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CURRICULUM MAPPING Subject:​Music Grade:​Third I. Unit-Singing A. Content/Essential Questions the Student Will Sing, Alone A

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CURRICULUM MAPPING Subject:​Music Grade:​Third I. Unit-Singing A. Content/Essential Questions the Student Will Sing, Alone A CURRICULUM MAPPING Subject: Music Grade: Third ​ ​ I. Unit-Singing A. Content/Essential Questions The student will sing, alone and with others, a varied repertoire of music with appropriate tone, pitch, and rhythm, with and without accompaniment. Standards: ​ MU.3.C.1.1 Describe listening skills and how they support appreciation of musical works. MU.3.C.1.4 Discriminate between unison and two-part singing. MU.2.S.3.1 Sing songs in an appropriate range, using head voice and maintaining pitch. MU.2.S.2.1 Sing or play songs, which may include changes in dynamics, lyrics and form from memory. MU.3.C.2.1 Evaluate performances of familiar music using teacher-established criteria. MU.3.C.3.1 Identify musical characteristics and elements within a piece of music when discussing the value of the work. MU.4.H.2.1 Perform, listen to, and discuss music related to Florida’s history. B. Skills ​ The student will be able to: · Sing independently with increased accuracy, expanded breath control, and extended vocal range. · Sing with appropriate expression, dynamics, tempo, and phrasing. · Blend voices, matching dynamic levels and respond to the cues of a conductor when singing as part of a group. · Sing, with technical accuracy, a repertoire of vocal literature, including some songs performed by memory. · Sing music about Shabbat, Jewish values, Native Americans and Florida rd that integrates with 3 ​ grade curriculum. ​ · Sing music written in two and three parts, with and without accompaniment. · Recognize how music is used in daily life. C. Activities/Procedures ​ · Whole group instruction · Individual student singing · Small groups of student singing A. Resources Resources include but are not limited to: · The Complete Jewish Songbook volumes 1 & 2, Transcontinental Publishing ​ · Manginot: 201 Songs for Jewish Schools, Transcontinental Publishing ​ · Ruach series of books published by Transcontinental Publishing ​ · Shabbat Anthology Series · The Shlomo Carlebach Anthology, Velvel Pasternak ​ · Noam Katz Anthology, Transcontinental Music Publications ​ · Dan Nichols Anthology, Transcontinental Music Publications ​ · Soulful Shabbat, Cantor Lisa Levine, Eglash Creative Group ​ · The Kol B’Seder Songbook, Tara Publishing ​ · Sounds of Creation/Freedom/Holiness/Sinai, Randee Friedman ​ · NFTY in Harmony, Tara Publications ​ · NFTY-50 Years in the Making Songbook & various other NFTY songbooks, ​ URJ · Songs About Native Americans, Lois Skiera-Zucek ​ · Positively Singable Songs, Ronno ​ · It’s Your Character That Counts, Paul Tracey ​ · American Favorite Ballads as Sung by Pete Seeger, Oak Publication ​ · Rodgers & Hammerstein, Hal Leonard · The Golden Songs of Rodgers & Hammerstein, Charles Hansen Music and ​ Books · Disney Classics · Various Songsbooks and CDs by Debbie Friedman, Rick Recht, Sam Glaser Rabbi Joe Black, Josh Nelson, Cantor Lisa Levine, Sol Zim, Mah Tovu, Craig Taubman, Noam Katz, Steve Dropkin, Beth Schafter, Julie Silver, Hanna Tiferet, Safam, Laura Berkson, Peri Smilow, Cantor Rachelle Nelson, Rabbi Shefa Gold, Natalie Young, Peter and Ellen Allard, Tom Chapin, Doug Cotler, Peter, Paul and Mary · Yearly Songbook created by Jackie Berney B. Technology C. Assessment · Teacher observation · Student active participation · Temple/School-wide leadership II. Unit - Reading and Notation A. Content/Essential Questions ​ Students will read music written in standard notation Standards: MU.3.O.1.1 Identify, using correct music vocabulary, the elements in a musical work. MU.3.O.1.2 Identify and describe the musical form of a familiar song. MU.3.O.2.1 Rearrange melodic or rhythmic patterns to generate new phrases. MU.3.O.3.1 Describe how tempo and dynamics can change the mood or emotion of a piece of music. B. Skills ​ The student will be able to: · Read whole, half, quarter, eighth and dotted musical notes and rests in the treble clef. · Demonstrate basic rhythm. · Accurately interpret music symbols and apply those theories when playing the recorder. C. Activities/Procedures ​ · Whole group instruction · Individually · Small group activities A. Resources · John Brimhal’s Theory Notebook, Hansen House ​ · Color By Note, Sharon Kaplan, Belwin-Mills Publishing Corp ​ · Note-Word Puzzles, Norman P. Dearborn, Pro-Art Publications, Inc. ​ · Lines and Spaces Bingo, Hal Leonard Corporation ​ · Teacher Created Materials E. Technology ​ F. Assessment ​ · Teacher observation · Various Games · Worksheets III. Unit-Playing the Recorder A. Content/Essential Questions ​ Students will play various musical pieces on the recorder, alone and with others Standards: MU.4.S.1.1 Improvise