Music Pacing Guide Grade 3 - · PDF fileMusic Pacing Guide Grade 3 Q1 W1 Q1 W2 Q1 W3 Q1 W4 Q1 W5 Q1 W6 Q1 W7 Q1 W8 Q1 W9 Q2 W1 Q2 W2 Q2 W3 Q2 W4 Q2 W5 Q2 W6 Q2 W7 Q2 W8 Q2

Music Pacing Guide Grade 3

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Topic Aug Sep Sep Sep Sep Oct Oct Oct Oct Nov Nov Nov Nov Dec Dec Dec Dec Jan Jan Jan Jan Feb Feb Feb Feb Mar Mar Mar Mar Apr Apr Apr Apr May May May May Jun

UNIT 1 - Rhythm w w

Steady Beat X X X X X X X X X X X X X X X X i i X X X X X X X X X X X X X X X X X X X XUtilization of appropriate singing skills X X X X X X X X X X X X X X X X t t X X X X X X X X X X X X X X X X X X X X

Rhythmic Notation X X X X X X X X X X X X X X X X n n X X X X X X X X X X X X X X X X X X X XFast/ Slow - Long/Short X X t t

Rhythmic EchoingX X

e e

Halloween - Music Connection to Daily Life/ Music used in X X X X r rRhythmic Patterns X X b b

Rhythmic Improvisation X X r r

Career Connection X e e

UNIT 2 - Dynamics a a

Thanksgiving Songs - Music Connection to Daily Life/ Music X X X X k k

Loud/Soft X **** ****

Career Connection X w w

UNIT 3 - Melody i i

High/LowX X

n n

Christmas Songs - Music Connection to Daily Life/ Music used in celebration

X X X X e e

Treble Clef Note Reading X X X X

r rX X X X X X X X X X X X X X X X X X X X

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38


Utilization of appropriate Classroom Instrument Playing X X X b b

Melodic Improvisation r r X X XCreating Short Songs e e X X XCareer Connection a a X

UNIT 4 - Expressive Qualities k k

Valintines Day - Music Connection to Daily Life/ Music used in Celebration

**** **** X X

Tone Color - Same/ Different w wX

Voice Types - Environmental, Voices, Instrumental i i

X XVisual Recognition of Instruments n n

X X XUtilization of appropriate singing skills X X X X X X X X X X X X X X X X t t X X X X X X X X X X X X X X X X X X X X

Utilization of appropriate instrument playing Skills e e X X X

Sensory Elements - Mood r rX

Compare 2 Different Art Forms - Picture/ Song b b

XTheme/Idea in different art forms r r X XCareer Connection e e X

UNIT 5 - Form a a

Aural Identification of Fom (AB & ABA k k X X

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UNIT 6 - Contribution of the Arts **** ****

Similarities Among Different Art Forms w w

XCharacteristics of a good Audience i i

XCultural Characteristics in a work of art n n XMusic in History and Events t t X

Careers in the Fine Arts e e X

Songs from Various Cultures X X X X X X X X X X X X X X X X r r X X X X X X X X X X X X X X X X X X X X

3

MUSIC CURRICULUM GUIDE - GRADE 3

The District 99 Music Framework is aligned with the following Illinois State Goals and Standards:

ILS Performance

Descriptor /

Essential

Content

Range (class

periods)Essential Questions Vocabulary Suggested

Formative

Assessments

Suggested

Summative

Assessments

Suggested Accommodations Suggested Resources/Activities

25A R: / D: Steady

beat

on-going

throughou

t year

How would you keep the

beat to this song?

Demonstrate and lead

the class in keeping the

beat to ____ (teacher

selected piece)

beat, steady beat T/O/D TPR; (Check for)

Understanding

with Questioning

from Teacher

BG: peer tutoring; Teacher keeping beat

on/with student

GL: Students are peer tutor

ELL: Peers explain term in L1 with

demonstration

Locomotion(pg. 80), La Raspa(pg. 84), We've Got Lots in

Common(pg. 4), (S.S. Connection--community,

environment) I Care About Being Me(PG. 6), Rockin'

Robin(pg. 8), Do Wah Diddy Diddy(pg. 9), Maple Leaf

Rag(pg. 14) , Hungarian Dance, Number 6, (pg. 13)

Number 5, Stodola Pumpa(pg. 12)

R: / D: Reading

rhythmic

notation

on-going

throughou

t year

Which instruments would

be better for playing

eighth notes / whole

notes? WHY?

quarter note,

eighth notes,

quarter rest, half

rest, whole note

whole rest, dotted

half note

T/O/D (Check for)

Understanding

with Questioning

from Teacher

BG: peer tutoring; Teacher keeping beat

on/with student

GL: Students are peer tutor


demonstration

various teacher-selected songs

25A R: / D/Long

and short; fast

and slow

sounds/music

2 lessons What instruments make

____ sound (high/low;

long/short). How could

this instrument make a

____ sound?

dynamics, high/low-

loud/soft

(differentiating

between high and

loud, soft and low)

T/O/D TPR; (Check for)

Understanding

with Questioning

from Teacher

BG: Total Body Response,: exaggerated

sounds; peer tutoring

GL: Sts. are peer tutor; demonstrate

concept


demonstration

Stodola Pumpa (pg. 12) , Hungarian Dance #6 (pg.

