You are on page 1of 3

Sympho

Foundation/Curriculum Assessment Instruction


nette
Include Instructional Activities/Strategies that:
-Stress Higher Order Thinking Skills
Applicable
Declarative Knowledge Procedural Knowledge -Differentiate Instruction and Address Modalities
National
Objectives: Objectives: -Integrate Technology
Date/ Specific Curriculum Learning Formal and Alternative Assessments: VOCABULARY
Essential Questions (Upon completion of the (Upon completion of Formative & Summative Assessment:
-Establish Interdisciplinary Connections
Timeline Content to be Covered: Standards Key (For all areas)
unit, the student will this unit the student will -Modify Curriculum for Students with Disabilities
Idea from
know…) be able to do…) -Integrate Social and Problem Solving Skills
Concept Map:
-Utilize Applied Learning Opportunities
-Make Connections to Literacy

Creating SO.TQ.CR.1.1 1.1: How do musicians Creating Creating Formative: Legato ● Provide opportunities for students to deepen their
● SO.CR.1.1: SO.TQ.CR.2.1 generate creative ideas? Scalar Patterns Building a scale Teacher observations Staccato understanding of music through additional performance
Scalar Patterns SO.TQ.CR.2.2 2.1: How do musicians Peer observation Brush opportunities and leadership responsibilities.
● SO.TQ.CR.3.1 make creative Rhythmic Patterns Select Rhythms to
SO.CR.1.2: Self reflection Tremolo ● Use visual, aural, and kinesthetic instructional methods.
Rhythmic SO.TQ.CR.3.2 decisions? create a coherent story
3.1: How do musicians Ticket out the door Hooked ● Use SmartBoard, laptops, and audio recordings
Patterns Think-pair-share Accent ○ Sightreadingfactory.com, jwpepper.com, google
● SO.CR.2.1: improve the quality of Improvisation Improvise a rhythm
their creative work? with teacher Melody docs
Improvisation
● SO.CR.2.2: 3.2: When is creative guidelines. Summative: Harmony ● Hold discussions about the historical and cultural
Composing work ready to share? Playing Tests Posture backgrounds of music that is studied in class. Relation of
● SO.CR.3.1: Improvise a Scale Quizzes Time Signature: 3/4, rhythm, tempo, and time signatures to mathematics.
Musical pentatonic melody
Storytelling PBL 4/4, 6/8 Discuss the science of sound in ensembles. Discuss
Revision using teacher
guidelines. Concerts Tempo: andante, phrasing as well as creative writing in the same context as
End of Year Jury moderato, allegro, ELA standards.
2017- ritard, ● Adapted music to meet the needs of all students; If needed,
Standard Notation Notate: Stem
2018 direction, rhythm, D.S. and D.C. making adaptations to the student's technique to allow ease
melody, harmony, Repeats of playing for all students, includings with physical
dynamics, tempos, Coda disabilities. Work with students, teachers, and parents on a
articulations/bowings
Round case by case basis to create a positive learning
ABA form environment for all students.
Evaluation Use a teacher made Ledger Lines ● Students have opportunities to think/pair/share and work
rubric to improve self Key Signature to solve problems and find solutions. Project based
and peer compositions Sharps learning integrated into curriculum to develop problem
Flats solving and critical thinking skills.
Use teacher guidelines
Naturals ● Creating leadership positions for students within the
to create a
composition from Pentatonic classroom. Providing opportunities for students to work in
start to finish Accidentals groups of various sizes, including large and small
Repeat Signs ensembles. Preparing students for various positions within
Performing
Fermata the music industry, such as: performer,consumer, and
● SO.CR.4.2: Performing Performing Dynamics: p, mp, composer.
Musical Style SO.TQ.PR.4.2 4.2: How does Form Identify ABA and
● SO.PR.4.3; mf, f, crescendo, ● Reinforce music literacy in all capacities to create a well
SO.TQ.PR.4.3 understanding the Round form
SO.PR.5.1: SO.TQ.PR.5.1 decrescendo rounded musician through use of PBL,
structure and context of
Collaborative SO.TQ.PR.6.1 musical works inform a Mood Identify and perform a Rhythm composing/arranging, reading music, and group
Music Making SO.TQ.PR.6.2 performance? mood by using Bow-rrito discussions.
● SO.PR.6.1: 4.3: How do musical elements.
Performance performers interpret
Practices musical works? Reading Music Identify rhythms
● SO.PR.6.2: 5.1: How do musicians (simple, compound
Technique improve the quality of meter)
their performance?
6.1: When is a Name the notes and
performance judged their placement on the
ready to present? How staff in first position
do context and the for Violin, Viola, and
manner in which Cello
musical work is
presented influence Name the notes and
audience response? their placement on the
staff in first and third
position for Basses .

Students will be able


to match pitch.

Right Hand Hold the bow with


Technique correct hand position

Articulate the correct


bowings

Perform 5 layer “bow-


rrito”
(contact point, weight,
speed, tilt, placement)

Slur 4 notes per bow

Left Hand Technique Explain the mechanics


of shifting into third
position

Use extended 1st and


4th finger for cello
students

Replace open strings


with 4th finger
(violin/viola)
Pizzicato with their
left hand on open
strings
Perform the following
scales in one octave:
Violin: A, D, G, E,
and B Major scales
Viola: D, C, G, A, and
E Major scales
Cello: D, C, G, and A
Major scales
Bass:D, G, and A
Major scales
Responding
● SO.RE.7.1; Responding
SO.RE.8.1; Aurally and visually
SO.RE.9.1: SO.TQ.RE.7.1 Responding identify the different
Active SO.TQ.RE.8.1 7.1: How do Elements of music elements of music
Listening SO.TQ.RE.9.1 individuals choose
music to experience?
8.1: How do we Relate music to other
discern the musical subjects.
creators’ and Finding meaning
performers’ expressive from the music Relate music to their
intent? everyday life.
9.1: How do we judge
the quality of musical Evaluate the quality of
work(s) and the music using
performance(s)? Evaluation performance practices