOLBOX
Date: May 13, 2009 ET
Days: 25
Grade(s): K, 1, 2, 3, 4, 5, 6
Concept: Articulation
articulation legato - smooth and connected
staccato - short and detatched sound
accent - emphasis on a note
Concept: D y n a m i c s
PP - Pianissimo- very, very soft
p - Piano- soft
mp - Mezzo-piano- medium soft
mf - Mezzo-forte- medium loud
f - Forte- loud
ff - Fortissimo- very, very loud
loud - high decibel level
soft - low decibel level
Concept: T e m p o
largo - very slow
andante - slow walking speed
allegro - fast
presto - super-fast
fast - motion with speed
slow - motion with no speed
Page 1 of 1
Course:
Christine Mann
LEARNING-FOCUSED TOOLBOX
Date: May 13, 2009 ET
Topic: Expression
Subject Area(s): Music
Days: 25
Grade(s): K, 1, 2, 3, 4, 5, 6
5. Launch Activity 1
How are you going to get students engaged?
Develop student interest and link their prior knowledge.
Start the Student Learning Map of the unit with students.
Preview key vocabulary with students.:
Short Description:
Recite a poem or short segment of a story with no expression. Then recite the same segment
with expression. Students will compare and contrast the two examples. Using the same
techniques, play a piece of music.
Long Description:
Recite a short text with no expression or feedback. When doing the second recitation, make it
as expressive as possible- add gestures, vary the vocal inflections, act it out. Have students
split into C.P.s, and do a compare and contrast G.O. Then have students listen twice to a piece
of music, once with no expressive elements, and once with expressive elements. Have the
students do a group share describing the difference between the two musical examples.
Differentiation:
Use grade level appropriate examples.
Review / Revise:
Use more musical examples of expression and no expression.
Resources and Materials:
Poems or stories, recordings, instruments, compare/contrast G.O., writing materials.
Time (in days):
1
Page 1 of 1
Expression
LEARNING-FOCUSED TOOLBOX
Date: May 13, 2009 ET
Topic: Expression
Subject Area(s): Music
Concept: Dynamics
Days: 25
Grade(s): K, 1, 2, 3, 4, 5, 6
Course:
5. Acquisition Lessons
Plan for the Concept, Topic, or Skill -- Not for the Day
Lesson Essential Question:
K-2 How are loud and soft sounds produced in music?
What do students need to learn to be able to answer the Essential Question?
Teaching Strategies:
Time (in days):
1
Page 1 of 1
Expression
LEARNING-FOCUSED TOOLBOX
Date: May 13, 2009 ET
Topic: Expression
Subject Area(s): Music
Concept: Dynamics
Days: 25
Grade(s): K, 1, 2, 3, 4, 5, 6
Course:
5. Acquisition Lessons
Plan for the Concept, Topic, or Skill -- Not for the Day
Lesson Essential Question:
3-4 What are the symbols used to show different levels of loud and soft sound, and how do
you demonstrate them?
What do students need to learn to be able to answer the Essential Question?
Teaching Strategies:
Time (in days):
1
Page 1 of 1
Expression
LEARNING-FOCUSED TOOLBOX
Date: May 13, 2009 ET
Topic: Expression
Subject Area(s): Music
Concept: Dynamics
Days: 25
Grade(s): K, 1, 2, 3, 4, 5, 6
Course:
5. Acquisition Lessons
Plan for the Concept, Topic, or Skill -- Not for the Day
Lesson Essential Question:
5-6 What are the symbols used to indicate sound levels and how would you demonstrate
them?
What do students need to learn to be able to answer the Essential Question?
Teaching Strategies:
Time (in days):
1
Page 1 of 1
Expression
LEARNING-FOCUSED TOOLBOX
Date: May 13, 2009 ET
Topic: Expression
Subject Area(s): Music
Concept: Tempo
Days: 25
Grade(s): K, 1, 2, 3, 4, 5, 6
Course:
5. Acquisition Lessons
Plan for the Concept, Topic, or Skill -- Not for the Day
Lesson Essential Question:
K-2 What are ways to show fast and slow tempo?
What do students need to learn to be able to answer the Essential Question?
Teaching Strategies:
Time (in days):
0
Page 1 of 1
Expression
LEARNING-FOCUSED TOOLBOX
Date: May 13, 2009 ET
Topic: Expression
Subject Area(s): Music
Concept: Tempo
Days: 25
Grade(s): K, 1, 2, 3, 4, 5, 6
Course:
5. Acquisition Lessons
Plan for the Concept, Topic, or Skill -- Not for the Day
Lesson Essential Question:
3-4 How do we describe and show change in tempo?
