Brittany

Barry
Lincoln Elementary
3rd Grade Lesson

April 27tht, 2017

Essential Question: How can we use our knowledge of solfege and the treble clef to figure out
the rest of our notes on the treble staff? What tools can we use to help us identify pitches on
the treble staff?

I. National Standards
Cr1.1.3b Generate musical ideas (such as rhythms and melodies) within a given
tonality and/or meter
Cr2.1.3b Use standard and/or iconic notation and/or recording technology to
document personal rhythmic and melodic musical ideas
Cr3.1.3a Evaluate, refine, and document revisions to personal musical ideas,
applying teacher-provided and collaboratively-developed criteria and feedback
Pr4.1.3a Demonstrate and explain how the selection of music to perform is
influenced by personal interest, knowledge, purpose, and context.
Pr4.2.3a When analyzing selected music, read and perform rhythmic patterns
and melodic phrases using iconic and standard notation.
Pr5.1.3a Apply teacher-provided and collaboratively-developed criteria and
feedback to evaluate accuracy of ensemble performances.
Re7.2.3a Demonstrate and describe how a response to music can be informed by
the structure, the use of the elements of music, and context (such as personal
and social).

II. Learning Outcomes
SW identify and sing d l, s, in familiar songs (Chicken and Let Me Fly)
SW play B A and G on recorders to accompany familiar song
SW identify m r d and d l, s, in new song, Shoes of John
SW plat B A and G on recorders to accompany new song, Shoes of John
SW identify notes on the treble staff using bean bag and magnets
SW practice drawing treble clef and identify pitches on handout

III. Materials
White board and projector
Magnets
Class set of recorders
Shoes of John (150 American Folk Songs, Page 37)
Chicken on a Fence Post
Now Let Me Fly
Treble Clef handout
 IV. Procedures
1) SW come and sit in their assigned seats. Assigned students will hand out books.
2) TW begin singing Let Me Fly and SW identify d l, s,
3) SW identify way in the middle of the air as m r d. Sing and sign d l, s, and m r d.
4) TW hand out recorders.
5) SW play m r d on recorders (B A G).
6) TW sing and students will play when m r d occurs at end. SW put recorders in rest
position.
7) TW sing new song, Shoes of John, and display lyrics on board. SW identify m r d and
circle lyrics on the board. SW identify d l, s, and circle lyrics on the board.
8) TW sing and students will play when m r d occurs.
9) SW put recorders away and return to seats.
10) TW review pneumonic devices:
Notes in a space spell the word face, F-A-C-E face.
Notes on a line sure are fine, Every Good Boy Does Fine.
11) TW place bean bag on treble staff rug and students will identify pitches and other
students will check their answer.
12) SW complete Treble Clef handout (15-20min).
Put names on handout as soon as they get it. Dont start until directions given.
13) TW split class in half and select a score keeper/answer-checker.
14) TW display blank treble staff. One student from each team and get a magnet. TW
call out a note and students must race to place their magnet on the correct
line/space (some pitches have more than one answer: in the event of octaves, both
teams get a point).
15) SW play the chicken chase game for Chicken on a Fence Post.
16) SW recall where in the song the d l, s, is in the song and sing/sign it. SW review songs
where they have sung d l, s, and teacher will list them on the board.
17) TW pick student from either end of seats to lead students past recorder crate and to
the door.

V. Assessment
TW assess students accurate identification of d l, s, in familiar songs by assessing
student responses
TW assess students accurate performance of m r d on recorder by aurally
assessing during Let Me Fly
TW assess students accurate identification of m r d and d l, s, in new song, Shoes
of John, by visually assessing students circled lyrics
TW assess students accurate performance of m r d on recorder by aurally
assessing during Shoes of John
TW assess students accurate identification of remaining notes on staff by
assessing student identification with bean bag and magnets
TW assess students accurate identification of treble clef pitches on handout by
collecting and reviewing

VI. Continued Learning
Continued identification of pitches on treble clefs

VII. Honor Code
I affirm that I have upheld the highest principles of honesty and integrity in my academic
work and have not witnessed a violation of the Honor Code. Brittany N. Barry

Name: _________________________



Treble Clef Practice























Now try without tracing!







Notes on a __________ sure are fine, Every __________ Boy __________ Fine.




Notes in a ___________ spell the word _________, F , .

Name that Pitch!

Use the phrases above and your musical ABCs to label the name of each pitch on the lines below them.

1.)
______ ______ ______ ______ ______ ______ ______ ______

2.)
______ ______ ______ ______ ______ ______ ______ ______

3.)
______ ______ ______ ______ ______ ______ ______ ______

**Bonus**

________ ________