Fourth Grade Music Scope and Sequence

Home , Steps and skips

TOTAL TOTAL THEME CUMULATIVE

Unit One – Where in the World? 7 days --

Unit Two – Traveling On 7 days 14 days

8 days Unit Three – Just Imagine 22 days

8 days Unit Four – Connections 30 days

CATEGORY TOTALS 30 days

Notes: There are 30 Music sessions during the course of the year.

Pemberton Township School District 4th Grade Music

Unit Title: Unit 1 - Where In The World? Stage 1: Desired Results Standards & Indicators:

2014 NJCCS: Visual and Performing Arts - 1.1.5.B.1 - 1.1.5.B.2 - 1.3.5.B.1 - 1.3.5.B.2 - 1.3.5.B.4

21st Century Standards: - CRP2 - CRP6 - 9.3.12.AR.3 - 9.3.12.AR PRF.4 - 9.3.12.AR‐PRF.3 - 9.3.12.AR‐PRF.1

Central Idea / Enduring Understanding: Essential/Guiding Question: I can clap a steady beat or a varied rhythm in both 2/4 and 4/4 What is meter? How does it determine the steady beat? meter. I can conduct a 2/4 pattern.

I can isolate and highlight phrases of varying lengths in a What is a phrase? How can I identify the beginning and end song. I can explain how phrases come together to form a of a phrase? melody.

I can perform a melodic or speech piece in two different vocal Why does my voice sound different when I whisper versus registers using proper breath and vocal support. I continue to when I am yelling? How can I use language to describe search for new words to describe what I hear in unique ways. voices and sounds?

I can draw bar lines in the correct positions in 4/4 meters. I can create a rhythmic coda in a 2/4 or 4/4 rhythmic pattern. How do musicians keep track of where they are while I can accurately match a phrase or melody to a shape that performing? How can I create a short improvisation near the outlines the shape of that phrase/melody. I can assign end of a song? solfeggio syllables to the pitches of that melody. If you had to draw the shape of a melody, what would it look I can define form. I can describe how form shapes a piece of like? What solfeggio syllables should I use to sing a melody? music, and how composers use it to create repetition and variety. Why are some melodies used over and over in a song, while others are only used once? How can musicians remember so many notes?

Pemberton Twp Schools Stewart 2016 Pemberton Township School District 4th Grade Music

Content: Skills(Objectives): • Beat, Duration, Meter, Conducting • Clap the steady beat, clap a varied rhythm, conduct in a 2/4 pattern. • Phrase, Pitch, Melody, Call-and-Response • Signal to show recognition of phrases in a song. • Light and Heavy Register, Tone Color, Timbre Move to show recognition of phrases of different • Quarter, Eighth, Half, Coda, Bar Line, Measure lengths. • Solfeggio, pitch syllables, staff, ledger line, melody, • Speak and sing in lighter and heavier voices. phrase, melodic shape Describe sounds with colorful language. • Form, Section, Repetition, Melody • Create a rhythmic coda in a 4/4 or 2/4 piece. Indicate placement of bar lines in a 4/4 rhythm • Phrase, Rhythm, Solfeggio, Music Notation • Match a melody to the shape it resembles most. Sing a melody from music notation with correct solfeggio syllables. • Signal to indicate that two phrases are different. Assign A or B to the sections of a melody • To review songs, skills and concepts learned in Unit 1 and to test students’ ability to: Identify phrases, read rhythms in 4/4 and 2/4, and recognize patterns using do re mi so la from staff notation

Stage 2: Assessment Evidence Performance Task(s): Other Evidence: • Formative Assessment • Class-Work Review

• Rhythmic Accuracy • Teacher Observation

• Performance • Group & Cooperative Work

• Self-Assessment • Instrument and Singing Performance

• Pitch Awareness

• Participation

• End-of-Marking Period Assessment

Stage 3: Learning Plan

Pemberton Twp Schools Stewart 2016 Pemberton Township School District 4th Grade Music

