new curriculum maps · 2018. 9. 24. · activities and resources: a suggested listing of high...

2018 - 2019 1302000 – Band 1 1302010 – Band 2

1302020 – Band 3

CURRICULUM MAPS

Mission Statement of Manatee School for the Arts The mission of Manatee School For the Arts is to provide an educational environment that will allow the most students to succeed and grow academically by acknowledging and accommodating different learning styles and multiple intelligences . We believe that is best achieved by a curriculum that infuses and integrates the

visual and performing arts into the core academic curriculum and offers a broad range of visual and performing arts electives.

Interpreting the Curriculum Maps Measurement Topic: The overarching organizational structure used to group content/concepts within the curriculum map

Pacing: The recommended time period within the year for instruction related to the essential questions to occur

Essential Questions: The overarching question(s) that will serve to guide instruction and to push students to higher levels of thinking. Essential questions should guide students to the heart of the big idea or content and should meet the following characteristics:

A. Endurance: important for the long term B. Leverage: applicable to or connected with many academic disciplines or concepts C. Readiness for the next level of learning: prepares students for success in the next grade/course D. Clarity: provides clear and common understanding E. Measurable: able to be assessed

Concepts/Content: A list of the big ideas, broad topics, or major underlying concepts covered in the development of the essential questions

Learning Targets/Skills: The content knowledge, processes, and enabling skills that will ensure successful mastery of the essential questions

Benchmarks: The Sunshine State Standards aligned with the learning targets and skills (see next page)

Key Terminology: The content vocabulary and other key terms and phrases with which students should be familiar and that support mastery of the learning targets, skills and essential questions

Activities and Resources: A suggested listing of high quality, appropriate materials, strategies, lessons, textbooks, videos and other media sources that are aligned with the learning targets, skills and essential questions

Assessment: A list of district-required and optional classroom assessments at are aligned with the learning targets, skills and essential questions. Assessments should include formative assessments to monitor progress and inform instruction as well as summative assessments for grading and reporting purposes.

NEXT GENERATION SUNSHINE STATE STANDARDS USERS’ GUIDE

FOR ALL USERS:

A coding system is used in all curriculum guides to identify NGSSS and course Content Statements.

Benchmark Code:

For easy reference, each strand, standard, and benchmark has been assigned a unique identification code.

For example:

MU.912.C.1.1

Content Area Grade Level Big Idea Enduring Understanding Benchmark

Big Ideas

C – Critical Thinking and Reflection S – Skills, Techniques, and Processes O – Organizational Structure H – Historical and Global Connections F – Innovation, Technology, and the Future

The first two letters of the code identify the content area (e.g., MU for music). The next number(s) identify the grade level. The next letter (C, S, O, H, or F) identifies the big idea. The next number identifies the enduring understanding, and the last number identifies the benchmark under the grade cluster within the standard.

INSTRUMENTAL MUSIC CURRICULUM MAP – BAND 1 Grade 6‐8

MEASUREMENT TOPIC:

Introduction to Performance Fundamentals Pacing: 1st nine‐weeks

MAP ‐ 1

ESSENTIAL QUESTIONS: Does the student…

Produce a characteristic tone on their instrument? Read basic notation? Demonstrate pitch discrimination? Demonstrate appropriate carriage and posture? Demonstrate proper care and assembly of instruments?

BIG IDEAS: Critical Thinking and Reflection Skills, Techniques and Processes Organizational Structure Historical and Global Connections Innovation, Technology, and the Future

CONCEPTS /CONTENT LEARNING TARGETS/SKILLS BENCHMARKS KEY TERMINOLOGY

Tone

Intonation

Pitch

Rhythm

Pulse

Articulation

Releases

Balance

Blend

Instrument Maintenance

Notes

Demonstrate knowledge of the staff lines and spaces Demonstrate proper assembly and maintenance of their instrument Demonstrate correct embouchure (wind instrument) or grip (percussion) Demonstrate the ability to perform with a steady beat Produce a 10 second pitch on mouthpiece only and instrument Demonstrate how to read a fingering chart Independently perform the concert pitches of G, F, Eb, D, C, Bb* Perform exercises and songs containing the above concert pitches using the

basic note and rest values of whole, half, and quarter Begin notes on wind instruments using a “t” or “d” syllable, without

noticeable movement on chin, jaw, or throat Release notes on wind instruments without altering pitch or tone Differentiate between “in tune” and “out of tune” pitches and how to make

appropriate adjustments Perform a daily warm‐up routine consisting of descending long tones

*Any time a new pitch is introduced on a wind instrument, percussionists are expected to perform these notes on mallet instruments as well as timpani.

