Standard # :

Grade: 5

Subject: Music

Aesthetics: Perceiving and Responding

Knowledge and Skills / Time Frame: Year-long / Prior Knowledge:
SC Indicator:
Students will:
Develop awareness of the characteristics of musical sounds and the diversity of sounds in the environment.
Experience performance through singing and playing instruments in general, vocal, and instrumental settings.
Respond to music through movement.
Experiment with standard and individually created symbols to represent sounds.
SC Objectives:
Students will:
Identify a variety of instruments by sight and sound, including the flute, clarinet, saxophone, trumpet, trombone, tuba, violin, cello, tympani, bass drum, snare drum, cymbals, and xylophone. (1.1.a)
Identify rondo form in music when presented aurally. (1.1.b)
Describe environmental sounds heard with attention to tone color and intervals (same, step, skip). (1.1.d)
Listen to and identify adult voices as soprano, alto, tenor, or bass. (1.1.e)
Identify instruments from other cultures, such as the steel drum, pan pipe, conga drum, gong, tabla, sitar, and guitar. (1.1.f)
Perform accurately simple rhythms at sight from standard notation: four sixteenth notes, eighth rests. (1.2.a)
Sing and play a varied repertoire of music representing diverse genres, styles, and world cultures, adhering to given expression marking. (1.2.b)
Sing songs accurately in simple two-part harmony using two-staff systems. (1.2.c)
Perform accurately and independently instrumental parts while other students sing or play contrasting parts. (1.2.d)
Sing or play in groups, blending timbres, matching dynamic levels, and responding to the conducting cues of the teacher. (1.2.e)
Perform improvised movement to communicate meaning or feeling in music. (1.3.a)
Conduct music in three meter. (1.3.b)
Read standard chord symbols and play the represented chords on classroom instruments (I, IV, and V chords). (1.4.a)
Write simple melodic patterns from dictation using quarter, eighth, half, whole, dotted half, and four sixteenth notes and corresponding rests (melodic range of five notes, 2 measures). (1.4.b)
Notate individually created melodies on the treble staff using standard notation (4 measures). (1.4.c)
Read and perform simple pitch notation on the treble staff in the keys of F and G major, using solfeggio or a comparable system. (1.4.d)
Assessment Limits:
Students will:
Identify a variety of instruments by sight and sound, including the flute, clarinet, saxophone, trumpet, trombone, tuba, violin, cello, tympani, bass drum, snare drum, cymbals, and xylophone. (1.1.a)
Identify rondo form in music when presented aurally. (1.1.b)
Describe environmental sounds heard with attention to tone color and intervals (same, step, skip). (1.1.d)
Listen to and identify adult voices as soprano, alto, tenor, or bass. (1.1.e)
Identify instruments from other cultures, such as the steel drum, pan pipe, conga drum, gong, tabla, sitar, and guitar. (1.1.f)
Perform accurately simple rhythms at sight from standard notation: four sixteenth notes, eighth rests. (1.2.a)
Sing and play a varied repertoire of music representing diverse genres, styles, and world cultures, adhering to given expression marking. (1.2.b)
Sing songs accurately in simple two-part harmony using two-staff systems. (1.2.c)
Perform accurately and independently instrumental parts while other students sing or play contrasting parts. (1.2.d)
Sing or play in groups, blending timbres, matching dynamic levels, and responding to the conducting cues of the teacher. (1.2.e)
Perform improvised movement to communicate meaning or feeling in music. (1.3.a)
Conduct music in three meter. (1.3.b)
Read standard chord symbols and play the represented chords on classroom instruments (I, IV, and V chords). (1.4.a)
Write simple melodic patterns from dictation using quarter, eighth, half, whole, dotted half, and four sixteenth notes and corresponding rests (melodic range of five notes, 2 measures). (1.4.b)
Notate individually created melodies on the treble staff using standard notation (4 measures). (1.4.c)
Read and perform simple pitch notation on the treble staff in the keys of F and G major, using solfeggio or a comparable system. (1.4.d)
VOCABULARY
rondo form
tone color
interval
listen
culture
rhythm
genre
Style
world culture
two-staff system
timbre
dynamics
improvise
meter
classroom instruments
treble staff
major
solfeggio / Enduring Understanding
Aesthetics: Perceiving and Responding
Every art form has a unique language used by the artist to communicate with the world.
Essential Questions
Aesthetics: Perceiving and Responding
How does one determine artistic preference?
How does a viewers personal experiences shape his/her artistic preferences?
UNIT ENDURING UNDERSTANDINGS:
Music is organized sound and silence.
Everyone can perform, create, and respond to music in meaningful ways.
UNIT ESSENTIAL QUESTIONS:
How does music communicate for an individual?
In what ways have people expressed their values and describe their experiences through music?
Why do musicians use different instruments?
How is sound organized to make music?
How does the structure of a musical piece create its order and clarity?
How is melody created?
What does harmony add to music?

