OSU Music Education

LESSON DESIGN TEMPLATE

Lesson 1

Teacher’s Name: Krystina SanGiovanni Date: January 25th, 2019

Student Grade Level: 3rd Class Size: 25
Class Subject: K-8 General Music Lesson Length: 30 min.

I. PRE-INSTRUCTIONAL PLANNING

Central Focus
Given the context and descriptions above, what is the central focus of this unit/lesson?
The central focus of this lesson is correct analysis and performance of the notes, “G” “A” and “B” on the staff.

Essential Questions
What big idea question(s) are you exploring in this lesson that will engage students in the process of learning and inquiry?
Refer to the “National Standards for Music (Reconfigured)” document and copy as needed.
How does understanding the structure and context of pitches inform a response?

Academic Language
List target vocabulary students need to know and practice to be involved in the lesson:
Point (on hands)
Hand-staff, Pitch Ladder, Notes ,“B” “A” and “G”
What content-specific active verbs are you going to incorporate into your learning segment?
Analyze, Identify, Demonstrate, Sing, Perform

Differentiation / Addressing Diverse Learners

In what ways will you differentiate instruction to address particular needs of diverse learners?
Students will use hand signs as a kinesthetic aid to their learning. Following Gordon’s Theory of Music Learning, students will repeat teacher through rote observation and sing
the excerpt in their head in the process known as, “audiation,” coined by Edwin Gordon himself. Then, following Jerome Bruner’s Modes of Representation, students will
perform teacher-led actions and carry out enactive tasks. The teacher will then use iconic representation of the pitches using solfege and the hand-staff system to give a visual
aid to diverse learners. Both Gordon and Bruner advocated for the, “sound-before-sight” approach to music learning, where the students experience, sing, and perform
specific learning tasks before they are given the symbolic meaning of the pitches. This allows students to engage in experiential learning techniques prior to knowing what the
symbols represent. [Gordon, E. Music Learning Theory; Bruner, J. Modes of Representation; Kodaly, Z. Music Literacy]
The students will use many aural, visual, and kinesthetic aids during this lesson segment, as supported by Swassing and Barbe’s theory on Modes of Representation. The
students on the autism spectrum will use these kinesthetic aids to help them identify the notes “B” “A” and “G.” They may show these notes without singing. The student with
ADHD may use many use all of these modes, or choose to sing only, or use the hand staff/pitch ladder only. The student who is a struggling reader may use their hands and
pitch ladder to demonstrate pitch. Large icons will also be provided at the front of the room for this student to see. They may move to the front of the room if they are having
trouble seeing. The student with mild hearing loss may sit at the front towards the teacher. I will slowly articulate my words and repeat instruction when needed. This student
may also switch between the pitch ladder and hand staff, and supplemental worksheets can be provided for their accelerated learning. The student with anxiety and
depression will sit in front towards the teacher. Instruction will be repeated if necessary, in a pleasant tone of voice. Continuous positive reinforcement will be given to this
student.

II. PLAN FOR INSTRUCTION

Learner Outcomes and Assessment Teaching Procedure

Content Standards
(What will students be able to do as
a result of this lesson?) (Label each
outcome with the appropriate
standards codes)
(Evidence of student (Sequential instructions with specific details; stated in a manner so someone else could carry out your
learning; how will you plans)
measure if the learner
objectives were achieved? Be
specific)

