Recorder Karate Kids Unit Plan

The recorder.
Unit plan for grade 3

Recorder

Created by:

Alix Cooper

April 18th 2016
Alix Cooper- Unit Plan template

Generative Topic.
Generative Topic: Learning to play an instrument; Beginner Recorder
Recorders are a beginner instrument that prepares students for playing various instruments in the future. They will understand the basics of recorder (fingerings,
tonging, tone quality, notes, etc.). They will also understand that when it comes to reading music, there are more ways then Sol- Fa. They will learn how a staff
works (5 lines, 4 spaces) and they will begin to understand how the notes they are playing relate to the notes on a staff. Students will also begin to understand
the rules with playing an instrument together as a class, which will help prepare them for the upcoming band years.
Unit Title (Based on a Generative Topic): Recorder Karate Kids
Synopsis.
Culminating Activity/Products.
Synopsis:
Culminating Activity/Products:
This unit allows the grade 3 students the chance to start learning an instrument
through the recorder. The students will be working together as a class, and
separately on their own to earn the various colored karate belts. These belts
help the students stay on task and be self motivated to learn. It also helps them
lean good practice technique for home. Through getting their karate belts, the
students will have a sense of competition with themselves, and will learn that
they will only get as far as they practice. This will help the students stay
interested in the classes, practice at home, and overall develop good recorder
technique. This unit will also focus on beginning to understand how to play an
instrument, and how learning to play the recorder can one day transfer over to
their band instruments. By learning the basics of tonguing, tone, note reading,
and practice in this unit, the students will understand the importance of each of
those by the time they start band in grade 5.
a) The central focus of this unit is the recorder, and relating the notes that
they learn by rote to the notes written on the music staff. The students
will understand how to properly play the recorder (good tone, correct
fingerings etc.), and how to transfer their new knowledge of reading
notes to their instruments.
b) This unit will be taught during Grade 3 classroom music.
c) This unit will extend throughout 12 periods, at 36 minutes each.
d) This unit is focused around the playing and reading aspects of the
program of studies for the elementary music classroom. Through
learning their recorders, the students will develop a skill on their
instrument, as well as an understanding of playing with others in an
ensemble. Through various pieces, the students will be taught by rote
at the beginning, and eventually will be able to read the notes written
on the page and integrate rhythm into their playing. Through their own
Over the 6-week period that I will be teaching, the grade three students will
be periodically tested on their recorder and note naming skills. Each of the
eight recorder karate belt playing tests challenges students on various skills,
each one getting progressively more difficult. From the white belt test of
playing a B on their instrument, to the black belt test of creating their own
piece, the students will be tested on the new knowledge that they will be
learning in class. There will be times, set up by the teacher, that the students
will be able to come in and test for their next belt, although it will be left up
to the students to follow through. There will be five to ten minutes left at the
end of each class to encourage students to test for their belts, but after that it
will be on their own time (recess, lunch, after school) to come in and test.
The students will be required to gain the basic knowledge on their instrument
and will be tested up until the blue belt. It is up to them if they would like to
continue afterwards. Through these tests, students will be gaining an aspect
of performing. Some students may need to work on nerves, others may need
to work on correct fingerings before coming in to test for their belt. This
provides students with valuable performance skills and provides the teacher
with one on one time with each student to summitavely assess how they are
doing, and help them if necessary. By coming in on their own time, students
will be telling the teacher when they are ready to test, rather than feeling
scared or unprepared. Students will be aware that they do have to test up to
their blue belt, and the teacher will remind them if necessary.
The students will periodically be given musical mad minutes as well, which
will assess the students on their note naming knowledge. The teacher will
have worked on note naming in class, and the students will have learned
various new notes on their recorders. The mad minutes will help the teacher
determination, the students will collect various colors of karate belts

which will encourage them to practice their instruments and learn new
notes and playing skills.
summitavely assess where the students are at with their note naming
knowledge, whether or not they understand the concept of line notes and
space notes, and whether they can identify their notes without having the
instruments in front of them. This will help the students read notes in the
long run, and will help them make the connection between notes on the page,
and notes on their instruments. This will come in particularly handy during
their band classes in grade 5.
In the final two classes, students will be set up in a band like formation to
work on a few pieces. The students will have previously clapped out the
rhythms, used various techniques to help them with the notes, and played
through the pieces slowly separately, bar by bar with the teacher, and finally
all together on their own. By going into the band setting, students will feel as
though they are part of a band, and will get the true experience of what it is
like to play their instruments all together in that setting. The band formation
will also force students to have good posture and both hands on their
recorder at all times. The students will (in the second last class) practice in
this type of setting and then in the final class, will be able to perform for both
their regular music teacher as well as their classroom teacher. This helps the
students feel as though they have had a concert, and have successfully
completed their recorder unit.
Aim/big idea.
Aim/big idea: By the end of the unit, students will understand . . . how to make music using an instrument.
Essential questions.
Essential questions:
1. Do I have the correct posture, hand positioning, and tone while playing my instrument?
2. How can musical expression (dynamics, accents etc.) add to my performance?
3. How are the notes I am playing shown on the staff?
Desired Results/Learning Outcomes (Scope & Sequence)

General & Specific Musical Learner Expectations/Outcomes
Unit Learner Expectations (Goals)
By the end of the course students will . . .
By the end of the unit, students will be
able to . . .
GLE/GLO: 1
GLO #3: Insights into music through meaningful musical activities
SLE/SLO: 1.1
SLE L16: Identify repetition and contrast.
Assessment/Evaluation (i.e.
assessment of learning)
ULE: 1.1.1
Students will be able to identify parts
of their pieces that have repeating bars
or phrases.
Teacher will ask students to point

out similar and contrasting bars
before each playing test.
ULE: 1.1.2
Students will be able to connect and
link parts of the piece they are learning,
to parts they already know.
SLE/SLO: 1.2
ULE: 1.2.1
SLE M8: A melody may have an ending home tone (tonic)
Students will be able to tell which note

is do in the piece they are working
on.
Teacher will ask students while they

are learning a piece what can help
them with a particular bar or phrase.

