A+ Curriculum Guitar 1-2 Guide

Guitar 1-2
9-12 Grade
A+ Curriculum Guide
CURRICULUM AND INSTRUCTION SUPPORT

Updated August 10, 2017
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Instrumental Music/Guitar 1-2
: 9-12 Table of Contents

Section Descriptions ............................................................................................. 3
Pacing Guide ........................................................................................................ 4
Course Standards ................................................................................................. 8
Scope and Sequence .......................................................................................... 10
Secondary Proficiency Scale .............................................................................. 18
Academic Vocabulary ......................................................................................... 21
District Adopted Resources ................................................................................ 22
Use of Video in Instruction .................................................................................. 25
6/11/18 Curriculum and Instruction Support 2

Instrumental Music/Guitar 1-2
: 9-12 Section Descriptions

Pacing guide - Pacing guides are timelines showing content to cover at specific
points over the course of a year. This includes all the information needed for
teachers to draft lesson plans. Includes items for a particular unit such as:
 academic vocabulary lists

 common assessments
 connections to district adopted curriculum resources
 essential questions
 content standards and indicators
 critical content and skills
Standards, strands and indicators – These are concise, written descriptions of

what students are expected to know and can do within the course. Generally,
standards are first adopted by the state and then the Omaha Public Schools
Board of Education adopts the final versions used for the courses.
Scope and sequence - Scope is the material or skills to be taught, and

sequence is the order in which you teach the information. This is brief and is
used as an overview of the progression of learning (e.g. K-5, 6-8, 9-12).
Proficiency Scales/Proficiency Level Descriptors - Proficiency scales or

descriptors are written for a content standard or concept. They define what
students should know and can do for each level of learning.
Academic Vocabulary List with Definitions – This list includes the terms that
should be taught using the Marzano 6-Step Vocabulary Process and has the
appropriate definitions to terms listed here. There should be approximately 90
terms per course/grade level content area for the year. Additional content specific
vocabulary is listed within the Pacing Guide.
District Adopted Resources – This lists the core materials (textbooks, web
resources, and supplemental materials) selected for the course as approved by
the Omaha Public Schools Board of Education.

Instrumental Music/Guitar 1-2: 9-12
Pacing Guide
Time Frame First Quarter
Big Idea/Chapter (s) Big Idea: Students will be introduced to individual technique, musical and guitar terms, beginning rhythms, chords, individual notes, Music notation, and performance skills.
Focus Skill, Focus Skill: Music notation for natural notes on strings 1 and 2, Chords (Em, E, Am, C), quarter, whole, and half notes.
Essential Questions Essential Question: How does the development of fundamental playing and rehearsal skills support the refinement of student musicians?
Standards and Nebraska K-12 Fine Arts Standards: Music
Indicators FA 12.4.1 Students will compose, arrange, improvise, read, and perform music with an analytical understanding of the language of music.
FA 12.4.1.b Create, evaluate, and refine musical ideas that actualize creative intent with increasing craftsmanship.
1. Students will create and perform their original chord progression compositions.
FA 12.4.2 Students will sing and/or play, independently and/or with others, a variety of music genres and styles using technical accuracy and expression, and synthesize
feedback from various sources to evaluate performance.
FA 12.4.2.b Develop and refine solo/ensemble performance skills evaluation (e.g., posture, technique, reading music) using self-evaluation and feedback from others.
1. Students will proficiently demonstrate proper playing posture.
2. Students will demonstrate through performance (formally and informally) correct beginning playing technique. 3. Students will demonstrate through performance a fundamental
music reading ability for natural notes on strings 1 and 2, quarter note rhythms, and chord symbol identification.
FA 12.4.2.d Connect music to historical and cultural contexts, the arts, other disciplines, and life experience through performing.
1. Students will proficiently perform a variety of music genres and styles.
2. Students will proficiently discuss expressive characteristics and components of technique, function and context of selected pieces (e.g. phrasing, articulations and dynamics).
3. Students will demonstrate through performance (formally and informally) music of increasing difficulty. Students will consistently demonstrate consistent appropriate performance
expectations.
FA 12.4.3 Students will analyze and evaluate how music elicits intended responses (personal response to music).
FA 12.4.3.b Analyze and evaluate how the performer/creator uses composition and performance characteristics (e.g., form, style) to convey expressive intent.
1. Students will demonstrate proficiency in analyzing and explaining how the performer/ creator uses a composition and performance characteristics (e.g. dynamics, phrasing to convey
expressive intent.
FA 12.4.3.d Connect music to historical and cultural contexts, the arts, other disciplines, and life experience through responding.
1. Students will be able to express how a composition/performance relates to other disciplines through and formal/informal discussion.
Vocabulary Academic Vocabulary (to be taught throughout the course of the unit) Other Unit Specific Vocabulary
Academic Vocabulary -Parts of the Guitar Chord, Pick, Strum
terms are taught using
the Six-Step Process -Left Hand Fingers
Common Formative Assessments Summative Assessments

Assessments Playing Quiz (chords, exercises, patterns) Playing Test (scales, arpeggios, exercises, excerpts)
Assessments in bold Written Reflections/Evaluations Written Reflections/Evaluations
are required.
Performance Preparation Written Tests
Exit Tickets, Compositions, Bell work Compositions, Essays, Research Papers
Additional Notes Vocabulary items will be introduced throughout the year based on literature selection as appropriate.

Time Frame Second Quarter

Big Idea/Chapter (s) Big Idea: Students will continue to develop skills from 1st quarter and expand the vocabulary and concepts for chords, Music notation, and rhythms.
Focus Skill, Focus Skill: Music notation for natural notes on strings 3 and 4, Chords (D7, G, D, A7), quarter, whole, and half notes and rests.
1. Students will create and perform their original short single note melody compositions
2. Students will demonstrate through performance (formally and informally) correct beginning playing technique. 3. Students will demonstrate through performance a fundamental
music reading ability for natural notes on strings 1, 2, 3, and 4, quarter note rhythms and rests, and chord symbol identification.
expectations.
expressive intent.
Academic -Music Notation Chord Progression, Dynamics
-Rhythm
Vocabulary terms are
taught using the Six-
Step Process

Assessments Playing Quiz (scales, arpeggios, exercises, excerpts) Playing Test (scales, arpeggios, exercises, excerpts)
Written Reflections/Evaluations Written Reflections/Evaluations
Assessments in bold Performance Preparation Written Tests
are required. Exit Tickets, Compositions, Bell Work Compositions, Essays, Research Papers

Time Frame Third Quarter

Big Idea/Chapter (s) Big Idea: Students will continue to develop skills from 1st and 2nd quarter and expand the vocabulary and concepts for chords, Music notation, and rhythms.
Focus Skill, Focus Skill: Music notation for natural notes on strings 5 and 6, Chords (A, E7, B7, G7, Dm), RH fingers (PIMA), eighth and dotted half notes and rests.
1. Students will create and perform their original rhythm.
2. Students will demonstrate through performance (formally and informally) correct beginning playing technique.
3. Students will demonstrate through performance a fundamental music reading ability for natural notes on strings 1, 2, 3, 4, 5, and 6.
4. Chord symbol identification by filling in chord diagrams for chords already learned.
expectations.
expressive intent.
Academic -Dynamic Tempo, Rhythms
-RH Fingers
Step Process


