LESSON PLAN FORMAT NAME Kyle R.

Karum Element(s) Melody Materials Recorders CD/CD Player GRADE 4th Known Recorder Basics & B/A/G Instructional Objective(s) Give “Processional” students will be able to perform step-wise and skips-wise motion on the recorder DATE (to be taught) April 14, 2011 (15 minutes) Concept Statement(s) Melodies may move up or down by steps and skips Evaluation

Procedures

Concept Melody

Behavior D

Mode I

Domain Cog.

Teaching the Concept…
Review note lengths with students 1. Explain that “Longest” is now “Even Longer” 2. Ask students how many Shorts are in a Even Longer 3. Take student responses (4) 4. Ask students to show 4 Longest on their hands 5. Place icons for the first four bars of “Processional” - ( ___ _ _ ___ ___ ___ _ _ ______ ) 6. Have students Chu and perform rhythm on hands-2x Review Recorder Basics 7. Ask students to get out their recorders 8. Ask students to demonstrate proper holding 9. Find a single student and give positive reinforcement - Left Hand on top, Right Hand on bottom - Mouth gently on mouthpiece - Away from Desk - 45-Degree Angle from body 10. Ask students how to play B - “Who can show me and tell me?” 11. Take student responses (Thumb, first) 12. Have students play above rhythm on B 13. Ask students how to play A - “Who can show me and tell me?” 14. Take student responses (Thumb, first, second) 15. Have students play above rhythm on A 16. Ask students how to play G - “Who can show me and tell me?” 17. Take student responses (Thumb, first, second, third) 18. Have students play above rhythm on G Teach the New Song 19. Place icons in rhythm of song on B 20. Ask students from where do they recognize this pattern 21. Take student responses (Rhythm from earlier) 22. Point to the rhythm from earlier to reinforce answer 23. Have students play the above rhythm on B 24. Change the pitches - B, B, B, B, A, B, A, B 25. Have students perform the new melody 26. Change the pitches - B, B, B, G, A, G, A, B 27. Have students perform the new melody 28. Place icons on the board for rest “Processional” 29. Have students play the first 4 bars of “Processional” If time allows, have students read iconically the remainder of “Processional” then put to CD.

Teaching the Concept…
Review note lengths with students 30. Explain that “Longest” is now “Even Longer” 31. Ask students how many Shorts are in a Even Longer 32. Take student responses (4) 33. Ask students to show 4 Longest on their hands 34. Place icons for the first four bars of “Processional” - ( ___ _ _ ___ ___ ___ _ _ ______ ) 35. Have students Chu and perform rhythm on hands-2x Review Recorder Basics 36. Ask students to get out their recorders 37. Ask students to demonstrate proper holding 38. Find a single student and give positive reinforcement - Left Hand on top, Right Hand on bottom - Mouth gently on mouthpiece - Away from Desk - 45-Degree Angle from body 39. Ask students how to play B - “Who can show me and tell me?” 40. Take student responses (Thumb, first) 41. Have students play above rhythm on B 42. Ask students how to play A - “Who can show me and tell me?” 43. Take student responses (Thumb, first, second) 44. Have students play above rhythm on A 45. Ask students how to play G - “Who can show me and tell me?” 46. Take student responses (Thumb, first, second, third) 47. Have students play above rhythm on G Teach the New Song 48. Place icons in rhythm of song on B 49. Ask students from where do they recognize this pattern 50. Take student responses (Rhythm from earlier) 51. Point to the rhythm from earlier to reinforce answer 52. Have students play the above rhythm on B 53. Change the pitches - B, B, B, B, A, B, A, B 54. Have students perform the new melody 55. Change the pitches - B, B, B, G, A, G, A, B 56. Have students perform the new melody 57. Place icons on the board for rest “Processional” 58. Have students play the first 4 bars of “Processional” If time allows, have students read iconically the remainder of “Processional” then put to CD.

Teaching the Concept…
Review note lengths with students 59. Explain that “Longest” is now “Even Longer” 60. Ask students how many Shorts are in a Even Longer 61. Take student responses (4) 62. Ask students to show 4 Longest on their hands 63. Place icons for the first four bars of “Processional” - ( ___ _ _ ___ ___ ___ _ _ ______ ) 64. Have students Chu and perform rhythm on hands-2x Review Recorder Basics 65. Ask students to get out their recorders 66. Ask students to demonstrate proper holding 67. Find a single student and give positive reinforcement - Left Hand on top, Right Hand on bottom - Mouth gently on mouthpiece - Away from Desk - 45-Degree Angle from body 68. Ask students how to play B - “Who can show me and tell me?” 69. Take student responses (Thumb, first) 70. Have students play above rhythm on B 71. Ask students how to play A - “Who can show me and tell me?” 72. Take student responses (Thumb, first, second) 73. Have students play above rhythm on A 74. Ask students how to play G - “Who can show me and tell me?” 75. Take student responses (Thumb, first, second, third) 76. Have students play above rhythm on G Teach the New Song 77. Place icons in rhythm of song on B 78. Ask students from where do they recognize this pattern 79. Take student responses (Rhythm from earlier) 80. Point to the rhythm from earlier to reinforce answer 81. Have students play the above rhythm on B 82. Change the pitches - B, B, B, B, A, B, A, B 83. Have students perform the new melody 84. Change the pitches - B, B, B, G, A, G, A, B 85. Have students perform the new melody 86. Place icons on the board for rest “Processional” 87. Have students play the first 4 bars of “Processional” If time allows, have students read iconically the remainder of “Processional” then put to CD.

Melody

D

I

Cog.