First Grade Music Curriculum Guide Iredell-Statesville Schools
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 1.1 Use proper technique when singing and playing a variety of music. X ML 1.2 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. Interpreting/Knowledge Target Creating/Reasoning Target Responding/Performing Target Connecting/Product Target Sol, mi, Pitch Key Academic Vocabulary Elements - Pitch/Melody High/Low, Rhythm-long/short, sound/no sound Dynamics-loud/soft, Tempo-Fast/Slow, Form-Same/Different Notation-Half, Quarter Notes & Rests, Beamed Eighth notes Timbre Sol, Mi Learning Targets: I Can Criteria For Success: I Will 1.ML.1.1 I can use correct position and technique to song and play Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression. instruments. 1.ML.1.2 I can match 2-3 pitch melodies. 1.ML.1.3 I can imitate what the teacher sings or plays. 1.ML.1.3 I can maintain a steady beat. 1.ML.1.4 I can understand changes in music (soft-loud, high-low, fastslow). Instructional Integration with Other Curriculum Areas Learning Resources and Activities 1.1 1.1 Let the music begin TE p.2 MM Use tools strategically Assessment Evaluation/assessment is an integral part of instruction. A combination of teacher, peer, and self -assessment should be employed. 2
1.2 Charlie Over the Water 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 Critical Thinking and Problem Solving Creativity 1.2 Attend to precision Critical Thinking and Problem Solving Collaboration Creativity 1.3 Use tools strategically Critical Thinking and Problem Solving 1.4 CCR Anchor Standards for Reading: 1, 2, 3 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 Look for and make use of structure Critical Thinking and Problem Solving 3
Essential Standard: 1.ML.2 Interpret the sound and symbol systems of music. Musical Literacy Q1 Q2 Q3 Q4 Clarifying Objectives: X ML 2.1 Interpret rhythm patterns that use iconic or standard notation for quarter notes, quarter rests and beamed eighth notes. X ML 2.2 Execute three-pitch songs with voice and/or instruments. X ML 2.3 Use iconic symbols to notate quarter notes and quarter rests. Interpreting/Knowledge Target Creating/Reasoning Target Responding/Performing Target Connecting/Product Target 2.1 Self evaluation of performance Determine necessary skills needed to play rhythm 2.1 play with rhythmic accuracy model correct playing 2.3 2.3 Read music note/quarter rest Evaluate and analyze durations correctly note/quarter rest durations determine necessary skills to match note durations to musical symbols Key Academic Vocabulary basic classroom instruments: xylophone, metallophone, glockenspiel, hand drum, maracas, tambourine, guiro, woodblock, sand blocks, triangle, finger cymbals Learning Targets: I Can Criteria For Success: I Will 1.ML.2.1 I can interpret rhythm patterns using standard notation for half and quarter notes, half and 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 standard notations to notate half and quarter notes, half and quarter rests, and beamed eighth notes. 4
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 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 Critical Thinking and Problem Solving 2.2 CCR Anchor Standards for Reading: 1 CCS Reading Foundational Skills: Print Concepts Phonological Awareness Phonics and Word Recognition Critical Thinking and Problem Solving 2.3 CCR Anchor Standards for Reading: 1 Critical Thinking and Problem Solving Assessment 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 5
Musical Literacy Essential Standard: 1.ML.3 Create music using a variety of sound and notational sources. Q1 Q2 Q3 Q4 Clarifying Objectives: 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 X X X X dramatizations. ML 3.3 Use iconic notation to compose simple rhythm patterns consisting of quarter notes, beamed eighth notes, X and quarter rest durations. Interpreting/Knowledge Target Creating/Reasoning Target Responding/Performing Target Connecting/Product Target Key Academic Vocabulary Learning Targets: I Can 1.ML.3.1 I can use improvisation to create simple rhythmic and melodic variations on familiar melodies. 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 half and quarter notes, half and quarter rests, and beamed eighth notes in duple and triple meter. Instructional Learning Resources and Activities Integration with Other Curriculum Areas 3.1 Critical Thinking and Problem Solving Creativity Criteria For Success: I Will Assessment 6
Innovation 3.2 CCR Anchor Standards for Writing: 3, 4, 5, 6 CCR Anchor Standards for Reading: 1, 2, 3 Critical Thinking and Problem Solving Creativity Innovation 3.3 CCS Reading Foundational Skills: Print Concepts Phonological Awareness Critical Thinking and Problem Solving Creativity Innovation 7
Musical Response Essential Standard: 1.MR.1 Understand the interacting elements to respond to music and music performances. Q1 Q2 Q3 Q4 Clarifying Objectives: MR.1.1 Use corresponding movements or actions to respond to prominent music characteristics (such as patterns X in rhythm, melodic contour, dynamics, and form) while listening to and/or singing music. X MR 1.2 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, X X X X concerts with audience participation, vocal concerts, etc.). X MR 1.4 Classify timbre by pitched or unpitched instruments and sounds. Interpreting/Knowledge Target Creating/Reasoning Target Responding/Performing Target Connecting/Product Target Key Academic Vocabulary 1.4 Strike, Shake, Scrape, Hand Drum Learning Targets: I Can 1.MR.1.1 I can use singing, playing, and /or moving to respond to a variety of musical ideas, prominent musical characteristics or specific musical events. Criteria For Success: I Will 1.MR.1.1 I can recognize contrasts in music, such as high/low pitch, loud/soft dynamics, fast/slow tempo and same/different sections of music. 1.MR.1.2 I can recognize melodic patterns, rhythmic patterns, dynamics, and forms when presented aurally. 1.MR.1.2 I can illustrate melodic patterns, dynamics, and forms. 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. 8
Instructional Learning Resources and Activities 1.4 Percussion Montage TE p. 114 E/Big Book p. 36-37 MM Classroom percussion instruments Integration with Other Curriculum Areas 1.1 Critical Thinking Problem Solving; Communication 1.2 CCR Anchor Standards for Writing: 2, 4 Critical Thinking and Problem solving 1.3 Social and Cross-Cultural Skills Initiative and Self-direction 1.4 Reason Abstractly and quantitatively Critical Thinking and Problem Solving Assessment 9
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 1.1 Exemplify music representing the heritage, customs, and traditions of various cultures. X X X X CR 1.2 Understand the relationships between music and concepts from other areas. Interpreting/Knowledge Target Creating/Reasoning Target Responding/Performing Target Connecting/Product Target Key Academic Vocabulary Learning Targets: I Can 1.CR.1.1 I can illustrate melodic patterns, dynamics, and forms. 1.CR.1.1 I can illustrate audience and participant behavior appropriate for the purpose and setting that music in performed. 1.CR.1.2 I can differentiate various vocal timbres and instruments based on how their sounds are produced. Instructional Learning Resources and Activities Integration with Other Curriculum Areas 1.1 Reason Abstractly and quantitatively Social and Cross-Cultural Skills Criteria For Success: I Will Assessment 1.2 Reason Abstractly and quantitatively Collaboration Communication The ISS Curriculum Guide is adapted from NC DPI http://www.ncpublicschools.org/acre/standards/new-standards/. 10