Anticipatory Set
Students will be able to identify
pitches on a hand staff.
MU: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)
Main Lesson Sequence
Students will correctly sing, “Hot
Cross Buns” while using the hand
staff and pitch ladder system
The teacher will use
informal, formative
assessment procedures to
measure student learning.
Instructor will ask the whole
group to chant the answer
and assess student learning
via group response.
Instructor will assess student
learning by having them sing
on pitch names, pointing on
their hand-staff, and sing on
pitch names while moving
1. The instructor will sing a melody and instruct students to be the echo (rote observation)
2. Students will echo the teacher.
3. The instructor will give specific feedback regarding student performance.
4. Next, the teacher will sing while pointing to notes on the “hand-staff”. The instructor will direct
students to mirror the movements and sing.
5. Students will mirror the hand gestures and sing.
6. Teacher will give specific feedback regarding student’s ability to correctly mirror and sing the
pitches.
7. Next, the teacher will ask students what the “hand” represents on the hand staff and provide
specific feedback.
8. Students will answer
9. The instructor will then ask students to chant after them, cycling through “B”, “A” and “G” on the
hand staff.
10. Students will chant the note letter after the teacher while pointing to their own hand staff.
11. Teacher will pull up visuals and have students follow along (one slide per note). Students will
follow along with teacher as she demonstrates each pitch on the hand staff and the pitch ladder.
12. On the slide with “Hot Cross Buns,” instructor will sing “Hot Cross Buns” on note names while
pointing at fingers. Instructor will direct students to mirror teacher movement.
12. Students will sing “Hot Cross Buns” on the pitch names while mirroring the hand staff.
MU:Pr5.1.3a -
Apply teacher- provided and
collaboratively- developed criteria
and feedback to evaluate accuracy
of ensemble performances.
Students will be tested on notes of
the hand staff (treble clef only).
They will answer the questions that
the teacher will prompt.
MU: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)
Review/Closure
Students will sing Hot Cross Buns on
repeat three times, once with hand-
body planes to demonstrate
pitches, once on the hand staff, and
once on solfege
MU:Pr4.2.3b—When analyzing
selected music, read and perform
rhythmic patterns and melodic
phrases using iconic and standard
notation
higher and lower on the pitch
ladder. Evaluation of student
learning will determine
whether or not students can
accurately sing the melody
with correct pitches, shown
on both the hand staff and
on pitch ladder.
The teacher will assess
student learning by doing an
informal assessment, posed
as a game. The instructor will
look around while the whole
class chants to make sure
every individual student is
involved and is
understanding the material.
Instructor will assess
student performance of
correct pitches by listening
to the class as a whole. Are
there any parts they
struggled with? Any
concepts that seemed
confusing/challenging?
13. The teacher will then ask students (Whole Group) to point to their finger staff and ask what note
they start on (B)
14. Students answer, and teacher gives feedback regarding students’ answer.
15. Teacher will instruct the students to sing with them while pointing down the hand staff and
singing the letter names.
16. Students will sing “Hot Cross Buns” on words while pointing to the corresponding notes on their
hands.
17. The teacher will give specific, positive feedback regarding student performance.
18. Instructor will then introduce pitch ladder, directing students to repeat after them, using the
planes, as they model the first line of, “Hot Cross Buns”
19. Students will sing “Hot Cross Buns” with the pitch ladder.
20. The teacher will then instruct students to either sing on the hand staff with letter names, or on the
pitch ladder with hand signs, without further help. Instructor will switch back and forth between the
two as the students sing.
21. Finally, instructor will direct students to sing on the words, one time while pointing to the hand
staff, and one time while doing the hand signs.
22. The instructor will point to parts of the hand staff without giving the students hints, and instruct
the students to chant out the letter name while using their hand staves.
23. The students will answer as a whole class.
24. Teacher will then ask the students to use a “singing” pitch while doing the activity again. Make
sure to not jump all over the place for this. Switch between “B” “A” and “G”. Instructor will make it a
game.
25. Students will sing the pitches that the teacher points to and mirror on their own hands.
26. Instructor will give specific feedback regarding student performance of pitches while doing the
gestures.
27. Instructor will pull up the visual of the notes on the regular staff, pointing to each one and asking
the whole class to respond.
28. Students will answer.
29. Instructor will provide specific feedback regarding student identification of the notes, “B”, “A”,
and “G’.
27. Teacher will instruct students to sing Hot Cross Buns three times, once on words only, once with
the pitch ladder, and once with the hand staff system.
28. Students will sing Hot Cross Buns 3 times.
29. The instructor will give specific, positive feedback regarding student performance of pitches
while demonstrating understanding of how the pitches move on their hands, both on the hand staff
and pitch ladder.
Anticipating Difficulties and Potential Errors
List any subject-specific concepts or skills encountered in this lesson that may provide difficulty or confusion for students:
Singing the words while simultaneously doing the actions
Any note on the hand staff above the B (it is not explored as much for this lesson, except for the identification/recall game)

Materials and Technology

What materials and resources are needed for you and for the students in order for this lesson to be completed effectively?
Visual aid—PowerPoint slides with the names of the notes on the staff, Visual aid—Instructional Materials: “Finger G, A, B,” Projector and Computer, Recording of Hot Cross
Buns (optional), Whiteboard and dry erase marker (with eraser)