13), What do you hear? 1 , America The Beautiful

(social studies connection - country), Don

Gato(fast/slow) (pg. 160), This Land is Your Land

(long/short)(pg. 116)

Goal 25 - Know the language of the arts.

Goal 26 - Through creating and performing, understand how works of art are produced.

Goal 27 - Understand the role of the arts in civilizations past and present.

UNIT 1 - RHYTHM

Essential Content Key:

I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Copying this document is prohibited without written permission from Cicero School District 99. 1



ILS Performance

Descriptor /

Essential

Content

Range (class


Formative

Assessments

Suggested

Summative

Assessments









27A R: / D : Arts as

celebration,

personal

experiences,

communication,

personal time

and enrichment--

expressed in a

variety of media

Halloween

songs--

month of

Oct.

How do you (or your

family) use the arts in

celebrations?

the arts',

celebrations

T/O/D (Check for)

Understanding

with Questioning

from Teacher

BG: draw a picture of their family

celebration

GL: Verbalize their experiences to the class;

draw picture and write sentences that

describe illustration

ELL: draw a picture of their family

celebration; respond with simple yes/no;

round robin in L1, and translated by peer in

L2

S.S. connection--patriotic songs; S.S. Connection for

all holiday songs: customs/ traditions

Holiday songs: Casper the Friendly Ghost(pg. 192),

My Old Black Cat Hates Halloween(pg. 194),

25A I: Rhythmic

echoing

2 lessons Create a simple pattern

and ask another student

to echo your pattern.

Was that student

correct? Why or why

not?

echo, pattern,

rhythmic syllables

(TA, Ti-Ti, etc)


Understanding

with Questioning

from Teacher

BG: Sts. Echo shorter/ more simple pattern;

utilize peer assistance

GL: Sts. Are peer tutor; echo longer/more

complex pattern. Students can create their

own pattern for class to echo

ELL: Peers explain process in L1; gifted ELL

can serve as leader, evaluation can be given

non-verbal--thumbs up for correct/raise

hand if incorrect pattern clapped by other

student

Now Let Me Fly(pg. 78), Knock the Cymbals(pg. 241),

echo clapping (teacher led, evolve into student led)




ILS Performance

Descriptor /

Essential

Content

Range (class


Formative

Assessments

Suggested

Summative

Assessments









26A R: / I: / D:

Rhythm

patterns with

whole, half,

quarter, and

eighth notes

and rests in

2/4, 3/4, 4/4

time

3 lessons Create two measures in

2/4 time, (also 3/4, 4/4)

using whole,half, quarter,

and eighth notes/rests

measure, meter

signature/time

signature, names

(and values) of

notes/rests

T/O/D (Check for)

Understanding

with Questioning

from Teacher

BG: Sts create shorter patterns (e.g. one

measure), and /or Teacher limits the amount

of notes that students use. Work in

cooperative groups. Utilize manipulatives

with notes that students can arrange into

measures.

GL: Students create more measures, create

measures to create a specific form (i.e. rondo

form, AB etc.)

ELL: Utilize manipulatives with notes that

students can arrange into measures.

Supermarket Shuffle(pg. 10), Rap Track 1, Rap Track

2(pg. 11), Stodola Pumpa(pg. 12) (fast/slow

patterns), It's a Small World(pg. 16) (play rotated

patterns), Coffee Grows on White Oak Trees(pg. 42)

(different meter--2 & 3), Teacher-selected songs that

students create two measure rhythmic ostinato with

classroom instruments

26B R: / D:

Improvisation

of rhythmic

accompanimen

t for songs of

various

cultures

2 lessons Create a 4-beat pattern

to be played with the

refrain of a song from

repertoire

4-beat pattern,

refrain,

accompaniment

T/O/D (Check for)

Understanding

with Questioning

from Teacher

BG: have visual of bodily rhythmic pattern

(e.g. picture of clap, stomp, patch, snap) and

rearrange visuals to reinforce bodily

improvisation; can reduce 4-beat pattern to

2-beat pattern

GL: Increase 4-beat pattern to 8-beat

pattern, pattern can be more complex

rhythmically, or with a variety of instruments

ELL: have visual of bodily rhythmic pattern




2-beat pattern

The Surprise(pg. 32) (story), The Ups and Downs of

Friendship(pg. 32)--recorder improvisation / mallet

instruments improvise on C Major scale, I've Been to

Haarlem(pg. 72)--recorder rhythmic improvisation, "Fog"

)pg. 61)(poem), "My Shadow"(pg. 61) (poem)--create and

perform sound score with classroom percussion

instruments, Teacher-selected songs that students create

two measure rhythmic ostinato with classroom

instruments, Now Let Me Fly(pg. 78)--create rhythmic

patterns (S.S. connection--slavery), La Raspa(pg. 84)

