Grade: 1

Unit Title: Laying More Foundations

Stage 1: Desired Results

Quarter: 2nd

Established Goals:
1.1

1.2

1.4

1.9

1.10

1.12
1.13

The student will read and notate

music, including
1. High and low pitches, using
traditional and nontraditional
notation
2. Rhythmic patterns that include
quarter notes, paired eighth
notes, and quarter rests, using
traditional and nontraditional
notation
3. Identification of basic music
symbols
The student will demonstrate
various uses of the voices,
including
1. Singing high and low pitches
2. Using the voice in speech and
song
3. Demonstrating expressive
qualities of music, including
changes in dynamics and tempo
The student will play a variety of
pitched and nonpitched
instruments alone and with others,
including
1. Accompanying songs and
chants, using body percussion
as well as instruments
2. The student will perform
rhythmic patterns that include
quarter notes, paired eighth
notes, and quarter rests, using
instruments, body percussion,
and voice
The student will create music by
1. Improvising vocal responses to
given melodic questions
2. Improvising body percussion
3. Improvising to enhance stories,
songs, and poems
The student will explore historical
and cultural aspects of music by
1. Recognizing how music is used
in the customs and traditions of
a variety of cultures
2. Describing the roles of music
and musicians
The student will identify the
relationships between music and
other fields of knowledge
The student will analyze music by
1. Identifying and classifying the

Essential Questions:

How is learning to read music like

learning to read?
How can you make a melody interesting?
What does size have to do with sound?

1.14
1.17

timbres of pitched and

nonpitched instruments by
sounds
2. Differentiating vocal and
instrumental music
3. Distinguishing between
accompanied and
unaccompanied vocal music
The student will identify elements
of performances that he/she likes
or dislikes and explain why
The student will describe personal
ideas and emotions evoked by
music

Know: Students will

know...

Rhythms are read

from left to right
A phrase is a musical
sentene
That an introduction
is something short
that happens at the
beginning that
means get ready for
the song to start
A repeat sign means
to perform a section
again
l (ta) is a symbol for
one beat of sound
Z (rest) is a symbol
for one beat of
silence
l l (ti ti) is a symbol
for 2 sounds to one
beat
the sound of a minor
3rd (sol-mi)
sol is high and mi is
low
how to hold mallets
when playing barred
instruments to
accompany singing

Understand:
Students will have
enduring
understanding
that

the alphabet and

music notation
are special
languages that
give us a way to
remember and
communicate
ideas
English words and
music notation
are read from left
to right
Musical phrases
and sections are
like sentences
and paragraphs
Words and
symbols are used
to give directions
Rhythm is made
up of long and
short sounds
Using expression,
instrumental
accompaniments
and/or movement
can make even a
2 note melody
interesting
Some

Do: Students will be

skilled at

Demonstrate the
ability to follow
notation
Demonstrate the
ability to start at the
appropriate time
following an
introduction
Identify and explain
a repeat sign
Read and perform
rhythms using l, l l,
and Z
Imitate sol-mi
melodies with
expression
(loud/soft,
fast/slow)
Identify sounds sa
high or low
Use movment,
instruments, and/or
expression to
enhance melodies
Play a steady beat
chord bordun on
barred instruments
to accompany
singing

sharing ideas is a
worthwhile task and
can make music
more interesting
the size of an
instrument affects
the sound it makes

instruments make
high sounds and
some make low
sounds
Large instruments
sound lower than
small instruments

Show respect for

the musical
contributions of self
and others
Identify instruments
that make high and
low sounds

Assessment Evidence
Stage 2:
Performance Tasks/Balanced
Observable indicators (basis
Assessment:
for rubrics):
Text

Text

Cornerstone (if applicable): Text

2013 SOL Strands:
Music Theory /
Literacy
Performance
Music History and
Cultural Context
Analysis, Evaluation,
and Critique
Aesthetics

Proficiency Codes:
Advanced Proficient
Proficient
Developing Proficiency
Novice

Music Report Card Connections:

Reads and writes the language of music,
identifying and/or demonstrating music
notation
and
symbols
Sings/plays instruments with accuracy,
appropriate technique, and expression, using
proper solo and ensemble skills
Responds to music by analyzing, composing,
improvising, and moving to music through an
organized set of musical conventions
Expresses connections between music, life, and
the world around them, using musical,
geographical, and historical criteria to make
informed
observations and judgments
Strings Report Card Connections:
Reads and writes the language of music,
identifying and/or demonstrating music
notation
and
symbols
Plays instruments with appropriate technique,
and expression, using proper solo and ensemble
skills

Teacher Considerations:

Teachersuseformativeandsummativeassessmentstoevaluatestudentperformances
Teachersusepreassessmentstocheckforreadiness,interestsandlearningprofile.
Teachersuseongoingformativeassessmentstogaugeprogress,adjustinstruction,and
differentiateasneeded.
Teachersuseperformanceassessmentsandrubricstobothengageandassesslearning.
Performanceassessmenttasksintegrate21stCenturySkillswithacademiccontent
thoughanauthenticcontext.
Teachersgivespecificandunderstandablefeedbacktolearners.
Teachersadjustanddifferentiatetheirinstructionbasedonassessmentresultsand
learnerneeds.

