Baltimore City Public School SystemDivision of Curriculum and Instruction

Office of Elementary Curriculum and Instruction

Quarter Two Curriculum Overview

MUSIC

Pre-K-1

Content to be Taught/

Timeframe / Resources / Student Products / Assessments

Nov. 11-January 25: once per week

Jan 3- March 24: alternate weeks
MSDE OUTCOME I
The student will demonstrate the ability to perceive, perform and respond to music.
  • Contrast high/low, fast/slow, long/short, loud/soft in various sources of sound
  • Begin to sing in proper vocal range (head voice)
  • Maintain steady tempo while singing, moving and playing instruments
  • Imitate short rhythm patterns maintaining steady tempo(beat)
  • Respond to meter through locomotor movement
  • Demonstrate ability to move in a circle in singing games
MSDE OUTCOME II
The student will demonstrate an understanding of music as an essential aspect of history and human experience.
  • Perform songs of a variety of themes and cultures found in other curricula:
Pre-K:Getting Along, Families, Tool Time, Chilly Breeze
K:Make Believe, It’s A Small World ( many cultures), From Hard Hats to Hard Drive, Snow, Sled, and Sneezes; Looking at the Earth and Sky
1st: Citizenship and voting; food/nutrition, making good choices; writing cards & letters
  • Discriminate aurally and visually between wind, string and percussion instruments
  • Sing songs and listen to music appropriate for seasons and holidays
MSDE OUTCOME III
The student will demonstrate the ability to creatively organize musical ideas and sounds.
  • Engage in musical conversation and spontaneous singing, e.g. call and response
  • Create and perform simple accompaniments to songs, poems and stories using voice, xylophones and other instruments
  • Identify and describe a number of places where music can be heard
MSDE OUTCOME IV
The student will demonstrate the ability to make aesthetic judgements.
  • Express opinions about performances using appropriate musical vocabulary
Language Arts Connections:
Grade 1: Sounds –
11/10-14: k, -ck, u, z,
11/17-21: l, e, ea, y
11/24-11/21: w, wh, er, sh
12/1-12/5: th, ch, tch
12/7-12/12: k, a, a_e, dge,ge,gi
12/14-12/19: I, ie, ce, ci, o, oe
1/5-1/9: z,v,u,ue,e,e_e
1/12-1/16: ee, ea, qu, long vowels followed by _r
1/19-1/23:y,ie,ai,ay,_igh /
  • Recommended texts and multimedia materials
  • Recordings
  • Classroom instruments
  • Piano/keyboard
  • Tape/CD player
  • TV/VCR; computer
  • Live performances (in school or elsewhere)
  • Recommended texts and multimedia materials
  • Recordings
  • Classroom instruments
  • Piano/keyboard
  • Tape/CD player
  • TV/VCR; computer
  • Live performances (in school or elsewhere)
  • Recommended texts and multimedia materials
  • Recordings
  • Classroom instruments
  • Piano/keyboard
  • Tape/CD player
  • TV/VCR; computer
  • Live performances (in school or elsewhere)
/
  • Expanded song repertoire
  • Drawings of musical instruments
  • Representation beat through symbols and body movement
  • Expanded song repertoire
  • Expanded song repertoire
  • Picture chart showing places where music can be heard
/
  • Informal observation and recording
  • Graphic representation of musical elements
  • Musical instrument identification worksheets
  • Informal observation and recording

1

C. Thomas Bowmann, Director Jill Warzer, Music Curriculum Specialist Websites: K-12 Music Resources (type this into search box)

Office - 410-396- 8585 Office- 410-396-8585/8808/8593 menc.org (Music Educators National Conference)

Fax- 410-396-8063 Music Education Madness (type this into search box)

website of The Storm is Passing Over- A History of African-American Musicians in Maryland, Reconstruction to Civil Rights

Baltimore City Public School SystemDivision of Curriculum and Instruction

Office of Elementary Curriculum and Instruction

Quarter Two Curriculum Overview

MUSIC

Grades 2-3

Content to be Taught/

Timeframe Grades 2-3 / Resources / Student Products / Assessments

Nov. 11-January 25: once per week

Jan. 3- Mar. 24: alternate weeks
MSDE OUTCOME I
The student will demonstrate the ability to perceive, perform and respond to music.
  • Demonstrate aural perception of basic pentatonic triads
  • Sightread rhythms in duple and triple meter
  • Identify AB form in three section configuration 
  • Identify musical terms for dynamics and tempo

MSA Language Arts Assessment

Indicator Statement:
Use elements of poetry to facilitate understanding Objective(s):
Use structural features to identify poetry as a literary form
Assessment Limits:
Structure, including line(s) and stanzas
Form, including lines and stanzas
Shape
Refrain, chorus

Identify and explain the meaning of words, lines, and stanzas
Assessment Limits:
Specific meaning of words, lines and/or stanzas