out tonic in their piece before each
playing test.
ULE: 1.2.2
Students will be able to remember that
their piece will always be ending on do
(tonic).
SLE/SLO: 1.3
ULE: 1.1.1
SLE RW20: solfa training to include low la and low so (la so) and
high do (do)
Students will be able to identify low

la and low so

out tonic in their piece before each
playing test.
Mad minute note quiz
ULE: 1.1.2
Students will be able to identify high
Mad minute note quiz
do
GLE/GLO: 2
GLO #5: Musical skills and knowledge
SLE/SLO: 2.1
ULE: 2.1.1
SLE P13: Demonstrate skills on the following instruments: Recorder learn to

play with good tone, developing ability to read music
Students will be able to play their

recorder with good tone.
Various Belt tests (White, yellow,

orange, blue, etc.) Teacher will be
constantly on watch for good tone.
ULE: 2.1.2
Students will be able to read music and
transfer it to their recorder.

constantly watching for recorder
technique.
Musical mad minutes. Teacher will
assess musical note naming
knowledge.
SLE/SLO: 2.2
ULE: 2.2.1
SLE MV10: Perform rhythmic patterns in music.
Students will be able to perform both

ti-tis and tas on their recorders in the
correct time.

constantly listening for correct
rhythm.
ULE: 2.2.2
Students will be able to correctly
interpret both tas and ti-tis in their
music before playing.
SLE/SLO: 2.3
ULE: 2.3.1
SLE RW 23: Read instrumental scores for rhythm and melody instruments.
Students will be able to read 4-8 bar

melodies and rhythms.

asking students questions about
their rhythms before students begin
playing.
Recorder test. It will include
melodies where students will have
to write in note names and
melodies.
ULE: 2.3.2
Students will be able to play 4-8 bar

melodies and rhythms on their
recorders.
GLE/GLO: 3
GLO #1: Enjoyment of music
SLE/SLO: 3.1

listening for correct melodies and
rhythms.
ULE: 3.1.1
SLE E10: Changes in dynamics add to the effect of the music.
Students will be able to identify both

the louds and softs in a piece of music.
Recorder test. Teacher will have

added both the definition for forte
and piano on the test.
ULE: 3.1.2
Students will be able to play their
music with dynamics.
1. Pre unit Assessment

2. White Belt
3. In class songs and games
4. Yellow Belt
5. BAG of stuff
6. Orange Belt
7. Musical Mad Minute (x3)
8. Chorale - round

listening for students dynamics
during their testing.
Master List of Major Learning Activities and Experiences

9. Learning new notes (ongoing process)
10. Blue Belt
11. Purple Belt
12. Band Formation
13. Recorder test
14. Black Belt
15. Composition Project
Master List of Materials, Equipment, and Resources

1. Teacher recorder
2. Student recorder
3. Karate Belts
4. Teacher created Student music
5. Teacher created Student Karate Belt tests
6. Teacher created Smartboard activities
7. Online notenaming game (http://www.teachingideas.co.uk/notation/name-that-note)
8. Recorder youtube video (https://www.youtube.com/watch?v=8c9jEvXMm0c)

9. Student pencils
10. Student Mad Minute worksheets
11. Composition papers for students
12. Stands
13. Chairs
Modifications and accommodations for learners with special

needs/Adaptive strategies.
Special Considerations
Social context issues.
Description of modifications accommodations to be made for learners with

special needs/Adaptive strategies in the teaching of this unit:
Description of strategies to be used or steps to be taken to address social

context issues in the teaching of this unit.
As a teacher, I think it would be rare to say that you taught a class with no
exceptionalities, but in this class that was indeed the case. This grade three
class had no coded students, and therefore had no students with aids or any
type of direct exceptionality. However, I did have a few students who truly
struggled throughout the process of learning recorder so I will talk about what I
did to help them learn.
I was in an interesting school in the fact that in the classroom that I was
teaching this unit to, I had very few social context issues. I was in a catholic
school, so I was able to give the students religious music if I wanted (although
I didnt in the end), I had no ESL students, extremely involved parents who
helped their children practice at home, and no FNMI students.
Student #1 was a girl who always wanted to please everyone. Therefore, if you
asked her how she was doing, she would always reply with great!. It didnt
take long however to discover that this student was really struggling with the
whole concept of learning an instrument. I first caught on to how much she
was struggling by looking at her Musical mad minute that we did on the second
day of class. I could tell that while other students usually would mix up the
same notes over and over, student #1 was constantly guessing at what she was
doing. I took her aside while the other students were practicing later that day,
and could tell that she was an extremely visual student. She needed that one on
one help in order to learn her pieces. Therefore, I used the resources I had
available to me, and sent her out with my TA to get help learning her notes.
All this student truly needed was specific one on one time, and someone fully
explaining it to her. She also needed the notes written down for her on the
page. Therefore, for the orange belt I changed the way that I had the music set
up for my students to help her out. Instead of having my notes written out on
the staff for them, I had the rhythms with the notes written underneath. That
helped this particular student feel more comfortable with her notes and allowed
her to focus more on the fingerings than anything else. Although I could not
always modify all the students pages like that, so that they do learn to read
music, I could definitely modify hers until she feels confident enough to do it
herself.
The music we will be learning about in this unit will relate to every single one
of my students because I plan to use Canadian music and as Canadians, I think
it is vital that they learn as many of the folk songs as possible. I have been
placed in a very well off area, and I did not have too much diversity when it
comes to social class. However, I think it is extremely important for students
to be exposed to pieces from all social classes, and ethnicities. I do not want
my students playing Hot Cross Buns fifty times in a row. I want them to
learn a piece like Land of the Silver Birch- one that they do not necessarily
know, and that has culture and history behind it.
For the final few classes, I am hoping that my students will be ready to play an
arrangement (arranged by me) of a piece that they enjoy that they can perform
at their final concert. By the end of the semester, I am planning to have a
multiple part recorder piece ready for them to play based on the G pentatonic
scale. This piece will be based on the consensus of the type of favourite music
they have, and will be an engaging and relatable project for them.
I am planning to be in the classroom at recesses and lunch hour unless I am on
supervision, and plan to let my students know that. I plan to tell them that if
they need any help at all, they are free to come and talk to me about it and I
will help them get past their struggle. They will also be able to sign up for
Belt Testing at those times. Because I know that there will be many students
who dont want to, or are embarrassed to come to me with questions, I plan to
observe them throughout the classes and will talk to them if I feel like they
need help.
Lesson
Topic
Recorder Rules
and learning hand
positioning
Summary of Lessons
Learning Objectives
Assessment/Evaluation
By the end of this lesson TSWBAT . . .
1. Correctly identify how to blow into the
Formative
recorder
observation of
3. Show correct hand positioning- with
discussion about
their left hand on top
how to blow into the
4. Correctly seal their notes on their
recorder
recorder.
Formative
observation of
students hand
positioning through
games and songs
Learning Activities/ Instructional Strategies
Discussion of recorders history

