Week 6

February 29-March 4, 2016
Rebecca is FULL-TEACHING!
Smart Notebook Agenda (Visuals, Recordings, Activities)
Monday, February 29
2:20pm- ARD at Tex Hill
may be in Music Room 2
Roeber leaves at
5th Grade Strings (2:40pm, Music Room 2)

New Elem. Music Teacher Academy (3:30pm, Bulverde Creek Elem)
Tuesday, March 1
Election Day- PE
Honor Choir Rehearsal (7:00am, Music Room 2)

Wednesday, March 2
Faculty
Meeting/STAAR Training (3:00pm, Library)
5th Grade Strings (2:40pm, Music Room 2)
Thursday, March 3
Honor Choir Rehearsal (7:00am,
Music Room 2)
Heroes for Health Broadcast on LLTV (10:00am)
Thursday, March 4
Kinder music grades due to
teachers
3rd Grade
8:55-9:45
Instructional Materials/Resources Needed: Laptop/SMART Board, recorders, Link Up Books

End in Mind/Objective: TLW practice singing/playing tunefully and with accurate rhythm.
Monday, February 29
Tuesday, March 1
Wednesday, March 2
Thursday, March 3
Friday, March 4
page 1
Day 1: Shuffield
Day 2: Brooks
Day 3: Crump
Day 4: Majors
Day 1: Shuffield
Introduction/ Focus/Advanced
Organizer:
Explain agenda of the day.
Organizer:
Organizer:
Organizer:
Organizer:
Procedures including modeling,

guided practice and independent
practice:
1. Mystery Word of the Day:
BADGE
2. Rhythm Warm-up: Student
leader composes 4 measure
rhythm on SMARTboard, class
reads rhythm using syllables
3. Label Low La
(Gameplan pg. 78)

practice:
1. Warm-up: Music is Always There
2. Mystery Word of the Day: BADGE
leader composes 4 measure rhythm
on SMARTboard, class reads
rhythm using syllables
3. Label Low La (Gameplan pg.
78)
Procedures including modeling, guided

practice and independent practice:
2. Mystery Word of the Day: CAFE
3. Rhythm of the Day

practice:
3. Rhythm Warm-up: Student leader
composes 4 measure rhythm on
SMARTboard, class reads rhythm
using syllables
3. Label Low La (Gameplan pg. 78)
-Use the solfege

ladder, sing short
patterns combining
DRMSLD
-use ladder to help
students understand La
is two pitches lower
than Do, lead them to
discover La.
-Sing short patterns
combining Do and Low
La.
-Sing short patterns
combining D and Low La pointing
to the corresponding notes on the
visual.
4. Sally in the Kitchen (Gameplan
pg. 80)
-Use the solfege ladder, sing short

patterns combining DRMSLD
-use ladder to help students
understand La is two pitches lower
than Do, lead them to discover La.
-Sing short patterns combining Do
and Low La.
-Sing short patterns combining D
and Low La pointing to the
corresponding notes on the visual.
pg. 80)

practice:
BAGGAGE
using syllables
4. Link Up Curriculum:
Come to Play
(SG pgs. 4-9) sing each
part by group, combine
parts
Anvil Chorus:
historic background info,
sing (SG 12), basic
recorder staff notation
(SG 13)
In the Field
Stood a Birch Tree: sing
(SG 15), basic recorder
staff notation (SG 16)
O Fortuna
(SG19)
-Present minor pentatonic cards

(visual #11) Sing each fragment;
students echo with solfege and
hand signals
3. Label Low La (Gameplan pg. 78)

-use ladder to help students understand
La is two pitches lower than Do, lead
them to discover La.
-Sing short patterns combining Do and
Low La.
-Sing short patterns combining D and
Low La pointing to the corresponding
notes on the visual.
4. Sally in the Kitchen (Gameplan pg.
80)
-Present minor pentatonic cards (visual

#11) Sing each fragment; students echo
with solfege and hand signals
-sing short patterns using the solfege
ladder (MRDL); students echo with hand

-use ladder to help students
understand La is two pitches lower
than Do, lead them to discover La.
-Sing short patterns combining Do
and Low La.
-Sing short patterns combining D
and Low La pointing to the
corresponding notes on the visual.
pg. 80)

students echo with solfege and hand
signals
-sing short patterns using the solfege
page 2

students echo with solfege and
hand signals
-sing short patterns using the
solfege ladder (MRDL); students
echo with hand signals
-sing melody of song one measure
at a time using solfege ladder;
students echo
-isolate measures 2 and 4; class
identifies minor pentatonic card
(#5)
-add text to melody (define
hoecake as cake made of
cornmeal)
-prepare instruments with speech
and body percussion; Hungry,
Im=pat=BX/BM/CBB Peas
Hoecake Sally=clap=AG/SG
-perform song with orchestration
and extend form with students
internalizing text/melody while
playing instruments
-perform ABA; class creates
Coda;perform
Come to
Play (SG pgs. 4-9) sing
each part by group,
combine parts
Anvil
Chorus: historic
-sing short patterns using the

solfege ladder (MRDL); students
echo with hand signals
students echo
identifies minor pentatonic card
(#5)
-add text to melody (define hoecake
as cake made of cornmeal)
playing instruments
Coda;perform
Come to
each part by group,
combine parts
Anvil
Chorus: historic
background info, sing (SG
12), basic recorder staff
notation (SG 13)
In the Field
O Fortuna
(SG19)
signals
-sing melody of song one measure at a
time using solfege ladder; students echo
identifies minor pentatonic card (#5)
-add text to melody (define hoecake as
cake made of cornmeal)
-prepare instruments with speech and
body percussion; Hungry,
Im=pat=BX/BM/CBB Peas Hoecake
Sally=clap=AG/SG
-perform song with orchestration and
extend form with students internalizing
text/melody while playing instruments
Coda;perform
Come to Play
(SG pgs. 4-9) sing each part
by group, combine parts
Anvil Chorus:
historic background info, sing
(SG 12), basic recorder staff
notation (SG 13)
In the Field
Stood a Birch Tree: sing (SG
notation (SG 16)
O Fortuna (SG19)
ladder (MRDL); students echo with

hand signals
students echo
identifies minor pentatonic card (#5)
-add text to melody (define hoecake
as cake made of cornmeal)
playing instruments
Coda;perform
Come to Play
parts
Anvil Chorus:
sing (SG 12), basic recorder
In the Field
O Fortuna
(SG19)
page 3
background info, sing

In the Field
O Fortuna
(SG19)
3rd Grade NEISD IPG:
3rd Grade Music TEKS:
All year- Explore/Listen/Respond to a variety of art songs, classical,

popular and seasonal music (3.3 A)
All year- Use developmentally appropriate technology to support
music concepts as available/applicable (3.1; 3.2; 3.3; 3.4)
3rd Nine Weeks

Melody:
All year- Practice reading writing and reproducing pentatonic melodic

patterns using standard staff notation (3.2 B, 3.4 B)
All year- Experience folk songs from diverse cultures (Local, American,
World) through singing, movement and games (3.5 A)
All year- Label melodic elements of aural examples using music

vocabulary (3.6 B)
All year- Practice tuneful singing and playing independently and in

groups (3.3 A)
Experience low sol (3.2 B, 3.4 B)
Harmony:
All year- Experience/Label/ Practice 2-part canon (3.3 D)