Learning Opportunities/Strategies: Resources: Session 1.1 Duration and Meter: Session 1.1: • Review and build upon some essential musical skills • Music books and knowledge learned from the previous year during • Music Recordings this lesson by focusing on duration of rhythmic notes, • Optional Drum, or other unpitched instrument 2/4 and 4/4 meters, and basic conducting skills. • Resource Master 1.1

Session 1.2 Who’s Phrase Is It Anyway? : Session 1.2: • Demonstrate an understanding of a musical phrase • Music books • Isolate and highlight a phrase in a song • Music Recordings • Review pitch and melody, and how these elements of • Singing Master S.4.2 music effect what we call a phrase. • Orff Orchestration O.2

Session 1.3 The Colors of Music: Session 1.3: • Use descriptive vocabulary to describe the sounds • Music books encountered in music and in everyday life. • Music Recordings • Use two different vocal registers to perform a musical or speech piece.

Session 1.4 Time Out For Rhythms: Session 1.4: • Review some of the notes already learned (quarter, • Music books eighth, half) • Music Recordings • Review meters, measures and bar lines. • Optional Drum, or other unpitched instrument • Sight-read rhythmic notation • Resource Master 1.2 • Create a rhythmic coda while adhering to the rules of • Resource Master 1.3 rhythm.

Session 1.5 Melodies Take Shape: Session 1.5: • Understand pitch placement in physical space • Music books • Recognize the shapes that phrases and melodies • Music Recordings take. • Orff Orchestration 1.4 • Review and reinforce solfeggio syllables • Resource Master 1.4 • Listen to a melody that uses 3-4 notes, and match that melody to a given shape • Sing that melody using music notation.

Session 1.6 Just To Inform you: Session 1.6: • Recognize examples of music from notable • Music books composers based on organization and arrangement • Music Recordings • Understand pattern recognition and repetition by • Optional Drum, or other unpitched instrument critically listening to and assigning sections to various • Resource Master 1.5 parts of music as it relates to form. • Resource Master 1.6

• Listening Map Transparency T.1

• Listening Map Transparency T.2

Session 1.7: Session 1.7 Unit 1 Assessment • • Music books Review lessons 1-6 • Music Recordings • Show mastery of material taught • Optional 4-5 tennis balls and map of the world • Resource Master 1.9 • Resource Master 1.10 • Resource Master TA.1 • Paper copies of the assessment

Pemberton Twp Schools Stewart 2016 Pemberton Township School District 4th Grade Music

Differentiation High-Achieving Students On Grade Level Students Struggling Students Special Needs/ELL

Pitched instruments Pitched instruments Unpitched instruments Unpitched instruments Two part harmony Two part harmony Speak-Sing Speak Sing Visual Presentation Visual Presentation Visual Presentation Visual Presentation Opportunity to Assist Peers Use of a Variety of Media to Use of a Variety of Media to Use of a Variety of Media to Solo Demonstrations for Present Information Present Information Present Information Class Flexible grouping Flexible grouping Flexible grouping Independent Study Kinesthetic activity Kinesthetic activity Kinesthetic activity Accelerated Study Mnemonics Mnemonics Mnemonics Use of technology Feedback Feedback Feedback Student Choice Use of technology Use of technology Use of technology Student Choice Student Choice Student Choice Guided Practice Highlighting key points Highlighting key points Chunking Chunking Rhythm Games Additional Rhythm Games Word Banks Extra Teacher Assistance Reduced Workload

Pemberton Twp Schools Stewart 2016 Pemberton Township School District 4th Grade Music

Unit Title: Unit 2 - Traveling On Stage 1: Desired Results Standards & Indicators:

2014 NJCCS: Visual and Performing Arts - 1.1.5.B.1 - 1.1.5.B.2 - 1.3.5.B.1 - 1.3.5.B.2 - 1.3.5.B.4

21st Century Standards: - CRP2 - CRP6 - 9.3.12.AR.3 - 9.3.12.AR PRF.4 - 9.3.12.AR‐PRF.3 - 9.3.12.AR‐PRF.1

Central Idea / Enduring Understanding: Essential/Guiding Question: I can find and hum the tonal center of a song, and show how What did people living centuries before electricity do for a melody moves above and below it. entertainment? What is a tonal center and how do I find it in a song? I can sing a song containing sixteenth notes and follow the meaning of it’s story. Can music be used to tell stories? How can words be used to convey specific rhythms? I can identify the family of an instrument by listening to it. I can describe the similarities and differences between each Why do some instruments sound so much different than instrument family. others?

