Third Grade Week 19 Week 20 Week 21 Week 22 Week 23 Week ...€¦ · Curriculum Access Learning...
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CONTENT AREA Music COURSE / GRADE LEVEL 3rd Music Curriculum Access Learning Platform & Planning for Learning Protocols Feedback Form Template Glossary Help Third Grade Week 19 Week 20 Week 21 Week 22 Week 23 Week 24 Schedule No Monday Class Whacky Do Re Mi, Scale Introduce Treble Clef Lines/Spaces lines/spaces stations February birthdays, Treble Clef Olympics WRAD on Friday Parachute Fun TMEA week, Sub Wed-Fri Get ready for Family Fun Fest 4th 6 weeks Reflection - No class Monday Daily Standard [3] The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. [2] The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. [2] The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. [2] The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. [1] The student describes and analyzes musical sound. [3] The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. Daily Standard [A] sing or play classroom instruments with accurate intonation and rhythm independently or in groups; [B] read, write, and reproduce extended pentatonic melodic patterns using standard staff notation; and [B] read, write, and reproduce extended pentatonic melodic patterns using standard staff notation; and [B] read, write, and reproduce extended pentatonic melodic patterns using standard staff notation; and [D] identify and label small and large musical forms such as abac, AB, and ABA presented aurally in simple songs and larger works. [C] move alone or with others to a varied repertoire of music using gross motor, fine motor, locomotor, and non-locomotor skills and integrated movement such as hands and feet moving together; Daily Standard [B] read, write, and reproduce extended pentatonic melodic patterns using standard staff notation; and [A] read, write, and reproduce rhythmic patterns using standard notation, including four sixteenth notes, whole notes, whole rests, and previously learned note values in 2 / 4 and 4 / 4 meters as appropriate; [C] identify the relationships between music and interdisciplinary concepts. [C] identify the relationships between music and interdisciplinary concepts. [C] use known music symbols and terminology referring to rhythm; melody; timbre; form; tempo; and dynamics, including mezzo piano and mezzo forte, to identify musical sounds presented aurally; and [5] The student examines music in relation to history and cultures. Continuing Standards 1(B) use standard terminology in explaining music, music notation, musical instruments and voices, and musical performances 2(A) sing or play a classroom instrument independently or in groups Evidence of Learning Performance Task Teacher Observation Performance Task Teacher Observation Game Written Work Warm-Up Vocal - Do a Deer, rhythm reading Rhythmic and vocal warm-up, read rhythms, sing a scale song using hand signs Silent Hands reviewing the lines-spaces of treble clef Review the letters Introduce the games Silent hands reviewing the lines/spaces. Look at PDSA cycle, review what the standards is, and what went well, what needs to change, etc., and how we are going to make it better today Review lines/spaces of treble clef Look at PDSA cycle, look at how we can work on stations today or next time... OR Introduce FORM lesson and parachute rules Review lines/spaces of treble clef Look at PDSA cycle, look at how we can work on stations today or next time... THEN introduce Family Fun Fest which will be held next week Lesson Procedures Warm up, review hand signs Review Whacky Do Re Mi Boomwhacker Rules Try with boomwhackers, pass around Self-Assess, Student Report Sing Do a Deer, Whacky Do Re Mi, LOOK AT and REVIEW Music Street and what it means Introduce a NEW way to read music using letters of the alphabet and treble clef Use Acrostic and hand staff, work on memorizing the acrostic and poem Show how to play Treble Clef Twister, note speller on big staff rug WordWarrior and Notespeller on Smartboard (Sub on Wednesday - SUB PLANS) Treble Clef Stations: -Twister -Note speller cards -Laptops Notespeller Classics for Kids and Word Warrior -iPads Music Tutor or Staff Wars -Creating words with letter cards -Solving word puzzles, playing the words on an instrument -Kaboom with QR codes and sticks Explain stations, INTRODUCE TREBLE CLEF OLYMPICS! Let teams rotate every 5 minutes or so, marking their cards. At the end, do the math and play the national anthem of the winning team! Self-assess (Student report if time) Review stations, quietest person gets to pick team and station to start. Work on Treble Clef Olympic stations until time to clean up (5 minutes per station) Add up totals, and stand for National Anthem of the winning country. Continuous improvement cycle - look and add to it. Self-Assess, student reporter if time. FEBRUARY BIRTHDAYS SIGN THE BIRTHDAY CAKE, listen to John Williams Olympic Theme as we line up SUB PLANS FOR WEDNESDAY (opera) Listen to listening selection and discuss form (William Tell Overture) Introduce PARACHUTE rules and how to handle it. Practice moving with each section, practice the CODA carefully Perform with music! Self-Assess and Student report if time WEDNESDAY-FRIDAY - SUB PLANS (listen and roll with dice activity) Introduce Traffic Jam Levels 1, 2 and maybe 3 Introduce Sasha, partner game from Russia COMPLETE 4th Six Weeks Self- Assessment/Reflection MATERIALS: powerpoint, boomwhackers, recording Music Street file, Treble clef Hand Staff, treble clef for rug, big notes for rug, websites marked for treble clef games Treble clef hand staff, rug, treble clef, websites marked on laptops, materials for games and TREBLE CLEF OLYMPICS Treble clef hand staff, rug, treble clef, websites marked on laptops, materials for games and TREBLE CLEF OLYMPICS, Olympic Theme for birthdays PARACHUTE instructions from Artie's book, parachute, all materials for SUB PLANS Self Assessment papers, folders, and pencils Family Fun Fest SmartNotebook file for games Instruments Boomwhackers Voice voice none none none
Transcript of Third Grade Week 19 Week 20 Week 21 Week 22 Week 23 Week ...€¦ · Curriculum Access Learning...
CONTENT AREA Music
COURSE / GRADE LEVEL 3rd Music
Curriculum Access Learning Platform & Planning for Learning Protocols Feedback Form Template Glossary Help
Third Grade Week 19 Week 20 Week 21 Week 22 Week 23 Week 24Schedule No Monday Class
Whacky Do Re Mi, ScaleIntroduce Treble Clef
Lines/Spaceslines/spaces stations February birthdays,
Treble Clef OlympicsWRAD on Friday
Parachute FunTMEA week, Sub Wed-Fri
Get ready for Family Fun Fest4th 6 weeks Reflection -
No class Monday
Daily Standard [3] The student performs a varied repertoire of developmentally appropriate music in informal or formal settings.
[2] The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples.
[2] The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples.
[2] The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples.
[1] The student describes and analyzes musical sound.
[3] The student performs a varied repertoire of developmentally appropriate music in informal or formal settings.
Daily Standard [A] sing or play classroom instruments with accurate intonation and rhythm independently or in groups;
[B] read, write, and reproduce extended pentatonic melodic patterns using standard staff notation; and
[B] read, write, and reproduce extended pentatonic melodic patterns using standard staff notation; and
[B] read, write, and reproduce extended pentatonic melodic patterns using standard staff notation; and
[D] identify and label small and large musical forms such as abac, AB, and ABA presented aurally in simple songs and larger works.
[C] move alone or with others to a varied repertoire of music using gross motor, fine motor, locomotor, and non-locomotor skills and integrated movement such as hands and feet moving together;
Daily Standard [B] read, write, and reproduce extended pentatonic melodic patterns using standard staff notation; and
[A] read, write, and reproduce rhythmic patterns using standard notation, including four sixteenth notes, whole notes, whole rests, and previously learned note values in 2 / 4 and 4 / 4 meters as appropriate;
[C] identify the relationships between music and interdisciplinary concepts.
[C] identify the relationships between music and interdisciplinary concepts.
[C] use known music symbols and terminology referring to rhythm; melody; timbre; form; tempo; and dynamics, including mezzo piano and mezzo forte, to identify musical sounds presented aurally; and
[5] The student examines music in relation to history and cultures.
