Unit Plan
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Class: 3rd Grade General Music
Rachel Gold
GOALS for this unit:
· Understand the Theme and Variations form in the context of Haydn’s Surprise Symphony
· Identify dynamic changes in Haydn’s Surprise Symphony
· Perform notated rhythms from the Haydn’s Surprise Symphony
SWBAT objectives/behaviors that will result from these GOALS:
1. Students will be able to share examples that demonstrate their understanding of the word “variation.”
2. Students will be able to act out the theme of Haydn’s Surprise Symphony based on an understanding of Haydn’s audience.
3. Students will be able to identify thematic material in Haydn’s Surprise Symphony by moving in a specific way to the music.
4. Students will be able to share differences between two different musical works with the form, Theme and Variations.
5. Students will be able to demonstrate understanding of dynamic changes through movement
6. Students will be able to perform the rhythm of the theme of Surprise Symphony through chant and on hand drums.
National Standards:
5. Reading and notating music
6. Listening to, analyzing, and describing music
9. Understanding music in relation to history and culture
PA Standards Referenced:
9.1
9.2
Lesson 1
1. Review Variation—talk about pizza
2. Do rhythm chants on pizza—students think of ways to vary pizza
3. Tell students we will listen to a new song with variations but first we will just listen to the theme
4. Play first part of them with just teacher doing motions; then play theme with students doing motions
5. Give background on Haydn—listen again and imagine how Haydn’s audience would feel?
6. Teach how to say “Good-bye” in German
Lesson 2
1. Review movements for symphony—give specific instructions (teach them how to handle the surprise)—then listen to first part with movement
2. Look at notation on board—add rhythm syllables and sing it
3. Practice drumroll on surprise (only with thumbs and cutoff when shown)
4. Sing notation and add drumroll on surprise
5. Review historical part—prepare slide with pictures (Haydn, Germany, date)
Lesson 3
1. Teacher plays Theme at varying dynamics while students put hands on head for loud and feet for soft
2. Teacher plays Theme again and students add hands on hips for medium as a possible dynamic
3. Write these dynamics on the board (p, mf, f)
4. Students listen to entire piece, using tip-toe movements for the theme and listening for dynamics and making the correct motions when the teacher points to instructional sign (add to whiteboard: Sit down, Show me the dynamic level)
Lesson 4
1. Write ‘Theme and Variations’ on the board and tell students that this is the form of the piece. Ask them if we have heard the theme of Haydn’s Surprise Symphony yet.
2. Listen to piece—stopping between variations to introduce variation name and give students a new motion for the variation
a. Theme—familiar tiptoe motion
b. Variation 1—Call and Response—hand on ear for the call, hand on mouth for the violin response
c. Variation 2—Minor—stomp feet
d. Variation 3—Woodwind Feature—play either the air-oboe or the air-flute
e. Variation 4—Maestoso—conduct
f. Transition—find the beat on lap
g. Coda-find the beat in the air
3. Ask students what happened during the transition (ritardando). What were the variations we listened to?
Lesson 5
1. Review the variations
a. Have Variations written on the board
b. Say the names and have students point to a spot in the room where that variation name is (have signs up around the room)
c. Play the recording—Teacher moves around to each spot as the variations change—students should help point to where teacher can go
d. Review with students the variation names
Lesson 6
1. Explain to students what a Venn Diagram is—draw on the board and label sections
2. Listen to beginning of Variations on Pop Goes the Weasel—to jog students memories
3. Listen to beginning of Surprise Symphony
4. Fill out Venn Diagram—ask questions to guide students
Descriptions for the assessment tools/methods you will you to guide you through this unit:
1. As students leave the classroom, they will share one way that they would vary their ice cream
2. Students will demonstrate that they hear the theme return by making tip-toe movements.
3. Students will volunteer answers in order to complete the Venn Diagram.
4. Students will demonstrate that they hear dynamic change based on whether they put their hands on their head or feet.
Rachel Gold
GOALS for this unit:
· Understand the Theme and Variations form in the context of Haydn’s Surprise Symphony
· Identify dynamic changes in Haydn’s Surprise Symphony
· Perform notated rhythms from the Haydn’s Surprise Symphony
SWBAT objectives/behaviors that will result from these GOALS:
1. Students will be able to share examples that demonstrate their understanding of the word “variation.”
2. Students will be able to act out the theme of Haydn’s Surprise Symphony based on an understanding of Haydn’s audience.
