Grade 4 Music Reading & Recorder Megan Fong - Spring 2018

Grade 4 - Music Reading & Recorder (B-A-G)

Megan Fong
001173701
Galbraith School
Grade 4 Music Reading & Recorder Megan Fong - Spring 2018

Table of Contents

Rationale……………………………….3

Unit Assessment Plan………………….4

Unit Grid Organizer………………….9

Appendix……..………………………16

References……………………………27

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Grade 4 Music Reading & Recorder Megan Fong - Spring 2018

Unit Plan Rationale

During this unit of study, grade four students will participate in a total of four hours of
instruction over the course of two 30-minute classes for four weeks. Students will be guided
through a series of sequential music reading and recorder lessons that encompass performance as
well as musical skill and knowledge. Through this sequential learning, students will understand
how music reading and playing the recorder relates to their previous understanding of beat,
rhythm, and solfege and will gradually progress from understanding how to read music and
proficiently play the recorder to being able to perform the recorder and read music
simultaneously. Through direct instruction and learning activities, students will develop musical
skills and knowledge as well as an enjoyment of music.
Students will participate in two culminating activities. Students will participate in a “B-A-G
Mad Minute” quiz and perform one bar of a previously known song on recorder. Students will be
filmed to aid in teacher assessment and feedback. These two activities will serve as a final
product that provide an opportunity for students to demonstrate their learning and level of
understanding at the end of the unit. The activities also indicate to students that music requires
skill and knowledge as well as performance.

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Grade 4 Music Reading & Recorder Megan Fong - Spring 2018

Subject Area Elementary Music

Grade Level 4
Topic Music Reading & Recorder (B-A-G)
Length of Unit (days) 4 weeks, 2 days per week, 30 minute classes

Desired Results
Established Goals – GLO(s):
Through the elementary music program, students will develop:
- insights into music through meaningful musical activities.
- musical skills and knowledge

Understandings: Essential Questions:

Students will understand that…
What should our body posture look like when we’re
Music is read on staves. playing the recorder?

Different letters are associated with different How do we breathe when playing the recorder?
notes.
What are the fingerings for B, A, and G?
Playing the recorder proficiently requires proper
breath control, poster, tonguing, and fingerings. How should I be tonguing notes on the recorder?

How are the notes I’m playing shown on the staff?

Prior understandings… Students will be able to… (SLEs)

Playing Instruments:
8. Play simple rhythm patterns (the beat and
divisions of the beat).
9. Follow simple rhythm scores.
Reading and Writing:
5. Respond to simple instrumental scores on
large charts
11. Follow notation from left to right while
singing and playing
Melody:
1. Sounds may be high or low.
2. Sounds are also in the middle
7. Sounds that move up or down by steps or half
steps within the octave are called scales.
– Melodies may move by scale steps.
Playing Instruments:
13. Recorder — learn to play with good tone, developing
ability to read music.
Reading and Writing:
23. Read instrumental scores for rhythm and melody
instruments.
Melody:
9. An interval is the space between two sounds.
– An interval may be changed by an accidental.
– Intervals give shape or contour to a melody.
Rhythm:
(9. Sounds and silences have specific duration [quarter
note (ta), eighth note (ti–ti), half note (ta–a), and whole
note (ta–a–a–a) with the corresponding rests].)
– Melodies may move by leaps (13. A time signature tells how beats are grouped in a
measure.)
Rhythm: 14. Beats may be grouped in 4s.
11. Beats may be grouped in 2s or 3s.
7. Rhythm patterns are made up of the beat and
divisions of the beat.

Where does this lead?

Playing Instruments:
13. Ukuleles — learn basic chords and rhythms
to accompany many songs. Proceed to plucking
melody notes.

Reading and Writing:

31. Develop ability to read parts while singing;
e.g., soprano, alto.
38. Identify notated melody patterns by
numbers or solfege.
39. Understand the function of key signatures.
40. Show further development in the ability to
write, from dictation, patterns found in the
repertoire.

Rhythm:
19. Rhythm is created by combining beat,
tempo, patterns, metre and duration.

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 Assessments
B-A-G Mad B-A-G Tape Performance Exit
Title Observations Questioning
Minute Activity (Trash-ket Ball) Slips
Learning Outcomes
Type (Formative/Summative) F S F F S F

0%
Weighting 40% 0% 0% 60% 0%

Playing Instruments: 13. Recorder — learn to play

* * * * * *
with good tone, developing ability to read music.