MU.68.C.1.1MU.68.C.2.1 MU.68.C.2.2 MU.68.S.1.5 MU.68.S.3.1 MU.68.S.3.2 MU.68.S.3.4 MU.68.S.3.6 MU.68.F.3.1 MU.68.F.3.2

IntonationStaff Ledger Lines Clef Tempo Meter Whole Note/Rest Half Note/Rest Quarter Note/Rest Time Signature Bar Line Measure Parts of Instrument Pitch Embouchure Tone Fingering Chart Articulation Ensemble Phrasing Blend Melody


MEASUREMENT TOPIC:

Applying Performance Fundamentals PACING: 2ND Nine Weeks

MAP – 2


Demonstrate knowledge of, and perform major scales with arpeggios? Perform music using expressive elements? Demonstrate refinement of tone quality and intonation? Demonstrate increased proficiency in sight‐reading?

BIG IDEAS: Critical Thinking and Reflection Skills, Techniques and Processes Organizational Structure Historical and Global Connections Innovation, Technology, and the Future


Tone

Pitch

Rhythm

Articulation

Harmony

Melody

Form

Dynamics

Style

Perform concert F and Bb scales and arpeggios with various articulationsand rhythmic patterns

Perform selected exercises at sight Perform music and/or exercises using pick up notes Perform music and/or exercises in 3/4 and 2/4 time Understand and perform ties and slurs Demonstrate knowledge of key signatures Demonstrate knowledge of the order of sharps and flats Demonstrate function of sharps, flats, and naturals Perform paired eighth notes and dotted half notes with corresponding

rests Perform music and/or exercises that incorporate crescendo, decrescendo

and appropriate symbols Perform music and/or exercises using 1st and 2nd Endings and D.C. al Fine Perform a daily warm‐up routine consisting of descending long tones using

the F and/or Bb scales Percussion students demonstrate ability to perform flam, flam tap, and

paradiddle Perform music in various tempos and styles Perform Winter Concert music

*Any time a new scale is introduced on a wind instrument, percussionists areexpected to perform these scales on mallet instruments as well as be introduced to a new drum rudiment.

MU.68.C.1.1MU.68.C.1.3 MU.68.C.2.1 MU.68.C.2.2 MU.68.S.1.5 MU.68.S.2.1 MU.68.S.2.2 MU.68.S.3.1 MU.68.S.3.2 MU.68.S.3.3 MU.68.S.3.4 MU.68.S.3.6 MU.68.O.2.2 MU.68.O.3.1 MU.68.O.3.2 MU.68.H.1.1 MU.68.H.1.2 MU.68.H.2.1 MU.68.F.2.2 MU.68.F.3.1

TieSlur Key Signature Sharp Flat Natural Accidental Crescendo Decrescendo Scale Arpeggio Whole‐step Half‐step Octave Round Pick up Note 1st & 2nd Ending D.C. al Fine Fine Flam Flam Tap Paradiddle Measure Repeats Allegro Moderato Andante Legato Marcato


MEASUREMENT TOPIC:

Developing Musical and Ensemble Concepts PACING: 3RD Nine Weeks

MAP – 3


Demonstrate knowledge of and perform major scales and arpeggios? Perform music with expressive elements? Demonstrate refinement of tone quality? Demonstrate increased proficiency in sight‐reading? Demonstrate knowledge of ensemble concepts?

BIG IDEAS: Critical Thinking and Reflection Skills, Techniques and Processes Organizational Structure Historical and Global Connections Innovation, technology, and the Future


Tone

Pitch

Rhythm

Articulation

Harmony

Melody

Form

Dynamics

Style

Enharmonics

Phrase

Perform the concert F, Bb, Ab, G, and C major scales with arpeggios Demonstrate the ability to perform dotted quarter – eighth note patterns Perform syncopated rhythms Understand and identify enharmonic tones Demonstrate the ability to use appropriate chromatic fingerings Demonstrate the ability to perform a lip slur Percussion students demonstrate ability to perform flam, flam tap, flam

accent, paradiddle, flam paradiddle, and multiple bounce roll Perform long tone warm ups using various scales Discern between melody and accompaniment Perform musical passages using appropriate expression markings Perform selected exercises at sight

*Any time a new scale is introduced on a wind instrument, percussionists are expected to perform these scales on mallet instruments as well as be introduced to a new drum rudiment.

