UNIT UNDERSTANDING: PLAYING THE RECORDER
SUBJECT/GRADE/YEAR: MUSIC/6TH/2012-13
STAGE 1 – DESIRED RESULTS (STANDARD)
POWER STANDARD (S): What CCSS/ISBE/National Standard(s) TRANSFER GOAL: Applies the Power Standard to a “novel” real world situation.
T will this unit address?
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 NSM 2:Performing on instruments, alone and with
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others, a varied repertoire of music
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 NSM 5: Reading and notating music
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 NSM 7: Evaluating music and musical performances.
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ESSENTIAL UNDERSTANDINGS:
What specific understandings
can be predicted from the Power Standard(s)?
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statement of what students should be able to do with the standard knowledge in other
contexts. Students will be able to independently use their learning on a long-term basis to…
• Play a new song on the recorder without assistance.
ESSENTIAL QUESTIONS: What thought provoking questions would foster inquiry,
understanding, and transfer of learning?
Students will understand that…
 Playing an instrument is a creative and worthwhile endeavor,
although not always easy.
 To become a skilled performer requires persistence.
 In order to engage in a musical performance, you must be both a
performer and listener with the ability to react.
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To what extent does participation in an instrumental ensemble impact the
performance of the ensemble?
When does playing an instrument move from mere repetition or imitation to
creative and artful performance?
How conscious and deliberate is the process of creating good music?
KNOWLEDGE: What should students know as a result of this unit? What can be studied? (Theory/Concepts/Mental Coordination)
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Students will know…
Note/rest values
Note/rest names
Basic styles of recorder
Music vocabulary
How to recognize the instrument in performance
How to go about “practicing” the instrument
SKILLS:
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What should students be able to do as a result of this unit? What can be practiced? (Application of Theory/Concepts/Physical Coordination)
Students will be able to…
Read musical notation
Perform a piece on the recorder
How to critique objectively
STAGE 2 –EVIDENCE (ASSESSMENT)
SUMMATIVE PERFORMANCE ASSESSMENT (S): Is each standard and transfer goal being assessed? An authentic assessment(s) designed to show how students
demonstrate their understanding of essential questions and transfer goals when applied to a new, varied, or realistic situation. Should be written in the GRASPS format and
reflect the UbD “Six Facets of Understanding.”
Each student will be able to . . .
 Choose and Perform a piece on the recorder
 Critique their own performance according to the given rubric
ASSESSMENT CRITERIA: What criteria will be used in each assessment to evaluate attainment of each desired result? What are the qualities by which learning is judged?
Think rubric components!!! (Content, Process, Product, knowledge, skill)
Constructively aligned assessment criteria begin with a noun that complements the verb in the assessment tasks objective. If the objective is for students to "explain how concepts in the
subject interrelate" one of the criteria might be "Clarity of explanation". That is, the criterion describes the quality in the assessment task that will be judged as an assessment. Other
commonly used quality words used in criteria include: Accuracy, Currency, Depth, Impact, Legibility, Originality, Succinctness, and Relevance.
 Note accuracy
 Note value accuracy
 Expression
 Stage presence
 Rhythm
 Overall performance
FORMATIVE ASSESSMENT EVIDENCE: What daily evidence has been collected to determine goal attainment? Tests, quizzes, discussions, homework, exit slips, graphic
organizers, note-taking, etc…
 Note name quiz
 Note value quiz
 Efficient use of practice time?
 Practice chart minutes
OTHER FACTORS IMPACTING DIFFERENTIATED INSTRUCTION AND ASSESSMENT
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individualized learning for each student
pacing according to ability level
performance piece chosen by ability level
STAGE 3 – LEARNING PLAN (ACTIVITY)
PRE-ASSESSMENT: What will be done to determine students’ background knowledge, skill level, and possible misconceptions? (K-W-L) How will students be grouped?
What opportunities for differentiation will take place?
• Exit slip asking: Have you had experience playing a musical instrument? If so, what instrument and for how did / have you played?
ALIGNED LEARNING ACTIVITIES: What will be done each day to foster student success at transfer, meaning, and acquisition? How will critical thinking, problem
solving, and systems thinking be incorporated? Consider the “Gradual Release of Responsibility Model” and “WHERETO” format when developing daily experiences linked to
Stages 1 and 2.
DATE(S) “WE WILL…” OBJECTIVE:
How are action verbs used to
link content to the Power
Standard for each learning
experience?
PROCEDURES:
PROGRESS MONITORING:
What is the daily lesson plan process? What is the step-by-step path of
learning? How are learning activities prioritized and sequenced in an engaging
and time sensitive manner? How are learning experiences differentiated or
modified to meet assessed learning needs? How are the daily products
connected to Summative Performance Tasks?
• introduction of musical symbols
• work in twos or threes with flashcards
• recognize symbols in examples of music
How is progress toward transfer, meaning,
and acquisition regularly monitored?
What are the misunderstandings?
How will students receive relevant
feedback?
• teacher feedback while observing
learning in groups
Week 1
We will acquire knowledge
of musical symbols
Week 2
We will use proper rhythm,
note values & time
signatures
• daily examples of rhythm
• student samples of written work
• performance of rhythms
• written or verbal teacher feedback
Week 3
We will learn the names of
notes to apply to Recorder
playing
• daily note name examples
• sheet music exercises
• written feedback for each student
Week 4
We will use skills acquired
to rehearse selected pieces
• choose piece from rubric
• individual rehearsal
• teacher feedback
• peer feedback
Week 5
We will use skills acquired
to perform chosen pieces
• performance of chosen piece
• evaluation of other students
• written teacher assessment
• verbal or written peer feedback