Curriculum Map Teacher: Erin Egan Grade: 4 Subject: General Music

This curriculum is based on the National Standards for Music Education.

Lessons based on the materials provided by Silver Burdett: Making Music (music textbook series).

Month Content Skills Assessment Standards August UNIT 1 Lesson 1: Expression -Sing using dynamics -In small groups, sing NS: 1A, 1B, in Your Music and expression “Put a Little Love in 1E, 6C “Put a Little Love in Your Heart” once with Your Heart” pp. 6-7 the recording, then Put a Little Love in Your without Heart (recording), more -Encourage students to info on p. 8 use dynamics; observe The Beat of My Heart their understanding of (recording), more info and ability to perform on p. 9 dynamics

Lesson 2: On the -Read quarter -Have students read, NS: 5A, 6B, Road to Rhythm notes/rests, eighth clap, and say the rhythm 6E, 9A “Soldier, Soldier” p. 11 notes, half notes, and of “Soldier, Soldier” Lazy John (recording), whole notes -Have students identify more info on p. 11 -Compare an the correct rhythm Appalachian and a patterns on p. 10, then British folk song clap the rhythms that are called out -Assess ability to identify and clap rhythms correctly from the song

Lesson 3: Working -Move to show strong -Invite students to sing NS: 2A, 6B, 6E with Rhythm and weak beats “Haul Away, Joe,” August “Haul Away, Joe” p. 13 -Discuss the origins of using larger and smaller cont. Until I Saw the Sea, p. work songs steady beat movements 13 to demonstrate strong and weak beats -Observe students’ ability to perform this task Septembe Music Theory, Grade -Read and notate -Students will submit NS: 4, 5, 6 r 4: notes and rests these worksheets as a Lesson 1 – Notes & correctly on the staff graded assessment Rests -Identify the correct Lesson 23 – Rests on value of notes and the Staff rests Lesson 2 – Musical -Determine the answer Math Problems to musical math problems by using knowledge of note/rest values

Lesson 4: Dancing in -Move to show strong -Ask students to NS: 1A, 1C, Duple Meter and weak beats in demonstrate movements 2A, 6B “Gakavik (The duple meter to show the strong beat; Partridge)” pp. 14-15 -Discuss the assess their accuracy “Galop” (excerpt) from geography of Armenia -Play the tambourine on Masquerade Suite and its musical the strong beat and (recording), listening characteristics assess students’ ability map on p. 16 to maintain the steady beat as well

Lesson 5: I Sing, You -Sing a call-and- -Have students do the NS: 1C, 3C, 6A Sing response song following: (a) Sing the “Limbo Like Me” responses in “Limbo Brisad del Zulia Like Me,” (b) have (excerpt) teacher sing calls while class sings responses -Observe students’ performances to assess their understanding of this form October Lesson 6: Making a -Identify skips, steps, -While singing these NS: 1C, 3C, Melody and repeated pitches two song selections, 5A, 8B, 9C “Gonna Ride Up in the in melodic notation encourage students to Chariot” p. 20 -Discuss and describe point to repeated October “Deep in the Heart of the meaning of pitches, skips, and steps cont. Texas” p. 22 spirituals -Observe their accuracy Air in D (recording), use while doing this task interactive listening map

Lesson 7: Pentatonic -Read a do-re-mi -sol- -Have students sing NS: 1C, 3B, Patterns la melody from “Tsuki” with hand signs 4B, 5B “Tsuki (The Moon)” p. notation and pitch syllables, then 25 -Discuss Japanese with text styles of art and music -Have students sing -Learn about the each pattern as teacher pentatonic scale points to it on p. 24; observe their ability to read the pentatonic scale

Lesson 9: Many -Identify and describe -Music Journaling: As NS: 1B, 6B, Voices different vocal timbres brief examples are 6C, 6D, 9A “I’m Gonna Sing” p. 33 -Discuss differences played, have students Ghel mama (excerpt) in culture that write a brief description Sigit “Alash” (excerpt) contribute to different that identifies and I Don’t Want To Feel vocal styles categorizes the adult Like That (excerpt) singers in each example Powwow Song (excerpt) -Collect their “Nahandove” from descriptions to check for Chansons madecasses accuracy (excerpt) Rain, Rain, Beautiful Rain (excerpt)

Lesson 10: Layered -Play an ostinato -Assign students in NS: 1C, 2B, Sounds accompaniment with a groups to perform 2F, 9B “Sonando” pp. 34-35 recorded song ostinato rhythms A Night in Tunisia -Discuss Afro-Cuban -Observe their ability to (recording) musical style independently perform the ostinatos

