Upload
others
View
3
Download
0
Embed Size (px)
Citation preview
Washington Township Public SchoolsOffice of Curriculum & Instruction
Curriculum Guide Checklist
Course Title: Elementary General Music: Grades 3, 4, and 5
Submitted By: David Cona Date: 10/1/2014(Elementary Director or /MS/HS Dept Supervisor please check)
Acceptable Not Acceptable N/A Comments√ I. Cover Page (Course Description)
√ II. Demonstrable Proficiencies (MS & HS only)√ III. Scope & Sequence (Elementary only)√ IV. List of Major Units of Study√ V. (For each unit of study include the following A-E)√ A. Unit Overview√ B. Unit Graphic Organizer (Web)√ C. Unit Plan√ 1. Topics/Concepts√ 2. Critical Content (Students Will Know)√ 3. Skill Objectives (Students Will Be Able To)√ 4. Instr./Learning Activities and Interdisciplin. Connections√ 5. Instructional Resources with Title and Page Number√ 6. Technology and 21st Century Skills Integration√ 7. NJCCCS with CPI References√ 8. Evaluation/Assessment
√ D. Lesson Plan Detail (Elementary Only)√ E. Cross-Content Standards Analysis Page√ F. Curriculum Modification Page Insert
Approval: Principal: Curriculum Director:Asst. Superintendent:
Department Supervisor: Board of Education:PLEASE NOTE: A completed and signed checklist MUST accompany each course of study that is submitted for approval.
Washington Township Public SchoolsCOURSE OF STUDY – CURRICULUM GUIDE
Course: Elementary General Music: Grades 3, 4, and 5
Under the Direction of: Bob Frampton
Description: Elementary general music is offered to give all students the opportunity for personal, musical, intellectual, creative, physical and cultural growth through the study of music. Students will have the opportunity to learn about basic elements of music including rhythm, melody, harmony, tone color, form and expressive qualities. Active participation will be encouraged in a wide variety of learning experiences including singing, playing, moving, creating, reading and listening. Students will be introduced to a wide variety of musical styles of music representing various time periods and cultures. Students will be encouraged to think critically about music and articulate their thoughts and impressions. Instruction in music will include activities and experiences designed to assist students in meeting the Core Curriculum Content Standards established by the New Jersey Department of Education.
Materials for the course will include a wide variety of music, songs, dances, games, and a variety of classroom instruments.
Joseph A. Vandenberg: Assistant Superintendent for Curriculum & Instruction
Barbara E. Marciano: Director of Elementary EducationJack McGee: Director of Secondary Education
Written: Summer 2014Revised:
BOE Approval:
1
MAJOR UNITS OF STUDY
Course Title: Elementary General Music: Grades 3, 4, and 5
I. Grade 3
II. Grade 4
III. Grade 5
Washington Township SchoolsScope and Sequence
General Music Kindergarten – Grade 5Kindergarten 1st grade 2nd grade
Rhy
thm
Steady beat same/different
Beat vs. Rhythm Read, write, identify (aurally and visually), and
perform rhythms using quarter / eighth notes and quarter rests
Melodic Rhythm Similar/ Different Strong/ weak beats
Read, write, identify (aurally and visually), and perform rhythms using half, whole rests
Duple/ triple meter Tempo
Mel
ody
Students will develop an awareness of high and Low sounds
Match pitch in proper register Imitate simple melodic patterns Identify melodic contour (visually and aurally)
(descending/ ascending/ repeating) Identify line and space notes on a staff
Begin to understand the relationship between breath support and vocal development
Treble/ “G” clef Begin to name line and space notes(absolute or
solfege) Begin to read, write, identify (aurally and visually),
and perform step, skip, leaps, and repeated notes on the staff
Resting tone / tonic
Text
ure
/ Har
mo
Identify music with and without accompaniment
speech ostinato body percussion rhythm ostinato Simple bordun solo/ group
Begin multi-part instrumental accompaniment Broken bordun
Form
An awareness that music has organization
phrase same/ different call & response
same/ similar/ different AAA, AB verse/ refrain (chorus) introduction repeat sign
Tim
bre An awareness that sounds have
different qualities Recognize the four vocal qualities: Speak, sing,
whisper, call Pitched vs. non-pitched instruments Visually and aurally identify percussion vs. non-
percussion instruments
Visually and aurally identify string instruments Begin identification of vocal and instrumental
ensembles: solo vs. duet
Expr
essi
on
Loud/ Quiet Fast / Slow
Identify how the elements above affect the mood and style of music
Identify how the elements above affect the mood and style of music
Understand the terms Forte/ piano and Largo/ Presto
Washington Township SchoolsScope and Sequence
General Music Kindergarten – Grade 53rd grade 4th grade 5th grade
Rhy
thm
Read, write, identify (aurally and visually), and perform rhythms using sixteenth notes, dotted rhythms
Meter sign, 2, 3, 4 Bar lines
Read, write, identify (aurally and visually), and perform rhythms using syncopation
Time signature functions
Read, write, identify (aurally and visually), and perform rhythms using triplets
Compound meter
Mel
ody
Extend vocal range through singing Read and write line and space notes on the
treble clef Understand the concept of octaves Begin to use the pentatonic scale Aurally identify Major/minor tonalities
Continue to develop singing voice Sharps, Flats, Naturals Key signatures Bass/ “F” clef Keys (do=C, F, G)
Increase awareness of tonal quality through singing
Grand Staff Key signatures. vs. accidentals
Text
ure/
Har
mon
y Begin singing countermelodies: 2 part canon More complex instrumental accompaniment Begin chordal accompaniment Arpeggiated bordun Create accompaniment and ostinati
Singing countermelodies: partner songs Multi-part inst. ens. Two-chord accompaniment Create accompaniment. and ostinati
Singing countermelodies: independent 2-part harmony
chordal accompaniment in major and minor
Form ABA
introduction/ interlude/ coda
Rondo D.C., D.S., al Fine, al Coda multiple endings
theme and variations
Tone
C
olor
/ Ti
mbr
e Visually and aurally identify woodwind and brass instruments
Describe band, orchestra, and chorus Begin identification of vocal and
instrumental ensembles: solo, duet, and trio
SATB Visually identify individual orchestral and folk
instruments Begin identification of vocal and instrumental
ensembles: solo, duet, trio, and quartet.
Aurally identify individual orchestral and folk instruments
Begin identification of vocal and instrumental ensembles: solo, duet, trio, quartet, and quintet
Expr
ess
ion
Identify how the elements above affect the mood and style of music
Increase vocabulary for dynamics and tempo Understand the terms fermata/ accent
Identify how the elements above affect the mood and style of music
Increase vocabulary for dynamics and tempo Understand the term: slur
Identify how the elements above affect the mood and style of music
Increase vocabulary for dynamics and tempo
UNIT OVERVIEW
Course Title: Elementary General Music: Grades 3, 4, and 5
Unit #: UNIT 1 OVERVIEW Unit Title: Grade 3
Unit Description and Objectives:Students in Grade Three will be given opportunities for continued music study in areas including Rhythm, Melody, Harmony, Form, Tone Color and Expression. Application of their knowledge of rhythm and melody will be encouraged as they read familiar and unfamiliar music examples. Students will be encouraged to read unfamiliar music and make inferences about the music based on prior learning. Introduction to performance in choral and instrumental ensembles will be given as students begin to consider aspects of participation in these groups.
Essential Questions and Enduring Understandings:
Essential Questions: Enduring Understandings/Generalizations
Students will understand that:
Guiding Questions
1.Why and how do people create music? 1. Music making is one of the most intimate and basic forms of communication and cultural expression
1.1 Does this song have a message?1.2 What is the mood of this song?1.3 Why was this song written?
2. How do people sing and play an instrument? 2. Singing and playing instruments provide people with the means of learning musical and developmental skill
2.1 How do I use my voice to sing?2.2 How can I use my body to create music?2.3 How do I use my body to play an instrument?
3. How is music communicated? 3.. Through composing and improvising people learn to connect ideas with symbols, sound patterns and musical elements
1.1 How can I create sounds to communicate my own ideas?1.2 How can I apply what I have learned to create my own music1.3 How can I create patterns of sound to create meaningful music?
4. How is music analyzed and understood? 4. Reading and notating music are essential to music literacy
1. How do I read written music notation?
5. How is music performance evaluated? 5. Educated music listeners learn to describe, analyze and evaluate music and music performances as an expressive art form
1. How is this selection of music organized?2. Are there patterns of sound in this music?3. What expressive elements of music does the composer use to communicate this music?4. What instruments do you hear in this selection of music?
6. What is the relationship between music and other disciplines?
6. Critical listening and thinking skills learned through music are essential to a successful, comprehensive educational experience
1. How does this music relate to what I know about fine art?2. How does the study of music reinforce what I learn in other classes?
7. How does music reflect as well as shape history and culture?
7. Music is an important element of the historical cultural record of humankind
1. What was happening in our world when this music was created?2. How does this music relate to history?3. How did historical events/society influence this music?