Continuing Standards 1(B) use standard terminology in explaining music, music notation, musical instruments and voices, and musical performances
2(A) sing or play a classroom instrument independently or in groups
Evidence of Learning Performance Task Teacher Observation Performance Task Teacher Observation Game Written Work
Warm-Up Vocal - Do a Deer, rhythm reading
Rhythmic and vocal warm-up, read rhythms, sing a scale song using hand signs
Silent Hands reviewing the lines-spaces of treble clefReview the lettersIntroduce the games
Silent hands reviewing the lines/spaces.Look at PDSA cycle, review what the standards is, and what went well, what needs to change, etc., and how we are going to make it better today
Review lines/spaces of treble clefLook at PDSA cycle, look at how we can work on stations today or next time... ORIntroduce FORM lesson and parachute rules
Review lines/spaces of treble clefLook at PDSA cycle, look at how we can work on stations today or next time... THEN introduce Family Fun Fest which will be held next week
Lesson Procedures Warm up, review hand signsReview Whacky Do Re MiBoomwhacker RulesTry with boomwhackers, pass aroundSelf-Assess, Student Report
Sing Do a Deer, Whacky Do Re Mi, LOOK AT and REVIEW Music Street and what it meansIntroduce a NEW way to read music using letters of the alphabet and treble clefUse Acrostic and hand staff, work on memorizing the acrostic and poemShow how to play Treble Clef Twister, note speller on big staff rugWordWarrior and Notespeller on Smartboard
(Sub on Wednesday - SUB PLANS)
Treble Clef Stations:-Twister-Note speller cards-Laptops Notespeller Classics for Kids and Word Warrior-iPads Music Tutor or Staff Wars -Creating words with letter cards-Solving word puzzles, playing the words on an instrument-Kaboom with QR codes and sticks
Explain stations, INTRODUCE TREBLE CLEF OLYMPICS! Let teams rotate every 5 minutes or so, marking their cards. At the end, do the math and play the national anthem of the winning team!Self-assess (Student report if time)
Review stations, quietest person gets to pick team and station to start.Work on Treble Clef Olympic stations until time to clean up (5 minutes per station)Add up totals, and stand for National Anthem of the winning country.Continuous improvement cycle - look and add to it.Self-Assess, student reporter if time.FEBRUARY BIRTHDAYS SIGN THE BIRTHDAY CAKE, listen to John Williams Olympic Theme as we line upSUB PLANS FOR WEDNESDAY (opera)
Listen to listening selection and discuss form (William Tell Overture)Introduce PARACHUTE rules and how to handle it.Practice moving with each section, practice the CODA carefullyPerform with music!Self-Assess and Student report if time
WEDNESDAY-FRIDAY - SUB PLANS (listen and roll with dice activity)
Introduce Traffic Jam Levels 1, 2 and maybe 3Introduce Sasha, partner game from RussiaCOMPLETE 4th Six Weeks Self-Assessment/Reflection
MATERIALS: powerpoint, boomwhackers, recording
Music Street file, Treble clef Hand Staff, treble clef for rug, big notes for rug, websites marked for treble clef games
Treble clef hand staff, rug, treble clef, websites marked on laptops, materials for games and TREBLE CLEF OLYMPICS
Treble clef hand staff, rug, treble clef, websites marked on laptops, materials for games and TREBLE CLEF OLYMPICS, Olympic Theme for birthdays
PARACHUTE instructions from Artie's book, parachute, all materials for SUB PLANS
Self Assessment papers, folders, and pencilsFamily Fun Fest SmartNotebook file for games
Instruments Boomwhackers Voice voice none none none
CONTENT AREA Music
COURSE / GRADE LEVEL 3rd Music
Curriculum Access Learning Platform & Planning for Learning Protocols Feedback Form Template Glossary Help
Differentiation Color coding Acrostic, hand staff (kinesthetic) work with a partner Work with a team (partner) following safety rules follow safety rules, individual help on written work
NEXT TIME: Introduce Treble Clef lines/Spaces
Work on Treble clef - stations February birthdays, Follow the Drinking Gourd? WRAD on Friday
Olympics or Parachute fun?Sub 3 days next week
Get ready for Family Fun Fest, 4th six weeks self-assessment/reflection
Movement games, maybe another parachute? For Family Fun Fest March 1
Third Grade Week 25 Week 26 Week 27 Week 28 Week 29 Week 30Schedule
Family Fun Fest this week MARCH BIRTHDAYS No class on Friday
April BdaysTimbre Talk
with instruments
STAAR TESTS, no specials Tuesday
and WednesdayFifth 6-weeks Reflection
Daily Standard [3] The student performs a varied repertoire of developmentally appropriate music in informal or formal settings.
[2] The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples.
[2] The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples.
[2] The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples.
[1] The student describes and analyzes musical sound.
[1] The student describes and analyzes musical sound.
Daily Standard [C] move alone or with others to a varied repertoire of music using gross motor, fine motor, locomotor, and non-locomotor skills and integrated movement such as hands and feet moving together;
[B] read, write, and reproduce extended pentatonic melodic patterns using standard staff notation; and
[B] read, write, and reproduce extended pentatonic melodic patterns using standard staff notation; and
[A] read, write, and reproduce rhythmic patterns using standard notation, including four sixteenth notes, whole notes, whole rests, and previously learned note values in 2 / 4 and 4 / 4 meters as appropriate;
[C] use known music symbols and terminology referring to rhythm; melody; timbre; form; tempo; and dynamics, including mezzo piano and mezzo forte, to identify musical sounds presented aurally; and
[C] use known music symbols and terminology referring to rhythm; melody; timbre; form; tempo; and dynamics, including mezzo piano and mezzo forte, to identify musical sounds presented aurally; and
Daily Standard [D] identify and label small and large musical forms such as abac, AB, and ABA presented aurally in simple songs and larger works.
[3] The student performs a varied repertoire of developmentally appropriate music in informal or formal settings.
[4] The student creates and explores new musical ideas within specified guidelines.
[E] interpret through performance new and previously learned music symbols and terms referring to tempo and dynamics, including mezzo piano and mezzo forte.
[A] read, write, and reproduce rhythmic patterns using standard notation, including four sixteenth notes, whole notes, whole rests, and previously learned note values in 2 / 4 and 4 / 4 meters as appropriate;
[A] read, write, and reproduce rhythmic patterns using standard notation, including four sixteenth notes, whole notes, whole rests, and previously learned note values in 2 / 4 and 4 / 4 meters as appropriate;
Continuing Standards 1(B) use standard terminology in explaining music, music notation, musical instruments and voices, and musical performances
2(A) sing or play a classroom instrument independently or in groups
Evidence of Learning Teacher Observation Small Group Work Teacher Observation Performance Task Performance Task
Warm-Up Review lines/spaces of treble clefLook at PDSA cycle, look at how we can work on stations today or next time... THEN introduce Family Fun Fest which will be held next week
NEW SINGING WARM-UPSeated - Dum Dum Ditty, add motionsSing Ah Poor Bird in partsReview Lines and Spaces of the Treble Clef using hand staffDiscuss the Goal of 3.2B, and do a quick self-assessment of where you think you are, review station work
Singing Dum Dum Ditty with movesSinging Ah Poor Bird in partsTreble Clef Letters
Singing Dum Dum Ditty with movesSinging Ah Poor Bird in partsDo a Deer with hand signsQuick rhythm review
Vocal warm-upRhythm reading warm-upCelebrate April Birthdays
Tomassi, Duarte, and Johnson only this week, STAAR (no specials) on Tuesday and Wednesday
Lesson Procedures Review Traffic Jam Levels 1 and 2 (try three?) Review Sasha. Learn Heel-Toe Polka, Fireworks game? OR try a game with a parachute (Offenbach)
CELEBRATE MARCH BIRTHDAYSContinue working in stations using Ipads, play treble clef Kahoot
Treble Clef Stations including playing stations using letter names of the treble clefBarred instruments and boomwhackersTwister, and iPad games
Rhythm Reading Review, introduce syncopated pattern in PERCUSSION fileIntroduce Drum Battle - using circle drums and two teams (black and blue rhythms)Improvisation section, review dynamics for the CODA and endingPerform Drum Battle all the way through! Record if timeSelf-Assess, student report if time.
Introduce Timbre Talk - explain "timbre" and what it means. Look at rhythms in powerpoint and practice the poem echo. Set up instruments in 5 groups.WoodsMetalsMalletsShakersDrumsIntrument expectations, listen and repeat pattern then IMPROVISE (make up your own part for 8 meansures)Try with recording - ROTATE to different group. Play until time is out!Self-Assess/Student Report if time
(NO SPECIALS TUESDAY OR WEDNESDAY)Tomassi and Duarte do Timbre Talk with instruments, and Self-Assessment/reflectionJohnson - Singing Games (three Blind Mice or Lemonade Crunchy Ice) and self-assessment/reflection paper
CONTENT AREA Music
COURSE / GRADE LEVEL 3rd Music
Curriculum Access Learning Platform & Planning for Learning Protocols Feedback Form Template Glossary Help
Resources SmartNotebook file, recordings and form
Ipads and Kahoot site, Birthday info on website
Materials for stations, instruments
Circle drums, powerpoint with notation, review dynamics
Hula hoops and instruments inside each hoop, all Timbre Talk materials
Hula hoops and instruments inside each hoop, all Timbre Talk materials, SELF ASSESSMENT papers for folders
Instruments Voice voice Boomwhackers, barred instruments
percussion percussion of different types percussion of different types, singing voice
Differentiation Teamwork small group work stations, teams, small groups teamwork teams teams
NEXT TIME: Back to Treble Clef Olympics? New fun Singing warmups from TMEAOr look at material from Artie Almeida?