Time Frame Fourth Quarter

Big Idea/Chapter (s) Big Idea: Students will be introduced to new chords, notes with accidentals, and ensemble playing.
Focus Skill, Focus Skill: Music notation for notes with accidentals on all strings, Chords (F, Bm, Power Chords), eighth rests and dotted quarter notes and syncopation.
1. Students will create and perform their original improvisation.
2. Students will demonstrate through performance (formally and informally) correct beginning playing technique.
3. Students will demonstrate through performance a fundamental music reading ability for notes with accidentals on strings 1, 2, 3, 4, 5, and 6.
4. Chord symbol identification by filling in chord diagrams for chords already learned.
expectations.
expressive intent.
Vocabulary Sha
Academic Vocabulary (to be taught throughout the course of the unit) Other Unit Specific Vocabulary
Academic -Sharps Solo, Ensemble, Blues, Scale
-Flats
-Power Chords
Step Process
Course Standards
Standards: At the highest level of generality, content area standards include a set of broad, overarching content-based statements that describe the basic cognitive, affective, or psychomotor
expectations of students. They reflect long-term goals for learning. These comprehensive statements are not grade level specific and cover the big ideas of the course.
Strands: These statements identify what students should know and be able to do by the end of each identified grade/band. These are organized into categories.
Indicators: Under each standard are indicators, which further describe what a student must know and be able to do to meet the standard. Indicators are performance, based statements that
provide educators with a clear understanding of the expected level of student learning and guidance. Indicators provide guidance for an assessment of student learning. Indicators also help to
distinguish expectations between grade levels.
Nebraska Department of Education Content Area Standards Reference Guide:

https://www.education.ne.gov/academicstandards/Documents/Nebraska%20Standards%20Reference%20Guide_Final.pdf
Topic: CREATE
Standard: FA 12.4.1 Students will compose, arrange, improvise, read, and perform music with an analytical understanding of the language of music.
Strand: FA 12.4.1.a Independently generate multiple compositional ideas for a specific purpose or mood, including:
 how elements of music utilize expressive intent
 unity/variety
 tension/release
 how personal experiences influence musical choices.
Indicators: 1. Students will proficiently compose, arrange, improvise, read and perform music with technical accuracy and expression. 2. Students will proficiently develop a
compositional idea for a specific purpose or mood, with teacher guidance. Students will be able to analyze how elements of music convey expressive intent. 3. Students will present
an improvisation, arrangement, or original composition and be able to explain how elements of music are used to communicate expressive content.
Strand: FA 12.4.1.b Create, evaluate, and refine musical ideas that actualize creative intent with increasing craftsmanship.
Indicator: 1. Students will create a composition and proficiently evaluate and refine musical ideas that utilize a variety of compositional devices. 2. Students will present an
Improvisation, arrangement or original composition and be able to explain how elements of music are used to communicate expressive content.
Strand: FA 12.4.1.c Analyze compositional devices in student creations
Indicator: 1. Students will be able to proficiently identify and define compositional devices in student creations. 2. Students will present an improvisation, arrangement, or original
composition and be able to explain how elements of music are used to communicate expressive content. 3. Students will proficiently compose, arrange, improvise, read and
perform music with technical accuracy and expression. 4. Students will proficiently develop a compositional idea for a specific purpose or mood, with teacher guidance. Students will
be able to analyze how elements of music convey expressive intent.
Strand: FA 12.4.1.d Present an improvisation, arrangement, or original composition that conveys mood through craftsmanship. Explain how elements of music in the student
creation are used to communicate expressive content (e.g., aurally, visually, electronically) and evaluate the effectiveness of their use.
Indicator: 1. Students will present an improvisation arrangement or original composition and be able to explain how elements of music are used to communicate expressive
content. 2. Students will proficiently connect music to historical and cultural contexts, the arts and other disciplines through creating. 3. Students will proficiently reflect how
personal experiences influence musical choices.
Strand: FA 12.4.1.e Connect music to historical and cultural contexts, the arts, other disciplines, and life experience through creating.
Indicator: 1. Students will create a composition and proficiently evaluate and refine musical ideas that utilize a variety of compositional devices. 2. Students will present an
improvisation arrangement or original composition and be able to explain how elements of music are used to communicate expressive content. 3. Students will proficiently reflect
how personal experiences influence musical choices.

Topic: PERFORM
Standard: FA 12.4.2 Students will sing and/or play, independently and/or with others, a variety of music genres and styles using technical accuracy and expression,
and synthesize feedback from various sources to evaluate performance.
Strand: FA 12.4.2.a Analyze and interpret expressive characteristics and components of technique, function, and context of selected pieces (e.g., timbre, texture).
Indicators: 1. Students will analyze and interpret expressive characteristics and components of technique, function, and context of selected pieces (e.g., timbre, texture).
Strand: FA 12.4.2.b Develop and refine solo/ensemble performance skills evaluation (e.g., posture, technique, reading music) using self-evaluation and feedback from others.
Indicator: 1. Through formative and summative evaluations, students are given feedback by the teacher and peers. 2. Students are given feedback from outside (e.g. clinicians,
judges) on their performance.
Strand: FA 12.4.2.c Perform (formally or informally) music of greater complexity using accurate intonation, expression, and stylistically correct interpretation of phrasing,
dynamics, and articulation. Demonstrate appropriate performance expectations.
Indicator: 1. Students will proficiently demonstrate through performance refined solo/ensemble skills (e.g. posture, technique, and reading music notation) using guided self-
evaluation and feedback from others. 2. Students will demonstrate through performance (formally and informally) music of increasing difficulty. Students will consistently
demonstrate consistent appropriate performance expectations.
Strand: FA 12.4.2.d Connect music to historical and cultural contexts, the arts, other disciplines, and life experience through performing.
Indicator: 1. Students will proficiently perform a variety of music genres and styles from varied historical and cultural contexts. 2. Students will proficiently discuss expressive
characteristics in relation to the arts, other disciplines, and life experience of musical selections.
Topic: RESPOND
Standard: FA 12.4.3 Students will analyze and evaluate how music elicits intended responses (personal response to music).
Strand: FA 12.4.3.a Select appropriate music in contrasting styles to listen to or perform with the audience in mind.
Indicators: 1. Students will be able to clearly select appropriate music of contrasting styles to listen to or perform with the audience in mind.
Strand: FA 12.4.3.b Analyze and evaluate how the performer/creator uses composition and performance characteristics (e.g., form, style) to convey expressive intent.
Indicator: 1. Students will demonstrate proficiency in analyzing and explaining how the performer/ creator uses a composition and performance characteristics (e.g. dynamics,
phrasing to convey expressive intent.
Strand: FA 12.4.3.c Independently choose appropriate criteria (e.g., texture, phrasing) to critique expressiveness and effectiveness of a performance/composition.
Indicator: 1. Students will be able to reflect and provide feedback using appropriate criteria (e.g., texture, phrasing) on their performance.
Strand: FA 12.4.3.d Connect music to historical and cultural contexts, the arts, other disciplines, and life experience through responding.
Indicator: 1. Students will be able to express how a composition/performance relates to other disciplines, as well as historical and cultural contexts through a formal/informal
discussion.
Scope and Sequence