Sub-Concept/ Topics: Form ABA introduction/ interlude/ coda
Sub-Concept/ Topics: Expression Identify how the elements above affect the
mood and style of music Increase vocabulary for dynamics and tempo Understand the terms fermata/ accent
Sub-Concept/ Topics: Rhythm Read, write, identify (aurally and visually), and
perform rhythms using sixteenth notes, dotted rhythms
Meter sign, 2, 3, 4 Bar lines
Sub-Concept/ Topics: Texture/ Harmony Begin singing countermelodies: 2 part canon More complex instrumental accompaniment Begin chordal accompaniment Arpeggiated bordun Create accompaniment and ostinati
Sub-Concept/ Topics: Melody Extend vocal range through singing Read and write line and space notes on the
treble clef Understand the concept of octaves Begin to use the pentatonic scale Aurally identify Major/minor tonalities
Theme: Grade 3
Conceptual Lens: Exploring the Elements of Music
UNIT GRAPHIC ORGANIZER
Sub-Concept/ Topics: Tome Color/ Timbre Visually and aurally identify woodwind and
brass instruments Describe band, orchestra, and chorus
CURRICULUM UNIT PLANCourse Title/Grade: Elementary General Music: Grades 3, 4, and 5
Primary Core Content Standards referenced With Cumulative Progress Indicators
Unit Number/Title: Grade 3 1.1.5.B.1 1.1.5.B.2 1.2.5.A.1 1.2.5.A.2
Conceptual Lens: Exploring the Elements of Music 1.2.5.A.3 1.3.5.B.1 1.3.5.B.2 1.3.5.B.3Appropriate Time Allocation (# of Days): 30-36 days 1.3.5.B.4 1.4.2.A.1-3 1.4.2.B.1-5
Topics/Concepts(Incl. time / # days per topic)
Critical Content(Students Will Know:)
Skill Objectives(Students Will Be Able To:)
Instructional/Learning Activities & Interdisciplinary Connections Instructional Resources Technology & 21 st C Skills
Integration (Specify)NJCCCS w/
CPI Reference Evaluation/ Assessment:
Rhythm
(6+ days)..
Sixteenth notes, dotted rhythms
Meter sign, 2, 3, 4
Bar lines
Read, write, identify (aurally and visually) all rhythms
Perform rhythms using body, voice, and instruments
Read, write, identify (aurally and visually) and conduct meter signs: 2, 3, 4
Bar lines
SingingSing songs in
appropriate meterSing songs using new
rhythmic elements
Playing/ CreatingPerform rhythm
patterns using rhythmic elements
Perform accompaniments using new rhythm patterns
Improvise and compose rhythm patterns using all known elements
MovingCreate body
movements to demonstrate known rhythmic elements
Conduct in appropriate meters
Reading/ Writing
Silver Burdett “Making Music” Teacher manual, student textbooks, supplemental materials, listening maps and recordings
Classroom rhythm instruments
Orff instrumentsSupplemental
materials including songs, games and activities from songbooks and workshops
Music K-8 Magazine songs and materials
Mark Hayes reproducible music
Creating/ ListeningStudents use digital recorder/ electronic sound source/ computer software to create, evaluate, and critique their compositions
The use of digital tools and media-rich resources enhances creativity and the construction of knowledge: 8.1.2.B.1
1.1.5.B.21.3.5.B.1
1.1.5.B.21.3.5.B.1
1.3.5.B.3
1.1.5.B.2
Formative Assessments:
Aural evaluation and correction
Class discussion/ participation
Group discussion
Summative Assessment(s)
Bench mark
SGO
Verbal/ Written response
Student evaluation
Sub-Concept/ Topics: Form ABA introduction/ interlude/ coda
Sub-Concept/ Topics: Expression Identify how the elements above affect the
mood and style of music Increase vocabulary for dynamics and tempo Understand the terms fermata/ accent
Sub-Concept/ Topics: Tome Color/ Timbre Visually and aurally identify woodwind and
brass instruments Describe band, orchestra, and chorus
Topics/Concepts(Incl. time / # days per topic)
Critical Content(Students Will Know:)
Skill Objectives(Students Will Be Able To:)
Instructional/Learning Activities & Interdisciplinary Connections Instructional Resources Technology & 21 st C Skills
Integration (Specify)NJCCCS w/
CPI Reference Evaluation/ Assessment:
Read rhythmic notation with new patterns
Count rhythm patterns in appropriate meters
Notate music using new patterns
Place bar lines correctly in appropriate meter
Listening Identify new rhythms
performed on pitched and non-pitched instruments using note names and rhythmic syllables
Echo rhythm patterns using voice, body, and instruments
workbooks for theory and musicianship www.markhayes.com
Teacher created activities including worksheets and assessment tools
Literacy: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
1.1.5.B.11.3.5.B.1
1.1.5.B.2
1.2.5.A.11.1.5.B.21.1.5.B.1
Melody
(6+ days)Extended vocal range
Treble clef
Octaves
Pentatonic scale
Extend vocal range through singing
Read and write line and space notes on the treble clef
Understand the concept of octaves
Begin to use the pentatonic scale
SingingPerform exercises and
melodies that expand vocal range
Sings songs in appropriate tessituras for age level
Sing well in soloProvide feedback and
strategies for improving vocal sound production
Silver Burdett “Making Music” Teacher manual, student textbooks, supplemental materials, listening maps and recordings
Classroom rhythm instruments
Creating/ ListeningStudents use digital recorder/ electronic sound source/ computer software to create, evaluate, and critique their compositions
The use of digital
1.1.5.B.21.3.5.B.1 Formative
Assessments:
Aural evaluation and correction
Class discussion/ participation
Group discussion
Topics/Concepts(Incl. time / # days per topic)
Critical Content(Students Will Know:)
Skill Objectives(Students Will Be Able To:)
Instructional/Learning Activities & Interdisciplinary Connections Instructional Resources Technology & 21 st C Skills
Integration (Specify)NJCCCS w/
CPI Reference Evaluation/ Assessment:
Major/minor tonalities
Aurally identify Major/minor tonalities
Playing/ CreatingPlay melodies on
various classroom instruments
Play melodic ostinato Improvise and compose
simple melodic patterns using the pentatonic scale
Compose original melodies using known melodic elements
MovingRespond through body
movement to melodic contour of melodies
Use hand signs to represent pitch
Reading/WritingStudents read known
melodic elements in written notation
Students identify pitches of the treble clef (absolute/ relative)
Students place pitch appropriately on the treble clef
Listening Identify tonalities and
new melodic patterns using appropriate terminology
Echo melodic patterns
Orff instrumentsSupplemental
materials including songs, games and activities from songbooks and workshops
Music K-8 Magazine songs and materials
Mark Hayes reproducible music workbooks for theory and musicianship www.markhayes.com
Teacher created activities including worksheets and assessment tools
tools and media-rich resources enhances creativity and the construction of knowledge: 8.1.2.B.1
1.1.5.B.21.3.5.B.1
1.3.5.B.3
1.1.5.B.2
1.1.5.B.11.3.5.B.1
1.1.5.B.2
1.2.5.A.11.1.5.B.21.1.5.B.1
Summative Assessment(s)
Bench mark
SGO
Verbal/ Written response
Student evaluation
Topics/Concepts(Incl. time / # days per topic)
Critical Content(Students Will Know:)
Skill Objectives(Students Will Be Able To:)
Instructional/Learning Activities & Interdisciplinary Connections Instructional Resources Technology & 21 st C Skills
Integration (Specify)NJCCCS w/
CPI Reference Evaluation/ Assessment:
using voice and instruments
Texture/ Harmony
(6+ days)
2 part canon
instrumental accompaniment
chordal accompaniment
Arpeggiated bordun
Create
Begin singing countermelodies: 2 part canon
Perform more complex instrumental accompaniment
Begin chordal accompaniment
Perform simple arpeggiated bordun
Create accompaniment and ostinati
SingingAccompany melodies
with vocal ostinati
Sing two-part rounds/ canons
Playing/ Creating
Perform and compose accompanimemts with three or more parts including:
ostinatichordal harmonyarpeggios
MovingRespond through body
movement to various types of accompaniment
Reading/WritingStudents identify
known accompaniment elements in written notation
Students notate elements on the staff
Silver Burdett “Making Music” Teacher manual, student textbooks, supplemental materials, listening maps and recordings
Classroom rhythm instruments
Orff instrumentsSupplemental
materials including songs, games and activities from songbooks and workshops
Music K-8 Magazine songs and materials
Mark Hayes reproducible music workbooks for theory and musicianship www.markhayes.com
Teacher created
Creating/ ListeningStudents use digital recorder/ electronic sound source/ computer software to create, evaluate, and critique their compositions
The use of digital tools and media-rich resources enhances creativity and the construction of knowledge: 8.1.2.B.1
1.1.5.B.21.3.5.B.11.3.5.B.2
1.1.5.B.11.1.5.B.2
1.1.5.B.11.1.5.B.2
1.1.5.B.11.3.5.B.11.1.5.B.2
Formative Assessments:
Aural evaluation and correction
Class discussion/ participation
Group discussion
Summative Assessment(s)
Bench mark
SGO
Verbal/ Written response
Student evaluation
Topics/Concepts(Incl. time / # days per topic)
Critical Content(Students Will Know:)
Skill Objectives(Students Will Be Able To:)
Instructional/Learning Activities & Interdisciplinary Connections Instructional Resources Technology & 21 st C Skills
Integration (Specify)NJCCCS w/
CPI Reference Evaluation/ Assessment:
ListeningIdentify types of
accompaniment in listening selections
activities including worksheets and assessment tools
1.1.5.B.11.1.5.B.2
Form
(6+ days) ABA
introduction/ interlude/ coda
Identify ABA form (as well as previously known forms) in written and performed selections
Identify and perform parts of the song: introduction/ interlude/ coda
Singing/PlayingStudents will sing
songs with expanded forms