DRUM BATTLE with circle drums (see Artie Almeida folder)
April Birthdays, perhaps Artie's TIMBRE TALK with instruments and rhythm reading or Lemonade crunchy Ice game (rhythm reading)
Singing Games or instruments (Drum Battle, Timbre Talk, Lemonade Crunchy Ice game, 3 Blind Mice, etc.Fifth Six Weeks Self-Assessment/Reflection
Rhythm Wars, any fun instrument game
Third Grade Week 31 Week 32 Week 33 Week 34 Week 35 Week 36Schedule Rhythm Wars
with light sabres Monday = Day 4
May and Summer B'days, Introduce Talent day(Sub Plans Monday)
TALENT DAY practice(sub plans Thurs/Fri)
TALENT DAY practice (second round of STAAR)
TALENT DAYPerformances! (except for Tuesday,
I will be out with the choir)
Daily Standard
Daily Standard
Daily Standard
Continuing Standards 1(B) use standard terminology in explaining music, music notation, musical instruments and voices, and musical performances
2(A) sing or play a classroom instrument independently or in groups
Evidence of Learning
Warm-Up
Lesson Procedures
Resources
Instruments
DifferentiationNEXT TIME:
CONTENT AREA Music
COURSE / GRADE LEVEL 3rd Music
Curriculum Access Learning Platform & Planning for Learning Protocols Feedback Form Template Glossary Help
CONTENT AREA Music
COURSE / GRADE LEVEL 4th Music
Curriculum Access Learning Platform & Planning for Learning Protocols Feedback Form Template Glossary Help
Fourth Grade Week 19 Week 20 Week 21 Week 22 Week 23 Week 24Schedule
No Monday Class
Introduce Opera, genre, story, voices, etc
Prepare for Opera (Ugly Duckling)audience etiquette
Februarty birthdays,Opera Field Trip Wednesday
WRAD on FridayParachute Fun
TMEA week, Sub Wed-FriGet ready for Family Fun Fest
4th Six Weeks ReflectionDaily Standard [2] The student reads, writes, and
reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples.
[1] The student describes and analyzes musical sound.
[1] The student describes and analyzes musical sound.
[5] The student examines music in relation to history and cultures.
[1] The student describes and analyzes musical sound.
[3] The student performs a varied repertoire of developmentally appropriate music in informal or formal settings.
Daily Standard [A] read, write, and reproduce rhythmic patterns using standard notation, including separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2 / 4, 4 / 4, and 3 / 4 meters as appropriate;
[A] categorize and explain a variety of musical sounds, including those of children's voices and soprano and alto adult voices;
[A] categorize and explain a variety of musical sounds, including those of children's voices and soprano and alto adult voices;
[C] identify and describe music from diverse genres, styles, periods, and cultures; and
[B] categorize and explain a variety of musical sounds, including those of woodwind, brass, string, percussion, keyboard, electronic instruments, and instruments of various cultures;
[C] move alone and with others to a varied repertoire of music using gross motor, fine motor, locomotor, and non-locomotor skills and integrated movement such as hands and feet moving together;
Daily Standard [B] read, write, and reproduce extended pentatonic melodic patterns using standard staff notation; and
[5] The student examines music in relation to history and cultures.
[A] exhibit audience etiquette during live and recorded performances;
[A] exhibit audience etiquette during live and recorded performances;
[D] identify and label small and large musical forms such as, abac, AB, ABA, and rondo presented aurally in simple songs and larger works.
[5] The student examines music in relation to history and cultures.
Continuing Standards 1(B) use standard terminology in explaining music, music notation, musical instruments and voices, and musical performances
2(A) sing or play a classroom instrument independently or in groups
Evidence of Learning Small Group Work Performance Task Written Work Teacher Observation Performance Task Written Work
Warm-Up Middle School Counting, recorder warm-up
Rhythm reading warm-up, MS counting
Vocal warm-up, choose Vocal warm-up, choose, FEBRUARY BIRTHDAYS sign the piano birthday cake
Vocal Warm-Up Vocal or recorder Warm-upIntroduce Family Fun Fest next week
Lesson Procedures Warm up, learn Recorder HikeWork on B, A, and G exercises using Smart Music. Work using iPads and partners, use Recorder Express bookLook at scores, work on good sound and reading notes Self-Assess, student report
Warm up, play Recorde Hike reading B, A, and GWork using iPads on Recorder Express until 10:20, put awayIntroduce OPERA using KLW ChartIntroduce the story of the opera that we will see, and show opera packets (will start on them next time)(Sub on Wednesday - SUB PLANS)
MONDAY: Look at iPad app Lets Go to the Opera on Smartboard (Reflecting)Pass out Opera Packets. discuss What is Opera and vocab.Learn about Opera voices, do listening lesson with voices.Look at story of Ugly DucklingDiscuss Audience Etiquette! FIELD TRIP NEXT WEEKSelf-Asses, Student Report
MONDAY- WEDNESDAY: Review the story we will see, read the library book. Compare stories using graphic organizer (thinking map or LTL chart)Discuss Audience Etiquette, work on that page in the packet with a partnerWork on word search puzzles for a few minutes, play Kahoot with iPadsTHURSDAY and FRIDAY: Read library book, compare story to what we saw using graphic organizer (LTL or Double Bubble thinking map), work on Word search puzzles for a few minutes, Play KAHOOT with iPads.Self-Assess, Student Reporter if time
Listen to listening selection and discuss form (William Tell Overture)Introduce PARACHUTE rules and how to handle it.Practice moving with each section, practice the CODA carefullyPerform with music!Self-Assess and Student report if time
WEDNESDAY-FRIDAY - SUB PLANS (listen and roll with dice activity)
Introduce Traffic Jam Levels 1, 2 and maybe 3Introduce Sasha, partner game from RussiaParachute with Offenbach's Can Can?COMPLETE 4th Six Weeks Self-Assessment/Reflection
MATERIALS: iPads, SmartMusic, warm up file iPads, SmartMusic, warm up file, OPERA PACKETS, Permission Slips
Opera packets, one iPad, vocal warm-ups
Opera packets, pencils, vocal warm-ups, Graphic Organizers
PARACHUTE instructions from Artie's book, parachute, all materials for SUB PLANS
Instruments Recorder Recorder Voice voice none recorder/voice
Differentiation work with partner partner partner partner following safety rules follow safety rules, individual help on written work
NEXT TIME: Introduce Opera (upcoming field trip) Make sure materials are ready
Opera Packet, Opera Voices, Story that we will be seeing (Ugly Duckling), Audience Etiquette
FIeld Trip Next Week (February birthdays, Audience Etiquette, Kahoot, WRAD on Friday next week)
Parachute Fun?Sub Plans 3 days next week
Get ready for Family Fun Fest, 4th six weeks self-assessment/reflection
Movement games, maybe another parachute? For Family Fun Fest March 1
Fourth Grade Week 25 Week 26 Week 27 Week 28 Week 29 Week 30
CONTENT AREA Music
COURSE / GRADE LEVEL 4th Music
Curriculum Access Learning Platform & Planning for Learning Protocols Feedback Form Template Glossary Help
Schedule
Family Fun Fest this week MARCH BIRTHDAYS No class on Friday
"Get Ready" on RecorderApril bdays
STAAR TESTS, no specials Tuesday
and WednesdayFifth 6-weeks Reflection
Daily Standard [3] The student performs a varied repertoire of developmentally appropriate music in informal or formal settings.
[2] The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples.
[2] The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples.
[2] The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples.
[2] The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples.
[2] The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples.
Daily Standard [C] move alone and with others to a varied repertoire of music using gross motor, fine motor, locomotor, and non-locomotor skills and integrated movement such as hands and feet moving together;
[A] read, write, and reproduce rhythmic patterns using standard notation, including separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2 / 4, 4 / 4, and 3 / 4 meters as appropriate;
[A] read, write, and reproduce rhythmic patterns using standard notation, including separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2 / 4, 4 / 4, and 3 / 4 meters as appropriate;
[A] read, write, and reproduce rhythmic patterns using standard notation, including separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2 / 4, 4 / 4, and 3 / 4 meters as appropriate;
[A] read, write, and reproduce rhythmic patterns using standard notation, including separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2 / 4, 4 / 4, and 3 / 4 meters as appropriate;
[A] read, write, and reproduce rhythmic patterns using standard notation, including separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2 / 4, 4 / 4, and 3 / 4 meters as appropriate;
Daily Standard [D] identify and label small and large musical forms such as, abac, AB, ABA, and rondo presented aurally in simple songs and larger works.
[B] read, write, and reproduce extended pentatonic melodic patterns using standard staff notation; and
[B] read, write, and reproduce extended pentatonic melodic patterns using standard staff notation; and
[B] read, write, and reproduce extended pentatonic melodic patterns using standard staff notation; and
[B] read, write, and reproduce extended pentatonic melodic patterns using standard staff notation; and
[B] read, write, and reproduce extended pentatonic melodic patterns using standard staff notation; and
Continuing Standards 1(B) use standard terminology in explaining music, music notation, musical instruments and voices, and musical performances
2(A) sing or play a classroom instrument independently or in groups
Evidence of Learning Game Performance Task Game Performance Task Small Group Work Performance Task
Warm-Up Vocal or recorder Warm-up Recorder Quiz Quiz Trade using B, A, and G
Warm up on Low E lines, review Low E
Warm up on Low E lines, review Low E
Warm up on rhythms and pitches, echo or read
Review patterns from Get Ready
Lesson Procedures Review Traffic Jam Levels 1 and 2 (try three?) Review Sasha. Learn Heel-Toe Polka, Fireworks game? OR try a game with a parachute (Offenbach)
CELBRATE MARCH BIRTHDAYSLearn Low E, echo phrasesLook at Low E on the music staff using Recorder Express, play some linesWork on lines using Ipad and small groups. Self-Assess and give out beads
Echo patterns using low E and other notes (E, G, A)Introduce new singing game: TomcatLearn different stations (jumping game, barred instruments, recorder part)Rotate through different stations, practicing Low E and instrument parts.Self -Assess, student report if time.
