totowa music curriculum project 1 music.pdf · 9.2.4.a.3 investigate both traditional and...

Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the

N.J. Principals and Supervisors Association.

Totowa Music Curriculum Project Aligned to the NJDOE Model Curriculum

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS

Pacing Guide Content Area: Music

Course Title: Music Grade Level: 1

Unit 1: Creative Process

September-October

Unit 2: Performing

October–December

Unit 3: Performance

Jan-April

Unit 4:Aesthetic Responses

April-May

Unit 5:History of the Arts and Culture

May-June

Created by: C. DeLuccia





Unit Overview Content Area: Music Unit Title: 1- Creative Process

Target Course/Grade Level: Music /Grade 1 Unit Summary: All students will demonstrate an understanding of the elements and principles that govern the creation of art in dance, music, theatre and visual art. In this unit, students will discriminate between fast and slow tempi through movement and singing. Use dynamics when singing, vocal techniques, ABA form, tempo, pitch and patterns in melody. Students will recognize simple ta & titi rhythms. Interdisciplinary Connections: ELA: RL.1.1. Ask and answer questions about key details in a text RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. W.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Math: 1.OA.A Represent and solve problems involving addition and subtraction. 21st Century Life & Careers: CRP4. Communicate clearly and effectively and with reason CRP6. Demonstrate creativity and innovation. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management 9.1.4.G.1 Describe how valuable items might be damaged or lost and ways to protect them. 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes. Technology: 8.1.2.A.1 Identify the basic features of a digital device and explain its purpose 8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources. 8.2.2.A.1 Define products produced as a result of technology or of nature 8.2.2.B.1 Identify how technology impacts or improves life. Unit Rationale: To review the basics learned in Kindergarten and re-introduce concepts. Students will also learn solfege to identify notes in a scale.

Learning Targets CPI# Cumulative Progress Indicators (CPI) 1.1.2.B.2 Identify musical elements in response to diverse aural prompts, such as rhythm, timbre,

dynamics, form and melody.





1.1.2.B.3 Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns, and/or other musical elements), and identify rhythmic notation up to eighth notes and rests.

1.1.2.B.4 Categorize families of instruments and identify their associated musical properties.

1.2.2.A.1 Identify characteristic theme-based works of dance, music, theatre, and visual art, such as artworks based on the themes of family and community, from various historical periods and world cultures

1.3.2.B.1 Clap, sing, or play on pitch from basic notation in the treble clef, with consideration of pitch, rhythm, dynamics, and tempo.

1.3.2.B.2 Demonstrate developmentally appropriate vocal production/vocal placement and breathing technique.

1.3.2.B.3 Demonstrate correct playing techniques for Orff instruments or equivalent homemade instruments.

1.3.2.B.6 Sing or play simple melodies or rhythmic accompaniments in AB and ABA forms independently and in groups, and sight-read rhythmic and music notation up to and including eighth notes and rests in a major scale.

1.3.2.B.7 Blend unison and harmonic parts and vocal or instrumental timbres while matching dynamic levels in response to a conductor’s cues.

1.4.2.A.1 Identify aesthetic qualities of exemplary works of art in dance, music, theatre, and visual art, and identify characteristics of the artists who created them (e.g., gender, age, absence or presence of training, style, etc.).

1.4.2.A.2 Compare and contrast culturally and historically diverse works of dance, music, theatre, and visual art that evoke emotion and that communicate cultural meaning.

Unit Essential Questions: • Can you show me proper posture for

singing? • Can you sing a song back to me? • Can you tell me what tempo means? • Can you recognize the beat to a simple song

or chant?

Unit Enduring Understandings: • Students will sit up straight in the chairs and use

proper posture. • Achievement will be based on student ability • Tempo is how fast or slow you sing, move or play

an instrument • The beat is the “heartbeat” of music. It continues

throughout an entire piece of music.