MovingRespond through body
movement to musical forms
Reading/WritingRecognize forms in
written notationRead written music
using “directional” symbols: repeat dots
ListeningIdentify forms used in
instrumental selections
Follow “sound maps” for various selections of music as a way of identifying form
Silver Burdett “Making Music” Teacher manual, student textbooks, supplemental materials, listening maps and recordings
Classroom rhythm instruments
Orff instrumentsSupplemental
materials including songs, games and activities from songbooks and workshops
Music K-8 Magazine songs and materials
Mark Hayes reproducible music workbooks for theory and
Creating/ ListeningStudents use digital recorder/ electronic sound source/ computer software to create, evaluate, and critique their compositions
The use of digital tools and media-rich resources enhances creativity and the construction of knowledge: 8.1.2.B.1
1.1.5.B.11.1.5.B.2
1.1.5.B.11.1.5.B.2
1.1.5.B.11.3.5.B.11.1.5.B.2
1.1.5.B.11.1.5.B.2
Formative Assessments:
Aural evaluation and correction
Class discussion/ participation
Group discussion
Summative Assessment(s)
Bench mark
SGO
Verbal/ Written response
Student evaluation
Topics/Concepts(Incl. time / # days per topic)
Critical Content(Students Will Know:)
Skill Objectives(Students Will Be Able To:)
Instructional/Learning Activities & Interdisciplinary Connections Instructional Resources Technology & 21 st C Skills
Integration (Specify)NJCCCS w/
CPI Reference Evaluation/ Assessment:
musicianship www.markhayes.com
Teacher created activities including worksheets and assessment tools
Tone Color/ Timbre
(6+ days)
Woodwind and brass instruments
Band, orchestra, and chorus
Solo, duet, and trio
Visually and aurally identify woodwind and brass instruments
Describe band, orchestra, and chorus
Begin identification of vocal and instrumental ensembles: solo, duet, and trio
SingingStudents experiment
with various vocal sounds
Students sing in various combinations of voices: solo, duet, and trio
PlayingStudents play a variety
of instruments such as rhythm instruments and song flutes
CreatingStudents create
accompaniments for melodies based on tone color of instruments
Listening/ DiscussionStudents identify vocal
tone colorsCompare and contrast
tone colors of various instruments; especially woodwind and brass
Silver Burdett “Making Music” Teacher manual, student textbooks, supplemental materials, listening maps and recordings
Classroom rhythm instruments
Orff instrumentsSupplemental
materials including songs, games and activities from songbooks and workshops
Music K-8 Magazine songs and materials
Mark Hayes reproducible music workbooks for theory and musicianship
Creating/ ListeningStudents use digital recorder/ electronic sound source/ computer software to create, evaluate, and critique their compositions
The use of digital tools and media-rich resources enhances creativity and the construction of knowledge: 8.1.2.B.1
1.1.5.B.21.3.5.B.11.3.5.B.2
1.1.5.B.11.1.5.B.2
1.1.5.B.2
1.1.5.B.11.1.5.B.2
Formative Assessments:
Aural evaluation and correction
Class discussion/ participation
Group discussion
Summative Assessment(s)
Bench mark
SGO
Verbal/ Written response
Student evaluation
Topics/Concepts(Incl. time / # days per topic)
Critical Content(Students Will Know:)
Skill Objectives(Students Will Be Able To:)
Instructional/Learning Activities & Interdisciplinary Connections Instructional Resources Technology & 21 st C Skills
Integration (Specify)NJCCCS w/
CPI Reference Evaluation/ Assessment:
Discuss the differences and similarities of the woodwind and brass instruments
www.markhayes.com
Teacher created activities including worksheets and assessment tools
Expression
(6+ days)Mood and style of music
Dynamics and tempo
Fermata/ accent
Identify how all known elements affect the mood and style of music
Discuss known elements of music with appropriate terminology
Understand the terms fermata/ accent
ConnectingPerform all activities in
this unit using music from different cultures and/ or periods of time
Determine how the elements are used to achieve unity and variety, tension and release, and balance in musical compositions
Recognize how the elements reflect societal values and beliefs
Identify similarities and differences in their use of the elements; including mood, style, dynamics, tempo, fermata, and accent
Determine the impact of significant contributions of individual artists in music
AestheticEmploy basic discipline
–specific arts
Silver Burdett “Making Music” Teacher manual, student textbooks, supplemental materials, listening maps and recordings
Classroom rhythm instruments
Orff instrumentsSupplemental
materials including songs, games and activities from songbooks and workshops
Music K-8 Magazine songs and materials
Mark Hayes reproducible music workbooks for theory and musicianship www.markhayes.co
Creating/ Listening/ Critique
Students use digital recorder/ electronic sound source/ computer software to create, evaluate, and critique their compositions
The use of digital tools and media-rich resources enhances creativity and the construction of knowledge: 8.1.2.B.1
Apply critical thinking and problem-solving skills in classroom and family settings: 9.1.4.A.5
Evaluate available resources that can
1.2.5.A.11.1.5.B.21.1.5.B.1
1.3.5.B.4
1.2.5.A.1
1.2.5.A.2
1.2.5.A.3
Formative Assessments:
Aural evaluation and correction
Class discussion/ participation
Group discussion
Summative Assessment(s)
Bench mark
SGO
Verbal/ Written response
Student evaluation
Topics/Concepts(Incl. time / # days per topic)
Critical Content(Students Will Know:)
Skill Objectives(Students Will Be Able To:)
Instructional/Learning Activities & Interdisciplinary Connections Instructional Resources Technology & 21 st C Skills
Integration (Specify)NJCCCS w/
CPI Reference Evaluation/ Assessment:
terminology to categorize works of music
Make informed aesthetic responses to music based on structural arrangement and personal, cultural, and historical points of view
Demonstrate how music communicates ideas about personal and societal values and is inspired by an individual’s imagination and frame of reference
CritiqueAssess the application
of the elements of music from this unit and principles of design using observable objective criteria
Use evaluative tools such as rubrics, for self-assessment and to appraise the objectivity of critiques by peers
Use discipline-specific music terminology to evaluate the strengths
mTeacher created
activities including worksheets and assessment tools
assist in solving problems: 9.1.4.A.2
Recognize a problem and brainstorm ways to solve the problem individually or collaboratively: 9.1.4.A.1
Identify reasons why people work and discuss how work can help a person achieve personal goals: 9.3.4.A.1
1.4.5.A.1
1.4.5.A.2
1.4.5.A.3
1.4.5.B.1
1.4.5.B.2
1.4.5.B.3
Topics/Concepts(Incl. time / # days per topic)
Critical Content(Students Will Know:)
Skill Objectives(Students Will Be Able To:)
Instructional/Learning Activities & Interdisciplinary Connections Instructional Resources Technology & 21 st C Skills
Integration (Specify)NJCCCS w/
CPI Reference Evaluation/ Assessment:
and weaknesses of a work of music
Define technical proficiency, using he elements of the arts and principles of design
Distinguish ways in which individuals may disagree about the relative merits and effectiveness of artistic choices in the creation and performance of works of music
Vocabulary: Whole, half, dotted half, quarter, eighth, quarter rests, skipping, meter, meter sign, Bar line, Grave, Andante, Allegretto, Allegro, Vivace, Prestissimo Octave, key, treble clef, pentatonic, major, minor Chord, arpeggio, canon, round, consonance, dissonance, thick, thin Form, repetition, contrast, Interlude, Introduction, coda Pianissimo, mezzo piano, mezzo forte, fortissimo, dynamics, tempo, mood, style Folk Song
1.4.5.B.4
1.4.5.B.5
1.4.5.A.1
Literacy:?
Unit Modifications for Special Population Students:Struggling Learners Gifted and Talented Students
(Challenge Activities) English Language Learners Special Education StudentsAdditional “time on task”, repeat directions, use visual cues, provide alternate activity, modify activities to increase opportunities for success
Adjusting the pace of instruction. Utilize strategies suggested by ESL teaching professionals including repeating directions, direct eye contact when speaking, visual cues and props to enhance understanding
Provide accommodations suggested by students’ documentation (IEP, 504, etc), guidance counselor and by monitoring special education teacher including repeating directions, preferential seating, working with a “buddy”, maintaining direct eye contact with student when speaking, use visual cues, modify activity and providing alternate activities.
Rewriting instructional materials in a simplified format.
Monitoring student understanding and mastery of the materials.
Rewriting instructional materials in a simplified format.
Rewriting instructional materials in a simplified format.
Providing summaries, graphic organizers, or outlines of instructional materials.
Students may help struggling and/or ELL students when finished with own work.
Providing summaries, graphic organizers, or outlines of instructional materials.
Providing summaries, graphic organizers, or outlines of instructional materials.
Developing study guides to provide support before, during, and after reading.
Encourage students to participate in music based enrichment programs both in and out of school.
Developing study guides to provide support before, during, and after reading.
Developing study guides to provide support before, during, and after reading.
