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Intermediate recorder: When the Saints Go Marching In David J. Lauria

OVERVIEW OF UNIT I. General Information

• Title: Intermediate recorder: When the Saints Go Marching In

• School: “Mount Pleasant Elementary School, Providence RI”

• Teacher: David J. Lauria

• Subject: General Music

• Grade: 3rd

• Time Frame: 5 x 45 minute classes, once a week II. Goals

• Music goals (RIPTS 1.2, 2-all, 4.2) (NMS 2, 5, 6) o To continue the study of recorder and build upon knowledge acquired during the “Beginner recorder” unit

o To add notes C and D to student repertoire o To further student understanding of rhythmic notation o To understand and correctly identify duple and triple meter

• Relationship to other curriculum goals (RIPTS 1.1, 2.1, 2.2) (NMS 1, 8, 9) o Students will learn patriotic songs o Students will learn history of the United States, through books and folk songs o Students will learn the early history of Louis Armstrong, a jazz pioneer

III. Session Framework

• Session #1: o Review of fingerings and notation for notes G, A, B o Song: “Hot Cross Buns” o Explore duple meter

• Session #2: o Review material from session #1 o Explore triple meter o Learn fingering and notation for note C

• Session #3: o Review rhythm values: eight, quarter and half notes o Learn song “This Land Is Your Land” o Learn fingering and notation for note D

• Session #4: o Review all previous material, and assess students on rhythm o Examine song “This Land Is Your Land” through book and song o Learn song “When the Saints Go Marching In”

• Session #5: o Explore harmony with five-note scale in canon o Introduce Louis Armstrong, a founder of modern jazz o Assess students on recorder proficiency o Assess students on duple and triple meter


IV. Student Characteristics “Pleasant View Elementary School” Pleasant View School is a K-5 elementary school in Providence. The student population is of mixed

race: 36% Hispanic, 35% White, and 18% African-American are the largest communities. There are

13 special-needs classes (6 mild-moderate, 7 severe-profound), and 5 ESL classes. According to the

SALT survey, Pleasant View scored below state and district averages in Reading Analysis and

Interpretation and Writing Effectiveness and Conventions. Music students are studying appropriate

grade-level material, and are motivated learners. I have taught several micro-units for third-grade

music at this school. Several of these classes were special-needs inclusion classes, which required a

simplified curriculum with an emphasis on repetition. To best accommodate these classes, this unit

plan will require visuals, audio, hands-on learning, and movement.

V. Materials required (RIPTS 2.3, 2.4, 10.2, 10.3)

• White board and markers

• Recorders for all students

• Sheet music for songs: o “Hot Cross Buns” o “Yankee Doodle” o “Take Me Out to the Ballgame” o “This Land Is Your Land” o “When The Saints Go Marching In”

• Shakers

• Rhythm sticks

• Guitar or keyboard

• CD Player

• Audio: o “This Land Is Your Land” o “When The Saints Go Marching In” o “Stars and Stripes Forever” o “Blue Danube Waltz”


• Books:

o This Land Is Your Land [Hardcover]. Woody Guthrie (Author), Kathy Jakobsen (Illustrator)

o Satchmo's Blues (Picture Yearling Book) [Paperback]. Alan Schroeder (Author), Floyd Cooper (Illustrator)

• Laminated cards with various state names

• Toy buns, or other play food

• Blank paper


Unit plan lesson 1 David Lauria Grade 3 “Intermediate recorder: When the Saints Go Marching In” Objectives

• Students will review notes G, A, B on recorder (RIPTS 3.1, NMS 5)

• Students will review musical notation for notes G, A, and B (RIPTS 3.1, NMS 5)

• Students will learn three-note scale fragment G -> B -> G (RIPTS 2.2, 3.2, NMS 5)

• Students will learn song “Hot Cross Buns” on recorder (RIPTS 3.2, NMS 2)

• Students will explore duple meter (RIPTS 3.2, 5.5, 8.2, NMS 6)

• Teacher will stay attentive to classroom discipline and management (RIPTS 6-all) Materials Needed

• Recorder and sheet music for each student

• Whiteboard or other large writing area

• Two toy buns, or other play food

Procedure Set: “Good Morning, girls and boys! Please take out your recorder and put it down on your desk.” Sequence: 1. Review of note G:

a. Model fingering of thumb and three fingers on left hand for G b. Play four quarter notes on G c. Invite a student to model fingering for class d. Have students finger G without blowing into recorder e. Check all students for fingering accuracy f. Lead students in playing whole notes on G. Do not proceed until all have achieved correct fingering and good tone