(create percussion patterns; also S.S. Connection--

culture/traditions), The Wind(pg. 100) (poem) use

instruments to interpret poetry, "Pulse"(pg. 106)--create &

perform piece for percussion & "found" sounds

CAREER CONNECTION: conductor, performer (singing/ instrumentalist) clock maker / repairperson, music printer/typesetter; string instrument repair person




ILS Performance

Descriptor /

Essential

Content

Range (class


Formative

Assessments

Suggested

Summative

Assessments









R: / D/ RV: Arts

as celebration,

personal

experiences,

communication,

personal time

and enrichment--

expressed in a

variety of media

Thanksgivi

ng songs--

month of

Nov

How do you (or your


celebrations?

the arts',

celebrations

T/O/D (Check for)

Understanding

with Questioning

from Teacher


celebration







L2

S.S. Connection for all holiday songs: customs/

traditions

Holiday songs: H'Atira(pg. 134), Shuckin' of the

Corn(pg. 196) , Patriotic songs (S.S. Connection

country/USA)

25A R: / D : Loud

and soft

sounds/music

1 lesson What instruments make

____ sound (loud /soft).

How could this instrument

make a ____ sound?

dynamics, loud/soft

(differentiating

between high and

loud, soft and low)


Understanding

with Questioning

from Teacher




concept


demonstration

"The Happy Farmer"(pg. 38) , "Dreaming"

(loud/soft)(pg. 38)

UNIT 2 - DYNAMICS

CAREER CONNECTION: conductor, performer (singing/ instrumentalist), composer, caterer for holiday occassions




ILS Performance

Descriptor /

Essential

Content

Range (class


Formative

Assessments

Suggested

Summative

Assessments









25A R: / D : high

and low

sounds/music

2 lessons What instruments make

____ sound (high/low;

long/short). How could this

instrument make a high /

low sound?

dynamics, high/low-

loud/soft

(differentiating

between high and

loud, soft and low)


Understanding

with Questioning

from Teacher




concept


demonstration

Take Me Out to the Ball Game (pg. 22), Two

Wings(high/low)(pg. 34), Coffee Grows on White

Oak Trees (pg. 24), It's a Beautiful Day(pg. 36), Polly

Wolly Doodle(pg. 104),

26a R: / D:

Utilization of

appropriate

singing skills

on-going

throughou

t year

What are some things we

do to be in "our singing

voices"?

Singing voices,

posture

T/O/D (Check for)

Understanding

with Questioning

from Teacher

BG: Teacher sings in sts' ear to help

match pitch, students "cup" ears to help

themselves match pitch

GL: Sts sing songs (increasing in

difficulty) a cappella

ELL: Sts can explain in L1 correct vocal

technique, peers explain in L1 correct

singing skills, students demonstrate TPR

concepts, sing in L1 to demonstrate (as

assessment)

A Ram Sam Sam(pg. 88) (S. S. Connection--culture)--

opposite page with correct posture pictures, "Tips

for Singing"(pg. 89), Teacher-led discussion /

demonstration, "It's a Beautiful Day"(pg. 36)--singing

with energy and good diction, "The Jasmine

Flower"(pg. 58)--sing with proper tone quality, plus

other Teacher-selected songs

UNIT 3 - MELODY




ILS Performance

Descriptor /

Essential

Content

Range (class


Formative

Assessments

Suggested

Summative

Assessments









27A R: / D / RV:

Arts as

celebration,

personal

experiences,

communication,

personal time

and enrichment--

expressed in a

variety of media

Christmas,

Chanukah,

New Year's

song--

month of

Dec. M L

King songs--

month of

Jan.

How do you (or your


celebrations?

the arts',

celebrations

T/O/D (Check for)

Understanding

with Questioning

from Teacher


celebration







L2

S.S. Connection for all holiday songs: customs/ traditions

Holiday songs: Chanukah Games(pg. 204), Children, Go

Where I Send Thee(pg. 214), Go Tell it on the

Mountain(pg. 214), Pinata(pg. 212), Rudolph the Red-

Nosed Reindeer(pg. 206), Winter Wonderland(pg. 202),

Keep the Dream Alive(pg. 189), (MLKing Day), Keep Your

Eye on the Prize(pg. 190) (MLKing Day),

26A R: / D:

Utilization of

appropriate

classroom

instrument

playing skills

3 lessons What are some correct

and incorrect ways to

play this ____

instrument? (teacher

selected instruments)

mallet, drum head,

vibration

T/O/D (Check for)

Understanding

with Questioning

from Teacher

BG: Sts. play simplified parts/share

accompaniment with another peer

GL: Sts. play more complex

melodic/rhythmic accompaniments

ELL: Teacher demonstrate appropriate

skills via TPR for students; peers

explain/demonstrate in L1

We've Got Lots in Common(pg. 4)--recorder fingering in G,

Rockin' Robin(pg. 8)--recorder play on steady beat, Do Wah

Diddy Diddy(pg. 9-listening selection)--recorder play on steady

beat, Four White Horses(pg. 28)--recorder (or bells) play

repeated notes, Take Me Out to the Ball Game(pg. 22)--play

notation (or leaps), I've Gotta Crow(pg. 18)--inst. percussion

inst./ mallets on "Crowing" parts, Boil Them Cabbage Down(pg.