Reading and Writing: 23. Read instrumental scores

* * * * * *
for rhythm and melody instruments.
Melody: 9. An interval is the space between two
sounds.
* * *
– An interval may be changed by an accidental.
– Intervals give shape or contour to a melody.
Rhythm: 14. Beats may be grouped in 4s.
* * *

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Assessment Tool Overview Assessment
Assessment Assessment
Assessment Tool Brief Description FOR
AS Learning OF Learning
Learning
What it is: Careful watch of each
individual student’s participation with the
new learning in class and recorded notes in
logbook.
How I will use it: The recorded notes will
be used to inform future instruction in
Observations three distinct ways: *
1. Determine whether the lessons are
challenging enough and engaging.
2. Indication of which concepts need to be
revisited, retaught, or reinforced.
3. Determine which particular students are
struggling and require extra assistance.
What it is: Paper and pencil quiz in which
students will have 2 minutes decipher
presented staff notation.
B-A-G Mad How I will use it: Students will be
* * *
Minute assessed summatively, however substantial
feedback will be included so students
know where and how they need to
improve.
What it is: Essential, key-questions, pre-
assessment, and student to class questions.
How I will use it: Questions and
subsequent student answers will be used to
inform my future teaching practices in the
Questioning unit and assess the level of student * *
understanding. Students will also consider
what they do not understand or cannot
perform and will create their own
questions to ask the class in order to
address their lack of understanding.
What it is: During this activity, students
are divided into two teams and will be
presented with a series of notes that they
will either have to interpret and find on a
B-A-G Tape tape staff. If they are the first to sit down,
*
Activity raise their hand, and get it right they get *
one point for their team.
How I will use it: Students will inform my
future teaching practices in the unit as well
as which students require extra assistance.

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 What it is: Students will participate in one
performance that encompass reading one
bar of a known piece presented by the
teacher.
How I will use it: Each student
performance will be recorded so students
Performance * *
can review their work if requested. This
assessment will be summatively assessed,
however it will also be used to inform
future teaching practices in the unit and
indicate which students require extra
assistance.
What it is: Either paper or action activities
(circling red/yellow/green on printed stop
light, thumb up/down/sideways, writing
down a challenge they are facing with the
learning, etc.) that follow learning
activities.
Exit Slips How I will use it: Students will consider * *
and indicate their understanding and
comfort level with the activity as well as
learning. Data gathered from exit slips will
aid me in identifying struggling students
and informing future teaching practices in
the unit.

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 Unit Plan Grid Organizer

Unit Topic: Music Reading and Grade Level: 4 Strand: General Elementary Music
Recorder
GLEs in full:
Through the elementary music program, students will develop:
- insights into music through meaningful musical activities.
- musical skills and knowledge
SLEs in full:
Playing Instruments:
13. Recorder — learn to play with good tone, developing ability to read music.

Reading and Writing:

23. Read instrumental scores for rhythm and melody instruments.

Melody:
9. An interval is the space between two sounds.
– An interval may be changed by an accidental.
– Intervals give shape or contour to a melody.

Rhythm:
(9. Sounds and silences have specific duration [quarter note (ta), eighth note (ti–ti), half note (ta–a), and whole note (ta–a–a–a) with
the corresponding rests].)
(13. A time signature tells how beats are grouped in a measure.)
14. Beats may be grouped in 4s.
Music/Materials to be learned in the lesson: Treble clef staff notation of the following notes: B-A-G, how to proficiently play the
recorder (breathing, tonguing, hand position, posture)

Lesson Plan Summaries

(point form descriptions of your activities)
Lesson SLEs: Learning Instructional Strategies/ Assessments and
Title and (Abbrev.) Objectives Methods/Activities/Resources Evaluation

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Day (Indicate FA or SA for
each)
1 PI13, Students will: - Hand Staff: Students will decorate a paper - Observation (FA):
R&W23 - discover (B) the hand staff (P) hand staff with drawings of their favourite Observe students’
during get-to-know-you activity instrument, favourite band, or favourite drawings and
(M). memory from music class. engagement with
- Sharing Activity: Students will share their activity.
name and what they drew on their hand staff.
Lesson SLEs: Learning Instructional Strategies/ Assessments and
Title and (Abbrev.) Objectives Methods/Activities Evaluation
Day
2 PI13, Students will: - Direct Instruction: Teacher will instruct - Observations (FA):
R&W23 - discover (B) similarities students, introducing notation. Observe student
between the hand staff and a - B-A-G Tape Activity: Students will be participation in B-A-G
blank staff (P) during B-A-G presented with a series of notes that they will Tape Activity and
Tape Activity (M). have to demonstrate using the placement of instruction.
- demonstrate (B) staff reading their bodies on a masking tape staff. If they are
(P) during B-A-G Tape Activity the first to sit down, raise their hand, and get it
(M). right their team gets a point.
Lesson SLEs: Learning Instructional Strategies/ Assessments and
Title and (Abbrev.) Objectives Methods/Activities Evaluation
Day
3 PI13, Students will: - Direct Instruction: Teacher will instruct - Observations (FA):
R&W23 - complete (B) staff reading (P) students, introducing the terminology and Observe student
during “B-A-G Mad Minute” notation used treble clef notation and B-A-G. participation and
(M). - B-A-G Mad Minute: Students and teacher will understanding in B-A-
- discover (B) playing the complete B-A-G Mad Minute together as a G Mad Minute and
recorder (P) during introduction class. instruction.
to the recorder (M). - Questioning (FA):
Ask students: What
does the hand staff
and what’s on the
board have in

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 common? Where does
B, A, G belong on the
board?
Lesson SLEs: Learning Instructional Strategies/ Assessments and
Title and (Abbrev.) Objectives Methods/Activities Evaluation
Day
4 PI13, Students will: - B-A-G Mad Minute: Students will complete - Observations (FA):
R&W23 - complete (B) staff reading (P) B-A-G Mad Minute in 2 minutes and will show Observe student
during “B-A-G Mad Minute” their score as they collect their recorders. participation and
(M). - “Hanging with the Bs”: Students will play understanding in B-A-
- demonstrate (B) recorder piece together as a class, learning fingering for G Mad Minute and
technique (P) in “Hanging with B. instruction.
the Bs” (M). - Exit Slip (FA): As
students leave the
room, they will hold
up 1-4 fingers. 1 – I
can’t play the
recorder. 2 – I need
some help getting
there. 3 – Almost
there. 4 – I’m a pro.