All year- Experience partner songs (teacher vs. class) (3.3 D)
Practice melodic and rhythmic ostinati (3.3 D)
Rhythm:
All year- Practice singing and playing with accurate rhythm (3.3 A)
All year- Label rhythmic elements of aural examples using music

vocabulary (3.6 B)
All year- Experience 6/8 meter (3.3)
Experience sixteenth notes

Experience 3/4 meter (3.3)
(3.2.A)
Composition/Improvisation:
All year- Practice improvising and composing rhythmic phrases (3.4 A)

All year- Practice improvising and composing melodic phrases (3.4 B)
3.1 Foundations: music literacy

The student describes and analyzes musical sound. The student is expected to:
A. categorize and explain a variety of musical sounds, including those of

children and adult voices
B. categorize and explain a variety of musical sounds, including those of

woodwind, brass, string, percussion, and instruments from various cultures
C. use known music symbols and terminology referring to rhythm;

melody; timbre; form; tempo; and dynamics, including mezzo piano, and mezzo
forte, to identify musical sounds presented aurally
D. identify and label small and large musical forms such as ABAC, AB, and
ABA presented aurally in simple songs and larger works

The student reads, writes, and reproduces music notation using a system. Technology and
other tools may be used to read, write, and reproduce musical examples. The student is
expected to:
A. read, write, and reproduce rhythmic patterns using standard notation,
including four sixteenth notes, whole notes, whole rest, and previously learned notes
values in 2/4 and 4/4 meters as appropriate
B. read, write and reproduce extended pentatonic melodic patterns using
standard staff notation
C. identify new and previously learned music symbols and terms referring
to tempo and dynamics, including mezzo piano and mezzo forte
3.3 Creative Expression

The student performs a varied repertoire of developmentally appropriate music in informal or
formal settings. The student is expected to:
A. sing or play classroom instruments with accurate intonation and
rhythm independently or in groups
B. sing or play a varied repertoire of music such as American folk songs
and folk songs representative of local cultures independently or in groups
C. move alone or with others to a varied repertoire of music using gross
motor, fine motor, locomotor, and non-locomotor skills and integrated movement
such as hands and feet moving together
D. perform simple part work, including rhythmic and melodic ostinati,
page 4
All year- Practice improvising and composing accompaniments (3.4 C)

Improvise and compose rhythmic phrases using known rhythms (3.4
Improvise and compose melodic phrases using low la (3.4 B)

Improvise and compose accompaniments (3.4 C)
Continue practicing known forms (3.1 D)
A)
derived from known repertoire

E. interpret through performance new and previously learned music
symbols and terms referring to tempo and dynamics, including mezzo piano and
mezzo forte
Form:
Expressive Qualities:
All year- Practice appropriate audience etiquette during live and
recorded performances (3.6 A)
All year- Label qualities of aural music examples such as timbre, form,
tempo or dynamics with specific music vocabulary (3.6 C)
All year- Practice describing a variety of compositions in formal or
informal music performances using music vocabulary (3.6 E)
Label/Practice mezzo piano and mezzo forte (3.1.C, 3.2.C)
Timbre:
All year- Experience/label diverse music from varying genres, styles,

periods, and cultures (3.3 B)
Movement:
All year- Practice locomotor, non-locomotor (3.3 C)
All year- Experience movement with tempo vocabulary (3.3 C)
All year- Experience rhythmic and melodic patterns through
movement (3.2, 3.3, 3.4)
All year- Experience and perform movement in response to musical
examples (improvised and in response to labeled form patterns)(3.1.D, 3.6.D)
Experience movement in 3/4 meter (3.3)
Experience structured creative and improvised movement (3.3 C)
The student creates and explores new musical ideas within specified guidelines. The student
is expected to:
A. create rhythmic phrases through improvisation or composition
B. create melodic phrases through improvisation or composition
C. create simple accompaniments through improvisation or composition
3.5 Historical and cultural relevance

The student examines music in relation to history and cultures. The student is expected to:
A. perform a varied repertoire of songs, movement, and musical games

representative of American and local cultures
B. identify music from diverse genres, styles, periods, and cultures
C. identify the relationships between music and interdisciplinary concepts
3.6 Critical evaluation and response

The student listens to, responds to, and evaluates music and musical performances. The
student is expected to:
A. exhibit audience etiquette during live and recorded performances
B. recognize known rhythmic and melodic elements in aural examples

using appropriate vocabulary
C. identify specific musical events in aural examples such as changes in

timbre, form, tempo, or dynamics using appropriate vocabulary
D. respond verbally and through movement to short musical examples
E. describe a variety of compositions and formal or informal musical

performances using specific music vocabulary
Assessment:
none
informal
demonstration
written
Cross Curricular Connections:

7 Habits Art
Kindergarten
Bullying Prevention ELA
9:45-10:10,
History
Math
Physical Education
Science
Social Studies
Technology Theater
10:10-10:35
page 5
Instructional Materials/Resources Needed: Laptop/SMART Board,

End in Mind/Objective: TLW practice iconic rhythm composition/reading, experience creative movement
Monday, February 29
Tuesday, March 1
Wednesday, March 2
Thursday, March 3
Friday, March 4
Organizer:
Organizer:
Organizer:
Organizer:
Organizer:

practice:
1. Warm-up: Forever Friends
2. Vocal Exploration
-whole group: pitch moves
high or low with the line

practice:
1. Warm-up: Music Is Always
There
-whole group: pitch moves high
or low with the line

1. Warm-up: Music Is Always There
-whole group: pitch moves high or
low with the line

practice:
-whole group: pitch moves high
or low with the line

low with the line
3. Beat Box- Iconic Notation

-student leader creates four-beat
rhythms using iconic notation,
-class claps and says pattern

-student leader creates fourbeat rhythms using iconic notation,

-student leader creates four-beat
rhythms using iconic notation, ,
4.Johnny Hammers (Gameplan pg.
4.Johnny Hammers (Gameplan pg.
Day 1: Greenwood/Bacon

-student leader creates fourbeat rhythms using iconic
notation, ,
Day 2: Burge/Ramirez

-student leader creates fourbeat rhythms using iconic
notation, ,
Day 4: Burge/Ramirez
page 6
4. The Boatman (Gameplan pg.