Unit Learning Targets: Students will ... • Identify tempo as gradually speeding up or slowing down, steady or unsteady beat • Identify adult female voice/child’s voice, identify various instruments of like register, and describe the

differences in metal barred/wood barred instruments • Identify dynamics as loud, soft, medium, and loud. Use dynamic appropriate to the style of music • Identify the forms of call and response, verse and refrain, ABA • Identify step/leap and same/different patterns in a melody, and identify tonal center and melodic patterns

using basic solfeggio. • Identify Kodaly melody sol/mi • Identify strong beat, short, and long notes/rests • Identify ta and titi rhythms

Evidence of Learning





Summative Assessment: Summative assessment should provide overall evidence about student learning. How well have the students learned the content knowledge in the unit? What aspects have been internalized? Can students support explanations with knowledge and evidence they acquired during the unit? Assessments could include concluding projects, performances, discussions and demonstrations that verify the knowledge and skills learned. Formative Assessments: • Class Participation • Teacher Observations • Individual student assessment by singing and playing • Listen to students sing

Equipment Needed: Epson white board Computer CD player Ipod Ipad Internet Cd’s Flashdrive Classroom instruments Teacher generated visuals, worksheets and song sheets Teacher Resources: Music Today and Everyday Websites: www.youtube.com www.classicforkids.com www.lessonplanspage.com http://nafme.org www.kodalyinspiredclassroom.com/ https://www.oake.org/about-us/the-kodaly-concept Integration of Technology: Smart Board Computers Ipads

http://www.youtube.com/


http://www.classicforkids.com/


http://www.lessonplanspage.com/


http://nafme.org/

http://nafme.org/

http://www.kodalyinspiredclassroom.com/


https://www.oake.org/about-us/the-kodaly-concept






Curriculum Development Resources: Click the links below to access additional resources used to design this unit http://nafme.org https://www.state.nj.us/education/cccs/2014/arts/standards.pdf https://www.state.nj.us/education/cccs/2016/ela/g01.pdf https://www.state.nj.us/education/cccs/2016/math/1.pdf https://www.state.nj.us/education/cccs/2014/tech/8.pdf https://www.state.nj.us/education/cccs/2014/career/9.pdf

Unit Overview Content Area: Music Unit Title: 2- Performing

Target Course/Grade Level: Music /Grade 1 Unit Summary: Develop appropriate performance behaviors, hand movements and respect for music. Students will sing various songs, perform with movements, clap simple rhythms, perform dynamics through singing and playing of rhythm instruments. Learn to demonstrate appropriate posture for a performance. Combine all components in preparation for Winter Concert. Interdisciplinary Connections: ELA: RL.1.1. Ask and answer questions about key details in a text RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. W.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Math: 1.OA.A. Represent and solve problems involving addition and subtraction. 21st Century Life & Careers: CRP4. Communicate clearly and effectively and with reason CRP6. Demonstrate creativity and innovation. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management 9.1.4.G.1 Describe how valuable items might be damaged or lost and ways to protect them. 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes. Technology: 8.1.2.A.1 Identify the basic features of a digital device and explain its purpose

http://nafme.org/

https://www.state.nj.us/education/cccs/2014/arts/standards.pdf

https://www.state.nj.us/education/cccs/2016/ela/g01.pdf

https://www.state.nj.us/education/cccs/2016/math/1.pdf

https://www.state.nj.us/education/cccs/2014/tech/8.pdf

https://www.state.nj.us/education/cccs/2014/career/9.pdf





8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources. 8.2.2.A.1 Define products produced as a result of technology or of nature 8.2.2.B.1 Identify how technology impacts or improves life.

Unit Rationale: Understanding the concept of performance in Music.


dynamics, form, and melody. 1.1.2.B.3 Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns,

and/or other musical elements), and identify rhythmic notation up to eighth notes and rests. 1.1.2.B.4 Categorize families of instruments and identify their associated musical properties. 1.2.2.A.1 Identify characteristic theme-based works of dance, music, theatre, and visual art, such as

artworks based on the themes of family and community, from various historical periods and world cultures

1.3.2.B.1 Clap, sing, or play on pitch from basic notation in the treble clef, with consideration of pitch, rhythm, dynamics, tempo.

1.3.2.B.2 Demonstrate developmentally appropriate vocal production/vocal placement and breathing technique.

