LESSON PLAN TEMPLATE FOR SUGGESTED CONCEPT SEQUENCE BASED ON REVISED TEKS, PLEASE MODIFY TO YOUR MUSIC SITUATION

TEKS Objectives
Warm-up
Foundations: Music
Literacy TEKS
New concept based
sequence
Movement based
TEKS Objective
Skill based TEKS
Listening based
TEKS Objective
Dismissal Procedure

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Ellicit with repertoire

that contains the
new concept

Engage or focus on
Explore or describe
Explain and label the
the phrase of known the new concept
new concept. Read
repertoire that
through the context
new concept with
contains the new
of selected
known phrase.
concept
repertoire
Movement sequence appropriate for grade level

Lesson 5
Elaborate the new
concept through
writing.

Creative Expression TEKS using known musical concepts that were previously taught in Foundations section
Critical Evaluation and Response TEKS using known musical concepts previously taught in Foundations section

Please note: Content based TEKS are embedded throughout the lessons (Refer to Historical and cultural relevance strand and developmentally
appropriate music in Creative Expression strand.)
For a suggested concept sequence based on the Revised TEKs, please see the CEDFA Concept Sequence Handout

SUGGESTED CONCEPT SEQUENCE BASED ON REVISED TEKS FOUNDATIONS STRAND, PLEASE MODIFY TO YOUR TEACHING SITUATION

Grade
Kinder

1st 9 Weeks
1. Five Voices
2. Beat

2nd 9 Weeks
1. Loud/Soft,
2. Fast/Slow

Timbre of Adult and Childs Voices

1st Grade

2nd Grade

1. Review Kinder concepts

and repertoire
2. Same/different in Beat
and Rhythm
3. Melody- a sequence of
high and low tones

1. Quarter Notes/Eighth
Notes
2. Two-tone melodies
from the pentatonic scale
so-mi

3rd 9 Weeks
1. High/Low,
2. Rhythm
3. Same/Different in
Beat/Rhythm

4th 9 Weeks
1. Simple two tone or
three tone melodies using
iconic representation
2. Same/Different in
Simple Patterns

Timbre of Instrument Families

1. Quarter Rest
2. Three-tone melodies from the pentatonic scale
la-so-mi

Review Five Voices/ Adult and Childs Voices

Identify visually and aurally the instrument families
Tempo: Allegro/Largo
Dynamics: forte/piano
Form: Simple forms such as ab, aaba, abac, etc.
st
1. Review Kinder and 1 Grade concepts and repertoire 1. Half note/ half rest,
2. 2/4 meter
2. re
3. do
Choral voices including unison versus ensemble
Identify instruments visually and aurally
Tempo: presto, allegro, moderato, andante, largo
Dynamics: pianissimo, piano, forte, fortissimo
Form: Simple forms such as ab, aaba, abac, etc.

SUGGESTED CONCEPT SEQUENCE BASED ON REVISED TEKS FOUNDATIONS STRAND, PLEASE MODIFY TO YOUR TEACHING SITUATION

3rd Grade

4th Grade

1. Review K-2 concepts

and repertoire
2. Four sixteenth notes

1. Review K-3 concepts

and repertoire
2. Eighth and sixteenthnote combinations

Low la

1. Whole note/whole rest

2. 4/4 meter

Strings, Woodwind, Brass, Percussion

Other instruments from various cultures
Tempo, Dynamics: mezzo piano and mezzo forte
Small and large forms such as abac, AB, and ABA
1. Separated eighth note
Dotted half note
2. High do

Soprano/Alto
Keyboard
Electronic instruments
Instruments from various cultures
crescendo/decrescendo
ABABC, AB, ABA, Rondo
Staccato, Legato
Texas Our Texas
5th Grade

1. Review K-4 concepts

and repertoire
2. Syncopation

fa

ti

Tenor/Bass
accelerando, ritardando
Simple meter
Theme and Variations
Compound meter
Star Spangled Banner

