Dynamics Lesson Plan 2

Grade Level: 5th Grade

Objective(s): By the end of this lesson, students will be able to identify dynamics in
context. Students will understand more expressive qualities of dynamics after this lesson.

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

-magnets, fly swatters

-squirrel, dynamics list

-sheet music pdf, video of song

Procedures/Pr Welcome T has a bell ringer on board to quietly find seats

ocess and review dynamics notes. S review dynamics
notes. T takes attendance and catches up with
anyone who was absent last class.

T goes over the agenda for the class.

Review T “Okay, you all should be looking over your note

sheets. So who can tell me what Pianissimo means
in English and the abbreviation?” S raise hands
and answer. Class goes through all of the terms on
note sheet. (pp, p, mp, mf, f, ff, cresc. decresc.)

Fly Swatter T puts up projector screen and places magnets on

the board. T “We are going to play a fly swatter
game. On the magnets on the board are all of the
 abbreviations for dynamics. When it is your turn,
you will come up to the board and pick up a fly
swatter. Two people will be at the board at a time.
I will count down 3,2,1 and then say the english
meaning, and you will cover the matching
abbreviation with your fly swatter. When it is not
your turn and you are sitting, please still be quiet
and listen to see if you can also know what the
answer is.” T check for understanding, S answer.
(what do you do with the fly swatter? What do
you do when waiting for your turn?”)

Class plays game until everyone has had a turn.

Dynamics Search T “Everyone please go onto google classroom and

open Dynamics search in Notability. Once you
have it open, flip over your iPad.” S open and flip
over iPads.

T puts worksheet on the screen. T “This worksheet

is a piece of music that includes dynamics. What
you are going to do is highlight each dynamic
marking in the music. Then you will write each
dynamic that you found below and write the
meaning of it in english. If a dynamic is found
multiple times, you only need to define it once.
Keep your iPads flipped over for now, but let's do
the first one together. What is the first dynamic
that we see for this piece of music?” S raise hands
and answer, piano. T “So we will highlight the
piano, and let’s look for any other pianos that we
see. Where else is there piano?” S raise hands,
beginning of fifth line, beginning of last line. T
“Now that we have found all of the pianos, let’s go
to the second page and write p, and what is the
definition?” S raise hands, soft. T “so then we
write the definition. Not all of the dynamics we
learned are in the song, and you should find 6
different dynamics in the song. While you are
working, I will play the song that you are looking
 at. So, make sure you are working quietly so
everyone can hear the song. When you finish,
submit your assignment to Google Classroom and
find something quiet to do until everyone is done.”
T check for understanding, What do you do when
you’re done?

S complete worksheet, T plays song and assists

where needed, observes S work. T plays the song
again for S when done and has a discussion of
feeling where the dynamics are and hearing the
dynamic change.

Hot & Cold T “Okay everyone go ahead and flip over your
iPads. There is a game called hot & cold where
someone is searching for something and as they
get closer to it, they are getting warmer, and as
they get further away, they get colder. Who has
played that game before?” S raise hands. T “Well
today we are going to play that but with dynamics.
The closer someone gets to the object that we have
hidden, the louder the music will be, and the
further away the softer it will be. One person will
volunteer to go out into the hall and we will hide
this squirrel in here. Once the squirrel is hidden,
they will come back and we will help them search
for it by playing louder or softer based on how
close they are to the squirrel. We will be using
rhythm sticks to play loud or soft. If you get lost
on what dynamic to play I will point to one on the
screen for you to play.”

Assessment Grading Dynamics Search, 2 points for highlighted dynamic

markings, .5 for each written dynamic, .5 for each correct definition
 -Agenda listed on screen and board
UDL
-Instructions written out on screen as well as given verbally

-Going over first dynamic in search together as a class

I originally planned to go Fly Swatter as a team game, but it seemed to be

Reflection a bit chaotic with the first class and take up more time than I wanted, so I
changed it to just individuals going through turns to review. This worked
a lot better so I adapted the plan after the first time I taught it.