Dynamics Lesson Plan 3

Grade Level: 5th Grade

Objective(s): By the end of this lesson, students will have a better understanding of the
musicality of dynamics.

National Core Standards:

MU:Pr4.2.5aDemonstrate understanding of the structure and the elements of music

MU:Pr4.3.5aDemonstrate and describe how intent is conveyed through expressive
qualities (such as dynamics and tempo).

Material

-Game sets

-Wellerman sheet music

-rhythm sticks

-teacher instrument (uke)

Procedures/Pr Welcome T projects bell ringer and agenda on board and

ocess takes attendance. S find seats and complete the
bell ringer. T goes over agenda

Just Chillin T “Today we are going to play a dynamics board

game called Just Chillin. This game is going to
take a little bit to set up, but if you are on task and
quiet when I ask you to be, we will be able to set it
up quickly and have more time to play. The first
thing we are going to do when I say go is get into
groups of three (may be a group of four depending
on class numbers) and find a spot to play the
game. You will have one minute to find your
group and a spot. Go” T puts visual timer on the
board, S find groups and a spot. Once the timer is
up, T “I am going to come around and give each
group their game materials. Once you have your
materials, leave them at your spot and go back to
your seats.” T passes out game sets, S go back to
seats.

T “Now we are going to set up our games.” T

shows photos of what game should look like. T
explains to leave cards in the piles they are
grouped in, to pick and eraser as a pawn, and to
leave the extra pawns and gems in the bag, as well
as to put the paper clips back in the bag. T “you
will have two minutes to set up your game and go
back to your seats.” T puts timer on board, S set
up the game, T walks around and assists where
needed.

Once the timer is up. T “everyone should be

heading back to their seats.” T puts game rules on
board. T “How the game is played is I am going to
play a song clip. You will listen and each person in
your group will pick up a card for what dynamic
you think it is and lay your card in front of you.
Once everyone has chosen their card, we will go
over the answer. If you got it correct, you will flip
your card over and move the number of spaces
written on the back. All the cards will go on the
bottom of the piles they belong to. Each time you
land on or pass a penguin, you will collect a gem.
At the end of the game, the gems you’ve collected
can be turned in for candy, stickers, and reward
points.” T check for understanding (when to pick
up a card, what to do when song is playing, when
to collect a gem, where to put cards at the end of
each round). S go to their spots. T plays a song, S
listen and select dynamic. T walks around and
assists where needed. Game is played until a little
under halfway through class time. T instructs S to
bring their gems up to redeem their prize and to go
 back and clean up their game once they have
gotten their prizes.

Dynamics T “On Google classroom, find Dynamics

Composition Composition and send it to notability. Flip over
your iPads when you’re ready.” S flip over iPads.

T “We are looking at a piece of music called

Wellerman, which is a sea shanty. The two lines of
words are the two verses of the song written out in
the music. You are going to go through and write
ten dynamic markings in the music, like you found
in the song last class. You must use at least four
different dynamic markings in those ten dynamics.
Once everyone is done, we are going to play each
other’s compositions. When you finish your
composition, turn it in to Google classroom” T
checks for understanding (how many dynamics,
how many different ones, what to do when done.)
T “you may start working. I am going to play the
song for you as you work.” T plays song, S work,
T helps when needed and observes

Playing T looks through submissions as they come through

Compositions and selects a few to play for the class. T opens
them ahead of time so the names are not visible
with the submissions.

T “Now, we are going to play some of your

compositions. I have my ukulele to play the
chords written, and each of you will get rhythm
sticks. You will tap the beat of the song at the
appropriate dynamic written. When you get your
rhythm sticks, please set them quietly on your
desk.” T passes out sticks, S set them down
quietly. T “Please pick up your rhythms sticks and
tap to this tempo.” T claps a tempo, S tap sticks. T
“Keep playing thats tempo, but now play it
piano.” S play piano. T “Now forte” S play forte.
T keeps going until they have practiced all the
 dynamics. T “now let's take a look at our first
composition. What dynamic does it start at?” S
answer. T “let’s try it” T plays chords and sings, S
tap rhythm sticks at correct dynamic. Repeat
section if needed to correct dynamic. Discuss as a
class how the change of dynamics may have
affected a section of the song. Repeat with another
composition until 5 minutes before the end of
class. T asks for volunteers to collect rhythm
sticks.

Assessment Dynamics Composition: 1 point for each dynamic, .5 for each

different dynamic (2 points) - 12 points total for assignment

-Agenda written on the board

UDL
-instructions written on the board and given verbally

-photos and verbal explanation of how the game should be set up

-stickers, candy, and reward store points as prize options

-visual timer on the board