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  • First Grade Music 9/21 - 9/25: U O M S

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    This document provides the unit objectives, standards, and lesson plans for a first grade music class from September 21st to 25th. The unit objectives focus on pulse, high and low pitches, sol and mi notes, and unpitched percussion technique. The lessons include activities to develop skills in rhythm, melody, harmony, and responding to music through movement, singing, playing instruments, and discussion. Accommodations are listed for ESE/ESOL students, including cooperative learning, modeling, peer tutoring and simplifying directions.

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    This document provides the unit objectives, standards, and lesson plans for a first grade music class from September 21st to 25th. The unit objectives focus on pulse, high and low pitches, sol and mi notes, and unpitched percussion technique. The lessons include activities to develop skills in rhythm, melody, harmony, and responding to music through movement, singing, playing instruments, and discussion. Accommodations are listed for ESE/ESOL students, including cooperative learning, modeling, peer tutoring and simplifying directions.

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    © All Rights Reserved
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    109 views2 pages

    First Grade Music 9/21 - 9/25: U O M S

    Uploaded by

    jordan
    This document provides the unit objectives, standards, and lesson plans for a first grade music class from September 21st to 25th. The unit objectives focus on pulse, high and low pitches, sol and mi notes, and unpitched percussion technique. The lessons include activities to develop skills in rhythm, melody, harmony, and responding to music through movement, singing, playing instruments, and discussion. Accommodations are listed for ESE/ESOL students, including cooperative learning, modeling, peer tutoring and simplifying directions.

    Copyright:

    © All Rights Reserved
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    of 2

    First Grade Music 9/21 - 9/25

    UNIT OBJECTIVES
    Pulse ∙ High/Low ∙ So/Mi ∙ Unpitched Percussion Technique

    MUSIC STANDARDS

    MU.1.C.1.1 Respond to MU.1.S.1.1 Improvise a four- MU.1.S.3.4 Match simple MU.1.H.1.2 Explain the work
    specific, teacher-selected beat response to a musical aural rhythm patterns in duple of a composer.
    musical characteristics in a question sung or played by meter with written patterns.
    song or instrumental piece. someone else.

    MU.1.C.1.2 Respond to music MU.1.S.1.2 Create short MU.1.S.3.5 Show visual MU.1.H.2.1 Identify and
    from various sound sources to melodic and rhythmic representation of simple perform folk music used to
    show awareness of patterns based on teacher- melodic patterns performed remember and honor America
    differences in musical ideas. established guidelines. by the teacher or a peer. and its cultural heritage.

    MU.1.C.1.3 Classify MU.1.S.2.1 Sing or play MU.1.O.1.1 Respond to MU.1.1.H.3.1 Explore the use
    instruments into pitched and songs, which may include contrasts in music as a of instruments and vocal
    unpitched percussion changes in verses or repeats, foundation for understanding sounds to replace or enhance
    families. from memory. structure. specified words or phrases in
    children's songs, choral
    readings of poems and
    stories, and/or chants.

    MU.1.C.1.4 Differentiate MU.1.S.3.1 Sing simple songs MU.1.O.1.2 Identify patterns MU.1.F.1.1 Create sounds or
    between music performed by in a group, using head voice of a simple, four-measure movement freely with props,
    one singer and music and maintaining pitch. song or speech piece. instruments, and/or found
    performed by a group of sounds in response to various
    singers. music styles and/or elements.

    MU.1.C.2.1 Identify the MU.1.S.3.2 Play three- to five- MU.1.O.3.1 Respond to MU.1.F.2.1 Describe how he
    similarities and differences note melodies and/or changes in tempo and/or or she likes to participate in
    between two performances of accompaniments on dynamics within musical music.
    a familiar song. classroom instruments. examples.

    MU.1.C.3.1 Share different MU.1.S.3.3 Sing simple la- MU.1.H.1.1 Perform simple MU.1.F.3.1 Demonstrate
    thoughts or feelings people sol-mi patterns at sight. songs, dances, and musical appropriate manners and
    have about selected pieces of games from a variety of teamwork necessary for
    music. cultures. success in a music
    classroom.

    ESE/ESOL Accommodations

    Coopera've Learning Techniques Thema'c Unit Preferen'al Sea'ng

    Directed Reading/ Listening Word Banks/Wall Seman'c Webs/ Mapping

    Modeling Computer Learning Instruc'on PaEern Drill Prac'ce

    Peer Tutoring Dialogues/ Repe''on/ Use Realize


    Memoriza'on
    Adult Tutoring Group Projects Other-

    Simplify Direc'ons
    #1 I Think Music’s Neat Rhythm Materials

    Small white boards; Markers


    Pulse Speak ∙ Notate

    Imitation

    Assess

    #2 Moving High and Low Rhythm ∙ Melody Materials

    Low Drum; Mid Drum; Temple Blocks


    Pulse; High/Low Move ∙ Listen

    Exploration

    Reinforce

    #3 Look at Me Melody Materials

    Prepare So/Mi Sing

    Imitation

    Reinforce

    #4 Sing Me Your Name Melody Materials

    Toss-able “beat buddies”


    Prepare So/Mi Sing

    Imitation

    Reinforce ∙ Assess

    #5 Hickory, Dickory, Dock Harmony Materials

    Temple Blocks
    Pulse Ostinato Speak ∙ Play

    Imitation

    Introduce

    #6 Syncopated Clock Rhythm Materials

    Recording
    Pulse Move

    Imitation

    Reinforce

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