Learning Plan
Stage 3:
Critical & Creative
Thinkers
Innovators, and
Problem
Solvers
Critical Thinking
Creative/Innovative
Thinking
Problem Solving

21st Century Skills Emphasis

Effective
Communicators and
Collaborators
Information Literacy
Listening
Collaboration
Communication

Globally Aware,
Independent,
Responsible Learners
and Citizens
Social Responsibility
Sustainability
Interdependence
Health Literacy

Learning Plan

Suggested materials:

Week 1

Recorded music with strong steady beat

Rhythm cards or rhythms posted on interactive whiteboard
GamePlan teacher edition
Spotlight on Music teacher edition
Spotlight on Music CD 2:21
Barred instruments
Hand drums
Rhythm sticks

Introduction:
Play a recorded song of your choice with a strong steady beat in common time. Have
two simple rhythms (l, ll, Z) posted in the front of the room. As you point to a
rhythm, have students speak the rhythm in time with the music. If successful,
change the rhythms out for other simply rhythms every minute or so

Activity:
1. Engine Engine, GP p. 27
Process as described in TE
Observe for understanding of an introduction and proper mallet technique
2. Hoo, Hoo, SOM p. T55
Have students listen to recording and indicate where they hear hoo hoo
Have students echo hoo, hoo after teacher
Assess imitation of so-mi pattern
Show chart in Big Book p. 24/25 and discuss
3. Yankee Doodle, GP p. 28
Process as described in TE

Closure:
Turn to shoulder partner and tell them what an introduction is. Ask your partner how
long the introduction was for Engine, Engine

Assessment:
1.1.1, 1.2.1 Imitate so-mi melodic patterns (summative)
Respond appropriately to an introduction
Perform Simple Bordun
Perform age appropriate repertoire
Correct mallet technique
Demonstrate phrase

Suggested materials:

Week 2

GamePlan teacher edition

Pitched and nonpitched percussion instruments

Introduction:
Walk and stop, GP p. 32

Activity:
1. Engine Engine, GP p. 31
Process as explained in TE
Label and demonstrate repeat sign
2. The Squirrel, GP p. 29
Read poem, allow students to guess the animal
Read again, allowing students to explore creative movement
3. Percussion instruments
Lead a discussion on percussion instruments in the classroom, both pitched
and nonpitched
Choose percussion instruments that might enhance the poem just read
Read poem again, allowing students to add percussion instruments to
enhance story
4. Gobble, Gobble, Gobble, GP p. 34
Process as explained in TE

Closure:
When class lines up, each person should name one pitched and one nonpitched
instrument

Assessment:
Identify and explain a repeat sign
Create a sound carpet for story or poem
Identify pitched and nonpitched percussion instruments
Steady Beat

Suggested materials:

Week 3

GamePlan teacher edition

Spotlight on Music teacher edition
Pitched and nonpitched percussion instruments
12 popsicle sticks per student

Introduction:
Pumpkin song, SOM p. T343
Students sing by rote and tap with the steady beat until all are comfortable singing
Play game as described on p. T343 under move category

Activity:
1. Romper, Stomper, and Boo, SOM p. T36
Read to students and have students choose instruments to enhance the story
(drums for elephants, barred instruments for birds singing, etc.) and discuss
why the story was sometimes loud and sometimes soft
Read story again, allowing students to play their instruments at designated
parts
2. Popsicle Stick Game, GP p. 35
Place on papers that have a repeat sign drawn on them, review repeat sign
3. I can Play the Wood Block, GP p. 33
Process as explained in TE
Introduce other percussion instruments in place of the wood block
4. Jim Along, Josie, GP p. 37
Process as explained in TE

Closure:
Tell shoulder partner what a repeat sign is and why it is important to follow when
reading music

Assessment:
1.9.3 Use pitched and nonpitched instruments to create a sound carpet for a story or
poem (summative)
Identify pitched and nonpitched percussion instruments
Identify and explain repeat sign
Demonstrate loud and soft

Suggested materials:

Week 4

Recorded music with strong steady beat

GamePlan teacher edition
Spotlight on Music teacher edition
Rhythm cards
SOM CD 17:5
Barred instruments
triangles

Introduction:
Play a song of your choice with a strong steady beat and have students show
different ways to keep the steady beat. Choose different students to be the leaders
while other students copy them- assess students improvising with an accurate steady
beat

