1 Alyssa Radziwon Libby Allison Elementary Methods Final

3rd Grade Curriculum Map:

September: Welcome Back Review Review of 2nd Grade Materials Find out what they know, introduce new concepts and skills for the year (preassessment) Sing Here In the Classroom and Time for School Assessment: Teacher Observation October: Recorder in October Introduction to Recorder Recorder Karate Assessment: playing test (Recorder Karate)/teacher observation/peer review November: Thanksgiving Feast Introduction of Orff Instruments Assessment: playing test/teacher observation December: Its the Most Wonderful Time of the Year Recorder/Orff Ensemble Concert Assessment: Concert January: Welcome Back from Holiday Break Review of Materials from 1st Semester Assessment: Teacher Observation February: 13 Stripes and 50 Stars Methods Book; Teach Patriotic/American songs and their significance in history (multicultural); Folk Songs This Land is Your Land (American geography), The National Anthem (Francis Scott Key), and Yankee Doodle, etc. Assessment: Teacher Observation March: March On J. P. Sousa March recordings, teach form of a march Assessment: Composition of a March (form) etc./ Teacher Observation April: Rhythm in April Triple & Duple Rhythms Recite the names of their classmates using rhythms

2 Assessment: Teacher observation/Worksheet May: Music in May Peter and the Wolf & Carnival of Animals Explain which instruments represent which characters Assessment: Teacher observation June: Have A Good Summer Review/Summary of Materials from the year Assessment: Teacher Observation ________________________________________

Unit Plan Outline

Alyssa Radziwon Unit Title: Recorder in October 3rd Grade 4 Classes 40-minute classes (meet once a week) National Standards Singing Performing on Instruments Improvising Composing and arranging Reading and notating Listening to, analyzing and describing Evaluating music and performances Understanding relationships between music, the arts and disciplines Understanding music in relation to history and culture State Frameworks Singing Reading and notation Playing Instruments Improvisation and composition Critical response Purposes and meaning in the arts Role of artists in communities Concepts of style, stylistic influence and stylistic change Inventions technologies and the arts Interdisciplinary connections

Rationale: This unit is important because it introduces students to playing wind instruments. Im doing this because it will benefit their performance skills. Recorder will also enhance their knowledge of music theory, notation, and reading. Lasting Learning: Students will be able to read melodies while playing the recorder. They will also be able to build a repertoire for the future and construct a form of muscle memory- that includes learning how to play a song and learning how to learn to play a song. Knowledge and Skills: Students will learn how to take care and properly store the recorder. They will learn the notes G A B C D E F as well as the songs: Hot Cross Buns Mary had a Little Lamb Old McDonald had a Farm Gently Sleep Its Raining When the Saints go Marching In Twinkle, Twinkle Little Star Amazing Grace Ode to Joy Students will learn the proper audience manners. (Sitting quietly, clapping after every performance, no screaming or shouting at the performers, etc.) Assessment/Evaluation: (Informal, Formal, Long Range Assignment/Project/Product) Observation of the students Student self assessment Possible test could be given Recorder Karate Peer Evaluation Prior Knowledge and Skills: Students should know simple rhythms and basic notation. Activator: Students will watch a video recording of someone playing the recorder (via YouTube). They will also see the fourth graders come back to the classroom and play some of their repertoire from the year prior. An organized recorder concert with the third and fourth graders will encourage growth on the recorder.

4 Repertoire: Hot Cross Buns (overhead transparency, score, YouTube video) Mary Had a Little Lamb Old McDonald had a Farm Gently Sleep Its Raining When the Saints go Marching In Twinkle, Twinkle Little Star Amazing Grace Ode to Joy Materials Needed: Recorders, cleaning swabs, paper, pencils, audio/visual, digital equipment, recorder method book, thumb rest, additional at-home recorder, neck strap, computer with internet access, projector and screen for viewing website. School to Home/Community Connection: At home practice for family and friends Potential concert at a nursing home or at school Lesson Outlines 1. Behavioral Objective: As a result of this lesson students will know and be able to demonstrate the ability to hold the recorder in the correct position and play the notes B A G. Assessment/Evaluation: Teacher Observation Prior Knowledge and activator: Familiarity with notes B A G on the scale and on the staff. No prior knowledge on the recorder regarding fingering is necessary. Lesson content: Introduce Recorder Take out and assign recorders Have students write their names on the recorders Show the students the notes B A G on the staff Sing the notes B A G with the students Show them the fingering for B and play the note Have the students repeat the note B on the recorder Do the same for both notes A and G until the students can fluently play all 2. Behavioral Objective: As a result of this lesson students will know and be able to demonstrate the ability to play Hot Cross Buns on recorder. Assessment/Evaluation: Teacher Observation/Peer Review