1.3.2.B.3 Demonstrate correct playing techniques for Orff instruments or equivalent homemade instruments






singing? • Can you sing a song back to me? • Can you tell the difference between high

and low pitches? • Can you identify if phrases are the same or

different? • Can you recognize a ta & titi rhythm


proper posture. • Achievement will be based on student ability • Tempo is how fast or slow you sing, move or

play an instrument. • Students will listen and discriminate between

same and different phrases. • Achievement will be based on student ability • Teacher will sing and clap a word and student

will recognize it as a ta or titi





Unit Learning Targets: Students will ... • Read and perform combinations of quarter notes, two eighths and quarter rests by clapping and counting

aloud • Read, sing or play various combinations of do-mi-sol-la- from a two to five line staff using quarter note

and /or two eighth note rhythms • Using sol/mi, read and perform an ostinato on a pitched barred instrument using quarter notes and /or

two eighths notes and /or quarter rests. • Clap or play on an un-pitched percussion instrument a steady beat at various tempi as indicated on a two

to five line staff or in response to images that indicate a particular speed (eg., rabbit/tortoise). • Read and perform dynamics of f and p (forte and piano) through singing and playing of various rhythm

instruments. Evidence of Learning

Summative Assessment: Summative assessment should provide overall evidence about student learning. How well have the students learned the content knowledge in the unit? What aspects have been internalized? Can students support explanations with knowledge and evidence they acquired during the unit? Assessments could include concluding projects, performances, discussions, and demonstrations that verify the knowledge and skills learned. Formative Assessments: • Class Participation • Teacher Observations • Individual Student assessment by singing and playing • Practice rhythms using beat charts

• Listen to students sing Equipment Needed: Epson white board Computer CD player Ipod Ipad Internet Cd’s Flashdrive Classroom instruments Teacher generated visuals, worksheets and song sheets Laminated Beat Charts & Dry Erase Markers Teacher Resources: Music Today and Everyday Websites: www.youtube.com







www.classicforkids.com www.lessonplanspage.com http://nafme.org www.kodalyinspiredclassroom.com/ https://www.oake.org/about-us/the-kodaly-concept

Integration of Technology: Smart Board Computers I pads Music Apps

Curriculum Development Resources: Click the links below to access additional resources used to design this unit: http://nafme.org https://www.state.nj.us/education/cccs/2014/arts/standards.pdf https://www.state.nj.us/education/cccs/2016/ela/g01.pdf https://www.state.nj.us/education/cccs/2016/math/1.pdf https://www.state.nj.us/education/cccs/2014/tech/8.pdf https://www.state.nj.us/education/cccs/2014/career/9.pdf

Unit Overview Content Area: Music Unit Title: 3- Performing Target Course/Grade Level: Music /Grade 1





http://nafme.org/

http://nafme.org/





http://nafme.org/










Unit Summary: Develop appropriate performance behaviors, hand movements and respect for music. Students will sing various songs, perform with movements, clap simple rhythms, perform dynamics through singing and playing of rhythm instruments. Learn to demonstrate appropriate posture for a performance. Combine all components in preparation for Spring Concert. Interdisciplinary Connections: ELA: RL.1.1. Ask and answer questions about key details in a text RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. W.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Math: 1.OA.A. Represent and solve problems involving addition ns subtraction. 21st Century Life & Careers: CRP4. Communicate clearly and effectively and with reason CRP6. Demonstrate creativity and innovation. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management 9.1.4.G.1 Describe how valuable items might be damaged or lost and ways to protect them. 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes. Technology: 8.1.2.A.1 Identify the basic features of a digital device and explain its purpose 8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources. 8.2.2.A.1 Define products produced as a result of technology or of nature 8.2.2.B.1 Identify how technology impacts or improves life. Unit Rationale: Understanding the concept of performance in Music.


dynamics, form, and melody. 1.1.2.B.3 Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns,

and/or other musical elements), and identify rhythmic notation up to eighth notes and rests. 1.1.2.B.4 Categorize families of instruments and identify their associated musical properties. 1.2.2.A.1 Identify characteristic theme-based works of dance, music, theatre, and visual art, such as

artworks based on the themes of family and community, from various historical periods and world cultures

1.3.2.B.1 Clap, sing, or play on pitch from basic notation in the treble clef, with consideration of pitch, rhythm, dynamics, tempo.