Learning Environment Design

Describe or illustrate the design of the physical space you will use to support a positive and productive learning experience for students. Example: Open floor setup, number of
risers, chairs and stands needed for the specific ensemble as well as a seating chart based on individual student and group needs.
Students will sit or stand on the ground in rows of two (ten per row, with five students in the third row) The instructor will be at the front of the room with the projector and
visual aids always in clear view of the students. Teacher will stand off-center so that the students can see the projection at all times.
 OSU Music Education
LESSON DESIGN TEMPLATE
Lesson 2

Teacher’s Name: Krystina SanGiovanni Date: January 29th, 2019

Student Grade Level: 3rd Class Size: 25
Class Subject: K-8 General Music Lesson Length: 30 minutes

I. PRE-INSTRUCTIONAL PLANNING

Central Focus
Given the context and descriptions above, what is the central focus of this unit/lesson?
The central focus of this lesson is correct analysis and performance of the notes, “G” “A” and “B” on the staff.

Essential Questions
What big idea question(s) are you exploring in this lesson that will engage students in the process of learning and inquiry?
Refer to the “National Standards for Music (Reconfigured)” document and copy as needed.
How does understanding the structure and context of musical works inform performance on pieces such as “Hot Cross Buns” and “Merrily We Roll Along?”

Academic Language
List target vocabulary students need to know and practice to be involved in the lesson:
Audiate, Solfege, Hand-staff, Identify, Audiate
What content-specific active verbs are you going to incorporate into your learning segment?
Analyze, Audiate, Listen, Repeat, Perform, Identify

Differentiation / Addressing Diverse Learners

In what ways will you differentiate instruction to address particular needs of diverse learners?

Students will use hand signs as a kinesthetic aid to their learning. Following Gordon’s Theory of Music Learning, students will repeat teacher through rote observation and sing
the excerpt in their head in the process known as, “audiation,” coined by Edwin Gordon himself. Then, following Jerome Bruner’s Modes of Representation, students will
perform teacher-led actions and carry out enactive tasks. The teacher will then use iconic representation of the pitches using solfege and the hand-staff system to give a visual
aid to diverse learners. Both Gordon and Bruner advocated for the, “sound-before-sight” approach to music learning, where the students experience, sing, and perform
specific learning tasks before they are given the symbolic meaning of the pitches. This allows students to engage in experiential learning techniques prior to knowing what the
symbols represent. [Gordon, E. Music Learning Theory; Bruner, J. Modes of Representation; Kodaly, Z. Music Literacy]
The students will use many aural, visual, and kinesthetic aids during this lesson segment, as supported by Swassing and Barbe’s theory on Modes of Representation. The
students on the autism spectrum will use these kinesthetic aids to help them identify the notes “B” “A” and “G.” They may show these notes without singing. The student with
ADHD may use many use all of these modes, or choose to sing only, or use the hand staff/pitch ladder only. The student who is a struggling reader may use their hands and
pitch ladder to demonstrate pitch. Large icons will also be provided at the front of the room for this student to see. They may move to the front of the room if they are having
trouble seeing. The student with mild hearing loss may sit at the front towards the teacher. I will slowly articulate my words and repeat instruction when needed. This student
may also switch between the pitch ladder and hand staff, and supplemental worksheets can be provided for their accelerated learning. The student with anxiety and
depression will sit in front towards the teacher. Instruction will be repeated if necessary, in a pleasant tone of voice. Continuous positive reinforcement will be given to this
student.

II. PLAN FOR INSTRUCTION

Learner Outcomes and Assessment Teaching Procedure

Content Standards
(What will students be able to do as
a result of this lesson?) (Label each
outcome with the appropriate
standards codes)
(Evidence of student (Sequential instructions with specific details; stated in a manner so someone else could carry out your
learning; how will you plans)
measure if the learner
objectives were achieved? Be
specific)