.
M.S. M.S. M.S. Guitar 1-2 Guitar 3-4 Guitar 5-6 Guitar 7-8
Beginning Intermediate Advanced 9-12 Grade 9-12 Grade 9-12 Grade 9-12 Grade
Standard: Standard: Standard: Standard: Standard: Standard: Standard:

FA 8.4.1 Students will FA 8.4.1 Students will FA 8.4.1 Students will FA 12.4.1 Students will FA 12.4.1 Students will FA 12.4.1 Students will FA 12.4.1 Students will
compose, arrange, compose, arrange, compose, arrange, compose, arrange, compose, arrange, compose, arrange, compose, arrange,
improvise, read and improvise, read and improvise, read and improvise, read, and improvise, read, and improvise, read, and improvise, read, and
Theory & Composition
perform music with perform music with perform music with perform music with an perform music with an perform music with an perform music with an
technical accuracy and technical accuracy and technical accuracy analytical analytical analytical analytical
understanding of the understanding of the understanding of the understanding of the
Topic: Create
expression. expression. and expression.

language of music. language of music. language of music. language of music.
Strand: Strand: Strand:
FA FA FA Strand: Strand: Strand: Strand:
8.4.1.a 8.4.1.a 8.4.1.a FA FA FA FA
Indicators: The student Indicators: The student will Indicators: The 12.4.1.a 12.4.1.a 12.4.1.a 12.4.1.a
will be able to generate be able to generate original student will be able to Indicators: The student Indicators: The student Indicators: The student Indicators: The student
original ideas with ideas with teacher support, generate original will be able to generate will be able to Create, will be able to Create, will be able to Create and
teacher support, using using elements of music to ideas with teacher original ideas with arrange, improvise, and arrange, or improvise and perform an original work
elements of music to express a specific purpose support, using teacher support, using read a piece with perform a piece with independently using
express a specific or mood. elements of music to elements of music to teacher support, using teacher support, using elements of music to
purpose or mood. express a specific express a specific elements of music to elements of music to express a specific
purpose or mood. purpose or mood. express a specific express a specific purpose or mood.
purpose or mood. purpose or mood

FA 8.4.1 Students will FA 8.4.1 Students will FA 8.4.1 Students will FA 12.4.1 Students FA 12.4.1 Students will FA 12.4.1 Students will FA 12.4.1 Students will
compose, arrange, compose, arrange, compose, arrange, will compose, compose, arrange, compose, arrange, compose, arrange,
improvise, read, and improvise, read, and improvise, read, and arrange, improvise, improvise, read, and improvise, read, and improvise, read, and
perform music with perform music with perform music with read, and perform perform music with perform music with perform music with
technical accuracy technical accuracy and technical accuracy and music with analytical analytical analytical
and expression. expression. expression. analytical understanding of the understanding of the understanding of the
understanding of the language of music. language of music. language of music.
language of music.
Strand: Strand: Strand:
FA FA FA Strand: Strand: Strand:
8.4.1.b 8.4.1.b 8.4.1.b Strand: FA FA FA
Indicators: Students will Indicators: Students will Indicators: Students will FA 12.4.1.b 12.4.1.b 12.4.1.b
create, evaluate and create, evaluate and refine create, evaluate and refine 12.4.1.b Indicators: Students will Indicators: Students will Indicators: Students will
Chord Progressions
refine Chord Progression Chord Progressions Chord Progressions Indicators: Students will analyze and synthesize analyze and synthesize analyze and synthesize
Topic: Create
compositions with teacher compositions with teacher compositions with teacher create, evaluate and Chord Progressions as a Chord Progressions as a Chord Progressions as a
support to generate their support to generate their support to generate their refine Chord harmonic structure to harmonic structure to harmonic structure to
own original ideas. own original ideas. own original ideas. Progressions connect with melodies in connect with melodies in connect with melodies in
compositions with original compositions with original compositions original compositions
teacher support to teacher support. independently. independently.
generate their own
original ideas.


FA 8.4.2 Students will FA 8.4.2 Students will FA 8.4.2 Students will FA 12.4.2 Students FA 12.4.2 Students will FA 12.4.2 Students FA 12.4.2 Students
sing and/or play, sing and/or play, sing and/or play, will play, play, independently will play, will play,
independently and/or independently and/or independently and/or independently and/or with others, a independently and/or independently and/or
with others, a variety with others, a variety of with others, a variety of and/or with others, a variety of music with others, a variety with others, a variety
of music genres and music genres and styles music genres and styles variety of music genres and styles of music genres and of music genres and
styles using technical using technical using technical genres and styles using technical styles using styles using technical
accuracy and accuracy and accuracy and using technical accuracy and technical accuracy accuracy and
Topic: Perform
expression. expression. expression. accuracy and expression, and and expression, and expression, and
Rhythm
expression, and synthesize feedback synthesize feedback synthesize feedback

Strand: synthesize feedback from various sources from various sources from various sources
Strand: Strand: FA from various to evaluate to evaluate to evaluate
FA FA 8.4.2.c sources to evaluate performance. performance. performance.
8.4.2.c 8.4.2.c Indicators: The student performance.
Indicators: The student Indicators: The student will be able to Strand: Strand: Strand:
will be able to will be able to proficiently play Strand: FA FA FA
proficiently perform proficiently perform rhythmic variations of FA 12.4.2.c 12.4.2.c 12.4.2.c
quarter notes, quarter dotted half notes, whole complexity using eighth, 12.4.2.c Indicators: Students Indicators: Students will Indicators: Students will
rests, half notes, half notes, whole rests and quarter, half, and whole Indicators: Students will be able to play be able to play rhythmic be able to play rhythmic
rests and eighth notes. multi-measure rests. Notes/Rest. will be able to play rhythmic variations of variations of complexity variations of complexity
. rhythmic variations of up to 16th Notes. up to 16th Notes. up to16th notes and 1/8
to 8th Notes. note triplets.