I can clap a rhythm containing sixteenth notes where the notes land on the down and up beats. What is a sixteenth note? What is an upbeat? I can identify low la and low so below the treble clef, and I can sing these notes/play them on a xylophone.

I can define overture and interlude. I can choose a rhythmic What are the lowest notes that are represented on a treble pattern containing sixteenth notes and rhythmically perform it clef? in a variety of contexts and orders.

What is an overture? An interlude?

Pemberton Twp Schools Stewart 2016 Pemberton Township School District 4th Grade Music

Content: Skills(Objectives): • Tonal center, Melody • Signal to identify visual representation that matches melodic counter. Hum the tonal center of a song. • Sixteenth notes, Folktales, Folk music • Signal when a rhythm pattern with sixteenth notes is • Orchestra, Instrument Families heard. Match word patterns with sixteenth note- • Sixteenth Notes, Upbeat durations to rhythm patterns. • Treble clef, Lower Register • Identify a family of instruments by sound. • Overture, Motive, Interlude • Accurately clap a rhythm containing sixteenth notes on both the up and down beats. • Sing and play with pitch syllables

• Define overture, interlude. Create a rhythm with a partner containing syncopated sixteenth notes and modify if.

Stage 2: Assessment Evidence Performance Task(s): Other Evidence: • Formative Assessment • Class-Work Review

• Rhythmic Accuracy • Teacher Observation

• Performance • Group & Cooperative Work

• Self-Assessment • Instrument and Singing Performance

• Pitch Awareness

• Participation

• End-of-Marking Period Assessment

Stage 3: Learning Plan

Pemberton Twp Schools Stewart 2016 Pemberton Township School District 4th Grade Music

Learning Opportunities/Strategies: Resources: Session 2.1 Home Sweet Tonal Home: Session 2.1: • Understand the concept of tonal centers by using • Music books allusions to wandering cowboys playing music under • Music Recordings the stars, dreaming of settling down. • Orff Orchestration O.4 • Find the tonal home (center) of each song listened to • Optional Recorder Master R.2 (Pitches A B) during the lesson, and recognize how its melody moves around it.

Session 2.2 Story Singing Rhythms: Session 2.2: • Understand the concept of music as necessary • Music books entertainment before the age of electricity and as a • Music Recordings medium for storytelling • Resource Master 2.1 • Give rhythmic note pattern reviews. • Optional Recorder Master R.3 (Pitches A B)

Session 2.3 Families Of Instruments: Session 2.3: • Recognize the different classifications of instruments • Music books known as families. • Music Recordings • Learn a new culturally Latino song. • Resource Master 2.2 • Listen to excerpts of various instruments • Listening Map T.3 • Discuss how these instrument families are alike, • Musical Instruments Masters - Brass, Percussion, different, and how they fit in the orchestra. String, Woodwind

Session 2.4 Upbeat and Sixteenth Notes: Session 2.4: • Recognize two essential skills in rhythmic • Music books performance, the upbeat and the sixteenth note. • Music Recordings • Recognize you can split the beat into equal and • Resource Master 2.3 unequal parts using sixteenth notes, and by • Resource Master 2.4 extension presents the topic of the upbeat.

• Reinforce the understanding of these concepts with a new and an old song and rhythm activities.

Session 2.5 Low La, Low So: Session 2.5: • Understand that the stretching of the staff continues • Music books by adding two notes already learned, this time down • Music Recordings an octave. • Resource Master 2.5 • Sing a song that dips into the lower register in order • Resource Master 2.6 to further grasp the continuum of music notes. • Orff Orchestration O.5 • Use a pitched instrument and solfeggio.

