GHCS English Language Standards Music Classroom Connections Grades K-1

Subject Concept

Connections / Lesson Ideas

Listening Skills

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Students listen to presented material and recall points of interest and main ideas.
Students follow up to three-step directions during lessons and activities.
Students participate in a vocal or instrumental ensemble to strengthen classroom collaboration.
Identify instruments by sound, describing with words, the sounds of the instruments and ensemble.
Identify new vocabulary words from the SoM teachers guide with syllable recognition.
Create a list of words that rhyme with SoM vocabulary.

Speaking Skills

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Students speak in complete sentences, using SoM vocabulary, while retelling aspects of the presentation.
Invite students to share main ideas.
Students participate in a vocal or instrumental ensemble to strengthen classroom collaboration.
Encourage students to ask questions during the lesson.
Ask students to describe, in words, the shape and sound of the instruments they have studied and played.
List classroom questions for the class to develop an environment of inquiry.

Print Recognition,
writing skills and
vocabulary
development

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Identify words vs. sound pictures.

Create pictures or signs to represent new SoM lists.
Incorporate new SoM vocabulary words into simple sentences.
Create a story and retell, using instruments and songs from the SoM teachers guide.

Comprehension

Writing

1. Students ask or respond to Who, what, where, when, how and why? questions.
2. Relate students prior knowledge of subjects, cultures, instruments, etc.
3. Using words, compare and contrast main ideas from the SoM teachers guide.
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Create and list onomatopoetic words that instruments create.

Write poems about the sounds instruments create or the emotions felt from music.
Write a class story that is reflective of a SoM lesson.
Write a creation story about how a specific instrument, melody or main idea came to be.
Create and use a list of related SoM vocabulary words in sentences.

2015 Rob Keshock, Sarah Burrows, Chris Eppley

GHCS English Language Standards Music Classroom Connections Grades 2-3

Subject Concept

Connections / Lesson Ideas

Listening Skills

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Students listen to teachers presentation and retell, paraphrase, and explain main points.
Students follow multiple-step directions while building or playing instruments.
Students participate in an ensemble in order to interact with peers.
Invite students to listen to peer presentation and create questions based on the information given.
Ask students to listen to the SoM presentation and create questions based on the information given.
Students take turns playing music in a group.
Use rules of conversation to avoid interruptions and respond respectfully.
Connect students experiences with information presented.
Describe mental images of the music and/or culture of study.

Speaking Skills

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Students speak in complete sentences, using SoM vocabulary, while retelling aspects of the presentation.
Summarize a teachers SoM presentation.
Create a short presentation and present key information of a SoM chapter to peers or parents.
Invite students to share what they have learned.
Students participate in an ensemble in order to interact with peers.
Invite students to ask questions during the lesson and to develop further topics of investigation.
Ask students to describe, in words, the shape and sound of the instruments they have studied and played.
Express and opinion of a SoM presentation, music, culture, or instrument.
Create, ask, and answer questions regarding SoM information.
Write a list of effective introductions for a SoM class presentation.

Vocabulary
Development

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Invite students to use the dictionary to discover the definitions of SoM vocabulary.
Identify key words in the SoM textbooks that are used repeatedly and/or specific to a given chapter.
Create pictures or signs to represent new SoM vocabulary lists.
Incorporate new SoM vocabulary words in sentences and paragraphs.
Create a story and retell, using instruments and cultures from the SoM textbooks.
Create a list of synonyms and antonyms while describing the geographic locations, cultural facts, and sounds of the
instrument/music of study.
7. Create a list of onomatopoetic words that describe the sounds of music.

2015 Rob Keshock, Sarah Burrows, Chris Eppley

Writing

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Take notes of a SoM presentation and include this information in sentence or paragraph writing.
Write complete simple and compound sentences using SoM and music vocabulary.
Organize SoM information with prewriting tools and strategies to compose a paragraph.
Write supporting paragraphs with clear details, facts, and examples.
Write a paragraph with a topic sentence about a SoM lesson, including simple facts and details.
Compare and contrast SoM cultures of study.
Write topic sentences and conclusions of a SoM presentation.
Respond in writing to questions or prompts regarding the SoM lesson.
Write a paragraph that sequences the events needed to create music.
Create a SoM visual for a class presentation.
Create a SoM research project.

GHCS English Language Standards Music Classroom Connections Grades 4-5

Subject Concept

Listening Skills

Connections / Lesson Ideas

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Students listen to teachers presentation and retell, paraphrase, and explain main points.
Identify a purpose for listening.
Determine between fact and opinion in presentations.
Student follows multiple-step directions while building or playing music.
Listen for unfamiliar words and create a personal vocabulary list.
Students participate in an ensemble in order to interact with peers.
Invite students to listen to peer presentations about the SoM culture of study and assess.
Ask students to listen to a SoM presentation and create questions based on the information given.
Students take turns playing music within a group.
Use rules of conversation to avoid interruptions and to respond respectfully.
Connect students experiences with information presented.
Describe mental images of the music and/or culture of study.
Evaluate a presentation with opinions and information.
Use personal experiences and prior knowledge to respond to presentations.

2015 Rob Keshock, Sarah Burrows, Chris Eppley

Speaking Skills

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Vocabulary
Development

1. Invite students to use dictionaries, encyclopedias, or online information to discover new information of SoM music and/or
definitions of SoM vocabulary.
2. Use a variety of sources to decode unfamiliar words.
3. Recognize, at sight, specialized SoM vocabulary.
4. Identify key words in the SoM textbooks that are used repeatedly and/or specific to a given chapter.
5. Create pictures or signs to represent new SoM vocabulary lists.
6. Incorporate new SoM vocabulary words into sentences and paragraphs.
7. Create a list of synonyms and antonyms while describing the geographic locations, cultural facts, and sounds of the
instrument/music of study.

Writing

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Students speak in complete sentences, using SoM vocabulary, while presenting or retelling SoM information.
Summarize a SoM teachers presentation.
Create a SoM presentation and present key information of a SoM chapter to an audience.
Use notes, outlines, and visual aids for presentation.
Invite students to share what they have learned.
Students participate in an ensemble in order to interact with peers.
Ask students to describe, in words, the shape and sound of the instruments they have studied and played.
Express an opinion of a SoM presentation, music, culture or instrument.
Create, ask and answer questions regarding SoM information.
Write a list of effective introductions and conclusions for a SoM class presentation.
Interview a musician of teacher that specializes in a SoM lesson or a specific world music culture.
Adapt language and presentation features while presenting SoM information.

Take notes of a SoM presentation and include this information in sentence or paragraph writing.
Write complete compound sentences using SoM and music vocabulary.
Organize SoM information with prewriting tools and strategies to compose a paragraph or essay.
Determine the intended audience, prior to writing.
Determine the purpose of writing (informative, persuasive, descriptive, etc.)
Write a paragraph with a topic sentence and conclusion about a SoM lesson, including facts, details, and explanations.
Use the writing process (pre-writing, draft, revise, and final draft) for a SoM paragraph or essay.
Compare and contrast SoM cultures of study.
Write topic sentences and conclusions of a SoM Presentation.
Compare and contrast SoM cultures of study.
Write topic sentences and conclusions of a SoM presentation.
Write a paragraph that sequences the events needed to create the musical example.
Create a SoM visual for a class presentation.
Use technology for class presentation.
Create a SoM research project, using several sources of information.
Write a story that incorporates culture, music, or instruments from the SoM textbook.

2015 Rob Keshock, Sarah Burrows, Chris Eppley