phrases, using familiar songs. MU.4.S.1.3 Arrange a familiar song for voices or instruments by manipulating form. MU.4.S.3.2 Play rounds, canons, or layered ostinato on classroom instruments. B. Skills ​ The student will be able to: · Properly hold a recorder. · Identify the different parts of the recorder. · Use proper finger placement to produce seven different notes. · Properly blow into the mouthpiece to produce a clear and pleasing sound. · Apply previously learned knowledge of rhythm, rests and musical notation while playing the recorder. · Use previously learned knowledge of reading musical notation while playing English and Hebrew songs. C. Activities/Procedures ​ · Whole group instruction · Individually · Small group activities A. Resources · Let’s Play Recorder Instruction Book level 1 and level 2, Leo Sevush; Hal ​ Leonard Corporation · Recorder Music for Children, Jerry Silverman; Mel Bay Publications, Inc. ​ · Hava N’Chalela: A Method for the Recorder based on Israel Folk Melodies, ​ Tzipora H. Jocksberger; Transcontinental Music Publications IV. Unit - Shabbat A. Content/Essential Questions The student will understand the traditions, customs, universality, joy and celebration while learning core songs and prayers related to Shabbat Standards: MU.2.H.2.1 Discuss how music is used for celebrations in American and other cultures. MU.2.F.1.1 Create a musical performance that brings a story or poem to life. MU.2.F.2.1 Describe how people participate in music. MU.2.F.3.1 Collaborate with others in a music presentation and discuss what was successful and what could be improved. B. Skills ​ The student will be able to: ● Identify symbols, customs and traditions related to Shabbat. ● Chant the following blessings: Kiddush, Shabbat candles, Motzi, Birkat HaMazon ● Recount the historical background for Shabbat. ● Sing Hebrew and English songs related to the celebration of Shabbat. ● Read Hebrew songs using their knowledge of the Hebrew language. ● Participate in and lead the liturgy for Kabbalat Shabbat for parents and families, preceded by a Shabbat dinner ● Students will write and share knowledge of Shabbat culminating in a school-wide performance with added songs ● Explain the importance and universality of Shabbat. C. Activities/Procedures ​ · Whole group instruction · Individually · Small group activities D. Resources ​ Resources include but are not limited to: ● The Complete Jewish Songbook volumes 1 & 2, Transcontinental Publishing ​ ● Manginot: 201 Songs for Jewish Schools, Transcontinental Publishing ​ ● The Songs We Sing, selected by Harry Coopersmith ​ ● More of the Songs We Sing, selected by Harry Coopersmith ​ ● Mishkan T’filah, A Reform Siddur-Shabbat, Central Conference of ​ American Rabbis ● Ruach series of books published by Transcontinental Publishing ​ ● The Shlomo Carlebach Anthology, Velvel Pasternak ​ ● The Kol B’Seder Songbook, Tara Publishing ​ ● NFTY-50 Years in the Making Songbook & various other NFTY songbooks, ​ URJ ● Various Songsbooks and CDs by: o Elana Arian, Debbie Friedman, Rick Recht, Sam Glaser Rabbi Joe Black, Josh Nelson, Cantor Lisa Levine, Sol Zim, Mah Tovu, Craig Taubman, Noam Katz, Steve Dropkin, Beth Schafter, Julie Silver, Hanna Tiferet, Safam, Laura Berkson, Peri Smilow, Cantor Rachelle Nelson, Rabbi Shefa Gold, Natalie Young, Peter and Ellen Allard, Doug Cotler, Cindy Paley ● Songbook by Jackie Berney ● Various song sheets created by Jackie Berney E. Technology ​ F. Assessment ​ · Teacher observation · Student Leadership in Shabbat Family Celebration & Service V. Unit - Holidays A. Content/Essential Questions ​ Students will understand the history, facts, traditions, customs and songs for all Jewish holidays and the American holiday of Thanksgiving Standards: MU.2.H.1.1 Perform songs, musical games, dances and simple instrumental accompaniments from a variety of cultures. MU.2.H.2.1 Discuss how music is used for celebrations in American and other cultures. MU.2.H.3.1 Perform and compare patterns, aurally and visually, found in songs, finger plays or rhymes to gain a foundation for exploring patterns in other contexts. MU.2.F.2.1 Describe how people participate in music. B. Skills ​ The student will be able to: · Identify symbols, customs and traditions related to each Jewish holiday. · Recount the historical background for each Jewish holiday. · Sing the Hebrew and English songs related to all Jewish holidays. · Read the words in Hebrew songs using their knowledge of the Hebrew language. · Compare Sukkot with Thanksgiving. · Compare Jewish freedom (Passover) with the fight for African American freedom (Martin Luther King, Jr) · Explain the importance of trees both universally and in Israel. C. Activities/Procedures ​ · Whole group discussions · Small group discussions D. Resources ​ Resources include but are not limited to: · The Complete Jewish Songbook volumes 1 & 2, Transcontinental Publishing ​ · Manginot: 201
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