2. Review of note A: a. Model fingering of thumb and two fingers on left hand for A b. Play four quarter notes on A c. Invite a different student to model fingering for class d. Have students finger A without blowing into recorder e. Check all students for fingering accuracy f. Lead students play whole notes on A. Do not proceed until all have achieved correct fingering and good tone

3. Review of note B: a. Ask for a volunteer to model fingering of B for class


b. Check to see that volunteer has correct fingering (thumb and first finger on left hand)

c. Have students finger B without blowing into recorder d. Check all students for fingering accuracy e. Invite volunteer to lead class in playing whole notes on B. Do not proceed until all have achieved correct fingering and good tone

f. Instruct students to put down their recorders

4. Three-note scale sequence: a. Draw the following scale fragment on the white board:

b. Ask for volunteers to identify each note by name. As each note is named, mention fingerings for reinforcement

c. Discuss time values of half note and whole note d. Pick a static pitch, such as G, and lead students in singing above rhythm e. Set starting pitch, and lead students in singing scale on neutral syllable such as “loo”. Gradually drop out to assess. Do not proceed until all students can sing scale accurately

f. Instruct students to pick up recorders, and lead in practice of above scale. Do not proceed until all have achieved correct fingerings and good tone

g. Instruct students to put recorders down on desks

5. Playing “Hot Cross Buns”: a. Draw the following on the white board:

b. Lead students in singing song (students should know this from previous units. If any child has difficulty, review melody two measures at a time until all can sing accurately)

c. Lead students in clapping rhythm to song. Instruct students to pay special attention to counting

d. Lead students in clapping rhythm while singing. Gradually drop out to assess e. Instruct students to pick up recorders, and teach song by rote echo. Do not proceed until all have achieved correct fingering and good tone

f. Instruct students to put recorders down on desks, and invite all to sit in circle on the floor

6. Begin discussion of duple meter a. Explain that duple meter is any rhythm that has two beats in each measure. Use as an example “London Bridge”, by speaking the lyrics with these stresses: Lon-don bridge is fall-ing down, fall-ing down, fall-ing down, Lon-don bridge is fall-ing down, my fair la-dy

b. Begin a steady clap/pat rhythm and invite students to join in


c. Lead students in clapping and singing “London Bridge.” Do not continue until all can perform accurately

d. Lead students in clapping and singing “Hot Cross Buns”, taking care to accent the strong beats correctly. Do not continue until all can perform accurately

e. Model for students taking the bun with the right hand on beat one, and passing on beat two

f. Explain that we will now play a game called “Who’s the baker?!” Hand a toy bun to each of two students on opposite sides of circle, and instruct students to pass the bun as modeled above. Students that are passing should keep clap/pat rhythm. Explain that the students who have the bun at the end of the song will play recorder for the next round of the game. Caution students to remember good classroom behavior during this activity

g. Play several rounds of “Who’s the baker?!” Assess each student for accurate rhythm while passing the buns, and for good musicianship while playing recorder

h. Collect buns and instruct students to return to their seats and put away their recorders.

Closure: “Thank you all very much! Make sure to practice for next class!” Evaluation (informal only)

• Teacher will observe students while reviewing notes. Teacher will correct and/or model for any children having difficulty.

• Teacher will observe students while singing three-note scale. Teacher will model for any student having difficulty, and will work with entire group until singing is correct and in tune.

• Teacher will observe students while playing three-note scale. Teacher will model for any student having difficulty, and will work with entire group until playing is correct and in tune.

• Teacher will take note of any students having difficulty with the song. If an individual student needs additional practice, teacher will model for and then lead the whole group until part is satisfactory.

• Teacher will watch to see if any students have difficulty passing the bun in time. Diversity Accommodations to be made for inclusion students (RIPTS 4-all):

• If recorder has not yet been introduced, student will be given shaker and designated as a classroom drummer

• If only one student is an inclusion, two or three students of advanced ability will be asked to join the ‘class drum corps’ as well

• Inclusion students will sing, rather than play, “Hot Cross Buns.”