Direct experiences. Provide opportunities to challenge student learning including activities that require more advanced skills, opportunities to assist struggling students, opportunities for leadership in classroom activities
Direct experiences. Direct experiences.
Reading printed materials aloud to the student. Adjusting the pace of instruction. Reading printed materials aloud to the student. engage parent volunteers or paraprofessionals in adapting materials.
Providing guided instruction Monitoring student understanding and mastery of the materials.
Providing guided instruction Reading printed materials aloud to the student.
Adjusting the pace of instruction. Students may help struggling and/or ELL students when finished with own work.
Adjusting the pace of instruction. Adjusting the pace of instruction.
Monitoring student understanding and mastery of the materials.
Encourage students to participate in music based enrichment programs both in and out of school.
Monitoring student understanding and mastery of the materials.
Monitoring student understanding and mastery of the materials.
Reteaching if necessary. Reteaching if necessary. Reteaching if necessary.Direct Assistance from Peers Direct Assistance from Peers Direct Assistance from PeersModify Tests and Quiz’s at teachers discretion Modify Tests and Quiz’s at teachers discretion Modify Tests and Quiz’s at teachers discretionModify Project criteria and rubric at teacher’s discretion.
Modify Project criteria and rubric at teacher’s discretion.
Modify Project criteria and rubric at teacher’s discretion.
UNIT OVERVIEWCourse Title: Elementary General Music: Grades 3, 4, and 5
Unit #: UNIT 2 Unit Title: Grade 4
Unit Description and Objectives: Grade Four students will be provided with the opportunities to synthesize and build on their knowledge of Music in the areas of Rhythm, Melody, Harmony, Form, Tone Color and Expression. Students will be encouraged to participate actively in music through singing and kinesthetic movement. Listening skills will be encouraged as they are introduced to various music ensembles and musical selections. Sight Reading will be encouraged through weekly music classes. Students will be encouraged to think critically about music and articulate their thoughts and impressions.
Essential Questions and Enduring Understandings:
Essential Questions: Enduring Understandings/Generalizations
Students will understand that:
Guiding Questions
1.Why and how do people create music? 1. Music making is one of the most intimate and basic forms of communication and cultural expression
1.1 Does this song have a message?1.2 What is the mood of this song?1.3 Why was this song written?
2. How do people sing and play an instrument? 2. Singing and playing instruments provide people with the means of learning musical and developmental skill
2.1 How do I use my voice to sing?2.2 How can I use my body to create music?2.3 How do I use my body to play an instrument?
3. How is music communicated? 3.. Through composing and improvising people learn to connect ideas with symbols, sound patterns and musical elements
1.1 How can I create sounds to communicate my own ideas?1.2 How can I apply what I have learned to create my own music1.3 How can I create patterns of sound to create meaningful music?
4. How is music analyzed and understood? 4. Reading and notating music are essential to music literacy
1. How do I read written music notation?
5. How is music performance evaluated? 5. Educated music listeners learn to describe, analyze and evaluate music and music
1. How is this selection of music organized?2. Are there patterns of sound in this music?
performances as an expressive art form 3. What expressive elements of music does the composer use to communicate this music?4. What instruments do you hear in this selection of music?
6. What is the relationship between music and other disciplines?
6. Critical listening and thinking skills learned through music are essential to a successful, comprehensive educational experience
1. How does this music relate to what I know about fine art?2. How does the study of music reinforce what I learn in other classes?
7. How does music reflect as well as shape history and culture?
7. Music is an important element of the historical cultural record of humankind
1. What was happening in our world when this music was created?2. How does this music relate to history?3. How did historical events/society influence this music?
Sub-Concept/ Topics: Form Rondo D.C., D.S., al Fine, al Coda Multiple endings
Sub-Concept/ Topics: Expression Identify how the elements above affect the
mood and style of music Increase vocabulary for dynamics and tempo Understand the term: slur
Sub-Concept/ Topics: RhythmRead, write, identify (aurally and visually), and
perform rhythms using syncopation Time signature functions
Sub-Concept/ Topics: Texture/ Harmony Singing countermelodies: partner songs Multi-part inst. ens. Two-chord accompaniment Create accompaniment.and ostinati
Sub-Concept/ Topics: Melody Continue to develop singing voice Sharps, Flats, Naturals Key signatures Bass/ “F” clef Keys (do=C, F, G)
Theme: Grade 4
Conceptual Lens: Exploring the Elements of Music
UNIT GRAPHIC ORGANIZER
Sub-Concept/ Topics: Tome Color/ Timbre SATB Visually identify individual orchestral and folk
instruments Begin identification of vocal and instrumental
ensembles: solo, duet, trio, and quartet.
CURRICULUM UNIT PLANCourse Title/Grade: Elementary General Music: Grades 3, 4, and 5
Primary Core Content Standards referenced With Cumulative Progress Indicators
Unit Number/Title: Grade 4 1.1.5.B.1-2 1.2.5.A.1-3 1.3.5.B.1-4 1.4.5.A.1-3
Conceptual Lens: Exploring the Elements of Music 1.4.5.B.1-5Appropriate Time Allocation (# of Days): 30-36 Days
Topics/Concepts(Incl. time / # days per topic)
Critical Content(Students Will Know:)
Skill Objectives(Students Will Be Able To:)
Instructional/Learning Activities & Interdisciplinary Connections Instructional Resources Technology & 21 st C Skills
Integration (Specify)NJCCCS w/
CPI Reference Evaluation/ Assessment:
Rhythm
(6+ days)..
Syncopation
Time signatures/ functions
Read, write, identify (aurally and visually), and perform rhythms using syncopation
Express the functions of various
time signature functions
SingingSing songs in
appropriate meterSing songs using new
rhythmic elements
Playing/ CreatingPerform rhythm
patterns using rhythmic elements
Perform accompaniments using new rhythm patterns
Improvise and compose rhythm patterns using all known elements
MovingCreate body
movements to demonstrate known rhythmic elements
Conduct in appropriate meters
Reading/ Writing
Silver Burdett “Making Music” Teacher manual, student textbooks, supplemental materials, listening maps and recordings
Classroom rhythm instruments
Orff instrumentsSupplemental
materials including songs, games and activities from songbooks and workshops
Music K-8 Magazine songs and materials
Mark Hayes reproducible music
Creating/ ListeningStudents use digital recorder/ electronic sound source/ computer software to create, evaluate, and critique their compositions
The use of digital tools and media-rich resources enhances creativity and the construction of knowledge: 8.1.2.B.1
1.1.5.B.21.3.5.B.1
1.1.5.B.21.3.5.B.1
1.3.5.B.3
1.1.5.B.2
Formative Assessments:
Aural evaluation and correction
Class discussion/ participation
Group discussion
Summative Assessment(s)
Bench mark
SGO
Verbal/ Written response
Student evaluation
Topics/Concepts(Incl. time / # days per topic)
Critical Content(Students Will Know:)
Skill Objectives(Students Will Be Able To:)
Instructional/Learning Activities & Interdisciplinary Connections Instructional Resources Technology & 21 st C Skills
Integration (Specify)NJCCCS w/
CPI Reference Evaluation/ Assessment:
Read rhythmic notation with new patterns
Count rhythm patterns in appropriate meters
Notate music using new patterns
Place bar lines correctly in appropriate meter
Listening Identify new rhythms
performed on pitched and non-pitched instruments using note names and rhythmic syllables
Echo rhythm patterns using voice, body, and instruments
Identify the meter of a selected piece of music
workbooks for theory and musicianship www.markhayes.com
Teacher created activities including worksheets and assessment tools
Literacy: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
1.1.5.B.11.3.5.B.1
1.1.5.B.2
1.2.5.A.11.1.5.B.21.1.5.B.1
Melody
(6+ days)Singing voice
Sharps, Flats, Naturals
Key signatures
Continue to develop singing voice
Identify, understand and notate sharps, flats, and naturals
Identify key signatures and understand their use
SingingPerform exercises and
melodies that expand vocal range
Build confidence in solo singing
Sings songs in appropriate tessituras for age level
Sing well in soloProvide feedback and
strategies for
Silver Burdett “Making Music” Teacher manual, student textbooks, supplemental materials, listening maps and recordings
Classroom rhythm
Creating/ ListeningStudents use digital recorder/ electronic sound source/ computer software to create, evaluate, and critique their compositions
1.1.5.B.21.3.5.B.1
Formative Assessments:
Aural evaluation and correction
Class discussion/ participation
Group discussion
Topics/Concepts(Incl. time / # days per topic)
Critical Content(Students Will Know:)
Skill Objectives(Students Will Be Able To:)
Instructional/Learning Activities & Interdisciplinary Connections Instructional Resources Technology & 21 st C Skills
Integration (Specify)NJCCCS w/
CPI Reference Evaluation/ Assessment:
Bass/ “F” clef
Keys (do=C, F, G)
Begin to read and notate the bass/ “F” clef
improving vocal sound production
Playing/ CreatingPlay appropriate
melodies on various classroom instruments
Play melodic ostinati Improvise and compose
melodic patterns using known elements
MovingRespond through body
movement to melodic contour of melodies
Use hand signs to represent pitch
Reading/WritingStudents read known
melodic elements in written notation
Students identify pitches of the treble and bass clef (absolute/ relative)
Students place pitch appropriately on the treble and bass clef
Students identify/ notate the key signatures for C, F, and G major and their related minor
Listening
instrumentsOrff instrumentsSupplemental
materials including songs, games and activities from songbooks and workshops
Music K-8 Magazine songs and materials
Mark Hayes reproducible music workbooks for theory and musicianship www.markhayes.com
Teacher created activities including worksheets and assessment tools
The use of digital tools and media-rich resources enhances creativity and the construction of knowledge: 8.1.2.B.1
1.1.5.B.21.3.5.B.1
1.3.5.B.3
1.1.5.B.2
1.1.5.B.11.3.5.B.1
1.1.5.B.2
1.2.5.A.11.1.5.B.21.1.5.B.1
Summative Assessment(s)
Bench mark
SGO
Verbal/ Written response
Student evaluation
Topics/Concepts(Incl. time / # days per topic)
Critical Content(Students Will Know:)
Skill Objectives(Students Will Be Able To:)
Instructional/Learning Activities & Interdisciplinary Connections Instructional Resources Technology & 21 st C Skills
Integration (Specify)NJCCCS w/
CPI Reference Evaluation/ Assessment:
Identify tonalities and new melodic patterns using appropriate terminology
Echo melodic patterns using voice and instruments
Texture/ Harmony
(6+ days)Multi-part inst. ens.
