First Grade Music. Curriculum Guide Iredell-Statesville Schools

8 First Grade Music Curriculum Guide Iredell-Statesville Schools 2014-2015

Table of Contents Purpose and Use of Documents. 3 College and Career Readiness Anchor Standards for Reading.4-5 College and Career Readiness Anchor Standards for Writing 6-7 Year at a Glance.8 Music Literacy.9-17 Music Response..18-20 Contextual Relevancy.21-22 2

Purpose and Use of the Documents The Curriculum Guide represents an articulation of what students should know and be able to do. The Curriculum Guide supports teachers in knowing how to help students achieve the goals of the new standards and understanding each standard conceptually. It should be used as a tool to assist teachers in planning and implementing a high quality instructional program. The At-a-Glance provides a snapshot of the recommended pacing of instruction across a semester or year. Learning targets ( I can statements) and Criteria for Success ( I will statements) have been created by ISS teachers and are embedded in the Curriculum Guide to break down each standard and describe what a student should know and be able to do to reach the goal of that standard. The academic vocabulary or content language is listed under each standard. There are 30-40 words in bold in each subject area that should be taught to mastery. The unpacking section of the Curriculum Guide contains rich information and examples of what the standard means; this section is an essential component to help both teachers and students understand the standards. Teachers will be asked to give feedback throughout the year to continually improve their Curriculum Guides. 3

College and Career Readiness Anchor Standards for Reading The K-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. Key ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. 4

Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.* 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. * Please see Research to Build and Present Knowledge in writing and Comprehension and Collaboration in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources. 5

College and Career Readiness Anchor Standards for Writing The K-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. Text Types and Purposes* 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others. 6

Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gaither relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literacy or informational texts to support analysis, reflection, and research Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. * These broad types of writing include many subgenres. See Appendix A for definitions of key writing types. Taken from Common Core Standards (www.corestandards.org) 7

Iredell-Statesville Schools Elementary Music 1 st Grade Essentials Alignment 2014-2015 Grade Level 1 Grade 1 st Quarter 2 nd Quarter 3 rd Quarter 4 th Quarter Essentials Essentials Essentials Essentials Musical Literacy Musical Literacy Musical Literacy Musical Literacy Illustrate Execute Musical Response Musical Response Interpret Create Synthesize ML Use proper technique when singing and playing a variety of music. ML Use accurate pitch to imitate three-pitch melodic patterns. ML 2.1 Interpret rhythm patterns that use iconic or standard notation for quarter notes, quarter rests and beamed eighth notes. ML2.3 Use iconic symbols to notate quarter notes and quarter rests ML3.3 Use iconic notation to compose simple rhythm patterns consisting of quarter notes, beamed eighth notes, and quarter rest durations. ML1.3 Execute rhythmic patterns using body, instruments, or voice ML3.1 Use improvisation to create two-phrase melodies using three pitches. ML2.2 Execute three-pitch songs with voice and/or instruments ML3.2 Select a variety of traditional and non-traditional sound sources to accompany readings, stories, or dramatizations MR1.4 Classify timbre by pitched or unpitched instruments and sounds. ML1.4 Apply changes in dynamics and tempo when singing and playing music. MR Use corresponding movements or actions to respond to prominent music characteristics (such as patterns in rhythm, melodic contour, dynamics, and form) while listening to and/or singing music. MR Recognize melodic patterns, rhythmic patterns, dynamics, and forms when presented aurally. Ongoing all quarters: CR Recognize how music is used in customs and traditions of various cultures. CR Understand the relationships between music and concepts from other areas. MR1.3 Compare appropriate behaviors for different types of music performances (such as outdoor concerts, concerts with audience participation, vocal concerts, etc.). 8

Musical Literacy Essential Standard: 1.ML.1 Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression. Q1 Q2 Q3 Q4 Clarifying Objectives: X ML Use proper technique when singing and playing a variety of music. X ML Use accurate pitch to imitate three-pitch melodic patterns. X X X X ML 1.3 Execute rhythmic patterns using body, instruments, or voice. X ML 1.4 Apply changes in dynamics and tempo when singing and playing music. Learning Targets: I Can 1.ML. I can use correct position and technique to sing and play instruments. 1.ML. I can match 2-3 pitch melodies. 1.ML.1.3 I can imitate what the teacher sings or plays. 1.ML.1.4 I can apply changes in music (soft-loud, fast-slow). Interpreting/Knowledge Target Define proper technique identify high/low/same pitches identify melodic direction Criteria For Success: I Will Creating/Reasoning Target Understand problem solving strategies and proper musical technique used in singing and playing instruments Responding/Performing Target Perform singing or playing instruments modeling proper musical technique Connecting/Product Target Critique performance of singing or playing using problem solving skills Define pitch,match, imitate,echo Determine Sing a 2-3 pitch Assess/ Critique the performance of 9

