Grade 2 Music. Content Skills Learning Targets Standards Assessment Resources & Technology CEG. A1. Teacher MUSIC? on classroom percussion

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Suzan Sutton
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1 Big Woods Elementary Teacher: Victoria Van Beusekom Grade 2 Music September 2016 CEG T1. I can use my voice in Read and A1. Demonstrate a 4 different ways. notate music using a WHAT ARE THE steady beat system of notation ELEMENTS OF A1. Play a steady beat T2. I can demonstrate the such as solfege, A1. Teacher MUSIC? on classroom percussion difference between beat numbers or symbols. HOW WILL THE instruments and rhythm. A2. Teacher STUDENTS A1. Move to a steady Sing and DEMONSTRATE beat T3. I can sing Mi, and So play with accurate A2. Individual THESE ELEMENTS A2. Signal to show the using my voice and hand pitch, rhythm, and and group OF MUSIC? difference between beat signs. expressive intent. performance HOW IS MUSIC AN and rhythm IMPORTANT PART A2. Clap rhythms T13. I can move my body OF HISTORY AND using written notation to show different sections CULTURE? A2. Play rhythms on in music. classroom instruments using written notation What is the difference between rhythm and beat? What are different ways to use our voice? What are the values of quarter notes, eighth B1. Vocalize upwards and downwards B1. Match vocal contour to visual representation B2. Echo sing patterns using the pitches so and mi Identify the elements of music including melody, rhythm, harmony, dynamics, tone color, texture, form and their related concepts. B1. Whole group Assessment: playing so do bordone on xylophone B2. Whole Group Assessment: showing high/middle/low sounds with body E1. Whole Group Assessment: Macmillan/McGraw Hill Spotlight on Music Series Various music for moving to a steady beat Vocal contour stories So/mi patterns Repertoire of songs to sing AB songs 113

2 notes, and quarter rests? A1. Steady beat A2. Rhythmic patterns B1. Vocal direction B2. Solfege so, mi B3. Melody B2. Sing using hand sign for so and mi B3. Sing alone and with others a varied repertoire of music E1. Move to signal the difference between section A and section B students will move to show different parts of song E 1. AB form October 2016 T2. I can demonstrate Read and A1. Clap, write and play the difference between notate music using a A1. Teacher Macmillan/McGraw What is the rhythms using quarter notes, beat and rhythm. system of notation Hill Spotlight on Music difference eighth notes, and quarter T3. I can sing Mi, and such as solfege, A2. Teacher Series between rhythm rests. So using my voice and numbers or symbols and beat? A2. Demonstrate a steady hand signs. A2. Individual and Various music for What is melodic beat T6. I can clap, write and Sing and group performance moving to a steady beat direction? A2. Move to a steady beat play rhythms using play with accurate Smartboard Activities What are the quarter notes, eighth values of notes, and quarter rests. 213

3 quarter notes, eighth notes, and quarter rests? A1. Aural rhythm patterns A2. Rhythms using standard notation A3. Steady beat B1. Vocal direction B2. Music staff and treble clef B3. Solfege so, mi, B4. Melody C1. Dynamics B1. Vocalize upwards and downwards B1. Match vocal contour to visual representation B2. Identify and define music staff and treble clef B3. Echo sing patterns using so and mi B3. Sing and play patterns using so and mi as written on the treble clef staff B3. Echo sing patterns using the pitches mi, and sol. B3. Sing using hand signs for mi, and sol. B4. Sing alone and with others a varied repertoire of music C1. Sing using the dynamics; piano and forte. T10. I can see, hear, and use my voice when a melody moves up, down or stays the same. T11. I know that dynamics is volume in music. T12. I can read, sing and play using dynamics. pitch, rhythm, and expressive intent Identify the elements of music including melody, rhythm, harmony, dynamics, tone color, texture, form and their related concepts. B1. Teacher C1. Students will demonstrate understan ding of dynamics through the performance of piano and forte. CFA Interactive Now Volume #1, What Do You Hear? Set 1. Vocal contour stories So/mi patterns Repertoire of various songs Smartboard Activities Songs with dynamics November 2016 T2. I can demonstrate the Read and A1. Clap and play rhythms difference between beat notate music using a A1. Teacher Macmillan/McGraw What is the using quarter notes, eighth and rhythm. system of notation Hill Spotlight on Music difference notes, and quarter rests A2. Teacher Series 313