MU.68.C.1.1MU.68.C.1.3 MU.68.C.2.1 MU.68.C.2.2 MU.68.S.1.4 MU.68.S.1.5 MU.68.S.2.1 MU.68.S.2.2 MU.68.S.3.1 MU.68.S.3.2 MU.68.S.3.3 MU.68.S.3.4 MU.68.S.3.6 MU.68.O.1.1 MU.68.O.2.2 MU.68.O.3.1 MU.68.O.3.2 MU.68.H.1.1 MU.68.H.1.2 MU.68.H.1.4 MU.68.H.2.1 MU.68.F.2.2 MU.68.F.3.1

SyncopationSubdivision Dotted Quarter Note/Rest Eighth Note/Rest Enharmonic Lip Slur Flam Accent Flam Paradiddle Multiple Bounce Roll Up Beat Piano Mezzo Piano Mezzo Forte Forte Phrase Fermata Waltz March


MEASUREMENT TOPIC:

Applying Musical and Ensemble Concepts PACING: 4TH Nine Weeks

MAP – 4


Demonstrate knowledge of and perform major scales and arpeggios? Demonstrate knowledge of the chromatic scale? Demonstrate increased proficiency in music reading? Perform music with expressive elements? Demonstrate refinement of tone quality? Respond appropriately to the gestures of the conductor?

BIG IDEAS: Critical Thinking and Reflection Skills, Techniques and Processes Organizational Structure Historical and Global Connections Innovation, technology, and the Future


Tone

Pitch

Rhythm

Articulation

Harmony

Melody

Form

Dynamics

Style

Chromatics

Perform concert G, C, F, Bb, Eb, Ab, and Db major scales and arpeggios Perform a chromatic scale one octave Demonstrate the Concert F scale two octaves (exception: tenor saxophone

and oboe will perform Concert C scale in place of Concert F) Demonstrate transposition to concert pitch Demonstrate knowledge of sixteenth note patterns Understand the concepts of blend, balance, and sonority Perform the Level 1 Premier Rhythms (attached) Perform music with multiple parts and harmonies (non‐unison) Demonstrate the ability to start, stop, and alter tempo and dynamics at the

conductor’s command Perform Spring Concert music Perform selected exercises at sight

*Any time a new scale is introduced on a wind instrument, percussionists are expectedto perform these scales on mallet instruments as well as be introduced to a new drum rudiment.

MU.68.C.1.1MU.68.C.1.3 MU.68.C.2.1 MU.68.C.2.2 MU.68.S.1.4 MU.68.S.1.5 MU.68.S.2.1 MU.68.S.2.2 MU.68.S.3.1 MU.68.S.3.2 MU.68.S.3.3 MU.68.S.3.4 MU.68.S.3.6 MU.68.O.1.1 MU.68.O.2.2 MU.68.O.3.1 MU.68.O.3.2 MU.68.H.1.1 MU.68.H.1.2 MU.68.H.1.4 MU.68.H.2.1 MU.68.F.2.2 MU.68.F.3.1 MU.68.F.3.2

Chromatic ScaleTransposition Sixteenth Notes Blend Balance Sonority Harmony

INSTURMENTAL MUSIC CURRICULUM MAP – BAND 1 Grade 6‐8

Suggested Resources Tradition of Excellence Book IConcert Band Music

Suggested Assessments Performance Observation Peer Critique Performance assessments

Links to Educational websites

Florida Music Education Association www.flmusiced.org Kennedy Center Arts Edge http://artsedge.kennedy‐center.org/educators.aspx Florida Dept. of Education (standards) www.fldoe.org Florida Bandmasters Association http://flmusiced.org/fba/dnn/ MS Band Director http://www.msbanddirector.com/ Wind Repertory Library http://www.windrep.org/ Band Director http://www.banddirector.com/ National Association for Music Education http://www.nafme.org/ Vic Firth Percussion http://www.vicfirth.com/education/bdpsg/ J.W. Pepper http://www.jwpepper.com/Concert_Band_Music_Directors_Resources_Band_Texts.list

INSTRUMENTAL MUSIC CURRICULUM MAP – BAND 2-3

Grade 6-8 MEASUREMENT

TOPIC: Introduction to Performance Fundamentals Pacing:

1st

nine-weeks

MAP - A

ESSENTIAL

QUESTIONS:

Does the

student…

• Produce characteristic tones on their instrument?

