TEAM Lesson Plan Template

Teacher: Trevor Mayhall

Subject/Grade: General Music/3rd Grade
Lesson Title: Active Listening Activty, with W.A Mozarts Eine Kleine Nachtmusik Movement 1
STANDARDS

Identify what you intend to teach. State, Common Core, ACT College Readiness
Standards and/or State Competencies; Enduring Understandings and Essential Questions.

Standard 2.0 Playing Instruments

Students will perform on instruments, alone and with others, a varied repertoire of music.
Grade Level Expectations (GLEs)
The student will
2 2.1 Demonstrate basic rhythmic patterns in duple and triple meter on non-pitched instruments using
correct technique.
2
Standard 6.0 Listening and Analyzing
Students will listen to, analyze and describe music.
Grade Level Expectations (GLEs)
The student will
2 6.1 Demonstrate same and different sections through varying methods.
2 6.2 Identify and classify, visually and aurally, orchestral instruments individually and/or by
2 family.

OBJECTIVE(s)/Sub-Objectives

Connect prior learning to new learning. Clear, Specific, Observable, Demanding,

High Quality, Measurable, Aligned to Standard(s), and Integrated with other subjects,
build on prior student knowledge
Student-Friendly (I Can Statement)

The learner will keep a steady beat of quarter notes on their lap during Eine Kleine Nachtmusik
The learner will keep a steady beat of quarter notes with their rhythm sticks during Eine Kleine Nachtmusik
The learner will identify the musical instruments from pictures and sounds in the music
The learner will describe the sounds of the string instruments when listening to Eine Kleine Nachtmusik
The learner will describe the sound of the music if the instruments were changed

MATERIALS AND RESOURCES

Content-related: Clearly supports lesson objective(s); rigorous & relevant; Incorporates

multimedia & resources beyond the textbook.

CD of Mozarts Eine Kleine Nachtmusik

Pictures of string instruments (Violin, Viola, Cello, Double Bass)
Rhythm Sticks
Frame drums (Enhancement)
Good attitude
Violin solo: https://www.youtube.com/watch?v=zXDQ-QliMJI
Viola solo: https://www.youtube.com/watch?v=lECVUENo4uY
Cello solo: https://www.youtube.com/watch?v=mGQLXRTl3Z0
Double bass solo: https://www.youtube.com/watch?v=Zook_bGHT3E

ACCOMODATIONS/ADAPTATIONS

Learning styles and interests. Anticipate learning difficulties, regularly incorporate

student interests & cultural heritage; differentiate instructional methods.

Remediation
If a learner has a hard time keeping pulse, I can keep time on their shoulders briefly with minimal contact, or have
another student do it for them.
If a learner has a hard time keeping pulse, I can grab their wrists and bounce them up and down to create the sensation of
time

Enhancement
The students that can maintain a steady beat at a high level will be able to keep a steady beat on frame drums.

MOTIVATING
STUDENTS/ANTICIPATORY SET

Hook: Engage students attention and focus on learning. Personally meaningful

and relevant.

Have the students come in and while playing the song

Ask students what the students think about when they hear the piece
Describe what I hear, personally I hear it as a horse racing song

INSTRUCTIONAL PROCEDURES

Step-by-Step Procedures-Lesson Sequence: Basic to Complex. Lesson includes

visuals, modeling, logical sequencing and segmenting (beginning, middle, ending);
essential information; concise communication; grouping strategies; differentiated
instructional strategies to provide intervention & extension; seamless routines; varied
instructional strategies; key concepts & ideas highlighted regularly.

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Begin by having the students sit down while the piece is playing
Ask students what they think about when they hear the piece
Describe that I hear it as a horse racing song
Introduce the name Wolfgang Amadeus Mozart and his piece Eine Kleine Nachtmusik
Show them a picture of the string instruments
Describe the violin, the amount of strings, material it is made of, role in the orchestra, and Classical

Era
7. Play the violin solo from youtube.
8. Describe the viola, amount of strings, material it is made of, the role in the orchestra, Classical, and
the difference in the viola and violin
9. Play the viola solo from youtube
10. Describe the cello, the size difference, the amount of strings, role in the orchestra
11. Play the cello solo from youtube
12. Describe the double bass, the size difference, amount of strings, role in the orchestra, and difference
from cello
13. Play the double bass solo from youtube
14. Tell the students to listen for the instruments in the piece
15. Ask students what emotions did they feel from the piece?
16. Ask students if any instruments changed, how would the sounds of the song chane?
17. Play the piece again and have students keep a beat on their laps
18. If students, as a class, are doing well, move to rhythm sticks
19. Have students repeat keeping beats on rhythm sticks, and the ones doing the best, move to frame
drums
20. Have all students keep steady beat either on rhythm sticks or frame drums depending on their level of
rhythm competence

QUESTIONING/THINKING/PROBLEM
SOLVING (embedded throughout)

Balanced mix of question types. Utilizes Blooms Taxonomy/Webbs Depth of

Knowledge; high frequency; purposeful & coherent; require active responses; balance
based on volunteers/non-volunteers, ability, & gender; lead to further inquiry & selfdirected learning. Implement four types of thinking (Analytical, Practical, Creative,
& Research-based) & Teach/Reinforce problem-solving types. Provide opportunities
for students to generate ideas & alternatives; analyze, evaluate & explain information
from multiple perspectives & viewpoints.

1. Describe the sounds of the rhythms (long-short-short) of the main melody

2. Create sounds that a related to string instrument sizes, smaller instruments get higher sounds, and
bigger instruments get lower ones
3. Have the learners talk about how the music would change if the instrumentation changed
GROUPING

Maximize student understanding & learning Varied group composition (race, gender,
ability, & age); clearly understood roles, responsibilities & group work expectations;
accountability for group & individual work; student opportunities for goal setting,
reflection & evaluation of learning.

ASSESSMENT

Formative and/or summative assessment. A variety of assessments, including rubrics,

measure achievement of objectives and informs instruction.

Give the students a quiz at the next class over the different string instruments, after reviewing them again
On the same quiz, ask them what string instruments are made out of
Ask the students what era Mozart was from, Classical, Romantic, Baroque

CLOSURE

Reflection/Wrap Up. Summarizing, reminding, reflecting, restarting, connecting.

The students kept a steady beat with their laps, rhythm sticks, and frame drums
The students learned about the four string instruments, the orchestra, Mozart, and the piece Eine Klein Nachtmusik
The students discussed how the song would be different if the instrumentation changed
The students connected the music to emotions and their thoughts of what the music meant to them

NOTES:
UT Martin

2014

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