Lesson Plan

Name: Emma Fettig Date: 02/27/22

Grade/Class: 3rd grade

1. Learning Objective(s): (measurable objectives)

- Students will know and be able to accurately play pitches B, A, and G on a soprano recorder.
- Students will know and be able to demonstrate the fingerings for pitches B, A, and G on recorder.
- Students will know and be able to recreate rhythmic patterns while maintaining a pitch on the recorder..

2. Assessment: (description of assessment for this lesson, based on objective)

- No formal assessment, teacher observation of call and response.

3. Required prior knowledge/skills:

- Students know the notes of the staff.
- Students have a general understanding of the instrument

4. Review and/or new information needed:

- Fingerings for B, A, and G

5. Materials, Repertoire, Equipment needed:

- Soprano Recorder
- Whiteboard

6. Lesson Sequence ( list estimated time in the pacing section) Pacing

- Everyone takes out their recorders. As a
A. Opening: (introduction, “do now”, warm up etc.) class on the count of 3, everyone blows as
hard as they can into the recorders. (Keep
in mind students who are sensitive to loud
noises and warn them to cover their ears)..
B. Learning Activities: (number and list as many as needed: - Students will raise hands to tell the teacher
specific learning experiences and instruction, specific instructions where B, A, and G are on the staff. The
for students and teacher reminders, including review) students chosen will draw notes into these
placements on the staff on the board. The
class/teacher will use their discretion to
determine if it is correct.
- Teacher will write out the fingerings on the
board.
- Teacher will demonstrate how a B
should sound and look on the
recorder. Have students then play
B back. Next the teacher will play
it on a rhythm of choosing from
within the chosen piece (Hot
Cross Buns) that is written on
board. Students will copy this
back. Then students will then play
it back once more without visual
of the rhythm.
- Repeat with A
- Repeat with G
- Teacher will write out the melody to “Hot
Cross Buns” on the board. Students now
have the knowledge to play these
fingerings and rhythms. Slowly the teacher
will play one section of the song, with
students repeating it back. Once this is
comfortable take the song in half sections,
and then play all the way through.

C. Assessment Activity: (evidence of learning as listed in #2 with - Embedded into 3rd activity, have students
pacing information, may be embedded in learning activities or done play hot cross buns as clearly as possible.
separately) This can be a slow tempo as long as
rhythm and pitch are mostly accurate.

D. Summative activity/Closing/Wrap-up: - Have students come up with a rhythm on

one pitch and have the class repeat it, in
circle rotation.

E. Items to post in classroom - Write out the melody to Hot Cross Buns.
Agenda: (simple list) Have students play melodies at home and
at the next class.
7. Accommodations: (special needs and ELL)

- Fingering charts for students who need it.

- Slow tempo for students who are struggling to keep up.
- Assigned seating for those who get distracted easily.

8. Checklist of National Standards:

- Creating
- MU:Cr1.1.3a Improvise rhythmic and melodic ideas, and describe connection to specific purpose and
context (such as personal and social)
- Performing
- MU:Pr4.2.3b When analyzing selected music, read and perform rhythmic patterns and melodic phrases
using iconic and standard notation
- MU:Pr6.1.3a Perform music with expression and technical accuracy

9. Checklist of State Frameworks:

- Performing
- Develop and refine artistic techniques and work for presentation. Sing and play musical canons,
rounds, and music in at least two parts. (3-4.M.P.05)

Following Lesson:

10. Teacher Reflection/Self-Evaluation:

a. Reflect on the process and include student responses

- It was a pretty smooth lesson, I think I got a little bit flustered and was slightly inconsistent in my rhythm
pattern. Students however seemed comfortable with my teaching.

b. Rethink & Revise - what could you have done differently to improve the outcome of this lesson)

- Think I could expand this lesson into more student involvement.