Geneva College

Beaver Falls, PA
Geneva Lesson Plan
Name: Jordan Kiesewetter Date: Time:
Subject: Music Grade Level: Kindergarten
I. Topic & General Goal Differentiating Between Loud and Soft
II. Reference to PA or MU:Cr1.1.Ka With
Common Core guidance, explore
Standards and experience
music concepts
(such as beat and
melodic contour)

U:Pr4.2.Ka With
guidance, explore
and demonstrate
awareness of
music contrasts
(such as high/low,
loud/soft,
same/different) in a
variety of music
selected for
performance.

U:Pr6.1.Ka
With guidance,
perform music
with expression.
III. Lesson Objectives Students will be able to perform quiet and loud dynamics within
a piece of music.
Students will be able to identify/differentiate between loud and
soft dynamics as well as identify when it is appropriate to be
loud/soft.
Students will be able to identify sounds that are loud and quiet.
IV. Materials Sounds Worksheet- used for identifying sounds that are loud and
soft.
Ukulele- used for accompanying songs that are to be learned
Teacher Resource Book- used as a lead sheet
Crayons- used for coloring the worksheet
Flip Chart- illustrations are used to paint the scenario of the song
and teach the concepts learned
V. A. Introduction We will begin the class by discussing the concept of echo (Can
you tell me what an echo is? Can you repeat after me?)
 Teach them ‘Hello There’(a new welcome song)
B. Procedures Students will then be asked to direct their attention to the flip
chart. Students will be asked to describe what is happening on the
chart. We will walk through what is happening (are the children
in the pictures being quiet? Is the bear happy or mad? How would
you move through this bear’s cave?)

Students will then learn ‘Grizzly Bear’. They will be asked to

keep a steady dynamic that is soft. We will perform it loud and
softly (If we performed it this way, would the bear still be
asleep?).
C. Differentiation To engage students who learn aurally, there are songs to be
taught. This also engages the kinesthetic learners.
There are also visual representations of the concepts covered in
class through the use of the flip chart as well as the worksheet
assigned to the students.
D. Closure Students will be given a worksheet to color and identify loud and
soft sounds
VI. Assessment Students will be given a worksheet depicting scenarios in
everyday life that are typically associated as being loud or quiet
environments and actions. Students are asked to draw a circle
around the images depicting loud sounds.
Students are engaged in discussion as a form of formative
assessment. The questions asked are based on basic concepts
such as what is loud and what is soft.
VII. Modifications and/or In terms of modifications, students with exceptionalities will
Accommodations have the worksheet explained-guided.
Accommodations will include instructions being read aloud to all
students.
Co-Operating Teacher Approval Signature: Date of Approval:

_______________________________________________ ______________________

IX. Self-Evaluation