• Demonstrate knowledge of musical notation?

• Demonstrate pitch and tone discrimination?

• Demonstrate the ability to feel musical pulse?

• Demonstrate appropriate rehearsal and performance behaviors?

BIG IDEAS:

Critical Thinking and Reflection

Skills, Techniques and Processes

Organizational Structure

Historical and Global Connections

Innovation, Technology, and the Future

CONCEPTS /CONTENT LEARNING TARGETS/SKILLS STANDARDS KEY TERMINOLOGY

Tone

Intonation

Pitch

Rhythm

Pulse

Articulation

Releases

Balance

Blend

Instrument

Maintenance

Notes

• Review knowledge of theoretical principles (notes, rests, staff, etc.)

• Review appropriate embouchure (wind instrument) or grip (percussion)

• Review rhythmic/pulse principles (steady beat, subdivision)

• Review principles of intonation and tone and how to make appropriate

adjustments in each

• Perform daily warm-up exercises which promote tone production,

ensemble blend and balance

• Demonstrate the ability to detect note, intonation, rhythm, articulation

errors in a live or recorded performance

• Demonstrate understanding of ensemble blend and balance, and the

ability to detect errors in each

• Demonstrate the ability to start, stop, and alter tempo and dynamics at

the conductor’s command

• Perform G, C, F, Bb, Eb, Ab, & Db major scales with arpeggios as well as

a variety of chromatic scales

• Perform selected scales from memory, along with knowledge of

applicable key signatures

• Describe and demonstrate a variety of articulations without noticeable

movement on chin, jaw, or throat

• Perform the Level 1 and Level 2 Premier Rhythms (attached) or

equivalent

• Sight-read FBA Grade 1 or similar music

• Perform a variety of repertoire at FBA Grade 1 or 2 level

MU.68.C.1.1

MU.68.C.2.1

MU.68.C.2.2

MU.68.S.2.1

MU.68.S.2.2

MU.68.S.3.1

MU.68.S.3.2

MU.68.S.3.3

MU.68.S.3.4

MU.68.S.3.6

MU.68.O.2.2

MU.68.O.3.2

MU.68.H.1.1

MU.68.H.1.2

MU.68.H.1.4

MU.68.H.2.2

MU.68.H.2.3

MU.68.F.3.1

Intonation

Staff

Ledger Lines

Clef

Tempo

Meter

Whole Note/Rest

Half Note/Rest

Quarter Note/Rest

Time Signature

Bar Line

Measure

Parts of Instrument

Pitch

Embouchure

Tone

Fingering Chart

Articulation

Ensemble

Phrasing

Blend

Melody



TOPIC: Applying Performance Fundamentals PACING:

2ND

Nine Weeks

MAP – B

ESSENTIAL

QUESTIONS:

Does the

student…

• Perform music with rhythmic and technical precision?

• Successfully perform music with a variety of articulations?

• Demonstrate refinement of tone quality and intonation?

• Demonstrate refinement of ensemble concepts?

• Successfully perform music with an expanded rhythmic vocabulary?

• Independently apply performance fundamentals (without prompting from

teacher)?

BIG IDEAS:






CONCEPTS /CONTENT LEARNING TARGETS/SKILLS STANDARDS KEY TERMINOLOGY

Tone

Pitch

Rhythm

Articulation

Harmony

Melody

Form

Dynamics

Style

• Perform with a steady beat at various tempi

• Differentiate between “in tune” and “out of tune” pitches and how to make

appropriate adjustments

• Perform daily warm-up exercises which promote tone production, ensemble

blend and balance

• Detect note, intonation, rhythm, articulation errors in rehearsal and/or

performance settings

• Detect errors in ensemble blend and balance, as well as appropriate

corrections

• Start and stop, and alter tempi and dynamics at the conductor’s command

• Identify melodic, harmonic, accompanimental, or contrapuntal elements of a

piece of music, and determine appropriate balances

• Identify and define musical terms within current literature

• Make intelligent value judgments regarding music and music performance

based on specific criteria

• Identify aurally a variety of music forms (march, theme and variation, rondo,

verse, etc.)