Low so

3/4 meter

21st Century Skills Reference Sheet

Learning & Innovation:
Creativity & Innovation
Students will
Cultivate creative thinking both independently and in groups through brainstorming and
other idea generating strategies
Develop, communicate and implement original, inventive ideas (both big and small,
incremental and radical)
Be open to risk-taking, failure, feedback from others, and diverse perspectives, and
Analyze, evaluate, and refine their ideas

Critical Thinking & Problem Solving

Students will
Use inductive and deductive reasoning as well as system thinking to solve problems
Analyze, synthesize, and interpret evidence to form decisions and reflect on learning
Evaluate facts, ideas, claims, and beliefs
Analyze alternative points of view
Critically reflect on learning and ask questions

Communication & Collaboration

Students will
Communicate clearly and for many purposes (e.g. persuade, instruct, inform, and
motivate) through speaking, writing, and non-verbal cues in many contexts and multicultural/multi-lingual situations
Listen effectively for understanding
Use multiple media technologies best suited for the message & audience
Collaborate with others, share responsibility, and be flexible, adaptable, and respectful
of others

Information, Media, and Technology Skills:

Information Literacy
Students will
Efficiently and effectively access information
Critically evaluate, accurately use, and creatively apply information to problem-solving
Manage information from a wide array of sources
Demonstrate ethical behavior and knowledge of legal issues surrounding information,
such as intellectual property and citation of sources.

Adapted from
Partnership for 21st Century Skills. (2009). P21 Framework Definitions.
Retrieved January 3, 2011 from http://www.p21.org/documents/P21_Framework_Definitions.pdf

21st Century Skills Reference Sheet

Information, Media, and Technology Skills: (contd.)
Media Literacy
Students will
Analyze media messages to illuminate purpose
Construct media messages and use media tools to create messages appropriate to
particular audiences
Understand how different points of view and cultural/linguistic backgrounds impact
media communications and how media informs beliefs
Practice ethical behavior and awareness of legal issues surrounding media, such as fair
use, copyright and licensing.

Information, Communications and Technology Literacy

Students will
Demonstrate use of technology as a tool for research
Utilize digital devices, software, and networking tools to search, organize and evaluate
information
Use social networks and other channels to communicate information appropriately
Demonstrate ethical, legal and respectful behavior while using information technology

Life & Career Skills:

Flexibility & Adaptability
Students will
Be flexible and able to work with individuals of various cultural/linguistic backgrounds
and those who have differing points of view
Adapt to changes in priorities, timelines, roles, and duties
Manage self and tasks in a climate of ambiguity
Effectively incorporate feedback, including praise and criticism

Initiative & Self-Direction

Students will
Self-direct and self-manage learning, prioritize tasks, and use time wisely
Take initiative for advancing own knowledge and skill set
Set both tactical and strategic goals
Practice personal reflection and meta-cognition to set and achieve future goals
Commit to life-long learning

Adapted from
Partnership for 21st Century Skills. (2009). P21 Framework Definitions.
Retrieved January 3, 2011 from http://www.p21.org/documents/P21_Framework_Definitions.pdf

21st Century Skills Reference Sheet

Life & Career Skills: (contd.)
School & Cross-Cultural Skills
Students will
Be open-minded and encourage and apply diversity of opinions to create new ideas
Respect individuals from varying cultural, linguistic, social, and economic backgrounds
Work and interact effectively with diverse teams
Engage in professional and respectful conduct and behavior including knowing when to
speak and when to listen

Productivity & Accountability

Students will
Manage projects effectively to achieve intentional results
Set goals despite obstacles
Be accountable for tasks, roles, and duties
Work respectfully and collaborate with others
Produce high-quality results

Leadership & Responsibility

Students will
Build rapport and trust with peers by demonstrating integrity and ethical behaviors
Negotiate, collaborate and inspire others to accomplish shared goals
Utilize personal strengths and strengths of others in collaborative work
Act responsibly
Lead others through use of interpersonal & problem-solving skills

Adapted from
Partnership for 21st Century Skills. (2009). P21 Framework Definitions.
Retrieved January 3, 2011 from http://www.p21.org/documents/P21_Framework_Definitions.pdf