October Lesson 11: How’s the -Play an ostinato -Invite students to NS: 2B, 2F, cont. Texture? accompaniment perform “Tie Me 5A, 6D “Tie Me Kangaroo -Discuss the sound Down…”, assigning Down, Sport” p. 37 and construction of an different groups to tap Brolga One (recording), Australian musical each of the ostinato more info on p. 36 instrument rhythms on p. 36 using body percussion -Have them play again on percussion instruments; observe ability to maintain multi-layered ostinato accompaniment November Music Theory, Grade -Read and notate -Students will submit NS: 4, 5, 6 4: pitches on both the worksheets for a graded Lesson 5 – Line Notes lines and spaces of the assessment Lesson 6 – Space Notes treble clef Lesson 8 – Line & -Identify and describe Space Notes phrases/reminders used to help remember the letter names of pitches

UNIT 2 Lesson 1: Tempo -Move to show tempo -Invite students to NS: 1B, 3B, Time -Discover and identify perform “The Chicken 5C, 6B “Oh, Danny Boy” pp. similarities in two Dance” and observe if 48-49 Irish musical they are appropriately Irish Tune from County selections interpreting the tempo Derry (recording) -Split group in half; Hungarian Dance No. 6 have one group move (recording) and one point to The Chicken Dance appropriate tempo (recording) symbols (p. 50) -Observe each groups’ accuracy and then switch roles December UNIT 12 Lesson 3: Holiday -Sing two partner -Divide the class in half; NS: 1A, 1D, Harmony songs with accuracy have students sing 6B, 6E, 7A “Winter Fantasy” pp. -Compare and “Jingle Bells” and 424-425 contrast two versions “Winter Fantasy” in “Let it Snow! Let it of the same winter unison Snow! Let it Snow!” song -Then switch to singing (recording) -Explore what winter as partner songs; Let it Snow! Let it Snow! is like in different observer whether Let it Snow! (recording, climates students can maintain Harry Connick, Jr. both melodies while version) performing

Lesson 5: Christmas - Compose ostinatos -Have students work in NS: 1A, 2B, Rhythms to perform with a song groups to create two- 4B, 6B, 6E “The Twelve Days of that has meter changes measure ostinatos to Christmas” pp. 430-431 -Discuss and describe perform as they sing “Al “Al quebra la piñata how Christmas could quebrar...” (Pinata song)” pp. 432- be celebrated in -Observe that students 433 Mexico play ostinatos accurately through meter changes and that they sing correctly as well

Lesson 6: Kwanzaa, -Sing a song with -Have each group NS: 1B, 2F, 4B Hello and Goodbye appropriate phrasing perform its ostinato for “Harambee” -Discuss Kwanzaa, an “Harambee” while the African American rest of the class sings celebration the song with -Compose a two- appropriate phrasing measure ostinato with -Observe and assess an appropriate their phrase beginnings percussion instrument and endings, breaths, and overall tone and shape of the phrase

Lesson 4: Harmony in -Play a two-chord -Have students NS: 1A, 2B, 8B Chanukah accompaniment on accompany “Ocho...” on “Ocho kandelikas (Eight mallet instruments mallet instruments Little Candles)” p. 429 -Evaluate performances with the following criteria: can they change notes fluently, play with a steady beat, and change notes at the correct time? January UNIT 2 Lesson 2: The Score is -Read eighth note- -Have students read and NS: 2B, 5A, Tied quarter note-eighth perform the syncopated 6E, 9C “Somebody’s Knockin’ note syncopated patterns in the song with At Your Door” p. 53 patterns in common rhythm syllables January time -Determine their ability cont. -Practice musical to perform the eighth- addition problems by quarter-eighth pattern tying note values correctly together -Have students read, clap, and say the rhythm of the song “Rock Island Line” -Review the conducting Lesson 3: Rhythms of -Read rhythm patterns pattern for 4/4 time; NS: 1C, 2D, the Railroad consisting of eighth- have students take turns 5A, 6E “Rock Island Line” pp. quarter-eighth conducting the class 54-55 (syncopated) and -Observe that students straight quarter notes, are able to conduct the eighth notes, and four-beat pattern with quarter rests in 4/4 accuracy time -Describe the history

of a railroad song -Have students sing “Joe -Conduct the song Turner Blues” while

accurately in 4/4 performing their four- meter beat ostinato patterns; observe that students are Lesson 4: Time for the -Compose and able to sequence the NS: 3B, 6B, 6C Blues perform a four-beat four-beat pattern “Joe Turner Blues” p. body percussion without making 56 ostinato mistakes St. Louis Blues -Discuss and describe (recording, excerpt) the history of jazz music -Have students play the melody of “We Shall...” on mallet instruments -Assess each student’s UNIT 12 ability to play the Lesson 7: Guide Our -Play and sing the correct notes and NS: 2B, 5A, Hope melody of a song in a rhythms 5B, 5D, 8B “We Shall Not Be major tonality -Assess their ability to Moved” p. 437 -Describe the reflect on the message American Civil Rights of the song lyrics movement thoughtfully -Describe the meaning of song lyrics in -Students will submit context these worksheets as a graded assessment

