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Lesson Plan Template

First Name

Lindsey

Last Name

Texeira

UH Email

ltexeira@hawaii.edu

Date

4/2015

Semester

Spring

Year

2015

Grade /Subject

3rd /Music & Reading

Lesson Duration 60 min.

Title
Lesson Overview
This lesson will provide an opportunity for students to explore how music communicates
and how music can effect their emotions and feelings. By attaching a color to a mood or
feeling, the students will be able to identify, interpret and express different feelings both
internally and externally to others. During the last few weeks the students have studied
poetry, which I hope will help the student to hear the underlying emotion or feeling that
each musical piece conveys to them as the listener. The musical pieces will be an array
of musical selections that will take the students on a journey through emotions. This
lesson should help the students to better identify the feeling and/or message that the
piece of music is trying to relay and to analyze how music can make them feel.
Central Focus (Enduring Understandings)

Explore personal emotions by feeling through art and music

Essential Question(s)

How does music express emotion?

Can we use color to help describe the emotion that a song is
portraying?
Content Standard(s)/Benchmark
Topic

How the Arts Communicate

Benchmark FA.3.2.8

Use specific musical terms to respond to

Elements of a musical performance

Prior Academic Knowledge and Student Assets

The students are learning about poetry. With poetry, a sense of feeling or emotion is felt
while reading each poetry piece. As the students learn more about the message or
feeling each poetry piece relays, it will give them a better sense of what the message is
while listening to music. Music, in fact, is a form of poetry.

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Academic Language Demands

Language Function:
DESCRIBE. Students will describe their drawings and what music they were listening to
that inspired them to create their drawing.
COLOR MOOD. Students will identify a color with a specific mood or emotion in what?
MUSIC EXPRESSION. Student will understand that music can imply a certain mood or
feelings from listening to it and will describe different emotions or feelings they think a
composition conveys.
Key Vocabulary: TEMPO (fast, slow), and PITCH (high, low) MOOD (quality of feeling at a
specific time)

Instructional Strategies and Learning Tasks

WARM-UP Intro to Music
Introduce the elements of MUSIC
Focus on tempo, pitch and dynamics of music.
ENERGIZER (5-10 minutes)
Musical Chairsthe students will each have a piece of paper on the

desk.
As the music plays the students will walk, hop, skip, or jump and
when the music stops, they must find an open desk and draw
something on the piece of paper.
Each paper will have different themes and the students will draw
something that they think of about that theme.
The paper doesnt leave the desk, but the students and their
specific color pen do.
***Purpose of this activity is to open the students minds to music
and art

MY MANY COLORED DAYS by Dr. Suess (10 minutes)

Play the book on the computer
Have the students identify the different colors with emotion or mood
Create a chart of the emotions or moods identified
WHAT A FEELING? (10 minutes)

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The teacher will play 10 scores of music and ask the students to draw a symbol
with colors to help them remember how that score made them feel.
-the teacher will have the music pre-selected in a playlist
The teacher will pass out the paper with the title What A Feeling?
The students will relate music and sound to a specific feeling.
The students will use colors to help convey a mood or feeling on their drawing
paper.
The teacher will have to keep track of the scores of music by having a premade
track listing of the scores.
During this part of the lesson, have the students use these questions to help
them identify a mood or emotion.
-Why do you feel this emotion during this music selection?
-Does it have anything to do with the tempo or pitch?
-Does the instruments that are used in the music selection have
anything to do with you feeling a certain way?
Music Clip
1. air horn (5 sec)
2. recess bell (7sec)
3. church hymn (10 sec)
4. r2d2 sound (5 sec)
5. Shark Coming drama music (7 sec)
6. Baby cry (5 sec)
7. Opening a soda (7sec)
8. Coins falling (7 sec)
9. Happy Birthday without the lyrics (30 sec)
10. Fart (4 sec)

After the students complete the listening and feeling part of the lesson, go over each
clip again and show them a picture that they can identify with that sound. This will help
them to possibly identify what makes them feel a certain emotion just by hearing
something.
MEDITATION WITH MUSIC (16 minutes)
The teacher will pass out the paper booklet called meditation.
The teacher will play a piece of music for 2 minutes (twice)
-circus music
-ocean music
-safari jungle music
The students will draw the mood that the music makes them feel while using
colors that will help convey the mood.
The students will repeat this 3 times in the booklet
While each piece of music is playing, write these questions on the board:
-Does this music selection
remind you of a place youve been before?

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sound familiar to you?

Can you visualize the scenery you might be hearing?
Does this scenery help you to identify an emotion you are feeling?

CLOSING (10minutes)
Each student will show their pictures created from the meditation
Have the students describe their favorite picture and tell why it is your favorite,
the mood it is conveying and why you chose to use those colors to help convey
the mood.
Assessment
Music Assessment: As a formative assessment, I will be using the

individual activity to see how many students understood the meaning

of color with emotion. I will also be looking and listening for feedback
when we are on the carpet discussing what we learned about our
emotions through music. I can ask the students to share with me the
color they are feeling at the moment and why that color?
CONCEPTUAL SKILLS
I can use appropriate music vocabulary when describing the music
I can develop a sense of color by listening to music
I can use my life as a source of inspiration for understanding music
SOCIAL SKILLS
I can work within a group respectfully, safely and cooperatively
AFFECTIVE (FEELING) SKILLS
I can act/perform expressively and confidently
I can identify and express my emotion through color
I can motivate myself and work hard

Name:
_______________
_

Provide
highly
descriptive
answers
and
connects
ideas to
self

Provides
highly
descriptiv
e answers

Needs more
assistance
with
articulating
answers

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Positive
Creative
Use of color
Active
Participation
Relate color to
an emotion

TYPE OF LEARNER
ELL/MLL

Struggling

Accelerated

DIFFERENTIATION PLAN
I will try to place these students together because they work
well together. I will also try to have them sit at the front of the
class so it is easier to talk with each of the students as an
individual .
Students who are struggling with connecting to music, I will
help to offer insight where I can that will connect to their
personal life.
Students who are accelerated will offer more details and ideas
as to why they are using a specific color and why?