Rachel Pac

Curriculum Map
Teacher: Ms. Pac
Grade: Fifth Grade

Academic Time Musical Elements Themes Assessment/

Period Performance

September Learning to read the Back to School! What Being able to mark
road map of a piece we know and we will different functions in
and be able to explain learn soon. a musical piece. In
what musical ex. Circling
function such as dynamics, road map
dynamics and tempo signs, etc.
are.

October Begin sight reading - Fall! Autumn time, Have students sight
Building the changing seasons. read as sections and
foundations on how evaluate one another
to approach sight in regards to
reading. Provide a intonation, dynamics,
step by step system etc.
on how to sight read,
looking at key
signatures first,
finding tricky
intervals.

November Broadening students Winter Writing a one page

horizons on musical paper on the history
genres! Analyzing of their new favorite
music of different genre we discovered
cultures and finding as a class.
new genres they have
not been exposed to

December Focusing on creating Holidays Writing a short tune

music! Students will about what they will
learn how to create do on their winter
melody’s and be break.
creative thinking of
lyrics.

January Learning about new New Year Students will create a

genres every week of verse and chorus to a
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January for the new song in a genre of

year! The history of their choice that they
each genre and who learned about in
influenced it while class.
choosing a popular
song to learn to sing
from it.

February Listening to different Black History Month Performing a song in

black musicians and small groups from
learning about the their favorite genre
black communities they learned about
cultural impact on the and a small
music space and how presentation on the
they have impacted artists.
every genre.

March Students will learn Music in our Schools Students will have to
songs in preparation Month learn the part of
for the spring another section/voice
concert! Focusing on part to sing 16 bars
working as a group of.
and making music
listening to one
another.

April Students will work on Spring Time Students will partake

student leadership - in a student lead
breaking off into sectional for 10
sectionals to work on minute of the class -
their music in parts - assessing if they
reconvening to remember the steps to
perform the piece approaching sight
with one another and reading and working
build confidence in as a team.
their learning
capabilities.

May Students will focus Moving forward - Students will create a

on music innovation - into the next grade! 30 second beat with
learning different melody.
DAWs and playing
around with sounds
they can create.

June Students as a class Reflecting - End of Reflecting on the year

will choose a favorite the year - students revisit their
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lesson to revisit to favorite piece

reflect on from the performed in small
year and further groups to rework and
develop to perform perform for one
again. another.

Unit Plan Outline

Teacher: Ms. Pac

Unit Title: Sight reading in solfege
Grade: 5th
Number of Classes: 4

National Standards:
MU: Cr1.1.5b Generate musical ideas (such as rhythms, melodies, and accompaniment patterns) within
specific related tonalities, meters, and simple chord changes.

MU:Pr4.2.5a Demonstrate understanding of the structure and the elements of music (such as rhythm,
pitch, form, and harmony) in music selected for performance.

MU:Pr5.1.5a Apply teacher-provided and established criteria and feedback to evaluate the accuracy and
expressiveness of ensemble and personal performances.

MU:Pr6.1.5a Perform music, alone or with others, with expression, technical accuracy, and appropriate
interpretation.

MA Frameworks:

Rationale:
Sight reading builds important foundational skills for students' musical capabilities. Through
sight reading students can practice reading musical notation, solfege syllable, practicing
intervals, audiating, as well as working as a team if students are reading it as a group.

Essential Questions:
- What key signature are we in and how can we find it?
- What is the roadmap of the piece?
- What style is the piece?
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- How do you find the starting solfege syllable

Enduring Understanding:
Students will know how to approach learning a new piece and tackling tricky sections of music.
Students will have built confidence in their music reading capabilities as well as reading music
as a group, auditating and listening to one another.

Student Learning Objectives:

Students will be able to..
- Find starting pitch
- Recognizing notes to solfege syllables
- Read the musical road map
- Find key signature
- Sing as a group on solfege syllables

Assessment/Evaluation:
Informal - Students will listen to each other's sections (SATB) sing a section of the piece
on solfege after sight reading singing once through audiating then singing a second time together.
Formal - Students will have to explain/write out their sight reading process after sight
reading an etude individually.
Long Range Assignment/Project/Product - Be able to go through the sight reading
process smoothly as a group.

Prior Knowledge and Skills:

Students must be able to read music and find key signatures as well as recognize dynamics and
how to audiate.

Accommodations:

1. Have students only do beat one and beat three or sing tonic
2. Students can hum on notes instead of using solfege syllable
3. Being sure to facilitate opportunities for ‘brain breaks’
4. During assessments - be allowed to do a buddy system to relieve nerves and have support
5. Visuals to support students learning
6. A clearly established routine for the class - written out instructions/objectives

School to Home/community connection:

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Students can take their sight reading and solfege experience as a group into their daily lives in
how they approach problem solving and working as a team.

