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Unit Plan 3.

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Generative Topic. Topics that are interesting to both students and teacher and have the capacity to generate further learning by stimulating questions, thinking,
discussion, activity, curiosity, and creativity and that enable students to make connections with what is important within a topic or domain (i.e. big idea).
Generative Topic: What are some of the elements of music? How can we communicate them in writing?
Unit Title (Based on a Generative Topic): Welcome to Music
Synopsis. Summarizes the unit (i.e. the unit in a nutshell) and lists the
Culminating Activity/Products.
following information:
Briefly describe the culminating activity and products (e.g. a composition,
a. Central focus, theme, topic, big idea, generative topic;
performance, recording) explaining how these are authentic performance
b. Grade, musical program of study (i.e., band, orchestral, guitar, etc.);
tasks and how they bring the unit to an appropriate closure.
c. Time allotment (minutes/hours/periods) for the unit; and
d. Rationale explaining its relevance to achieving the aims and goals of the
provincial music curriculum.
Synopsis: Grade 3 Music Unit 1 4 hours total
Culminating Activity/Products:
This unit introduces students to grade 3 music. It will begin with songs and
Songs: Welcome to Music, Im Glad Im Back At School, Poor Little Bug on
movement games to introduce the students to each other and the teacher while the Wall, Bounce High, Concentration, No Robbers Out Today, Tommy
simultaneously reviewing concepts from grade 2. In the second half of the
Tinker, Rocky Mountain, Pease Porridge Hot, Cheki Morena, Pass the Stick
unit students will focus more on reading and writing music, through melodic
and rhythmic dictation and sight-singing and playing. We will also spend
Students will engage in reading and writing exercises that go along with these
some time reviewing and possibly introducing new percussion instruments.
songs, as well as movement, instrumental accompaniment, and some
This unit will serve as an introductory review of previously-learned concepts in
exploration of different sound effects.
music, and build on those concepts to begin covering the elements of the
grade 3 music curriculum.
Aim/big idea. A concept, theme or issue that gives meaning and connection to facts and skills and leads to deeper understandings and appreciations. Based on a
generative topic.
Aim/big idea: By the end of the unit, students will identify and be able to read and write the basic elements of music at the grade 3 level.
Essential questions. (Two to five per unit) Important, overarching, thought-provoking questions that guide the inquiry throughout the unit.
Essential questions:
1. How can we make music expressive?
2. How can we communicate our musical ideas with other people?
3. What kind of movement, instruments, and sound effects can we fit to music?

Desired Results/Learning Outcomes (Scope & Sequence)


General & Specific Musical Learner Expectations/Outcomes
Unit Learner Expectations (Goals)
By the end of the course students will . . .

By the end of the unit, students will be able


to . . .

Assessment/Evaluation
(Summative i.e. assessment of
learning at the end of the
unit)

GLE/GLO: Musical skills and knowledge.


SLE/SLO: A time signature tells how beats are grouped in a measure
SLE/SLO: Sing alone & in a group with expression and good enunciation
SLE/SLO: Changes in dynamics add to the effect of music
SLE/SLO: Musical instruments produce tone colour by being blown, bowed,
plucked, strummed, struck, scraped, or shaken.
SLE/SLO: Detect the shape of a melody
SLE/SLO: Identify differences in tempo, timbre, and dynamics
SLE/SLO: Perform rhythmic patterns in music

ULE: 1.1.1 Recognize 2/4, 3/4, and 4/4


time and their accent patterns
ULE: 1.2.1 Sing every song with good
tone and enunciation
ULE: 1.1.1 Be able to read and reasond to
dynamic changes in the music
ULE: 1.1.1 Play a variety of classroom
instruments, and recognize others based on
pictures & sounds
ULE: 1.2.1 read and sight-sing melodies,
and be able to write them down after
hearing them.
ULE: 1.1.1 Be able to read and perform
different tempos, timbres, and dynamics,
and to write them down after hearing them.
ULE: 1.1.1 Perform all songs with correct
rhythm.

GLE/GLO: Insights into music through meaningful musical activities.


SLE/SLO:Recognizetheinstrumentsofthefourfamiliesoftheorchestra

ULE: 2.1.1 Recognize by sound and


picture some of the common orchestral
instruments from each family.
GLE/GLO: Awareness and appreciation of a variety of music, including music of the many cultures of Canada
GLE/GLO: Self-expression and creativity.
SLE/SLO: Create movement to demonstrate form in music

ULE: 1.1.1 move in an appropriate


manner to songs they are learning.

GLE/GLO: Enjoyment of music.