Sol, mi, la, melody necessary skills to match a 3 pitch melody Understand sol,la,mi pitches Determine how to use hand signs for sol, la, mi melody pattern, matching pitches Sol,La, Mi use hand signs for sol, la, mi singing and matching a 2-3 pitch melody pattern 1.3 Define rhythm, patterns, body percussion, steady beat 1.4 Demonstrate (soft-loud, fast-slow). 1.3 1.4 Understand how to imitate rhythms with body, instruments, or voice Understand changes in dynamics and tempo. 1.3 1.4 Perform rhythms using body, instruments, or voice Demonstrate (soft-loud, fastslow) singing and playing 1.3 1.4 Assess/ Critique the performance of rhythms using body, instruments, or voice Assess/Critique the Demonstration of (soft-loud, fast-slow) during student performance while singing and playing. Key Academic Vocabulary (Elements) Pitch/Melody High/Low, Rhythm-long/short, sound/no sound, Dynamics-loud/soft, Tempo-Fast/Slow, Same/Different, Notation- Quarter Notes & Rests, Beamed Eighth notes, imitate,match, echo Timbre, Sol, Mi, La Instructional Learning Resources and Activities Let the music begin TE p.2 MM Charlie Over the Water Integration with Other Curriculum Areas Use tools strategically Attend to precision 21CS: Assessment Evaluation/assessment is an integral part of instruction. A combination of teacher, peer, and self - assessment should be employed. The method of assessment used will depend on the purpose of the assessment. Appropriate assessment must be authentic and linked 10

TE p. 66-69 MM 1.3 Windshield Wipers TE p.11, E/Big Book p. 4 MM Movement Noah s Shanty TE, p. 344. E/Big Book p. 100-102 1.4 Dynamics Peer Gynt Suite Morning MMTE pg. 349 A Different Beat MMTE pg. 6 Tempo Freight Train MMTE pg. 46 Wild Horseman MMTE pg. 158 Windshield Wipers MMTE pg. 11 Critical Thinking and Problem Solving Creativity Attend to precision 21CS: Critical Thinking and Problem Solving; Collaboration; Creativity 1.3 Use tools strategically Attend to precision 21CS: Critical Thinking and Problem Solving 1.4 CCR Anchor Standards for Reading: 1, 2, 3 Look for and make use of structure 21CS: Critical Thinking and Problem Solving to learning targets that are identified in the North Carolina Standard course of Study. The assessment process in as ongoing part of the teaching and learning cycle, and should be used to diagnose, monitor, and summarize student learning. Observation Questioning Discussion Rubrics Checklists Written Products Performance task Portfolio Assessment 11

Musical Literacy Essential Standard: 1.ML.2 Interpret the sound and symbol systems of music. Q1 Q2 Q3 Q4 Clarifying Objectives: X X X ML 2.1 Interpret rhythm patterns that use iconic or standard notation for quarter notes, quarter rests and beamed eighth notes. ML 2.2 Execute three-pitch songs with voice and/or instruments. ML 2.3 Use iconic symbols to notate quarter notes and quarter rests. Learning Targets: I Can 1.ML.2.1 I can interpret rhythm patterns using standard notation for quarter notes, quarter rests, and beamed eighth notes. 1.ML.2.2 I can interpret three-pitch songs that use traditional music notation with voice and/or by playing pitched instruments. 1.ML. 2.3 I can use iconic symbols to notate quarter notes, quarter rests, and beamed eighth notes. Interpreting/Knowledge Target 2.1 Define rhythm, patterns, iconic, standard, notation, quarter note/rest, beamed 8 th notes Criteria For Success: I Will Creating/Reasoning Target 2.1 Determine necessary skills needed to play rhythm Responding/Performing Target 2.1 play with rhythmic accuracy model correct playing Connecting/Product Target 2.1 Assess or Self-evaluation of performance 2.2 Define three pitch songs, voice, instruments 2.2 Determine skills needed to play or sing a three pitch patterns. 2.2 Play or sing a three pitch pattern 2.1 Assess/ critique student performance 2.3 Define rhythm, iconic, standard, notation, quarter note/rest, beamed 8 th notes 2.3 determine necessary skills to match note durations to musical 2.3 Read music note/quarter rest durations correctly 2.3 Evaluate and analyze note/quarter rest durations 12