• Students will review three-note scale fragment G <-> B (RIPTS 3.2, NMS 5)

• Students will review song “Hot Cross Buns” on recorder (RIPTS 3.2, NMS 2)

• Students will review duple meter (RIPTS 3.2, NMS 6)

• Students will explore triple meter (RIPTS 3.2, 5.5, 8.2, NMS 6)

• Students will learn note C on recorder (RIPTS 2.2, 3.2, NMS 5)

• Students will learn four-note scale fragment G <-> C (RIPTS 2.2, 3.2, NMS 5)





• Rhythm sticks

• Sheet music for songs “Hot Cross Buns”, “Yankee Doodle”, “Take Me Out to the Ballgame”

Procedure Set: “Good Morning, girls and boys! Please take out your recorder and put it down on your desk.” Sequence: 7. Review of three-note scale pattern:

a. Instruct students to pick up recorders b. Invite a student to model fingering of G for class c. Lead students in playing half notes on G d. Invite a student to model fingering of A for class e. Lead students in playing quarter notes on A f. Invite a student to model fingering of B for class g. Lead students in playing half notes on B h. Model three-note scale for students, as below:

i. Lead students in playing three-note scale. Gradually drop out to assess j. Instruct students to put recorders down

8. Review of song “Hot Cross Buns”: a. Write the following song fragment on white board, without lyrics:


b. Invite a student to identify the song by its notation c. Add lyrics to song on board d. Lead students in singing “Hot Cross Buns”. Listen for rhythmic discrepancies, and repeat until all students have achieved accuracy

e. Divide students into four groups f. Assign each group a two-measure section of the song g. Instruct students to pick up recorders h. Rehearse each group until they play their section easily i. Conduct entire song, queuing each group’s entrance j. Lead entire class in playing song from start to finish. Repeat several times. Gradually drop out to assess

k. Instruct students to put down recorders

9. Review of duple meter: a. Begin a bass/chord rhythm on guitar or keyboard (below) and play for eight measures

b. Ask for a volunteer to identify the meter of the song being played c. Review characteristics of duple meter: two beats/measure, usually strong/weak d. Instruct students to stand e. Model marching in place, using a R/L foot pattern f. Stop march. Invite students to join, counting in to ensure accuracy. Continue until all students can stay in time

g. Select a student to be ‘drum major’ h. Have students create a single-file line, with drum major at front. Instruct drum major to lead students in a march around the room, avoiding desks and any other obstructions, once music begins

i. Count in and begin to play song “Yankee Doodle”. Students will march in time while song is played

j. Remind students of good classroom conduct, if necessary k. Ask a student to identify the song l. Invite students to sing the song next time through. Select a new drum major and repeat, encouraging students to sing along

m. Instruct students to sit down. Lead students in discussion, specifically about whether it is more difficult to march and sing than to do just one of the activities

10. Introduction to triple meter: a. Begin a clap/pat/pat rhythm, and invite students to join in b. Count aloud ONE, two, three while students continue body percussion c. End rhythm. Ask student volunteer whether or not this is a duple rhythm. Discuss how it is different from previous clap/pat rhythm


d. Introduce triple meter. Explain counting in three, three beats/measure, strong/weak/weak

e. Distribute one rhythm stick to each student. Instruct students to leave sticks on floor

f. Explain that we are now going to play ‘musical batting practice’. At a slow tempo, model tapping the stick twice on the floor and passing on beat three, as follows:

g. Instruct students to pass clockwise, and use right hand. Practice until all can easily keep up, and in time

h. Instruct students to stop when music stops. Anyone that keeps going is considered ‘out’. Last person to get out has the game-winning hit!

i. Count in, and then lead students in song “Take Me Out to the Ballgame.” Pause several times to stump students. Continue playing until a winner is declared

j. Repeat game, using left hand and passing counter-clockwise k. Select a student to collect rhythm sticks

11. Introduction to note C: a. Write note C on white board. Ask a student volunteer to identify the note b. Model fingering of C for students. Instruct them to pick up their recorders and finger the note silently. Check fingerings before continuing

c. Lead students in playing whole notes on C. Remind them to cover holes completely, and not to blow too hard into the instrument

d. Ask a student volunteer if there is a pattern to the notes the class has learned. Point out that we are continuing up the scale and that we can add C to the three-note scale we’ve already practiced

e. Model four-note scale, as below:

f. Ask a student volunteer to identify the meter of the four-note scale g. Lead students in several renditions of four-note scale. Teacher will correct problems with fingering and rhythm

h. Instruct students to put away recorders Closure: “Thank you all very much! Pay attention to different songs you hear this week, and try to find some that are in triple meter. Make sure to practice for next class!” Evaluation (informal only)

• Teacher will observe students while playing three-note scale. Teacher will model for any student having difficulty, and will work with entire group until playing is correct and in tune.