Activator:
Students will sing a solfege scale and go over hand signs and solfege syllables.

Repertoire:
Singing solfege scale
Etude examples to use in class:
https://www.doremistudios.com.au/beginner-sight-singing-exercises/

Materials Needed:
Materials needed include… sheet music and themselves.

Lesson Outlines

1. Students will know and be able to sing a scale with solfege syllables and hand signs.
2. Students will know and be able to find the solfege syllables to a popular song.
3. Students will know and be able to approach sight reading a short etude
4. Students will know and be able to sight read a short etude as a group
 Rachel Pac

Lesson Plan

Name:Rachel Pac Date: 10/4/21

Grade/Class: 5th grade Solfege Syllables

● Lesson Objectives: (measurable/observable, based on standards and frameworks)

○ Students will know and be able to sing a scale with solfege syllables and hand
signs.

National Standards and Frameworks: (list specifics, number and description)

MU:Cr1.1.5b Generate musical ideas (such as rhythms, melodies, and accompaniment patterns)
within specific related tonalities, meters, and simple chord changes.

MU:Pr4.1.5a Demonstrate and explain how the selection of music to perform is influenced by personal
interest, knowledge, and context, as well as their personal and others’ technical skill.

● Assessment/product/process/skill result: (evidence of learning, based on objectives)

○ Assessment
■ Students will sing do major scale using hand signs in groups
○ Product
■ Students will be able to sing a do major scale as a group and assign
solfege syllables to notes correctly.
○ Process
■ Learning solfege syllables and hand signs for each syllable
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■ Breaking down how to assign syllables to notes correctly - understanding

the musical alphabet in correlation to the solfege scale
■ Students will write down syllables into sheet music
○ Skill Result
■ Students will know and be able to sing on solfege
■ Students will know and be able to sing with hand signs

● Required prior knowledge/skills:

○ Students should be able notice patterns in music (notes moving up - down)
○ Students should be able to read treble clef

● Review and/or support for new skills needed:

○ Review note names
○ Review scales

● Accommodations: (special needs and/ ELL)

○ Accommodations for students who need assistance with motor skills will include
■ Graphic of solfege hand signs for students to reference
■ Students can sing the tonic or 1, 3, 5 instead of all solfege syllables
■ Being sure to facilitate opportunities for ‘brain breaks’
■ During assessments - be allowed to do a buddy system to relieve nerves
and have support
■ Visuals to support students learning
■ A clearly established routine for the class - written out
instructions/objectives
■ Lyrics printed out as well as solfege on a visually appealing - easy to read
sign or smart board

● Materials, Repertoire, Equipment needed:

○ Repertoire is do major scale
○ Equipment needed are hands and voice

● Lesson Sequence
● Opening (introduction, “do now”, warm up etc.)
○ Play song when students enter to set tone for learning environment
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● Learning Activities and Pacing (number and list as many as needed, specific
learning experiences and instruction, specific instructions for students and
teacher reminders, including review, pacing is allotted time)
○ Singing scale in a round
○ Having a student lead the class in a scale with hand signs
● Assessment Activity (description of evidence of learning from #2, formal or
informal, with pacing, either embedded in learning activities or separate)
○ Asking students to sing solfege syllables on the spot using a game to test
knowledge.
● Summative Activity/Closing/Wrap-up:
○ Finding starting solfege to a popular song they like!
● Secondary/alternative plans: (what could go wrong and how to fix it)
○ Students could not understand correlation of solfege to notes - have
students only sing the 1, 3, or 5
○ Students could have a hard time identifying syllables when having to write
them down - have students write both note names and syllables

● Agenda: (to be posted in the classroom)

○ Students will learn how do hand signs for solfege
○ Students will assign solfege to note names
○ Students will sing a short etude on solfege

● Teacher Reflection/Evaluation: (following lesson, reflect on process and student

response, revisions needed for future use of lesson or subsequent lessons)
○ Was the explanation succinct and thorough?
○ Can students find the objective in the days lesson?
 Rachel Pac

Lesson Plan

Name:Rachel Pac Date: 10/11/21

Grade/Class: 5th grade Solfege Syllables

● Lesson Objectives: (measurable/observable, based on standards and frameworks)

○ Students will know and be able to find the solfege syllables to a popular song.

National Standards and Frameworks: (list specifics, number and description)

MU:Cr1.1.5a Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific
purpose and context (such as social, cultural, and historical).

MU:Cr1.1.5b Generate musical ideas (such as rhythms, melodies, and accompaniment patterns) within
specific related tonalities, meters, and simple chord changes.

