Standards – Based Curriculum for Music Kindergarten ...aamusiccurriculum.wikispaces.com/file/view/6+K+Unit+3.pdf · Lullaby and Goodbye, ... • Display the flip chart rhyme for

Standards – Based Curriculum for Music Kindergarten through 6th Grade Unit 3 Summative Assessment

SouthCAP 2008 9/24/10

Grade: Kindergarten Unit 3

Standards: 1.2 Identify and describe basic elements in music (e.g. high/low, fast/slow, loud/soft, beat). 4.2 Identify, talk about, sing, or play music written for specific purposes (e.g. work song, lullaby).

Summative Assessment: Individual presentation: Students will use musical vocabulary to describe the basic elements in music they hear in instrumental music. Written assessment: Students will listen to musical selections and complete a written test to identify musical elements.

Assessment Tool: Teacher rubrics

Sample Lessons: 1. Songs for Different Purposes

2. Playing Music for Different Purposes

3. Describing Music

Standards – Based Curriculum for Music Kindergarten through 6th Grade Unit 3 Sample Lessons

Grade: Kindergarten SONGS FOR PURPOSE Lesson: 3.1

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Standards for this Lesson 4.2 Identify, talk about, sing, or play music written for specific purposes (e.g. work song, lullaby) Formative Assessment

Small group performance: students will sing a song to show awareness of pitch and rhythm.

Vocabulary for the Lesson Beat: a unit of measure of rhythmic time. Dynamics: varying degrees of volume in the performance of music. *In kindergarten, dynamics are taught using the words loud and soft. Melody: an organized sequence of single notes; a tune. *In kindergarten, melody is taught using the words high and low. Tempo: the pace at which music moves according to the speed of the underlying beat. *In kindergarten, tempo is taught using the words fast and slow.

Sample Teaching Strategies Teacher Tips

You will need to listen to some of the tracks ahead of time to learn the lyrics; not all tracks are included in the Nursery Rhymes Flip Book

• Circle time warm-up: discuss the following questions: What makes some music sound different from other music? What are some examples of how music sounds the same/different? How is a poem or a nursery rhyme like a song? How is it different from a song? Record students’ responses on chart paper.

• Review different purposes for singing songs (songs for work, play, sleep, and learning). Refer to Musical Purposes poster. Ask students to give examples of songs from lesson 2.3 (Take Me Out to the Ballgame, Lullaby and Goodbye, Apples and Bananas, I’ve Been Working on the Railroad, etc.).

• Use post-it notes to write song titles, placing them in the appropriate category on the chart. • Display the flip chart rhyme for Twinkle Twinkle Little Star. Ask students to sing and follow along as you

play the song. Ask, “What purpose would this song be used for? What would people be doing as they sing this song?” Add the song title to a post-it note and add it to its place on the poster.

• Teach the words to Hush Little Baby (a song for sleep). Ask students to sing and follow along as you play the song. Ask, “What purpose would this song be used for? What would people be doing as they sing this song? Add the song title to a post-it note and add it to its place on the poster.

• Continue the routine with the songs, Boys and Girls Come Out to Play (a song for play), Six in a Bed (a song for learning), Bingo (a song for learning), There’s A Hole in my Bucket (a song for work)

• Display the flip chart rhyme for Pat-A-Cake (song for play). Ask students to sing and follow along as you play the song. Ask, “What purpose would this song be used for? What would people be doing as they sing this song?” Add the title to a post-it note and add it to its place on the poster.

• Small group practice: Divide students into small groups. Have students decide a song to perform (choose from Twinkle Twinkle, Take Me Out to the Ballgame, Bingo, and I’ve Been Working on the Railroad. Give students individual flash cards for Musical Purposes. As students come up and perform, ask the audience to hold up the correct card that goes with the song (i.e. work, play, sleep, learning)


Grade: Kindergarten SONGS FOR PURPOSE Lesson: 3.1

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• Assessment: students sing their songs in small groups. Teacher assists students as they self-assess using the Student Rubric I Can Sing for Standard 4.2. Teacher records proficiency on the teacher rubric for lesson 3.1.