• Perform Winter Concert music

MU.68.C.1.1

MU.68.C.2.1

MU.68.C.2.2

MU.68.S.2.1

MU.68.S.2.2

MU.68.S.3.1

MU.68.S.3.2

MU.68.S.3.3

MU.68.S.3.4

MU.68.S.3.6

MU.68.O.2.2

MU.68.O.3.1

MU.68.O.3.2

MU.68.H.1.1

MU.68.H.1.2

MU.68.H.1.4

MU.68.H.2.3

MU.68.F.3.1

Key Signature

Sharp

Flat

Natural

Accidental

Crescendo

Decrescendo

Scale

Arpeggio

Whole-step

Half-step

Octave

Round

Pick up Note

1st

& 2nd

Ending

D.C. al Fine

Fine

Flam

Flam Tap

Paradiddle

Measure Repeats

Allegro

Moderato

Andante

Legato

Marcato



TOPIC: Developing Musical and Ensemble Concepts PACING:

3RD

Nine Weeks

MAP – C

ESSENTIAL

QUESTIONS:

Does the

student…

• Perform music with rhythmic and technical precision?

• Perform with expression?

• Demonstrate refinement of tone quality and intonation?

• Demonstrate refinement of ensemble concepts?

• Perform music with expanded technique?

• Perform music at sight with minimal errors?

• Independently apply performance fundamentals (without prompting from

teacher)?

• Make appropriate value judgments regarding one’s own musical

performance?

BIG IDEAS:






CONCEPTS

/CONTENT

LEARNING TARGETS/SKILLS STANDARDS KEY TERMINOLOGY

Tone

Pitch

Rhythm

Articulation

Harmony

Melody

Form

Dynamics

Style

Enharmonics

Phrase

• Perform with precision at various tempi



• Perform daily warm-up exercises which promote tone production,

ensemble blend and balance




corrections

• Respond accurately to conductor gestures/cues


• Critique personal performance, experiment with a variety of solutions, and

make appropriate adjustments with guidance from teachers and peers.

• Perform repertoire in a variety of mediums (solos, chamber, large

ensemble)

• Provide written or oral constructive criticism of a solo, chamber, or large

ensemble performance based upon specific criteria

• Identify cultural and stylistic characteristics of current literature

• Demonstrate basic understanding of copyright laws and the concept of

“intellectual property”

MU.68.C.1.1

MU.68.C.1.3

MU.68.C.2.1

MU.68.C.2.2

MU.68.S.2.1

MU.68.S.2.2

MU.68.S.3.1

MU.68.S.3.2

MU.68.S.3.3

MU.68.S.3.4

MU.68.S.3.6

MU.68.O.1.1

MU.68.O.2.2

MU.68.O.3.1

MU.68.O.3.2

MU.68.H.1.1

MU.68.H.1.2

MU.68.H.1.4

MU.68.H.2.3

MU.68.F.3.2

Syncopation

Subdivision

Dotted Quarter

Note/Rest

Eighth Note/Rest

Enharmonic

Lip Slur

Flam Accent

Flam Paradiddle

Multiple Bounce Roll

Up Beat

Piano

Mezzo Piano

Mezzo Forte

Forte

Phrase

Fermata

Waltz

March


Grade 6-8

MEASUREMENT

TOPIC: Applying Musical and Ensemble Concepts PACING:

4TH

Nine Weeks

MAP – D

ESSENTIAL

QUESTIONS:

Does the student…

• Perform music with precision and expression?

• Perform with maturity of tone and intonation?

• Perform in an ensemble setting with appropriate blend, balance, and sonority?

• Independently apply performance fundamentals to unfamiliar music?

• Make appropriate value judgments regarding music and music performance?

• Understand music in stylistic, historic, and cultural context?

• Understand how technology has affected music consumption and performance?

BIG IDEAS:







Tone

Pitch

Rhythm

Articulation

Harmony

Melody

Form

Dynamics

Style

Chromatics



• Perform daily warm-up exercises which promote tone production, ensemble

blend and balance




corrections

• Respond accurately to conductor gestures/cues


• Critique personal performance, experiment with a variety of solutions, and

make appropriate adjustments with guidance from teachers and peers.