• Teacher will take note of any students having difficulty singing or playing the song “Hot Cross Buns”. If an individual student needs additional practice, teacher will model for and then lead the whole group until part is satisfactory.

• Teacher will watch to see if any students have difficulty passing the rhythm sticks in time.

• Teacher will observe students while playing four-note scale. Teacher will model for any student having difficulty, and will work with entire group until playing is correct and in tune.

Diversity Accommodations to be made for inclusion students (RIPTS 4-all):



• If ‘batting practice’ activity is beyond the student’s capabilities, student will be tasked instead with keeping time. Student will be given two rhythm sticks, and will keep a steady beat while classmates move the ‘bats’ on the floor



• Students will review rhythm values: eight, quarter and half notes (RIPTS 2.4, 3.1, NMS 5)

• Students will review four-note scale fragment G <-> C (RIPTS 3.2, NMS 5)

• Students will learn song “This Land Is Your Land” on recorder (RIPTS 3.2, NMS 1, 2)

• Students will review triple meter (RIPTS 3.2, NMS 6)

• Students will learn note D on recorder (RIPTS 2.2, 3.2, NMS 5)

• Students will learn five-note scale fragment G <-> D (RIPTS 2.2, 3.2, NMS 5)





• Laminated state name cards, with rhythms as shown below in section 1

• Sheet music for song “This Land Is Your Land”

Procedure Set: “Good Morning, girls and boys! Please clear your desks.” Sequence: 12. Review of rhythm values:

a. Post rhythm cards on board. Rhythms should be as follows:

b. Lead students in speaking names of each state c. Ask students to listen to names of the state. Examine which are longer/shorter, faster/slower

d. Invite a student to clap the rhythm of each state’s name e. Lead students in clapping rhythms f. Invite a student to mix up the names on the board, to their own preference. Have student lead class in clapping new rhythm

g. Invite several students to mix up rhythms and lead class. Encourage students to experiment with different tempi

h. Put away cards and instruct students to take out their recorders


13. Four-note scale review:

a. Write note C on white board. Ask a student volunteer to identify the note b. Model fingering of C for students. Instruct them to pick up their recorders and finger the note silently. Check fingerings before continuing

c. Lead students in playing whole notes on C. Remind them to cover holes completely, and not to blow too hard into the instrument

d. Model four-note scale, as below:

e. Lead students in several renditions of four-note scale. Teacher will correct problems with fingering and rhythm

14. Introduction of song “This Land Is Your Land”: a. Pass out sheet music for song (included below)

b. Lead students in speaking words to song c. Invite students to comment: what do they notice about the song? Who wrote it? What places are mentioned? Did we mention them already today?

d. Lead students in clapping rhythm to song. Listen for discrepancies, and repeat until all students have achieved accuracy

e. Model first line of song for students. Ask students if it sounds familiar (students should note that it starts with the four-note scale fragment they practiced earlier)

f. Divide students into four groups and assign each group one line of the song


g. Task students with rehearsing their part. Allow two minutes for in-class rehearsal. Assess students while they practice, making sure that notes are being fingered accurately

h. Spotlight each group. Make sure they can play their part cleanly before moving on to next group

i. Conduct entire song, queuing each group’s entrance j. Lead entire class in playing song from start to finish. Repeat several times. Gradually drop out to assess

k. Instruct students to put down recorders

15. Review of triple meter: a. Begin a bass/chord/chord rhythm on guitar or keyboard (below) and play for eight measures

b. Ask for a volunteer to identify the meter of the song being played c. Review characteristics of triple meter: three beats/measure, usually strong/weak/weak

d. Invite volunteers to share any songs they have heard since last lesson that are in triple meter. Some suggestions: “Man On the Flying Trapeze”, “Rock-a-bye Baby”

e. Instruct students to stand f. Model the body percussion: hop/pat/pat g. Invite students to join in, counting in to ensure accuracy. Continue until all students can stay in time

h. Instruct students to invent their own three-beat percussion part. Begin background rhythm (above) and instruct students to play their percussion part in time

i. Remind students of good classroom conduct, if necessary j. Invite volunteers to perform their rhythms for the class. Assess student’s understanding of triple meter and ability to stay in time

k. Instruct students to sit down. Lead students in discussion, specifically about whether certain percussion combinations are more difficult than others