Materials Chart paper, markers, CD player, Musical Purposes individual flash cards and poster, song lyrics, post-it notes, student rubric for Standard 4.2.

Resources • CD-Countdown Kids, 150 Fun Songs for Kids. “Twinkle Twinkle Little Star,” “Hush, Little Baby,” “Boys and Girls Come Out to Play,” “Six in a Bed,” “Bingo,” “Pat-A-Cake,” and “There’s A Hole in My Bucket”

• Scholastic Inc., Nursery Rhyme Flip Chart: 20 Favorite Nursery Rhymes That Build Phonemic Awareness and Inspire a Love of Reading. ISBN: 0439513820, 978-0439513821.

Connections • ELA o R 2.5 Ask and answer questions about essential elements of a text. o LS 1.2 Share information and ideas, speaking audibly in complete, coherent sentences.

• VPA o Music 5.1 Use music, together with dance, theatre, and the visual arts, for storytelling


Grade: Kindergarten PLAYING MUSIC FOR DIFFERENT PURPOSES Lesson: 3.2

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Standards for this Lesson 4.2 Identify, talk about, sing, or play music written for specific purposes (e.g. work song, lullaby). Formative Assessment

Small group performances: students will use rhythm sticks and sound shape drums to show awareness of beat. Whole group assessment: students will use flash cards to identify or words to describe changes in the music (high/low melodies, fast/slow tempos, loud/soft dynamics).



• Circle time warm-up: review discussion recorded on chart paper from lesson 3.1. Review Musical Purposes poster. Choose one of the work songs taught in lesson 3.1 and invite children to sing along with the recorded track.

• Introduce the song, A Tisket, A Tasket (a song for play). Students listen and keep the steady beat by clapping their hands. Pass out rhythm sticks and have students find the tempo and keep a steady beat with the music. Discuss: “Is the song fast or slow? Where do you hear high notes in the song? Where do you hear low notes? Which parts of the song are loud? Which parts are soft?” Listen to the song again, using rhythm sticks to play “loud” and “soft” with the music. Play the song again and ask students to hold and tap their rhythm sticks above their heads for “high” notes and in their laps for “low” sounds.

• Continue with this routine; introduce, listen to song, practice steady beat with clapping, play steady beat with rhythm sticks, discuss, play again showing dynamics and melody.

• Continue with the songs, To Market, To Market (song for work), Pop Goes the Weasel (a song for play), and This is the House that Jack Built (a song for work). Variation: pass out Sound Shape Drums and rotate to keep the steady beat.

• After students are familiar with using the elements of music to play their instruments, teach them (echo sing) the songs until they know them well. Divide the class in half for the assessment performance.

Assessment: Pick one of the songs that children have memorized well. Divide the class into two groups, and ask half the students to keep a steady beat with rhythm sticks or shape drums, and the other half to sing the song. Switch groups. Have students self-assess by filling out the Lesson 3.2 student rubric.


Grade: Kindergarten PLAYING MUSIC FOR DIFFERENT PURPOSES Lesson: 3.2

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Materials Rubrics for Standard 4.2, song lyrics Reference sheet, Musical Purposes poster, CD player, chart paper brainstorm from lesson 3.1

Resources • CD-Countdown Kids, 150 Fun Songs for Kids. • Scholastic Inc., Nursery Rhyme Flip Chart: 20 Favorite Nursery Rhymes That Build Phonemic Awareness

and Inspire a Love of Reading. ISBN: 0439513820, 978-0439513821. • Rhythm sticks • Sound Shape drums

Connections • ELD-Language Arts: Comprehension and Organization and Delivery of Oral Communication o Recite familiar rhymes, songs, and simple stories

• ELD-Language Arts: Listening and Speaking o Ask and answer instructional questions by using simple sentences.


Grade: Kindergarten DESCRIBING MUSIC Lesson: 3.3

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Standards for This lesson 1.2 Identify and describe basic elements in music (e.g. high/low, fast/slow, loud/soft, beat). Formative Assessment

Teacher Observation. Students will listen to music and create an artistic interpretation of the music on paper. They will present their artwork to a partner using musical vocabulary. They will complete a journal describing the music they heard.



