Unit Plan 3.

3
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: How can we celebrate Christmas in different styles and time periods of music?
Unit Title (Based on a Generative Topic): Christmas Music
Synopsis. Summarizes the unit (i.e. the unit in a nutshell) and lists the
following information:
a. Central focus, theme, topic, big idea, generative topic;
b. Grade, musical program of study (i.e., band, orchestral, guitar, etc.);
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 3 3 hours total
This unit will use Christmas music from a variety of places and time periods to
continue the students musical understanding. We will continue working on
many of the themes introduced in unit 2, putting into practice many of the
elements that were new in that unit.
This unit will continue the students understanding of some of the elements
already studied. It will also introduce some new concepts, such as high do.

Culminating Activity/Products.
Briefly describe the culminating activity and products (e.g. a composition,
performance, recording) explaining how these are authentic performance
tasks and how they bring the unit to an appropriate closure.

Culminating Activity/Products:
Songs: Frere Jacques, Tommy Tinker, Santa Clause is Coming, Cobbler,
Christmas Cookes, Christmas Spice, We Wish You a Merry Christmas, Twas
the Night Before Christmas
Listening Focus: Selections from the Nutcracker
Students will also demonstrate appropriate movement and use of
accompaniment instruments.

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 demonstrate different styles of Christmas music, both accompanied and unaccompanied.
Essential questions. (Two to five per unit) Important, overarching, thought-provoking questions that guide the inquiry throughout the unit.
Essential questions:
1. How are dynamics important to musical expression?
2. How can we connect with music were listening to?

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: Beats may be grouped in 2s or 3s.

ULE: 1.1.1 Identify and respond to the

different accent patterns for duple and triple
time.
SLE/SLO: A time signature tells us how beats are grouped in a measure
ULE: 1.1.1 Recognize 2/4, 3/4, and 4/4
time and their accent patterns
SLE/SLO: Pitched percussion instruments can be combined to make harmony
ULE: 1.1.1 use tone bars to produce
harmonic accompaniment
SLE/SLO: Musical phrases may be short or long
ULE: 1.1.1 Identify both short and long
musical phrases in the listenings
SLE/SLO: Music may be accompanied by an ostinato
ULE: 1.1.1 use classroom instruments to
create ostinati for songs and poems
SLE/SLO: Perform rhythmic patterns in music
ULE: 1.1.1 Perform all songs with correct
rhythm.
SLE/SLO: Extend the use of solfege to include high do
ULE: 1.1.1 sing and sign high do when it
appears in the music we are studying
GLE/GLO: Awareness and appreciation of a variety of music, including music of the many cultures of Canada
GLE/GLO: Insights into music through meaningful musical activities.
SLE/SLO: Changes in dynamics add to the effect of music
ULE: 1.1.1 Be able to hear and respond to
dynamic changes in the music
SLE/SLO: Identify differences in tempo, timbre, and dynamics
ULE: 1.1.1 Be able to read and perform
different tempos, timbres, and dynamics,
and to write them down after hearing them.
GLE/GLO: Self-expression and creativity.
SLE/SLO: Improvise, using instrumental and singing activities
SLE/SLO: Create rhythmic and melodic ostinati for poems and songs.

ULE: 1.1.1 Improvise accompaniment

using classroom instruments
ULE: 1.1.1 Create ostinati on percussion
instruments for poems and songs.

GLE/GLO: Enjoyment of music.

Master List of Major Learning Activities and Experiences
Songs: Frere Jacques, Tommy Tinker, Santa Clause is Coming, Cobbler,
Listening Focus: Selections from the Nutcracker
Christmas Cookes, Christmas Spice, We Wish You a Merry Christmas, Twas
Students will also demonstrate appropriate movement and use of

the Night Before Christmas

accompaniment instruments.
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

Christmas

Christmas

Summary of Lessons
Learning Objectives
Assessment/Evaluation
By the end of this lesson TSWBAT . . .
Formative &/or Summative
(i.e. assessment as, of, for
learning).
Identify like and unlike rhythms when
Formative - observation
written down
Sing and sign high do
Create movement to a listening example
Answer a sung question phrase

Formative - observation

Learning Activities/ Instructional Strategies

Song: Frere Jacques (review 16th notes, then use as

an example for identifying like/unlike phrases and
form)
Song: Tommy Tinker
Listening Focus: Nutcracker Overture
Song: Santa Clause is Coming
Christmas Question Song

Sing and sign high do

Sing in a round
3

Christmas

Sightsing all solfege learned up to this

point
Sing in a round
Sign solfege by ear

Formative - Observation

Christmas

Notate solfege for a melody they hear

Sing in a round
Move creatively to a piece of music
Sing 3/4 with the proper accent pattern

Formative Observation
Summative can students
create expressive movements
to a piece of music theyre
listening to?

Christmas

Notate a new melody using solfege

Sightsing a new melody
Identify the correct rhythm by ear
Sing 3/4 with the proper accent pattern

Christmas

Have fun with music!

Formative Observation
Summative Can students
accurately notate a melody?
Can students sing a new
melody at sight? Can
students hear the difference
between two similar
rhythms? Can students sing
3/4 with the proper accent?
None

Song: Tommy Tinker

Song: Santa Clause is Coming
Song: Cobbler
Song: Christmas Spice
Sightsing practice
Song: Santa Clause is Coming
Song: Cobbler
Song: Christmas Cookies
Song: Christmas Spice
Melodic dictation practice
Poem: Twas the Night Before
Song: Christmas Cookies
Movement Assessment: Waltz of the Flowers
Song: Christmas Spice
Song: We Wish You a Merry Christmas
Melodic dictation
Song: Twas the Night Before (sightsinging)
Song: Christmas Cookies
Rhythmic Identification
Song: We Wish You a Merry Christmas (3/4)
Remaining time: Nutcracker

Christmas Party Sing-a-long student choice of

Christmas songs (from class or from outside of
class)