MU:Pr4.2.5a Demonstrate understanding of the structure and the elements of music (such as rhythm,
pitch, form, and harmony) in music selected for performance.
 Rachel Pac

● Assessment/product/process/skill result: (evidence of learning, based on objectives)

○ Assessment
■ Students will choose a song they like and find the solfege syllables for the
song
○ Product
■ Students will be able to perform the chorus of a popular song of their
choosing using solfege.
○ Process
■ Students will choose a pop song and listen to the chorus
■ Students will sing a scale in the key of the song
■ Students will find starting pitch of chorus and write down solfege to
words/notes
○ Skill Result
■ Students will become more confident in their music reading skills
■ Students will become more confident and have a better understanding on
solfege

● Required prior knowledge/skills:

○ Students should be able to match pitch

● Review and/or support for new skills needed:

○ Review solfege syllables
○ Review finding key signature

● Accommodations: (special needs and/ ELL)

○ Accommodations for students who need assistance with motor skills will include
■ Graphic of solfege hand signs for students to reference
■ Students can sing on open vowel instead of solfege syllables
■ Provide students opportunity to work with buddy on assignments
■ Breaking the lesson down into smaller more digestible sections
■ Visuals to support students learning
■ A clearly established routine for the class - written out
instructions/objectives
■ Lyrics printed out as well as solfege on a visually appealing - easy to read
sign or smart board
 Rachel Pac

● Materials, Repertoire, Equipment needed:

○ Repertoire is pop song of their choosing
○ Equipment needed are speakers for music, streaming service, sheet music.

● Lesson Sequence
● Opening (introduction, “do now”, warm up etc.)
○ Play song when students enter to set tone for learning environment
● Learning Activities and Pacing (number and list as many as needed, specific
learning experiences and instruction, specific instructions for students and
teacher reminders, including review, pacing is allotted time)
○ Singing scale in a round
○ Having a student lead the class in a scale with hand signs
○ Listening to song and finding starting pitch - asking students questions
● Assessment Activity (description of evidence of learning from #2, formal or
informal, with pacing, either embedded in learning activities or separate)
○ Asking students to solfege a different line of the song chosen
● Summative Activity/Closing/Wrap-up:
○ Students singing chorus of the song together on solfege
● Secondary/alternative plans: (what could go wrong and how to fix it)
○ Students could not understand correlation of solfege to notes - have
students only sing the 1, 3, or 5
○ Students could have a hard time identifying syllables when having to write
them down - have students write both note names and syllables

● Agenda: (to be posted in the classroom)

○ Students will learn how find solfege to notes
○ Students will train their ear by finding solfege to pop song
○ Students will sing a part of pop song using only solfege

● Teacher Reflection/Evaluation: (following lesson, reflect on process and student

response, revisions needed for future use of lesson or subsequent lessons)
○ Was the explanation succinct and thorough?
○ Can students find the objective from the lesson?
 Rachel Pac

Lesson Plan

Name:Rachel Pac Date: 10/18/21

Grade/Class: 5th grade Sight reading

● Lesson Objectives: (measurable/observable, based on standards and frameworks)

○ Students will know and be able to approach sight reading a short etude

National Standards and Frameworks: (list specifics, number and description)

MU:Pr4.2.5a Demonstrate understanding of the structure and the elements of music (such as rhythm,
pitch, form, and harmony) in music selected for performance.
 Rachel Pac

MU:Pr6.1.5a Perform music, alone or with others, with expression, technical accuracy, and appropriate
interpretation.

● Assessment/product/process/skill result: (evidence of learning, based on objectives)

○ Assessment
■ Students will be able to explain how to sight read
○ Product
■ Students will be able to sight read a few measures of an etude
○ Process
■ Students will learn process for sight reading
■ Students will learn how to find key and starting pitch
■ Students will be able to use solfege skills to sing part of etude
○ Skill Result
■ Students will be able to begin sight reading process

● Required prior knowledge/skills:

○ Students should be able to read music
○ Students should be able to find key

● Review and/or support for new skills needed:

○ Review solfege syllables
○ Review finding key signature

● Accommodations: (special needs and/ ELL)

○ Accommodations for students who need assistance with motor skills will include
■ Graphic of solfege hand signs for students to reference
■ Students can sing the starting note if having trouble following
■ Students can first sing etude on a la or general syllable after listening
■ Writing in their music - working on smaller sections and working one on
one

● Materials, Repertoire, Equipment needed:

○ Repertoire is short sight reading etude
○ Equipment needed are speakers for music, streaming service, sheet music.
 Rachel Pac