• Circle time warm-up: discuss overarching questions of the unit (refer to teacher-created chart from unit 1): What is music? How do we make music? Where do you hear music in our world? Add any new ideas to the chart. Ask for children to give examples of music, where they hear it, and how to make it.

• Review class-made body movements for the Elements of Music in unit 1. Play Carmina Burana by Carl Orff. Ask students to move their bodies using movement to show the Elements in Music: high, low, fast, slow, loud, soft. Discuss the elements of music students heard; ask, “Where did you hear the music get louder? Was it at the beginning/middle/end of the song?”

• Explain that now they will use lines and colors to show how they hear the elements of music. Teach a mini lesson on different kinds of lines: straight, wavy, zigzag, curly, thick, and thin. Play portions of The Four Seasons, Spring by Vivaldi and Adagio in G minor by Albinoni and model how to use lines to show the elements of music:

o Draw at the top of the page for high notes, the bottom of the page for low notes. o Loud notes might be expressed through zigzag or thick lines, etc. o Soft notes might be expressed through thin or wavy lines, etc. o Use the entire page to interpret the song with lines o Change colors with each song change

• Pass out large, white construction paper. Ask students to write their name on one side, then turn the page over. Ask students to choose a crayon, and to use different lines to express high, low, fast, slow, loud, and soft sounds in the music.

• Play a portion or all of the song, then stop music. Students will listen and draw while the music is playing, and stop drawing when the music stops. Ask students to choose a different color crayon for the next piece


Grade: Kindergarten DESCRIBING MUSIC Lesson: 3.3

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of music. o Song 1: Gayaneh: Sabre Dance by Khachaturian o Song 2: The Tale of the Tsar Saltan- Flight of the Bumblebee by Rimsky-Korsakov o Song 3: Bolero”by Ravel o Song 4: Peer Gynt Suite No. 1 In the Hall of the Mountain King by Grieg o Song 5: Toccata and Fugue in D minor by Bach

• Divide students into groups of 2 and have groups pair share their line art and explain the different lines using musical vocabulary (e.g.: I drew a wavy line up at the top of my paper because the music was soft and high). After students have shared, have them write a journal that explains what lines they used to show the different elements of music.

• Assessment: Teacher Observation. The student should describe their picture, using musical terms to describe the song.

• SUMMATIVE ASSESSMENT: • 1. Review the Basic Music Words poster, making sure that students connect the picture with the musical

element. Administer the Music Words written test (WHICH CLIPS SHOULD THE TEACHERS USE?) Students listen to the musical clip and circle the correct picture/musical element. When done, have students assess themselves on the summative student rubric in the music elements column.

• 2. Using the Flip Chart ask students to sing I’ve Been Working on the Railroad for “work” then have students tell their partner the purpose of the song. Repeat the process with Bingo for “learning”, Pat-A-Cake for “play”, Rock-a-Bye Baby for “sleep”. Have students score themselves on the unit 3 summative student rubric, in the columns for purposes and singing.

Materials Chart paper, markers, pencils, Musical Elements individual written test, Standard 1.2 rubric for Unit 3, Basic Elements of Music poster, journal paper, large white construction paper, crayons, teacher rubric: Describing the Elements in Music (Standard 1.2), class-made chart for body movements from Unit 1, CD player

Resources CD, Various Artists, 111 Classical Masterpieces: Menuetto Classics, tracks 3, 8, 9, 21, 23, 30, 44, 93 Connections • ELA

o Writing Strategies 1.1 Use letters and phonetically spelled words to write about experiences, stories, people, objects, or events.

o Writing Strategies 1.4 Write uppercase and lowercase letters of the alphabet independently, attending to the form and proper spacing of the letters.

o Listening and Speaking 1.2 Share information and ideas, speaking audibly in complete, coherent sentences.

Musical Purposes Flash Cards

work

play

sleep

learning

Name__________________________________

UNIT 3, STUDENT RUBRIC

I can sing!

I sing different kinds of songs.

Wow!

I sing all the sounds and I use an exciting voice.

