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    7-31 Through 8-4

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    djlozano
    This document outlines a PLC plan for a K-12 music unit on beat. It identifies national standards for music, essential questions, learning progressions, student-friendly targets, vocabulary, and assessments. It discusses using Quaver Music and instruments to teach the difference between beat and no beat. It provides interventions for students who have not learned as well as enrichment activities. The plan aims to increase instructional competence through continued Quaver training and coordination through collaboration with other music teachers.

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    7-31 Through 8-4

    Uploaded by

    djlozano
    3 views4 pages
    This document outlines a PLC plan for a K-12 music unit on beat. It identifies national standards for music, essential questions, learning progressions, student-friendly targets, vocabulary, and assessments. It discusses using Quaver Music and instruments to teach the difference between beat and no beat. It provides interventions for students who have not learned as well as enrichment activities. The plan aims to increase instructional competence through continued Quaver training and coordination through collaboration with other music teachers.

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    lesson plan

    Original Title

    7-31 through 8-4

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    This document outlines a PLC plan for a K-12 music unit on beat. It identifies national standards for music, essential questions, learning progressions, student-friendly targets, vocabulary, and assessments. It discusses using Quaver Music and instruments to teach the difference between beat and no beat. It provides interventions for students who have not learned as well as enrichment activities. The plan aims to increase instructional competence through continued Quaver training and coordination through collaboration with other music teachers.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as docx, pdf, or txt
    3 views4 pages

    7-31 Through 8-4

    Uploaded by

    djlozano
    This document outlines a PLC plan for a K-12 music unit on beat. It identifies national standards for music, essential questions, learning progressions, student-friendly targets, vocabulary, and assessments. It discusses using Quaver Music and instruments to teach the difference between beat and no beat. It provides interventions for students who have not learned as well as enrichment activities. The plan aims to increase instructional competence through continued Quaver training and coordination through collaboration with other music teachers.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as docx, pdf, or txt
    of 4

    Grade: K - 12

    Unit: Beat
    PLC Question One: What do we want all students to know and be able to do?
    Grade Level Priority Standards:
    NCCAS: Cn11.0.Ka, Pr4.3.Ka, Re7.1.Ka, Re8.1.Ka

    Supporting Standards:
    NAfME: 1, 3, 6

    Essential Questions:
    Questions to probe for deeper thinking and promote the development of critical thinking and
    higher-order capabilities, problem solving, and understanding complex systems.
    How does understanding the structure and context of music inform a response?

    Learning Progressions
    Previous grade level Grade level standards: Next grade level standards:
    standards: NCCAS: Cn11.0.Ka, NCCAS: Cn11.0.Ka,
    NCCAS: Cn11.0.Ka, Pr4.3.Ka, Re7.1.Ka, Re8.1.Ka Pr4.3.Ka, Re7.1.Ka,
    Pr4.3.Ka, Re7.1.Ka, Re8.1.Ka Re8.1.Ka

    Student Friendly Learning Targets


    Standards:
    Demonstrate understanding of relationships between music and the other arts,

    other disciplines, varied contexts, and daily life

    Potential Success Criteria:


    Students will be able to sing / playing with others and by themselves.

    Essential Vocabulary
    Key Academic Vocabulary:
    Beat

    Scaffold (Review) Academic Vocabulary:


    Describe the difference between beat and no beat.
    PLC Question Two: How will we know when students have learned?
    Assessment and Evidence
    State Required Assessments: District Essential Supporting Evidence:
    Assessments: Working with Quaver
    Music students will
    demonstrate
    the difference between beat
    and no beat.

    Review the proficiency scale for the standard


    Planning Question: How will teachers facilitate the learning?
    Key Curriculum Resources and Instructional Strategies Supporting Resources and
    Instructional Strategies
    Students will be working with quaver music / bucket Additional lessons needed for
    drums / boom whackers standards:

    Digital tools:

    PLC Question Three: What will we do when students have not learned?
    Interventions
    Tier 3—Intensive: Students will work with different games Tier 2—Supplemental:
    in Quaver music/ bucket drums / boomwhackers

    PLC Question Four: What will we do when students have learned?


    Enrichment

    apply skills to songs and games

    Additional Questions
    How will we increase our instructional competence? Continue to learn and be trained on
    quaver music.

    How will we coordinate our efforts as a collaborative team?


    I will meet with other elementary music teachers to see how I can learn from them. Many
    teachers excel at different areas that I excel at. I need to learn from what they do great and try
    and incorporate that into my teaching.

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