86)
-teach song by rote
-brainstorm motions that a sailor

might do
-student leader pantomimes action
and class copies
-second student pantomimes
action, class copies new action
followed by first action
-continue in groups of 4 students
4. Johnny Hammers (Gameplan

pg. 88)
-in a seated circle sing the song

while keeping the quarter note
pulse (tapping one fist) on one knee
-students will naturally join in
note: the sixth verse is performed
very slowly and the last verse is
sung as quickly as possible
4.Johnny Hammers (Gameplan pg. 88)
-in a seated circle sing the song while

keeping the quarter note pulse (tapping
one fist) on one knee
note: the sixth verse is performed very
slowly and the last verse is sung as
quickly as possible
5. Bling Blang (Gameplan pg. 89)
88)
88)
-in a seated circle sing the song

while keeping the quarter note pulse
(tapping one fist) on one knee
note: the sixth verse is performed
very slowly and the last verse is sung
as quickly as possible
-in a seated circle sing the song while

keeping the quarter note pulse
(tapping one fist) on one knee
note: the sixth verse is performed very
slowly and the last verse is sung as
quickly as possible
-sing song, invite students to

join(echo)
-add actions, ms. 1-2=pound on fist
on top of one knee/ ms. 3-4=one
hand performs sawing motion
-students sing with actions
-explore any of the following
options (perform with opposite
hand, perform with hands
simultaneously, one hand hammers
while other saws)
-sing song, invite students to join(echo)

-add actions, ms. 1-2=pound on fist on
top of one knee/ ms. 3-4=one hand
performs sawing motion
-explore any of the following options
(perform with opposite hand, perform
with hands simultaneously, one hand
hammers while other saws)
Kindergarten NEISD IPG:

popular and seasonal music (K.3 A)
All year- Use developmentally appropriate technology to support music

concepts as available/applicable (K.1; K.2; K.3; K.4)
Spring Semester
Melody:
-sing song, invite students to

join(echo)
-add actions, ms. 1-2=pound on fist
on top of one knee/ ms. 3-4=one
hand performs sawing motion
-explore any of the following
options (perform with opposite
hand, perform with hands
simultaneously, one hand hammers
while other saws)
-sing song, invite students to join(echo)

-add actions, ms. 1-2=pound on fist on
top of one knee/ ms. 3-4=one hand
performs sawing motion
-explore any of the following options
(perform with opposite hand, perform
with hands simultaneously, one hand
hammers while other saws)
Kindergarten Music TEKS:

K.1 Foundations: music literacy
A. identify the difference between the five voices, including singing,

speaking, inner, whispering, and calling voices
B. identify the timbre of adult and child singing voices
C. identify the timbre of instrument families
D. identify same/different in beat/rhythm, higher/lower,
page 7
Harmony:
World) through singing, movement and games (K.2 A, K.2 B, K.3 A)
Continue to experience two and three tone melodies (K.2 E)
Label Same Different (K.1 D)
Continue to encourage tuneful singing within an appropriate range (K.2
A)
Practice combinations of loud/soft with fast/slow and high/low (K.2 E)
Practice high/low both vocally and on pitched instruments (K.2 E)
Continue showing melodic contour (K.1 D)
Perform simple part work (Beat vs. rhythm) as developmentally
appropriate (K.2 D)
Experience melody vs. accompaniment (texture) (K.4)
Rhythm:
All year- Identify steady beat in musical performances (K.4 B)
All year- Experience 6/8 meter (K.3)
Practice same/different (K.1 D, K.4 C)
Practice steady beat while singing or playing instruments (K.2 A, K.2 B)
Practice rhythm to song while singing (K.2 D)
Iconic rhythm reading of quarter note, quarter rest, paired eighth note
(K.1 E)
Label rhythm (K.2 D)
Explore Iconic Composition as appropriate (K.2)
Form:
Practice same/different (K.4 C)
louder/softer, faster/slower, and simple patterns in musical performances
E. identify beat, rhythm, and simple two-tone or three-tone melodies

using iconic representation
K.2 Creative Expression

The student performs a varied repertoire of developmentally appropriate music in
informal or formal settings. The student is expected to:
A. sing or play classroom instruments independently or in groups
B. sing songs or play classroom instruments from diverse cultures and
styles independently or in group
and fine locomotor and non-locomotor movement
D. perform simple part-work, including beat versus rhythm
E. perform music using louder/softer and faster/slower
K.3 Historical and cultural relevance

A. sing songs and play musical games, including rhymes, folk music,
and seasonal music
B. identify simple interdisciplinary concepts related to music
K.4 Critical evaluation and response

A. identify and demonstrate appropriate audience behavior during live
or recorded performances
B. identify steady beat in musical performances
C. compare same/different in beat/rhythm, higher/lower,
All year- Practice sitting still and quiet during short live performanceapplaud at appropriate time (K.4 A)
Practice fast/slow (K.2 E, K.4 C)
Practice loud and soft (K.2 E, K.4 C)
Experience phrase/musical thought (K.4)
Timbre:
Practice high/low on pitched classroom instruments and vocally (K.1 C)
Experience/label difference between adult/child singing voices (K.1 B)
Experience/label different instrumental sounds both pitched and
unpitched (K.1 C)
(Barred Inst.) Mallets together or 1 Hand with Steady Beat (K.2 A)
Movement:
All year- Experience a variety of dance/movement alone or with others

as applicable to developmental (K.2 C)
All year- Experience, Label and Practice locomotor movements such as:
Walk, Jog, Hop, Jump, Leap, Skip, Gallop, Slide, March and Crawl (K.2 C)
Continue to practice locomotor and non-locomotor movement with

feel for steady beat (K.2 C)
Experience structured, creative and improvised movement to reinforce
page 8
melody, rhythm, form and expression (K.2 C)
Experience long/short through movement, singing, playing (K.4)
Assessment:
none
informal
demonstration
written

7 Habits Art
2nd Grade
History
Math
Physical Education
Science
Social Studies
Technology Theater
10:35-11:25
Instructional Materials/Resources Needed: Laptop/SMART Board, unpitched percussion instruments

End in Mind/Objective: TLW experience AB form, experience 2-part singing (vocal ostinato), and classify unpitched percussion aurally.
Monday, February 29
Tuesday, March 1
Wednesday, March 2
Thursday, March 3
Day 2: Carnazzo
Day 3: Comalander
Day 4: Carroll
Day 1: Querry
Organizer:
Organizer:
Organizer:
Organizer:
Organizer:

practice:
- Melody- S,M, L
- Rhythm: 2 Student leaders
compose 1-measure rhythm using
lego SMART notebook page
2. Continue Bubble Gum Machine
orchestration, if needed
3. Go Round the Mountain
(Gameplan pg. 76)
-Review MRD cards (visual #10)
-use card #3 as a vocal ostinato

practice:
- Melody- S,M, L
(Gameplan pg. 76)

- Melody- S,M, L
- Rhythm: 2 Student leaders compose
1-measure rhythm using lego SMART
notebook page
(Gameplan pg. 76)

practice:
- Melody- S,M, L
2. Etude #2, Opus 10, Frederic
Chopin (Gameplan pg. 79)
-Play listening example.
-What instrument did you hear?
Describe the music.
3. M-A-R-C-H (Gameplan pg. 79)

practice:
There
- Melody- S,M, L
other half sings ostinato)
2. Etude #2, Opus 10, Frederic
Chopin (Gameplan pg. 79)
-Play listening example.
-What instrument did you hear?
Describe the music.
Day 1: Querry
Friday, March 4
page 9
3. M-A-R-C-H (Gameplan pg. 79)
-class sings vocal ostinato with

hand signals while teacher sings Go
Round the Mountain.
-Divide class (half sings melody, 3.
Unpitched Percussion Instrument
Identification Game (Gameplan pg.
78)
-students each choose an
unpitched percussion instrument
and group themselves by timbre
(wood, metal, skin)
-teacher claps a rhythmic phrase,
students echo on instruments
-Game: Students face away from
teacher for aural identification of
instruments
-teacher plays phrase 1 on one of 3
instruments- temple block, cymbal,
drum
-students with instruments in
corresponding family echo
-continue with several examples
giving different groups the
opportunity to echo
-class sings vocal ostinato with hand

signals while teacher sings Go Round
the Mountain.
Identification Game (Gameplan pg.
78)
-students each choose an
unpitched percussion instrument
and group themselves by timbre
(wood, metal, skin)
instruments
drum
giving different groups the
opportunity to echo
-class sings vocal ostinato with hand

signals while teacher sings Go Round the
Mountain.
Identification Game (Gameplan pg. 78)
-students each choose an unpitched
percussion instrument and group
themselves by timbre (wood, metal,
skin)
instruments
drum
giving different groups the opportunity
to echo
2nd Grade NEISD IPG:

concepts as available/applicable (2.1; 2.2; 2.3; 2.4)
3rd Nine Weeks
Melody:
All year- Practice known melodic elements in simple aural examples,
using known terminology (2.6 C)
-Ask class to spell the word March

