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ESSENTIAL QUESTION (optional)
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CONTENT
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SKILLS
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ASSESSMENT
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RESOURCE
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August EALR's
in Brackets [ ]
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Welcome/Logistics/Goals [4.5] What Makes Sound? [1.1.1]
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Classroom
Expectations Team Building Games Vibration/Science
Experiments
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* List
Qualities and Demonstrate the two rules: 1.) Respectful Behavior/ Attitude
and 2.) Making Safe Choices for ourselves and with others.
*Identify the moving part of the item: the sound generator stimuli.
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Rule
Reminders/Music Award Medals & Gummi Bears
also…Evidence for Learning includes: Performance Assessments,
Personal Communication/Observation, Written Work, Daily Work, and
Cummulative Written Tests (Pre- and Post Tests)
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*1-2-3
Magic by T. Phelan *Kodaly
Technique: Spiraling "Prep, Point, and Practice" Lesson
Plans.
*Orff and Laban
Techniques: composition and kinesthetic levels
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September Please note that concepts and questions spiral
throughout the year.
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What
is Singing? [1.1.1] What New Songs can
we Learn? [1.3; 3.1; 3.2] What Old Songs
can you share? [4.3] What is Steady
Beat? [1.1.1; 1.2; 2.2; 3.1 ] What is
Vocal vs. Instrumental Music? [1.1.1] How
do you play and take care of (non-pitched) Percussion Family Instruments? [1.1.2; 3.3]
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<Buidling
up a Repertoire of Music Literature: Revolving focus years A & B:
A = Traditional American Music from around the States; B = Ethnic
and World Music from every continent> A years: '00- 01,'02-03 ,'04-05,'06-07, etc.
B Years: '01-02, '03-04, '05-06, etc.
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*
Keeping steady beat within their bodies (groups of 8 and 16) in a variety
of ways *Distinguishing between
the Speaking, Shouting, Whisper, and Singing Voices.
*Categorizing the non-pitched Percussion Family Instruments by
Playing Technique.
*Practicing proper playing form and etiquette.
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Skill
Level Rubric: --- = no evidence of skill D
= Developing (w/ Hand over
Hand instructor help)
E = Emmerging (independent but
not always accurate) P = Participating with near accuracy M = Mastery
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*Kodaly
and Orff Materials, charts, games….
*Song
Books: Library of Children's Song Classics,; Wee Sing Series; Reader's
Digest Series of Children's Songs; Hal Leonard; old FSD curriculum books
and materials : Silver Burdett and Holt's "Exploring Music";
Branches and Roots (ethnic music), Voices of Forgotten Worlds, Voices of
the World,
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October
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Continuation
of above plus… What is…(Music
Vocabulary:) Metronome, Steady Beat? [1.1.1;
1.1.2 ; 3.1; 4.1] What
does a Music Concert look like and how do we best prepare for our
audience? [1.2; 2.2; 3.2; 4.3; 4.4] What are the other
Instrument Families? [1.1.1; 1.3]
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*Culture
and History of individual songs per A or B year (See above) *Melodic and Rhythmic Games to
reinforce lyrics and steady beat.
*Conductor Cues & Riser Safety *Vocal Enunciation and Breath
Support/Posture *ABC
Musical Instrument Rap (This continues throughout the year, adding a few
key instruments at a time.
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*Distinguish
function and parts of a metronome.
*Demonstrate maturing form of steady beat.
*Demonstrate proper response to conductor's verbal and hand-sign
cues for: "Rest Position",
"Ready Position" and "Play Position" and "Stop/Cut
Off" (both with student body and instrument.) *Categorize Music Rap
Instruments by family, playing tech. and size.
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See
Skill Level Rubric
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Con't
from above: Folk Songs of North America, etc.... *Library and
Internet Research items *Personal Collection of World and
American CDs for audio listening lessons. *Classroom sets
of simple percussive instruments *ABC music pictures,
posters, and Music Audio Bingo-type games.
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November
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Continuation
of previous plus… What
is…(Music Vocabulary:) Tempo, Largo, Presto? [1.1.1; 1.1.2;
3.1; 4.1] Music Notation: How do
we record our Rhythm Patterns we hear? [1.1.2]
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Continuation
of above plus…
*Music Games in various speeds
*Paschen in groups of 8 with adding "double time"
*Formal training in Steady Beat vs. Rhythm Patterns using stick
notation: "Tah" (quarter note), "Ti-Ti" (eighth note)
and "Tah Rest" (quarter rest) both visual and aural.
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*Identify
the tempo changes in a given piece of aural music. *Determine if a piece is
largo, presto or somewhere in between.
*Identify/distinquish different simple rhythmic patterns by visual
and aural stimuli from amongst a group of three patterns.
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See
Skill Level Rubric
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*Music
Vocab Cards
*Bug Pre-stick notation cards and pocket chart
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December
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Short
Month focus: Demonstration
and Public Performance of Music Learning Thus Far…. WINTER CONCERT [3.1; 3.2; 3.3; 4.1]
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Continuation
of above plus….
*Working in large and small group units (whole/part singing and
playing)
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*Demonstrates
style of work through feelings, body and facial expressions, and vocal
dynamics. *Synthesizes and
communicates music and team work learning for public purpose (concert).