1.3.2.B.3 Demonstrate correct playing techniques for Orff instruments or equivalent homemade instruments

1.3.2.B.5 Improvise short tonal and rhythmic patterns over ostinatos, and modify melodic or rhythmic patterns using selected notes and /or scales to create expressive ideas






singing? • Can you sing a song back to me? • Can you tell the difference between high

and low pitches? • Can you identify if phrases are the same or

different? • Can you pat the beat while singing or

chanting?


proper posture. • Achievement will be based on student ability • Tempo is how fast or slow you sing, move or

play an instrument. • Students will listen and discriminate between

same and different phrases. • Achievement will be based on student ability • Student will chant a song while tapping rhythm

sticks or patting laps

Unit Learning Targets: Students will ... • Read and perform combinations of quarter notes, two eighths and quarter rests by clapping and counting

aloud • Read, sing or play various combinations of sol/mi from a two to five line staff using quarter note and /or

two eighth note rhythms • Using sol/mi, read and perform an ostinato on a pitched barred instrument using quarter notes and /or

two eighths notes and /or quarter rests. • Clap or play on an un-pitched percussion instrument a steady beat at various tempi as indicated on a two

to five line staff or in response to images that indicate a particular speed (eg., rabbit/tortoise). • Read and perform dynamics of f and p (forte and piano) through singing and playing of various rhythm

instruments. Evidence of Learning

Summative Assessment: Summative assessment should provide overall evidence about student learning. How well have the students learned the content knowledge in the unit? What aspects have been internalized? Can students support explanations with knowledge and evidence they acquired during the unit? Assessments could include concluding projects, performances, discussion and demonstrations that verify the knowledge and skills learned.





Formative Assessments: • Class Participation • Teacher Observations • Individual Student assessment by singing and playing • Listen to students sing

Equipment Needed: Epson white board Computer CD player Ipod Ipad Internet Cd’s Flashdrive Classroom instruments Teacher generated visuals, worksheets and song sheets



Totowa Music Curriculum Project Aligned

to the NJDOE Model Curriculum ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS

Laminated Beat Charts and dry erase markers Teacher Resources: Music Today and Everyday Musicplay Making Music Websites: www.youtube.com www.kodalyinspiredclassroom.com https://www.oake.org/about-us/the-kodaly-concept www.classicforkids.com www.lessonplanspage.com http://nafme.org Integration of Technology: Epson White Board Computers Ipod Ipad Music Apps

Curriculum Development Resources: Click the links below to access additional resources used to design this unit: http://nafme.org https://www.state.nj.us/education/cccs/2014/arts/standards.pdf https://www.state.nj.us/education/cccs/2016/ela/g01.pdf https://www.state.nj.us/education/cccs/2016/math/1.pdf https://www.state.nj.us/education/cccs/2014/tech/8.pdf https://www.state.nj.us/education/cccs/2014/career/9.pdf

Unit Overview Content Area: Music Unit Title: 4- Aesthetic Responses and Critique Methodologies

Target Course/Grade Level: Music /Grade 1









http://nafme.org/

http://nafme.org/

http://nafme.org/










Unit Summary: This unit addresses the two ways students may respond to the arts, the study of aesthetics and the application of methodologies to the arts. Interdisciplinary Connections: ELA: RL.1.1. Ask and answer questions about key details in a text RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. W.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. W.1.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. 21st Century Life & Careers: CRP4. Communicate clearly and effectively and with reason CRP6. Demonstrate creativity and innovation. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes. Technology: 8.1.2.A.1 Identify the basic features of a digital device and explain its purpose 8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources. 8.2.2.A.1 Define products produced as a result of technology or of nature 8.2.2.B.1 Identify how technology impacts or improves life. Unit Rationale: Understanding cultural and historical diverse works in music.

Learning Targets CPI# Cumulative Progress Indicators (CPI) 1.2.2.A.1 Identify characteristic theme-based works of dance, music, theatre, and visual art, such as

artworks based on the themes of family and community, from various historical periods and world cultures.

1.2.2.A.2 Identify how artists and specific works of dance, music, theatre, and visual art reflect, and are affected by, past and present cultures

1.4.2.A.2 Compare and contrast culturally and historically divers works of dance, music, theatre, and visual art that evoke emotion and that communicate cultural meaning.

1.4.3.A.3 Use imagination to create a story based on an arts experience that communicated an emotion or feeling, and tell the story through each of the four arts disciplines (dance, music, theatre, and visual arts)

http://www.state.nj.us/education/cccs/standards/9/





1.4.2. B.1 Observe the basic arts elements in performance and exhibitions and use them to formulate objective assessments of artworks in dance, music, theatre, and visual art.

1.4.2.B.2 Apply the principles of positive critique in giving and receiving responses to performance.

1.4.2.B.3 Recognize the making subject or theme in works of dance, music, theatre, and visual art.

