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Vocal Music Grade 3 Curriculum Map Teacher: Erin Egan Grade: 3 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 -Perform steady-beat -Have students move to the NS: IB, 5C, 6E Lesson 1: Dynamic Moves movements that reflect the steady beat, using larger and “Supercalifragilisticexpialidocious” p. 7 dynamics of a song smaller movements to show In My Own Little Corner (recording), Info -Learn a song from a film louder and softer dynamics on p. 9 musical in the music -They should also sing the songs at the correct dynamic level so that their movements correlate Lesson 2: What’s in a Name? Rhythm! -Perform rhythm patterns to -Perform “Name, Name…” NS: 2F, 5A “Name, Name, What’s Your Name” p. 10 accompany a speech piece while students play rhythms -Explore what is “in a on p. 11; assess their ability name?” to play and read rhythms accurately September Lesson 3: Playing with Rhythms -Notate an original rhythm -Have students use rhythm NS: 2A, 5A, 6D, “Gypsy in the Moonlight” p. 12 composition using quarter patterns provided to create a 9C “Alligator Pie” p. 13 notes, eighth notes, and 4-phrase rhythm quarter rests composition; have them -Discuss and describe the notate their compositions style and timbre of steel and perform them drums -Assess their written rhythms and their performance for accuracy Lesson 4: Four Sounds on a Beat -Read rhythm patterns that -Have students sing select “Ding, Dong, Diggidiggidong” p. 14 include sixteenth, eighth, portions of “Golden…” and “Golden Ring Around Susan Girl” p. 16 quarter, and half notes observe their ability to use -Identify these symbols rhythm syllables correctly September within a piece of music cont.… Lesson 6: Unlock the Form -Move to show two different -Split the class into groups NS: 6A, 6E “Ambos a dos (Go Two by Two)” p. 20 sections of a song that perform the verse and “Joy to the World” pp. 22-23 -Identify which section is refrain, and have a separate which and when it changes group perform only the movement to show different sections -Have students rotate so they can perform every part; observe their ability to change movements at appropriate places in the music Music Theory, Grade 3: -Read and notate different -Students will submit these NS: 4, 5, 6 Lesson 1 – Notes types of notes and rests worksheets for a graded Lesson 4 – Rests -Identify the symbol and assessment Lesson 16 – Rests cont. value of each note/rest Lesson 19 – Combination “Fun Sheet” Lesson 7: Dancing in the Rain -Perform phrases with notes -Have students move to NS: 1B, 2B, 2E, “I Don’t Care if the Rain Comes Down” p. that move up, move down, demonstrate the movement 6B 24 and repeat on a mallet in the song; switch groups in Raindrop Prelude (excerpt) instrument and out so every can be Prelude in E Minor (use interactive -Sing phrases while using assessed on their accuracy listening map) movement to show melodic -Assess students on their contour ability to play patterns accurately on the various instruments October Lesson 8: Notes to Know -Sing and read a melody -Assess student ability to NS: 1A, 5B, 6B “Oh, Won’t You Sit Down” p. 28-29 that includes the pitches mi, perform the mi-re-do re, and do patterns accurately (in small -Discuss and experience groups) solo/chorus singing in an -Assign some students to African American spiritual sing the solo parts to assess pitch accuracy Lesson 9: Come on Home -Create a pentatonic song -Ask students to separate NS: 1A, 4B, 5B “Ida Red” p. 30 -Sing a pentatonic scale with into small groups; each solfege group should create their pentatonic composition and then play it for the class on a mallet instrument Lesson 10: How Many Voices? -Identify different solo -Split class into groups of NS: 1A, 6B, 6D “Mud” p. 32 voices four; ask them to perform The Hippopotamus Song, p. 33 -Read a poem written for one verse of “Mud” Poem to Mud, p. 34 two voices -Each student should take Grasshoppers, p. 35 one line and try to create a distinct timbre; assess their