Haley Williams

Fifth Grade Recorder Lesson 5 (30-40 minutes)

Lesson Objectives: Correct Recorder fingerings
Correct recorder hand position
Correct recorder tone
Treble clef note identification
Chant simple rhythms within music notation
Perform simple melodies notated in treble clef
Standards: Adopted Marshall Public Schools Academic Standards of
Music
Expression of Music (1.1.c, 1.2.b, 1.3.b)
Theory of Music (3.4.b)
Materials and Resources: ELMO cart, Projector, Gently Sleep sheet
music, Recorder, Hot Cross Buns sheet music, Recorder Fingering chart
magnets, Recorders note magnets, blank staff magnet, magnets, white
board, dry erase marker, eraser, Merrily We Roll Along sheet music,
Recorder Testing Rubric
Lesson Procedures:
a) Introduction
a. Students will come into the classroom and sit in their
assigned music rows. If students forgot their recorder they
need to grab one off of the recorder holder. I will remind
them that today is a testing day and everything we do will
be almost exactly the same as the last testing day. I will
have the students warm up by playing GABAG, all in half
notes.
b. Students will take out their Gently Sleep sheet music and I
will also put it up on the screen for those who forgot their
folders. We will run through it once as a class. If I need to
remind students to not blow too hard, cover their holes, or
if I need to go over fingerings I will do that after the first
run through. We then will play the song again as a class.
b) Procedures
a. Before I split the students up into groups I will explain each
station to them.
i. Station 1: testing station. When students are not
testing they are away from the desk and practicing
Gently Sleep. When students are testing they read
off of my sheet music unless they are being
accommodated. I will explain to them why they failed
any sections of the rubric if they failed any sections.
They then get to keep their rubric

ii. Station 2: notes station. Students will try to match

the note magnets with the correct recorder fingering
chart magnet. After they have accomplished that
they will pick two people. One person picks a
fingering chart and the second person will try to
correctly place the note that matches that fingering
in the correct spot on the blank staff magnet.
iii. Station 3: rhythm station. Students take turns
notating rhythms using quarter notes, paired eighth
notes, and quarter rests. The group will read the
rhythm that is written out loud all together.
iv. Station 4: Merrily We Roll Along. Students will work
together in their group and practice Merrily We Roll
Along.
c) Transitions
a. The only transition time we have during this lesson is when
students are moving from station to station and when I am
splitting the students into groups. Testing days are very
quickly paced because I have to get through testing a lot of
students. Students typically do a good job and following
directions and moving quickly on testing days.
d) Closure
a. Once everyone has tested I will ask students to put their
recorders in their case, their music in their folders, and to
go back to their music rows. We will either do a go noodle
or play the speed note naming game.
Accommodations: I have a few CI students and some students with
reading problems. If they want to they are allowed to write in their
music and use their own music rather than reading off of my plain
copy. Also because the two lines of gently sleep are exactly the same,
if a student plays the first line perfectly I wont make them also play the
second line.
Assessments: (Observational) students will be assessed on their
fingerings, technique, rhythm, and tone as they play Gently Sleep.