4 between rhythm and beat? What are pitch differences between sol, and mi? What are the values of quarter notes, eighth notes, and quarter rests? What is tone color? What is Verse and Refrain and D.S. al fine? A1. Aural rhythm patterns A2. Rhythms using standard notation A3. Steady beat B1. Vocal direction B2. Music staff and treble clef B3. Solfege so, mi, la A2. Demonstrate through movement a steady beat B1. Vocalize upwards and downwards B2. Identify and define music staff and treble clef B3. Echo sing patterns using so, mi, and la B3. Sing and play patterns using so, mi and la as written on the treble clef staff B4. Sing alone and with others a varied repertoire of music D1. Compare and contrast different tone colors of brass instruments. E1. Identify and define Verse and Refrain T4. I can sing Mi, So, and La using my voice and hand signs. T13. I can move my body to show different sections in music. T6. I can clap and play rhythms using quarter notes, eighth notes, and quarter rests. T10. I can see, hear, and use my voice when a melody moves up, down or stays the same. T11. I know that dynamics is volume in music. T12. I can read, sing and play using dynamics. such as solfege, numbers or symbols Sing and play with accurate pitch, rhythm, and expressive intent Identify the elements of music including melody, rhythm, harmony, dynamics, tone color, texture, form and their related concept. A2. Individual and group performance A3. Individual and group performance B1. Teacher B2. Teacher B3. Teacher B4. Teacher B5. Teacher D1. Identify different tone colors of brass instruments through movement. E1. Students will use movement to acknowledge verse and refrain. CSA = CSA Grade Various music for moving to a steady beat 4 Chair Rhythms Rhythmic Dictation SmartBoard File Vocal contour stories So/mi patterns Repertoire of various songs Recordings of brass instruments Songs with Verse and Refrain and D.S. al fine. 413

5 B4. Melody D1. Brass instruments E1. Verse and Refrain 2 #1 in Shared Staff Folder December 2016 T2. I can demonstrate Read and What is the A1. Clap and play the difference between notate music using a A1. Teacher difference rhythms using ta, ti ti and beat and rhythm. system of notation such between strong rest T4. I can sing Mi, So, as solfege, numbers or A2. Teacher and weak beats? A2. Clap and play and La using my voice symbols. What are rhythms using quarter and hand signs. A2. Individual and pitch relationshi notes, eighth notes, and T13. I can move my Sing and play group performance ps among sol, quarter rests body to show different with accurate pitch, A3. Teacher mi, and la? A3. Demonstrate a steady sections in music. rhythm, and expressive What are the beat T6. I can clap and play intent. A4. Teacher values of quarter A3. Move to a steady rhythms using quarter notes, eighth beat notes, eighth notes, and Identify the notes, and A4. Sing and play song quarter rests. elements of music quarter rests? in 2/4 T10. I can see, hear, including melody, What are A4. Identify the strong and use my voice when rhythm, harmony, B1. Teacher differences of a melody moves up, dynamics, tone color, Macmillan/McGraw Hill Spotlight on Music Series Various music for moving to a steady beat Vocal contour stories So mi la patterns Repertoire of various songs 513

6 tone color in brass, string, percussion and woodwind families? What is Verse and Refrain? Why is Peter Tchaikovsky famous? A1. Aural rhythm patterns A2. Rhythms using standard notation A3. Steady beat A4. Meter Signature 2/4 B1. Vocal Contour B2. Melody B3. Sol, mi and la D1. Families of the orchestra D2. Brass family D3. String Family beat and the weak beat. B1. Vocalize upwards and downwards B1. Match vocal contour to visual representation B2. Identify and define music staff and treble clef B3. Echo sing patterns using sol, mi and la. B3. Sing and play patterns using sol, la and mi as written on the treble clef staff D1. Review Brass, string, percussion and woodwind families D2. Introduce brass family and focus on the tuba. D3. Introduce string family and focus on the cello. E1. Identify and define Verse and Refrain down or stays the same. T11. I know that dynamics is volume in music. T12. I can read, sing and play using dynamics. T16. I can identify a music staff and treble clef. texture, form and their related concept. B2. Individual and group performance B3. Teacher D1. Students will be able to identify brass, and string families through movement D2. Students will be able to recall three characteristics of the tuba. D3. Students will be able to recall three characteristics of the cello. E1. Students will use movement to identify verse and refrain. G1. Students will learn 3 facts about Ludwig von Beethoven. Recordings of brass instruments and string instruments Songs with Verse and Refrain. G1. Audio examples of Beethoven's music. 613