Countermelodies: partner songs
Two-chord accompaniment
Complex accompaniment.and ostinati
Read, identify, and perform multi-part inst. ens.
Singing partner songs accompaniment
Read chord symbols and perform accompaniments using at least two-chords
Read and perform increasingly complex accompaniment using all known elements
SingingAccompany melodies
using all known elements
Sing partner songs
Playing/ Creating
Perform and compose accompanimemts with four or more parts including:
ostinatichordal harmonyarpeggioscountermelody
MovingRespond through body
movement to various types of accompaniment
Reading/WritingStudents identify
known accompaniment elements in written
Silver Burdett “Making Music” Teacher manual, student textbooks, supplemental materials, listening maps and recordings
Classroom rhythm instruments
Orff instrumentsSupplemental
materials including songs, games and activities from songbooks and workshops
Music K-8 Magazine songs and materials
Mark Hayes reproducible music workbooks for theory and musicianship
Creating/ ListeningStudents use digital recorder/ electronic sound source/ computer software to create, evaluate, and critique their compositions
The use of digital tools and media-rich resources enhances creativity and the construction of knowledge: 8.1.2.B.1
1.1.5.B.21.3.5.B.11.3.5.B.2
1.1.5.B.11.1.5.B.2
1.1.5.B.11.1.5.B.2
1.1.5.B.11.3.5.B.11.1.5.B.2
Formative Assessments:
Aural evaluation and correction
Class discussion/ participation
Group discussion
Summative Assessment(s)
Bench mark
SGO
Verbal/ Written response
Student evaluation
Topics/Concepts(Incl. time / # days per topic)
Critical Content(Students Will Know:)
Skill Objectives(Students Will Be Able To:)
Instructional/Learning Activities & Interdisciplinary Connections Instructional Resources Technology & 21 st C Skills
Integration (Specify)NJCCCS w/
CPI Reference Evaluation/ Assessment:
notationStudents notate
elements on the staff
ListeningIdentify types of
accompaniment in listening selections
www.markhayes.com
Teacher created activities including worksheets and assessment tools
1.1.5.B.11.1.5.B.2
Form
(6+ days)Rondo
D.C., D.S., al Fine, al Coda
Multiple endings
Read, identify, and perform increasingly complex forms: rondo
Read, identify, and perform D.C., D.S., al Fine, al Coda
Read, identify, and perform multiple endings
Singing/PlayingStudents will sing and
perform songs with all known elements of form
MovingRespond through body
movement to musical forms
Reading/WritingRecognize forms in
written notationRead written music
using “directional” symbols: D.C., D.S., al Fine, al Coda
Read written music using multiple endings
ListeningIdentify forms used in
instrumental selections
Silver Burdett “Making Music” Teacher manual, student textbooks, supplemental materials, listening maps and recordings
Classroom rhythm instruments
Orff instrumentsSupplemental
materials including songs, games and activities from songbooks and workshops
Music K-8 Magazine songs and materials
Mark Hayes reproducible music workbooks for
Creating/ ListeningStudents use digital recorder/ electronic sound source/ computer software to create, evaluate, and critique their compositions
The use of digital tools and media-rich resources enhances creativity and the construction of knowledge: 8.1.2.B.1
1.1.5.B.11.1.5.B.2
1.1.5.B.11.1.5.B.2
1.1.5.B.11.3.5.B.11.1.5.B.2
1.1.5.B.11.1.5.B.2
Formative Assessments:
Aural evaluation and correction
Class discussion/ participation
Group discussion
Summative Assessment(s)
Bench mark
SGO
Verbal/ Written response
Student evaluation
Topics/Concepts(Incl. time / # days per topic)
Critical Content(Students Will Know:)
Skill Objectives(Students Will Be Able To:)
Instructional/Learning Activities & Interdisciplinary Connections Instructional Resources Technology & 21 st C Skills
Integration (Specify)NJCCCS w/
CPI Reference Evaluation/ Assessment:
Follow “sound maps” for various selections of music as a way of identifying form
theory and musicianship www.markhayes.com
Teacher created activities including worksheets and assessment tools
Tone Color/ Timbre
(6+ days)
SATB
Orchestral and folk instruments
Vocal and instrumental ensembles: solo, duet, trio, and quartet.
Read and understand the concept of soprano, alto, tenor, and bass
Visually identify individual orchestral and folk instruments
Begin identification of vocal and instrumental ensembles: solo, duet, trio, and quartet.
SingingStudents experiment
with various vocal sounds
Students sing in various combinations of voices: solo, duet, trio, and quartet
PlayingStudents play a variety
of instruments such as rhythm instruments and song flutes
CreatingStudents create
accompaniments for melodies based on tone color of instruments
Listening/ DiscussionStudents identify vocal
tone colors and types of voice (SATB)
Compare and contrast tone colors of various
Silver Burdett “Making Music” Teacher manual, student textbooks, supplemental materials, listening maps and recordings
Classroom rhythm instruments
Orff instrumentsSupplemental
materials including songs, games and activities from songbooks and workshops
Music K-8 Magazine songs and materials
Mark Hayes reproducible music workbooks for theory and
Creating/ ListeningStudents use digital recorder/ electronic sound source/ computer software to create, evaluate, and critique their compositions
The use of digital tools and media-rich resources enhances creativity and the construction of knowledge: 8.1.2.B.1
1.1.5.B.21.3.5.B.11.3.5.B.2
1.1.5.B.11.1.5.B.2
1.1.5.B.2
1.1.5.B.11.1.5.B.2
Formative Assessments:
Aural evaluation and correction
Class discussion/ participation
Group discussion
Summative Assessment(s)
Bench mark
SGO
Verbal/ Written response
Student evaluation
Topics/Concepts(Incl. time / # days per topic)
Critical Content(Students Will Know:)
Skill Objectives(Students Will Be Able To:)
Instructional/Learning Activities & Interdisciplinary Connections Instructional Resources Technology & 21 st C Skills
Integration (Specify)NJCCCS w/
CPI Reference Evaluation/ Assessment:
orchestral and folk instruments
Discuss the differences and similarities of various folk and orchestral instruments
Identify various orchestral, folk instruments, and ensembles by sight and sound
musicianship www.markhayes.com
Teacher created activities including worksheets and assessment tools
Expression
(6+ days)
Mood and style of music
Dynamics and tempo
Slur
Identify how all known elements affect the mood and style of music
Discuss known elements of music with appropriate terminology
Understand the term: slur
ConnectingPerform all activities in
this unit using music from different cultures and/ or periods of time
Determine how the elements are used to achieve unity and variety, tension and release, and balance in musical compositions
Recognize how the elements reflect societal values and beliefs
Identify similarities and differences in their use of the elements; including mood, style, dynamics, tempo, fermata, and accent
Determine the impact of significant
Silver Burdett “Making Music” Teacher manual, student textbooks, supplemental materials, listening maps and recordings
Classroom rhythm instruments
Orff instrumentsSupplemental
materials including songs, games and activities from songbooks and workshops
Music K-8 Magazine songs and materials
Creating/ Listening/ Critique
Students use digital recorder/ electronic sound source/ computer software to create, evaluate, and critique their compositions
The use of digital tools and media-rich resources enhances creativity and the construction of knowledge: 8.1.2.B.1
Apply critical thinking and
1.2.5.A.11.1.5.B.21.1.5.B.1
1.3.5.B.4
1.2.5.A.1
1.2.5.A.2
Formative Assessments:
Aural evaluation and correction
Class discussion/ participation
Group discussion
Summative Assessment(s)
Bench mark
SGO
Verbal/ Written response
Topics/Concepts(Incl. time / # days per topic)
Critical Content(Students Will Know:)
Skill Objectives(Students Will Be Able To:)
Instructional/Learning Activities & Interdisciplinary Connections Instructional Resources Technology & 21 st C Skills
Integration (Specify)NJCCCS w/
CPI Reference Evaluation/ Assessment:
contributions of individual artists in music
AestheticEmploy basic discipline
–specific arts terminology to categorize works of music
Make informed aesthetic responses to music based on structural arrangement and personal, cultural, and historical points of view
Demonstrate how music communicates ideas about personal and societal values and is inspired by an individual’s imagination and frame of reference
CritiqueAssess the application
of the elements of music from this unit and principles of design using observable objective criteria
Use evaluative tools such as rubrics, for
Mark Hayes reproducible music workbooks for theory and musicianship www.markhayes.com
Teacher created activities including worksheets and assessment tools
problem-solving skills in classroom and family settings: 9.1.4.A.5
Evaluate available resources that can assist in solving problems: 9.1.4.A.2
Recognize a problem and brainstorm ways to solve the problem individually or collaboratively: 9.1.4.A.1
Identify reasons why people work and discuss how work can help a person achieve personal goals: 9.3.4.A.1
1.2.5.A.3
1.4.5.A.1
1.4.5.A.2
1.4.5.A.3
1.4.5.B.1
1.4.5.B.2
Student evaluation
Topics/Concepts(Incl. time / # days per topic)
Critical Content(Students Will Know:)
Skill Objectives(Students Will Be Able To:)
Instructional/Learning Activities & Interdisciplinary Connections Instructional Resources Technology & 21 st C Skills
Integration (Specify)NJCCCS w/
CPI Reference Evaluation/ Assessment:
self-assessment and to appraise the objectivity of critiques by peers
Use discipline-specific music terminology to evaluate the strengths and weaknesses of a work of music
Define technical proficiency, using he elements of the arts and principles of design
Distinguish ways in which individuals may disagree about the relative merits and effectiveness of artistic choices in the creation and performance of works of music
Vocabulary: Syncopation Sharp, flat, natural, key signature, ascending, descending Rough, smooth, chord symbol, 7th chord Soprano, alto, tenor, bass, solo, duet, trio, quartetABACA, Rondo, DC al Fine, DS al Fine, al Coda, 1st ending, 2nd ending Crescendo, decrescendo
1.4.5.B.3
1.4.5.B.4
1.4.5.B.5
1.4.5.A.1
Literacy:?