-refine to above rhythm, adding new
text in third measure
-speak text while clapping rhythm
-demonstrate rhythm on hand drum
-assign drums to students
-establish form where students speak
poem followed by playing rhythm of
poem on hand drums
-add movement to further illustrate
AB form:
A-march through space while
speaking poem
B-stand in place while playing rhythm
of poem on drums
-continue AB repeated form
-Ask class to spell the word March

-refine to above rhythm, adding
new text in third measure
-speak text while clapping rhythm
-demonstrate rhythm on hand
drum
-assign drums to students
-establish form where students
speak poem followed by playing
rhythm of poem on hand drums
-add movement to further illustrate
AB form:
A-march through space while
speaking poem
B-stand in place while playing
rhythm of poem on drums
-continue AB repeated form
2nd Grade Music TEKS:

A. identify choral voices, including unison versus ensemble
B. identify instruments visually and aurally
C. use known music terminology to explain musical examples of

tempo, including presto, moderato, and andante, and dynamics, including
fortissimo and pianissimo
D. identify and label simple small forms such as AABA and ABAC
page 10
Harmony:
Label/Practice re (2.2 B)
Label/Practice do-pentatonic Scale in order to read, write, reproduce it
on the staff (2.2 B)
All year- Experience canons (2.3)
Experience simple part-work, including rhythmic ostinati and vocal
exploration (ostinato) (2.3 D)
Sing simple partner songs and canons (2.3 D)
Rhythm:

Practice 2/4 meter using half note & half rest (reading, writing,
reproducing) (2.2 A)
Create short patterns using known rhythms and pitches (2.4 A)
Form:
All year- Experience and label call and response (2.3)

Practice aaba and abac phrase structure (2.1 D)
All year- Distinguish between known pitches, rhythms, patterns,

dynamics, and tempos in musical examples (2.6 C)
All year- Practice appropriate audience behavior, during short live or

recorded performances (2.6 A)
All year- Experience minor (2.3)
Practice andante, presto & moderato (2.1 C)
Experience crescendo/decrescendo (2.1)
Timbre:
All year- Experience multiple unpitched percussion instruments (2.3 A,B)

Identify classroom instruments aurally/visually (2.1 B)
Movement:
All year- Respond verbally or move to short musical examples (2.6 D)
All year- Explore a variety of dance as applicable to developmental skills
of grade level (2.3 C)
All year- Experience movement using known rhythms/melodic patterns
and known tempos (2.3 C)
All year- Experience structured, creative and improvised movement (2.3
C)
Experience various partner games (2.3 C)
The student reads, writes, and reproduces music notation using a system. Technology and
other tools may be used to read, write, and reproduce musical examples. The student is
expected to:
A. read, write, and reproduce rhythmic patterns using standard
notation in 2/4 meter, including half note/half rest
B. read, write and reproduce pentatonic melodic patterns using
C. read, write, and reproduce basic music terminology, including
allegro/largo and forte/piano

The student performs a varied repertoire of developmentally appropriate music in informal
or formal settings. The student is expected to:
A. sing tunefully or play classroom instruments, including rhythmic and
melodic patterns, independently or in groups
styles, independently or in groups
and fine locomotor and non-locomotor movement
D. perform simple part work, including rhythmic ostinati, and vocal
exploration such as singing, speaking and chanting
E. perform music using tempo, including presto, moderato, and
andante, and dynamics, including fortissimo and pianissimo

The student creates and explores new musical ideas. The student is expected to:
A. create rhythmic phrases using known rhythms
B. create melodic phrases using known pitches
C. explore new musical ideas in phrases using singing voice and
classroom instruments

A. sing songs and play musical games, including patriotic, folk and
seasonal music
B. examine short musical excerpts from various periods or times in
history and diverse and local cultures
C. identify simple interdisciplinary concepts relating to music

A. begin to practice appropriate audience behavior during live or

recorded performances
B. recognize known rhythmic and melodic elements in simple aural

examples using known terminology
C. distinguish between rhythms, higher/lower pitches, louder/softer

dynamics, faster/slower tempos, and simple patterns in musical performances
D. respond verbally or through movement to short musical examples
page 11
Assessment:
none
informal
demonstration
written

7 Habits Art
1st Grade
History
Math
Physical Education
Science
Social Studies
Technology Theater
12:05-12:55
Instructional Materials/Resources Needed: Laptop/SMART Board, unpitched rhythm instruments, ball

End in Mind/Objective: TLW label la, practice rhythmic ostinati, experience tempo.
Monday, February 29
Tuesday, March 1
Wednesday, March 2
Thursday, March 3
Friday, March 4
Day 1: Hansen
Day 2: Casanova
Day 3: Galindo
Day 4: Leas
Day 1: Hansen
Organizer:
Organizer:
Organizer:
Organizer:
Organizer:

practice:
2. Sol-Mi cards- whole class
3. Rhythm- gumball composition
low with the line

practice:
There
low with the line

-whole group: pitch moves high or low
with the line

practice:
low with the line

practice:
low with the line
page 12
5. Bounce High, Bounce Low

(Gameplan pg. 55)
-echo melody with pulse- patting on
each bounce
-demonstrate bouncing ball on the
word bounce, the third time
bouncing it to a student (two hands)
-game continues, student sits after
they have a turn
-after all have had a turn, practice
singing with hand signs (practice la)
6. The Old Gray Cats Are Sleeping
(Gameplan pg. 53-54)
-teacher sings song with accomp:
verse 1-a cappella
verse 2-
verse 3-
verse 4- a cappella
verse 5-
-students identify order of verses

-divide class into 2 groups: cats and
mice, students pantomime actions
-switch parts
5. Bounce High, Bounce Low

(Gameplan pg. 55)
-echo melody with pulse- patting
on each bounce
word bounce, the third time
bouncing it to a student (two
hands)
they have a turn
6. The Old Gray Cats Are
Sleeping (Gameplan pg. 53-54)
-teacher sings song with accomp:
verse 1-a cappella
verse 2-
verse 3-
verse 4- a cappella
verse 5-

-divide class into 2 groups: cats
and mice, students pantomime
5.Bounce High, Bounce Low

(Gameplan pg. 55)
-echo melody with pulse- patting on
each bounce
word bounce, the third time bouncing
it to a student (two hands)
they have a turn
6. The Old Gray Cats Are Sleeping
(Gameplan pg. 53-54)
-teacher sings song with accomp: verse
1-a cappella
verse 2-
verse 3-
verse 4- a cappella
verse 5-