Anticipatory Set
Students will sing, “Hot Cross Buns”
while using solfege handsigns
without the aid of the teacher.
MU:Pr4.2.3—
When analyzing selected music,
read and perform the rhythmic
patterns and
melodic phrases using iconic and
standard notation
Students will apply knowledge of
Hand Signs to theorists Zoltan
Kodaly and John Curwin, creaters
and practitioners of the Solfa
system.
Instructor will assess
student performance by
having students sing on
solfege, first with the visual
aid and then without. This
will be an informal,
formative process that will
allow the teacher to see
student progress. Using a
visual aid, the teacher will
put up the notation and
have students sing while
doing the pitch ladder and
hand-staff system.
1. The teacher will start off the class by singing, “Hot Cross Buns,” right away using the hand staff
as a visual aid to the pitches.
2. Students will sing, “Hot Cross Buns” with the teacher while mirroring the hand staff.
3. The instructor will ask students to sing again, but this time using the letter names.
3. Teacher will provide specific feedback related to performance of pitches.
4. Instructor will introduce the solfege hands signs, relating them to theorist Zoltan Kodaly and
John Curwin. Instructor will use slides to transfer Solfa to notes on the conventional staff.
4. The instructor will then tell the students to “audiate” the pitches and sing the solfege in their
heads as the teacher makes the gestures.
5. Students will audiate as the teacher makes the hand signs.
6. Without prompting the solfege, the teacher will instruct the students to sing on the solfege.
7. Students will sing “Hot Cross Buns” on solfege syllables while doing the hand signs.
8. Teacher will give specific feedback regarding student performance of correct handsign
getures.

MU:Re7.1.3a
Demonstrate and describe how
selected music connects to and is
influenced by specific interests,
experiences, or purposes.
Main Lesson Sequence
The students will be able to sing
and play “Merrily We Roll Along”
while using correct pitches on, “B,”
“A,” and “G” for each.
MU:Pr5.1.3a -
Apply teacher- provided and
collaboratively- developed criteria
and feedback to evaluate accuracy
of ensemble performances
Contingency Plan
Students will be able to sing “Hot
Cross Buns” and “Merrily We Roll
Along” while using the correct
recorder fingering for “B” “A” and
“G.”
The instructor will evaluate
student performance of pitch
by having them sing, in tune,
“Merrily We Roll Along”
using three kinesthetic
learning techniques: Hand-
staff, solfege, and the new
one: recorder. Instructor will
assess the whole group by
having a whole class
performance on singing and
recorder playing on, ”Merrily
We Roll Along”
Teacher will assess student
performance by listening
carefully to correct pitches,
and watching for correct hand
position on recorder for the
individual notes, “B” “A” and
“G”. The students may use the
9. The teacher will teach the new songs (Merrily We Roll Along) using only solfege syllables, directing
the students to echo them. The students will echo the teacher on solfege.
10. Instructor will give specific feedback regarding student performance on Solfa syllables. The
teacher may correct any intonation errors if needed. Then she will tell students to follow along on
their hand staves and sing the pitch names with the instructor.
11. Instructor will go to slide with letter names. The students will sing Merrily We Roll Along on the
letter names while using hand signs. After the first phrase, the teacher will drop out and listen to the
students while pointing along.
12. The teacher will then sing on the words while instructing students to point to the corresponding
pitches on the hand staff. Students will point as the teacher sings “Merrily We Roll Along” on the
words. The teacher will give specific feedback regarding accuracy of hand staff.
16. Next, the instructor will move to the slide with solfege syllables and teach “Merrily We Roll Along”
on the words by rote, using handsigns in place of “B” “A” and “G”. Students will sing “Merrily We Roll
Along” on the words while using hand signs.
18. Then, the teacher will instruct students to take out their recorder and use correct fingers while
chanting the letter names of “Merrily We Roll Along.” Teacher will pull up a chart and instruct
students to hold their recorder, with three fingers of the left hand on top, the right hand holding the
bottom of the recorder, and the left thumb on the back hole. Students have had instruction on basic
technique prior to this lesson, so no additional instruction for how to hold the recorder is required.
Students will hold their recorder as the instructor assesses and corrects the technique as needed.
They will chant the letter names in time with the rhythm.
20. The teacher will point to the chart and show on her own recorder the different pitches, having the
students sing them while demonstrating the correct fingering Students will sing “G” “A” and “B” while
showing correct fingering on their recorder. The instructor will give specific, positive feedback
regarding student performance.
23. Finally, the teacher will instruct students to sing “Merrily We Roll Along” on letter names while
demonstrating correct fingering on their recorder. The teacher will play, “Merrily We Roll Along” on
her own recorder. Students will sing, “Merrily We Roll Along” on letter names while using correct
finger position for “G” “A” and “B” on their recorder and while the teacher plays on her own recorder.
25. Teacher will give specific feedback regarding student performance of correct pitches and recorder
technique. Then, students will be instructed to play “Merrily We Roll Along” on recorder using correct
technique and finger position for the notes, “B” “A” and “G.” Instructor will drop out and listen to
assess students informally.
27. The teacher will instruct students to sing “Hot Cross Buns” on letter names while showing the
finger position on the recorder. Students will sing “Hot Cross Buns” on the letter names while
performing the recorder motions.
29. Teacher will provide specific feedback regarding student performance.
30. Finally, instructor will direct students to perform, “Hot Cross Buns” on recorder without teacher
aid. The teacher will look at students finger position from the front and assess from there.
MU:Pr5.1.3b—Rehearse to refine
technical accuracy, expressive
qualities, and identified
performance challenges
Review/Closure
Students will be able to sing Merrily
We Roll Along on the words while
doing either solfege, hand staff,
pitch ladder, or recorder
MU:Pr6.1.3a—Perform music with
expression and technical accuracy
various methods for aid,
including solfege, hand staff,
and pitch ladder to
demonstrate how high and
low the pitch goes, prior to
playing on the recorder.
By testing all four ways while 33. The instructor will have students sing, “Merrily We Roll Along” a total of three more times, on
students sing the words, it the words, with each time doing a different kinesthetic task aforementioned.
will demonstrate student 34. Students will sing ,“Merrily We Roll Along” while performing the different kinesthetic tasks.
comprehension of pitch 35. Teacher will give specific feedback regarding student intonation and use of different kinesthetic
location using four different styles to aid their learning.
mapping methods. The
instructor will assess this by
dropping out and listening to
the students sing on the
words, looking at every
student to make sure they
understand each kinesthetic
task.