Key Academic Vocabulary symbols rhythm, patterns, iconic, standard, notation, quarter note/rest, beamed 8 th notes, basic classroom instruments: xylophone, metallophone, glockenspiel, hand drum, maracas, tambourine, guiro, woodblock, sand blocks, triangle, finger cymbals Instructional Learning Resources and Activities 2.1 Down by the Bay TE p. 18 Map Bee Bee Bumblebee TE p. 50-51 Iconic notation 2.2 Round and Round TE p. 148-149 Sol, Mi, La 2.3 Iconic notation Charlie Over Water MMTE pg. 68 Rain Rain Integration with Other Curriculum Areas 2.1 CCR Anchor Standards for Reading: 1 CCS Reading Foundational Skills: Print Concepts and Phonological Awareness Phonics and Word Recognition Attend to precision Look for and make use of structure 21CS: Critical Thinking and Problem Solving 2.2 CCR Anchor Standards for Reading: 1 CCS Reading Foundational Skills: Print Concepts and Phonological Awareness Phonics and Word Recognition Attend to precision Assessment 2.1 Written Products as well as audio and/or Video Portfolio Self-Assessment Formative Assessment Benchmark Summative Assessment (See Assessment file on the wiki http://isselementarymusic.pbworks.com Evaluation/assessment is an integral part of instruction. A combination of teacher, peer, and self -assessment should be employed. The method of assessment used will depend on the purpose of the assessment. Appropriate assessment must be authentic and linked to learning targets that are identified in the North Carolina Standard course of Study. The assessment process in as ongoing part of the teaching and learning cycle, and should be used to diagnose, monitor, and summarize student learning. Observation Questioning Discussion Rubrics Checklists 13

Look for and make use of structure 21CS: Critical Thinking and Problem Solving 2.3 CCR Anchor Standards for Reading: 1 Attend to precision Look for and make use of structure 21CS: Critical Thinking and Problem Solving Written Products Performance task Portfolio Assessment 14

Musical Literacy Essential Standard: 1.ML.3 Create music using a variety of sound and notational sources. Q1 Q2 Q3 Q4 Clarifying Objectives: X X X X X X ML 3.1 Use improvisation to create two-phrase melodies using three pitches. ML 3.2 Select a variety of traditional and non-traditional sound sources to accompany readings, stories, or dramatizations. ML 3.3 Use iconic notation to compose simple rhythm patterns consisting of quarter notes, beamed eighth notes, and quarter rest durations. Learning Targets: I Can 1.ML.3.1 I can use improvisation to create two-phrase melodies using three pitches. 1.ML.3.2 I can select a variety of traditional and non-traditional sound sources to accompany readings, stories, or dramatizations. 1.ML.3.3 I can create rhythm patterns using iconic notation for quarter notes, quarter rests, and beamed eighth notes. Interpreting/Knowledge Target 3.1 Define improvise, melody, pitch, so, la, mi phrase Criteria For Success: I Will Creating/Reasoning Target 3.1 Decide how to use pitch to improvise a two phrase pattern Responding/Performing Target 3.1 Perform a improvised two phrase pattern Connecting/Product Target 3.1 Assess/critique student created performance 3.2 Define traditional, non-traditional, accompany 3.2 Decide what traditional or nontraditional sound needed to enhance a reading, story, or dramatizations 3.2 Accompany a reading, stories, or dramatization using traditional 3.2 Student created accompaniment to a reading, stories, or dramatization using traditional Assess/Critique student accompaniment 3.3 3.3 3.3 3.3 15