20)--play notated part, Coffee Grows on White Oak Trees(pg. 24)--

recorder: play countermelody, Tender Shepherd(pg. 49)--

autoharp: accompaniment, recorder: ostinato, mallet inst.:

ostinato, Sandy Land/Bow Belinda/Skip to My Lou--recorder:

play accompaniment; autoharp--strum first beat; It's a Beautiful

Day(pg. 36)--play steps on bells, "Ambos a Dos--guiro"(pg. 62)

8th notes, recorder: accompaniment, bass/sop xylo: quarter

notes, Peace Like a River(pg. 56)--recorder: play countermelody;

PLUS Teacher-selected songs to add classroom instrument

accompaniment; Recorder Karate




ILS Performance

Descriptor /

Essential

Content

Range (class


Formative

Assessments

Suggested

Summative

Assessments









26A I: Treble clef

music reading

4 lessons

(as

introducti

on--

continue

throughou

t year)

Draw notes on the staff

that will spell out a word

(e.g. cab, bed,

feed)[teacher selected

parameters--words, and

/or notes to be used]

treble clef, staff,

space note/ line

note

T/O/D (Check for)

Understanding

with Questioning

from Teacher

BG: Incorporate mneumonic devices to

remember letter names, place staff on floor

and students move in staff to the note

requested (can be assisted with peer)

GL: Sts can be peer tutors to BG / ELL

students; Sts. sing song with words AND with

letter names (AND also solfege)

ELL: Incorporate Spanish mneumonic device

to assist in staff notation (e.g. EGBDF= Estos

Gatos Bailan Desde Febrero)

Freddy the Frog book, web sites that deal with

reading notation, recorder playing--recorder karate,

www. Speednotation.com; Mr. Everybody Book,

various internet sites with notation skill

reinforcement, www.freesheetmusic.com

26B R: / D:

Improvisation

of melodic

accompanimen

t for songs of

various

cultures

3 lessons Create a 4-beat pattern

to be played with the

refrain of a song from

repertoire

4-beat pattern,

refrain,

accompaniment

T/O/D (Check for)

Understanding

with Questioning

from Teacher

BG: have visual of bodily rhythmic pattern




2-beat pattern

GL: Increase 4-beat pattern to 8-beat

pattern, pattern can be more complex

rhythmically, or with a variety of instruments

ELL: have visual of bodily rhythmic pattern




2-beat pattern




Haarlem(pg. 72)--recorder rhythmic improvisation, "Fog"

)pg. 61)(poem), "My Shadow"(pg. 61) (poem)--create and

perform sound score with classroom percussion












ILS Performance

Descriptor /

Essential

Content

Range (class


Formative

Assessments

Suggested

Summative

Assessments









26B I: Creation of

short songs

and/or

instrumental

pieces within

specified

parameters /

guidelines

3 lessons Sing a response to a

teacher-created

question?

response, phrase T/O/D (Check for)

Understanding

with Questioning

from Teacher

BG: Teacher rehearses "answer" with

students, shorter/simplier response

GL: Sts respond to a more complex

teacher-created question (response is

longer and/or more complex)

ELL: Sts respond in L1 and/or responds

with a simple response (i.e. yes/no)




Haarlem(pg. 72)--recorder rhythmic improvisation,

"Fog"(pg. 61) (poem), "My Shadow"(pg. 61)(poem)--create

and perform sound score with classroom percussion









CAREER CONNECTION: conductor, performer (singing / instrumentalist), composer, caterer for holiday occassions




ILS Performance

Descriptor /

Essential

Content

Range (class


Formative

Assessments

Suggested

Summative

Assessments









27A R: / D: Arts as

celebration,

personal

experiences,

communication,

personal time

and enrichment--

expressed in a

variety of media

Valentine

songs--

month of

Feb.

How do you (or your


celebrations?

the arts',

celebrations

T/O/D (Check for)

Understanding

with Questioning

from Teacher


celebration







L2

S.S. Connection for all holiday songs: customs/

traditions

Holiday songs: It's for my Valentine(pg. 220), Love

Somebody(pg. 277), Never Gonna Be Your

Valentine(pg. 222),

26A R: / D: Two

different voice

types,

environmental

sounds, and/or

classroom

instrument

sounds

1-2

lessons

How is ____ (one type of

sound) different from

_____ (second type of

sound)?

names of classroom

instruments

(teacher selections)

T/O/D (Check for)

Understanding

with Questioning

from Teacher

BG: differentiate broad categories (e.g.

environment vs. voice); students point to

pictures in their identification of sounds

GL: differentiate between categories

(identify specific classmate voices by sound;

specific environmental sounds)

ELL: students point to pictures in their

identification of sounds

Environmental sounds/found sounds: Guess Who?