-divide class into 2 groups: cats and
mice, students pantomime actions
-switch parts
5 Labeling La (Gameplan pg. 68)
5. Labeling La (Gameplan pg. 68)
-Review Bounce High, Bounce Low

-introduce hand signal
6. Do As Im Doing (Gameplan pg,
69)
-Review Bounce High, Bounce Low

-introduce hand signal
6. Do As Im Doing (Gameplan pg,
69)
-sing song while marching in place

invite class to join
-after song, students copy teacher
exploring unmetered nonlocomotor
movements (stretching, twisting,
bending, etc.)
-march through space while singing
song to establish AB form:
A-sing while marching through space
B-imitation of nonlocomotor
movements
-explore other locomotor
movements for Part One (skip, tiptoe,
etc.)
-transfer to instrument game
Game: students sit in short lines
-sing song while marching in place

invite class to join
-after song, students copy teacher
exploring unmetered nonlocomotor
movements (stretching, twisting,
bending, etc.)
-march through space while singing
song to establish AB form:
A-sing while marching through space
B-imitation of nonlocomotor
movements
-explore other locomotor
movements for Part One (skip, tiptoe,
etc.)
-transfer to instrument game
Game: students sit in short lines
page 13
actions
-switch parts
behind 4-5 instruments, teacher

explores barred instrument and each
student echoes.
1st Grade NEISD IPG:
1st Grade Music TEKS:


concepts as available/applicable (1.1, 1.2, 1.3, 1.4)
Spring Semester
Melody:
All year- Sing tunefully and play instruments including melodic and
rhythmic patterns from diverse cultures alone or in a group (1.3 A, B)
Practice (Read, write, and reproduce) melodic patterns, including
sol/mi/la from the pentatonic scale (1.2 B)
Create sol/mi/la patterns using a 2 line staff (1.4 B)
Find sol/mi, sol/mi/la patterns in simple songs (1.6 B)
Harmony:
Experience simple partwork, including beat vs. rhythm, rhythmic ostinati,

and vocal exploration (1.1 D)
Experience poetry ostinati (1.1 D)
Rhythm:
All year- Practice steady beat (1.6 C)
All year- Practice beat vs. rhythm (1.6 C)
rhythmic patterns from diverse cultures alone or in a group (1.3 A&B)
Label quarter rest, practice known rhythms
Identify quarter note, eighth note pair, quarter rest in simple songs (1.6
A)
B)
Create short rhythm patterns using known rhythms (1.4 A)

Create Sol/Mi/La patterns on two line staff (1.4 B)
Practice recognizing repetition and contrast in simple songs (1.1 D)

Label phrase (1.1)
Form:
behind 4-5 instruments, teacher

explores barred instrument and each
student echoes.
(1.4

The student describes and analyzes musical sound and reads, writes, and
reproduces music notation. The student is expected to:
A. identify the known five voices and adult/children singing voices
B. identify visually and aurally the instrument families
C. use basic music terminology in describing changes in tempo,

including allegro/largo, and dynamics, including forte/piano
D. identify and label repetition and contrast in simple songs such as

AB, AABA, or ABAC patterns

The student reads, writes and reproduces music notation. Technology and other
tools may be used to read, write and reproduce
musical examples. The student is expected to:
A. read, write, and reproduce rhythmic patterns, including
quarter note/paired eighth notes and quarter rest
B. read, write, and reproduce melodic patterns, including three
tones from the pentatonic scale
A. sing tunefully or play classroom instruments, including rhythmic
and melodic patterns, independently or in groups
styles, independently or in groups
C. move alone or with others to a varied repertoire of music using
gross and fine locomotor and non-locomotor movement
D. perform simple part work, including beat versus rhythm, rhythmic
ostinati, and vocal exploration
E. perform music using tempo, including allegro/largo, and dynamics,
including forte/piano

The student creates and explores new musical ideas. The student is expected to:
A. create short, rhythmic patterns using known rhythms
B. create short, melodic patterns using known pitches
C. explore new musical ideas using singing voice and classroom
instruments

page 14

All year- Practice sitting still and quiet during short live and recorded
performances- applaud at appropriate times (1.6 A)
Practice using tempo, including allegro/largo (1.3 E)
Practice using dynamics, including forte/piano (1.3 E)
Experience new musical ideas (concepts) using singing voice and

classroom instruments (1.4 C)
A. sing songs and play musical games, including rhymes, patriotic

events, folk music, and seasonal music
B. identify steady beat in short musical excerpts from various periods
or times in history and diverse cultures
C. identify simple interdisciplinary concepts relating to music
Timbre:
All year- Practice the 5 known voices (1.1 A)
rhythmic patterns from diverse cultures alone or in a group (1.3 A&B)
All year- Practice steady beat with mallets (1.3 A&B)
All year- Practice mallet exploration using hands together (1.3 A&B)
Experience new musical ideas (concepts) using classroom instruments

(1.4 C)
Continue to experience classroom instrument families using pitched and

un-pitched instruments (1.1 B)
A. identify and demonstrate appropriate audience behavior during live
or recorded performances
B. recognize known rhythmic and melodic elements in simple aural
examples using known terminology
C. distinguish same/different between beat/rhythm, higher/lower,
D. respond verbally or through movement to short musical examples
Movement:
All year- Practice fine and gross motor skills (1.3 C)
All year- Practice locomotor and non-locomotor (1.3 C)
All year- Practice Start/Stop on cue (1.3 C)
All year- Practice circle and line (1.3 C)
All year- Experience, Label and Practice different levels of movement

(High, Medium, Low) (1.3 C)
All year- Experience various chase games (1.3 C)
Respond through movement to short musical examples (1.6 D)
Experience simple body percussion (1.3 C)
Experience structured, creative and improvised movement activities (1.3

C)
Walk, skip, hop steady beat while singing (1.3 C & 1.6 D)
Assessment:
none
informal
demonstration
written

7 Habits Art
History
Math
Physical Education
Science
Social Studies
Technology Theater
page 15
4th Grade
12:55-1:45
Instructional Materials/Resources Needed: Laptop/SMART Board, recorders, Link Up Books

End in Mind/Objective: TLW practice singing/playing tunefully and with accurate rhythm.
Monday, February 29
Tuesday, March 1
Wednesday, March 2
Thursday, March 3
Friday, March 4
Organizer:
Organizer:
Organizer:
Organizer:

practice:
BADGE
3. Hi! High C (Gameplan pg. 86)

practice:
There

practice:
using syllables

practice:
There
BAGGAGE
Day 1: Alexander/Harrison
Day 2: Bruce/Harrison
Day 3: Howell/Harrison
Day 4: Caussade/Harrison
-Introduce C demonstrating the

fingering, echo 4 beat patterns
alternating between B and C.
-present visual
-teach melody by having students
speak/clap rhythm, identify/sing
letter names, sing letter names
while fingering recorder, play
melody.
-review orchestration
-class develops form choosing
which instrument(barred or SR)
plays melody each time
-perform
4. Peter Piper (Gameplan pg. 88)

-present visual
melody.
-perform

-present visual
letter names, sing letter names while
fingering recorder, play melody.
-class develops form choosing which
instrument(barred or SR) plays
melody each time
-perform