You’ve got it!

I sing all the sounds.

Almost there!

I sing all the sounds and I make 1 or 2 mistakes.

Keep working at it!

I sing all the sounds and I make 3 or more mistakes.

Standard 4.2

Teacher Rubric

Name____________________________________

Sing music written for specific purposes.

Singing

Wow!

Sings words accurately and with expression. Matches pitch and has correct rhythm with

the music.

You’ve got it!

Sings words accurately. Matches pitch and rhythm.

Almost there!

Sings words with no more than 2 errors in pitch and rhythm.

Keep working at it!

Sings words with 3 or more errors in pitch and rhythm.

Standard 4.2

Name__________________________________

UNIT 3, STUDENT RUBRIC

I play different kinds of songs.

Standard 4.2

Wow!

I can keep a steady beat with my instrument and I can help

others find the beat.

You’ve got it!

I can keep a steady beat with

my instrument.

Almost there!

I can keep a steady beat with my instrument and I make 1 or

2 mistakes.

Keep working at it!

I can keep a steady beat with my instrument and I make 3 or

more mistakes.

Teacher Rubric

Student name____________________________________

Plays music written for specific purposes.

Playing instruments

Wow!

Keeps a steady beat and plays with confidence. Is able to lead and/or assist

others.

You’ve got it!

Keeps a steady beat and plays with confidence.

Almost there!

Keeps a steady beat with 2 errors.

Keep working at it!

Keeps a steady beat with 3 or more errors.

Standard 4.2

Kindergarten Unit 3 Song Lyrics

LYRICS TO SONGS

There’s A Hole in My Bucket

There's a hole in the bucket, Dear Liza, dear Liza

There's a hole in the bucket, Dear Liza, there's a hole.

Then fix it, dear Henry, Dear Henry, dear Henry Then fix it, dear Henry,

Dear Henry, fix it.

With what shall I fix it, Dear Liza, dear Liza?

With what shall I fix it, Dear Liza, with what?

With a straw, dear Henry, Dear Henry, dear Henry

With a straw, dear Henry, Dear Henry, with a straw.

But the straw is too long,

Dear Liza, dear Liza But the straw is too long,

Dear Liza, too long

Then cut it, dear Henry, Dear Henry, dear Henry Then cut it, dear Henry,

Dear Henry, cut it.

With what shall I cut it, Dear Liza, dear Liza?

With what shall I cut it,


Dear Liza, with what?

With an axe, dear Henry, Dear Henry, dear Henry With an axe, dear Henry,

Dear Henry, an axe.

The axe is too dull, Dear Liza, dear Liza The axe is too dull, Dear Liza, too dull

Then sharpen it, dear Henry,

Dear Henry, dear Henry Then sharpen it, dear Henry,

Dear Henry, sharpen it.

With what shall I sharpen it, Dear Liza, dear Liza?

With what shall I sharpen it, Dear Liza, with what?

With a stone, dear Henry, Dear Henry, dear Henry

With a stone, dear Henry, Dear Henry, a stone.

The stone is too dry, Dear Liza, dear Liza The stone is too dry,

Dear Liza, too dry

Then wet it, dear Henry, Dear Henry, dear Henry Then wet it, dear Henry,

Dear Henry, wet it.

With what shall I wet it, Dear Liza, dear Liza?


With what shall I wet it, Dear Liza, with what?

With water, dear Henry, Dear Henry, dear Henry With water, dear Henry, Dear Henry, with water.

How shall I get it,

Dear Liza, dear Liza, How shall I get it,

Dear Liza, how shall I?

In the bucket, dear Henry, Dear Henry, dear Henry

In the bucket, dear Henry, Dear Henry, in the bucket.

There's a hole in the bucket,

Dear Liza, dear Liza There's a hole in the bucket,

Dear Liza, there's a hole.


BINGO

There was a farmer had a dog, And Bingo was his name-o.

B-I-N-G-O! B-I-N-G-O! B-I-N-G-O!

And Bingo was his name-o!


(Clap)-I-N-G-O! (Clap)-I-N-G-O! (Clap)-I-N-G-O!