5 Prior knowledge and activator: basic rhythms (eighth notes) and B A G YouTube video of someone playing Hot Cross Buns Lesson content: Show the students a video of someone playing Hot Cross Buns (via YouTube) Put up an overhead transparency of Hot Cross Buns on the staff Have students show and play the notes B A G on the recorder with the correct fingering Sing through the song Hot Cross Buns Play Hot Cross Buns for the class Have the students play through Hot Cross Buns together If time permits, place students in groups and have them play through the song together Each group will play Hot Cross Buns for the class 3. Behavioral Objective: As a result of this lesson students will be able to demonstrate advancement in their recorder abilities. Assessment/Evaluation: Teacher Observation Prior knowledge and activator: Simple rhythms (eighth notes), notes B A G Lesson content (bullet points): Show video of recorder quartet Brief run through of the recorder karate songs Let students find personal space with their recorder karate book Practice the songs in their recorder karate book for 20 minutes (teaching walks around and observes) If the students need help with notes and fingerings they can come ask Have students form a circle and do call and response with the notes B A G Slowly implement new notes into the call and response circle 4. Behavioral Objective: As a result of this lesson students will be able to demonstrate their recorder abilities to the class. Assessment/Evaluation: Teacher Observation/Peer Review Prior knowledge and activator: Start with call and response Recorder karate, notes G A B D C F E, simple rhythms Lesson content (bullet points): Start with call and response Give students 20 minutes for individual practice Have students chose one song from the recorder karate packet to play for the class

6 Last 20 minutes of class have students on the same belt present one song of their choice to the class in their groups (avoid having students play solo in front of class until they are more proficient on recorder)

Lesson #2- Hot Cross Buns on Recorder

Behavioral Objective: The students will know and be able to demonstrate an understanding of the recorder, display fingerings for G A B, play the notes G A B on the recorder, and use the recorder to play Hot Cross Buns. Students will also be able to recognize and play quarter notes and eighth notes. Previous Knowledge: G A B/ D R M/ D S D Reading Notation Quarter notes, eighth notes Repertoire/ Required Materials: Recorders, Recorder fingering chart, Music display of Hot Cross Buns Standards Addressed: Standards and Frameworks: National Standards X Singing X Performing on Instruments Improvising Composing and arranging X Reading and notating X Listening to, analyzing and describing X Evaluating music and performances X Understanding relationships between music, the arts and disciplines Understanding music in relation to history and culture State Frameworks X Singing X Reading and notation X Playing Instruments Improvisation and composition Critical response X Purposes and meaning in the arts Role of artists in communities Concepts of style, stylistic influence and stylistic change Inventions technologies and the arts

7 Interdisciplinary connections Assessment: Students will be able to play and sing Hot Cross Buns alone and with others. Students will demonstrate the correct fingerings for G A B through teacher observation. Step-By-Step Procedures: 1. Welcome students to class and begin by briefly asking if they did anything music related out of school since the last time we met. (4 minutes) 2. After reminding them about air support and posture, have the students take out their recorders. (1-2 minutes) 3. Explain the G A B notes on the recorder (3 minutes) and ask students to show the proper fingerings for each note 4. On board, make up a simple rhythm to let students practice the notes: G G G Rest Rest Rest A A A Rest Rest Rest B B B (3-5 minutes) 5. Ask students to sit in a circle. I will play a pattern on the recorder and students will play it back. Then we will go around the circle and each student will do that once. (5-7 minutes) 6. Sing Hot Cross Buns to the students- have them sing it back and learn without using the recorders- sing the song as a whole class (2 minutes) 7. Have the students chinger Hot Cross Buns- not making a noise with the recorder (1 minute) 8. Play the song as a whole class on the recorders. (4-5 minutes) 9. If time permits, students will split into groups and perform for the classdevelops audience/performer etiquette (8-12 minutes or rest of class time) Accommodations/Special Needs/Extensions (For Gifted Students): Play an extra song by using the same 3 notes on recorder (gifted students). Sit a student that is having difficulty next to a student who seems to be excelling on the recorder. Assignments: As an assignment, perfect Hot Cross Buns for family (but only play 3 times a day) General Goal(s) Accomplished: To help students formulate a basic concept of the recorder, and to play accurately and with a pleasant sound of a simple song on the recorders. Evaluation/Diagnosis/Remediation: I would be clearer with my directions towards the students next time. I would also make sure that I plan enough things in the lesson so that it takes up 40 minutes. I need to make sure I DONT ask the children questions about what they want to do and that I am confident with my actions as the teacher. If I do not display confidence then the students will not listen to me.