Unit Essential Questions: • Can you show me proper posture for singing? • Can you sing a short seasonal song? • Can you tell me what Tempo means? • Can you tell me what beat means?


proper posture. • Achievement will be based on student ability • Tempo is how fast or slow you sing, move or play

an instrument. • The Beat is the “heartbeat” of music.

Unit Learning Targets: Students will...

• Demonstrate an understanding of the similarities and differences of children’s singing games from different continents (e.g., North America, the African continent) by comparing and contrasting melody, rhythm, tempo, etc. in representative examples of culturally-based music.

• Create a short song that tells a story which include the elements of music (e.g., dynamics, tempo, melodic direction, instrumentation) found in a piece (or a section of a piece) of program music.

• List the musical elements (e.g., dynamics, meter, melody etc.) found in performances of seasonal songs (e.g., Halloween, winter, patriotic) and use them to make objective assessments of the appropriateness/effectiveness of the elements in conveying the intent of the song.

• Describe two musical elements (e.g., tempo, rhythm, dynamics etc.) that correspond to the theme of a selected piece of music (i.e., the Little Train of the Caipira by Villa-Lobos).

• Critique the performance by the class or of a recording of a call and response song that allows the response to be created by the singer. Discuss the application and appropriateness of the musical elements employed in the song (e.g., melody, rhythm, dynamics and lyrics).

Evidence of Learning Summative Assessment: Summative assessment should provide overall evidence about student learning. How well have the students learned the content knowledge in the unit? What aspects have been internalized? Can students support explanations with knowledge and evidence they acquired during the unit? Assessments could include concluding projects, performances, discussions and demonstrations that verify the knowledge and skills learned. Formative Assessments: • Class Participation • Teacher Observations • Individual Student assessment by singing and playing • Listen to students sing





Equipment Needed: Epson white board Computer CD player Ipod Ipad Internet Cd’s Flashdrive Classroom instruments Teacher generated visuals, worksheets and song sheets (Chart paper, dry erase markers, laminated beat charts) Teacher Resources: Music Today and Everyday Musicplay Making Music Kodaly Classroom Websites: www.youtube.com www.classicforkids.com www.lessonplanspage.com http://nafme.org www.kodalyinspiredclassroom.com/ https://www.oake.org/about-us/the-kodaly-concept Integration of Technology: Epson White Board Computers Ipod Music Apps Music Computer Games Ipad

Curriculum Development Resources: Click the links below to access additional resources used to design this unit: http://nafme.org https://www.state.nj.us/education/cccs/2014/arts/standards.pdf https://www.state.nj.us/education/cccs/2016/ela/g01.pdf https://www.state.nj.us/education/cccs/2014/tech/8.pdf







http://nafme.org/

http://nafme.org/





http://nafme.org/









Unit Overview Content Area: Music Unit Title: 5- History of the Arts and Culture

Target Course/Grade Level: Music /Grade 1 Unit Summary: Students will understand the role, development and influence of the arts throughout history and across cultures in music. Interdisciplinary Connections: ELA: RL.1.1. Ask and answer questions about key details in a text RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. W.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. W.1.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. 21st Century Life & Careers: CRP4. Communicate clearly and effectively and with reason CRP6. Demonstrate creativity and innovation. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes. Technology: 8.1.2.A.1 Identify the basic features of a digital device and explain its purpose 8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources. 8.2.2.A.1 Define products produced as a result of technology or of nature 8.2.2.B.1 Identify how technology impacts or improves life.






Unit Rationale: Understanding cultural and historical diverse works in music.

Learning Targets CPI# Cumulative Progress Indicators (CPI) 1.2.2.A.2 Identify how artist and specific works of dance, music, theatre, and visual art

reflect, and are affected by, past and present cultures. 1.2.2.A.2 Identify how artists and specific works of dance, music, theatre, and visual art

reflect, and are affected by, past and present cultures. Unit Essential Questions: • Can you use hand movements as you sing? • Can you sing a counting song? • Can you pat or clap the beat as you sing

Unit Enduring Understandings: • Students will use correct hand

movements as they sing. • Achievement will be based on student

ability • Students will count as they sing. • Students will pat or clap while singing a

song or chant Unit Learning Targets Students will…

• Identify the common theme of children’s songs from different countries (eg. Songs about learning the alphabet/how to count/naming colors, animals, singing games).