Session 2.6 Overture Of The Rhythms: Session 2.6: • Understand the role of overtures in music history • Music books while putting an emphasis on the rhythms learned • Music Recordings within the unit. • Resource Master 2.8 • Practice the variability of the sixteenth note by playing fun, interactive partner-based rhythm games. • Define and understand an interlude. Session 2.7 Assessment For Unit 2 Session 2.7: • Review the songs, skills and concepts learned in Unit • Music books 2 and • Music Recordings • Show mastery of material covered in lesson • Resource Master 2.9 • Resource Master 2.10 • Resource Master TA.1

Pemberton Twp Schools Stewart 2016 Pemberton Township School District 4th Grade Music

Differentiation High-Achieving Students On Grade Level Students Struggling Students Special Needs/ELL

Pemberton Twp Schools Stewart 2016 Pemberton Township School District 4th Grade Music

Unit Title: Unit 3 - Just Imagine Stage 1: Desired Results Standards & Indicators:

2014 NJCCS: Visual and Performing Arts - 1.1.5.B.1 - 1.1.5.B.2 - 1.3.5.B.1 - 1.3.5.B.2 - 1.3.5.B.4

21st Century Standards: - CRP2 - CRP6 - 9.3.12.AR.3 - 9.3.12.AR PRF.4 - 9.3.12.AR‐PRF.3 - 9.3.12.AR‐PRF.1

Central Idea / Enduring Understanding: Essential/Guiding Question: I understand the difference between steps, How do notes move, and are there names for skips and repeated notes, and I can label them each kind of movement? in a musical piece.

I can play/sing a note lasting two or three beats How can I represent a note that lasts for two or in 2/4, 3/4 or 4/4 meter. three beats?

I use the volume of my voice to create Why do some songs get louder or softer at expressions that reflect a song’s meaning. specific junctures? What does that do for the listener?

I can name the Solfeggio syllables in a C major What is Solfeggio? What are the Solfeggio scale. syllables in the key of C?

I can clap/sing a song in 6/8 rhythm. What does 6/8 mean in music? What are some common note patterns that are used with it? I can recognize when harmony is being used, and can show when a harmony changes. What is harmony?

Pemberton Twp Schools Stewart 2016 Pemberton Township School District 4th Grade Music

Content: Skills(Objectives): • Repeated Notes, Step, Skip • Indicate whether a melody moves by repeated notes, steps or skips. • Meter, Duration, Syncopation • Pat two equal sounds to a beat with a • Dynamics song. Recognize where the division of • Solfeggio equal sounds per beat changes from two to three and vice versa. • Dotted Quarter, 6/8, Meter, Rhythm • Perform a poem/song with expressive • Key Signature, Flat, Harmony dynamics and movement.

• Sing melodic phrases using pitch letter names including C and F. • Speak/clap rhythm patterns from notation in 6/8 meter. • Signal when harmonic changes occur in a song

Stage 2: Assessment Evidence Performance Task(s): Other Evidence: • Formative Assessment • Class-Work Review

• Rhythmic Accuracy • Teacher Observation

• Performance • Group & Cooperative Work

• Self-Assessment • Instrument and Singing Performance • Pitch Awareness

• Participation

• End-of-Marking Period Assessment

Stage 3: Learning Plan

Pemberton Twp Schools Stewart 2016 Pemberton Township School District 4th Grade Music

Learning Opportunities/Strategies: Resources: Unit 3: Just Imagine Materials for Unit 3:

Session 3.1 Pitch, Repeat, Steps and Skips: Session 3.1: • Recognize the three most common • Music books types of movements for notes - steps, • Music Recordings skips, and repeats. • Resource Master 3.1 • Understand note movement by • Orff Orchestration O.6 identifying each type when encountered through song repetition and visual diagrams. • Session 3.2 Duration of Notes: Session 3.2: • Use two and three beat note patterns • Music books while singing and/or playing. • Music Recordings • Understand number ratios and note • Orff Orchestration O.7 durations using different meters and • Listening Map Transparency T.5 notes, • Singing Master S.4.3 • 1 or more Triangles

Session 3.3 Dynamics In A Performance: Session 3.3: • Understand dynamics in a • Music books performance • Music Recordings • Perform a speech-piece or song as • Singing Master S.4.4 their creative muse would care to • Use appropriate dynamics to reflect the lyrics being spoken or sung to emphasize the meaning of the song.