Lesson SLEs: Learning Instructional Strategies/ Assessments and

Title and (Abbrev.) Objectives Methods/Activities Evaluation
Day
5 PI13, Students will: - B-A-G Mad Minute: Students will complete - Observations (FA):
R&W23 - complete (B) staff reading (P) B-A-G Mad Minute in 2 minutes and will show Observe student
during “B-A-G Mad Minute” their score as they collect their recorders. participation and
(M). - “A Groovy Tune” and “The BA Blues”: understanding in B-A-
- demonstrate (B) recorder Students will play piece together as a class, G Mad Minute and
technique (P) in “A Groovy learning fingering for A and apply fingerings instruction.
Tune” and “The BA Blues” for A and B together. - Exit Slip (FA): As
(M). students leave the

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 room, they will hold
up 1-4 fingers. 1 – I
can’t play the
recorder. 2 – I need
some help getting
there. 3 – Almost
there. 4 – I’m a pro.
Lesson SLEs: Learning Instructional Strategies/ Assessments and
Title and (Abbrev.) Objectives Methods/Activities Evaluation
Day
6 PI13, Students will: - B-A-G Mad Minute: Students will complete - Observations (FA):
R&W23 - complete (B) staff reading (P) B-A-G Mad Minute in 2 minutes and will show Observe student
during “B-A-G Mad Minute” their score as they collect their recorders. participation and
(M). - “G’s a Crowd”, “BAG Boogie”, and “Spooky understanding in B-A-
- demonstrate (B) recorder BAG”: Students will play piece together as a G Mad Minute and
technique (P) in “G’s a Crowd”, class, learning fingering for G and apply instruction.
“BAG Boogie”, and “Spooky fingerings for G, A, and B together. - Exit Slip (FA): As
BAG” (M). students leave the
room, they will hold
up 1-4 fingers. 1 – I
can’t play the
recorder. 2 – I need
some help getting
there. 3 – Almost
there. 4 – I’m a pro.
Lesson SLEs: Learning Instructional Strategies/ Assessments and
Title and (Abbrev.) Objectives Methods/Activities Evaluation
Day
7 PI13, Students will: - “Rockin’ Bag”: Students will be introduced to - Notation Test (SA):
R&W23, - compare (B) intervals (P) in final playing test, will practice as a class, and Students will be
M9 “Rockin’ Bag” (M). will examine the space between notes graded according to
- choose (B) the correct letter (intervals). the number of correct
names (P) during B-A-G Mad - Notation Test (Culminating Activity): answers.

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 Minute. Students will be provided a paper copy of B-A- - Observations (FA):
G Mad Minute and must complete as many Observe student
blank spaces as possible in two minutes. participation and
ability during
“Rockin’ Bag”.
Lesson SLEs: Learning Instructional Strategies/ Assessments and
Title and (Abbrev.) Objectives Methods/Activities Evaluation
Day
8 PI13, Students will: - Rockin’ Bag Practice: As a class, students will - Performance (SA):
R&W23 - perform (B) note reading (P) practice “Rockin’ Bag” prior to Performance. Record students’
during “Trash-ket Ball” (M). - Performance (Culminating Activity): ability to play recorder
- produce (B) proficient tone on Students will be perform four bars from in mark book.
recorder (P) during “Trash-ket “Rockin’ Bag” solo before throwing a ball into - Observations (FA):
Ball”. a trash can to get a point for their team. Observe students
recorder playing
ability.

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EDUC 3601 Music C&I
Griffioen/2018

EDUC 3601 Music C&I Griffioen

Spring 2018
EDUC 3601 Music C&I

Griffioen/2018

Appendix

EDUC 3601 Music C&I Griffioen

Spring 2018
EDUC 3601 Music C&I

Griffioen/2018

References
Alberta Education (1991). Instrumental music 10-20-30. Edmonton, Alberta: Alberta
Education. Retrieved from https://education.alberta.ca/fine-arts-10-12/programs-of-
study/

Alberta Education (1991). Choral music 10-20-30. Edmonton, Alberta: Alberta Education.
Retrieved from https://education.alberta.ca/fine-arts-10-12/programs-of-study/

Alberta Education (1991). General music 10-20-30. Edmonton, Alberta: Alberta Education.
Retrieved from https://education.alberta.ca/fine-arts-10-12/programs-of-study/

The Teacher Resource Guides available on Moodle

EDUC 3601 Music C&I Griffioen

Spring 2018