sing and/or play sing and/or play sing and/or play will sing and/or sing and/or play, sing and/or play, sing and/or play,
independently and/or independently and/or independently and/or play, independently independently and/or independently and/or independently and/or
with others, a variety with others, a variety of with others, a variety of and/or with others, a with others, a variety with others, a variety of with others, a variety of
of music genres and music genres and music genres and variety of music of music genres and music genres and music genres and
styles using technical styles using technical styles using technical genres and styles styles using technical styles using technical styles using technical
accuracy and accuracy and accuracy and using technical accuracy and accuracy and accuracy and
expression. expression. expression. accuracy and expression, and expression, and expression, and
expression, and synthesize feedback synthesize feedback synthesize feedback
synthesize feedback from various sources from various sources to from various sources to
Strand: Strand: Strand: from various to evaluate evaluate performance. evaluate performance.
FA FA FA sources to evaluate performance.
8.4.2.c 8.4.2.c 8.4.2.c performance.
Indicators: Students will Indicators: Students will be Indicators: Students will be Strand: Strand:
be able to perform music able to perform music of able to perform music of Strand: FA FA
of increasing difficulty increasing difficulty using increasing difficulty using Strand: FA 12.4.2.c 12.4.2.c
using proper Sound proper Sound production, proper Sound production, FA 12.4.2.c Indicators: Students will be Indicators: Students will be
production, appropriate appropriate technique, appropriate technique, 12.4.2.c Indicators: Students will able to perform music able to perform music
Topic: Perform
technique, correct correct posture, dynamics, correct posture, dynamics, Indicators: Students be able to perform music independently and/or with independently and/or with
Performance
posture, dynamics, and and articulation. Students and articulation. Students will be able to perform independently and/or with others in a variety of genres others in a variety of genres
articulation. Students demonstrate appropriate demonstrate appropriate music independently others in a variety of and styles, using proper and styles, using proper
demonstrate appropriate performance expectations performance expectations and/or with others in a genres and styles, using technique, proper sound technique, proper sound
performance expectations by performing in formal and by performing in formal and variety of genres and proper technique, proper production, dynamics, production, dynamics,
by performing in formal informal opportunities. informal opportunities. styles, using proper sound production, articulation, phrasing, articulation, phrasing,
and informal Develop (formally or Develop (formally or technique, proper dynamics, articulation, technical accuracy and technical accuracy and
opportunities. Develop informally) solo/ensemble informally) solo/ensemble sound production, phrasing, technical expression. Students expression. Students
(formally or informally) performance skills. performance skills. dynamics, articulation, accuracy and expression. demonstrate appropriate demonstrate appropriate
solo/ensemble phrasing, technical Students demonstrate performance expectations performance expectations
performance skills. accuracy and appropriate performance by performing in formal and by performing in formal and
expression. Students expectations by informal opportunities. informal opportunities.
demonstrate performing in formal and Develop and refine Develop and refine
appropriate informal opportunities. solo/ensemble performance solo/ensemble performance
performance Develop and refine skills using self-evaluation skills using self-evaluation
expectations by solo/ensemble and feedback from others, and feedback from others,
performing in formal performance skills using including peers. including peers.
and informal self-evaluation and
opportunities. Develop feedback from others,
and refine including peers.
solo/ensemble
performance skills using
self-evaluation and
feedback from others,
including peers.

sing and/or play sing and/or play sing and/or play will play, play, independently play, independently play, independently
independently and/or independently and/or independently and/or independently and/or and/or with others, a and/or with others, a and/or with others, a
with others, a variety of with others, a variety of with others, a variety with others, a variety variety of music variety of music variety of music
music genres and music genres and styles of music genres and of music genres and genres and styles genres and styles genres and styles
styles using technical using technical styles using technical styles using technical using technical using technical using technical
Topic: Perform
accuracy and accuracy and accuracy and accuracy and accuracy and accuracy and accuracy and
expression. expression. expression. expression, and expression, and expression, and expression, and
Chords
synthesize feedback synthesize feedback synthesize feedback synthesize feedback

Strand: Strand: Strand: from various sources from various sources from various sources from various sources
FA FA FA to evaluate to evaluate to evaluate to evaluate
8.4.2.b 8.4.2.b 8.4.2.b performance. performance. performance. performance.
Indicators: The student Indicators: The student will Indicators: The
will be able to proficiently be able to proficiently play student will be able to Strand: Strand: Strand: Strand:
play Major open chords. Major, and Dominant 7 open proficiently play FA FA FA FA
chords. Major, Dominant 7, 12.4.2.b 12.4.2.b 12.4.2.b 12.4.2.b
and minor open Indicators: Students Indicators: Students Indicators: Students Indicators: Students
chords. will be able to will be able to will be able to will be able to
proficiently play open proficiently play open proficiently play open, proficiently play open,
chords. chords and power power, and 4th string power, and 4th, 5th, 6th
chords. barre chords. string barre chords.

FA 8.4.2 Students will FA 8.4.2 Students will FA 8.4.2 Students will FA 12.4.2 Students will FA 12.4.2 Students will FA 12.4.2 Students FA 12.4.2 Students will
sing and/or play, sing and/or play, sing and/or play, play, independently play, independently will play, play, independently
independently and/or independently and/or independently and/or and/or with others, a and/or with others, a independently and/or and/or with others, a
with others, a variety with others, a variety of with others, a variety variety of music variety of music with others, a variety variety of music
of music genres and music genres and styles of music genres and genres and styles genres and styles of music genres and genres and styles
styles using technical using technical styles using technical using technical using technical styles using technical using technical
Topic: Perform

Meter
from various sources from various sources from various sources from various sources
Strand Strand Strand to evaluate to evaluate to evaluate to evaluate
FA FA FA performance. performance. performance. performance.
8.4.2.c 8.4.2.c 8.4.2.c
Indicators: Students will Indicators: Students will Indicators: Students Strand Strand Strand Strand
be able to proficiently be able to proficiently will be able to count FA FA FA FA
play in common time. count and play in and play in all simple 12.4.2.c 12.4.2.c 12.4.2.c 12.4.2.c
common time. meters. Indicators: Students will Indicators: Students will Indicators: Students will Indicators: Students will
be able to proficiently be able to count and be able to count and be able to count and
count and play in play in all simple play in all simple and play in all simple and
common time. meters. compound meters. compound meters as
well as asymmetric
meters.


LH Technique
Topic: Perform

Strand Strand FA Strand to evaluate to evaluate to evaluate to evaluate
FA 8.4.2.b FA performance. performance. performance. performance.
8.4.2.b Indicators: In addition to 8.4.2.b
Indicators: Students previously learned Indicators: In addition Strand FA Strand FA Strand FA Strand FA
will be able to techniques, students will to previously learned 12.4.2.b 12.4.2.b 12.4.2.b 12.4.2.b
proficiently be able to demonstrate techniques, students Indicators: Students will Indicators: In addition to Indicators: In addition Indicators: In addition to
demonstrate LH finger dexterity exercises. will be able to be able to proficiently previously learned to previously learned previously learned
numbers, finger and demonstrate LH Slurs. demonstrate LH finger techniques, students will techniques, students techniques, students will
thumb placement. numbers, finger and also demonstrate LH will also demonstrate also demonstrate
thumb placement as well Slurs LH shifting for positional vibrato, trill, and string
as demonstrating playing and glissandos. bending.
dexterity exercises.

RH Technique
Strand Strand FA Strand to evaluate to evaluate to evaluate to evaluate

Topic: Perform
FA 8.4.2.b FA performance. performance. performance. performance.

8.4.2.b Indicators: Students will 8.4.2.b
Indicators: Students will be able to proficiently Indicators: Students Strand FA Strand FA Strand FA Strand FA
be able to proficiently play single string notes will be able to 12.4.2.b 12.4.2.b 12.4.2.b 12.4.2.b
play single string notes and multiple string chords proficiently play string Indicators: Students will Indicators: Students will Indicators: Students will Indicators: In addition to
and multiple string using alternating fingers switching notes and be able to proficiently be able to proficiently be able to proficiently previously learned RH
chords using fingers and picking. multiple string chords play string switching play string switching play string switching technique, students will
and picks. using alternating notes and multiple string notes and multiple string notes and multiple demonstrate techniques
fingers and picking. chords using alternating chords using alternating string chords using in palm muting, artificial
fingers and picking. fingers and alternating alternating fingers and harmonics, Rasgueado,
picking. alternating picking, as sul tasto, and ponticello.
well as PIMA based
arpeggio patterns and
block chords.


