Curriculum planning chart 1

Generative Topic (Blythe et al, 1998):

Name: Rachel Frankford
Concept*

Sound and Music

Standard

("The student
will
understand")

Subject:

Assessment

Facts

Skills

(How will
you have
evidence that
they know
it?)

("The
students will
know")

("The students will

be able to")

-Informal
observations
of students
during whole
class and
small group
activities

-Vocabulary
to describe
sounds

-Use detailed,
specific
language to
describe and
characterize
different sounds
and pieces/styles
of music

PA ELA Standards:
(The big idea,
the "enduring
understanding"
[Wiggins,
1998]; a broad
way of making
sense of the
world, or a life
lesson)

The sounds
we hear
around us
affect how
we perceive
our
environment
Central
problem /
issue / or
essential
question
(intended to
"get at" the
concept; the
motorvator)
How do music
and sound
affect how we
perceive the
world?

CC.1.5.1.A:Participate in collaborative conversations

with peers and adults in small and larger groups.

CC.1.4.1.M Write narratives to develop real

or imagined experiences or events.
CC.1.4.1.O Include thoughts and feelings to
describe experiences and events.
CC.1.2.1.A Identify the main idea and retell
key details of text.
CC.1.2.1.B Ask and answer questions about
key details in a text
CC.1.2.1.F Ask and answer questions to help
determine or clarify the meaning of words
and phrases in a text.
CC.1.2.1.K Determine or clarify the meaning
of unknown and multiple-meaning words and
phrases based on grade-level reading and
content.
CC.1.3.1.F Identify words and phrases in
stories or poems that suggest feelings or
appeal to the senses.
Next Generation Science Standards:
1-PS4-1. Plan and conduct investigations to
provide evidence that vibrating materials can
make sound and that sound can make
materials vibrate.
K-2ETS1-2. Develop a simple sketch,
drawing, or physical model to illustrate how
the shape of an object helps it function as
needed to solve a given problem.
Cross-Cutting Concepts: 2. Cause and effect:
Mechanism and explanation. 3. Scale,
proportion, and quantity. 6. Structure and
function.

Science

-Written
response to
listening walk
-Instrument
prediction
graphic
organizer
-Vocabulary
group activity

-Sounds are
carried
through the
air by
vibrations
-Sounds
objects make
affect how we
identify and
describe them
(size,
material,
hollowness)
-Sounds we
hear in our
environment
affect our
judgements of
where we are
(are we
someplace
peaceful?
Scary?
Crowded?)

-Use observation
to investigate
sounds in their
physical
surroundings
and how these
affect their
perceptions
-Apply findings
from
observations and
knowledge about
sound vibrations
in order to make
predictions
about the sounds
made by objects,
including
instruments

Problems to
pose

Activities:

("Guiding
questions" or
"unit
questions")
-How do the
sounds around
us help us
understand our
environment?
-How can we
describe our
neighborhood
based on the
sounds we
hear?
-Can we
identify objects
based on what
they sound
like?
-How does
sound get from
the world
around us into
our ears?
-How do
physical
attributes of
objects and
instruments
affect the
sounds they
make?

-Read-aloud The
Listening Walk (whole
class)
-Sound vocabulary
activity (whole
class/small group)
-Listening walk in
Southwark neighborhood
(whole class)
-Listening walk shared
writing chart (whole
class)
-Listening walk written
response (individual)
-Mystery Box: observe
and describe objects; try
to identify same objects
through sound only.
Discuss though process
and accuracy of
predictions (small group)
-Make musical
instruments (kazoos),
making predictions about
how changing size and
holes will change sound
(whole class/small group

Name: Rachel Frankford

Curriculum planning chart 2

Generative Topic (Blythe et al, 1998): Music and Sound

Concept

Standards

("The student will

understand")

Enduring
Understanding:

Music can tell a

story or
communicate
ideas. Music
also makes us
feel different
emotions.
Essential Question:

Why do people
listen to music?
How does music
and affect how
we perceive the
world? How can
we express
ourselves
through music?

PA Math Standards:
CC.2.4.1.A.4:Represent and
interpret data using
tables/charts
CC.2.1.1.B.2:Use place value
concepts to represent
amounts of tens and ones
and to compare two digit
numbers.
PA ELA Standards:
CC.1.1.1.E:
Read with accuracy and
fluency to support
comprehension:
CC.1.2.1.A: Identify the main
idea and retell key details of
text.
CC.1.2.1.B: Ask and answer
questions about key details in
a text.
CC.1.2.1.I:Identify basic
similarities in and differences
between two texts on the
same topic.
CC.1.3.1.G:Use illustrations
and details in a story to
describe characters, setting,
or events.
CC.1.5.1.A:Participate in
collaborative conversations
with peers and adults in small
and larger groups.