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Baltimore City Public Schools Office of Humanities SUBJECT Unit XX , Indicator XX- GRADE XX DRAFT

Standard # :

Grade: 5

Subject: Music

Aesthetics: Perceiving and Responding

Suggested Learning Plan / Learning Activities and Strategies
Essential Question: How does music communicate for an individual?
SC Objective: / Activity / Description / Materials/Resources
Sing and play a varied repertoire of music representing diverse genres, styles, and world cultures, adhering to given expression marking. (1.2.b)
Perform improvised movement to communicate meaning or feeling in music. (1.3.a)
Conduct music in three meter. (1.3.b) / Performance / Students will perform songs while adhering to given expression markings. / Adopted text: Spotlight on Music, Grade 5, page 290-305: Selections from The Music Man.
Performance / Students will perform songs from various world cultures, genres and styles while adhering to given expression markings. / Adopted text: Spotlight on Music, Grade 5, page 334-337: A Great Big Sea, Newfoundland Folk Song.
Spotlight on Music, Grade 5, page 340-341: Ēinīnī, Gaelic folk song.
Listening
Movement
Improvisation / Students will listen to instrumental pieces, and work in pairs or small groups to perform movements that reflect the music. Students will take turns leading the movements for their group or pair. / Teacher provided recordings.
Listening
Movement / Students will conduct a piece in 3/4 meter. / See in adopted text book: Spotlight on Music, Grade 5, page 216, for introduction on conducting pattern in 3.
Spotlight on Music, Grade 5, page 260: Streets of Laredo, Cowboy song.
Spotlight on Music, Grade 5, page 283: Is That Mister Reilly, Pat Rooney.
Spotlight on Music, Grade 5, page 411: The Season of Hope, Roger Emerson.
Spotlight on Music, Grade 5, page 419: The Holly and the Ivy, Old English carol.
Listening
Movement / Students will conduct a piece of music that changes from 2/4 to 3/4 meter. / Spotlight on Music, Grade 5, page 340-341: The Side Show, Charles Ives.
Essential Question: Why do musicians use different instruments?
SC Objective: / Activity / Description / Materials/Resources
Listen to and identify adult voices as soprano, alto, tenor, or bass. (1.1.e)
Identify a variety of instruments by sight and sound, including the flute, clarinet, saxophone, trumpet, trombone, tuba, violin, cello, tympani, bass drum, snare drum, cymbals, and xylophone. (1.1.a)
Identify instruments from other cultures, such as the steel drum, pan pipe, conga drum, gong, tabla, sitar, and guitar. (1.1.f) / Listening / Students will listen to recordings of voice types, and determine which type they are hearing. Students may chart responses on paper. / Recordings of adult voices (ie. soprano, alto, tenor and bass) individual charts, pencils.
Project / Students will identify by sight the name of orchestral instruments (ie. flute, clarinet, saxophone, trumpet, trombone, tuba, violin, cello, tympani, bass drum, snare drum, cymbals, and xylophone). / Teacher created materials
See Detroit Symphony Orchestra kids: http://www.dsokids.com/listen/instrumentlist.aspx for instrument examples.
Project / Students will identify orchestral instruments by sound (ie. flute, clarinet, saxophone, trumpet, trombone, tuba, violin, cello, tympani, bass drum, snare drum, cymbals, and xylophone). / Teacher created materials
See Detroit Symphony Orchstra kids: http://www.dsokids.com/listen/instrumentlist.aspx for instrument recordings.
Project / Students will identify instruments from other cultures, by reading about them and listening to how they sound. / Adopted text: Spotlight on Music, Grade 5, page 91, for steel drums.
See Encyclopedia Britanica:
http://www.britannica.com/EBchecked/topic/441472/panpipe for Pan Pipes.
Spotlight on Music, Grade 5, page 17, 73, 75, 95, 187, 364, for conga drums.
Spotlight on Music, Grade 5, page 229, for gong.
See Your World Instruments:
http://www.yourworldinstruments.com/Tabla-drum-s/32.htm for tabla.
Spotlight on Music, Grade 5, page 403, for sitar.
Spotlight on Music, Grade 5, page 23, 42, 67,169, 348, for guitar.
Essential Question: How is sound organized to make music?
SC Objective: / Activity / Description / Materials/Resources
Describe environmental sounds heard with attention to tone color and intervals (same, step, skip). (1.1.d)
Perform accurately simple rhythms at sight from standard notation: four sixteenth notes, eighth rests. (1.2.a)
Sing or play in groups, blending timbres, matching dynamic levels, and responding to the conducting cues of the teacher. (1.2.e)
Write simple melodic patterns from dictation using quarter, eighth, half, whole, dotted half and four sixteenth notes and corresponding rests (melodic range of five notes, 2 measures). (1.4.b)
Read and perform simple pitch notation on the treble staff in the keys of F and G major, using solfeggio or a comparable system. (1.4.d) / Listening
Performance / Students will echo intervals created by the teacher and dictate through teacher created hand symbols whether the interval is the same, a step, or a skip. / Teacher-created materials.
Listening
Dictation / Students will dictate intervals as being the same, step or skip. / Teacher-created materials.