Strand Strand Strand from various sources from various sources from various sources from various sources
Scales
Topic: Perform
FA FA FA to evaluate to evaluate to evaluate to evaluate

8.4.2.c 8.4.2.c 8.4.2.c performance. performance. performance. performance.
Indicators: Students will Indicators: In addition to Indicators:
be able to proficiently 1st previously learned In addition to Strand Strand Strand Strand
position natural note scales, students will be previously learned FA FA FA FA
scale. able to perform the 2 scales, students will 12.4.2.c 12.4.2.c 12.4.2.c 12.4.2.c
octave G Major, F Major be able to perform the Indicators: Students Indicators: In addition Indicators: Students Indicators: Students
and 1 octave C Major 2 octave A Major, A will be able to to previously learned will be able to play all will be able to play all
Scales. Minor and Em/G Major proficiently play 1st scales, students will Major and minor Major and minor
Pentatonic, as well as position natural note be able to perform the scales at least two scales at least two
1 octave D Major, Bb and Chromatic scales. 1 octave C and D octaves. octaves in multiple
Major, and Eb Major Major Scales, and the patterns.
Scales. 2 octave A, F, Bb
Major scales


FA 8.4.2 Students will FA 8.4.2 Students will FA 8.4.2 Students FA 12.4.2 Students will FA 12.4.2 Students will FA 12.4.2 Students FA 12.4.2 Students will
sing and/or play sing and/or play will sing and/or play sing and/or play, sing and/or play, will sing and/or play, sing and/or play,
independently and/or independently and/or independently and/or independently and/or independently and/or independently and/or independently and/or
with others, a variety with others, a variety of with others, a variety with others, a variety with others, a variety with others, a variety with others, a variety
of music genres and music genres and of music genres and of music genres and of music genres and of music genres and of music genres and
styles using technical styles using technical styles using styles using technical styles using technical styles using technical styles using technical
accuracy and accuracy and technical accuracy accuracy and accuracy and accuracy and accuracy and
expression. expression. and expression. expression, and expression, and expression, and expression, and
Topic: Perform

Music Notation
Strand: Strand Strand to evaluate to evaluate to evaluate to evaluate
FA FA FA performance. performance. performance. performance.
8.4.2.b 8.4.2.b 8.4.2.b
Indicators: Students will Indicators: In addition to Indicators: In addition Strand: Strand: Strand: Strand:
be able to demonstrate a previously learned to previously learned FA FA FA FA
proficient level of reading concepts, students will concepts, students will 12.4.2.b 12.4.2.b 12.4.2.b 12.4.2.b
music notation for strings demonstrate a proficient demonstrate a Indicators Students will be Indicators: In addition to Indicators: In addition Indicators: In addition to
1 and 2 individually and level of reading music proficient level of able to demonstrate a previously learned to previously learned previously learned
with teacher feedback. notation for strings 3 and reading music notation proficient level of reading concepts, students will concepts, students will concepts, students will
4 individually and with for strings 5 and 6 music notation for 1st demonstrate a proficient demonstrate a proficient demonstrate a proficient
teacher feedback. individually and with position natural notes on level of reading music level of reading music level of reading music
teacher feedback. all 6 strings individually notation for notes with notation for natural notes notation for notes in other
and with teacher feedback. accidentals individually in 5th position individually position individually and
and with teacher and with teacher with teacher feedback.
feedback. feedback.

Standard: Standard: Standard: FA 12.4.3 Students FA 12.4.3 Students FA 12.4.3 Students FA 12.4.3 Students
FA 8.4.3 Students FA 8.4.3 Students FA 8.4.3 Students will analyze and will analyze and will analyze and will analyze and
will examine and will examine and will examine and evaluate how music evaluate how music evaluate how music evaluate how music
evaluate elements of evaluate elements evaluate elements of elicits intended elicits intended elicits intended elicits intended
music to explain of music to explain music to explain responses (personal responses (personal responses (personal responses (personal
Topic: Respond
how music conveys how music conveys how music conveys response to music). response to music). response to music). response to music).
mood or context mood or context mood or context
(affect of music). (affect of music). (affect of music). Strand FA Strand FA Strand FA Strand FA
8.4.3.d 12.4.3.d 12.4.3.d 12.4.3.d
Aural Skills
Indicators: Students will Indicators: Students will Indicators: Students Indicators: Students will
Strand Strand Strand connect interval connect interval will connect interval connect interval
FA FA FA detection, pitch- detection, pitch- detection, pitch- detection, pitch-
8.4.3.d 8.4.3.d 8.4.3.d matching, listening skills, matching, listening matching, listening matching, listening
Indicators: Students will Indicators: Students Indicators: Students will and singing to many skills, and singing to skills, and singing to skills, and singing to
connect interval will connect interval connect interval different disciplines. many different many different many different
detection, pitch- detection, pitch- detection, pitch- disciplines. disciplines. disciplines.
matching, listening matching, listening matching, listening
skills, and singing to skills, and singing to skills, and singing to
many different many different many different
disciplines. disciplines. disciplines.


FA 8.4.3 Students will FA 8.4.3 Students will FA 8.4.3 Students FA 12.4.3 Students FA 12.4.3 Students FA 12.4.3 Students FA 12.4.3 Students
examine and evaluate examine and evaluate will examine and will analyze and will analyze and will analyze and will analyze and
elements of music to elements of music to evaluate elements of evaluate how music evaluate how music evaluate how music evaluate how music
explain how music explain how music music to explain elicits intended elicits intended elicits intended elicits intended
conveys mood or conveys mood or how music conveys responses (personal responses (personal responses (personal responses (personal
context (affect of context (affect of mood or context response to music). response to music). response to music). response to music).
music). music). (affect of music).
Topic: Respond
Strand Strand Strand Strand Strand Strand Strand

Terms
FA FA FA FA FA FA FA
8.4.3.c 8.4.3.c 8.4.3.c 12.4.3.c 12.4.3.c 12.4.3.c 12.4.3.c
Indicators: The Indicators: The Indicators: The Indicators: The students Indicators: The students Indicators: The students Indicators: The students
students will be able to students will be able to students will be able to will be able to identify and will be able to identify and will be able to identify and will be able to identify and
identify and show identify and show identify and show show understanding of show understanding of show understanding of show understanding of
understanding of understanding of understanding of Symbols, Meter, Style Symbols, Meter, Style Symbols, Meter, Style Symbols, Meter, Style
Symbols, Meter, Style Symbols, Meter, Style Symbols, Meter, Style Markings, Tempo, Markings, Tempo, Markings, Tempo, Markings, Tempo,
Markings, Tempo, Markings, Tempo, Markings, Tempo, Articulation, Dynamics, Articulation, Dynamics, Articulation, Dynamics, Articulation, Dynamics,
Articulation, Dynamics, Articulation, Dynamics, Articulation, Dynamics, Note & Rest Values, Note & Rest Values, Note & Rest Values, Note & Rest Values,
Note & Rest Values, Note & Rest Values, Note & Rest Values, Pitch, Literacy, Form, Pitch, Literacy, Form, Pitch, Literacy, Form, Pitch, Literacy, Form,
Pitch, Literacy, Form, Pitch, Literacy, Form, Pitch, Literacy, Form, Technique, Texture (see Technique, Texture (see Technique, Texture (see Technique, Texture (see
Technique, Texture Technique, Texture Technique, Texture pacing guide for specific pacing guide for specific pacing guide for specific pacing guide for specific
(see pacing guide for (see pacing guide for (see pacing guide for terms for each terms for each terms for each terms for each
specific specific specific class level). class level). class level). class level).
terms for each grade terms for each grade terms for each grade
level). level). level).