Subject: Language Arts/Math

Assessment:

Facts

Skills

(How will you have

evidence that they
know it?)

("The students
will know")

("The students
will be able to")

-Graph musical
preferences,
discuss and
compare
-informal
patterns in data
observations and
-Identify the
student participation
components of
in read-alouds and
-the
make-up
an orchestra
whole class /small
of
an
and types of
group discussions
orchestra
musical
(conductor,
-vocabulary
instruments
musician,
memory game
instrumental
-Use detailed,
sections)
specific
-Observation of
language to
guided reading
-Music can
groups
describe and
tell a story.
characterize
-Students
-The
same
different sounds
demonstrate
story
can
be
and
comprehension
told
in
of
through predicts
different ways, pieces/styles
after guided reading. eg through
music
-Describe and
print and
-Student ability to
music
express how a
follow story
piece of music
listening map
-Music affects makes them
how we feel
-Student writing
feel, through
about
sample responding
writing and
characters in
to Peter and the
a
story.
drawing
Wolf
-student discussion
comparing graphed
data

-vocabulary
necessary to
describe
music and
animal
characters

Problems to
pose

Activities:

("Guiding
questions" or
"unit
questions")
What music
do people in
our class like
and how can
we show this
information?

-Music survey and graph of data

(whole class/small group)
-Pre-teach and practice orchestra
vocabulary (whole class/small
group)

What is an
orchestra?
What does an
orchestra
sound like?

-The Philharmonic Gets Dressed

Read-aloud (whole class)

Can we tell a
story with
just music?

-Sorcerer's Apprentice grouped

guided reading

How does
Peter and the
Wolf tell a
story through
music? Is
reading the
story
different
from
listening to
the music?

-Watch The Sorcerer's

Apprentice (Fantasia).

-Peter and the Wolf read-aloud.

(whole class)
-Make predictions about what
animals will sound like
-Peter and the Wolf listen aloud
with story/sound map
(whole class/individual)
-Discussion: How did you feel
listening to the story? Was it
different than reading the story?
Did the music help you see the
characters in your mind?
(whole class)
-Pair discussion and writing
reaction: a moment in the story
that stood out to you

Curriculum planning chart 3

Generative Topic (Blythe et al, 1998): Music and Sound
Name: Rachel Frankford
Concept*

Standards

("The student will

understand")
Essential
Understandings:

Different pieces
and kinds of
music make us
feel different
emotions. We
can respond
creatively to
music and how
it makes us feel.
Questions:

Why do people
listen to music?
How does music
and affect how
we perceive the
world? How can
we express
ourselves
through music?

PA ELA Standards
1.6.1.B: Use appropriate
volume and clarity in
individual or group
situations.Deliver brief oral
presentations on a topic
supported by visual aids.
1.6.1.A: Listen actively and
respond to others in small and
large group situations with
appropriate questions and
ideas
1.4.1.A: Write, dictate or
illustrate descriptive poems
and stories that
include literary elements.
1.5.1.E: Revise writing by
adding details or missing
information.
1.5.1.F: Use grade
appropriate conventions of
language when writing and
editing.

Subject:

Language Arts

Assessment

Facts

Skills

Problems to pose

(How will you have

evidence that they
know it?)

("The students will

know")

("The students will

be able to")

("Guiding questions"
or "unit questions")

-Observations of
students in emotions
vocabulary activity

-vocabulary
necessary to
describe music,
sound, and
emotions

Identify and
describe different
emotions, when they
feel them, what they
look like
(behavior and facial
expressions)

How can we describe

emotions?

-Students'
completed music
story book
-Student
participation in
author event

-Music can make

us feel emotions
as well as picture
events and
situations. We do
not have to think
of the same thing
that the composer
was thinking
about.
-We can respond
to what music
makes us think
about or feel
through different
genres, such as
art and writing.

Describe what
music makes them
think of (eg I think
it's a fight), use
language of
emotions to describe
how music makes
them feel.
Respond creatively
to pieces of music
through drawings.
Create a story, using
words and drawings,
as a response to one
of the pieces of
music.
Read/retell story to
other students,
including
explanation of
where story idea is
from (eg, the music
was soft so I
thought about a girl
going to sleep)

How do different
pieces of music
make us feel? What
do they make us
think about?
How can we show
how music makes us
feel? (ie through
talking, drawing,
making up a story)

Activities:

Emotion words
read-aloud and
practice
Can you hear it?
Listen aloud with
drawing responses
elaborate on one
drawing through the
creation of a written
and illustrated story
author event shareout