Chairs set upRead rhythms, play on low E and other notesUse SmartMusic to introduce new lines/songsWork on Low E lines on iPads - Recorder Express page 22 (Low E pages)Self-Assess, student report if time
Introduce Get Ready - new song featuring Low E.Explain the process for the Jigsaw activity (4 groups based on color, become the expert)Mix groups to let expert teach their partRemember your "expert part" for next time (finish next time)Self-Assess/reflectStudent Report if time
SALDIVAR, McDONNELL and PILKINTON this week(NO SPECIALS TUESDAY OR WEDNESDAY)Review COLOR Group for Get Ready. Work on special part for a few minutes, THEN experts become teachers to teach part in your NEW Group (number group).Work on Get Ready, play with recording, give out pages if students want them before leavingWITH 15 MINUTES LEFT: Self-Assess for 5th Six WeeksStudent Report if TIme
Resources Smartnotebook file, recordings, form pages
Warmup files, QQT cards, Recorder Express on iPads
Song on board, Barred instruments set up, recorders, beads
iPads, Smartmusic, rhythm warm-up
Papers and smartnotebook file color coded, rhythm warm up, papers for teams (or use iPads
Get Ready papers, recording, etc. 5th 6 weeks self assessment paper
Instruments Recorder or voice? recorder recorder, barred instruments recorder recorder recorder
Differentiation teamwork teams, small groups or individual practice
Small groups, teams teams, partners teams, jigsaw activity teams, jigsaw activity
NEXT TIME: Back to recorder - learn Low E. LATER: New fun Singing warmups from TMEA Or look at material from Artie Almeida?
Tomcat with instruments and Low ELater New Singing Warmups from TMEA or look at new material from Artie?
Stations or work on Low E with iPads
INTRODUCE GET READY and Jigsaw learning
Work on Get Ready, and Fifth Six Weeks Self-Assessment/reflection
Introduce High C - Driftin away on C and A
Fourth Grade Week 31 Week 32 Week 33 Week 34 Week 35 Week 36
CONTENT AREA Music
COURSE / GRADE LEVEL 4th Music
Curriculum Access Learning Platform & Planning for Learning Protocols Feedback Form Template Glossary Help
Schedule Introduce high C (drifting away on C and A)
Monday = Day 4
Bucket Drumming? May and Summer B'days, Introduce Talent day
TALENT DAY practice TALENT DAY practice (Second round of STAAR)
TALENT DAYPerformances! (except for Tuesday,
I will be out with the choir)
Daily Standard
Daily Standard
Daily Standard
Continuing Standards 1(B) use standard terminology in explaining music, music notation, musical instruments and voices, and musical performances
2(A) sing or play a classroom instrument independently or in groups
Evidence of Learning
Warm-Up
Lesson Procedures
Resources
Instruments
DifferentiationNEXT TIME:
CONTENT AREA Music
COURSE / GRADE LEVEL 4th Music
Curriculum Access Learning Platform & Planning for Learning Protocols Feedback Form Template Glossary Help
CONTENT AREA Music
COURSE / GRADE LEVEL 5th Music
Curriculum Access Learning Platform & Planning for Learning Protocols Feedback Form Template Glossary Help
Fifth Grade Week 19 Week 20 Week 21 Week 22 Week 23 Week 24Schedule
No Monday Class
Symphony Field Trip Wednesday recorder low C, F, scale songs February birthdays, recorder scale Songs or
Treble Clef OlympicsWRAD on Friday
Parachute FunTMEA week, Sub Wed-Fri
Parachute funGet ready for Family Fun Fest
4th Six Weeks ReflectionDaily Standard [1] The student describes and
analyzes musical sound.[1] The student describes and analyzes musical sound.
[2] The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples.
[2] The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples.
[1] The student describes and analyzes musical sound.
[3] The student performs a varied repertoire of developmentally appropriate music in informal or formal settings.
Daily Standard [B] distinguish among a variety of musical timbres, including those of woodwind, brass, string, percussion, keyboard, electronic instruments, and instruments of various cultures;
[6] The student listens to, responds to, and evaluates music and musical performances.
[B] read, write, and reproduce extended pentatonic and diatonic melodic patterns using standard staff notation; and
[B] read, write, and reproduce extended pentatonic and diatonic melodic patterns using standard staff notation; and
[B] distinguish among a variety of musical timbres, including those of woodwind, brass, string, percussion, keyboard, electronic instruments, and instruments of various cultures;
[C] move alone and with others to a varied repertoire of music using gross motor, fine motor, locomotor, and non-locomotor skills and integrated movement such as hands and feet moving together;
Daily Standard [6] The student listens to, responds to, and evaluates music and musical performances.
[A] exhibit audience etiquette during live and recorded performances;
[3] The student performs a varied repertoire of developmentally appropriate music in informal or formal settings.
[3] The student performs a varied repertoire of developmentally appropriate music in informal or formal settings.
[F] justify personal preferences for specific music works and styles using music vocabulary.
[5] The student examines music in relation to history and cultures.
Continuing Standards 1(B) use standard terminology in explaining music, music notation, musical instruments and voices, and musical performances
3(A) read standard notation
Evidence of Learning Small Group Work Small Group Work Performance Task Performance Task Performance Task Written Work
Warm-Up Vocal Warm-up - Ah Poor Bird Vocal Warm-up Choose Middle School Rhythm Warm-UP
Middle School Rhythm Warm-UP
Choose body warm-up, counting warm-up, vocal warm-up, no chairs today
Recorder Warm-up, introduce Family Fun Fest
Lesson Procedures Introduce Symphony Field Trip, introduce 4 families of instruments. Introduce QR code activity, explain how to take a picture of their work when finished. With partner, explore the instrument families, answer questions and take pic before erasing.Last 10 minutes, introduce venue, watch Bass Hall Prezi.Pass out or explain permission slip and $5 return to homeroom teacherSelf-Assess, student reporter if time.
Monday: Instrument Families, Bass Hall, Audience EtiquetteTuesday: Audience Etiquette:Discuss Audience EtiquetteWith a partner, work on the AE Worksheet, and then make a video explaining your answers
Pass out blue Symphony Program and answer questions (listen to Spotify Playlist while working)If Time: Play Symphony Kahoot
Wednesday - Field Trip
Thursday and Friday - Blue program, review the concert, and play Symphony Kahoot
Review the notes we know! Play Recorder Hike with B, A, G, low E, Low D, and high CLearn Low C and F, practice playing a few rhythms using those notes.Introduce C MaJor Scale (look at PDF), look at C Scale on SmartMusicWith a partner, work on playing the C Scale - use EXERCISES on iPad SmartMusic app (might need to slow down the tempo)After polishing, try in 2-parts, or play Recorder Hike again with all the notesSelf-Assess, Student Reporter
QUICKLY celebrate February birthdays (John Williams)Review the notes we know! Play Recorder Hike with B, A, G, low E, Low D, and high CPRACTICE C MAJOR SCALE - review from last time.With a partner, work on playing the C Scale - use EXERCISES on iPad SmartMusic app (might need to slow down the tempo)After polishing, try in 2-parts, INTRODUCE CANON IN C if class is ready.Self-Assess, Student Reporter
SUB PLANS FOR WEDNESDAY (OPERA)
Listen to listening selection and discuss form (William Tell Overture)Introduce PARACHUTE rules and how to handle it.Practice moving with each section, practice the CODA carefullyPerform with music!Self-Assess and Student report if time
WEDNESDAY-FRIDAY - SUB PLANS (listen and roll with dice activity)
Introduce Traffic Jam Levels 1, 2 and maybe 3Introduce Sasha, partner game from RussiaParachute with Offenbach's Can Can?COMPLETE 4th Six Weeks Self-Assessment/Reflection
MATERIALS: QR code sheets, iPads, markers, erasers, Bass Hall Prezi
Audience Etiquette Sheets, markers, erasers, iPads, blue programs, Kahoot website, Spotify Playlist
Scale song PDF's copied, SmartMusic scale, iPads, Canon in C for next week
Scale song PDF's copied, SmartMusic scale, iPads, Canon in C on a PDF or paper
PARACHUTE instructions from Artie's book, parachute, all materials for SUB PLANS
Instruments Voice Voice Recorder recorder none Recorder
Differentiation work with a partner work with a partner work with a partner work with a partner following rules, working together follow safety rules, individual help on written work
NEXT TIME: AUDIENCE Etiquette, Field Trip Review
RECORDER, Low C and F, scale songs
February Birthdays, Scale Songs (introduce RK, WRAD day on Friday)
PARACHUTE FUN?Sub plans for 3 days (TMEA week)
Get ready for Family Fun Fest, 4th six weeks self-assessment/reflection
Movement games, maybe another parachute? For Family Fun Fest March 1
Fifth Grade Week 25 Week 26 Week 27 Week 28 Week 29 Week 30
CONTENT AREA Music
COURSE / GRADE LEVEL 5th Music
Curriculum Access Learning Platform & Planning for Learning Protocols Feedback Form Template Glossary Help
Schedule Family Fun Fest this week BEGIN RECORDER KARATEMARCH BIRTHDAYS
No class on Friday APRIL Birthdays STAAR TESTS, no specials Tuesday
and WednesdayFifth 6-weeks Reflection
Daily Standard [3] The student performs a varied repertoire of developmentally appropriate music in informal or formal settings.