Secondary Proficiency Scale

Learning Goal: Create
The student consistently demonstrates a thorough understanding
of course content/grade level standard by making in-depth
inferences and showing extended applications of the course Demonstrates an advanced understanding and application of
content/grade level standard(s). basic concepts of music theory including pitch names, key
Advanced
The student performs consistently at a high level of difficulty, signatures, rhythmic symbol, sight-reading and can synthesize
Score 4.0
complexity, or fluency that is above the expected course these concepts through processes including improvisation and
content/grade level standard. composition.
 Exceeds expected course content/grade level standard
 Applies skills and strategies in new and unfamiliar situations
The student demonstrates partial success at showing a thorough understanding of course content/grade level
Proficient + standard by making in-depth inferences and applications of the course content/grade level standard(s).
(Approaching The student performs with partial success at a high level of difficulty, complexity, or fluency that is above the
Advanced) expected course content/grade level standard.
Score 3.5  Demonstrates success toward exceeding course content/grade level standard
 Applies skills and strategies consistently in familiar situations, and at times, in unfamiliar situations
The student demonstrates a proficient understanding of the
expected course content/grade level standard(s).
Demonstrates proficient understanding and application of basic
The student performs at the level of difficulty, complexity, or
concepts of music theory including pitch names, key signatures,
Proficient fluency that is at the expected course content/grade level
rhythmic symbol, sight-reading and begins to synthesize these
Score 3.0 standard.
concepts through processes including improvisation and
 Meets expected course content/grade level standard
composition.
 Retains information and applies skills and strategies in
familiar situations
The student demonstrates an adequate understanding of the information for the course content/grade level
Basic + standard(s).
(Approaching The student performs with partial success at the level of difficulty, complexity, or fluency that is at the expected
Proficient) course content/grade level standard.
Score 2.5  Partially meets expected course content/grade level standard
 Retains information and at times applies skills and strategies in familiar situations
The student demonstrates a basic understanding of the
information expected for the course content/grade level
standard(s).
The student performs the skills required for the course Demonstrates basic yet inconsistent understanding and
Basic
content/grade level standard at a basic level of difficulty, application of music theory, including pitch names, key signatures,
Score 2.0
complexity, or fluency. rhythmic symbols and sight-reading.
Partially meets expected course content/grade level standard
Retains information and simple processes in familiar
situations
The student demonstrates some basic understanding of the information expected for the course content/grade level standard(s).
Approaching The student struggles to perform the skills required for the course content/grade level standard at a basic level of difficulty,
Basic complexity, or fluency.
Score 1.5  Partially meets some of expected course content/grade level standard
 Retains some information and simple processes in familiar situations
The student demonstrates difficulty in understanding the
information and performing the skills expected for the
course/grade level standard(s).
Below Basic Demonstrates minimal understanding of basic performance
Score 1.0
 Performs below expected course content/grade level on the
techniques.
standard.
 Has difficulty retaining information and applying skills and
strategies
Failing The student demonstrates little or no evidence of understanding the information or skills required for the course content/grade level
Score 0 standard(s).

Learning Goal: Perform

inferences and showing extended applications of the course In addition to demonstrating advanced technical competency of
content/grade level standard(s). instrumental techniques, takes musical risks, and actively makes
Advanced The student performs consistently at a high level of difficulty, deliberate, informed choices in order to independently create or
Score 4.0 complexity, or fluency that is above the expected course contribute to an artistic performance in daily rehearsal, recorded
content/grade level standard. practice and assessments and in formal and informal
 Exceeds expected course content/grade level standard performances.
 Applies skills and strategies in new and unfamiliar
situations
Performs alone and in large and small groups, while
demonstrating proficient competency of instrumental
Score 3.0
performance techniques (tone, blend, balance, musical accuracy,
standard.
expression, dynamics, etc.) through daily rehearsal, assessments
Meets expected course content/grade level standard
and formal and informal performances.
Retains information and applies skills and strategies in
familiar situations
standard(s).
Demonstrates basic, yet inconsistent understanding of
The student performs the skills required for the course
content/grade level standard at a basic level of difficulty, performance techniques including intonation, blend, balance,
Basic
Score 2.0 complexity, or fluency. musical accuracy, expression, and dynamics through daily
Partially meets expected course content/grade level rehearsal of genres, practice, assessments, in formal and informal
standard performances.
Retains information and simple processes in familiar
situations
Score 1.0  Performs below expected course content/grade level on
techniques.
the standard.
 Has difficulty retaining information and applying skills
and strategies

Learning Goal: Respond

inferences and showing extended applications of the course
Demonstrates advanced understanding of historical and cultural
content/grade level standard(s).
context of music repertoire. Compares and contrasts musical
Advanced The student performs consistently at a high level of difficulty,
Score 4.0
styles and genres. Demonstrates advanced understanding
complexity, or fluency that is above the expected course
through analysis and evaluation of music and performances
content/grade level standard.
including self-assessment.
 Exceeds expected course content/grade level standard
 Applies skills and strategies in new and unfamiliar
situations
Demonstrates proficient understanding of historical and cultural
context of music repertoire. Compares and contrasts musical
Score 3.0
styles and genres. Demonstrates proficiency in analyzing,
standard.
describing and evaluating works of music performance, including
Meets expected course content/grade level standard
self-assessment.
Retains information and applies skills and strategies in
familiar situations
standard(s).
The student performs the skills required for the course Demonstrates basic, yet inconsistent understanding of historical
Basic content/grade level standard at a basic level of difficulty, and cultural context of music repertoire. Demonstrates some
Score 2.0 complexity, or fluency. proficiency in analyzing, describing and evaluating works of music
 Partially meets expected course content/grade level and performances.
standard
 Retains information and simple processes in familiar
situations
Score 1.0
 Performs below expected course content/grade level on
techniques.
the standard.
 Has difficulty retaining information and applying skills
and strategies

Academic Vocabulary
Six Step Vocabulary
1. EXAMPLES provided by teacher (not dictionary definitions)

