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Music Pacing Guide Grade 3
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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
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
1
Music Pacing Guide Grade 3
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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
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
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
2
Music Pacing Guide Grade 3
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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
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 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
ELL: Peers explain term in L1 with
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
ELL: Peers explain term in L1 with
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
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
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.
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
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)
T/O/D TPR; (Check for)
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)
Copying this document is prohibited without written permission from Cicero School District 99. 2
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
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.
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
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
(e.g. picture of clap, stomp, patch, snap) and
rearrange visuals to reinforce bodily
improvisation; can reduce 4-beat pattern to
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
Copying this document is prohibited without written permission from Cicero School District 99. 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
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.
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
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
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 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)
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
ELL: Peers explain term in L1 with
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
Copying this document is prohibited without written permission from Cicero School District 99. 4
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
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.
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
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)
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
ELL: Peers explain term in L1 with
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
Copying this document is prohibited without written permission from Cicero School District 99. 5
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
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.
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
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
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 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
Copying this document is prohibited without written permission from Cicero School District 99. 6
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
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.
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
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
(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
(e.g. picture of clap, stomp, patch, snap) and
rearrange visuals to reinforce bodily
improvisation; can reduce 4-beat pattern to
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
Copying this document is prohibited without written permission from Cicero School District 99. 7
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
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.
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
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)
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), composer, caterer for holiday occassions
Copying this document is prohibited without written permission from Cicero School District 99. 8
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
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.
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
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
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 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
Copying this document is prohibited without written permission from Cicero School District 99. 9
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
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.
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
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
Copying this document is prohibited without written permission from Cicero School District 99. 10
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
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.
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
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)
Copying this document is prohibited without written permission from Cicero School District 99. 11
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
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.
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
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)
Copying this document is prohibited without written permission from Cicero School District 99. 12
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
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.
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
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
Copying this document is prohibited without written permission from Cicero School District 99. 13
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
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.
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
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
Copying this document is prohibited without written permission from Cicero School District 99. 14
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
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.
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
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)
Copying this document is prohibited without written permission from Cicero School District 99. 15
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
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.
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
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.
Copying this document is prohibited without written permission from Cicero School District 99. 16
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
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.
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
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
Copying this document is prohibited without written permission from Cicero School District 99. 17