• Provide written or oral constructive criticism of a solo, chamber, or large

ensemble performance based upon specific criteria

• Demonstrate understanding of how music functions in a variety of societies

• Demonstrate understanding the role and use of technology in the music

classroom

• Demonstrate familiarity with major composers in a variety of musical genres

• Describe ways in which technology has changed the way we listen to, watch,

create, and consume music

MU.68.C.1.1

MU.68.C.1.3

MU.68.C.2.1

MU.68.C.2.2

MU.68.S.1.4

MU.68.S.2.1

MU.68.S.2.2

MU.68.S.3.1

MU.68.S.3.2

MU.68.S.3.3

MU.68.S.3.4

MU.68.S.3.6

MU.68.O.1.1

MU.68.O.2.2

MU.68.O.3.1

MU.68.O.3.2

MU.68.H.1.1

MU.68.H.1.2

MU.68.H.1.4

MU.68.H.2.3

MU.68.H.3.2

MU.68.F.3.1

Chromatic Scale

Transposition

Sixteenth Notes

Blend

Balance

Sonority

Harmony

INSTRUMENTAL MUSIC CURRICULUM MAP – BAND 2-3 Grade 6-8

Suggested Resources

Tradition of Excellence Book II

Essential Musicianship for Band

Concert Band Music

Suggested Assessments

Performance Observation Peer Critique Performance assessments

Links to Educational websites

Florida Music Education Association www.flmusiced.org Kennedy Center Arts Edge http://artsedge.kennedy-center.org/educators.aspx Florida Dept. of Education (standards) www.fldoe.org Florida Bandmasters Association http://flmusiced.org/fba/dnn/ MS Band Director http://www.msbanddirector.com/ Wind Repertory Library http://www.windrep.org/ Band Director http://www.banddirector.com/ National Association for Music Education http://www.nafme.org/ Vic Firth Percussion http://www.vicfirth.com/education/bdpsg/ J.W. Pepper http://www.jwpepper.com/Concert_Band_Music_Directors_Resourc es_Band_Texts.list

http://www.flmusiced.org/http://artsedge.kennedy-center.org/educators.aspxhttp://artsedge.kennedy-center.org/educators.aspxhttp://www.fldoe.org/http://flmusiced.org/fba/dnn/http://www.msbanddirector.com/http://www.msbanddirector.com/http://www.windrep.org/http://www.windrep.org/http://www.banddirector.com/http://www.nafme.org/http://www.vicfirth.com/education/bdpsg/http://www.jwpepper.com/Concert_Band_Music_Directors_Resourc

ASSESSMENT RUBRIC

4 Points

(Advanced)

A score of four is a response in which the student demonstrates a thorough understanding of the music concepts

and/or procedures embodied in the task. The student has responded correctly to the task, used musically

sound procedures, and provided clear and complete explanations and interpretations.

3 Points

(Proficient)

A score of three is a response in which the student demonstrates an understanding of the music concepts and/or

procedures embodied in the task. The students’ response to the task is essentially correct with the musical

procedures used and the explanations and interpretations provided demonstrating an essential but less than

thorough understanding. The response may contain minor flaws that reflect inattentive execution of musical

procedures or indications of some misunderstanding of the underlying music concepts and/or procedures.

2 Points

(Basic)

A score of two indicates that the student has demonstrated only a partial understanding of the music concepts

and/or procedures embodied in the task. Although the student may have used the correct approach to obtaining a

solution or may have provided a correct solution, the students’ work lacks an essential understanding of the

underlying music concepts.

1 Point

(Emerging)

A score of one indicates that the student has demonstrated a very limited understanding of the music concepts

and/or procedures embodied in the task. The students’ response is incomplete and exhibits many flaws. Although

the students’ response has addressed some of the conditions of the task, the student reached an inadequate

conclusion and/or provided reasoning that was faulty or incomplete. The response exhibits many flaws or may be

incomplete.

0 Points A score of zero indicates that the student has provided a completely incorrect or non-interpretable response or no

response at all.

MSA Band Curriculum Map 6-8MSA Band Curriculum Map 9-12MSA Band Curriculum Map 9-122013-20141302300 – Band 1 1302310 – Band 21302320 – Band 3 1302330 – Band 4

/Interpreting the Curriculum Maps

NEXT GENERATION SUNSHINE STATE STANDARDS USERS’ GUIDE

MJ Band 1

new curriculum maps · 2018. 9. 24. · activities and resources: a suggested listing of high...

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