Unit Lesson Plan --- Music Education --- Mr.

Gillenwaters
Grade SOLs Vocab Activities
4th Grade 4.1 The student will read and Harmony, partner Review Pick a Little partner songs (skinny green book page
notate (B1) music, including songs, meter 50) and Rise and Shine (gold book)
Week 1 1. reading melodies based signature, time Introduce/review meter signatures and conducting unit
on a hexatonic scale; signature, spiritual, Introduce conducting concept/history with short conductor clip
2. using traditional notation 2 patterns, legato, on smartboard
to write (B6) melodies staccato Focus on John Williams as composer of the month
containing stepwise motion; Teach Do Wah Diddy (skinny green page 19). Introduce 2s
3. reading two-note march pattern
accompaniment patterns Teach Gonna Ride Up in the Chariot (skinny green page 20).
(bordun); Introduce 2s legato pattern
4. reading and notating (Cripple Creek 2s hand jive)
(B1) rhythmic patterns that
include dotted quarter note
followed by an
eighth note;
5. using (B3) a system to
sight-read melodic and
rhythmic patterns;
6. identifying (B1) the
meaning of the upper and
lower numbers of simple
time signatures
(2/4,3/4,4/4); and
7. identifying (B1) dynamic
markings (e.g., p, mp, mf, f).

4.2 The student will sing (B5) a

varied repertoire of songs
 alone and with others,
including
1. singing (B5) with a clear
tone quality and correct
intonation;
2. singing (B5) diatonic
melodies;
3. singing (B5) melodies
written on the treble staff;
4. singing (B5) with
expression, using dynamics
and phrasing;
5. singing (B5) in simple
harmony; and
6. demonstrating (B2)
proper posture for singing.
4th Grade 4.1 The student will read and Composer- Person Play John Williams Clip: Hedwigs theme?
notate (B1) music, including who writes, Life Saver question: Review difference between terms
Week 2 1. reading melodies based creates, or comes Composer and Conductor
on a hexatonic scale; up with idea for Life Saver question: Correctly conduct last weeks pattern
2. using traditional notation music (march 2)
to write (B6) melodies Full class conduct march 2 pattern to Doo Wah Diddy Diddy
containing stepwise motion; Conductor- Person (Skinny Green Book page 19)
3. reading two-note who leads the Introduce legato 2 (B pattern) discuss term Legato
accompaniment patterns musicians in Ride up in the Chariot (Skinny Green Book page 20)
(bordun); performance of Learn to cue new parts
4. reading and notating song Sing song (time permitting)
(B1) rhythmic patterns that Handel* (Skinny Green Book page 30)
include dotted quarter note Legato- a smooth History of Handel
followed by an and connected Royal Fireworks
eighth note; musical (and Introduce 3 beats per measure conducting pattern*
conducting) form
Assess:
 5. using (B3) a system to Meter- number of Listen to Yellow Rose of Texas* (Skinny Green Book page
sight-read melodic and beats per measure 26)
rhythmic patterns; What conducting pattern?
6. identifying (B1) the Sing song
meaning of the upper and Listen to Cripple Creek*
lower numbers of simple Hand Jive (two beats, then try three)
time signatures Discuss 2 beat Meter versus 3 beat
(2/4,3/4,4/4); and
7. identifying (B1) dynamic Materials:
markings (e.g., p, mp, mf, f). CDs for music
Skinny Green Books
4.2 The student will sing (B5) a
varied repertoire of songs *may be moved to next week for review if not achieved this
alone and with others, week
including
1. singing (B5) with a clear
tone quality and correct
intonation; Differentiation:
2. singing (B5) diatonic
Easier rhythms for students that struggle with
melodies; conducting
3. singing (B5) melodies
written on the treble staff;
4. singing (B5) with
expression, using dynamics
and phrasing;
5. singing (B5) in simple
harmony; and
6. demonstrating (B2)
proper posture for singing.
4th Grade 4.1 The student will read and Staccato, legato, John Williams clip: Hedwigs Theme
notate (B1) music, including cue, time Review Conductor and Composer
Week 3 1. reading melodies based signature, Review Do Wah Diddy and Gonna Ride for staccato and
on a hexatonic scale; copyright, legato 2 patterns and left hand cues
 2. using traditional notation conductor, Cripple Creek
to write (B1) melodies composer, Hand jive review in 2 and try it in 3
containing stepwise motion; downbeat, pattern Yellow Rose of Texas (Skinny Green Book page 23)
3. reading two-note Identify style & meter
accompaniment patterns Cuckoo (Skinny Green Book page 24)
(bordun); Teach 3 pattern
4. reading and notating Handel* (Skinny Green Book page 30)
(B1) rhythmic patterns that Introduce Handel
include dotted quarter note Style & meter of Royal Fireworks
followed by an eighth note;
5. using a system to sight- *add batons
read melodic and rhythmic
patterns; *Time permitting
6. identifying (B1) the
meaning of the upper and
lower numbers of simple
time signatures
(2/4,3/4,4/4); and
7. identifying (B1) dynamic
markings (e.g., p, mp, mf, f).

4.2 The student will sing (B5) a

varied repertoire of songs
alone and with others,
including
1. singing (B5) with a clear
tone quality and correct
intonation;
2. singing (B5) diatonic
melodies;
3. singing (B5) melodies
written on the treble staff;
 4. singing (B5) with
expression, using dynamics
and phrasing;
5. singing (B5) in simple
harmony; and
6. demonstrating (B2)
proper posture for singing.

4.5 The student will respond

(B1) to music with movement
by
1. performing (B5)
nonchoreographed and
choreographed movements;
2. performing (B5)
traditional folk dances and
other music activities; and
3. creating (B5) movement
to illustrate rondo (ABACA)
musical form.
4th Grade 4.1 The student will read and Staccato, legato, Review Banana, b, and 3 patterns
notate (B1) music, including cue, time Introduce batons (not weapons)
Week 4 1. reading melodies based signature,
on a hexatonic scale; copyright, Introduce Handel
2. using traditional notation conductor, Royal Fireworks (Red Book page 30)
to write (B1) melodies composer,
containing stepwise motion; downbeat, pattern Listen to songs and pick a pattern*
3. reading two-note
accompaniment patterns *Time Permitting
(bordun);
4. reading and notating
(B1) rhythmic patterns that
 include dotted quarter note
followed by an eighth note;
5. using a system to sight-
read melodic and rhythmic
patterns;
6. identifying (B1) the
meaning of the upper and
lower numbers of simple
time signatures
(2/4,3/4,4/4); and
7. identifying (B1) dynamic
markings (e.g., p, mp, mf, f).

4.2 The student will sing (B5) a

varied repertoire of songs
alone and with others,
including
1. singing (B5) with a clear
tone quality and correct
intonation;
2. singing (B5) diatonic
melodies;
3. singing (B5) melodies
written on the treble staff;
4. singing (B5) with
expression, using dynamics
and phrasing;
5. singing (B5) in simple
harmony; and
6. demonstrating (B2)
proper posture for singing.
4.5 The student will respond
(B1) to music with movement
by
1. performing (B5)
nonchoreographed and
choreographed movements;
2. performing (B5)
traditional folk dances and
other music activities; and
3. creating (B5) movement to
illustrate rondo (ABACA)
musical form.