2. RESTATED by students in their own words (written)
*Steps 1 and 2 are done at the beginning of the unit
3. PICTURES (Quick Sketches)
4. ACTIVITIES to add additional details (Compare & Contrast Matrix, Frayer Model, Cornell Notes, Foldables)
5. DISCUSSED by students (Pair Share, Numbered Heads Together, 4-Corners)
*Steps 3-5 during the unit
6. GAMES to review (Scattergories, Jeopardy, White Board Games)
*Step 6 end of the unit
LOCATION
TERM DEFINITION
IN PACING
GUIDE
Treble Clef Qtr. 1 – Qtr. 4 The sign (derived from old letter G) which indicates that the line on which it
is placed is the G a 5th above middle C.
Time Signature Qtr. 1 – Qtr. 4 Sign placed after the clef and key at the beginning of a piece of music, or
during the course of it, to indicate the time or meter of the music, normally
comprising of 2 numbers.
Key Signature Qtr. 1 – Qtr. 4 The sign, or no sign, written at the beginning of each staff, to indicate the
key of the composition using accidentals (Sharps or Flats)
Staff Qtr. 1 – Qtr. 4 The system of 5 parallel lines on and between which the notes are written,
from which music is played, the pitch being determined by the clef written
at the beginning of the staff.
Lines Qtr. 1 – Qtr. 4 A part of the staff that determines a specific pitch.
Spaces Qtr. 1 – Qtr. 4 A part of the staff, between 2 lines, that determines a specific pitch.
Ledger Lines Qtr. 1 – Qtr. 4 Short lines added below or above the staff to accommodate notes too high
or too low for the staff.
The location indicating time‐content of notational space between one bar

Measure Qtr. 1 – Qtr. 4
line and the next.
Bar line Qtr. 1 – Qtr. 4 The vertical line marked on a staff to denote the beginning and the end of a
measure.
Double Bar line Qtr. 1 – Qtr. 4 The double perpendicular line marking the end of a composition.
Beat Qtr. 1 – Qtr. 4 Unit of measurement of rhythmic pulse of music, as indicated in time
signature.
Pulse Qtr. 1 – Qtr. 4 Pulse is the rmusical feel of the rhythm between beats.
Tempo Qtr. 1 – Qtr. 4 The speed at which a piece of music is performed.
Quarter Note Qtr. 1 – Qtr. 4 A note (with a filled in head and a stem without flags) that would take up ¼
the space, or 1 beat, in a 4/4 time signature.
Note Head Qtr. 1 – Qtr. 4 The elliptical part of a note that determines pitch.

Note Stem Qtr. 1 – Qtr. 4 The vertical part of a note connected to the note head, that may or may not
have a flag, that determines rhythm.
Guitar Head Qtr. 1 – Qtr. 4 Also known as the headstock, is used to house the pegs or tuning
mechanisms that holds the strings at the "head" of the instrument.
Tuning Pegs Qtr. 1 – Qtr. 4 Components of the head stock used to alter string tension
Nut Qtr. 1 – Qtr. 4 Component that separates the fretboard from the headstock
Neck Qtr. 1 – Qtr. 4 Wooden stem that extends from the body
Fretboard Qtr. 1 – Qtr. 4 Strip of wood on the neck on which fret bars are placed
Fret Wire/Bar Qtr. 1 – Qtr. 4 Strips of metal that divide the string into pitches
Fret Space Qtr. 1 – Qtr. 4 Space on the fretboard between each fretbar
Sound Hole Qtr. 1 – Qtr. 4 Opening in the front of the body
Saddle Qtr. 1 – Qtr. 4 Part of the bridge that has grooves to hold strings in place
Metal or wood component on the front of the body that holds the strings in
Bridge Qtr. 1 – Qtr. 4
place
Strings Qtr. 1 – Qtr. 4 Piece of wire or nylon that produce notes via vibration
String Identifiers Qtr. 1 – Qtr. 4 Numbers and letters used to distinguish strings
Finger Numbers Qtr. 1 – Qtr. 4 Numbers assigned to left hand fingers
Finger Picking Qtr. 1 – Qtr. 4 Using the tip of the finger to set a string into vibrationb
Pima labelling for the right hand fingers
Thumb (Pulgar) Qtr. 1 – Qtr..4
Index Finger (Indice) Qtr. 1 – Qtr. 4 Pima labelling for the right hand fingers
Middle Finger (Medio) Qtr. 1 – Qtr. 4 Pima labelling for the right hand fingers
Ring Finger (Anular) Qtr. 1 – Qtr. 4 Pima labelling for the right hand fingers
Strum Qtr. 1 – Qtr. 4 Striking more than one string in the same motion
Pick Qtr. 1 – Qtr. 4 Striking more than one string in the same motion
Chords Qtr. 1 – Qtr. 4 Small piece of plastic or other material used to strike the strings
Dynamics Qtr. 1 – Qtr. 4 2 or more fretted notes played together
Piano Qtr. 1 – Qtr. 4 Terms and symbols used to indicate volume
Mezzo Piano Qtr. 1 – Qtr. 4 Play softly
Pianissimo Qtr. 1 – Qtr. 4 Play medium softly
Forte Qtr. 1 – Qtr. 4 Play very softly

Mezzo Forte Qtr. 1 – Qtr. 4 Play loudly
Fortissimo Qtr. 1 – Qtr. 4 Play medium loudly
Sul Tasto Qtr. 1 – Qtr. 4 Play very loudly
Ponticello Qtr. 1 – Qtr. 4 Playing the strings near the bridge to produce a bright timbre
Palm Muting Qtr. 1 – Qtr. 4 Using the heel of the hand to dampen strings and create a muted sound
Golpe Qtr. 1 – Qtr. 4 Using the fingers to strike or knock on the guitar body
Pizzicato Qtr. 1 – Qtr. 4 Play with palm muting to emulate plucked orchestral string instruments
Rest Stroke (Apoyando) Qtr. 1 – Qtr. 4 Right hand finger plucks a string and follows through to the adjacent string
on which it rests
Free Stroke (Tirando) Qtr. 1 – Qtr. 4 The striking finger does not come to rest against an adjacent string
Rosette Qtr. 1 – Qtr. 4 Decorative inlay that surrounds the sound hole of an acoustic guitar

Qtr. 1 – Qtr. 4
Arpeggio The notes of a chord played in succession, either ascending or descending.
Slur Qtr. 1 – Qtr. 4 2 or more notes are connected smoothly using hamnmer-ons and pull-offs.
Tie Qtr. 1 – Qtr. 4 A curved line connecting note heads that indicates they are to be played as
a single note with a duration equal to the sum of the notes’ values.
Hammer on Qtr. 1 – Qtr. 4 Sounding a note by slamming down on the fret with the left hand.
Pull off Qtr. 1 – Qtr. 4 A way of sounding a note without plucking. Hold the frets and pluck,
releasing the fret finger to sound the lower held note.
String Bending Qtr. 1 – Qtr. 4 The string is pulled sideways to alter the pitch.
Glissando Qtr. 1 – Qtr. 4 A continuous slide upward or downward between two notes.
Natural Harmonics Qtr. 1 – Qtr. 4 Tones that are produced by lightly stopping a string at certain parts of the
string called nodes which occur at the 5th, 7th, and 12th fret primarily.
Artificial Harmonics Qtr. 1 – Qtr. 4 Harmonics produced by fretting a note and touching another note above
with the same hand.