16. Introduction to note D and five-note scale: a. Write note D on white board. Ask a student volunteer to identify the note b. Model fingering of D for students. Instruct them to pick up their recorders and finger the note silently. Check fingerings before continuing

c. Lead students in playing whole notes on D. Remind them to cover holes completely, and not to blow too hard into the instrument

d. Model five-note scale, as below:

e. Ask a student volunteer to identify the meter of the five-note scale


f. Lead students in several renditions of five-note scale. Teacher will correct problems with fingering and rhythm

g. Instruct students to put away recorders Closure: “Thank you all very much! Make sure to practice all your notes, the five-note scale, and ‘This Land is Your Land’ for next class!” Evaluation (informal only)

• Teacher will observe students while playing four-note scale. Teacher will model for any student having difficulty, and will work with entire group until playing is correct and in tune.

• Teacher will take note of any students having difficulty playing the song “This Land Is Your Land”. If an individual student needs additional practice, teacher will model for and then lead the whole group until part is satisfactory.

• Teacher will watch to see if any students have difficulty with triple meter.

• Teacher will observe students while playing five-note scale. Teacher will model for any student having difficulty, and will work with entire group until playing is correct and in tune.




• Inclusion students will sing, rather than play, “This Land Is Your Land.” They will not be kept in a separate group, but will rather perform their part with whichever of the four recorder groups they are assigned to



• Students will review five-note scale fragment G <-> D (RIPTS 3.2, 8.2, NMS 5)

• Students will review song “Hot Cross Buns” (RIPTS 3.1, 6.5, 8.2, NMS 1, 2)

• Students will review song “This Land Is Your Land” (RIPTS 3.1, 8.2, NMS 2)

• Students will review duple and triple meter (RIPTS 3.2, 6.5, NMS 6)

• Students will learn song “When The Saints Go Marching In” on recorder (RIPTS 3.2, NMS 1, 2)

• Teacher will assess student progress on recorder to this point in unit (RIPTS 9.3, 9.6, 9.7)




• Book: This Land Is Your Land [Hardcover]. Woody Guthrie (Author), Kathy Jakobsen (Illustrator)

• CD Player

• Sheet music for “This Land Is Your Land”, “When the Saints Go Marching In”

• Blank paper

Procedure Set: “Good Morning, girls and boys! Please take out your recorders and put them down on your desk.” Sequence: 17. Review of five-note scale:

a. Write the following sequence on the white board, and model it for the class

b. Lead students in speaking above sequence c. Model singing the sequence (in tune) d. Lead students in singing above sequence. Do not continue until all can accurately perform the sequence

e. Model the sequence on recorder f. Invite a student to attempt the sequence on recorder g. Lead all students in playing sequence, several times. Do not continue until all can accurately perform the sequence


h. Instruct students to put down recorders

18. Review of song “Hot Cross Buns”: a. Write the following song fragment on white board, without lyrics:

b. Invite a student to identify the song by its notation c. Add lyrics to song on board d. Lead students in singing “Hot Cross Buns”. Listen for rhythmic discrepancies, and repeat until all students have achieved accuracy

e. Divide students into two groups. Task one group to be singers, and the other to play recorder. Instruct recorder group to pick up their instruments.

f. Explain that recorders will play first; then vocalists sing; then all perform together. Remind singers that their first note is the same as the last note for the recorders

g. Perform song several times with the above form. Switch groups so that all get a chance to play and sing. Teacher should assess students for vocal and instrumental accuracy


19. Review of song “This Land Is Your Land”: a. Invite students to sit in circle on floor b. Read book This Land Is Your Land. Take time to make sure that each student is able to see all illustrations

c. Play recorded version of song (comes with book.) Discuss differences in song from book to cd

d. Pass out sheet music for song (included below)


e. Instruct students to pick up recorders f. Play through song several times. Teacher should assess students for melodic accuracy

g. Invite students to comment: is this version different from the one they heard on the cd? In what way?


