UNIT PLAN 2013-2014 Colegio Granadino

UNIT PLAN 2013-2014 Colegio Granadino

Use this package to complete unit plans for each quarter (or parts thereof)
Upload completed unit plans to staff lesson folder on the system
Email to rperskie@granadino.edu.co

Teacher Germn Camilo Salazar Lozada

Grades 6
Subject Music
Quarter 1

Stage 1: Determine desired results

Key Standards and Benchmarks assessed in this unit:
Standard 4. Reads and notates music
MC6.4.1 Reads a writes simple musical phrases
MC6.4.2 Uses rhythm syllables to read rhythms

Standard 5 Knows and applies proper criteria to music and music performance
MC6.5.1 Understands aesthetics and styles in popular music

Standard 6 - Understands the relationship between music and history and culture.
MC6.6.3 Knows and understands the historical background of several musical instruments of
the popular music, their function, construction and technical features.

Standard 7: Develops ear skills

MC6.7.1 Identifies primary elements of music by listening to them
MC6.7.2 Identifies musical instruments from the popular music by listening to them
MC6.7.3 Writes a simple rhythmic phrase after listening

Musical Writing: Rhythm

Whole Note, Half note, Quarter note, Eight note

Rests
Combinations.

General Components of Music

-The Sound
-Rhythm
-Melody
-Harmony

Organology of the Popular Music

-Guitars: Acustic, Electric, Electroacustic
-Bass
-Keyboards: Piano, synthesizer
-Percussion: Drums, Caja, cajon, Electronic drum

Ear Training
Musical Instruments of the Popular Music.
 UNIT PLAN 2013-2014 Colegio Granadino

With whole note, half note, quarter note, eight note.

Stage 2: Determine Acceptable evidence

Performance Tasks (e-g. test, exam, Assessment devices (rubrics, charts,
performance, presentation, essay, etc.) checklists, logs etc.)

1. Exams in which the teacher can evaluate
the learning process
2. Homework with further information about
the different subjects.
3. Appropriated participation, audience and
concentration within the class
3. Appropriated behavior, attendance and
dressing within the classroom.
-The student recognizes any instrument from
the Popular Music by listening to it, and is
able to explain its historical background,
construction and technical features.
-The student is able to read and play an easy
percussion score.
-The student is able to write an easy part after
listening to it.
-The student knows and understands the
essential elements of music

Resources:

Didactical guides, Staff Blackboard, Classroom audio system, Auditory, Videobeam.

Stage 3: Learning Experiences and instruction plan

Give a general outline of how long the unit will take, and what activities will be used in order to
accomplish the desired results:

Musical Writing: Rhythm

Explanation of Note values, Rhythm cells compared to words, group reading of easy parts
Composition of Rhythmic lines

Students and Teacher build together concepts and definitions:

- What does Music means?

General Components of Music

-The Sound
Features of the Sound: Tonal Highness, Volume, length, timbre
-Rhythm
-Melody
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-Harmony

Popular Music Organology.

Screening videos. Organology of the Popular Music

The teacher expounds an explanation of the instruments performed in popular music, their
history, parts, usability

Ear Training
Consolidation Class Work with the topics studied developing the ability to identify each one by
listening to it

First Quarter subject revision.

The teacher resolves any doubt about the topics learned through the quarter.

Quarter Exam

Can you identify enduring understandings in
your unit? What are they?
The student will understand the general
working of musical grammar and music
theory and will apply easy concepts to music
performance.
What essential questions will you ask the
students (give them a context or framework
for the unit)?
How can you write the music from a song
Wich instruments join in a rock song? Salsa
song? Pop song?

The student will recognize any instrument of

Popular Music within a song or music piece
and from any ensemble

The students will apply the concept by

They will recognize theoretical and contextual (historic, esthetic, organologic) elements in
every kind of music they listen outside the school, specially World music from the xx century.
They will know how to read and write a rhythm.

I will implement the principles of the INNOVA Program in my Unit Plans in the following ways:

Enrichment Learning Drive Learning Reinforce learning

Accommodations?
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New teaching strategies or assessment strategies used?

Rhythm dictations were recorded and uploaded to edline, so the students could listen to them in
their own tablets, as many times as they needed, and could work in their own way.

Comments: Because of the extension and complexity, and in order to give continuity to the topic
rhythm, I decided to spend the whole quarter to improve the comprehension and learning of
the students about it, which also includes the ear development, this topic was meant to be
studied in two quarters. This means that Organology of the Popular music will be studied in the
next quarter, along with the first part of Popular Music, and no rhythm. I consider its
necessary for the next year to structure the yearly plan with just one main topic in each quarter.