Listening
Performance / Students will listen to a song that has voices which change their tone color to match environmental sounds. Students will experiment with the tone color of their own voices to give a variety of sounds to that song. / Adopted text: Spotlight on Music, Grade 5, page 291, Rock Island, from the Music Man.
Performance / Students will perform rhythm patterns using Kodaly syllables (ie. “tiri tiri”) from teacher created flash cards which include four sixteenth notes and eight rests. / Teacher-created flash cards.
Performance / Students will perform rhythm patterns by counting and clapping (1e+a, 2e+a) from teacher created patterns. / Teacher-created flash cards.
Performance / Students will clap a rhythm for a song and then perform that song. / Adopted text: Spotlight on Music, Grade 5, page 291, Old Turkey Buzzard, North Carolina folk song.
Spotlight on Music, Grade 5, page 10, In That Great Get’n Up Mornin’, Traditional Spiritual.
Performance / Students will perform two part harmony songs, focusing on blending timbres, matching dynamic levels and responding to the teacher’s conducting. / Adopted text: Spotlight on Music, Grade 5, page 92, Mango Walk, Jamaican Rumba.
Spotlight on Music, Grade 5, page 323, I am but a small voice, Roger Whittaker.
Spotlight on Music, Grade 5, page 327, I hear America singing, Andre Thomas.
Spotlight on Music, Grade 5, page 261, Da Pacem Domine, anonymous.
Listening
Dictation / Students will dictate intervals using the first five notes of a major scale (do, re, mi, fa, sol). / Teacher-created materials.
Staff paper.
Listening
Dictation / Students will dictate short melodic phrases, concentrating on just pitch. / Teacher-created materials.
Staff paper.
Listening
Dictation / Students will dictate 2-measure rhythm patterns using
quarter, eighth, half, whole, dotted half and four sixteenth notes and corresponding rests. / Teacher-created materials.
Staff paper.
Listening
Dictation / Students will dictate 2 measure rhythm and melodic patterns using the first five notes of a major scale and quarter, eighth, half, whole, dotted half and four sixteenth notes and corresponding rests. / Teacher-created materials.
Staff paper.
Performance / Students will read and perform song in the key of F and G major. / For G major:
Adopted text: Spotlight on Music, Grade 5, page 246, ‘Round the Corner, Sally, Sea Chantey.
Spotlight on Music, Grade 5, page 246, Old Dan Tucker, American Folk Song.
For F major:
Spotlight on Music, Grade 5, page 246, Deta, Deta, Japanese Children’s song.
Spotlight on Music, Grade 5, page 246, I saw the light, African American Spiritual.
Essential Question: How does the structure of a musical piece create its order and clarity?
SC Objective: / Activity / Description / Materials/Resources
Identify rondo form in music when presented aurally. (1.1.b) / Listening
Discussion / Students will listen to a song in Rondo form and discuss what makes the form of the song Rondo. / Adopted text: Spotlight on Music, Grade 3, page 397, Los mariachis.
Spotlight on Music, Grade 6, page 189, Dance for Clarinet and Piano.
Essential Question: How is melody created?
SC Objective: / Activity / Description / Materials/Resources
Notate individually created melodies on the treble staff using standard notation (4 measures). (1.4.c) / Composition / Students will create 4 measure melodies on the treble clef staff using standard notation in the keys of F and G major. / Teacher-created materials.
Staff paper.
Essential Question: What does harmony add to music?
SC Objective: / Activity / Description / Materials/Resources
Sing songs accurately in simple two-part harmony using two-staff systems. (1.2.c)
Perform accurately and independently instrumental parts while other students sing or play contrasting parts. (1.2.d)
Read standard chord symbols and play the represented chords on classroom instruments (I, IV, and V chords). (1.4.a) / Performance / Students will perform songs in two-part harmony. / Adopted text: Spotlight on Music, Grade 5, page 92, Mango Walk, Jamaican Rumba.
Spotlight on Music, Grade 5, page 323, I am but a small voice, Roger Whittaker.
Spotlight on Music, Grade 5, page 327, I hear America singing, Andre Thomas.
Spotlight on Music, Grade 5, page 261, Da Pacem Domine, anonymous.
Listening
Performance / Students will use classroom instruments to accompany the songs performed in class. / Adopted text: Spotlight on Music, Grade 5, page 68-69, Oye Como Va, Tito Puente.
Spotlight on Music, Grade 5, page 16-17, Cumbia del sol, popular Columbian Dance.
Spotlight on Music, Grade 5, page 166-167, Mary Ann, West Indian Calypso.
Performance
Reading / Students will read chord symbols and perform those chords to accompany a song. / Adopted text: Spotlight on Music, Grade 5, page 272-273, Mi gallo, Three Part Round.
Spotlight on Music, Grade 5, page 278, City Blues, American folk song.
DIFFERENTIATION
Accommodations / Arts Integration / Classroom Management / G.A.T.E./Enrichment / Graphic Organizers
Library Integration / Reading Strategies / Teacher Definitions / Technology Integration / Vocabulary Activities

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Baltimore City Public Schools Office of Humanities SUBJECT Unit XX , Indicator XX- GRADE XX DRAFT