[2] The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples.
[2] The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples.
[2] The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples.
[2] The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples.
[2] The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples.
Daily Standard [C] move alone and with others to a varied repertoire of music using gross motor, fine motor, locomotor, and non-locomotor skills and integrated movement such as hands and feet moving together;
[A] read, write, and reproduce rhythmic patterns using standard notation, including syncopated patterns, and previously learned note values in 2 / 4, 3 / 4, or 4 / 4 meters as appropriate;
[A] read, write, and reproduce rhythmic patterns using standard notation, including syncopated patterns, and previously learned note values in 2 / 4, 3 / 4, or 4 / 4 meters as appropriate;
[A] read, write, and reproduce rhythmic patterns using standard notation, including syncopated patterns, and previously learned note values in 2 / 4, 3 / 4, or 4 / 4 meters as appropriate;
[A] read, write, and reproduce rhythmic patterns using standard notation, including syncopated patterns, and previously learned note values in 2 / 4, 3 / 4, or 4 / 4 meters as appropriate;
[A] read, write, and reproduce rhythmic patterns using standard notation, including syncopated patterns, and previously learned note values in 2 / 4, 3 / 4, or 4 / 4 meters as appropriate;
Daily Standard [D] identify and label small and large musical forms such as abac, AB, and ABA; rondo; and theme and variations presented aurally in simple songs and larger works.
[B] read, write, and reproduce extended pentatonic and diatonic melodic patterns using standard staff notation; and
[B] read, write, and reproduce extended pentatonic and diatonic melodic patterns using standard staff notation; and
[B] read, write, and reproduce extended pentatonic and diatonic melodic patterns using standard staff notation; and
[B] read, write, and reproduce extended pentatonic and diatonic melodic patterns using standard staff notation; and
[B] read, write, and reproduce extended pentatonic and diatonic melodic patterns using standard staff notation; and
Continuing Standards 1(B) use standard terminology in explaining music, music notation, musical instruments and voices, and musical performances
3(A) read standard notation
Evidence of Learning Teacher Observation Performance Task Performance Task Performance Task Performance Task Performance Task
Warm-Up Recorder Warm-up, introduce Family Fun Fest THIS week!
Recorder Warm Up, introduce Recorder Karate and SMART Goal
Individual Recorder Warm-up, testing after timer stops
Individual Recorder Warm-up, testing after timer stops
Celebrate April Birthdays. Individual Recorder Warm-up, testing after timer stops
Individual Recorder Warm-up, testing after timer stopsSeaborn, Ridley, Holmes only this week
Lesson Procedures Review Traffic Jam Levels 1 and 2 (try three?) Review Sasha. Learn Heel-Toe Polka, Fireworks game? OR try a game with a parachute (Offenbach)
CELBRATE MARCH BIRTHDAYS!Look at SMART Goal and deconstruct the standard. Give out Karate Books to those with recorders. Work on White Belt as a class, give out white, and mark Data Chart. If extra time, let students practice on Yellow. Explain Testing Rules. Give out beads and self-assess.
Look at PDSA Continuous Improvement cycle, note items that need noted.Recorder Karate TestingSelf-Assess, give out beads. Student report if time
Look at PDSA Continuous Improvement cycle, note items that need noted.Recorder Karate TestingSelf-Assess, give out beads. Student report if time
Look at PDSA Continuous Improvement cycle, note items that need noted.Recorder Karate TestingSelf-Assess, give out beads. Student report if time
Look at PDSA Continuous Improvement cycle, note items that need noted.Recorder Karate Testing5th SIX WEEKS self-assessment Reflection Page.give out beads. (NO SPECIALS TUESDAY OR WEDNESDAY)
Resources Smartnotebook file, recordings, visuals for parachute activity, parachute
Recorcer Karate Books for all, beads, smartnotebook files, data chart and markers
Recorcer Karate Books for all, beads, smartnotebook files, data chart and markers
Recorcer Karate Books for all, beads, smartnotebook files, data chart and markers
APRIL BIRTHDAYS from website. Recorcer Karate Books for all, beads, smartnotebook files, data chart and markers
5th Six Weeks Self-Assessment page, folders. Recorcer Karate Books for all, beads, smartnotebook files, data chart and markers
Instruments Voice or recorder? Recorder recorder recorder recorder Recorder
Differentiation TEAMWORK Individual testing Individual testing indvidual testing individual testing Individual testing, self-assessment papers
NEXT TIME: BEGIN RECORDER KARATE RECORDER KARATE RECORDER KARATE RECORDER KARATE RECORDER KARATE, 5th Six weeks selfassessment
Last week of Recorder Karate next time
Fifth Grade Week 31 Week 32 Week 33 Week 34 Week 35 Week 36Schedule Last day of RK
Monday = Day 4Bucket Drumming? May and Summer B'days,
Introduce Talent dayTALENT DAY practice TALENT DAY practice
(second round of STAAR)TALENT DAY
Performances! (except for Tuesday,
I will be out with the choir)
Daily Standard
Daily Standard
Daily Standard
CONTENT AREA Music
COURSE / GRADE LEVEL 5th Music
Curriculum Access Learning Platform & Planning for Learning Protocols Feedback Form Template Glossary Help
Continuing Standards 1(B) use standard terminology in explaining music, music notation, musical instruments and voices, and musical performances
3(A) read standard notation
Evidence of Learning
Warm-Up
Lesson Procedures
Resources
Instruments
DifferentiationNEXT TIME:
CONTENT AREA Music
COURSE / GRADE LEVEL 1st Music
Curriculum Access Learning Platform & Planning for Learning Protocols Feedback Form Template Glossary Help
First Grade Week 19 Week 20 Week 21 Week 22 Week 23 Week 24Schedule
(No Monday Class)singing games
So Mi Singing Games Introduce so-mi, music street February birthdays, Sub on Wednesday all day and Thursday afternoon
WRAD on Friday TMEA week, Sub Wed-Fri Get ready for Family Fun FestDaily Standard [4] The student creates and
explores new musical ideas.[3] The student performs a varied repertoire of developmentally appropriate music in informal or formal settings.
[2] The student reads, writes, and reproduces music notation. Technology and other tools may be used to read, write, and reproduce musical examples.
[2] The student reads, writes, and reproduces music notation. Technology and other tools may be used to read, write, and reproduce musical examples.
[1] The student describes and analyzes musical sound and reads, writes, and reproduces music notation.
[3] The student performs a varied repertoire of developmentally appropriate music in informal or formal settings.
Daily Standard [A] create short, rhythmic patterns using known rhythms;
[A] sing tunefully or play classroom instruments, including rhythmic and melodic patterns, independently or in groups;
[B] read, write, and reproduce melodic patterns, including three tones from the pentatonic scale.
[B] read, write, and reproduce melodic patterns, including three tones from the pentatonic scale.
[B] identify visually and aurally the instrument families;
[C] move alone or with others to a varied repertoire of music using gross and fine locomotor and non-locomotor movement;
Daily Standard [A] read, write, and reproduce rhythmic patterns, including quarter note / paired eighth notes and quarter; and
[A] sing tunefully or play classroom instruments, including rhythmic and melodic patterns, independently or in groups;
[C] use basic music terminology in describing changes in tempo, including allegro / largo, and dynamics, including forte / piano; and
[5] The student examines music in relation to history and cultures.