-present visual
melody.
-perform
Day 1: Alexander/Harrison

practice:
BAGGAGE
using syllables
4. Scales are a Breeze (Gameplan
pg. 90)
-conduct short patterns using
solfege ladder; teacher taps/sings 4
beats and students echo
-refine to first 4 measures of
melody, labeling the pitches from
D-D as a scale
-present chart and define D.C. as
from the beginning, Fine as The End
-lead class to discover glissandi
notation
-students clap rhythm of melody
following the suggested form
-students identify letter names of
melody, reviewing ledger lind
-use xylophone visual to transfer
melody to barred instruments.=
-assign students to instruments;
transfer melody one measure at a
time
-students play melody while teacher
plays second part on BX
page 16
-echo text 2 measures at a time

while patting the
rhythm(alternating hands)
-choose a volunteer to determine
the rhythm of the 1st line and
notate on board
-choose another student to
notate the 2nd line, choose 2
more for the 3rd and 4th lines
-class assesses accuracy of
rhythms
-teacher draws rectangles around
eighth notes; students snap those
beats, draw circles around quarter
note; students clap that beat.
-students speak poem while
performing 3 levels of body
percussion
-class performs poem with body
percussion while teacher performs
part two of canon at two beats,
leading class to discover poem
may be performed as canon
-divide class; perform as 2-part
canon twice, with and w/out text
5.Link Up Curriculum:
Come to
each part by group,
combine parts
Anvil
Chorus: historic
staff notation (SG 13),
Tiny Toon Adventures
In the Field
Stood a Birch Tree:
sing (SG 15), basic

while patting the rhythm(alternating
hands)
notate on board
-choose another student to notate
the 2nd line, choose 2 more for the
3rd and 4th lines
-class assesses accuracy of rhythms
percussion
leading class to discover poem may
be performed as canon
Come to
each part by group,
combine parts
Anvil
Chorus: historic
background info, sing (SG
notation (SG 13), Tiny
Toon Adventures
In the Field
-students practice second part and

choose which part to play
-perform allowing all students to
play both parts
-echo text 2 measures at a time while

patting the rhythm(alternating hands)
-choose a volunteer to determine the
rhythm of the 1st line and notate on
board
-choose another student to notate the
2nd line, choose 2 more for the 3rd
and 4th lines
-class assesses accuracy of rhythms
percussion
leading class to discover poem may be
performed as canon
-divide class; perform as 2-part canon
twice, with and w/out text
6. As time allows, Link Up Curriculum:
Come to Play
parts
Anvil Chorus:
sing (SG 12), basic recorder
In the Field
(SG 15), basic recorder staff
notation (SG 16)
O Fortuna
(SG19)

while patting the
rhythm(alternating hands)
notate on board
-choose another student to notate
the 2nd line, choose 2 more for the
3rd and 4th lines
-class assesses accuracy of
rhythms
percussion
leading class to discover poem
may be performed as canon
6. As time allows, Link Up

Curriculum:
Come to
each part by group,
combine parts
Anvil
Chorus: historic
Come to Play
parts
Anvil Chorus:
sing (SG 12), basic
(SG 13), Tiny Toon
Adventures
In the Field
O Fortuna
(SG19)
page 17

(SG 16)
O Fortuna
(SG19

O Fortuna
(SG19)
4th Grade NEISD IPG:
4th Grade Music TEKS:


3rd Nine Weeks

Melody:
All year- Sing tunefully independently or in groups songs/games from

diverse cultures (4.3 A, B, 4.5 A, B)
All year- Perform songs, movement, and musical games

representative of American, American Indian, Hispanic, and Texas heritage
including "Texas Our Texas" (4.5 A,B)
All year- Practice extended pentatonic patterns using standard staff

notation (4.2 B)
All year- Practice tuneful singing and playing independently and in

groups (4.3 A)
Practice absolute pitch names (4.2 B)
Experience/Label/ Practice our state song "Texas Our Texas" (4.5 A,

B)
Harmony:
All year- Perform simple partwork including rhythmic and melodic

ostinati (4.3 E)
All year- Perform canons and partner songs (4.3 A)
Rhythm:

In the Field
O Fortuna
(SG19)
All year- Review known rhythms
(4.2 A)

A. categorize and explain a variety of musical sounds, including those of

children's voices and soprano and alto adult voices
B. categorize and explain a variety of musical sounds, including those of

woodwind, brass, string, percussion, keyboard, electronic instruments, and
instruments of various cultures

melody; timbre; form; tempo; dynamics, including crescendo and decrescendo; and
articulation, including staccato and legato, to explain musical sounds presented
aurally
D. identify and label small and large musical forms such as, ABAC, AB,
ABA, and Rondo presented aurally in simple songs and larger works

The student reads, writes, and reproduces music notation using a system.
Technology and other tools may be used to read, write, and reproduce musical
examples. The student is expected to:

including separated eighth notes, eighth - and sixteenth - note combinations, dotted
half note, and previously learned note values in 2/4, 4/4, 3/4 meters as appropriate
B. read, write, and reproduce extended pentatonic melodic patterns using

C. identify new and previously learned music symbols and terms referring
to tempo; dynamics, including crescendo and decrescendo; and articulation,
including staccato and legato

A. sing and play classroom instruments with accurate intonation and
rhythm, independently or in groups
B. sing or play a varied repertoire of music such as American and Texan

folk songs and folk songs representative of local cultures, independently or in groups
C. move alone and with others to a varied repertoire of music using gross
page 18
D. perform various folk dances and play parties
E. perform simple part work, including rhythmic and melodic ostinati,

derived from known repertoire
F. interpret through performance new and previously learned music

symbols and terms referring to tempo; dynamics, including crescendo and
decrescendo; and articulation, including staccato and legato
Label/Practice
(4.2 A)
Label 3/4 meter (4.2 A)
Experience dotted half note (4.2 A)
section
All year- Create simple accompaniments (4.4 C) - contrasting rhythmic

All year- Improvise in pentatonic scale on classroom instruments (4.4)
Form:
Review previous phrase structures ab, aba, abac (4.1 D)

Review previous large forms such as AABA, AB, ABA rondo (4.1 D)

The student creates and explores new musical ideas within specified guidelines.
The student is expected to:
All year- Audience etiquette and attend a minimum of one live

concert/ performance per year (4.6 A)
All year- Examine relationships between music and interdisciplinary

concepts (4.5 D)
All year- Describe a variety of compositions and justify personal

preference for specific musical works/styles using known music vocabulary (4.6
E&F)
All year- Label music from diverse genres, styles, periods and cultures
(4.5 C)
Practice crescendo and decrescendo (4.3 F)
Practice staccato and legato (4.3 F)
Experience dynamic, tempo, and form markings as found in recorder

repertoire (such as d.c. al fine, ds, first and second endings) (4.2)
Timbre:
All year- Categorize and explain instruments by sight, sounds, and

families (4.1 B)
Recorder; add low E, D (4.3 A)
A. create rhythmic phrases through improvisation or composition

B.. create melodic phrases through improvisation or composition
C. create simple accompaniments through improvisation or composition

The student examines music in relation to history and cultures. The student is
expected to:

representative of diverse cultures such as historical folk songs of Texas and Hispanic
and American Indian cultures in Texas
B. perform music representative of America and Texas, including "Texas,