Master List of Major Learning Activities and Experiences
Songs: Welcome to Music, Im Glad Im Back At School, Poor Little Bug on
Students will engage in reading and writing exercises that go along with these
the Wall, Bounce High, Concentration, No Robbers Out Today, Tommy Tinker, songs, as well as movement, instrumental accompaniment, and some
Rocky Mountain, Pease Porridge Hot, Cheki Morena, Pass the Stick
exploration of different sound effects.
Master List of Materials, Equipment, and Resources

Musicplay 3 binder
Open space
Piano
Chalkboard/whiteboard + markers
Flashcards
Pitched and unpitched percussion instruments
Speakers/overhead projector (or equivalent)
Special Considerations
Modifications and accommodations for learners with special
Social context issues. How you will address any relevant social context issues
needs/Adaptive strategies. Strategies used to accommodate the needs of
in your planning. For example,
exceptional learners. For example musically gifted, ADD, ADHD, Asperger, or
students unable to dance or perform or listen to patriotic or particular
Tourette Syndrome. Identify and briefly describe the diagnosed condition and
religious music for religious and/or cultural reasons
the strategies you will use to meet the needs of these student and why.
school is a faith-based institution
large number of FNMI students
a large number of ESL students
inner-city issues, etc.
Modifications accommodations to be made for learners with special
Description of strategies to be used or steps to be taken to address social
needs/Adaptive strategies in the teaching of this unit:
context issues in the teaching of this unit:

Less
on

Topic

Welcome to Music

Welcome to Music

Summary of Lessons
Learning Objectives
Assessment/Evaluation
By the end of this lesson TSWBAT . . .
Formative &/or Summative
(i.e. assessment as, of, for
learning).
Sing Welcome to Music and
Formative - Observation
Concentration - be able to introduce
themselves and a classmate musically
Identify ABA form
Identify and sing different dynamics,
timbres, and tempos
Place barlines according to accent
patterns
Sing Welcome to Music and
Formative - Observation

Learning Activities/ Instructional Strategies

Song: Welcome to Music


Song: Concentration
Classroom Routines
Song: Glad Im Back At School
Song: Poor Little Bug
Rhythm Focus: Bounce High
Song: Welcome to Music

Welcome to Music

Welcome to Music

Elements of Music

Elements of Music

Elements of Music

Elements of Music

Concentration - be able to introduce


themselves and a classmate musically
Identify ABA form
Identify and sing different dynamics,
timbres, and tempos
Place barlines according to accent
patterns
Sing Welcome to Music and
Concentration - be able to introduce
themselves and a classmate musically
Identify and sing different dynamics,
timbres, and tempos
Accurately read and perform rhythms
Identify the name and family of
classroom instruments
Sing Welcome to Music and
Concentration - be able to introduce
themselves and a classmate musically
Identify and sing different dynamics,
timbres, and tempos
Accurately read and perform rhythms
Identify the name and family of
classroom instruments
Sightsing solfege so, mi, la, do
Read and perform rhythms
Hear and identify rhythm patterns
Perform solfege handsigns without
written music
Sightsing and sign solfege so, mi, la, do
Read and perform rhythms
Hear and identify percussion instruments
Perform solfege handsigns without
written music
Sightsing and sign solfege so, mi, la, do
Read and perform rhythms
Create a rondo using unpitched
percussion
Hear and sign solfege without written
music
Sightsing and sign solfege so, mi, la, do
Read and perform rhythms

Song: Concentration
Classroom Routines Review
Song: Glad Im Back At School
Song: Poor Little Bug
Rhythm Focus: Bounce High
Formative - observation

Song: Welcome to Music


Song: Concentration
Song: Glad Im Back At School
Instrument/Rhythm Focus: Flashcard name-thatinstrument & play
Song: Poor Little Bug
Song: No Robbers Out Today

Formative Observation
Summative Can students
perform different
dynamics/tempo/timbre? Can
students perform correct
rhythms? Can students name
instruments?

Song: Welcome to Music


Song: Concentration
Song: Glad Im Back At School
Instrument/Rhythm Focus: Flashcard name-thatinstrument & play (Assessment)
Song: Poor Little Bug (assessment)
Song: No Robbers Out Today

Formative observation

Song: Tommy Tinker


Solfege flashcards
Rhythm Focus: Rocky Mountain
Listening Focus: Viennese Musical Clock
Song: Pease Porridge Hot
Song: Tommy Tinker
Solfege flashcards
Rhythm Focus: Rocky Mountain
Listening Focus: Percussion instruments
Song: Pease Porridge Hot
Song: Tommy Tinker
Solfege flashcards
Rhythm Focus: Rocky Mountain
Creative Focus: Cheki Morena rondo
Song: Pass the Stick

Formative Observation

Formative - Observation

Formative Observation
Summative Can students

Song: Tommy Tinker


Solfege flashcards (assessment)

Create a rondo using unpitched


percussion
Hear and sign solfege without written
music

hear, perform, and notate


solfege without seeing
written music? Can they read
and perform rhythms
accurately?

Rhythm Focus: Rocky Mountain (assessment)


Creative Focus: Cheki Morena rondo
Song: Pass the Stick