3. Students will be able to identify thematic material in Haydn’s Surprise Symphony by moving in a specific way to the music.
4. Students will be able to share differences between two different musical works with the form, Theme and Variations.
5. Students will be able to demonstrate understanding of dynamic changes through movement
6. Students will be able to perform the rhythm of the theme of Surprise Symphony through chant and on hand drums.
National Standards:
5. Reading and notating music
6. Listening to, analyzing, and describing music
9. Understanding music in relation to history and culture
PA Standards Referenced:
9.1
9.2
Lesson 1
1. Review Variation—talk about pizza
2. Do rhythm chants on pizza—students think of ways to vary pizza
3. Tell students we will listen to a new song with variations but first we will just listen to the theme
4. Play first part of them with just teacher doing motions; then play theme with students doing motions
5. Give background on Haydn—listen again and imagine how Haydn’s audience would feel?
6. Teach how to say “Good-bye” in German
Lesson 2
1. Review movements for symphony—give specific instructions (teach them how to handle the surprise)—then listen to first part with movement
2. Look at notation on board—add rhythm syllables and sing it
3. Practice drumroll on surprise (only with thumbs and cutoff when shown)
4. Sing notation and add drumroll on surprise
5. Review historical part—prepare slide with pictures (Haydn, Germany, date)
Lesson 3
1. Teacher plays Theme at varying dynamics while students put hands on head for loud and feet for soft
2. Teacher plays Theme again and students add hands on hips for medium as a possible dynamic
3. Write these dynamics on the board (p, mf, f)
4. Students listen to entire piece, using tip-toe movements for the theme and listening for dynamics and making the correct motions when the teacher points to instructional sign (add to whiteboard: Sit down, Show me the dynamic level)
Lesson 4
1. Write ‘Theme and Variations’ on the board and tell students that this is the form of the piece. Ask them if we have heard the theme of Haydn’s Surprise Symphony yet.
2. Listen to piece—stopping between variations to introduce variation name and give students a new motion for the variation
a. Theme—familiar tiptoe motion
b. Variation 1—Call and Response—hand on ear for the call, hand on mouth for the violin response
c. Variation 2—Minor—stomp feet
d. Variation 3—Woodwind Feature—play either the air-oboe or the air-flute
e. Variation 4—Maestoso—conduct
f. Transition—find the beat on lap
g. Coda-find the beat in the air
3. Ask students what happened during the transition (ritardando). What were the variations we listened to?
Lesson 5
1. Review the variations
a. Have Variations written on the board
b. Say the names and have students point to a spot in the room where that variation name is (have signs up around the room)
c. Play the recording—Teacher moves around to each spot as the variations change—students should help point to where teacher can go
d. Review with students the variation names
Lesson 6
1. Explain to students what a Venn Diagram is—draw on the board and label sections
2. Listen to beginning of Variations on Pop Goes the Weasel—to jog students memories
3. Listen to beginning of Surprise Symphony
4. Fill out Venn Diagram—ask questions to guide students
Descriptions for the assessment tools/methods you will you to guide you through this unit:
1. As students leave the classroom, they will share one way that they would vary their ice cream
2. Students will demonstrate that they hear the theme return by making tip-toe movements.
3. Students will volunteer answers in order to complete the Venn Diagram.
4. Students will demonstrate that they hear dynamic change based on whether they put their hands on their head or feet.