20. Review of duple and triple meter: a. Write the following rhythms on the board:

b. Ask student volunteers to identify the meter of each line c. Lead students in clapping each rhythm d. Divide students into four groups. Assign two groups to be ‘duples’ and two groups to be ‘triples’

e. Distribute a sheet of paper to each group. Explain to students that they are now “rhythm composers”, and will write their own song by doing the following:

i. Students will take the measures from their line (duple or triple) and rearrange the order to create a new rhythm

ii. One student will write down the new rhythm iii. The group will practice the rhythm until they can perform it satisfactorily

f. Students will be given several minutes to work on this exercise. Teacher will assess each group’s progress during this time

g. Invite a volunteer group to write their rhythm on the board and perform it for the class

h. Ask for a volunteer to identify the meter of the song being played i. Lead entire class in clapping new rhythm j. Continue activity for each group k. Instruct students to sign their compositions, and collect the papers for assessment


21. Introduction of song “When the Saints Go Marching In”:

a. Pass out sheet music for song (included below)

b. Model clapping the rhythm of the song. Instruct students to pay special attention to the rests

c. Lead students in clapping rhythm to song. Listen for discrepancies, and repeat until all students have achieved accuracy

d. Model singing of song to students. Instruct them to listen for repeated patterns e. Invite a student to comment on repeated patterns in the song. G, B, C, D is one that should be brought to their attention

f. Lead students in singing song twice through. Gradually drop out to assess g. Divide students into four groups and assign each group one line of the song h. Task students with rehearsing their part. Allow two minutes for in-class rehearsal. Assess students while they practice, making sure that notes are being fingered accurately

i. Spotlight each group. Make sure they can play their part cleanly before moving on to next group

j. Conduct entire song, queuing each group’s entrance k. Lead entire class in playing song from start to finish. Repeat several times. Gradually drop out to assess

l. Instruct students to put away recorders


Closure: “Thank you all very much! Make sure to practice all your notes, the five-note scale, and ‘When the Saints’ for next class!” Evaluation

• Teacher will observe students while playing “Hot Cross Buns”. Rubric for Recorder (Beginners) will be used for assessment.

• Teacher will observe students while playing “This Land Is Your Land”. Rubric for Recorder (Beginners) will be used for assessment.

• Teacher will observe students while clapping their meter exercise

• Informal: teacher will observe students while playing “When the Saints”. Teacher will model for any student having difficulty, and will work with entire group until playing is correct and in tune.




• Inclusion students will be assessed on classroom behavior, appropriateness with instruments and following directions




• Students will review five-note scale fragment G <-> D (RIPTS 3.1, 8.2, NMS 5)

• Students will be introduced to harmony with five-note scale in canon (RIPTS 3.2, 8.2, NMS 5)

• Students will be introduced to Louis Armstrong, a founder of modern jazz (RIPTS 1.2)

• Students will review song “When The Saints Go Marching In” on recorder (RIPTS 3.1, 6.5, NMS 1, 2)

• Students will review duple and triple meter (RIPTS 3.2, 6.5, NMS 6)

• Teacher will assess student progress in rhythm and meter in this unit (RIPTS 9.3, 9.6, 9.7)




• Sheet music for “This Land Is Your Land”, “When the Saints Go Marching In”

• Book: Satchmo's Blues (Picture Yearling Book) [Paperback]. Alan Schroeder (Author), Floyd Cooper (Illustrator)

• CD player and songs “Hot Cross Buns”, “This Land Is Your Land”, “When the Saints Go Marching In”, “Star Spangled Banner”

• Blank paper

Procedure Set: “Good Morning, girls and boys! Please take out your recorders and put them down on your desk.” Sequence: 22. Review of five-note scale:

a. Write the following sequence on the white board, and model the first line on recorder for the class


b. Instruct students to review lines two and three. Invite a volunteer to point out similarities between the three lines. Students should see that the scale melody is the same, but starts in a different measure in all three parts

c. Lead students in playing line one. Do not continue until all can accurately perform the sequence

d. Invite a student to attempt the sequence on recorder while teacher plays line two. Ensure that sequence is played correctly before continuing

e. Invite students to comment: what does this remind them of? Answers should mention ‘rounds’ such as “Row, Row, Row Your Boat”

f. Divide students into three groups g. Assign each group to play one line of the sequence. Conduct students to ensure correct entrances. Do not continue until class has played the piece through without error

h. Instruct students to put down recorders i. Invite students to comment: what did they hear as they played their parts? Was it confusing? Were they able to continue playing when other groups played different notes? Could they hear the harmony? Did they like the sound of it?