(found sounds), Pulse, Instrumental Sounds: The Color of

Music(pg. 98), For the Beauty of the Earth(pg. 198), String

Quartet No. 1 in G Major(pg. 107), My Old Black Cat Hates

Halloween(pg. 194),

Vocal Sounds: Polly Wolly Doodle(pg. 104), I Know an Old

Lady (woman's voice)(pg. 152), If I only Had a Brain (man's

voice)(pg. 158), My Old Cat Hates Halloween (child's

voice)(pg. 194)

UNIT 4 - EXPRESSIVE QUALITIES




ILS Performance

Descriptor /

Essential

Content

Range (class


Formative

Assessments

Suggested

Summative

Assessments









26A R: / D: Visual

recognition of

orchestral/

band

instruments

3 lessons How does ___ (one

instrument) look the

same / different from

______ (second

instrument)?

names of various

instruments (can be

classroom

instruments, and/or

orchestra/band

instruments)

T/O/D (Check for)

Understanding

with Questioning

from Teacher

BG: Repetition, reinforcement by visuals

with name under instrument; sts say name

of instrument while instrument being shown

GL: Sts name instrument and how

instrument is played and/or how sound is

created and/or instrument family of

instrument

ELL: Repetition in L2 of English name of

instrument; peers explaining in L1 name of

instrument

www. Nyphilkids.org; use flash cards / posters,

pictures of instruments in music text books and/or

online

26a R: / D / RV:

Utilization of

appropriate

singing skills

on-going

throughou

t year

What are some things we

do to be in "our singing

voices"?

Singing voices,

posture

T/O/D (Check for)

Understanding

with Questioning

from Teacher

BG: Teacher sings in sts' ear to help match

pitch, students "cup" ears to help themselves

match pitch

GL: Sts sing songs (increasing in difficulty) a

cappella

ELL: Sts can explain in L1 correct vocal

technique, peers explain in L1 correct singing

skills, students demonstrate TPR concepts,

sing in L1 to demonstrate (as assessment)

A Ram Sam Sam(pg. 88) (S. S. Connection--culture)--

opposite page with correct posture pictures, "Tips

for Singing"(pg. 89), Teacher-led discussion /

demonstration, "It's a Beautiful Day"(pg. 36)--singing

with energy and good diction, "The Jasmine

Flower"(pg. 58)--sing with proper tone quality, plus

other Teacher-selected songs




ILS Performance

Descriptor /

Essential

Content

Range (class


Formative

Assessments

Suggested

Summative

Assessments









26A R: / D / RV:

Utilization of

appropriate

classroom

instrument

playing skills

on-going

throughou

t year

What are some correct

and incorrect ways to

play this ____

instrument? (teacher

selected instruments)

mallet, drum head,

vibration

T/O/D (Check for)

Understanding

with Questioning

from Teacher

BG: Sts. play simplified parts/share

accompaniment with another peer

GL: Sts. play more complex

melodic/rhythmic accompaniments

ELL: Teacher demonstrate appropriate

skills via TPR for students; peers

explain/demonstrate in L1

We've Got Lots in Common(pg. 4)--recorder fingering in G,

Rockin' Robin(pg. 8)--recorder play on steady beat, Do Wah

Diddy Diddy(pg. 9-listening selection)--recorder play on steady

beat, Four White Horses(pg. 28)--recorder (or bells) play

repeated notes, Take Me Out to the Ball Game(pg. 22)--play

notation (or leaps), I've Gotta Crow(pg. 18)--inst. percussion

inst./ mallets on "Crowing" parts, Boil Them Cabbage Down(pg.

20)--play notated part, Coffee Grows on White Oak Trees(pg. 24)--

recorder: play countermelody, Tender Shepherd(pg. 49)--

autoharp: accompaniment, recorder: ostinato, mallet inst.:

ostinato, Sandy Land/Bow Belinda/Skip to My Lou--recorder:

play accompaniment; autoharp--strum first beat; It's a Beautiful

Day(pg. 36)--play steps on bells, "Ambos a Dos--guiro"(pg. 62)

8th notes, recorder: accompaniment, bass/sop xylo: quarter

notes, Peace Like a River(pg. 56)--recorder: play countermelody;

PLUS Teacher-selected songs to add classroom instrument

accompaniment; Recorder Karate

25A R: / D: Different

sensory element

that creates a

mood, emotion,

or idea in a

musical selection

1 lesson How does _____ (

loud/soft; high/low

pitches, fast/slow, tone

color) affect the mood of

the music?

mood, high, low,

pitch, fast, slow,

tone color

T/O/D (Check for)

Understanding

with Questioning

from Teacher

BG: TPR demonstration of concept

GL Verbal explanation of concept

ELL: Peers explain term in L1

Down in the Valley(pg. 55), The Happy Farmer(pg. 38),

Dreaming(pg. 38), Come Ye Thankful People Come(pg.

200) (S.S. Connection--customs/traditions), Don Gato(pg.

160) (S.S. Connection--customs/traditions), If I only had a

Brain(pg. 158), Lift Ev'ry Voice and Sing(listening

selection)(pg. 191) (S.S. Connection--customs / traditions

/ M.L. King Day), My Old Black Cat Hates Halloween(pg.