(Clap, clap)-N-G-O! (Clap, clap)-N-G-O! (Clap, clap)-N-G-O!



(Clap, clap, clap)-G-O! (Clap, clap, clap)-G-O! (Clap, clap, clap)-G-O!


There was a farmer had a dog, And Bingo was his name-o. (Clap, clap, clap, clap)-O! (Clap, clap, clap, clap)-O! (Clap, clap, clap, clap)-O!


There was a farmer had a dog,


And Bingo was his name-o. (Clap, clap, clap, clap, clap) (Clap, clap, clap, clap, clap) (Clap, clap, clap, clap, clap) And Bingo was his name-o!


Take Me Out to the Ballgame

Take me out To the ball game

Take me out With the crowd

Buy me some peanuts And Crackerjack I don't care if

I never never get back

Let me root, root root For the home team If they don't win

It's a shame For it's one, two,

Three strikes you're out At the old ball game!


Apples and Bananas

I like to eat, eat, eat apples and bananas I like to eat, eat, eat apples and bananas

Now change the vowel sound to A:

I like to ate, ate, ate ay-ples and ba-nay-nays I like to ate, ate, ate ay-ples and ba-nay-nays

Now change the vowel sound to E:

I like to eat, eat, eat ee-ples and bee-nee-nees I like to eat, eat, eat ee-ples and bee-nee-nees

Now change the vowel sound to I:

I like to ite, ite, ite i-ples and bi-ni-nis I like to ite, ite, ite i-ples and bi-ni-nis

Now change the vowel sound to O:

like to ote, ote, ote oh-ples and bo-no-nos

I like to ote, ote, ote oh-ples and bo-no-nos


I’ve Been Working on the Railroad

I've been workin' on the railroad, All the live long day.

I've been workin' on the railroad, Just to pass the time away.

Don't you hear the whistle blowing? Rise up so early in the morn.

Don't you hear the captain shouting "Dinah, blow your horn?"

Dinah, won't you blow, Dinah, won't you blow,

Dinah, won't you blow your horn? Dinah, won't you blow, Dinah, won't you blow,

Dinah, won't you blow your horn?

Someone's in the kitchen with Dinah. Someone's in the kitchen, I know.

Someone's in the kitchen with Dinah Strumming on the old banjo.

Fee, fie, fiddle-e-i-o.

Fee, fie, fiddle-e-i-o-o-o-o. Fee, fie, fiddle-e-i-o.

Strumming on the old banjo.


Boys and Girls Come Out to Play

Boys and girls, come out to play, The moon doth shine as bright as day.

Leave your supper, and leave your sleep, And join your playfellows in the street.

Come with a whoop, and come with a call, Come with a good will or come not at all.

Up the ladder and down the wall, A penny loaf will serve us all.


Hush Little Baby

Hush, little baby, don't say a word, Mama's going to buy you a mockingbird.

If that mockingbird won't sing,

Mama's going to buy you a diamond ring.

If that diamond ring turns brass, Mama's going to buy you a looking glass.

If that looking glass gets broke,

Mama's going to buy you a billy goat.

If that billy goat won't pull, Mama's going to buy you a cart and bull.

If that cart and bull turn over,

Mama's going to buy you a dog named Rover.

If that dog named Rover won't bark, Mama's going to buy you a horse and cart.


Six in a Bed

There were six in a bed And the little one said "Roll over, roll over"

So they all rolled over And one fell out

There were five in a bed And the little one said "Roll over, roll over"


There were four in a bed

And the little one said "Roll over, roll over"


There were three in a bed

And the little one said "Roll over, roll over"


There were two in a bed And the little one said "Roll over, roll over"


There was one in a bed And the little one said

"Good night!"


A Tisket, A Tasket

A-tisket a-tasket, A green and yellow basket. I wrote a letter to my love, And on the way I dropped it.

I dropped it, I dropped it,

And on the way I dropped it. A little boy (girl) picked it up, And put it in his (her) pocket.

To Market, To Market

To market, to market, to buy a fat pig, Home again, home again, jiggety-jig.