23. Introduction to Louis Armstrong: a. Invite students to sit in circle on floor b. Read book Satchmo’s Blues. Take time to make sure that each student is able to see all illustrations

c. Question students about book: i. had they ever heard of Louis Armstrong? ii. What is a cornet? (A brass instrument, similar to the trumpet but slightly smaller and with a mellower tone)

iii. What did everyone in Armstrong’s neighborhood do at night when their work was done? (Take out their instruments, play and dance)

iv. What do you call someone who dances in a parade? (A stepper) v. What happened the first time Armstrong tried to play the cornet? (No sound came out, just a sort of “phfff” sound)

vi. How did Armstrong save up the money to get his first cornet? (He did chores for neighbors to save up the money a little at a time)

d. Invite students to comment: what would they be willing to work at as hard as Armstrong did? Why was it hard for him to get the money for his cornet?

e. Instruct students to return to their seats


24. Review of song “When the Saints Go Marching In”:

a. Pass out sheet music for song (included below)

b. Instruct students to pick up their recorders c. Lead students in clapping rhythm to song. Listen for discrepancies, and repeat until all students have achieved accuracy

d. Lead students in singing song twice through. Gradually drop out to assess e. Lead students in playing entire song twice through. Gradually drop out to assess f. Divide students into two groups, ones and twos g. Explain that we will now do another ‘round’. Task ones with playing song from beginning. Twos will begin the song when the ones begin the second measure

h. Conduct entire song, queuing each group’s entrance i. After several attempts, switch ones and twos so that each group has the opportunity to ‘lead’ and ‘follow’

j. Instruct students to put away recorders 25. Review of duple and triple meter:

a. Pass out a blank sheet of paper to each student, and instruct them to put their name and the date at the top

b. Write the following questions on the board: i. Have we heard this song in class? ii. Is it fast or slow? iii. What meter is the song in? iv. What instruments do you hear?

c. Explain to students that they will hear four songs, and as they listen they should answer the questions on the board

d. Play the song “Hot Cross Buns”. Pause once to remind the students to listen for the beats. Upon restarting, count and tap for a few measures to cue students


e. Give students a few moments to finish answering questions, and then play “This Land Is Your Land”, similarly stopping halfway through and cueing upon restart

f. Give students a few moments to finish answering questions, and then play “When the Saints Go Marching In”, similarly stopping halfway through and cueing upon restart

g. Give students a few moments to finish answering questions, and then play “Star Spangled Banner”, similarly stopping halfway through and cueing upon restart

h. Give students a few moments to finish answering questions, then collect sheets for assessment

Closure: “Thank you all very much! Make sure to practice all your songs and the five-note scale for next class!” Evaluation

• Teacher will observe students while playing “When the Saints Go Marching In”. Rubric for Recorder (Beginners) will be used for assessment.

• Teacher will assess student knowledge of meter with the listening sheets collected at the end of class. Answer key follows at end of lesson.


• Inclusion students will make up the ‘class drum corps’ by themselves this week. They will be tasked with playing quarter notes in time while other students perform “When the Saints”.

• Inclusion students will also be administered the listening quiz, but will be graded on questions one and two only



SUMMATIVE EVALUATION OF STUDENT LEARNING This unit takes many opportunities to assess student progress in three areas:

• Playing recorder and singing. GSE M3 (3-4)-1 Students perform music alone and with

others in a variety of settings.

• Identifying duple and triple meter. GSE M4 (3-4)-1 Students analyze and describe music.

• Reading music. M1 (3-4)-1 Students show evidence of music literacy (reading, writing, and

understanding of the symbols of sound).

This unit provides ample opportunity to communicate progress and reflect on student ability.

Lessons 1 and 2 review work done previously on recorder, and give the teacher many chances to

informally assess through a variety of classroom activities. Rhythm games such as ‘Who’s the

baker?’ and ‘Musical batting practice’ allow a teacher to determine if any students are having

difficulty with counting in duple or triple meter. The state game is used to assess rhythm reading

and writing.

Formal assessments are included in lessons 4 and 5 of this unit. The included Rubric for Recorder

(Beginners) provides basic grading criteria for students at this level. Lesson 5 includes a listening

exam, which will be used to determine student understanding of meter and basic skills in describing

music. These varied assessments will be used to create a summary of each student’s progress in the

above areas, and to determine areas of strength and weakness. In turn, these summaries can be used

by the teacher to create individualized learning opportunities, and should be communicated to the

students so that each child can set individual learning goals.

Documents

When the Saints Go Marching In - · PDF fileo “Blue Danube Waltz” Intermediate recorder: When the Saints Go Marching In David J. Lauria ... When the Saints Go Marching In David