194) (S.S. Connection--customs/traditions), Children, Go

Where I send Thee(pg. 214) (S.S.Connection--slavery)




ILS Performance

Descriptor /

Essential

Content

Range (class


Formative

Assessments

Suggested

Summative

Assessments









25B R: / D: Sensory

elements,

organizational

principles, and

expressive

qualities among

several art forms

that express a

similar idea

1 lesson Does this painting (in the

book) go/match with this

song? Why or why not?

organizational

principles, express,

match, genre

T/O/D (Check for)

Understanding

with Questioning

from Teacher

BG: Sts. find elements in picture that match

song

GL: More elaborate verbal explanation of

why/why not painting and song correlate

ELL: Essential question translated by peers

in L1; question asked as yes/no; sts. point to

matching elements in picture.

Two Wings (song)(pg. 34), and Wind Machine with Gabriel,

Eleanor Roosevelt, and Louis Armstrong (art work)(pg. 35);

My Home's in Montana (song)(pg. 148) and "Cowboy

Singing" (painting)(pg. 149); Do, Lord (song)(pg. 144) and

"The Creation of the Animals" (painting)(pg. 144); Walk

Together, Children (song)(pg. 122) and "West Church,

Boston" (painting)(pg. 123), Ala Delona (song)(pg. 178)--

S.S. customs/traditons and "Persian Miniature--Teheran

Safarid" (pg. 179)

25B R: / D: Sound,

movement,

action, or

visual images

express similar

ideas among

art forms

2 lessons Compare the shared

idea, sound, or visual

image between two

different art forms.

Defend/support your

answer.

T/O/D (Check for)

Understanding

with Questioning

from Teacher

BG: TPR, drawing to demonstrate mood/

idea, dramatize story

GL: Verbal explanation of concept. Can

compare/contrast mood in various art forms,

sts outline the format of the dramatization

of the story

ELL: Peers explain term in L1, draw picture

to explain concept/idea, dramatize story

Two Wings(pg. 34) (song), "Wind Machine with Gabriel,

Eleanor Roosevelt, and Louis Armstrong"(pg. 35) (art

work); My Home's in Montana(pg. 148) (song) and

"Cowboy Singing"(pg. 149) (painting); Walk Together,

Children(pg. 122) (song) and "West Church, Boston"(123)

(painting), Ala Delona(pg. 178) (song)--S.S.

customs/traditons) and "Persian Miniature--Teheran

Safaride"(pg. 179)

CAREER CONNECTION: conductor, performer (vocal / instrumental), visual artist, music teacher (classroom, band, orchestra)




ILS Performance

Descriptor /

Essential

Content

Range (class


Formative

Assessments

Suggested

Summative

Assessments









25A I: Aural

identification

of simple

musical forms

2 lessons How can you tell the

difference between AB

and ABA, [and rondo]

form just by listening to a

piece of music?

aural (distinguish

from oral), form, AB

/ ABA form (review

of D.C. al Fine)

T/O/D (Check for)

Understanding

with Questioning

from Teacher

BG: TPR (different actions for section A

& B), utilize shorter examples for

assessment

GL: Utilize longer examples for

assessment; sts. verbalize the difference

between AB, ABA, rondo form, write a

poem in AB / ABA form

ELL: TPR (different actions for section A

& B). Peer explain terms of different

section in L1

AB form: Ambos a dos(pg. 62), Boil Them Cabbage

Down(pg. 20), But the Cat Came Back(pg. 162), It's a Small

World(pg. 16) (S.S. Connection--community), Lullaby for

the Trees(pg. 30) (S.S. Connection--earth/environment),

Stodola Pumpa(pg. 12), The Sun and the Moon(pg. 74)

AABB form: Little Boy of the Sheep(pg. 64), The First of

January(pg. 66)

ABA form: All Night, All Day(pg. 82)(S.S. Connection--

slavery, community) , Everything is Beautiful(pg. 120), The

Loco-Motion(pg. 80), Never Smile at a Crocodile(pg. 154),

Now Let Me Fly(pg. 78), Oh, Won't You Sit Down(pg. 102),

"Circus Music" from The Red Pony(pg. 86), This Land is

Your Land(pg. 116)--S.S. Connection--community, country

AAB Form: Each of Us is a Flower(pg. 126) (S.S.

Connection--earth)

ABB form: Stodola Pumpa(pg. 12)

Poem in ABA Teacher edition pg. 87a

UNIT 5 - FORM

CAREER CONNECTION: composer, performer (vocal / instrumentalist), choreographer




ILS Performance

Descriptor /

Essential

Content

Range (class


Formative

Assessments

Suggested

Summative

Assessments









25B R: / D / RV:

Sound,

movement,

action, or

visual images

express similar

ideas among

art forms

1 lesson Compare the shared

idea, sound, or visual

image between two

different art forms.

Defend/support your

answer.