What do students need to learn to be able to answer the Essential Question?
Teaching Strategies:
Time (in days):
1
Page 1 of 1
Expression
LEARNING-FOCUSED TOOLBOX
Date: May 13, 2009 ET
Topic: Expression
Subject Area(s): Music
Concept: Tempo
Days: 25
Grade(s): K, 1, 2, 3, 4, 5, 6
Course:
5. Acquisition Lessons
Plan for the Concept, Topic, or Skill -- Not for the Day
Lesson Essential Question:
5-6 What is the terminology used to describe tempo?
What do students need to learn to be able to answer the Essential Question?
Teaching Strategies:
Time (in days):
1
Page 1 of 1
Expression
LEARNING-FOCUSED TOOLBOX
Date: May 13, 2009 ET
Topic: Expression
Subject Area(s): Music
Concept: Articulation
Days: 25
Grade(s): K, 1, 2, 3, 4, 5, 6
Course:
5. Acquisition Lessons
Plan for the Concept, Topic, or Skill -- Not for the Day
Lesson Essential Question:
K-2 What is accent?
What do students need to learn to be able to answer the Essential Question?
Teaching Strategies:
Time (in days):
1
Page 1 of 1
Expression
LEARNING-FOCUSED TOOLBOX
Date: May 13, 2009 ET
Topic: Expression
Subject Area(s): Music
Concept: Articulation
Days: 25
Grade(s): K, 1, 2, 3, 4, 5, 6
Course:
5. Acquisition Lessons
Plan for the Concept, Topic, or Skill -- Not for the Day
Lesson Essential Question:
3-4 How do we use articulation in music?
What do students need to learn to be able to answer the Essential Question?
Teaching Strategies:
Time (in days):
1
Page 1 of 1
Expression
LEARNING-FOCUSED TOOLBOX
Date: May 13, 2009 ET
Topic: Expression
Subject Area(s): Music
Concept: Articulation
Days: 25
Grade(s): K, 1, 2, 3, 4, 5, 6
Course:
5. Acquisition Lessons
Plan for the Concept, Topic, or Skill -- Not for the Day
Lesson Essential Question:
5-6 What terminology is used to indicate articulation in music?
What do students need to learn to be able to answer the Essential Question?
Teaching Strategies:
Time (in days):
1
Page 1 of 1
Course:
Christine Mann
Topic: Expression
Subject Area(s): Music
LEARNING-FOCUSED TOOLBOX
Date: May 13, 2009 ET
Days: 25
Grade(s): K, 1, 2, 3, 4, 5, 6
8. Differentiating the Unit
What accommodations will you make in order to meet the varied interest, learning styles, and
ability levels of all students?
Differentiations Associated with the Unit:
Differentiations Associated with Lessons:
Culminating Activity 1:What changes would you add to make a piece of music more
interesting? :
K-2 will not be expected to use articulation.
2-6 will use a rubric for assessment.
Launch Activity 1: Recite a poem or short segment of a story with no expression.
Then recite the same segment with expression. Students will compare and contrast
the two examples. Using the same techniques, play a piece of music. :
Use grade level appropriate examples.
Page 1 of 1
Course:
Christine Mann
Topic: Expression
Subject Area(s): Music
LEARNING-FOCUSED TOOLBOX
Date: May 13, 2009 ET
Days: 25
Grade(s): K, 1, 2, 3, 4, 5, 6
What is the most viable sequence for the experiences, activities, and lessons in order to help
students learn to the best of their abilities?
Put the Lesson Essential Questions, activities, and experiences in order.
Page 1 of 1
Course:
Christine Mann
LEARNING-FOCUSED TOOLBOX
Date: May 13, 2009 ET
Topic: Expression
Subject Area(s): Music
Days: 25
Grade(s): K, 1, 2, 3, 4, 5, 6
What resources and materials do you need for this unit, the lessons, and the activities?
Resources and Materials for Learning Unit:
Resources and Materials Associated with Lessons:
Resources and Materials from Culminating Activity 1:
A poem or song, grading rubric for 2-6, possibly instruments
Resources and Materials from Launch Activity 1:
Poems or stories, recordings, instruments, compare/contrast G.O., writing
materials.
Page 1 of 1