7 E1. Verse and Refrain G1. Ludwig von Beethoven. January 2017 G1. Study and discuss Ludwig von Beethoven's life and events which shaped his music. G1. Introduce instruments popular during Beethoven's life. G1. Listen to examples of Beethoven's music Read and What are A1. Read and perform notate music using a A1. Teacher pitch relationshi half note patterns. system of notation such. ps among sol, mi A2. Read rhythms using as solfege, numbers or A2. Students will be and do? standard notation symbols. able to read rhythms What is the A3. Read half note and using standard value of a half quarter note patterns Sing and play notation. note? with accurate pitch, A3. Students will be What are rhythm, and expressive able to read and dynamic intent. perform half note differences betw patterns. een crescendo and decrescendo? A1. Half note B1. Echo sing patterns using the pitches so, mi, and do. B2. Sing using hand signs for la, so, mi, and do. B3. Read and perform la, so mi do patterns with pitch syllables and hand T4. I can sing Mi, So, and La using my voice and hand signs. T5. I can sing Do, Mi, So and La using my voice and hand signs. T7. I can clap and play rhythms using half notes, quarter notes, eighth notes, and quarter rests. T10. I can see, hear, and use my voice when a melody moves up, down or stays the same. T11. I know that dynamics is volume in Identify the elements of music including melody, rhythm, harmony, dynamics, tone color, B1. Teacher. B2.Students will be able to read and Macmillan/McGraw Hill Spotlight on Music Series Various music for moving to a steady beat Vocal contour stories La, so, mi and do patterns Repertoire of various songs 713

8 patterns. A2. Read rhythms using standard notation A3. Half note and quarter note patterns. B1. Read and perform la, so, mi and do patterns. C1. Crescendo and decrescendo F. Harmony F1. Ostinato half note patterns G1. J.S. Bach signs. C1. Signal to identify symbols for crescendo and decrescendo. F. Harmony F1. Clap an ostinato with half notes G1. Know three facts about J.S. Bach and his music. music. T12. I can read, sing and play using dynamics. texture, form and their related concept. perform la, so, mi and do patterns with pitch syllables and hand signs. B3. Teacher. C1. Students will be use movement to identify symbols for crescendo and decrescendo. F. Harmony F1. Students will clap an half note ostinato rhythmic pattern. G1. Students will recall three facts about J.S. Bach and his music. C1. Recordings of songs with crescendo and decrescendo. F. Harmony F1. Recordings of songs with half note ostinato rhythmic pattern. G1. Recordings of songs by J.S. Bach. CFA #2 So Mi La Listening Game in Shared Folder. February

9 T5. I can sing Do, Mi, Read and notate What is the A1. Signal to identify So and La using my music using a system of A1. Students will difference half notes. voice and hand signs. notation such as solfege, be able to between rhythm A2. Rhythms using T7. I can read, clap numbers or symbols. signal recognize half and beat? standard notation and play rhythms notes. What are pitch A3. Half note and using half notes, Sing and play A2. Students will differences quarter note patterns. quarter notes, eighth with accurate pitch, be able to read and between sol, and notes, and quarter rhythm, and expressive perform standard rhyt mi? rests. intent. What are the hmic notation values of quarter B1. Echo sing patterns A3. Students will Identify the notes, eighth using the pitches so, mi, be able to read and elements of music notes, and and do. perform half note and including melody, rhythm, quarter rests? B2. Sing using hand quarter note patterns. harmony, dynamics, tone What is tone signs for la, so, mi, and color, texture, form and color? do. their related concept. What is Verse B3. Read and perform and Refrain and la, so, mi and do patterns D.S. al fine? with pitch syllables and hand signs. A1. Half note A2. Rhythms using standard notation A3. Half note and quarter note patterns. B1. Read and perform la, so, mi and E1. Learn a call and response song aurally. B1. Echo sing patterns using the pitches so, mi, and do. B2. Sing using hand signs for la, so, mi, and do. B3.Students will be able to read and perform la, so, mi and do patterns with pitch syllables and hand signs. Macmillan/McGra w Hill Spotlight on Music Series Various music for moving to a steady beat Vocal contour stories La, so, mi, and do patterns Repertoire of various songs RecorDings of brass instruments and string instruments Songs with call and response form 913