T/O/D (Check for)

Understanding

with Questioning

from Teacher

BG: TPR, drawing to demonstrate mood/

idea, dramatize story

GL: Verbal explanation of concept. Can

compare/contrast mood in various art forms,

sts outline the format of the dramatization

of the story

ELL: Peers explain term in L1, draw picture

to explain concept/idea, dramatize story

Two Wings(pg. 34) (song), "Wind Machine with Gabriel,

Eleanor Roosevelt, and Louis Armstrong"(pg. 35) (art

work); My Home's in Montana(pg. 148) (song) and

"Cowboy Singing"(pg. 149) (painting); Walk Together,

Children(pg. 122) (song) and "West Church, Boston"(123)

(painting), Ala Delona(pg. 178) (song)--S.S.

customs/traditons) and "Persian Miniature--Teheran

Safaride"(pg. 179)

27A R: / D: Postive

and negative

qualities of an

audience

1 lesson How does a good

audience member

behave? What are

behaviors that a good

audience member

avoids?

audience, audience

member

T/O/D (Check for)

Understanding

with Questioning

from Teacher

BG: Dramatize being at a concert while

listening to a piece of music, Practice being

an audience member

GL: They are the performers in the "mock"

concert, Sts list characteristics/behaviors of

good/bad audience members

ELL: Sts can mime being the performers in

the "mock" concert

Being a Good Audience, Going to a Concert, teacher

selected listening lessons/video, Lyric Opera of

Chicago--Opera in the Classroom, Opera in the

Schools, CSO--Concerts for Young Audiences, Ballet

Legere--student performance of "The Nutcracker",

Teacher (student) book--p. 165, Teacher edition--

181b, 191b

27A R: / D:

Respectful,

constructive,

and supportive

reaction to a

performance

and/or an art

work

1 lesson How can we express our

opinions politely? What

is constructive criticism

opinion, polite,

evaluate/evaluation,

constructive criticism,

supportive reaction

T/O/D (Check for)

Understanding

with Questioning

from Teacher

BG: Only ask for positive comments, peer

/teacher modeling of appropriate evaluative

comments

GL: Sts model how to verbalize positive and

constructive critiques

ELL: Sts model how to verbalize positive and

constructive critiques

Teacher modeled behavior for students' performance on

recorders / classroom instruments.

Recorder Karate

Mr. Everybody Book (for xylophone playing)

Lyric Opera of Chicago--Opera in the Classroom, Opera in

the Schools, CSO--Concerts for Young Audiences, Ballet

Legere--student performance of "The Nutcracker"

UNIT 6 - CONTRIBUTION OF THE ARTS




ILS Performance

Descriptor /

Essential

Content

Range (class


Formative

Assessments

Suggested

Summative

Assessments









27B I: Cultural

characteristics

of a work of art

1 lesson Identify cultural

characteristics of ______

(teacher selected work of

art/song/musical

selection, etc.)

cultural

characteristics

T/O/D (Check for)

Understanding

with Questioning

from Teacher

BG: Teacher assisted round robin

GL: Sts can function as leader in BG round

robin groups; can verbalize similarities /

differences between different cultural works

of art

ELL: Round robin in L1, peer translates in L2

Two Wings(pg. 34) (song), Wind Machine with Gabriel,

Eleanor Roosevelt, and Louis Armstrong (pg. 35)(art work);

My Home's in Montana(pg. 148) (song) and "Cowboy

Singing"(pg. 149) (painting); Walk Together, Children(pg.

122) (song) and "West Church, Boston"(pg. 123) (painting),

Ala Delona(pg. 178) (song--S.S. customs/traditons) and

"Persian Miniature"(pg. 179)--Teheran Safaride

27B I: How arts

inform about

people and

events in

history

1 lesson How do the fine arts

inform you about our

world today? Do you

think the fine arts

informed people 100

years ago? Why or why

not?

fine arts T/O/D (Check for)

Understanding

with Questioning

from Teacher

BG: Find someone Who--utilize other

students' abilities; shoulder partners for

discussion

GL: Sts. Compile time line with pictures

and dates that includes important

people in the fine arts and key historical

moments (teacher selected people /

events as covered throughout the year

and/or coordinated with social studies

curriculum)

ELL: Round robin in L1; peer translates

whole group discussion in L2

Tang Dynasty: Tomb Figurines, Teacher-selected art

reproductions (can be from Teacher/student book or

online sources),

Composers: from Teacher/student books, or Teacher-

selected composers

Composers from text (selected): Leroy Anderson (p. 82),

J.S. Bach (p. 6), Johannes Brahms (p. 12), Ray Charles (p.

102), Aaron Copland (p. 86), Woody Gutherie (p. 117),

Haydn (p. 107), Scott Joplin (p. 15), Robert Schumann (p.

39), Dmitri Shostakovich (p. 34), Igor Stravinsky (p. 51),

Tchaikovsky (p. 27)

Poets in text (selected): Robert Louis Stevenson (p 100),

John Agard (p. 28)

Performers in text (selected): The King's Singers (p. 152),

Tickle TUne Typhoon, The American Indian Dance Theatre

(p.. 137)




ILS Performance

Descriptor /

Essential

Content

Range (class


Formative

Assessments

Suggested

Summative

Assessments









27B I: Significant

artists in the

fine arts

1 lesson Why is ____ (teacher

selection) important?

