Lesson Plan Outline

Name: Julia Hayes

Date: 4/22/24
Grade/Class: Third Grade General Music Class

1. Learning Objectives: Students will know and be able to identify and perform
rhythms that include whole, half, quarter, eighth, and sixteenth notes using both
neutral and du-de syllables, as well as solfege syllables. Students will know and
be able to perform these rhythms on the recorder utilizing the notes, B, A, and G.
Students will know and be able to improvise melodic ideas utilizing these notes
and rhythms on the recorder. Students will know and be able to perform the song
“Pierrot” on the recorder with understanding of correct rhythmic values and
fingerings.

2. Assessment: There will not be a formal assessment for this lesson. Instead, there
will be informal check-ins facilitated by the teacher interspersed throughout the
lesson. As a form of checking for understanding, the teacher will listen carefully
to the students’ playing and correct any errors that might occur.

3. National Standards and MA Arts Frameworks: The National Standards that will
be satisfied in this lesson are as follows: MU:Cr1.1.3a, MU:Cr1.1.3b,
MU:Cr2.1.3a, MU:Pr4.2.3a, MU:Pr4.2.3b, MU:Pr5.1.3a, and MU:Pr5.1.3b. The
MA Arts Frameworks that will be satisfied during this lesson are as follows:
3-4.M.Cr.01, 3-4.M.Cr.03, 3-4.M.P.06, 3-4.M.R.07, and 3-4.M.R.09.

4. Required prior knowledge/skills: Students will already be able to play the notes B,
A, and G on the recorder. Students will be able to read rhythms ranging from
whole to sixteenth notes, as well as perform them on neutral, du-de, and solfege
syllables.

5. Review and Scaffolding: Students will be asked to demonstrate the fingerings for
the notes B, A, and G on the recorder. Students will participate in a short activator
activity consisting of reading rhythms and performing them on neutral syllables as
a review of these concepts.

6. Accessible Teaching Strategies: Rhythms will be notated on the board for students
to reference. Visual reminders of recorder fingerings will be provided if necessary
for student success during this lesson. Agenda will be posted on the board, as well
as read aloud by the teacher. Learning objectives will be written on the board, as
well as spoken aloud by the whole class. Music notation will be written on the
board, as well as printed in each students’ recorder books.

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 7. Materials, Repertoire, Equipment needed: The required materials and equipment
will include: recorders for each student, Jump Right In recorder books for each
student, and a whiteboard with markers. The repertoire will include “Pierrot,”
located on page 19 of the Jump Right In recorder book.

8. Lesson Sequence and Pacing:

A. Opening Est. Time: 8-10 mins

(This will consist of Learning Objectives 1-2) Students will partake in a review of rhythm
reading using du-de syllables.
B. Learning Activities Est. Time: 25-30 mins

Learning Activity Assessment Method

1. Students will repeat rhythmic 1. Teacher will observe students

patterns spoken by the teacher on speaking the correct rhythms in
neutral syllables. These rhythmic response
patterns will be written on the
board as well.

2. Students will repeat rhythmic 2. Teacher will observe students speaking

patterns spoken by the teacher on the correct rhythms in response while
du-de syllables. These rhythmic simultaneously using the correct du-de
patterns will be written on the syllables
board as well.

3. Students will observe the melody 3. Teacher will observe student volunteers
to “Pierrot” written on the board. labeling the melody with the correct
Student volunteers will be called solfege syllables on the whiteboard
upon by the teacher to come up to
to the whiteboard and label the
notes of the melody using solfege
syllables

4. Students will safely locate and 4. Teacher will observe students treating
take out their recorders, placing their recorders with respect and putting
them in rest position them properly in rest position

5. Students will demonstrate 5. Teacher will observe students

knowledge of the fingerings of B, demonstrating the correct fingerings for B,
A, and G on their recorders A, and G on their instruments

6. Students will warm up on their 6. Teacher will observe students echoing

recorders by echoing spoken the rhythmic patterns on their recorders
rhythmic patterns given by the with accuracy
teacher on their recorders using the
note G

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 7. Students will take turns
improvising original patterns using
varying combinations of rhythmic
patterns and the notes B, A, and G
on their recorders. The class will
then echo each students’
improvised pattern.
7. Teacher will observe students
successfully improvising melodic phrases,
adhering to the guidelines presented by
the teacher. Teacher will then observe the
whole class practicing audiation and
accurately echoing each students’ melodic
pattern.

8. Students will speak the rhythm of 8. Teacher will observe students speaking
the song“Pierrot” using du-de the rhythms correctly while also using the
syllables, then solfege syllables correct syllables

9. Students will transition these
rhythms onto their instruments,
breaking the melody up into
smaller phrases, then putting them
all together
9. Teacher will conduct the class in their
practicing of the piece. Teacher will help
the students to correct any mistakes they
might make in their practicing. Teacher
will observe the students’ playing and be
able to ascertain the students’ level of
understanding of the concepts taught in
this lesson

10. Students will be paired up and will
play phrases of the piece two at a
time, going pair by pair around the
room until the piece has finished.
Then, students will switch parts so
each pair is able to play each
different phrase.
10. Teacher will conduct the class in their
performance of the piece. Teacher will
observe students playing their parts
confidently and correctly in pairs, but
helping to correct any mistakes along the
way.

C. Assessment Activity Est. Time: N/A

There will not be a formal assessment activity during this lesson. Instead, the teacher will
conduct informal check-ins during the lesson to gauge students’ understanding of the
material.
D. Summative Activity/Closing/Wrap-up Est. Time: 5 minutes
(This is Lesson Activity #10) The students will play the song in pairs, rotating around the
room. This way, the teacher will be able to easily check for understanding of the lesson
material.

E. Secondary/alternative plans:

9. Posted Agenda:
Rhythm Reading Review
B, A, G Recorder Review
B, A, G Recorder Improvisation
“Pierrot”
Learn

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 Play Together
Play In Pairs

10. Assignment and Due Date: (if applicable)

There will not be an assignment due for the next class.