• Identify the characteristics of patriotic music from different countries (eg.,This Is My Country, Something to Sig About-Canada). Listen to recordings/sing the pieces. Compare/Contrast musical elements, the purpose of the selections and why the songs can be considered patriotic.

Evidence of Learning Summative Assessment: Summative assessment should provide overall evidence about student learning. How well have the students learned the content knowledge in the unit? What aspects have been internalized? Can students support explanations with knowledge and evidence they acquired during the unit? Assessments could include concluding projects, performances, discussions, and demonstrations that verify the knowledge and skills learned. Formative Assessments: • Class Participation • Teacher Observations • Individual Student assessment by singing and playing • Listen to students sing

Equipment Needed: Epson white board Computer CD player Ipod Ipad Internet Cd’s





Flashdrive Classroom instruments Teacher generated visuals, worksheets and song sheets (laminated beat charts & dry erase markers) Teacher Resources: Music Today and Everyday Websites:

www.youtube.com www.classicforkids.com www.lessonplanspage.com http://nafme.org www.kodalyinspiredclassroom.com/ https://www.oake.org/about-us/the-kodaly-concept Integration of Technology: Epson White Board Computers Ipod Ipad

Curriculum Development Resources: Click the links below to access additional resources used to design this unit: Websites:

http://nafme.org https://www.state.nj.us/education/cccs/2014/arts/standards.pdf https://www.state.nj.us/education/cccs/2016/ela/g01.pdf https://www.state.nj.us/education/cccs/2014/tech/8.pdf https://www.state.nj.us/education/cccs/2014/career/9.pdf







http://nafme.org/

http://nafme.org/





http://nafme.org/









MODIFICATIONS Based on Students’ Individual Needs

(Special Education Students, English Language Learners, Students at-Risk)

Time/General

• Allow extra time • Repeat and clarify

directions • Provide breaks in

between tasks • Have student

verbalize directions • Provide

timelines/due dates for reports and projects

Processing

• Provide extra response time

• Have student verbalize steps

• Repeat directions • Provide small group

instruction • Include partner work

Comprehension

• Provide reading material on student’s level

• Have student underline important points

• Assist student on how to use context clues to identify words/phrases

• Ensure short manageable tasks

Tests/Quizzes/Grading

• Provide extended time

• Provide study guides • Limit number of

responses

Behavior/Attention

• Establish classroom rules

• Write a contract with the student specifying

expected behaviors • Provide preferential

seating • Re-focus student as

needed • Reinforce student for

staying on task

Organization

• Monitor the student and provide reinforcement of directions

• Verify the accurateness of homework assignments

• Display a written agenda





Enrichment

Accommodate Based on Students Individual Needs: Strategies

• Evaluate vocabulary • Elevate Text Complexity • Incorporate inquiry based assignments and projects • Extend curriculum • Balance individual, small group and whole group instruction • Provide tiered/multi-level activities • Include purposeful learning centers • Provide open-ended activities and projects • Offer opportunities for heterogeneous grouping to work with age and social peers as well

as homogeneous grouping to provide time to work with individual peers • Provide pupils with experiences outside the ‘regular’ curriculum • Alter the pace the student uses to cover regular curriculum in order to explore topics of

interest in greater depth/breadth within their own grade level • Require a higher quality of work than the norm for the given age group • Promote higher level of thinking and making connections. • Focus on process learning skills such as brainstorming, decision making and social skills • Use supplementary materials in addition to the normal range of resources. • Encourage peer to peer mentoring • Integrate cross-curricular lessons • Incorporate real-world problem solving activities • Facilitate student-led questioning and discussions





ELL Strategies

• Provide explicit, systematic instruction in vocabulary. •

Ensure that ELLs have ample opportunities to talk with both adults and peers and provide ongoing feedback and encouragement.

• Expose ELLs to rich language input.

• Scaffolding for ELLs language learning.

• Encourage continued L1 language development.

• Alphabet knowledge

• Phonological awareness

• Print awareness

• Design instruction that focuses on all of the foundational literacy skills.

• Recognize that many literacy skills can transfer across languages.

• English literacy development by helping ELLs make the connection between what they know in their first language and what they need to know in English.

• Graphic organizers • Modified texts • Modified assessments • Written/audio instruction • Shorter paragraph/essay length •

Homogeneously grouped by level

totowa music curriculum project 1 music.pdf · 9.2.4.a.3 investigate both traditional and...

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