Define iconic, notation, quarter note/rest, beamed 8 th note, duration Understand how to notate simple rhythm patterns Notate simple rhythm patterns Assess/Critique students notation of simple rhythm patterns Key Academic Vocabulary 3.1: improvise, melody, pitch, phrase, pattern 3.2: traditional, non-traditional, accompany, drama 3.3: iconic, rhythm, quarter note, quarter rest, beamed eighth notes Instructional Learning Resources and Activities 3.1 Alle Meine Entchen MMTE pg. 98 Firefly MMTE pg. 338 How to Be a Friend MMTE pg 316 Over in the Meadow MMTE pg. 332 3.2 21CS: 3.3 Cha Yang Wu (Rice Planting Song) MMTE pg. 90 Big Book pg. 28-29 Viva El Futbol! (I Love Soccor) MMTE pg. 96 Big Book pg. 30-31 Naughty Kitty MMTE pg. 130 (Art Collelation) Big Book pg. 40-41 Integration with Other Curriculum Areas 3.1 Attend to precision Look for and make use of structure Critical Thinking and Problem Solving Creativity Innovation 3.2 CCR Anchor Standards for Writing: 3, 4, 5, 6 CCR Anchor Standards for Reading: 1, 2, 3 Attend to precision Look for and make use of structure 21CS: Critical Thinking and Assessment Evaluation/assessment is an integral part of instruction. A combination of teacher, peer, and self - assessment should be employed. The method of assessment used will depend on the purpose of the assessment. Appropriate assessment must be authentic and linked to learning targets that are identified in the North Carolina Standard course of Study. The assessment process in as ongoing part of the teaching and learning cycle, and should be used to diagnose, monitor, and summarize student learning. Observation Questioning Discussion Rubrics Checklists Written Products Performance task Portfolio Assessment 16

Problem Solving Creativity Innovation 3.3 CCS Reading Foundational Skills: Print Concepts and Phonological Awareness Attend to precision Look for and make use of structure 21CS: Critical Thinking and Problem Solving Creativity Innovation 17

Musical Response Essential Standard: 1.MR.1 Understand the interacting elements to respond to music and music performances. Q1 Q2 Q3 Q4 Clarifying Objectives: X X X X X X MR. Use corresponding movements or actions to respond to prominent music characteristics (such as patterns in rhythm, melodic contour, dynamics, and form) while listening to and/or singing music. MR Recognize melodic patterns, rhythmic patterns, dynamics, and forms when presented aurally. MR 1.3 Compare appropriate behaviors for different types of music performances (such as outdoor concerts, concerts with audience participation, vocal concerts, etc.). MR 1.4 Classify timbre by pitched or unpitched instruments and sounds. X Learning Targets: I Can 1.MR. I can use singing, playing, and /or moving to respond to a variety of musical ideas, prominent musical characteristics or specific musical events. 1.MR. I can recognize melodic patterns, rhythmic patterns, dynamics, and forms when presented aurally. 1.MR.1.3 I can illustrate audience and participant behavior appropriate for the purpose and setting that music in performed. 1.MR.1.4 I can differentiate various vocal timbres and instruments based on how their sounds are produced. Interpreting/Knowledge Target Define movement, action, pattern, rhythm, melodic contour, dynamics, form, high/low, fast/slow, same/different Criteria For Success: I Will Creating/Reasoning Target Understand using movement to show characteristics in a piece of music that is being listened to or sung Responding/Performing Target Perform movement to show characteristics in a piece of music that is being listened to or sung Connecting/Product Target Assess/critique movement used to show characteristics in a piece of music that is being listened to or sung 18

Define melodic pattern, rhythmic pattern, dynamics, form Understand and recognize how rhythmic and melodic patterns are formed dynamics Form of a song Notate or show rhythmic or melodic patterns Dynamics Form of a song Assess/Critique students ability to Notate or show rhythmic or melodic patterns Dynamics Form of a song 1.3 Recognizing the different settings for music performances Behavior for performer and observer 1.3 Understand appropriate behavior for music performances 1.3 Identify appropriate behavior for music performances 1.3 Show/illustrate appropriate behavior for music performances 1.4 Define timbre, pitched, unpitched, instruments, 1.4 Understand the difference in pitched and unpitched instruments Recognize the instruments and the sounds they make Key Academic Vocabulary Movement, action, rhythm, melodic contour, dynamics, form Pattern, melodic, rhythmic, dynamics Settings, performer, audience, vocal, instrumental 1.4 Identify the instruments by their sound Strike, Shake, Scrape, Hand Drum, triangle, woodblock, tambourine, glockenspiel, metallophone, xylophone, Instructional Integration with Other Learning Resources and Activities Curriculum Areas 1.4 Assess the student ability to identify different pitched and unpitched instruments by their sounds Assessment Evaluation/assessment is an integral part of 19