Session 3.4 Solfeggio In C; Session 3.4: • Understand Solfeggio notes while in • Music books the key of C. • Music Recordings • Understand pitch notes Do and Fa (C • Resonator bells or other pitched and F respectively). instruments • Resource Master 3.2

• Resource Master 3.3

Session 3.5: Session 3.5 6/8 Rhythms and Note Patterns: • Music books • Learn the 6/8 time signature. • Music Recordings • Learn the common note • Optional Claves, Maracas, Guiros configurations encountered in that • time signature Resource Master 3.4 • • Learn how those configurations differ Resource Master 3.5 from one another.

• Use speech-pieces, rhythm clapping,

singing, and movement games to

become more comfortable with this

common time signature.

Pemberton Twp Schools Stewart 2016 Pemberton Township School District 4th Grade Music

Session 3.6 and 3.7 Changing Harmonies: Session 3.6 and 3.7: Recognize that Harmony is the combination of • Music books notes and colors in music. • Music Recordings • Use pitched instruments to • Pitched bells or other pitched demonstrate harmony. instruments • Sing to demonstrate harmony • Demonstrate, through repertoire and visual diagrams, harmony’s power to create interesting and creative soundscapes.

Session 3.8 Unit Assessment Session 3.8: • Review songs, skills and concepts • Music books learned in Unit 3 • Music Recordings • Identify melodic movement by • Resource Master 3.8 repeated notes, steps, and skips • Resource Master 3.9 • Identify Fa • Resource Master TA.1 • Recognize patterns using C and F from staff notation • Read rhythms in 6/8 meter.

Pemberton Twp Schools Stewart 2016 Pemberton Township School District 4th Grade Music

Differentiation High-Achieving On Grade Level Struggling Students Special Needs/ELL Students Students Pitched instruments Pitched instruments Unpitched instruments Unpitched instruments Two part harmony Two part harmony Speak-Sing Speak Sing Visual Presentation Visual Presentation Visual Presentation Visual Presentation Opportunity to Assist Use of a Variety of Use of a Variety of Use of a Variety of Peers Media to Present Media to Present Media to Present Solo Demonstrations Information Information Information for Class Flexible grouping Flexible grouping Flexible grouping Independent Study Kinesthetic activity Kinesthetic activity Kinesthetic activity Accelerated Study Mnemonics Mnemonics Mnemonics Use of technology Feedback Feedback Feedback Student Choice Use of technology Use of technology Use of technology Student Choice Student Choice Student Choice Guided Practice Highlighting key points Highlighting key points Chunking Chunking Rhythm Games Additional Rhythm Word Banks Games Extra Teacher Assistance Reduced Workload

Pemberton Twp Schools Stewart 2016 Pemberton Township School District 4th Grade Music

Unit Title: Unit 4 - Connections Stage 1: Desired Results Standards & Indicators:

2014 NJCCS: Visual and Performing Arts - 1.1.5.B.1 - 1.1.5.B.2 - 1.3.5.B.1 - 1.3.5.B.2 - 1.3.5.B.4

21st Century Standards: - CRP2 - CRP6 - 9.3.12.AR.3 - 9.3.12.AR PRF.4 - 9.3.12.AR‐PRF.3 - 9.3.12.AR‐PRF.1

Central Idea / Enduring Understanding: Essential/Guiding Question: I can identify a sharp, and I can accurately clap/play a short What is a sharp? What does it do in music? long short rhythmic pattern.

I can identify an octave by signaling when I hear one. What are octaves? How can I tell when I am hearing one? How is music formed from vibrations?