Identify and explain sound elements of poetry
Assessment Limits:
Rhythm
Rhyme, rhyme scheme
Alliteration and other repetition
MSDE OUTCOME II
The student will demonstrate an understanding of music as an essential aspect of history and human experience.
  • Demonstrate knowledge of music of Native Americans
MSDE OUTCOME III
The student will demonstrate the ability to creatively organize musical ideas and sounds.
  • Improvise words in rhyme and song, maintaining a steady pulse
  • Create and perform rhythm patterns within specific guidelines
MSDE OUTCOME IV
The student will demonstrate the ability to make aesthetic judgements.
  • Identify and describe differences between several genres of music
  • Identify ways music instruction provides preparation for a musical career
/
  • Recommended texts and multimedia materials
  • Recordings
  • Classroom instruments
  • Piano/keyboard
  • Tape/CD player
  • TV/VCR; computer
  • Live performances (in school or elsewhere)
MSA Mathematics Assessment Indicator Statement:
Identify, describe, extend, and create non-numeric patternsObjective(s):
Represent and analyze growing patterns using symbols, shapes, designs, or pictures
Assessment Limits:
Start at the beginning, show at least 3 levels but no more than 5 levels, and ask for the next level

Represent and analyze repeating patterns using symbols, shapes, designs, or pictures
Assessment Limits:
Use no more than 4 objects in the core of the pattern
/
  • Worksheets to practice beginning rhythmic notation
  • Written sentences using comparative descriptors such as high/ low, fast/slow, loud/soft, and dense/thin in a musical context to describe musical examples played for them.
  • Student-created short pieces in poetic form which demonstrate effective use of language and vocabulary in relation to musical elements such as rhythm and melody
  • Student-created musical accompaniments for rhymes, poetry and short stories, using a variety of sound sources
/
  • Informal observation and recording
  • First quarter music assessment
  • Identification of basic pentatonic triads and intervals and rhythms in duple & triple meter aurally & music notation
  • Multiple choice questions
  • Expository writing, e.g. journal

Grades 4-5

Content to be Taught/

Timeframe / Resources / Student Products / Assessments

Nov. 10-January 25: once per week

Jan 3- March 24: alternate weeks
MSDE OUTCOME I
The student will demonstrate the ability to perceive, perform and respond to music.
  • Demonstrate aural perception of basic pentatonic intervals
  • Sightread and write rhythms in duple and triple meter 
  • Identify AB form in three section configuration
  • Identify musical terms for dynamics, tempo & articulation
MSDE OUTCOME II
The student will demonstrate an understanding of music as an essential aspect of history and human experience.
  • Demonstrate knowledge of African-American and Latin – American created musical genres
  • Describe a variety of keyboard instruments
MSDE OUTCOME III
The student will demonstrate the ability to creatively organize musical ideas and sounds.
  • Demonstrate understanding of the use of technology in music; improvise rhyming words in poetic form
  • Compose music using simple notation for classroom instruments
MSDE OUTCOME IV
The student will demonstrate the ability to make aesthetic judgements.
  • Summarize ways in which people of various cultures perform, create, and enjoy music
  • Describe characteristics of a good performance using musical vocabulary
MSA Reading Assessment Indicator Statement:
Identify and describe the author's use of language Objective(s):
Identify and explain how the use of dialogue contributes to a story
Assessment Limits:
Character and plot development advanced through dialogue

Identify and explain specific words and phrases that contribute to the meaning of a text
Assessment Limits:
Significant words and phrases with a specific effect on meaning
Connotations of grade-appropriate words and phrases in context
Denotations of above grade-level words used in context

Identify and explain words and phrases that create tone
Assessment Limits:
Tone in the text or a portion of the text
Specific words and phrases that create tone

Identify and explain figurative language that contributes to meaning
Assessment Limits:
Metaphors
Onomatopoeia
Similes
Personification
Connections between figurative language and meaning

Identify and explain language that appeals to the senses and feelings
Assessment Limits:
Specific words and phrases that appeal to the senses

Identify and explain how repetition and exaggeration contribute to meaning
Assessment Limits:
Connections between repetition and/or exaggeration and meaning
/
  • Recommended texts and multimedia materials
  • Recordings Classroom instruments
  • Piano/keyboard
  • Tape/CD player
  • TV/VCR; computer
  • Live performances (in school or elsewhere)
**************************
MSA Mathematics Assessment Indicator Statement:
Knowledge of Number Relationships or Computation:
Students will describe, represent, or apply numbers or their relationships or will estimate or compute using mental strategies, paper/pencil or technology.
Knowledge of Number and Place Value Indicator Statement:
Apply knowledge of fractions, decimals, and place valueObjective(s):
Read, write, or represent fractions or mixed numbers using symbols, models, and words /
  • Compositions of one or two written paragraphs, using comparative descriptors such as high/ low, fast/slow, loud/soft in a musical context to describe musical examples
  • Student-created short compositions and arrangements using poetic form to demonstrate effective use of language and vocabulary in relation to musical elements such as rhythm, melody, harmony, dynamics, and timbre
( texture) /
  • Informal observation and recording
  • First quarter music assessment
  • Identification of basic pentatonic triads and intervals and rhythms in duple & triple meter aurally & using music notation
  • Multiple choice questions
  • Expository writing, e.g. journal

1

C. Thomas Bowmann, Director Jill Warzer, Music Curriculum Specialist Websites: K-12 Music Resources (type this into search box)

Office - 410-396- 8585 Office- 410-396-8585/8808/8593 menc.org (Music Educators National Conference)

Fax- 410-396-8063 Music Education Madness (type this into search box)

website of The Storm is Passing Over- A History of African-American Musicians in Maryland, Reconstruction to Civil Rights