Locomotor Choo, Choo, Boogaloo MMTE pg. 124 Chag purim MMTE pg. 418 Hey, Hey Look at Me MMTE pg. 70 Shortn in Bread MMTE pg. 58 Non-Locomotor Hands (poem) MMTE pg.201 Head, Shoulders, Baby MMTE pg. 83 Shine, Shine, Shine MMTE pg. 42 The Wind Blew East MMTE pg. 28 Melodic Patterns Goodbye, Julie MMTE pg. 320 Los Dias De La Semana MMTE pg.264 The Wind Blew East MMTE pg. 28 Rhythmic Patterns Scrub a Dub MMTE pg. 292 Form Shanghai Chicken MMTE pg. 140 (AB) B A Bay MMTE pg. 218 (ABA) Willow Bee MMTE pg. 220 (ABA) Verse & Refrain Shanghai Chicken MMTE pg. 140 Call & Response Down By the Bay MMTE pg. 18 Great Big Stars MMTE pg. 60 1.4 Percussion Montage TE p. 114 E/Big Book p. 36-37 MM Classroom percussion instruments Put Your Hand in My Hand MMTE pg. 318 Race You Down the Mountain MMTE pg. 127 Shine, Shine, Shine MMTE pg. 42 Attend to precision Look for and make use of structure 21CS: Critical Thinking and Problem Solving Communication CCR Anchor Standards for Writing: 2, 4 Attend to precision Look for and make use of structure 21CS: Critical Thinking and Problem solving 1.3 21CS: Social and Cross-Cultural Skills Initiative and Self-direction 1.4 Reason Abstractly and quantitatively 21CS: Critical Thinking and Problem Solving instruction. A combination of teacher, peer, and self - assessment should be employed. The method of assessment used will depend on the purpose of the assessment. Appropriate assessment must be authentic and linked to learning targets that are identified in the North Carolina Standard course of Study. The assessment process in as ongoing part of the teaching and learning cycle, and should be used to diagnose, monitor, and summarize student learning. Observation Questioning Discussion Rubrics Checklists Written Products Performance task Portfolio Assessment 20

Contextual Relevancy Essential Standard: 1.CR.1 Understand global, inter-disciplinary, and 21 st century connections with music. Q1 Q2 Q3 Q4 Clarifying Objectives: X X X X CR Exemplify music representing the heritage, customs, and traditions of various cultures. X X X X CR Understand the relationships between music and concepts from other areas. Learning Targets: I Can 1.CR. I can illustrate music representing the heritage, customs and traditions of various cultures. 1.CR. I can understand the relationships between music and concepts from other areas Interpreting/Knowledge Target Define heritage, customs, tradition, culture Criteria For Success: I Will Creating/Reasoning Target compare and contrast the heritage, customs and traditions from various cultures Responding/Performing Target sing/play music representing the heritage, customs and traditions from various cultures Connecting/Product Target Demonstrate, alone or with a group, music representing the heritage, customs and traditions from various cultures Understand differences in common vocabulary compare and contrast various common vocabulary between music and reading, math, science, social studies, movement, technology demonstrate the connection between music and another subject Student created presentation 21

Key Academic Vocabulary : heritage, customs, tradition, culture Instructional Learning Resources and Activities Amefuri MMTE pg. 144 (Japanese Rain Song) Bonjour, Mes Amis MMTE pg. 306 (Chaun French Song) Chanukah, Chanukah MMTE pg. 400 (Hebrew) Ujima MMTE pg. 410 (Kwanzaa) Science Children of the Sun MMTE pg. 325 Planets Jupiter MMTE pg. 385 Math The Ants Go Marching MMTE pg. 246 Knock the Cymbals MMTE pg. 174 Literature Amahl and the Night Vistors This Is My Box MMTE pg. 413 I Know and Old Lady MMTE pg. 68 Reading Noah s Shanty MMTE pg. 330 Little Black Bug MMTE pg. 212 and art strategies Integration with Other Curriculum Areas Reason Abstractly and quantitatively 21CS: Social and Cross-Cultural Skills Reason Abstractly and quantitatively 21CS: Collaboration; Communication Assessment Evaluation/assessment is an integral part of instruction. A combination of teacher, peer, and self - assessment should be employed. The method of assessment used will depend on the purpose of the assessment. Appropriate assessment must be authentic and linked to learning targets that are identified in the North Carolina Standard course of Study. The assessment process in as ongoing part of the teaching and learning cycle, and should be used to diagnose, monitor, and summarize student learning. Observation Questioning Discussion Rubrics Checklists Written Products Performance task Portfolio Assessment The ISS Curriculum Guide is adapted from NC DPI http://www.ncpublicschools.org/acre/standards/new-standards/. 22