I can explain how the human voice makes sound, and why How does the human voice make sound, and why does each voice’s timbre is unique. everyone’s voice sound different?

I can identify a tie in a musical piece, and I can perform a Are there different tools we can use to create the rhythms we rhythmic pattern that includes one. want? To make certain notes longer?

I can perform/sing an ostinato/musical selection containing What are some of the ways octaves can be used in music? octaves.

I can define a chord in music, and signal when I hear a What are chords? change of chords.

Pemberton Twp Schools Stewart 09/2016 Pemberton Township School District 4th Grade Music

Content: Skills(Objectives): • Sharp • Clap a short long short rhythmic pattern. Identify a sharp in a music selection. • Vibrations, Octave, Vocables • Signal to show recognition of octaves used in a song • Spiritual, Vocal Chords, Timbre • Signal to show when there is a change of voices • Tie singing • Octave, Ostinato, Solfeggio • Identify the measures in which the short long short • Chord, Chord Root pattern occurs containing a tie • I can identify octaves in a musical piece, and I can perform/sing them. • Signal to show when a chord is heard. Signal to show when a chord is changed.

Stage 2: Assessment Evidence Performance Task(s): Other Evidence: • Formative Assessment • Class-Work Review

• Rhythmic Accuracy • Teacher Observation

• Performance • Group & Cooperative Work

• Self-Assessment • Instrument and Singing Performance

• Pitch Awareness

• Participation

• End-of-Marking Period Assessment

Stage 3: Learning Plan

Pemberton Twp Schools Stewart 09/2016 Pemberton Township School District 4th Grade Music

Learning Opportunities/Strategies: Resources: Session 4.1 Rhythm All Around: Session 4.1: • Read music notation • Music books • Review what a sharp is in music, what it does, and • Music Recordings what it looks like in a key signature. • Resource Master 4.1 • Master the concept of the short long short rhythmic pattern through culturally diverse songs and activities

Session 4.2: : Session 4.2 Leapin’ Links • Music books • Understand the fundamentals of music • Music Recordings • Understand vibrations and pitch correlation • Resource Master 4.2 • Understand how octaves function via vibrational • Orff Orchestration O.9 frequencies. • Sing and play music containing octaves, the teacher has a chance to explain • Session 4.3 Timbres and Cultures: Session 4.3: • Explore the powerful genre of spirituals • Music books • Understand culture, timbre, and vocal production • Music Recordings • Explore how different cultures exploit the various • Orff Orchestration O.10 timbres of the human voice.

Session 4.4 Music Ties Us Together: Session 4.4: • Understand the rhythmic pattern of short long short • Music books while adding a twist, or rather a tie. • Music Recordings • Create rhythms we’ve already encountered using • Resource Master 4.3 music notation and song selection. • Resource Master 4.4

• Optional Hand drums

• Optional Stones, Beanbags, or Paper waded into

balls

Session 4.5 More About Octaves: Session 4.5: • • Review and reinforce the understanding of the Music books • concept of octave. Music Recordings • • Detect octaves when listening Resource Master 4.5 • • Play and or sing octaves. Resource Master 4.6 • Listening Map Transparency T.7 • Optional resonator bells/pitched percussion

Session 4.6 and 4.7 Voices In Harmony: Session 4.6 and 4.7: • Understand the concept of chords: what they are and • Music books how they are constructed. • Music Recordings • Experience through activities, listening or singing, • Resource Master 4.7 hearing and identifying combinations of notes. • Optional Resonator bells, autoharps, ukuleles or guitars

Session 4.8 Unit 4 Assessment: Session 4.8: • Review songs, skills and concepts learned in Unit 4 • Music books • Show mastery in recognizing patterns using octaves. • Music Recordings • Read and perform the short long short rhythmic • Resource Master 4.9 pattern. • Resource Master 4.10 • Resource Master TA.1

Pemberton Twp Schools Stewart 09/2016 Pemberton Township School District 4th Grade Music

Differentiation High-Achieving Students On Grade Level Students Struggling Students Special Needs/ELL

Pemberton Twp Schools Stewart 09/2016