o Recorder has been around since
the 1300s
o Used to be played by everyone
including kings
o Used to be 12 different sizes of
recorder (Now there are only 7)
Class discussion asking who has played an
instrument before and which one they play
Class discussion about recorders being on
the ground when teacher is talking
Discussion about what it means to blow
gently
Discussion about the meaning of tonguing
Asking students what they think good
posture means
o Discussion about what good
posture would be while playing
the recorder
Explanation of the rest of the rules
o Dont sing into the instrument
o Dont let the recorder touch their
teeth
o Listen to teacher when she is
talking
o Dont blow too hard
o Seal all the holes (that are
necessary)
Explain that the left hand always has to be
on top
Demonstration of all the rules at once by
teacher
Teach Pick up your recorder song to
students by rote
Play game with the students and teacher
will walk around and tap students out if
Recorder rule
refresher
Learning B and A
1.
2.
3.
Correctly be able to play the note

B on their recorders.
Correctly be able to play the note
A on their recorders
Be able to copy basic rhythms on
their recorders
Formative
observation of
students hand
positioning while
playing.
Formative
assessment of
students tone and
notes during songs
and games.
Formative
assessment of basic
rhythms through
students playbacks
and leadership
during the echo
game.
they arent holding the recorders properly

Explanation of why recorders have to be in
class at all times
o Plus explanation of what will
happen if students forget them 3
times in a row
Reminder discussion about recorder rules
o Reminder about hand positioning
o Reminder about blowing gently
o Reminder about sealing notes
o Reminder about tonguing etc.
Play the Pick up your recorder game
with the students
Teacher will stand up and show the students
the fingering for the note B (first finger
down) and will ask students to imitate
o Teacher will then walk around the
circle fixing students hand
positioning and fingering
Give the students 10 seconds where they
can play that note however they would like
Play an echo rhythm game with the
students, where she will play a rhythm
using B, and they will have to copy
o Teacher will pull 5 students at
random to come and be the leader
Teacher will stand up and show the students
the fingering for the note A (first and
second finger down) and will ask students
to imitate
o Teacher will then walk around the
circle fixing students hand
positioning and fingering
Give the students 10 seconds where they
can play both notes however they would
like
students using A AND B
-Identifying notes
on the staff
-Adding the note
G
1.
2.
3.
4.
Correctly play the note G on

their recorders
Identify B on the staff
Identify A on the staff
Identify G on the staff
Formative
observation of
students hand
positioning while
playing.
Formative
assessment of
students tone and
notes during songs
and games.
Formative
assessment of
students note
naming abilities
Formative
assessment of
students ability to
relate notes on the
smartboard to their
recorders.

Teach Oh we are pirates song to the
students
o Explanation of the game that goes
along with the song
Students play game with teacher leading it
o Teacher taps people out if they
have the wrong fingering
Discussion about knowing when students
notes are sealed and when they arent
(How do you know?)
o Helps with problem solving the
whistle noise
Play Oh we are pirates with the students,
switching between B and A
Teacher will explain that there is a way to
write notes down and be able to read them,
just like there is a way to read letters
Teacher will show students a slide with the
staff on it
o
Teacher will go through how to

read notes, and how a B and an A
are notated on the staff.
Teacher will show the students

what a G looks like notated,
and will also show the students
the fingering for G
Teacher will let the students

fiddle around with getting the G
along with the A and B for 15
seconds - any Whistles and it

stops. Once the students hear the
timer, they must stop playing.
-Learning about
Recorder Karate
-Reminder of B,
A, and G
-White belt test
handed out
1.
2.
3.
4.
Explain the importance of

practicing
Understand Recorder Karate
Understand the testing for their
belts
Transfer notes on a page to notes
on their instruments (aka read
music)
Formative
observation of
students hand
positioning while
playing.
Formative
assessment of
students tone and
notes during songs
Teacher will explain to students that they

are going to play a relay race game
o
Teacher will explain that there

will be either a B, A or G that
shows up on the smartboard
Teacher will explain that the first

person (out of the two teams) to
play the note shown on the board
4 times correctly wins a point for
their team.
When their turn has passed, they

will go to the back of the line and
sit down.
Teacher will make sure to add

rules (Dont tell someone theyre
bad, dont tell someone to hurry
up etc.) if there is any poor
behaviour the person will be
taken out of the game.

switching between B, A and G
students using A, B and G
10
and games.
Formative
assessment of
students note
naming abilities
Formative
assessment of
students ability to
relate notes on the
smartboard to their
recorders.