Unit Modifications for Special Population Students:Struggling Learners Gifted and Talented Students
(Challenge Activities) English Language Learners Special Education StudentsAdditional “time on task”, repeat directions, use visual cues, provide alternate activity, modify activities to increase opportunities for success
Adjusting the pace of instruction. Utilize strategies suggested by ESL teaching professionals including repeating directions, direct eye contact when speaking, visual cues and props to enhance understanding
Provide accommodations suggested by students’ documentation (IEP, 504, etc), guidance counselor and by monitoring special education teacher including repeating directions, preferential seating, working with a “buddy”, maintaining direct eye contact with student when speaking, use visual cues, modify activity and providing alternate activities.
Rewriting instructional materials in a simplified format.
Monitoring student understanding and mastery of the materials.
Rewriting instructional materials in a simplified format.
Rewriting instructional materials in a simplified format.
Providing summaries, graphic organizers, or outlines of instructional materials.
Students may help struggling and/or ELL students when finished with own work.
Providing summaries, graphic organizers, or outlines of instructional materials.
Providing summaries, graphic organizers, or outlines of instructional materials.
Developing study guides to provide support before, during, and after reading.
Encourage students to participate in music based enrichment programs both in and out of school.
Developing study guides to provide support before, during, and after reading.
Developing study guides to provide support before, during, and after reading.
Direct experiences. Provide opportunities to challenge student learning including activities that require more advanced skills, opportunities to assist struggling students, opportunities for leadership in classroom activities
Direct experiences. Direct experiences.
Reading printed materials aloud to the student. Adjusting the pace of instruction. Reading printed materials aloud to the student. engage parent volunteers or paraprofessionals in adapting materials.
Providing guided instruction Monitoring student understanding and mastery of the materials.
Providing guided instruction Reading printed materials aloud to the student.
Adjusting the pace of instruction. Students may help struggling and/or ELL students when finished with own work.
Adjusting the pace of instruction. Adjusting the pace of instruction.
Monitoring student understanding and mastery of the materials.
Encourage students to participate in music based enrichment programs both in and out of school.
Monitoring student understanding and mastery of the materials.
Monitoring student understanding and mastery of the materials.
Reteaching if necessary. Reteaching if necessary. Reteaching if necessary.Direct Assistance from Peers Direct Assistance from Peers Direct Assistance from PeersModify Tests and Quiz’s at teachers discretion Modify Tests and Quiz’s at teachers discretion Modify Tests and Quiz’s at teachers discretionModify Project criteria and rubric at teacher’s discretion.
Modify Project criteria and rubric at teacher’s discretion.
Modify Project criteria and rubric at teacher’s discretion.
UNIT OVERVIEWCourse Title: Elementary General Music: Grades 3, 4, and 5
Unit #: UNIT 3 OVERVIEW Unit Title: Grade 5
Unit Description and Objectives: Grade Five students will be provided with the opportunities to synthesize and build on their knowledge of Music in the areas of Rhythm, Melody, Harmony, Form, Tone Color and Expression. Students will be encouraged to participate actively in music through singing and kinesthetic movement. Listening skills will be encouraged as they are introduced to various music ensembles and musical selections. Sight Reading will be encouraged through weekly music classes. Students will be encouraged to think critically about music and articulate their thoughts and impressions.
Essential Questions and Enduring Understandings:
Essential Questions: Enduring Understandings/Generalizations
Students will understand that:
Guiding Questions
1.Why and how do people create music? 1. Music making is one of the most intimate and basic forms of communication and cultural expression
1.1 Does this song have a message?1.2 What is the mood of this song?1.3 Why was this song written?
2. How do people sing and play an instrument? 2. Singing and playing instruments provide people with the means of learning musical and developmental skill
2.1 How do I use my voice to sing?2.2 How can I use my body to create music?2.3 How do I use my body to play an instrument?
3. How is music communicated? 3.. Through composing and improvising people learn to connect ideas with symbols, sound patterns and musical elements
1.1 How can I create sounds to communicate my own ideas?1.2 How can I apply what I have learned to create my own music1.3 How can I create patterns of sound to create meaningful music?
4. How is music analyzed and understood? 4. Reading and notating music are essential to music 1. How do I read written music notation?
literacy 5. How is music performance evaluated? 5. Educated music listeners learn to describe, analyze
and evaluate music and music performances as an expressive art form
1. How is this selection of music organized?2. Are there patterns of sound in this music?3. What expressive elements of music does the composer use to communicate this music?4. What instruments do you hear in this selection of music?
6. What is the relationship between music and other disciplines?
6. Critical listening and thinking skills learned through music are essential to a successful, comprehensive educational experience
1. How does this music relate to what I know about fine art?2. How does the study of music reinforce what I learn in other classes?
7. How does music reflect as well as shape history and culture?
7. Music is an important element of the historical cultural record of humankind
1. What was happening in our world when this music was created?2. How does this music relate to history?3. How did historical events/society influence this music?
CURRICULUM UNIT PLANCourse Title/Grade: Elementary General Music: Grades 3, 4, and 5
Primary Core Content Standards referenced With Cumulative Progress Indicators
Unit Number/Title: Grade 5 1.1.5.B.1-2 1.2.5.A.1-3 1.3.5.B.1-4 1.4.5.B.1-5
Conceptual Lens: Exploring the Elements of MusicAppropriate Time Allocation (# of Days): 30 – 36 Days
Topics/Concepts(Incl. time / # days per topic)
Critical Content(Students Will Know:)
Skill Objectives(Students Will Be Able To:)
Instructional/Learning Activities & Interdisciplinary Connections Instructional Resources Technology & 21 st C Skills
Integration (Specify)NJCCCS w/
CPI Reference Evaluation/ Assessment:
Rhythm
(6+ days)..
Triplets
Compound meter
Read, write, identify (aurally and visually), and perform rhythms using triplets
Read, write, identify (aurally and visually), and perform rhythms in compound meter
SingingSing songs in
appropriate metersSing songs using new
rhythmic elements
Playing/ CreatingPerform rhythm
patterns using rhythmic elements
Perform accompaniments using new rhythm patterns
Improvise and compose rhythm patterns using all known elements
MovingCreate body
movements to demonstrate known rhythmic elements
Conduct in appropriate meters
Reading/ Writing
Silver Burdett “Making Music” Teacher manual, student textbooks, supplemental materials, listening maps and recordings
Classroom rhythm instruments
Orff instrumentsSupplemental
materials including songs, games and activities from songbooks and workshops
Music K-8 Magazine songs and materials
Mark Hayes reproducible music
Creating/ ListeningStudents use digital recorder/ electronic sound source/ computer software to create, evaluate, and critique their compositions
The use of digital tools and media-rich resources enhances creativity and the construction of knowledge: 8.1.2.B.1
1.1.5.B.21.3.5.B.1
1.1.5.B.21.3.5.B.1
1.3.5.B.3
1.1.5.B.2
Formative Assessments:
Aural evaluation and correction
Class discussion/ participation
Group discussion
Summative Assessment(s)
Bench mark
SGO
Verbal/ Written response
Student evaluation
Sub-Concept/ Topics: Form Theme and variations
Sub-Concept/Topics: Expression Identify how the elements above affect the
mood and style of music Increase vocabulary for dynamics and tempo
Sub-Concept/ Topics: Rhythm Read, write, identify (aurally and visually), and
perform rhythms using triplets Compound meter
Sub-Concept/ Topics: Texture/ Harmony Singing countermelodies: independent 2-part
harmony Chordal accompaniment in major and minor
Sub-Concept/ Topics: Melody Increase awareness of tonal quality through
singing Grand Staff Key signatures. vs. accidentals
Theme: Grade 5
Conceptual Lens: Exploring the Elements of Music
UNIT GRAPHIC ORGANIZER
Sub-Concept/ Topics: Tome Color/ Timbre Aurally identify individual orchestral and folk
instruments Identification of vocal and instrumental
ensembles: solo, duet, trio, quartet, and quintet
Topics/Concepts(Incl. time / # days per topic)
Critical Content(Students Will Know:)
Skill Objectives(Students Will Be Able To:)
Instructional/Learning Activities & Interdisciplinary Connections Instructional Resources Technology & 21 st C Skills
Integration (Specify)NJCCCS w/
CPI Reference Evaluation/ Assessment:
Read rhythmic notation with new patterns
Count rhythm patterns in appropriate meters
Notate music using new patterns
Place bar lines correctly in appropriate meter
Listening Identify new rhythms
performed on pitched and non-pitched instruments using note names and rhythmic syllables
Echo rhythm patterns using voice, body, and instruments
Identify the meter of a selected piece of music
workbooks for theory and musicianship www.markhayes.com
Teacher created activities including worksheets and assessment tools
Literacy: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
1.1.5.B.11.3.5.B.1
1.1.5.B.2
1.2.5.A.11.1.5.B.21.1.5.B.1
Melody
(6+ days)Tonal quality
Grand Staff
Key signatures vs.