● Lesson Sequence
● Opening (introduction, “do now”, warm up etc.)
○ Play song when students enter to set tone for learning environment
● Learning Activities and Pacing (number and list as many as needed, specific
learning experiences and instruction, specific instructions for students and
teacher reminders, including review, pacing is allotted time)
○ Go over dynamics - practice being loud and soft
○ Having a student lead the class in a scale with hand signs
○ Outlining steps to sight reading
● Assessment Activity (description of evidence of learning from #2, formal or
informal, with pacing, either embedded in learning activities or separate)
○ Asking students to sight read a measure
● Summative Activity/Closing/Wrap-up:
○ Students will be able to create a map of arrows showing process to learn to
sight read
● Secondary/alternative plans: (what could go wrong and how to fix it)
○ Students could not understand correlation of solfege to notes - have
students only sing the 1, 3, or 5
○ Students could have a hard time identifying syllables when having to write
them down - have students write both note names and syllables

● Agenda: (to be posted in the classroom)

○ Students will learn how find solfege to notes
○ Students will learn how to approach sight reading

● Teacher Reflection/Evaluation: (following lesson, reflect on process and student

response, revisions needed for future use of lesson or subsequent lessons)
○ Was the explanation succinct and thorough?
○ Can students find the objective from the lesson?
○ Am I allowing students enough time to absorb new info?
 Rachel Pac

Lesson Plan

Name:Rachel Pac Date: 10/25/21

Grade/Class: 5th grade Sight Reading as
group

● Lesson Objectives: (measurable/observable, based on standards and frameworks)

○ Students will know and be able to sight read a short etude as a group

National Standards and Frameworks: (list specifics, number and description)

 Rachel Pac

MU:Pr4.2.5a Demonstrate understanding of the structure and the elements of music (such as rhythm,
pitch, form, and harmony) in music selected for performance.

MU:Re8.1.5a Demonstrate and explain how the expressive qualities (such as dynamics, tempo, timbre,
and articulation) are used in performers’ and personal interpretations to reflect expressive intent.

● Assessment/product/process/skill result: (evidence of learning, based on objectives)

○ Assessment
■ Students will sight read four measures that include dynamics
○ Product
■ Students will have a sound foundation on how to approach sight reading
○ Process
■ Students will first analyze the etude - paying attention to the key, tricky
intervals, dynamics etc.
■ Students will then audiate the piece
■ Students will then attempt to sing the piece with peers
○ Skill Result
■ Students will know and be able to sight read on solfege

● Required prior knowledge/skills:

○ Students should be able to sing on solfege
○ Students should be able to read treble clef
○ Students should be able to recognize dynamic markings

● Review and/or support for new skills needed:

○ Review dynamics
○ Review solfege syllables

● Accommodations: (special needs and/ ELL)

○ Accommodations for students who need assistance with motor skills will include
■ Graphic of solfege hand signs for students to reference
■ Students can sing the tonic or 1, 3, 5 instead of all solfege syllables
■ Students can sing on open syllable
■ Can have a buddy to work on sight reading part with
■ Visual aids that are easily digestible and aesthetically pleasing

● Materials, Repertoire, Equipment needed:

 Rachel Pac

○ Repertoire is sight reading etude

○ Equipment needed are hands and voice

● Lesson Sequence
● Opening (introduction, “do now”, warm up etc.)
○ Play song when students enter to set tone for learning environment
● Learning Activities and Pacing (number and list as many as needed, specific
learning experiences and instruction, specific instructions for students and
teacher reminders, including review, pacing is allotted time)
○ Having a student lead the class in a scale with hand signs
○ Talking through sight reading process - writing it down a a class from
students ideas of how to approach sight reading
● Assessment Activity (description of evidence of learning from #2, formal or
informal, with pacing, either embedded in learning activities or separate)
○ Asking students to sight read a measure by themselves
● Summative Activity/Closing/Wrap-up:
○ Students will sight read together as a class
● Secondary/alternative plans: (what could go wrong and how to fix it)
○ Students could not understand correlation of solfege to notes - have
students only sing the 1, 3, or 5
○ Students could have a hard time identifying syllables when having to write
them down - have students write both note names and syllables

● Agenda: (to be posted in the classroom)

○ Students will learn how do hand signs for solfege
○ Students will assign solfege to note names
○ Students will sing a short etude on solfege
○ Students will review how to approach sight reading

● Teacher Reflection/Evaluation: (following lesson, reflect on process and student

response, revisions needed for future use of lesson or subsequent lessons)
○ Was the explanation succinct and thorough?
○ Can students find the objective in the lesson?
○ Are the instructions clear on how to sight read?
Rachel Pac