Music Theory, Grade -Read, notate, and NS: 4, 5, 6 4: identify several Lesson 19 - T i me different time Signatures signatures in musical Lesson 20 - Bar Lines context Lesson 21 - Counting -Describe and January Measures understand the cont. purpose of bar lines -Identify note/rest values correctly in order to count each measure February UNIT 2 Lesson 7: Scale the -Read extended -Have students sing and NS: 3B, 5B, Mountain pentatonic patterns sign the scale on p. 64, 6B, 6C “Sourwood Mountain” -Describe music and or from the notation on p. 65 general life in p. 65 Appalachia -Observe each student’s -Identify pitches in the ability to sing/sign the song as solfege extended pentatonic syllables scale -Observe student’s ability to locate pitches using solfege, ex. “Point to do in your music”

Notation Review Relay -Identify the correct -Observe each group’s NS: 4, 5, 6 Game symbols to make up a ability to come up with -Using whole, dotted measure in a certain the correct rhythm half, half, quarter, and time signature within a measure eighth notes/rests -Cooperate in teams -Adjust and explain to find the answer corrections as necessary throughout the game

Lesson 9: I Spy An -Identify wind -Using the NS: 6B, 6C, Instrument instruments by sound Woodwind/Brass 6D, 8B, 9D “Eh, cumpari!” pp. 68- -Describe how sounds Mysteries, assess the 69 are produced by brass students’ knowledge of One-Minute Woodwind and woodwind the instrument Mysteries, p. 70 instruments names/sounds (instrument excerpts) -Have students point to One-Minute Brass the picture and write Mysteries, p. 71 down their answer on a (instrument excerpts) separate sheet; check answers

Lesson 11: Paddle -Play melody -Have students sing NS: 1D, 2B, Along, Singing a Song ostinatos “Canoe Song” and 2F, 8A “Canoe Song” p. 76 -Identify and describe assign small groups to repeated patterns in perform ostinatos using music and visual art voices/body percussion -Observe their accuracy during the performances March Lesson 12: Ostinatos -Play melody -Have students create an NS: 1C, 1D, Everywhere ostinatos ostinato to accompany a 2F, 3B, 4A “Hey, m’tswala” p. 79 -Explore African poem; they should then Circlesong 7 (recording) culture through poetry notate the song The Night, p. 81 (standard and/or iconic) The Earth, p. 81 -Assess their performances and compositions for accuracy and musicality

Preparation for Spring -Sing accurately with -Observe and listen in NS: 1A, 1B, Concert good pitch and tone order to edit/finesse the 1D, 6A, 6E -various songs for -Describe appropriate performances performance concert etiquette April Preparation for Spring -Sing accurately with -Observe and listen in NS: 1A, 1B, Concert good pitch and tone order to edit/finesse the 1D, 6A, 6E -various songs for -Describe appropriate performances performance concert etiquette May UNIT 3 Lesson 1: Walking -Move to indicate -Have students listen to NS: 1B, 4B, Along, Singing a Song legato and staccato Haydn’s “Serenade” and 4C, 5C “The Happy Wanderer” articulation while ask them to conduct p. 89 listening to music during the first section “Serenade” from String -Describe the to show staccato Quartet in F, Op. 3, No. difference between playing 5, Mvt. 2 (recording) these two types of -Ask them to conduct “Allegretto pizzicato” articulation the second section using from String Quartet No. -Discuss historical flowing movements to 4 (recording) events during the time show legato in which Franz Joseph -Observe that students Haydn lived can portray both of these styles while responding to the music

Lesson 4: Shining -Perform a body -Have students sing NS: 2F, 5A, With Meter percussion ostinato in “Rise...” and perform a 5D, 6E “Rise and Shine” pp. 4/4 time rhythm pattern using 98-99 -Discuss the function body percussion as an of motivational songs ostinato in 4/4 time in our culture -Observe that they can maintain this ostinato throughout the duration of the song

Lesson 5: Back to the -Create contrasting -Review the two songs NS: 3A, 5D, Beginning movements to show in diverse styles 6A, 6C, 6E “Walk in Jerusalem” pp. ABA sectional form presented in this lesson 100-101 -Discuss why -Have students listen to “Cement Mixer” pp. important places and both songs and perform 102-103 times are remembered contrasting movements

May cont. “The Hut of Baba Yaga” through music during the A and B from Pictures at an sections Exhibition (recording), -Observe that they info on p. 103 understand form by their performance of these movements