Shannon Ibbotson
Grade Level: 3rd
Time Frame: 45 minutes


TOPIC: This is a music lesson featuring the recorder instrument with an emphasis on the key G.

RATIONALE: Music offers students creative expression and enhances self-esteem. Even those students who do not know English can play the recorder and communicate in an expressive and understandable manner.

Creative Expression: Each student will be able to place the notes B, A, and G on the staff and compose his/her own music.

Aesthetic Valuing: Each student will share his/her piece of music with partner.

STRATEGY: A combination of direct instruction and guided discovery will be used.
* The students do have previous knowledge on the recorders, we have learned B and A in a previous lesson.

1. I will pass out the recorders and ask them to take the plastic covering off.

2. I will ask the students if they can finger the key B on the recorder.

3. Then, I will ask them to finger note A on the recorder.

4. Next, I will ask someone to show me how to move from note B to note A.

5. The next step, I will ask someone to draw the note B on the staff, which is up on the board.

6. Now, I will ask someone to place the note A on the staff, which is still up on the board.

7. For further review, I will ask someone what it means if there is no note on the staff after three notes, or if a squiggle line is there, what would it mean. They should respond with a rest, no sound.

8. Now, we will practice those two notes by playing them and practicing going from one note to the next note.

1. First, finger G. That is using the thumb on the left hand, placing it over the hole.Take the first, second, and third fingers, of the left hand, and place them completely over the top three holes. This is the note G.

2. Next, blow into the recorder three times and rest, as shown on the overhead.

3. Now, practice this for 5 minutes. Students will be able to change the beat as they play. From rest, three blows, to whatever beat they can make up using for notes andincorporating the rest when needed.

4. On the overhead, I will display the tune notes B, A, G, and rest. We will finger this now. We will practice fingering this until I can observe each student in the room.

5. The students will practice looking at the notes on the overhead and playing the recorder to the beat.

6. I will show the students how I would write my own music, only four beats or rests per bar. This is my demonstration.

7. I will pass ditto sheets for the students to compose their own music. They will begin by only doing four beats. Then they will practice what they have composed.

8. On the ditto, there is enough room to do two rows of 4 beats. They will complete their music, by filling in the next row, and practice.

Once they have practiced their music several times, I will have them play to a partner. Next, they will listen respectively to their partner play his/her music. I will ask if they enjoyed what they did with the recorder today, I will ask if they can identify the notes in the key of G, and if they feel they are ready to go to the next key, or stay on these three for a little longer to practice.

Assessment will occur throughout the lesson. I will go around and listen to them play the designated notes. I will listen and observe their fingering technique and correct them when needed. I will listen to their comments at closure and take into consideration their feedback.

1. Recorders - provided by the school

2. Dittoes - of the music staff for them to compose music on.

The students will place the piece of plastic or paper with their name on it, in a baggy over the top of the recorder (the mouthpiece), and then place a rubber band around the baggy. I will have one student from the front of the row collect them back in the box. I will return the box to the back of the room until the next recorder lesson.