10 do patterns. E1. Call and response song March 2017 E1. Students will demonstrate knowledge of a call and response songs through performance. CSA = Grade 2 CSA #2 in Staff Shared Folder T5. I can sing Do, Mi, Read and notate What is the A1. Signal to identify So and La using my music using a system of A1. Students will be difference dotted half notes. voice and hand signs. notation such as solfege, able to between rhythm A2. Rhythms using T8. I can read, write, numbers or symbols. signal recognize and beat? standard notation clap and play rhythms dotted half notes. What are pitch A3. Signal to identify using dotted half Sing and play A2. Students will be differences dotted half note, half notes, half notes, with accurate pitch, able to read, write and among do, re note and quarter note quarter notes, eighth rhythm, and expressive perform standard rhyt and mi? patterns. notes, and quarter intent. hmic notation What are the rests. A3. Students will be values of dotted T9. I know how many Identify the half note, half able to read and beats are in a dotted elements of music note and quarter B1. Echo sing patterns perform dotted half half note, half note, including melody, rhythm, note? using the pitches so, mi, note, half note and quarter note, a pair of harmony, dynamics, tone What is Verse and do. quarter note patterns. eighth notes, and a color, texture, form and and Refrain and B2. Sing using hand quarter rest. their related concept. D.S. al fine? signs for la, so, mi, and T15.I can identify do. differences among B1. Echo sing Macmillan/McGra w Hill Spotlight on Music Series Various music for moving to a steady beat Chair Rhythms Rhythmic Dictation SmartBoard File Vocal contour stories La, so, mi, and do patterns 1013

11 A1. Dotted half note A2. Rhythms using standard notation A3. Dotted half note, half note and quarter note patterns. B1. Read and perform do re mi patterns. E1. 3/4 time B3. Read and perform la, so, mi and do patterns with pitch syllables and hand signs. E1. Use movement to feel 3/ 4 meter. 2/4, 3/4 and 4/4 time signatures. patterns using the pitches so, mi, and do. B2. Sing using hand signs for la, so, mi, and do. B3.Students will be able to read and perform do re mi patterns with pitch syllables and hand signs. E1. Students will use movement to feel 3/4 meter. Repertoire of various songs Songs with 3/4 meter. April 2017 : H. Concert Preparatio T17. I can use my Sing and play a H. Concert Prepar Interactive Vol. 5: What is proper n body in an appropriate varied repertoire that ation Concert Etiquette concert etiquette for H1. Perform a varied ways at a concert. includes simple rhythms H1. Teacher the audience and repertoire of songs and melodies. Interactive Vol. 6: performer? individually or in a group T18. I am learning H1. Self critique of Audience ABC's What is correct with appropriate good concert manners Reflect on a concert vocal technique? dynamics, phrasing, and as a performer and performance based on the H1. Individual and What is proper articulation. audience member. feedback of others. group performance singing posture? H1. Demonstrate appropriate singing CFA Interactive 1113

12 H. Concert Prepara tion H1. Begin concert preparation May 2017 posture H1. Discuss the importance of appropriate concert etiquette H1. Sing music written in 2 parts Now #6 Audience ABC's : T17. I can use my body Revise a creation H. Concert What is proper in an appropriate ways based on the feedback of H1. Teacher concert etiquette for at a concert. others. the audience and T18. I am learning H1. Individual and performer? good concert manners Sing and play a group performance What is correct as a performer and varied repertoire that vocal technique? audience member. includes simple rhythms CSA Concert What is proper and melodies. Assessment found in singing posture? Shared folder. H. Concert H1. Continuatio n of concert preparation. H. Concert H1. Discuss the importance and demonstrate appropriate concert etiquette H1. Demonstrate appropriate singing posture H1. Perform a varied repertoire of songs individually or in a group with appropriate dynamics, phrasing, and articulation H1. Sing music written in 2 parts H1. Sing repertoire by memory H1. Constructively evaluate the quality of their performance and the performance of others Reflect on a performance based on the feedback of others. H1. CSA Concert Assessment found in Shared folder. 1213

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WASD PA Core Music Curriculum

WASD PA Core Music Curriculum Course Name: Unit: Expression Key Learning(s): Unit Essential Questions: Grade 4 Number of Days: 45 tempo, dynamics and mood What is tempo? What are dynamics? What is mood in music? Competency: Concepts