District Adopted Resources

Student Textbook
The FJH Young Beginner Guitar Method

Lesson Book 1
ISBN –13:978-1-56939-165-5
THE FJH MUSIC COMPANY INC. 2000

Lesson Book 2
ISBN –13:978-1-56939-345-1
THE FJH MUSIC COMPANY INC. 2001

Theory Activity Book 1

Theory Activity Book 2

First Year Guitar Hands On Training Book 1

Class Guitar Resources, Inc.
ISBN 9780-9860175-2-05995, Fifth

Edition 2015
Second Year Guitar Hands On Training

Book 2 Class Guitar Resources, Inc.
ISBN 978-0-9798548-4-2, Second Edition,
2009

Teacher Manuals
First Year Guitar Hands On Training
Book 1 Teacher Manual Class Guitar
Resources, Inc.
ISBN 978-0-9860175-7-5, Fifth Edition,
2015
First Year Guitar Hands On Training

Book 2 Teacher Manual Class Guitar
Resources, Inc.
STG002TM Second Edition, 2009

Materials
Essential Elements For Guitar Book 1
Hal Leonard Corporation
ISBN13:978-1-4234-5362-8, 2005
Essential Elements For Guitar Book 2

Hal Leonard Guitar Method Complete Edition

Books 1-3
ISBN 0-634-04701-9, 2002

Easy Pop Melodies

HL00699271
HL00697280
HL00699154
Easy Pop Rhythms

HL00697336
HL00697322
HL00697340
Online Resources
Austin Classical Guitar Society GuitarCurriculum.com
Supplemental Resources
Sight Reading for the Classical Guitar Levels 1 to 3
Alfred Music ISBN 0-7692-0974-2
Diatonic Major and Minor Scales by Andres Segovia

Theodore Presser Revised Edition, 1953

Textbook Replacements
Textbooks that have been lost or damaged should be replaced annually by individual buildings. District adopted
resources can be purchased through the annual order using district-allocated off-formula funds. No class sets
should be used.

Use of Video in Instruction

The use of video (i.e., DVDs, videotapes, streaming video, YouTube, etc.), when used to
judiciously, can effectively promote student learning in the classroom. Brain research shows
that students in grades K-7 can generally attend to instruction for 5-12 minutes while older
adolescents can attend for approximately 12-15 minutes before their attention lags (Jensen,
1998). Researchers have suggested that students’ focus wanes after 10 minutes of passive
viewing of videos (Adams and Hamm, 2001). So, while videos can enrich educational
experiences, educators must be conscious of time constraints on a student’s ability to attend
and process visual media (Schulz, 2006).
When using video, district best practices must be considered and all of the following
conditions must be met:
 Copyright laws must always be followed.

 Video may not be used during instructional time for the purpose of entertainment,
incentives, or reward. This is a copyright violation.
 The video must be previewed by the instructor prior to classroom use.
 Video that is used in a lesson should be documented in the lesson plan.
 Excerpts should be generally used along with activities requiring active student
involvement such as discussion or analysis of the media.
 Complete videos that last more than one instructional period should be used only if
they are approved as part of an established curriculum. These resources should be
written into curriculum guides and/or maintained by the content area supervisor. A
public performance license is required when showing video for entertainment purposes
and is permitted only during non-instructional time (i.e. after school, during recess,
movie nights, etc.) Movie Licensing USA www.movlic.com/ provides public
performance license for schools.
Adams, D. and M. Hamm, Literacy in a Multimedia Age. Norwood, MA: Christopher-Gordon Publishers, Inc., 2001
Jensen, E. Teaching with the Brain in Mind. Alexandria, VA: Association for Supervision and Curriculum Development, 1998.
Schulz, Cynthia D. “Timing Is Everything: Using Videos and DVDs with Students.” Library Media Connection 24.4(2006): 14-
17. Education Research Complete. Web 19 Mar, 2015.

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Guitar 1-2

CURRICULUM AND INSTRUCTION SUPPORT

: 9-12 Table of Contents

6/11/18 Curriculum and Instruction Support 2

: 9-12 Section Descriptions

 academic vocabulary lists

Standards, strands and indicators – These are concise, written descriptions of

Scope and sequence - Scope is the material or skills to be taught, and

Proficiency Scales/Proficiency Level Descriptors - Proficiency scales or

6/11/18 Curriculum and Instruction Support 3

Common Formative Assessments Summative Assessments

6/11/18 Curriculum and Instruction Support 4

Time Frame Second Quarter

Common Formative Assessments Summative Assessments

6/11/18 Curriculum and Instruction Support 5

Time Frame Third Quarter

Common Formative Assessments Summative Assessments

6/11/18 Curriculum and Instruction Support 6

Time Frame Fourth Quarter

Nebraska Department of Education Content Area Standards Reference Guide:

6/11/18 Curriculum and Instruction Support 8

Scope and Sequence

Standard: Standard: Standard: Standard: Standard: Standard: Standard:

expression. expression. and expression.

6/11/18 Curriculum and Instruction Support 10

6/11/18 Curriculum and Instruction Support 11

Standard: Standard: Standard: Standard: Standard: Standard: Standard:

expression, and synthesize feedback synthesize feedback synthesize feedback

6/11/18 Curriculum and Instruction Support 12

Standard: Standard: Standard: Standard: Standard: Standard: Standard:

6/11/18 Curriculum and Instruction Support 13

synthesize feedback synthesize feedback synthesize feedback synthesize feedback

6/11/18 Curriculum and Instruction Support 14

synthesize feedback synthesize feedback synthesize feedback synthesize feedback

6/11/18 Curriculum and Instruction Support 15

Standard: Standard: Standard: Standard: Standard: Standard: Standard:

synthesize feedback synthesize feedback synthesize feedback synthesize feedback

6/11/18 Curriculum and Instruction Support 16

Strand Strand FA Strand to evaluate to evaluate to evaluate to evaluate

FA 8.4.2.b FA performance. performance. performance. performance.

6/11/18 Curriculum and Instruction Support 17

Standard: Standard: Standard: Standard: Standard: Standard: Standard:

FA FA FA to evaluate to evaluate to evaluate to evaluate

6/11/18 Curriculum and Instruction Support 18

Standard: Standard: Standard: Standard: Standard: Standard: Standard:

synthesize feedback synthesize feedback synthesize feedback synthesize feedback

6/11/18 Curriculum and Instruction Support 19

6/11/18 Curriculum and Instruction Support 20

Standard: Standard: Standard: Standard: Standard: Standard: Standard:

Strand Strand Strand Strand Strand Strand Strand

6/11/18 Curriculum and Instruction Support 21

Secondary Proficiency Scale

6/11/18 Curriculum and Instruction Support 18

Learning Goal: Perform

6/11/18 Curriculum and Instruction Support 19

Learning Goal: Respond

6/11/18 Curriculum and Instruction Support 20

1. EXAMPLES provided by teacher (not dictionary definitions)

The location indicating time‐content of notational space between one bar