Support your answer.

composer, artist,

performer

T/O/D (Check for)

Understanding

with Questioning

from Teacher

BG: Students bring in picture of favorite

artist, complete sentence supplied by

teacher.

GL: Sts create report about significant artist

(student's choice) utilizing pictures, aural

examples (as appropriate) and written

commentary--project can be presented

verbally to class.

ELL: Students bring in examples of artists

from their culture of origin, can articulate

significance in L1, or scaffolded English

sentences supplied by teacher

Composers from text (selected): Leroy Anderson (p. 82),

J.S. Bach (p. 6), Johannes Brahms (p. 12), Ray Charles (p.

102), Aaron Copland (p. 86), Woody Gutherie (p. 117),

Haydn (p. 107), Scott Joplin (p. 15), Robert Schumann (p.

39), Dmitri Shostakovich (p. 34), Igor Stravinsky (p. 51),

Tchaikovsky (p. 27)

Poets in text (selected): Robert Louis Stevenson (p 100),

John Agard (p. 28)

Performers in text (selected): The King's Singers (p. 152),

Tickle TUne Typhoon, The American Indian Dance Theatre

(p.. 137)

27A R: / D: Fine

arts career

descriptions

1 lesson Describe some careers in

the fine arts.

career, fine arts T/O/D (Check for)

Understanding

with Questioning

from Teacher

BG: Sts. bring in pictures of people in

fine arts careers

GL: Sts compare and contrast fine arts

careers--identify similarities /

differences.

ELL: Sts. bring in pictures of people in

fine arts careers

Talking with Tickle Toon(pg. 164), Careers in Music:

Sandra Longoria Glover(pg. 169), Careers in Music: Kim

and Reggie Harris(pg. 189), Lyric Opera of Chicago--meet

the artist (program for elementary students)

Teacher-led discussion about "Fantasia"--animator,

cartoonist

Coordinate with art teacher re: art careers,

Teacher-led discussion with ballet videos, orchestral

videos, Disney videos re: dancers, conductors, orchestra

member, singers, etc.




ILS Performance

Descriptor /

Essential

Content

Range (class


Formative

Assessments

Suggested

Summative

Assessments









27A R: / D:

Careers in the

fine arts

1 lesson What career in the fine

arts appeals to you?

Why?

career, fine arts T/O/D (Check for)

Understanding

with Questioning

from Teacher

BG: Sts dramatize their choice of fine arts

career, draw picture of career choice

GL: Sts verbalize pros/cons of different fine

arts career--this can also be done in a

written form (i.e. pursuasive essay on their

choice of the "best" fine arts career)

ELL: Sts. dramatize, draw their choice of fine

arts career

Talking with Tickle Toon, Careers in Music(pg. 164):

Sandra Longoria Glover, Careers in Music(pg. 169): Kim

and Reggie Harris(pg. 189), Lyric Opera of Chicago--meet

the artist (program for elementary students)

Teacher-led discussion about "Fantasia"--animator,

cartoonist

Coordinate with art teacher re: art careers,

Teacher-led discussion with ballet videos, orchestral

videos, Disney videos re: dancers, conductors, orchestra

member, singers, etc.

26B R: / D:

Performance

of songs from

various

cultures

on-going

throughou

t year

What can we learn by

singing songs from other

cultures?

cultures T/O/D (Check for)

Understanding

with Questioning

from Teacher

BG: Sts sing refrain only of song, keep

beat to song,

GL: On a map, sts locate country of

song's origin

ELL: Sts. Sing refrain only of song, keep

beat of song and/or TPR in lieu of

singing, when songs are in L1, sing song

in L1

Stodola Pumpa(pg. 12), De Colores(pg. 140) (Mexico S.S.

Connection: Earth Day), Land of the Silver Birch(pg. 260,

285) (Canadian Indian), A Ram Sam Sam(pg. 88),

(Morocco), Chanukah Games(pg. 204), Don Gato(pg. 160)

(Mexico), El Sol y la Luna(pg. 74) (Spain); En la Pulga de

San Jose(pg. 170) (Latin America), H'Atira(pg. 134)

(Pawnee Indian), La Raspa(pg. 84) (Mexico), Let's Go to the

Sea(pg. 294) (Guatemala), Pinata(pg. 212) (Mexico), The

Tiny Boat (El Barquito)(pg. 166)(Latin America), Ala

Delona(pg. 178) (Arabia), Asi es mi tierra (composed piece

for Cinco de Mayo), Whaka Poi (New Zealand/ Maori), The

First of January(pg. 66)(Mexico) (Social Studies connection-

-customs and traditions)

CAREER CONNECTION: movie, art, music critic; music/ art historian; actor, dancer, choreographer, visual artist, animator / cartoonist, typesetter (in music, cartoons, etc), writer


Documents

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