Anticipating Difficulties and Potential Errors

List any subject-specific concepts or skills encountered in this lesson that may provide difficulty or confusion for students:
Putting the Words and the motions together, switching between the different kinesthetic learning styles, Mixing up the words with the solfege/letter names, Incorrect
recorder technique/notes

Materials and Technology

What materials and resources are needed for you and for the students in order for this lesson to be completed effectively?
Visual Aid—Merrily We Roll Along on the Staff, Visual Aid—Hot Cross Buns on the Staff, Visual Aid—Recorder map for “G”, “A” and “B” along with their corresponding note on
the staff, PowerPoint Slides, Teacher Recorder, Recording of Hot Cross Buns and Merrily We Roll Along (optional), Projector and Computer, Posters of solfege hand signs (in
classroom) Whiteboard and dry-erase marker (with eraser)

Learning Environment Design

Describe or illustrate the design of the physical space you will use to support a positive and productive learning experience for students. Example: Open floor setup, number of
risers, chairs and stands needed for the specific ensemble as well as a seating chart based on individual student and group needs.
Students will sit or stand on the ground in rows of two (ten per row) The instructor will be at the front of the room with the projector and visual aids always in clear view of the
students. Teacher will stand off-center so that the students can always see the projection.
 OSU Music Education

Lesson 3
LESSON DESIGN TEMPLATE

Teacher’s Name: Krystina SanGiovanni Date: February 5th, 2019

Student Grade Level: 3rd Class Size: 25
Class Subject: General Music K-8 Lesson Length: 30 min.

I. PRE-INSTRUCTIONAL PLANNING

Central Focus
Given the context and descriptions above, what is the central focus of this unit/lesson?
The central focus of this lesson is correct analysis and performance of the notes, “G” “A” and “B” on the staff.

Essential Questions
What big idea question(s) are you exploring in this lesson that will engage students in the process of learning and inquiry?
Refer to the “National Standards for Music (Reconfigured)” document and copy as needed.

How do musicians improve the quality of their performance?

How does understanding the structure and context of music inform a response?

Academic Language
List target vocabulary students need to know and practice to be involved in the lesson:
Hand-staff, Recorder technique, solfege, sing, pitches
What content-specific active verbs are you going to incorporate into your learning segment?
perform, sing, demonstrate, analyze, write