Increase awareness of tonal quality through singing
Read, write, identify (aurally and visually), and perform melodies in the Grand Staff
Discuss and
SingingPerform exercises and
melodies that expand vocal range and improve quality
Build confidence in solo singing
Sings songs in appropriate tessituras for age level
Sing well in soloProvide feedback and
Silver Burdett “Making Music” Teacher manual, student textbooks, supplemental materials, listening maps and recordings
Classroom rhythm
Creating/ ListeningStudents use digital recorder/ electronic sound source/ computer software to create, evaluate, and critique their compositions
1.1.5.B.21.3.5.B.1
Formative Assessments:
Aural evaluation and correction
Class discussion/ participation
Group discussion
Topics/Concepts(Incl. time / # days per topic)
Critical Content(Students Will Know:)
Skill Objectives(Students Will Be Able To:)
Instructional/Learning Activities & Interdisciplinary Connections Instructional Resources Technology & 21 st C Skills
Integration (Specify)NJCCCS w/
CPI Reference Evaluation/ Assessment:
Accidentals understand the difference between Key signatures and accidentals
strategies for improving vocal sound production
Playing/ CreatingPlay appropriate
melodies on various classroom instruments
Play melodic ostinati Improvise and compose
melodies using known elements
MovingRespond through body
movement to melodic contour of melodies
Use hand signs to represent pitch
Reading/WritingStudents read known
melodic elements in written notation
Students identify pitches of the Grand staff (absolute/ relative)
Students place pitch appropriately on the Grand staff
Students articulate the difference between a key signature and an accidental
Listening
instrumentsOrff instrumentsSupplemental
materials including songs, games and activities from songbooks and workshops
Music K-8 Magazine songs and materials
Mark Hayes reproducible music workbooks for theory and musicianship www.markhayes.com
Teacher created activities including worksheets and assessment tools
The use of digital tools and media-rich resources enhances creativity and the construction of knowledge: 8.1.2.B.1
1.1.5.B.21.3.5.B.1
1.3.5.B.3
1.1.5.B.2
1.1.5.B.11.3.5.B.1
1.1.5.B.2
Summative Assessment(s)
Bench mark
SGO
Verbal/ Written response
Student evaluation
Topics/Concepts(Incl. time / # days per topic)
Critical Content(Students Will Know:)
Skill Objectives(Students Will Be Able To:)
Instructional/Learning Activities & Interdisciplinary Connections Instructional Resources Technology & 21 st C Skills
Integration (Specify)NJCCCS w/
CPI Reference Evaluation/ Assessment:
Identify tonalities and new melodic elements using appropriate terminology
Echo melodic patterns using voice and instruments
1.2.5.A.11.1.5.B.21.1.5.B.1
Texture/ Harmony
(6+ days)Independent 2-part harmony
Chordal accompaniment in major and minor
Read, write, identify (aurally and visually), and perform countermelodies: independent 2-part harmony
Read, write, identify (aurally and visually), and perform chordal accompaniment in major and minor
SingingAccompany melodies
using all known elements
Sing independent 2-part harmony
Playing/ Creating
Perform and compose accompanimemts with four or more parts including:
ostinatichordal harmonyarpeggioscountermelody
MovingRespond through body
movement to various types of accompaniment
Reading/WritingStudents identify
known accompaniment
Silver Burdett “Making Music” Teacher manual, student textbooks, supplemental materials, listening maps and recordings
Classroom rhythm instruments
Orff instrumentsSupplemental
materials including songs, games and activities from songbooks and workshops
Music K-8 Magazine songs and materials
Mark Hayes reproducible music workbooks for theory and musicianship
Creating/ ListeningStudents use digital recorder/ electronic sound source/ computer software to create, evaluate, and critique their compositions
The use of digital tools and media-rich resources enhances creativity and the construction of knowledge: 8.1.2.B.1
1.1.5.B.21.3.5.B.11.3.5.B.2
1.1.5.B.11.1.5.B.2
1.1.5.B.11.1.5.B.2
1.1.5.B.11.3.5.B.11.1.5.B.2
Formative Assessments:
Aural evaluation and correction
Class discussion/ participation
Group discussion
Summative Assessment(s)
Bench mark
SGO
Verbal/ Written response
Student evaluation
Topics/Concepts(Incl. time / # days per topic)
Critical Content(Students Will Know:)
Skill Objectives(Students Will Be Able To:)
Instructional/Learning Activities & Interdisciplinary Connections Instructional Resources Technology & 21 st C Skills
Integration (Specify)NJCCCS w/
CPI Reference Evaluation/ Assessment:
elements in written notation
Students notate elements on the staff
ListeningIdentify types of
accompaniment in listening selections
www.markhayes.com
Teacher created activities including worksheets and assessment tools
1.1.5.B.11.1.5.B.2
Form
(6+ days)Theme and variations
Read, write, identify (aurally and visually), and perform increasingly complex forms: Theme and Variations
Singing/PlayingStudents will sing and
perform songs with all known elements of form
MovingRespond through body
movement to musical forms
Reading/WritingRecognize forms in
written notation: theme and variations
Read written music using increasingly complex forms: theme and variations
ListeningIdentify forms used in
musical selectionsFollow “sound maps”
Silver Burdett “Making Music” Teacher manual, student textbooks, supplemental materials, listening maps and recordings
Classroom rhythm instruments
Orff instrumentsSupplemental
materials including songs, games and activities from songbooks and workshops
Music K-8 Magazine songs and materials
Mark Hayes reproducible music
Creating/ ListeningStudents use digital recorder/ electronic sound source/ computer software to create, evaluate, and critique their compositions
The use of digital tools and media-rich resources enhances creativity and the construction of knowledge: 8.1.2.B.1
1.1.5.B.11.1.5.B.2
1.1.5.B.11.1.5.B.2
1.1.5.B.11.3.5.B.11.1.5.B.2
1.1.5.B.1
Formative Assessments:
Aural evaluation and correction
Class discussion/ participation
Group discussion
Summative Assessment(s)
Bench mark
SGO
Verbal/ Written response
Student evaluation
Topics/Concepts(Incl. time / # days per topic)
Critical Content(Students Will Know:)
Skill Objectives(Students Will Be Able To:)
Instructional/Learning Activities & Interdisciplinary Connections Instructional Resources Technology & 21 st C Skills
Integration (Specify)NJCCCS w/
CPI Reference Evaluation/ Assessment:
for various selections of music as a way of identifying form
workbooks for theory and musicianship www.markhayes.com
Teacher created activities including worksheets and assessment tools
1.1.5.B.2
Tone Color/ Timbre
(6+ days)
Individual orchestral and folk instruments
Identification of vocal and instrumental ensembles: solo, duet, trio, quartet, and quintet
Aurally identify various orchestral and folk instruments
Aurally identify vocal and instrumental ensembles: solo, duet, trio, quartet, and quintet
SingingStudents experiment
with various vocal sounds
Students sing in various combinations of voices
PlayingStudents play a variety
of instruments such as rhythm instruments and song flutes
CreatingStudents create
accompaniments for melodies based on tone color of instruments
Listening/ DiscussionStudents identify vocal
tone colors and types of voice (SATB)
Compare and contrast tone colors of various
Silver Burdett “Making Music” Teacher manual, student textbooks, supplemental materials, listening maps and recordings
Classroom rhythm instruments
Orff instrumentsSupplemental
materials including songs, games and activities from songbooks and workshops
Music K-8 Magazine songs and materials
Mark Hayes reproducible music workbooks for
Creating/ ListeningStudents use digital recorder/ electronic sound source/ computer software to create, evaluate, and critique their compositions
The use of digital tools and media-rich resources enhances creativity and the construction of knowledge: 8.1.2.B.1
1.1.5.B.21.3.5.B.11.3.5.B.2
1.1.5.B.11.1.5.B.2
1.1.5.B.2
1.1.5.B.11.1.5.B.2
Formative Assessments:
Aural evaluation and correction
Class discussion/ participation
Group discussion
Summative Assessment(s)
Bench mark
SGO
Verbal/ Written response
Student evaluation
Topics/Concepts(Incl. time / # days per topic)
Critical Content(Students Will Know:)
Skill Objectives(Students Will Be Able To:)
Instructional/Learning Activities & Interdisciplinary Connections Instructional Resources Technology & 21 st C Skills
Integration (Specify)NJCCCS w/
CPI Reference Evaluation/ Assessment:
orchestral and folk instruments
Discuss the differences and similarities of various folk and orchestral instruments
Identify various orchestral, folk instruments, and ensembles by sight and sound
theory and musicianship www.markhayes.com
Teacher created activities including worksheets and assessment tools
Expression
(6+ days)
Mood and style of music