Activity:
1. Rhythm reading
Students read rhythm cards using l, ll, Z
Discuss the difference between steady beat and rhythm
Draw repeat signs at the end of rhythms and have students identify them and
describe their function
Perform with repeat signs
2. Hanukah is Here, GP p. 39
Process as explained in TE
3. Light the Candles, SOM p. T351
Students listen and raise hands when introduction is over
Review meaning of introduction
Perform with movement as listed in patterned movement on p. T353

Closure:
Play the same song that was playing when students entered and have them come to
the line to the steady beat in some way (walk, march, tip toe, etc)- reassess
improvising to steady beat

Assessment:
1.8.1 Improvise steady beat (summative)
1.1.3 Identify and explain a repeat sign (summative)
Demonstrate steady beat vs rhythm
Respond appropriately to an introduction

Suggested materials:

Week 5

GamePlan teacher edition

Spotlight on Music teacher edition
Spotlight on Music CD 16:27
Instrument picture cards
Toy visuals

Introduction:
Rhythmic training- clap simple 8 beat patterns and have students echo. Have them
discuss whether you were clapping a steady beat or a rhythm

Activity:
1. Teddy Bear, GP p. 43
Process as described in TE
Discuss sections ABA as same/different/same

2. Its So Nice on the Ice, SOM p. T346

Have children review the word phrase and explain its meaning
Students listen to song and echo sing by phrase
Students move with phrases
3. Instrument assessment
Give each child a card with 6 instrument pictures and names, including
pitched and nonpitched percussion instruments
Have students identify instruments by sight and sound by pointing to the
instrument you are playing or describing
4. Time for Toys, GP p. 42
Process as described in TE
Emphasize difference in steady beat vs. rhythm

Closure:
Have students clap the rhythm of their favorite toy as they line up

Assessment:
1.4 Identify pitched and nonpitched percussion instruments (summative)
Distinguish between same and different
Perform age-appropriate repertoire
Identify beat vs. rhythm

Suggested materials:

Week 6

GamePlan teacher edition

Spotlight on Music teacher edition
Spotlight on Music big book
Spotlight on music CD 16:26
Popsicle sticks, 12 per child
Oh What Fun chart

Introduction:
The Skaters Waltz, SOM Big Book 132
Listen to song while students create movement to accompany

Activity:
1. Granny, SOM Big Book 42, TE T104
Review poem from last week
Process as described in TE
Have students pat the steady beat while speaking the poem
Have students clap the rhythm of the poem while speaking
Assess demonstration of steady beat vs. rhythm
2. Popsicle Stick Game, GP p. 45
Process as described in TE
3. Teddy Bear, GP p. 43/44

process as described in TE
Review ABA (same/different/same) form
4. Oh What Fun, GP p. 46
Process as described in TE

Closure:
Students describe the difference between beat and rhythm

Assessment:
1.6 Demonstrate steady beat vs. rhythm (summative)
Perform rhythmic patterns
Perform age appropriate repertoire
Experience phrase

Suggested materials:

Week 7

GamePlan teacher edition

Spotlight on Music teacher edition
White board
Barred instruments

Introduction:
Teddy Bear, GP p. 43
Review song with movements
Perform ABA

Activity:
1. Christmas Now is Over, GP p. 47
Process as described in TE
2. Creating a word chain, GP p. 48
Process as described in TE
Review rhythmic patterns containing l and ll
Explain to students that they are participating in a group composition
As a group, compose a four measure word chain, demonstrating respect for
others choices
3. Composer discussion
Lead students in discussion about composers and what they do
Have students describe the importance of composers
4. A Tisket a Tasket, SOM T107
Process as described in TE p. T108 (6B)
Add steady beat on barred instruments, p. T107 in music skills box
5. Labeling So Mi
Process as described in GP TE p. 49

Closure:
Have students sing Teddy Bear and discover the pitches SM

Assessment:
1.11, 1.15 Show respect for the musical contributions of self and others (summative)
Perform a simple bordun
Demonstrate proper mallet technique
Sing so-mi
Perform rhythmic patterns

Suggested materials:

Week 8

GamePlan Teacher Edition

Spotlight on Music Teacher Edition
Spotlight on Music Grade 1 Big Book
Barred instruments
Grade 1 charts
Cornerstone Assessment
Paper
Pencils

Introduction:
Rhythmic training/assessment prep
Have 4 rhythms drawn on white board
Have students clap and speak rhythms
Have students clap rhythms

Activity:
1. Cornerstone assessment #2
Hand out pencils and paper
Teacher claps rhythms while students circle what they hear
2. Snowman Statues, GP p. 52
Process as described in TE
3. Snowflakes
Process as described in TE
4. Clap Your Hands, SOM p. T247, Big Book p. 88
Process as described in TE
Improvise movements as B section

Closure:
Turn to shoulder partner and clap the rhythm of Clap your hands while saying the
words, then again while thinking the words

Assessment:
1.1.2 Identify rhythmic patterns (summative)
Imitate So-Mi melodic patterns