BCPS Music/Dance Lesson Plan Model

Teacher Name: Marianne Thayer Date: 3/9 Class: Stein

Class Description and Background:

Primarily white class of affluent backgrounds. One student with a variety of disabilities visits during this
music class from the specialty school next door.

Unit: Recorder Students: 23

Background: Have learned B and A on the recorder, beginning to read sheet music

Maryland State Fine Arts Standards for Music/Dance

Click on each standard that applies to your lesson.
☐ CREATING 1: Generate and conceptualize artistic ideas and work.
☐ CREATING 2: Organize and develop artistic ideas and work.
☐ CREATING 3: Refine and complete artistic work.
☐ PRESENTING 4: Analyze, interpret, and select artistic work for presentation.
☐ PRESENTING 5: Develop and refine artistic work for presentation.
☐ PRESENTING 6: Convey meaning through the presentation of artistic work.
☐ RESPONDING 7: Perceive and analyze artistic work.
☐ RESPONDING 8: Interpret intent and meaning in artistic work.
☐ RESPONDING 9: Apply criteria to evaluate artistic work.
☐ CONNECTING 10: Synthesize and relate knowledge and personal experiences to make art.
☐ CONNECTING 11: Relate artistic ideas and works with societal, cultural, and historical context to
deepen understanding.

Daily Objectives:
Students will be able to identify note names on the staff, perform the notes B, A, and G, and manage practice
time effectively by rehearsing on the recorder.
I can: Identify note names on the staff, perform the notes B, A, and G, and manage my practice time
effectively
Essential Question: How can I practice the most effectively?

Vocabulary:
What specific vocabulary is used to label the concepts covered in the lesson?

Efficient, Effective, BAG.

Lesson Sequence
Lesson Component Description
S.EL. Check-In Upon walk-in…
Introduction 1. Favorite TV show
Warm-up: 2. Show the fingering for “A” on the recorder

Hook “How Recorder is Made” video.

Guided Activities: Choice of note name review activity
(Teacher-led) Music 101 Video
Recorder stances, etiquette and technique

Independent/Group Recorder stances without Ms. Thayer

Activities: Recorder Rap, Siren Song
(Student-centered) “check a neighbor” frequently.

Assessment Evidence: Summative and informal assessment. With so many videos, teacher is able to
(Describe assessment walk around and provide one on one support.
and indicate summative
or formative)

Summary/Closure: Recorder Cat and learning the most efficience way to practice!
(Final thought for the
lesson, exit ticket, etc.)

Extension: Hot Cross Buns Rap

(If you have extra time
or for students who have
met standards…)
Modifications: Student from Ridge Ruxton:
(Special needs, injuries, ● Modified recorder to encourage left hand over right, and with keys to
etc.) cover holes.
● During video times, practive taking apart a classroom recorder
● Chicken, Unicorn, Dog laminate cards to build skills with fingers 123

Connection to This lesson builds music literacy by identifying note names on the staff, and
School/District differentiating higher and lower pitches in correlation to the placement of
Initiatives: fingers.
(SLO, SPP, Literacy,
etc.)