Teacher will then explain to students about
the recorder Karate, and explain the rules
in order to get a belt.
o Teacher will explain (and show)
what the students need to do in
order to get their white belt
o Teacher will explain that the
students can go as high as getting
blackbelt, BUT ARE REQUIRED
to at least get their blue belts
o Teacher will explain testing, and
the fact that students will have to
talk to her if they want to come
test for their belts at breaks
o Teacher will talk with students
about the importance of
practicing if they are going to be
testing for their black belt
o Teacher will ask if there are any
questions and answer them.
o Teacher will show the students
what they need to do to get their
white belts
Teacher works through white belt piece
bar by bar with students
o By rote, clapping rhythms,
naming notes etc.
11
-Reminder about
note naming
-Reminder of
White Belt
-Introduction to
their yellow belt
1.
2.
3.
Correctly identify G, A, and B

on a staff
Correctly (mostly) play their
white belt test
Understand the notes and
rhythms in their yellow belt test
Formative
observation of
students hand
positioning while
playing.
Formative
assessment of
students tone and
notes during songs
and games.
Summative
assessment of
students note
naming abilities
through the BAG
musical mad minute
Formative
assessment of
students ability to
relate notes on the
smartboard to their
recorders.
-Testing White
belt
Successfully explain that they

have completed testing for their
white belt.
Summative
assessment of
students hand
positioning while
playing.
Summative
assessment of
students tone and
notes during white
belt testing
Summative
assessment of
students playing
skills through their

switching between B, A and G
Teacher works through white belt piece
bar by bar with students as a class
naming notes etc.
Teacher introduces yellow belt piece
(Many students will have already
completed their white belts at this point)
Teacher works through Yellow belt piece
bar by bar with students
naming notes etc.
Teacher introduces students to online note
naming game on the smartboard. A fun
and exciting race against the clock to
name the notes on the staff
Students will compete in teams to
complete the game
Game:
http://www.teachingideas.co.uk/notation/namethat-note
Teacher will pull students out of the

classroom one by one (TA will be in the
classroom at all times) to summatively
assess students on their white belt tests
This class is the last class before spring
break (students last day in school).
Students who are not testing at that time
will be with their classroom teacher
cleaning out their lockers and desks, or
inside the music classroom (With my TA)
practicing for their white or yellow belt
test.
12
-Reminder of
BAG notes and
where they sit on
the staff
-Learn low E on
the staff and on
recorders
-Yellow Belt
reminder
1.
2.
3.
4.
Correctly identify the notes

B,A,G and E on the staff
Play low E on their recorders
Correctly identify the notes in
the song merrily we roll along
Correctly play the song Merrily
we roll along when broken into
bar-by-bar
white belt testing

Formative
observation of
students hand
positioning while
playing.
Formative
assessment of
students tone and
notes during songs
and games.
Formative
assessment of
students note
naming abilities.
Formative
assessment of
students ability to
relate notes on the
smartboard to their
recorders.
Formative
assessment of
students
understanding of
notes and rhythms in
a piece of music.
Teacher will pull up the smartboard lesson

which has the notes A B and G separately
o Teacher will explain to students
that A is a space note, and B and
G are line notes
that because B is higher on our
recorders, it is on the higher line
that because G is lower on our
recorders, it is on the lower line
o Teacher will explain that A is the
line note in the middle of G and B
Teacher will then show the students the new
note (Low E)
Teacher will then ask the students to repeat
after her, and play various different
rhythms on low E
o Teacher will listen to students
play their notes, and even ask
students to volunteer to create the
rhythms
o Teacher will listen to the students
who volunteer play their rhythm,
and observe how they are doing
with their new note
o Teacher will then ask students to
take that new note home and
make sure that they are practicing
it, because their next piece will
have the low E in it
Teacher will then pull up students Yellow
belt recorder piece
o Teacher will work through the
piece with the students by
clapping, saying the notes, and
then bar by bar by rote.
Teacher will then play the BAG or stuff
13
game with the students using Merrily we

Roll Along
o (Snap B, Patch G, Clap A)
Teacher will then use the Echo game with
the students where the teacher turns away
and plays a simple rhythm using B, A, or
G for the students
o the students will have 10 seconds
to figure out what the teacher
played
o The teacher will then ask students
to volunteer to play back what
they think the teacher played
Teacher will then use the last 10 minutes to
allow the students to either practice their
yellow belt test, or play the note naming
game.
Note naming game:
http://www.teachingideas.co.uk/notation/n
ame-that-note
-Musical Mad
minutes
- Completing
Yellow belt
testing
-Learning Orange
belt
1.
2.
3.
Say they have successfully

completed their Yellow belt test
(for those who havent already
completed it)
Be able to play through their
orange belt test
Be able to switch quickly
between E and G
Formative
assessment of
students hand
positioning while
playing.
Formative
assessment of
students tone and
notes while playing
Summative
The teacher will hand students out a BAG

mad minute once again, and allow them 5
minutes to complete it
Teacher will then pull up students Yellow
belt recorder piece
14
assessment of
students playing
Yellow belt testing
Summative
assessment of
students note
naming abilities
through the BAG
musical mad minute
-Completing
Orange Belt
-Beginning to
Learn BAG
cannon (what is a
cannon)
1.
2.
3.
Say they have successfully

completed their orange belts
Understand the meaning behind
a cannon (musical meaning) and
a round
Be able to get through the entire
BAG cannon as a class
Formative
assessment of
students hand
positioning while
playing.
Formative
assessment of
students tone and
notes while playing
Summative
assessment of
students playing