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See
Skill Level Rubric
Concert Closure/Feed-back Personal Discussion
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PAC
and Theatrical Props and Equipment.
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January
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How
do we create our own songs? [1.1.1;
1.1.2; 4.3] What is (Music Vocab) Rhythm? [1.1.1] A
year = Composers: (Rotates) John Philips Sousa, George M. Cohan, and/or
Woody Guthrie
B Year = Composers: Scott Joplin's African Influence, and/or Sergey
Prokoviev; Peter Tchaikovsky; Beau
Soliel's Acadien (Cajun/Zydeco) influence [1.3;
4.4]
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*Pre-staff
notation skills: 4/4, groups of four steady beat lines. *Adding to our stick notation:
"Toe" (half-note) and "Ticka-Ticka" (sixteenth
notes) *Melodic
Contour Maps
*Composer lessons
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*Write
a full measure's worth of correct rhythm patterns from aural clues in 2/4
and 4/4 time. *Flex
the pitch of the voice to follow a simple relative melodic contour
map.
*Identify a piece of music from our composer of study and three
simple facts about their life or work.
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See
Skill Level Rubric Rhythm Pattern
Transparencies <same/different,
2 through 4 pattern differenciations, etc.>
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DVD's,
Videos, Art Work, Story/Picture Books; Big Books, etc.
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February
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What
is (Music Vocab)
Pitch, Octave, Clef Sign, Staff? [1.1.2] What
visual clues can we see and use that predict when our song goes high or low
in pitch? [1.1.2]
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*Pre-staff
notation skills: 4/4, 3/4 and measure bars, end bars, and repeat
signs. *High/Low and
Same/Different *Octave:
Length and Order of notes on a resonator bell scale. *Adding new songs from
different regions/styles/history
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*Demonstrate
ability to match pitch in the range of D - B. *Be able to distinguish if two
pitches are the same or different.
*Accurately echo melodic phrases.
*Perform call and response songs.
*Draw G-Clef/Treble Clef sign accurately on a staff
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See
Skill Level Rubric
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Contour
Maps High/Low Line
"Simple Staff"
Five Line Staff (Hal Leonard) Octagon Octapus
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March 2nd
grade now focuses on actual G-Clef Staff and music note reading
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How
do these visual clues (see above) translate into G-Clef/Treble staff notation? [1.1.1; 1.1.2]
What does a simple song look like on a
G-Clef Staff? [1.1.1; 1.1.2]
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Adding
to February:
*REVIEW: Note heads: above the line, below the line, on the line.
<varies in presentational manipulatives> *Learn
mnemonic for SPACES and LINES on the treble clef *Notate a simple song
ex. "Hot Cross Buns", "It's Raining", "Mary Had A
Little Lamb on a G-Clef Staff
*Adding to our
stick notation: "Whole" (Whole Note)
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*Students
will reconstruct the aural pitches they hear on to a simple one-line
staff.
*Students will be able to sing a two to eight measure phrase
composed on a simple line staff. *Using token chips,
students will be able to correctly place note head on proper given line or
space note. *Students will identify
note via spelling and/or visual music games. *Students will write staff
rhythm and notation for simple songs listed. *Students will be able to read
and play a given note on a glockenspiel
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See
Skill Level Rubric
Melodic Pattern Transparencies <Same/different, High/Low Simple
Staff, G-Cleff Staff, etc.>
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White
Boards/Dry Erase and Worksheets Hal
Leonard individual staves; token
note heads; piano slices
Glockenspiel and mallets
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April
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What
is (Music
Vocabulary) Piano, Forte, Crescendo, Descrescendo Accent Marks? [1.1.1; 1.1.2; 3.1]
Begin Original Compositions/ Music
Poems (see below) [1.3; 2.3; 3.3]
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*Application
of dynamic markings to songs learned and to new songs. Composition Process: *Brainstorm on a Theme *Selection of Key Lyric Words *Selection of Rhyming Lyrics *Analysis of Syllables for potential
Rhythm pattern notations
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*Understand
and use loud and soft dynamics within a well-known song. *Able to mark the
correct accented beat(s) to a given an 4-beat
aural pattern.
*Communicate the brainstorm ideas in small and large group
settings.
*Identify potential ryhming words. *Articulate correct number of
syllables per action word.
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See
Skill Level Rubric
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BIG
pocket chart paper; colored pens
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May
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Complete,
Compare/Contrast Original Compositions with other student's works and professional
musical works. What criteria or rubric can we use to judge a piece of
music (simple/complex)? [1.3; 2.3; 3.3]
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Con't
from above: *Addition of High/Low Melodic
Phrases
*Analysis of Timbre Words and Representational Percussion
Instruments
*Rehearsal of Group Music Poems and Compositions
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*Identify
action words /timbre words to orchestrate.
*Communicate simple 2- choice criteria for instrumental
orchestration of action words.
*Identify the complex portions of the music poems of other classes.
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See
Skill Level Rubric
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June
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*Review
and Practice of Concepts, History, Culture Games, etc and Demonstration and Public
Performance of Music Learning Thus Far…. SPRING CONCERT. [EALRS 1-4]
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*Critique
and Evaluation of Music Performance of Compositions
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See
Skill Level Rubric
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