To market, to market, to buy a fat hog, Home again, home again, jiggety-jog.

To market, to market, to buy a plum bun, Home again, home again, market is done.

Pop Goes the Weasel

Half a pound of tuppenny rice, Half a pound of treacle.

That’s the way the money goes, Pop! goes the weasel.


This is the House that Jack Built

This is the house that Jack built.

This is the malt That lay in the house that Jack built.

This is the rat, That ate the malt

That lay in the house that Jack built.

This is the cat, That killed the rat, That ate the malt


This is the dog, That worried the cat, That killed the rat, That ate the malt


This is the cow with the crumpled horn, That tossed the dog, That worried the cat, That killed the rat, That ate the malt


This is the maiden all forlorn, That milked the cow with the crumpled horn,

That tossed the dog, That worried the cat, That killed the rat, That ate the malt

That lay in the house that Jack built

This is the man all tattered and torn, That kissed the maiden all forlorn,


That milked the cow with the crumpled horn, That tossed the dog, That worried the cat, That killed the rat, That ate the malt


This is the priest all shaven and shorn, That married the man all tattered and torn,

That kissed the maiden all forlorn, That milked the cow with the crumpled horn,



This is the cock that crowed in the morn, That waked the priest all shaven and shorn, That married the man all tattered and torn,




This is the farmer sowing the corn, That kept the cock that crowed in the morn, That waked the priest all shaven and shorn, That married the man all tattered and torn,




UNIT 3 SUMMATIVE: STUDENT RUBRIC Name___________________________________________________________

I can explain about music for different

purposes.

I can identify the Music Elements in

a song.

I can sing different kinds of

songs.

Wow!

I can give you 4 examples.

I can identify 7 music words.

I sing all the sounds and I use an exciting

voice.

You’ve got it!



I sing all the sounds.

Almost there!



I sing all the sounds and I make 1 or 2

mistakes.

Keep working at it!

I can give you 1 example.

I can identify 4 or less music words.

I sing all the sounds and I make 3 or more

mistakes.

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Name__________________________________________________

Musical Elements Test

1. Is this song fast or slow? Circle your answer.

Fast Slow

2. Does this song have high notes or low notes? Circle your answer.

High Low

3. Is this song loud or soft? Circle your answer.

Loud Soft

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4. Is this song fast or slow? Circle your answer.

Fast Slow

5. Does this song have high notes or low notes? Circle your answer.

High Low

6. Is this song loud or soft? Circle your answer.

Loud Soft

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Musical Elements Test Teacher’s Administration Instructions

Review pictures and vocabulary for Musical Elements with students

before the test. Use the CD, 111 Classical Masterpieces

o Play the first 20 seconds of each track and then ask students to circle the answer for the musical element they hear in the song.

Read each question to the class, play the track, and direct students which two elements to choose from.

1. “Gaite Parisienne: Can-Can No. 4,” track 31

a. Answer: fast 2. “Symphony No. 8 in B Minor,” track 5

a. Play first 15 seconds only b. Answer: low

3. “Serenade No. 13 in G Major,” track 27 a. Answer: loud

4. “Piano Sonata No. 14 in C-Sharp Minor, ‘Moonlight’,” track 34 a. Answer: slow

5. “The Four Seasons, Spring,” track 3 a. Answer: high

6. “Suite Bergamasque, Claire de Lune,” track 37 a. Answer: soft

NOTES

K-6 Music Curriculum Arts Advantage Districts Teacher Reflections

Kindergarten Unit 3

SouthCAP 2008

Please respond to the following prompts after each unit is taught:

1. What was most helpful for you in this unit?

2. How were your students engaged in each lesson?

3. How effective were the assessments for the unit?

4. What changes would you suggest for the future?

K-6 Music Curriculum Arts Advantage Districts Teacher Reflections

Kindergarten Unit 3

SouthCAP 2008

5. Other Comments:

Documents

Standards – Based Curriculum for Music Kindergarten ...aamusiccurriculum.wikispaces.com/file/view/6+K+Unit+3.pdf · Lullaby and Goodbye, ... • Display the flip chart rhyme for