G for the students
played
Teacher will then show students the video
of the recorder that she has from youtube
(https://www.youtube.com/watch?v=8c9jE
vXMm0c)
o Teacher will then ask students to
give their comments about the
video and what they thought
about it.
Teacher will then show the students their
orange belt test and go through it with
them in the BAG of stuff fashion.
o Snap for B, Clap for A, Patch for
G, Stomp for E
Teacher will work through the piece with
the students by clapping, saying the notes,
and then bar by bar by rote.
For the last 15 minutes of class, teacher
will test students on their yellow belt
The teacher will hand students out a BAG
mad minute once again, and allow them 5
minutes to complete it
Teacher will then pull up students Orange
belt recorder piece
15

Orange belt testing
Formative
assessment of
students musical
knowledge
10
-BAG cannon and

round
-BAG round in
partners
-Learning high C
-Introducing blue
belt
1.
2.
3.
4.
Successfully play the BAG

cannon with their partner
Successfully play High C on
their recorder
Show the fingerings for high C
Be able to play through the blue
belt piece
Formative
assessment of
students hand
positioning while
playing.
Formative
assessment of
students tone and
notes while playing
Summative
assessment of
students playing
Orange belt testing
(if not completed the
day before)
G for the students

played
Teacher will then introduce the idea of the
BAG cannon with the students and begin
working through it with them in the BAG
fashion
G, Stomp for E
Teacher will work with students by playing
measure 1 and 3 and the students will play
bars 3 and 4
Teacher will then introduce the students to
the idea of a cannon
Teacher will then work with the students to
try and do the BAG as a cannon with the
class.
Orange belt testing/ practice for last 10-15
minutes of class
Teacher will remind students of the idea of
the BAG cannon and continue working
through it with the students in the BAG of
stuff fashion
G, Stomp for E
Teacher will work with students by playing
measure 1 and 2 and the students will play
bars 3 and 4
o Teacher will trade students on and
off until they have played all bars
at different times
Teacher will then work with the students to
try and do the BAG as a cannon with the
class.
Teacher will pair students off and ask them
16
11
-Performance
setup
-Practicing for
final performance
-Blue belt testing
-Composition
piece
1.
2.
3.
4.
Understand why we are in a

performance layout
Be able to say they have
completed their blue belt testing
Play pieces for final performance
Begin work on composition piece
12
-Final
performance
-Final testing
1.
Complete a performance on their

recorders for their classroom
teacher
Formative
assessment of
students musical
knowledge
to work together to do the round.

Teacher will allow groups to present what
they have done.
Teacher will introduce high C as a new
note for the students
Teacher will introduce their blue belt test
and work through the piece with the class.
Summative
assessment of
students hand
positioning while
playing their blue
belt piece
Summative
assessment of
students tone and
notes while playing
their blue belt piece
Summative
assessment of
students playing
blue belt testing
Summative
assessment of
students musical
and rhythmic
knowledge
(composition
project)
Summative
assessment of
students hand
Teacher will have students lined up into

rows similar to the band set up
Teacher will work with students on the
pieces that they have already practiced and
tested (white belt, yellow belt, orange belt,
blue belt etc.) all together
Teacher will explain the composition piece
to the students
Teacher will allow students to begin
working on their composition pieces while
she tests students on their blue belts.
Teacher will have students lined up into

rows similar to the band set up
Students will perform their pieces for their
17
- Final time for

composition piece
2.
3.
Complete their testing of their

blue belt (or further)
Complete their Composition piece
and hand it in
positioning while
playing their blue
belt piece
Summative
assessment of
students tone and
notes while playing
their blue belt piece
Summative
assessment of
students playing
blue belt testing
Summative
assessment of
students musical
and rhythmic
knowledge
(composition
project)
classroom teachers
Teacher will allow students to continue
working on their composition pieces while
she tests students on their blue belts (or
further).
18
ED 3604 Evaluation of Student Learning

Unit Assessment Plan
Subject Area
Grade Level
Topic
Length of Unit (days)
Music
Grade 3
Recorder
12 classes

Assessments
Pre Unit
Assessment
White Belt
Observation
Yellow Belt
Class
Discussion
Orange Belt
Recorder quiz
Formative
Summative
Formative
Summative
Formative
Summative
Summative
N/A
10%
N/A
10%
N/A
10%
10%
SLE M8: A melody may have an

ending home tone (tonic)

SLE H7: Pitched percussion
instruments can be combined to
make harmony.

SLE RW20: solfa training to
include low la and low so
(la so) and high do (do)

SLE P13: Demonstrate skills on the
following instruments: Recorder
learn to play with good tone,
developing ability to read music

SLE L16: Identify repetition and

contrast.

SLE MV10: Perform rhythmic

patterns in music.

SLE RW 23: Read instrumental
scores for rhythm and melody
instruments
Learning Outcomes
Title
Type
(Formative/Summative)
Weighting
Subject Area
Grade Level
Topic

Music
Grade 3
Recorder
12 classes

Assessments
Green Belt
Blue Belt
Class
Discussion
Purple Belt
Recorder Test
Black Belt
Composition
Project
Summative
Summative
Formative
Formative
Summative
Formative
Summative

10%
10%
N/A
N/A
20%
N/A
20%
SLE M8: A melody may have an

ending home tone (tonic)

SLE H7: Pitched percussion

instruments can be combined to
make harmony.
Title
Learning Outcomes
Type
(Formative/Summative)
Weighting
SLE RW20: solfa training to

include low la and low so
(la so) and high do (do)
SLE P13: Demonstrate skills on the
following instruments: Recorder
learn to play with good tone,
developing ability to read music

SLE L16: Identify repetition and

contrast.
SLE MV10: Perform rhythmic

patterns in music.
SLE RW 23: Read instrumental

scores for rhythm and melody
instruments

Subject Area
Grade Level
Topic
Music
Grade 3
Recorder
12 classes
Assessment Tool Overview

Assessment
Tool Title
Outcomes
Pre Unit
Assessment
M8, H7, RW20, P13, L16,

MV10, RW23
White Belt
M8, RW20, P13, RW23
Brief Description
This will be a handout that is given to the
students at the end of the first class. It will be
a simple handout that has various questions
about where the students feel like they are at
with their musical knowledge, as well as their
favorite songs to listen to, favorite movies,
etc. I will also be asking them how they feel
about recorder (excited, skeptical, not excited
at all), and whether or not they play any other
instruments.