Our Texas"
C. identify and describe music from diverse genres, styles, periods, and
cultures
D. examine the relationships between music and interdisciplinary

concepts

The student listens to, responds to, and evaluates music and musical
performances. The student is expected to:
B. recognize known rhythmic and melodic elements in aural examples

using appropriate vocabulary
C. describe specific musical events in aural examples such as changes in

timbre, form, tempo, dynamics, or articulation using appropriate vocabulary
E. describe a variety of compositions and formal or informal musical

performances using specific music vocabulary
F. justify personal preferences for specific music works and styles using
music vocabulary
Movement:
All year- Perform various folk dances and play parties (4.3 C&D)
All year- Perform songs, movement, and musical games

representative of American, American Indian, Hispanic, and Texas heritage
including "Texas Our Texas. (4.5 A&B)
All year- Structured and creative movement to a variety of musical

examples to reinforce melody, rhythm, form and expression (4.3 C)
All year- Circle, Double Circle, Longways Set (4.3 D)
Experience various folk dances and play parties (4.3 C, D)
Assessment:
none
informal
demonstration
written
page 19

7 Habits Art
5th Grade
History
Math
Physical Education
Science
Social Studies
Technology Theater
1:45-2:35
Instructional Materials/Resources Needed: Laptop/SMART Board

End in Mind/Objective: TLW discuss recorded compositions using known music terminology
Monday, February 29
Day 1: Pia
Organizer:
practice:
3. Listen to 3 classmates Flat

Compositions and respond with I
notice, I value, I wonder
sentence stems
4. Hosisipa (Gameplan Gr. 5 pg.
37-38)
Tuesday, March 1
Day 2: Burkett- In Computer

Lab
Organizer:
practice:
Listen to 6 Flat Compositions and
continue written response with I
sentence stems
Students who have completed
assignment will go on to Music Ace
1
Wednesday, March 2
Thursday, March 3
Friday, March 4
Organizer:
Organizer:
Organizer:


practice:

practice:

notice, I value, I wonder sentence
stems
4. Hosisipa (Gameplan Gr. 5 pg. 3738)

sentence stems
Day 3: Davis

notice, I value, I wonder sentence
stems
4. Hosisipa (Gameplan Gr. 5 pg. 37-38)
Day 4: Parker- Observation
Day 1: Pia
page 20
-review notes BAG; say letter name

and finger along on recorder
-introduce background on Hosisipa
-echo play to prepare the melody;
teacher plays two eighth notes
followed by a quarter rest (students
echo)
-explore several possibilities
-present the chart; students
speak/clap rhythm
-students identify letter names
-students sing letter names while
fingering pitches on recorder
(mouthpieces are on our chins)
-students play melody
-add text to melody (Ho= hoh,
-review notes BAG; say letter name and

finger along on recorder
teacher plays two eighth notes followed
by a quarter rest (students echo)
-present the chart; students speak/clap
rhythm
-add text to melody (Ho= hoh, Si=see,
Pa=pah)
-develop sequence of playing the
melody followed by singing the melody
as shown on chart
-prepare bordun with body percussion;
BX/BM I am coming home (pat on lap)
-transfer to barred instruments on
notes E and B
- stay at instruments and prepare
AX/AM (snap); speak I am coming
home and add snaps on quarter note,
think I am coming home and add
snaps
-review notes BAG; say letter name

and finger along on recorder
teacher plays two eighth notes
followed by a quarter rest (students
echo)
-present the chart; students
speak/clap rhythm
-add text to melody (Ho= hoh, Si=see,
Pa=pah)
melody followed by singing the
melody as shown on chart
-prepare bordun with body
page 21
Si=see, Pa=pah)
melody followed by singing the
melody as shown on chart
-prepare bordun with body
percussion; BX/BM I am coming
home (pat on lap)
notes E and B
home and add snaps on quarter
note, think I am coming home
and add snaps
-Bass instruments play I am
coming home while all others
snap
-Bass instruments play I am
coming home; all others play alto
part
-Keep Bass/Alto players at
intruments, all others return to rug
-Bass/Alto players perform
independently to ensure success
-all on rug sing along with barred
accompaniment
-all on rug play recorder with
accompaniment
-split parts ( sing, play); switch
parts
-Introduce drum part; all on rug
clap ostinato (choose two students
to play on drum)
-Introduce sleigh bells part A
message; all on rug snap ostinato
(choose two students to play on
sleigh bells)
-combine drum and bells parts
-combine drum, bells and barred
instrument parts
-Bass instruments play I am coming

home while all others snap
home; all others play alto part
-Keep Bass/Alto players at intruments,
all others return to rug
accompaniment
accompaniment
-split parts ( sing, play); switch parts
-Introduce drum part; all on rug clap
ostinato (choose two students to play
on drum)
-Introduce sleigh bells part A message;
all on rug snap ostinato (choose two
students to play on sleigh bells)
instrument parts
-review singing part; Combine singing
(all on rug) and all instruments
-Combine instruments, singing and
recorder (split students on rugh
between recorder and singing) if time
allows, switch parts
percussion; BX/BM I am coming

home (pat on lap)
notes E and B
home and add snaps on quarter
note, think I am coming home and
add snaps
home while all others snap
home; all others play alto part
-Keep Bass/Alto players at
intruments, all others return to rug
accompaniment
accompaniment
-split parts ( sing, play); switch
parts
-Introduce drum part; all on rug clap
ostinato (choose two students to play
on drum)
-Introduce sleigh bells part A
message; all on rug snap ostinato
(choose two students to play on
sleigh bells)
instrument parts
-review singing part; Combine singing
(all on rug) and all instruments
between recorder and singing) if time
allows, switch parts
page 22
-review singing part; Combine

singing (all on rug) and all
instruments
between recorder and singing) if
time allows, switch parts
5th Grade NEISD IPG:


3rd Nine Weeks

Melody:
All year- Sing tunefully and play classroom instruments,
independently or in groups, advanced songs/musical games from diverse
cultures (5.3 A)
All year- Identify known rhythmic and melodic elements in aural
examples using appropriate vocabulary (5.6 B)
All year- Experience major and minor tonalities (5.6 B)
Label/Practice Ti (full diatonic scale) (5.2 B)
Harmony:
All year- Experience/Label/ Practice accompaniment vs. melody(5.4
Label/Practice counter-melodies and simple two-part music (5.3 E)

Experience chord progressions/12 Bar Blues (5.3 E)
C)
Rhythm:
All year- Sing and play classroom instruments, independently or in

groups, advanced songs/musical games from diverse cultures (5.3 A)
All year- Identify known rhythmic and melodic elements in aural

examples using appropriate vocabulary (5.6 B))
Label/practice 6/8 (simple vs. compound) patterns (5.2 C)
Experience mixed meter (5/4, 7/8, etc.) (5.2 C)
Experience dotted quarter eighth rhythms (5.2 C)
All year- Improvise in pentatonic using voice, recorders and other

classroom instruments (5.4)
All year- Composition projects in groups using known rhythms and
5th Grade Music TEKS:

A. distinguish among a variety of musical timbres, including those of

children's voices and soprano, alto, tenor, and bass adult voices
B. distinguish among a variety of musical timbres, including those of

woodwind, brass, string, percussion, keyboard, electronic instruments, and
instruments of various cultures

melody; timbre; form; tempo, including accelerando and ritardando; dynamics;
articulation; and meter, including simple and compound to explain music sounds
presented aurally
D. identify and label small and large musical forms such as ABAC, AB, ABA,
Rondo, and Theme and Variations presented aurally in simple songs and larger works