Differentiation / Addressing Diverse Learners

In what ways will you differentiate instruction to address particular needs of diverse learners?
Students will use hand signs as a kinesthetic aid to their learning. Following Gordon’s Theory of Music Learning, students will repeat teacher through rote observation and sing
the excerpt in their head in the process known as, “audiation,” coined by Edwin Gordon himself. Then, following Jerome Bruner’s Modes of Representation, students will
perform teacher-led actions and carry out enactive tasks. The teacher will then use iconic representation of the pitches using solfege and the hand-staff system to give a visual
aid to diverse learners. Both Gordon and Bruner advocated for the, “sound-before-sight” approach to music learning, where the students experience, sing, and perform
specific learning tasks before they are given the symbolic meaning of the pitches. This allows students to engage in experiential learning techniques prior to knowing what the
symbols represent. [Gordon, E. Music Learning Theory; Bruner, J. Modes of Representation; Kodaly, Z. Music Literacy]
The students will use many aural, visual, and kinesthetic aids during this lesson segment, as supported by Swassing and Barbe’s theory on Modes of Representation. The
students on the autism spectrum will use these kinesthetic aids to help them identify the notes “B” “A” and “G.” They may show these notes without singing. The student with
ADHD may use many use all of these modes, or choose to sing only, or use the hand staff/pitch ladder only. The student who is a struggling reader may use their hands and
pitch ladder to demonstrate pitch. Large icons will also be provided at the front of the room for this student to see. They may move to the front of the room if they are having
trouble seeing. The student with mild hearing loss may sit at the front towards the teacher. I will slowly articulate my words and repeat instruction when needed. This student
may also switch between the pitch ladder and hand staff, and supplemental worksheets can be provided for their accelerated learning. The student with anxiety and
depression will sit in front towards the teacher. Instruction will be repeated if necessary, in a pleasant tone of voice. Continuous positive reinforcement will be given to this
student.

II. PLAN FOR INSTRUCTION

Learner Outcomes and Assessment Teaching Procedure

Content Standards
(What will students be able to do as
a result of this lesson?) (Label each
outcome with the appropriate
standards codes)
(Evidence of student (Sequential instructions with specific details; stated in a manner so someone else could carry out your
learning; how will you plans)
measure if the learner
objectives were achieved? Be
specific)

Anticipatory Set
The students will be able to sing and
play “Merrily We Roll Along” and
“Hot Cross Buns” on solfege, letter
names, and recorder.
MU:Pr4.2.3a—
Demonstrate
understanding of the structure in
music selected for performance
The teacher will evaluate
student performance by
listening and letting
students lead in singing and
playing on recorder. As the
students sing and play, the
instructor will scan the
students from the front and
walk around, listening to the
performance. The instructor
may ask the students to sing
the same song a different
way so it allows the teacher
1. The instructor will tell the students to sing “Merrily We Roll Along” and “Hot Cross Buns”
on solfege and scan the room for student comprehension.
2. The students will sing “Merrily We Roll Along” and “Hot Cross Buns” on solfege.
3. The instructor will have the students sing both again on letter names. The teacher is
listening for correct pitches while varying the technique. If the teacher did not get a chance
to go around to all students by the end of the second run, the instructor may ask students
to sing using a different method (pitch ladder, hand staff)
4. The students will sing both again on solfege, and continue to sing until the instructor has
walked around and heard every student.
5. The teacher will give specific, yet encouraging feedback regarding student accuracy of
pitch.