I will be using this assessment to get to know
my students and their own backgrounds. It
will help me know whether or not they are
excited for learning an instrument, and will
warn me about some potential classroom
management difficulties ahead of time. I will
also be using their choices of favorite songs to
pick some of the testing songs for the various
belts (such as let it go for black belt.)
The white belt will be assessing my students
on the very basics of recorder. This
assessment will take place like the rest of
them, when the students feel as though they
are ready to take the test. This playing test in
particular will focus on the students hold on
the recorder and whether the students can
play the note B four times in a row with
correct tone and the correct seal on their
recorder.

I will be using this assessment to see whether
or not my students have understood what I
have been teaching them in class, and if they
truly understand the correct hold of the
recorder. If I find that many of the students
do not seem to have a good grasp of this
For
AS
X X
OF

Subject Area
Grade Level
Topic
Music
Grade 3
Recorder
12 classes

concept, I will be going back to square one to
re-teach it.
Observation
M8, P13
Yellow Belt
M8, P13, RW23
This will just be me observing my class as we

play various musical games and begin the
process of reading different notes on the staff.
I will be checking to see what they know and
understand through various smartboard
activities and class participation.

I will be using this to see if the class is
following along with the concepts I am

teaching and whether or not they truly
understand the new notes they are learning.
Through the singing of the pirate song, the
students should be able to grasp the concept
quickly. By being able to walk around the
classroom and watch the students, I will be
able to see how many of them have grasped
the concept, and how many are still
struggling.
The yellow belt will be once again, assessing
my students on the very basics of recorder.
This assessment will take place like the rest of
play the note A four times in a row with
recorder. They will then be asked to repeat

the note that they played for their white belt
(B) to ensure that the lessons have been
scaffolded properly and that they havent
forgotten the skills they have already learned.


Subject Area
Grade Level
Topic
Music
Grade 3
Recorder
12 classes
Class
Discussion
M8, P13
Orange Belt
M8, P13, RW23

concept I will have to go back and use a
different game or song to re teach the
concept.

This class discussion will be to see where the
students think they are at with their learning.
I will ask them whether or not they think they
have been succeeding at their practice
(recommended 5 minutes a night) and what
they think that they should work on the most.

I will be using this as an opportunity to allow
the students to assess themselves and look at
how they are doing in the class critically. It
will also allow me to see what they think of
themselves, and whether or not they are
grasping the songs and the concepts.
The Orange belt will be once again, assessing
my students on the very basics of recorder.
This assessment will take place like the rest of
play the note G four times in a row with
recorder. They will then be asked to repeat
the note that they played for their white belt
and yellow belt (B and A) to ensure that the
lessons have been scaffolded properly and
that they havent forgotten the skills they
have already learned.

concept I will have to go back and use a
different game or song to re teach the
concept.
X X

Subject Area
Grade Level
Topic
Music
Grade 3
Recorder
12 classes
Recorder
quiz

M8, P13, RW23
This quiz will be the first of two written

assessments for the students and will be a
mad minute. Like the math mad minutes, the
students will have between 3-5 minutes to
correctly name all the notes on the staffs on
their pages (There will only be the three notes
they have learned B,A,G). This will allow the
students to see whether or not they really do
know the notes on the staff.

I will be using this assessment to check that
the students really do have a grasp of the
required concepts and whether they do know
their notes. By doing this quick quiz, I should
get the sense if I am teaching the notes on the
staff in a way that relates to them.
X X

Subject Area
Grade Level
Topic
Music
Grade 3
Recorder
12 classes
Assessment Tool Overview

Assessment
Tool Title
Outcomes
Green Belt
P13, RW23
Blue Belt
M8, RW20, P13, L16,

RW23
Brief Description
The green belt will be the first of the tests to
check the students knowledge not only on
their technique on the recorder, but on their
ability to play a piece of music as well. This
particular will focus on one particular (short)
piece of music for the student to play that has
all the notes B, A, and G. This piece will be
simple enough that they dont need to have
too much knowledge of rhythm, but they will
be required to have read music (B, A, G) for
them to be able to correctly play the piece.

truly understand how the notes on the staff
relate to their recorder. If I find that many of
the students do not seem to have a good
grasp of this concept, I will have to go back
and work again on showing the students how
the notes on the staff can be played on their
recorders.

The blue belt is the last belt that the students
are required to achieve. It will test students
on their knowledge about their technique on
the recorder, and on their ability to play a
slightly more difficult piece of music. This
particular will focus on one particular (short)
piece of music for the student to play that has
all the notes B, A, and G. This piece will be
both quarter notes and eighth notes unlike
For
AS
OF

Subject Area
Grade Level
Topic
Music
Grade 3
Recorder
12 classes
Class
Discussion
H7, P13, RW23
Purple Belt
M8, P13, Mv10, RW23
the last piece, and they will be required to

have read music (B, A, G) for them to be able
to correctly play the piece.

or not my students have completely
understood the minimum of what I have been
teaching them in class, and if they truly
understand how the notes on the staff relate
to their recorder. If I find that many of the
students do not seem to have a good grasp of
this concept, I will have to go back and work
again on showing the students how the notes
on the staff can be played on their recorders,
and how we can incorporate simple eighth
note rhythms.