Increase vocabulary for dynamics and tempo
Identify how the elements above affect the mood and style of music
Discuss elements of music with appropriate terminology
ConnectingPerform all activities in
this unit using music from different cultures and/ or periods of time
Determine how the elements are used to achieve unity and variety, tension and release, and balance in musical compositions
Recognize how the elements reflect societal values and beliefs
Identify similarities and differences in their use of the elements; including mood, style, dynamics, tempo, fermata, and accent
Determine the impact of significant
Silver Burdett “Making Music” Teacher manual, student textbooks, supplemental materials, listening maps and recordings
Classroom rhythm instruments
Orff instrumentsSupplemental
materials including songs, games and activities from songbooks and workshops
Music K-8 Magazine songs and materials
Creating/ Listening/ Critique
Students use digital recorder/ electronic sound source/ computer software to create, evaluate, and critique their compositions
The use of digital tools and media-rich resources enhances creativity and the construction of knowledge: 8.1.2.B.1
Apply critical thinking and
1.2.5.A.11.1.5.B.21.1.5.B.1
1.3.5.B.4
1.2.5.A.1
1.2.5.A.2
Formative Assessments:
Aural evaluation and correction
Class discussion/ participation
Group discussion
Summative Assessment(s)
Bench mark
SGO
Verbal/ Written response
Topics/Concepts(Incl. time / # days per topic)
Critical Content(Students Will Know:)
Skill Objectives(Students Will Be Able To:)
Instructional/Learning Activities & Interdisciplinary Connections Instructional Resources Technology & 21 st C Skills
Integration (Specify)NJCCCS w/
CPI Reference Evaluation/ Assessment:
contributions of individual artists in music
AestheticEmploy basic discipline
–specific arts terminology to categorize works of music
Make informed aesthetic responses to music based on structural arrangement and personal, cultural, and historical points of view
Demonstrate how music communicates ideas about personal and societal values and is inspired by an individual’s imagination and frame of reference
CritiqueAssess the application
of the elements of music from this unit and principles of design using observable objective criteria
Use evaluative tools such as rubrics, for
Mark Hayes reproducible music workbooks for theory and musicianship www.markhayes.com
Teacher created activities including worksheets and assessment tools
problem-solving skills in classroom and family settings: 9.1.4.A.5
Evaluate available resources that can assist in solving problems: 9.1.4.A.2
Recognize a problem and brainstorm ways to solve the problem individually or collaboratively: 9.1.4.A.1
Identify reasons why people work and discuss how work can help a person achieve personal goals: 9.3.4.A.1
1.2.5.A.3
1.4.5.A.1
1.4.5.A.2
1.4.5.A.3
1.4.5.B.1
1.4.5.B.2
Student evaluation
Topics/Concepts(Incl. time / # days per topic)
Critical Content(Students Will Know:)
Skill Objectives(Students Will Be Able To:)
Instructional/Learning Activities & Interdisciplinary Connections Instructional Resources Technology & 21 st C Skills
Integration (Specify)NJCCCS w/
CPI Reference Evaluation/ Assessment:
self-assessment and to appraise the objectivity of critiques by peers
Use discipline-specific music terminology to evaluate the strengths and weaknesses of a work of music
Define technical proficiency, using he elements of the arts and principles of design
Distinguish ways in which individuals may disagree about the relative merits and effectiveness of artistic choices in the creation and performance of works of music
Vocabulary: Triplets, compound meter, accidental, Grand staff, countermelody, theme and variations, crescendo, decrescendo, accelerando, ritornello
1.4.5.B.3
1.4.5.B.4
1.4.5.B.5
1.4.5.A.1
Literacy:?
Unit Modifications for Special Population Students:Struggling Learners Gifted and Talented Students
(Challenge Activities) English Language Learners Special Education StudentsAdditional “time on task”, repeat directions, use visual cues, provide alternate activity, modify activities to increase opportunities for success
Adjusting the pace of instruction. Utilize strategies suggested by ESL teaching professionals including repeating directions, direct eye contact when speaking, visual cues and props to enhance understanding
Provide accommodations suggested by students’ documentation (IEP, 504, etc), guidance counselor and by monitoring special education teacher including repeating directions, preferential seating, working with a “buddy”, maintaining direct eye contact with student when speaking, use visual cues, modify activity and providing alternate activities.
Rewriting instructional materials in a simplified format.
Monitoring student understanding and mastery of the materials.
Rewriting instructional materials in a simplified format.
Rewriting instructional materials in a simplified format.
Providing summaries, graphic organizers, or outlines of instructional materials.
Students may help struggling and/or ELL students when finished with own work.
Providing summaries, graphic organizers, or outlines of instructional materials.
Providing summaries, graphic organizers, or outlines of instructional materials.
Developing study guides to provide support before, during, and after reading.
Encourage students to participate in music based enrichment programs both in and out of school.
Developing study guides to provide support before, during, and after reading.
Developing study guides to provide support before, during, and after reading.
Direct experiences. Provide opportunities to challenge student learning including activities that require more advanced skills, opportunities to assist struggling students, opportunities for leadership in classroom activities
Direct experiences. Direct experiences.
Reading printed materials aloud to the student. Adjusting the pace of instruction. Reading printed materials aloud to the student. engage parent volunteers or paraprofessionals in adapting materials.
Providing guided instruction Monitoring student understanding and mastery of the materials.
Providing guided instruction Reading printed materials aloud to the student.
Adjusting the pace of instruction. Students may help struggling and/or ELL students when finished with own work.
Adjusting the pace of instruction. Adjusting the pace of instruction.
Monitoring student understanding and mastery of the materials.
Encourage students to participate in music based enrichment programs both in and out of school.
Monitoring student understanding and mastery of the materials.
Monitoring student understanding and mastery of the materials.
Reteaching if necessary. Reteaching if necessary. Reteaching if necessary.Direct Assistance from Peers Direct Assistance from Peers Direct Assistance from PeersModify Tests and Quiz’s at teachers discretion Modify Tests and Quiz’s at teachers discretion Modify Tests and Quiz’s at teachers discretionModify Project criteria and rubric at teacher’s discretion.
Modify Project criteria and rubric at teacher’s discretion.
Modify Project criteria and rubric at teacher’s discretion.
CROSS-CONTENT STANDARDS ANALYSIS
Course Title: Elementary General Music: Grade: Grades 3, 4, and 5
Unit Title: Visual and Performing Arts
Comp. Health & Physical Ed.
English Language Arts Mathematics Science Social Studies World Languages Technology 21st Century Life &
CareersGrade 3 1.1.5.B.1-2
1.2.5.A.1-31.3.5.B.1-41.4.5.A.1-31.4.5.B.1-5
RF.3,4aW.3.10L.3.6
3.NF.18.1.2.B.1 9.1.4.A.1
9.1.4.A.29.1.4.A.5 9.3.4.A.1
Grade 4 1.1.5.B.1-21.2.5.A.1-31.3.5.B.1-41.4.5.A.1-31.4.5.B.1-5
2.5.4.A.1-4 RI.4.1,4,7,10RF.4.4W.4.10SL.4.1a-d,5L.4.6
6.1.4.D.19-20 7.1.NM.A.2 8.1.2.B.1 9.1.4.A.19.1.4.A.29.1.4.A.5 9.3.4.A.1
Grade 5 1.1.5.B.1-21.2.5.A.1-31.3.5.B.1-41.4.5.A.1-31.4.5.B.1-5
RI.5.1,4,7,10RF.5.4W.5.10SL.5.1a-d,5L.5.6
6.1.4.D.19-20 7.1.NM.A.2 8.1.2.B.1 9.1.4.A.19.1.4.A.29.1.4.A.5 9.3.4.A.1
*All core content areas may not be applicable in a particular course.
Washington Township Public SchoolsDepartment of Student Personnel Services
CURRICULUM MODIFICATIONThe regular curriculum is modified for Special Education students enrolled in both self-contained and resource center classes.
Modifications address individual learning rates, styles, needs and the varying abilities of all special populations served in the programs available in the district.
The intent is three-fold:
To provide alternative materials, techniques and evaluation criteria to address the range of students' needs;
To parallel the regular curriculum in skill, content sequence and coverage to prepare students for mainstreaming;
To maximize students' potential for movement to less restrictive environments.
In the event there is a conflict between the prescribed curriculum and the IEP for an individual student, the IEP will take precedence and will constitute the individually prescribed proficiencies for the student.