Main Lesson Sequence
The Students will be able to play
“Merrily We Roll Along” and “Hot
Cross Buns” on the recorder as a
whole class.
MU:Pr6.1.3a—Perform music with
expression and technical accuracy
Contingency Plan
The students will be able to sing
and perform for the teacher, in
small groups, either Grandma
Grunts or Hot Cross Buns, once
singing, once playing the recorder
MU:Cn10.0.3a—Demonstrate how
interests, knowledge, and skills
relate to personal choices and
intent when creating, performing,
and responding to music
MU:Pr4.1.3a—Demonstrate and
explain how the selection of music
to perform is influenced by personal
interest, knowledge, purpose, and
context
Review/Closure
The Students will demonstrate their
knowledge of the notes, “B” “A”
and “G” by taking a post test, both
written and a singing/playing test
on recorder.
time to go around and hear
every student. This will be
an informal and formative
process at the beginning of
the lesson.
The teacher will split the
class in half—one half of the
class will sing Hot Cross Buns
on words, while the other
half will play on recorder.
Then, the groups will switch.
Repeat for Merrily We Roll
Along. Instructor will assess
students’ ability to perform
on recorder and sing correct
pitches for both by listening
up front.
The instructor will go around
to small groups (3-4) and
evaluate students on their
notes, both singing and on
the recorder. It will be in the
middle of the process and
informal.
The instructor will have
students complete and
individual formal,
summative assessment. The
written portion is out of 50
6. The teacher will have the students play the songs on recorder, going around to listen to
each student and help them when needed.
6. Instructor will pull up the slide with “Hot Cross Buns” on letter names. She will then ask
students to play on recorder.
7. The students will play, “Hot Cross Buns” on recorder. Teacher will provide specific
feedback regarding student performance of recorder technique with correct pitches, “B” “A”
and “G”
8. Instructor will then split the class in half. One half sings Hot Cross Buns, the other half
plays on recorder. Then, they switch. The teacher will go around and assess students at this
time. They can keep switching as the students are directed to sing using a different
technique (letter names, solfege, hand staff with words, hand planes). Teacher will give
specific feedback regarding group performance and provide individual help.
9. Repeat steps 6-8 for “Merrily We Roll Along”
10. Instructor will direct students to get into groups of 3-4. After the students have been
assigned groups, the teacher will pass out sheets of paper for analysis. Students are either
assigned, “Hot Cross Buns” or “Merrily We Roll Along.” These analysis worksheets are from
Instructional Materials, Task 1C. Directions are on each worksheet. First, students will work
together to write in correct letter names underneath the notes. Next, students will sing it on
words. They may write in solfege at the top of the worksheets if that helps them. Finally,
students will perform on recorder. The instructor will go around to each group after about 5-
7 minutes of work time, and hear each group sing and perform their selected piece on
recorder.
11. Students will then be prompted to discuss with their groups which method helped them
learn the pitches, “B” “A” and “G” the best, and why. They will engage in conversation and
compare and contrast the different methods, and which one aided their retention of pitches,
“B” “A” and “G” the best.
12. If a group finished early, and have discussed their preferred aid, they will be given the
worksheet of the other song to analyze.
13. Students will be given the post assessment on the notes, “B” “A” and “G.” They will
have fifteen minutes to complete the assessment. The students will be proctored by the
Instructor and Cooperating Teacher as they are taking the test.
14. The instructor will pull students out of the class to take the singing/playing portion of
the exam once they have finished the written portion. The student will flip a coin. If it

MU:Cn10.0.3a—Demonstrate how
interests, knowledge, and skills
relate to personal choices and
intent when creating, performing,
and responding to music
MU:Re7.1.3a Demonstrate and
describe how selected music
connects to and is influenced by
specific interests, experiences, or
purposes.
points, with 5 points of extra lands on heads, they will sing and play “Hot Cross Buns.” If it lands on tails, they will sing
credit, and will cover all and play, “Merrily We Roll Along.” The singing/playing portion will be no longer than 3
materials discussed minutes per student, and this part of the assessment may extend into the next class period
throughout the lesson depending on when students finish the written portion. The rubric for the singing/playing
segment (assessment found
portion can be found under Task 3D—Evaluation Criteria.
in Assessment task 1D). The
singing/playing portion will
be 5 points, and will assess
student’s ability to correctly
identify, sing, and play the
notes, “B” “A” and “G” while
demonstrating one of the
aids used in class.

Anticipating Difficulties and Potential Errors

List any subject-specific concepts or skills encountered in this lesson that may provide difficulty or confusion for students:
Singing/playing while other students do the opposite, Switching between the different methods, Overblowing, Incorrect finger positions, Incorrect holding technique

Materials and Technology

What materials and resources are needed for you and for the students in order for this lesson to be completed effectively?
Teacher recorder, Student recorders and recorder cleaning wands, Handouts—“Merrily We Roll Along” and “Hot Cross Buns,” notated on the staff, Visual Aid—solfege posters
(in class), Visual Aid—PowerPoint Slides with group project directions, Visual Aid—projector slide of “Hot Cross Buns” and “Merrily We Roll Along” on the staff,
Computer and projector, Audio recordings (sung and on recorder) of ”Merrily We Roll Along” and “Hot Cross Buns” (optional), Written post test—Notes BAG (Assessment Part
1), Scoring Rubrics for Singing/Playing tests (Assessment part 2)

Learning Environment Design

Describe or illustrate the design of the physical space you will use to support a positive and productive learning experience for students. Example: Open floor setup, number of
risers, chairs and stands needed for the specific ensemble as well as a seating chart based on individual student and group needs.

For this learning segment, students will sit with a group of 3-5 peers in a circle and work together to complete the group assessment. For the formal assessment, students will
separate and complete their tests individually by facing the front of the room and writing down their responses.