This class discussion will be to see where the
students think they are at with their learning.
I will ask them whether or not they think they
have been succeeding at their practice
(recommended 5 minutes a night) and what
they think that they should work on the most.

I will be using this as an opportunity to allow
the students to assess themselves and look at
how they are doing in the class critically. It
will also allow me to see what they think of
themselves, and whether or not they are
grasping the songs and the concepts.
The purple belt is NOT REQUIRED for the
students to test for. It will test students on
their knowledge about their technique on the
recorder, and on their ability to play a more
difficult piece of music. This assessment will
take place like the rest of them, when the
students feel as though they are ready to take
the test. This playing test in particular will
focus on one particular (medium length) piece
of music for the student to play that has all
the notes B, A, and G. This piece will be both
quarter notes and eighth notes, and they will
X X

Subject Area
Grade Level
Topic
Music
Grade 3
Recorder
12 classes
Recorder
Test
H7, RW20, P13, RW23
Black Belt
M8, H7, P13, L16, MV10,

RW23
be required to have read music (B, A, G) for

them to be able to correctly play the piece.

I will be using this assessment to see which
students have gone above and beyond the
requirements for this class. This can also help
see musical talent and ability as well as
passion.

This recorder test will be the second of two
written assessments for the students and will
be a formally written out test. This test will be
assessing students note, technique, tonging
and fingering knowledge about the recorder.

I will be using this assessment to check that
the students really do have a grasp of the
required concepts and whether they do know
the various things I will ask them for on this
quiz. This helps me verify that I have correctly
done my job and taught them the unit that
was required of me.
The black belt is NOT REQUIRED for the
students to test for. It will test students on
their knowledge about their technique on the
recorder, and on their ability to play a more
difficult piece of music. This assessment will
take place like the rest of them, when the
students feel as though they are ready to take
the test. This playing test in particular will
focus on one particular longer and more
difficult piece of music for the student to play
that has all the notes B, A, and G, as well as a
new one E. This piece will be both quarter
notes and eighth notes unlike the last piece,
and they will be required to have read music
(B, A, G and E) for them to be able to correctly
play the piece. This piece will incorporate
tougher Jazz rhythms and may be played
along with the accompanying track if the
students wish. This song will be played at
least once in class, but it will be up to the
X X

Subject Area
Grade Level
Topic
Music
Grade 3
Recorder
12 classes
Composition
M8, H7, RW20, P13, L16,

MV10, RW23
students to perfect it through practice at

home.

I will be using this assessment to see which
students have gone above and beyond the
requirements for this class. This can also help
see musical talent and ability as well as
passion.

This will be a final project for the grade three
students and will be done in the last two
classes of my unit, as well as potentially for a
little bit of homework. The students will be
required to compose a two bar piece of
music using only TAs and Ti-Tis, as well as the
notes BAG.

This will help me know whether the students
have a full grasp of the music that they are
learning and reading. This will also allow them
a chance to try out their pieces on their
recorders and self assess themselves, go back
and change it. This will allow the students to
feel like true composers and performers.
X X
White Belt Test

Recorder
REMEMBER:
1.Left hand on top and right hand on the bottom
2.Seal all your notes (holes)
3.Blow gently
4.Have fun!!
Name: ___________
Date: ____________
B-A-G
BAG
TEST
Mad
BAGMinute
TEST
"
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BAG
TEST
"
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BAG
TEST
"
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BAG
TEST
"
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"""
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"
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"
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"
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"
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"""
"
"
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"
"
"
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"
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"
" "
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""
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Yellow Belt Test

Recorder
REMEMBER:
3.Blow gently
4.Have fun!!
"" # # # # #
BAG march
#
# # # # #
# # # # #
Orange Belt Test

Recorder
REMEMBER:
3.Blow gently
4.Have fun!!
Blue Belt Test

Recorder
REMEMBER:
3.Blow gently
4.Have fun!!
Purple Belt Test

Recorder
REMEMBER:
3.Blow gently
4.Have fun!!
Black Belt Test

Recorder
REMEMBER:
3.Blow gently
4.Have fun!!
Become a Composer
Now that youve learned your notes on your recorder, and gotten your belts
its time to compose a recorder piece of your very own! Use the 6 bars
below to create a piece of music using the notes youve learned on your
recorder, and then present it to the teacher.
Requirements
1.
2.
3.
4.
5.
6.
7.
You can use the notes : B, A, G, E, C, or D

You can not use the same note more than twice in a row
You must use both quarter notes (tas) and eighth notes (ti tis)
You must write the note names under each note
Draw a line through each beat
Check the time signature!
Play your composition to Miss. Cooper!
Bibliography
Gagn, D. (2001). The complete recorder resource kit. Red Deer, Alta.: Themes & Variations.

Marcelline, M. (1998). Beginning Recorder in an Orff Setting
Marcelline, M. Reach for a Star
Name that Note. (2015). http://www.teachingideas.co.uk/notation/name-that-note

Philipak, B., & Jennings, P. (2002). Recorder karate: A highly motivational method for young
players. Wauwatosa, WI: Plank Road Pub.