The student reads, writes, and reproduces music notation using a system.
Technology and other tools may be used to read, write, and reproduce musical
examples. The student is expected to:
including syncopated patterns, and previously learned note values in 2/4, 3/4, or 4/4
meters as appropriate
B.. read, write, and reproduce extended pentatonic and diatonic melodic
patterns using standard staff notation
C.. identify and interpret new and previously learned music symbols and
terms referring to tempo, including accelerando and ritardando; dynamics;
articulation; and meter, including simple and compound

A. sing and play classroom instruments independently or in groups with
page 23
notes, on recorder, bars, unpitched percussion. (5.3 B)
Create melodic phrases using diatonic melodic patterns by

improvising and composing (5.4 B)
Create simple accompaniments (5.4 C)
Form:
All year- Practice known forms (5.1 D)
All year- Utilize known forms to reinforce melodic and rhythmic

concepts (5.1 D)
Continue to identify forms as appropriate to repertoire being studied

(5.1)
All year- Practice sitting still and quiet during short live and recorded
performances- applaud at appropriate time (5.6 A)
All year- Demonstrate proper stage etiquette (5.6 A)
All year- Use specific criteria for evaluating musical performances

(5.6 E&F)
All year- Discuss personal musical preferences using known musical

terminology (5.6 E&F)
All year- Attend a minimum of one live concert/performance per

year (5.6)
All year- Continue to describe specific musical events, such as

changes in timbre, musical expression, or meter (5.6 C)
Continue to label/practice expressive qualities as appropriate to

repertoire being studied (5.3 F, 5.1 C, 5.2 C)
Timbre:
All year- Demonstrate characteristic vocal tone with long, round, tall
vowels, diction & articulation with appropriate posture & breath control (5.3 A)
All year- Continue to describe specific musical events, such as

changes in timbre, musical expression, or meter (5.6 C)
All year- Identify and describe music from diverse genres, styles and
periods using appropriate vocabulary (5.5 C)
All year- Continue to practice mallet skills (5.3 A)
All year- Explore the science of sound (vibrations, frequency, sound

waves, instrument anatomy) (5.5 D)
Label tenor/bass voices (5.1 A)
Continue work with pitched and unpitched instruments-emphasis on

mallet technique (5.1 B)
Review recorder skills (5.3 A)
Movement:
All year- Explore a variety of dance styles as applicable to

developmental skills of grade level (5.3 D)
All year- Respond verbally and through movement to short musical

examples (5.6 D)
All year- Perform various folk dances and play parties from diverse
cultures (5.3 D)
All year- Perform a variety of songs, movement, and musical games
accurate intonation and rhythm

B. sing or play a varied repertoire of music such as American folk songs,
patriotic music, and folk songs representative of local and world cultures
independently or in groups
C.. move alone and with others to a varied repertoire of music using gross
D. perform various folk dances and play parties
E. perform simple two-part music, including rhythmic and melodic
ostinati, rounds, partner songs, and counter melodies
F. interpret through performance new and previously learned music
symbols and terms referring to tempo, including accelerando and ritardando;
dynamics; articulation; and meter, including simple and compound

The student creates and explores new musical ideas within specified guidelines. The
A. create rhythmic phrases through improvisation and composition

B. create melodic phrases through improvisation and composition
C. create simple accompaniments through improvisation and composition

The student examines music in relation to history and cultures. The student is
expected to:
representative of diverse cultures such as historical folk songs of Texas and America
and European and African cultures in America
B. perform music representative of Texas and America, including "The Star
Spangled Banner"
C. identify and describe music from diverse genres, styles, periods, and
cultures
D. examine the relationships between music and interdisciplinary concepts

The student listens to, responds to, and evaluates music and musical performances.
The student is expected to:
B. identify known rhythmic and melodic elements in aural examples using
appropriate vocabulary
C. describe specific musical events such as changes in timbre, form,
tempo, dynamics, or articulation in aural examples using appropriate vocabulary
E. evaluate a variety of compositions and formal or informal musical
performances using specific criteria
F. justify personal preferences for specific music works and styles using
music vocabulary
page 24
from diverse cultures (5.5 A)
All year- Label and practice conducting as appropriate to repertoire

being studied (5.3 C)
Experience movement in conjunction with tempo vocabulary (5.3 C)
Explore rhythm and melody patterns through movement as

appropriate to curriculum being studied (5.3 C)
Explore form patterns through movement as appropriate to

curriculum being studied (5.3 C)
Assessment:
none
informal
demonstration
written

7 Habits Art
History
Math
Physical Education
Science
Social Studies
Technology Theater
page 25

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February 29-March 4, 2016

2:20pm- ARD at Tex Hill

may be in Music Room 2

5th Grade Strings (2:40pm, Music Room 2)

Honor Choir Rehearsal (7:00am, Music Room 2)

Instructional Materials/Resources Needed: Laptop/SMART Board, recorders, Link Up Books

Procedures including modeling,

Procedures including modeling,

Procedures including modeling, guided

Procedures including modeling,

-Use the solfege

-Use the solfege ladder, sing short

Procedures including modeling,

-Present minor pentatonic cards

3. Label Low La (Gameplan pg. 78)

-Present minor pentatonic cards (visual

-Use the solfege ladder, sing short

-Present minor pentatonic cards

-Present minor pentatonic cards

-sing short patterns using the

ladder (MRDL); students echo with

background info, sing

3rd Grade NEISD IPG:

3rd Grade Music TEKS:

All year- Explore/Listen/Respond to a variety of art songs, classical,

3rd Nine Weeks

All year- Practice reading writing and reproducing pentatonic melodic

All year- Label melodic elements of aural examples using music

All year- Practice tuneful singing and playing independently and in

Experience low sol (3.2 B, 3.4 B)

All year- Experience/Label/ Practice 2-part canon (3.3 D)

All year- Label rhythmic elements of aural examples using music

All year- Experience 6/8 meter (3.3)

Experience sixteenth notes

All year- Practice improvising and composing rhythmic phrases (3.4 A)

3.1 Foundations: music literacy

A. categorize and explain a variety of musical sounds, including those of

B. categorize and explain a variety of musical sounds, including those of

C. use known music symbols and terminology referring to rhythm;

3.2 Foundations: music literacy

3.3 Creative Expression

All year- Practice improvising and composing accompaniments (3.4 C)

Improvise and compose melodic phrases using low la (3.4 B)

Continue practicing known forms (3.1 D)

derived from known repertoire

3.4 Creative Expression

All year- Experience/label diverse music from varying genres, styles,

3.5 Historical and cultural relevance

A. perform a varied repertoire of songs, movement, and musical games

B. identify music from diverse genres, styles, periods, and cultures

C. identify the relationships between music and interdisciplinary concepts

3.6 Critical evaluation and response

A. exhibit audience etiquette during live and recorded performances

B. recognize known rhythmic and melodic elements in aural examples

C. identify specific musical events in aural examples such as changes in

D. respond verbally and through movement to short musical examples

E. describe a variety of compositions and formal or informal musical

Cross Curricular Connections:

Bullying Prevention ELA

Instructional Materials/Resources Needed: Laptop/SMART Board,

Procedures including modeling,

Procedures including modeling,