Continuing Standards 1(B) use basic music terminology in describing musical sounds
2(A) sing or play a classroom instrument independently or in groups
6(A) distinguish between beat/rhythm, higher/lower, louder/softer, faster/slower, and same/different in musical performances
Evidence of Learning Game Game Teacher Observation Teacher Observation Student Response Game
Warm-Up Hello Song, vocal warm up, rhythmic reading warm-up
Hello Song, vocal warm up, rhythmic reading warm-up
Hello song, vocal warm-up Hello song, vocal warm-upwith hand signs
Hello song, vocal warm-up, review hand signs and music staff, practice reading patterns
Hello song, vocal warm-up, review hand signs and music staff, practice reading patterns
Lesson Procedures Introduce At the Zoo from Everyday Improvisations - students learn poem, identify and match rhythms in the poem using notation. With a partner, create your own pattern with 4 cards, play on soundshape drum.. Self-Assess on creating/reading/playing your own rhythmSelf-Assess, student reporter if time
Singing Games: Bee Bee Bumble BeeTinker TailorHeads Up PennyCome Home All My Ducks And Geese
After games, singers listen to each other using tubaloos (disenfect after use)
(Sub on Wednesday - SUB PLANS)
Sing a few so-mi songsRead The Snowy Day, teach Snowflake Song while making a paper snowflakeLook at water glasses, high and low sounds, introduce the real names and music street storyLearn the Hand Signs for so and mi, sing and play any so- mi game with hand signs (Heads UP, Bee Bee Bumble Bee, etc) Self-Assess, Student Reporter
REVIEW story of Music Street and So-Mi names for high and low sounds. Use a Timed Pair Share to re-tell the story to a partner.CELEBRATE February birthdays (John Williams - Star Wars or Olympics)Learn about the Music Staff - lines and spacesLearn "Swinging Lines and Spaces" song, using hand staff, look at big staff rug and dotsPractice putting notes on staff using felt staff boardsSing and play any S-M game, if timeSelf-Assess, Student Reporter
Ribbon activities
OR 1 -2- 3 Who Will It Be Valentine Game
WED-FRIDAY - SUB PLANS
Introduce next week's Family Fun Fest and what we will be doingIntroduce/Review Pony Game (greeting your friends appropriately, stopping at the right place - form lesson)Introduce Traffic Jam Level 1Introduce Sasha gameChoose one more game from SmartFileSelf-Assess, student report if time
MATERIALS: Everyday Improvisations, soundshape drums, rhythm card sets
Bee puppet, wolf puppet, any words on board, class set of tubaloos
Snowy Day book, coffee filters, scissors, water glasses and mallet, Music Street file, bee
SmartNotebook file, swinging lines and spaces song, big staff rug and dots, small felt staff boards
Music Street SmartFile, MATERIALS for Sub Plans
Instruments Drums/ Hand drums Voice Voice, water glasses voices none voice
Differentiation work with partner using tubaloos to hear individual story individual work with boards following rules, partners following rules, partners
NEXT TIME: Singing Games (Bee Bee Bumble Bee, Tinker Tailer, Heads Up Penny, Come Home All My Ducks and Geese)
Introduce So and Mi (Snowflake song) and Music Street story
February birthdays, Music Staff (lines and spaces), So and Mi on staff, WRAD on Friday
TMEA week, sub plans Wed-Friday
GET READY FOR FAMILY FUN FEST, and finish 4th 6 weeks grades
Family Fun Fest games (choose)
First Grade Week 25 Week 26 Week 27 Week 28 Week 29 Week 30Schedule
Family Fun Fest this week
MARCH BIRTHDAYS, Get ready for La (games)
Introduce la No class on Fridaywork on so-mi-la pattens
April birthdays, writing patterns using app
STAAR TESTS, no specials Tuesday
and Wednesday
CONTENT AREA Music
COURSE / GRADE LEVEL 1st Music
Curriculum Access Learning Platform & Planning for Learning Protocols Feedback Form Template Glossary Help
Daily Standard [3] The student performs a varied repertoire of developmentally appropriate music in informal or formal settings.
[3] The student performs a varied repertoire of developmentally appropriate music in informal or formal settings.
[3] The student performs a varied repertoire of developmentally appropriate music in informal or formal settings.
[3] The student performs a varied repertoire of developmentally appropriate music in informal or formal settings.
[4] The student creates and explores new musical ideas.
[3] The student performs a varied repertoire of developmentally appropriate music in informal or formal settings.
Daily Standard [C] move alone or with others to a varied repertoire of music using gross and fine locomotor and non-locomotor movement;
[A] sing tunefully or play classroom instruments, including rhythmic and melodic patterns, independently or in groups;
[A] sing tunefully or play classroom instruments, including rhythmic and melodic patterns, independently or in groups;
[A] sing tunefully or play classroom instruments, including rhythmic and melodic patterns, independently or in groups;
[B] create short, melodic patterns using known pitches; and
[A] sing tunefully or play classroom instruments, including rhythmic and melodic patterns, independently or in groups;
Daily Standard [D] identify and label repetition and contrast in simple songs such as ab, aaba, or abac patterns.
[B] read, write, and reproduce melodic patterns, including three tones from the pentatonic scale.
[B] read, write, and reproduce melodic patterns, including three tones from the pentatonic scale.
[B] read, write, and reproduce melodic patterns, including three tones from the pentatonic scale.
[A] identify and demonstrate appropriate audience behavior during live or recorded performances;
[B] read, write, and reproduce melodic patterns, including three tones from the pentatonic scale.
Continuing Standards 1(B) use basic music terminology in describing musical sounds
2(A) sing or play a classroom instrument independently or in groups
6(A) distinguish between beat/rhythm, higher/lower, louder/softer, faster/slower, and same/different in musical performances
Evidence of Learning Teacher Observation Game Teacher Observation Teacher Observation Performance Task Performance Task
Warm-Up Hello song, vocal warm-up, review hand signs and music staff, practice reading patterns
Hello Song, vocal warm up, so and mi from music staff (reading patterns)
Hello Song, review notes on staff
Hello song, review La sound Hello song wtih hand signs, review so mi la sounds on staff
Hello song, review music staff and 3 note patterns, read a few
Lesson Procedures REVIEW this week's FAMILY FUN FEST!Play Pony Game (greeting your friends appropriately, stopping at the right place - form lesson)Play Traffic Jam Level 1 and introduce Level 2Introduce Sasha gameIntroduce Chimes of DunkirkSelf-Assess, student report if time
CELEBRATE MARCH BIRTHDAYSNew games (to get ready for the La Sound)Lucy Locket Lost her pocketWe are Dancing In the ForestIF TIME play a two-team game with the powerpoint Rock Paper Scissors SING!
Sing new games: Lucy Locket lost her pocketLearn the NEW sound on Music Street! LaDiscover the sound on songs we know.Learn a new game using the La sound: We are dancing in the forestSelf-Assess, student report if time
We are Dancing In the Forest - play and singLook at music staff, and patternsRead patterns: Centers, play on barred instruments
Introduce MOOZART app with Reflector writing patterns on lines and spacesWork with partner on creating melodic patterns using three known soundsSelf-Assess, Student Report
WEST, BINGHAM, ORR this week (NO SPECIALS TUESDAY OR WEDNESDAY)Choose singing game - we are dancing in the forest, Lucy Locket, Bounce High Bounce Low
Resources SmartNotebook File, recordings Music Street file, La games file Music Street file, La games file Music street, la games, barred instruments, flash cards for reading
MOOZART app, iPads, Music Street
puppet, singing games file
Instruments Voice voice voice barred instruments voice voice
Differentiation partners, working together teamwork, game game small groups/partners partners individual singing
NEXT TIME: March Birthdays, Get ready for LA (singing games)
Introduce La on Music Street reading so-mi-la playing on instruments, stations
MOOZART app, putting patterns on lines and spaces
SINGING Games (dancing in the Forest, Lucy Locket (STAAR WEEK)
Rhythm Wars with Light Sabres
First Grade Week 31 Week 32 Week 33 Week 34 Week 35 Week 36Schedule Rhythm Wars
with light sabresDay 4 Monday
Peter and the Wolf Peter and the Wolf
Daily Standard
Daily Standard
Daily Standard
Continuing Standards 1(B) use basic music terminology in describing musical sounds
2(A) sing or play a classroom instrument independently or in groups
6(A) distinguish between beat/rhythm, higher/lower, louder/softer, faster/slower, and same/different in musical performances
Evidence of Learning
Warm-Up
Lesson Procedures
Resources
Instruments
Differentiation
CONTENT AREA Music
COURSE / GRADE LEVEL 1st Music
Curriculum Access Learning Platform & Planning for Learning Protocols Feedback Form Template Glossary Help
NEXT TIME:
CONTENT AREA Music
COURSE / GRADE LEVEL 2nd Music
Curriculum Access Learning Platform & Planning for Learning Protocols Feedback Form Template Glossary Help
Second Grade Week 19 Week 20 Week 21 Week 22 Week 23 Week 24Schedule No Monday Class
(GAMES: Can You Play, Naughty Kitty Cat,
Squirrel Game)
PMMA this week Prepare for Peter and Wolf Field Trip(re-introduce story from 1st grade
Listen to instruments and characters)
Feb. birthdays, Sub on Wed, P&W Field Trip Thursday,
audience etiquetteWRAD on Friday
TMEA week, Sub Wed-Fri
Do and Re games
Do and ReIntro Fam Fun Fest
Daily Standard [3] The student performs a varied repertoire of developmentally appropriate music in informal or formal settings.
[1] The student describes and analyzes musical sound.
[1] The student describes and analyzes musical sound.
[5] The student examines music in relation to history and cultures.
[1] The student describes and analyzes musical sound.
[2] The student reads, writes, and reproduces music notation. Technology and other tools may be used to read, write, and reproduce musical examples.