Reflective Critique
This unit, although fun an interesting, took me almost completely out of my comfort zone. It
was interesting to me, because I love elementary students and I have always thought that I would
teach them in the long run. Planning this unit however, was extremely different because it
wasnt band, it wasnt even choir, and I hadnt played the recorder since fifth grade. There are
some things that I would keep the same in my unit like my choice of songs, and the times that
they learned the new notes. Although there were many good parts to my unit, there were also
parts that I would absolutely 100% change next time I taught it. The first thing I would change is
my own mindset. I struggled in my first two classes to remember, these kids are eight! I had to
learn to wrap my head around the fact that no, they dont know all the notes on a staff, and no
they definitely do not know how to hold a recorder properly. The second thing I would change
would be my first few beginning lessons. The students are without a doubt not ready to learn to
play a note on their first day with their recorders. It takes time (and a lot of it) to learn the basic
rules, hand positioning, and the fact that the holes have to be completely sealed. Not only that,
but it takes time to learn the correct air flow, and the correct tonguing; and they have to learn
those things off the instrument first. Next would be how I introduced the Recorder Karate
concept. Although the students were super excited about the aspect of earning their belts, I
told them the order of the belts which seemed totally harmless at the time. However, because I
only taught the students for six weeks the amount of belts that I had for them (8) was completely
unreasonable. All the kids wanted to get to their black belt and unfortunately, none of them did.
I didnt have enough time to teach them all the skills required to complete their black belt tests,
and that was absolutely a set back for me and something I would change in the future.
I think that my ULEs and learning objectives were absolutely age and level appropriate if not at
the beginning of the unit, at the end. I was lucky because I had an extremely strong group of
grade threes who were anxious to learn. I think that if the class had been a little less excited
about the concept of playing the recorder, I could have run into some issues. I definitely think
that the recorder unit is one that should be saved until well into the year when you know your
students and what they are capable of.
I am pleased to say that my instructional strategies seemed to be effective and my students did
rise to the occasion and succeed in ways that maybe I wasnt expecting. By the end of my time
with them, listening to my class play the recorder was actually an enjoyable experience
(something that isnt always the case with the recorder). I think my students were engaged
throughout most of my lessons, which was wonderful to see and they always seemed really
excited about coming to music class. The materials I chose to use with my students were
absolutely amazing and really helped me every step of the way. Although I may have picked
some stuff that was too difficult for them at the beginning, by the end I believe I was using my
materials effectively and picked songs and exercises that were enjoyable for my students.
Although I think that I had really good classroom management with my students, I think that I
definitely need to do some work on moving on quickly. At grade 3, my students were still young
enough that they had to be moving fairly often and couldnt just sit and listen for the entire
period. I found this extremely challenging at times, and even lost control of the class once. I
found it difficult to remember that the students needed things like games, and time to get up and
move around. At first, I didnt find this a problem because I had found lots of singing games for
working on hand positioning and the first few notes they learned on the recorder. However, I
found it extremely difficult to get some of the students engaged when we were learning different
pieces of music. They didnt want to sit there to learn it like you would do with a band, but I
struggled to find a way that would allow them to get up and walk around but learn their music at
the same time. I think that if I ever did this unit again, I would honestly consider getting my
students sitting like a band would for at least the last few weeks. This way, I could not only
prepare them for band, but give each of them their own music that they could write on and read
off of. I think this would make the sitting and learning new music part of recorder exciting for
them. It would allow them to have the feeling of collaboration with their class, and it would
even potentially be possible to get more than one part going at once.
For this class, my plan for establishing and maintaining a positive learning environment was
successful. I had these students all morning while I worked in the grade three classroom as well,
and by maintaining a presence there, I held onto it during music lessons. The students were
always extremely excited to play their recorders and would ask me daily if they could come in
and test for their belts. I was extremely pleased by the end with how far they had come, and how
much work they put into practicing for their recorder belts.
I think overall, I would call my unit a success. Although there are definitely a few things I would
change and a few lessons that fell flat, it was an amazing learning experience to be in the
elementary classroom. I think as a music educator it is important to be well rounded in all
aspects of your teaching, and teaching recorder to grade threes definitely helped me achieve
that.

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The recorder.

Unit plan for grade 3

Alix Cooper- Unit Plan template

determination, the students will collect various colors of karate belts

Desired Results/Learning Outcomes (Scope & Sequence)

Teacher will ask students to point

SLE M8: A melody may have an ending home tone (tonic)

Students will be able to tell which note

Teacher will ask students while they

Teacher will ask students to point

Students will be able to identify low

Teacher will ask students to point

Mad minute note quiz

Mad minute note quiz

SLE P13: Demonstrate skills on the following instruments: Recorder learn to

Students will be able to play their

Various Belt tests (White, yellow,

Various Belt tests (White, yellow,

SLE MV10: Perform rhythmic patterns in music.

Students will be able to perform both

Various Belt tests (White, yellow,

Students will be able to read 4-8 bar

Various Belt tests (White, yellow,

Students will be able to play 4-8 bar

orange, blue, etc.) Teacher will be

SLE E10: Changes in dynamics add to the effect of the music.

Students will be able to identify both

Recorder test. Teacher will have

1. Pre unit Assessment

Various Belt tests (White, yellow,

Master List of Major Learning Activities and Experiences

Master List of Materials, Equipment, and Resources

8. Recorder youtube video (https://www.youtube.com/watch?v=8c9jEvXMm0c)

Modifications and accommodations for learners with special

Description of modifications accommodations to be made for learners with

Description of strategies to be used or steps to be taken to address social

Learning Activities/ Instructional Strategies

Discussion of recorders history

Correctly be able to play the note

they arent holding the recorders properly

Correctly play the note G on

random to come and be the leader

Teacher will go through how to

Teacher will show the students

Teacher will let the students

seconds - any Whistles and it

Explain the importance of

Teacher will explain to students that they

Teacher will explain that there

Teacher will explain that the first

When their turn has passed, they

Teacher will make sure to add

Play Oh we are pirates with the students,

random to come and be the leader

Correctly identify G, A, and B

Successfully explain that they

Play Oh we are pirates with the students,

Teacher will pull students out of the

Correctly identify the notes