Daily Standard [A] sing tunefully or play classroom instruments, including rhythmic and melodic patterns, independently or in groups;
[B] identify instruments visually and aurally;
[B] examine short musical excerpts from various periods or times in history and diverse and local cultures; and
[B] identify instruments visually and aurally;
[B] read, write, and reproduce pentatonic melodic patterns using standard staff notation; and
Daily Standard [A] sing songs and play musical games, including patriotic, folk, and seasonal music;
[6] The student listens to, responds to, and evaluates music and musical performances.
[A] begin to practice appropriate audience behavior during live or recorded performances;
[C] use known music terminology to explain musical examples of tempo, including presto, moderato, and andante, and dynamics, including fortissimo and pianissimo; and
[3] The student performs a varied repertoire of developmentally appropriate music in informal or formal settings.
Continuing Standards 1(B) use music terminology to explain sounds and
2(A) sing or play a classroom instrument independently or in groups
6(A) distinguish between beat/rhythm, higher/lower, louder/softer, faster/slower, and same/different in musical performances
Evidence of Learning Performance Task Written Work Teacher Observation Student Response Performance Task Teacher Observation
Warm-Up Vocal Warm Up, Review So Mi and la hand signs
Vocal Warm-UP Vocal Warm-up, music street review, hand signs, rhythm warm-up
Vocal Warm-up, music street review, hand signs, rhythm warm-up
Vocal warm-up, music street review
Vocal warm-up, music street review
Lesson Procedures Review Singing Games: Can You Play - just sing itPlay Naughty Kitty CatLearn Squirrel GameSelf-Assess, Student Reporter if time
PMMA Testing
(SUB ON WEDNESDAY)
Read story of Peter and the Wolf to the class, review why the composer wrote the storyReview the instruments for each characterPlay Peter and the Wolf online Jeopardy gameSelf-Assess, student reporter
Will Celebrate February Birthdays (John WIlliams)Review information about Peter and the Wolf, instruments, charactersDiscuss Audience EtiquetteHand out Which Instrument Am I Watch Make Mine Music DVD versionPlay Kahoot - peter and the wolf version
SUB PLANS WEDNESDAY (opera)FIELD TRIP THURSDAY (might be back for specials, but will have sub)
Listening Form with Ribbons (Handel)
OR EASY Parachute activity for form
WEDNESDAY-FRIDAY - SUB PLANS
Music Street review, introduce Do and Re with new Chapters (Can You Play and NK Cat), Echo patterns, sing NK Cat or Squirrel game with hand signs, choose gameIntroduce next week's event - Family Fun Fest and Level 1 of Traffic JamSelf-Assess (student report if time)
MATERIALS: Files to see lyrics, see games above
PMMA materials (papers, clipboards, pencils, recording, Smartfile)
Peter and the Wolf books, materials for board (instruments, smartnotebook files, etc),Online Jeopardy game bookmarked
Make Mine Music DVD, iPads, Handouts, recordings of instruments
MATERIALS for Sub Plans Music Street, words for songs, Family Fun Fest Smartfile
Instruments Voice None From story From story none voice
Differentiation Game playing rules None Charts Kahoot with partner following rules/partners following rules/partners
NEXT TIME:
PMMA test PREPARE FOR P&W, get permission slips done
February Birthdays, P&W Kahoot and/or DVD
Do and Re games, TMEA week with subs next week
Introduce DO and RE, family fun fest games
Work on Do-Re singing, hand signs, staff location, and Family Fun Fest Games
Second Grade Week 25 Week 26 Week 27 Week 28 Week 29 Week 30Schedule Family Fun Fest This Week Work on Do and Re,
High Do (On the Mountain Stands a Lady)
MARCH BIRTHDAYS
Introduce High Do'(do a deer?)
Sing Do a Deer, work on the sceneNo Class on Friday
Scale stationsApril birthdays
STAAR TESTS, no specials Tuesday
and WednesdayScale Stations, melodic patterns
CONTENT AREA Music
COURSE / GRADE LEVEL 2nd Music
Curriculum Access Learning Platform & Planning for Learning Protocols Feedback Form Template Glossary Help
Daily Standard [3] The student performs a varied repertoire of developmentally appropriate music in informal or formal settings.
[2] The student reads, writes, and reproduces music notation. Technology and other tools may be used to read, write, and reproduce musical examples.
[2] The student reads, writes, and reproduces music notation. Technology and other tools may be used to read, write, and reproduce musical examples.
[2] The student reads, writes, and reproduces music notation. Technology and other tools may be used to read, write, and reproduce musical examples.
[2] The student reads, writes, and reproduces music notation. Technology and other tools may be used to read, write, and reproduce musical examples.
[3] The student performs a varied repertoire of developmentally appropriate music in informal or formal settings.
Daily Standard [C] move alone or with others to a varied repertoire of music using gross and fine locomotor and non-locomotor movement;
[B] read, write, and reproduce pentatonic melodic patterns using standard staff notation; and
[B] read, write, and reproduce pentatonic melodic patterns using standard staff notation; and
[B] read, write, and reproduce pentatonic melodic patterns using standard staff notation; and
[B] read, write, and reproduce pentatonic melodic patterns using standard staff notation; and
[A] sing tunefully or play classroom instruments, including rhythmic and melodic patterns, independently or in groups;
Daily Standard [D] identify and label simple small forms such as aaba and abac.
[3] The student performs a varied repertoire of developmentally appropriate music in informal or formal settings.
[3] The student performs a varied repertoire of developmentally appropriate music in informal or formal settings.
[3] The student performs a varied repertoire of developmentally appropriate music in informal or formal settings.
[3] The student performs a varied repertoire of developmentally appropriate music in informal or formal settings.
[D] perform simple part work, including rhythmic ostinato, and vocal exploration such as singing, speaking, and chanting; and
Continuing Standards 1(B) use music terminology to explain sounds and
2(A) sing or play a classroom instrument independently or in groups
6(A) distinguish between beat/rhythm, higher/lower, louder/softer, faster/slower, and same/different in musical performances
Evidence of Learning Teacher Observation Game Teacher Observation Teacher Observation Teacher Observation Performance Task
Warm-Up Echo patterns, review Do and Re on music street, introduce Do Clef and meaning
Echo patterns, review Do and Re and Do Clef, read some patterns from the music staff
Echo patterns, review Do and Re and Do Clef, read some patterns from the music staff
Hello Song, Do a Deer (read and sing with words or picture cards), review hand signs
Look at scale ladders, sing song,
Warm up, sing with hand signs (Do a Deer)
Lesson Procedures REVIEW this week's FAMILY FUN FEST!Play Traffic Jam Level 1 and 2, maybe introduce level 3?Play Sasha gameIntroduce Heel-Toe PolkaSelf-Assess, student report if time
CELEBRATE MARCH BIRTHDAYSNew Game, on the Mountain Stands a Lady
Play game: On the Mountain Stands a LadyLearn High Do' on Music Street, sing and play the game using the High Do' hand sign, notice the apostrophe to indicate High Do.Introduce SPECIAL GUEST music teacher, watch video clip to answer three questions (how does she teach them, What are the new sounds, what happens on the steps)Begin learning Do a Deer Self-Assess, (student report if time)
Review song/scene, practice sceneAdd second part of scene, mixing them upSing/act out scene, sing songLOOK at notation on staff, see how the staff is like the steps in the sceneWork on making scale ladders in teams of 8 (illustrate and put the cards in order)(USE recording of Do Re Mi while working)Sudent Report if time, and self-assess
CELEBRATE APRIL BIRTHDAYS using Composer of the MonthIntroduce Scale Stations1. Do Clef and dots on big staff rug2. Writing on staff boards with marker3. Playing scale on instruments4. putting cards in order - pictures5. putting cards in order - houses6. putting cards in order - hand signs7. Playing scale on instrument8. Writing on staff board with a markerTeams of 2 or 3 (assign by number) Work and rotate through stationsSing Do a Deer togetherSelf-Assess/reflectStudent Reporter
LOPEZ, BUSTILLOS, DILLEY this week(NO SPECIALS TUESDAY OR WEDNESDAY)Singing Games: Sing Do a Deer, review Hand signs, learn the "hold the note" partLearn a new song with high Do - Cut the Cake (learn song and game)Squirrel Game - review M R D patternsSelf-Assess, STudent Report if time
Resources Smartnotebook file, recordings word files, Music Street, March Birthday website
guitar, Do Re Mi cards, video clip, word files, Music Street file
guitar, Do RE Mi cards, music street file, word file, index cards, crayons, pencils, glue, paper strips
Materials for stations, do a deer work file, music street
Files for singing games
Instruments voice voice voice, guitar voice, guitar voice voice
Differentiation partners, workign together teamwork game teams partners, small groups working together
NEXT TIME: March Bdays, High Do Game Do A Deer, scale song Work on Do a Deer scene, singing song, looking at notation on staff
Scale Stations, April birthdays Scale stations or singing games (STAAR Week)
Rhythm Wars, introduce 16th notes
Second Grade Week 31 Week 32 Week 33 Week 34 Week 35 Week 36Schedule Beats/Meter? Introduce 16th?
Rhythm Wars?Day 4 Monday
Carnival of Animals Carnival of Animals
Daily Standard
Daily Standard
Daily Standard
CONTENT AREA Music
COURSE / GRADE LEVEL 2nd Music
Curriculum Access Learning Platform & Planning for Learning Protocols Feedback Form Template Glossary Help
Continuing Standards 1(B) use music terminology to explain sounds and
2(A) sing or play a classroom instrument independently or in groups
6(A) distinguish between beat/rhythm, higher/lower, louder/softer, faster/slower, and same/different in musical performances
Evidence of Learning
Warm-Up
Lesson Procedures
Resources
Instruments
DifferentiationNEXT TIME:
CONTENT AREA Music
COURSE / GRADE LEVEL Kinder Music
Curriculum Access Learning Platform & Planning for Learning Protocols Feedback Form Template Glossary Help
Kindergarten Week 19 Week 20 Week 21 Week 22 Week 23 Week 24Schedule
No Monday Classsinging games, circle games,
and solo gamesSinging Games 100th day is Feb. 5
WRAD on Friday TMEA week, Sub Wed-Fri Get ready for Family Fun FestDaily Standard [2] The student performs a varied
repertoire of developmentally appropriate music in informal or formal settings.
[2] The student performs a varied repertoire of developmentally appropriate music in informal or formal settings.
[2] The student performs a varied repertoire of developmentally appropriate music in informal or formal settings.
[3] The student examines music in relation to history and cultures.
[2] The student performs a varied repertoire of developmentally appropriate music in informal or formal settings.
[2] The student performs a varied repertoire of developmentally appropriate music in informal or formal settings.
Daily Standard [A] sing or play classroom instruments independently or in groups;
[A] sing or play classroom instruments independently or in groups;
[A] sing or play classroom instruments independently or in groups;
[A] sing songs and play musical games, including rhymes, folk music, and seasonal music; and
[A] sing or play classroom instruments independently or in groups;
[C] move alone or with others to a varied repertoire of music using gross and fine locomotor and non-locomotor movement;
Daily Standard [C] move alone or with others to a varied repertoire of music using gross and fine locomotor and non-locomotor movement;
[C] move alone or with others to a varied repertoire of music using gross and fine locomotor and non-locomotor movement;
[C] move alone or with others to a varied repertoire of music using gross and fine locomotor and non-locomotor movement;
[B] identify simple interdisciplinary concepts related to music.
[A] sing songs and play musical games, including rhymes, folk music, and seasonal music; and
[A] sing or play classroom instruments independently or in groups;
Continuing Standards 2(A) sing or play classroom instruments independently or in a group
4(A) identify steady beat in musical performances
Evidence of Learning Teacher Observation Teacher Observation Game Student Response Game Performance Task
Warm-Up Hello Song, read and sing Hello song, read and sing Hello Song, slide whistle vocal exploration
Hello Song Hello Song, valentine story Hello Song
Lesson Procedures Solo Games: Oliver Twist, Come Home All My Ducks and GeeseSecond lesson of the week: Come Home All My Ducks and Geese, listen to solo singers
LEARN: Come Home All My Ducks and Geese
Second Lesson of the Week:Come Home All my Ducks and Geese again
Learn: Old King Glory on the Mountain
Second Lesson: Weather story and Rain (Thunderstorm) activity, Listening Bubble Game or Old King Glory
Hundred Day Worries - Read Aloud BookSong - 100th Day of School - Count by 10's to 100Look at 100th Day SmartNotebook File
Second Lesson: Sing 100th Day of School song, choose any gameListening Bubble Game to calm down
1 -2 - 3 Who Will It Be Valentine Game
WED-FRIDAY - SUB PLANS
Introduce Pony Game, play game
Second lesson: Pony game, introduce Kindergarten Reel or another dance from Smartfile (choose)
Resources Smokey Puppet Smokey Puppet, words on board, crown
Crown, Rain stories, words on board
BOOK - 100th Day Worries, all songs and materials
Valentine story Kindergarten Reel recording
Instruments Voice Voice Voice voice voice voice
Differentiation game rules game rules game rules game cards work with partner work with partners
NEXT TIME: Singing and Solo Games, Old King Glory On the MountainGet ready for 100th Day of School
Old King Glory, Weather stories 100 Days of School, WRAD week TMEA week - Sub Wednesday through Friday
GET READY FOR FAMILY FUN FEST (folk dances)
Family Fun Fest next week
Kindergarten Week 25 Week 26 Week 27 Week 28 Week 29 Week 30Schedule Family Fun Fest this week Rhyming Words - Fox in a Box
No class on Friday, Bunny Hop Bunny songs/books
Texas songs STAAR TESTS, no specials Tuesday
and WednesdayTexas, little book to read
Daily Standard [2] The student performs a varied repertoire of developmentally appropriate music in informal or formal settings.
[1] The student describes and analyzes musical sound.
[2] The student performs a varied repertoire of developmentally appropriate music in informal or formal settings.
[2] The student performs a varied repertoire of developmentally appropriate music in informal or formal settings.
[2] The student performs a varied repertoire of developmentally appropriate music in informal or formal settings.
[3] The student examines music in relation to history and cultures.
Daily Standard [C] move alone or with others to a varied repertoire of music using gross and fine locomotor and non-locomotor movement;
[D] identify same / different in beat / rhythm, higher / lower, louder / softer, faster / slower, and simple patterns in musical performances; and
[3] The student examines music in relation to history and cultures.
[3] The student examines music in relation to history and cultures.
[B] sing songs or play classroom instruments from diverse cultures and styles independently or in groups;
[A] sing songs and play musical games, including rhymes, folk music, and seasonal music; and
Daily Standard [A] sing or play classroom instruments independently or in groups;
[E] perform music using louder / softer and faster / slower.
[B] identify simple interdisciplinary concepts related to music.
[A] sing songs and play musical games, including rhymes, folk music, and seasonal music; and
[3] The student examines music in relation to history and cultures.
[B] identify simple interdisciplinary concepts related to music.
CONTENT AREA Music
COURSE / GRADE LEVEL Kinder Music
Curriculum Access Learning Platform & Planning for Learning Protocols Feedback Form Template Glossary Help
Continuing Standards 2(A) sing or play classroom instruments independently or in a group
4(A) identify steady beat in musical performances
Evidence of Learning Performance Task Performance Task Game Game Performance Task Performance Task
Warm-Up Hello Song Hello Song Hello Song Hello Song Hello Song
Lesson Procedures Work on Dances for Family Fun Fest (Pony Game and Chimes of Dunkirk) Traffic Jam level 1 if I think it is safe
Movement Game: Fjaskern A section - pat beat, B Section stand and hands over headAdd Ribbons, talk about what happened in the songSecond Lesson: AB form in listening to Handel's music - show movements with ribbonsQuiet listening to rest or Freeze Game or Bubble Game
Rhyming Words - read a book with rhymesSong - A Hunting We Will GoLearn GameLineUp SongSecond Lesson: Play Fox in a Box game with rhyming words.Make up new verses with SmartNotebook file. LineUP song
Bunny Hop Book - read storyLearn Bunny Hop Dance
Second lesson: Bunny Hop or Fox in a Box game
Book - COWBOY BUNNIESLearn Texas Songs (Texas Star, Deep in the Heart of Texas)
Second Lesson - Deep in the Heart of Texas, TEXAS
Deep In the Heart of Texas - Give Little Books
second lesson - Fox in a Box, give out Ask Me About sheets, OR Give out Little Texas Books(NO SPECIALS TUESDAY OR WEDNESDAY)
THIS WEEK I will have Fallon-MoralesHillhouse - DowningAlaniz - Fallon
Resources Smartfile Smartfile, youtube recording of fjaskern, ribbons
Fox in a Box word cards, SmartNotebook file, Rhyming Words book
Bunny Hop Book, RecordingRhyming Word Cards
Texas songs Texas Songs, Fox in a Box
Instruments Voice body Voice voice voice voice
Differentiation work with partners individual help and cuing Help with rhyming words, word endings
help with rhymiing words or dance moves
taking turns taking turns
NEXT TIME: Look at new material from TMEA Rhyming Words - Fox in a BoxBunny Hop, Bunny Games Texas Songs and games
Texas, Rhyming Iconic music reading? new activities?
Kindergarten Week 31 Week 32 Week 33 Week 34 Week 35 Week 36Schedule Iconic reading
instrumentsDay 4 Monday
instruments are fun barred instrument exploration
Choose FavoritesChoose Favorites
Daily Standard
Daily Standard
Daily Standard
Continuing Standards 2(A) sing or play classroom instruments independently or in a group
4(A) identify steady beat in musical performances
Evidence of Learning
Warm-Up
Lesson Procedures
Resources
Instruments
DifferentiationNEXT TIME:
CONTENT AREA Music
COURSE / GRADE LEVEL Kinder Music
Curriculum Access Learning Platform & Planning for Learning Protocols Feedback Form Template Glossary Help