ability to create different sounding timbres UNIT 2 Lesson 1: Train to Freedom -Display tempo changes by -Have students perform their NS: 1C, 2A, 2B, “Train Is A-Comin’” p. 48 creating and performing a created ostinatos showing 4B, 4C, 5C Choo-Choo Joubert (recording), use rhythmic ostinato the different tempos of interactive listening map accompaniment to recorded Choo-Choo Joubert music -After the group performs, the rest of the class can discuss if the performers’ use of different tempos matched the recording October UNIT 12 cont. Lesson 2: Pumpkin Time! -Create rhythmic ostinatos -Have students play their NS: 3B, 4A, 5A, “In the Pumpkin Patch” p. 380 using quarter notes, eighth created rhythmic ostinatos; 6B “Halloween Is a Very Unusual Night” p. notes, and half notes assess whether students used 382 -Discover rhyming words in the correct note values in Pumpkin Poem, p. 381 a poem and song lyrics their ostinatos November Music Theory, Grade 3: -Read and notate different -Students will submit these NS: 4, 5, 6 Lesson 6 – G Clef note names correctly worksheets as a graded Lesson 7 – Line Notes -Create notes and treble assessment Lesson 8 – Space Notes clefs accurately -Learn appropriate reminders/sayings to help notate line/space notes UNIT 2 Lesson 2: Name the New Rhythm -Read and sing a song that -Have the class split into NS: 4B, 5A, 6B “Mister Ram Goat-O” p. 54 includes syncopations small groups; have each -Discover facts about group point to syncopation Trinidad (where the song in the song and clap the comes from) rhythm of the response -Evaluate their ability to clap accurately; sing the entire song until all groups have been assessed Lesson 5: Follow the Leader -Move to demonstrate the -Discuss movement activity NS: 1B, 2A, 2B, “Great Day” p. 58 responses in a call-and- on p. 59 of student text 5B, 6A response song -Sing “Great Day” and -Discuss call and response perform movements; assess in African American students’ success in spirituals performing them during the response phrases UNIT 12 Lesson 3: Head for Thanksgiving -Sing a traditional melody -Have students sing “Over NS: 5B, 6B, 6C, “Over the River and Through the Wood” p. containing steps, skips, and the River…” in small groups 8B November 384 repeated pitches while showing melodic cont. -Identify symbols of contour; assess their ability Thanksgiving in song lyrics to sing the melody and art accurately December Lesson 4: Winter Weather Music -Play ostinatos with a song -Have students read Dragon NS: 1D, 2F, 3B, “Knock No More” p. 386 and poem Smoke while playing the bell 6C, 6E, 8B Dragon Smoke, p. 387 -Explore descriptive ostinatos language -Ask them to sing “Knock No More” while playing ostinatos again; assess students’ ability to play ostinatos as they rehearse/perform Lesson 5: Sing for Chanukah -Sing Chanukah songs -Performance/Self- NS: 1A, 2B, 3B, “Chanukah Games” p. 389 containing steps, skips, and Assessment: Students 5A, 7A, 9A “Hanuka, Hanuka” p. 390 repeated pitches should list three ways they The Dreydl Song (recording) -Learn about Chanukah, the can improve their Festival of Lights performance singing, and assess their accuracy on steps, skips, and repeated pitches January UNIT 2 Lesson 6: Question and Answer Games -Create and use different -Divide class into small NS: 1A, 1E, 2B, “John Kanaka” pp. 60-61 movements to accompany groups; have each group 3A, 6A, 6B, 6E, “Bransle de la Torche” from Dances from different phrases create a movement to show 9C Terpsichore (recording) -Connect to the history of the questions & answers in the song; learn about work “John Kanaka” done in harbors -Observe their ability to perform contrasting movements for each question & answer Lesson 7: Step This Way -Move to show melodic -Have small groups of NS: 1A, 3D, 4B, “The Loco-Motion” pp. 64-65 contour students improvise on a 6B, 6D, 6E, 9E Beautiful (recording), see p. 67 -Explore styles of early rock mallet instrument with January and roll phrases that have steps, cont. skips, or repeated pitches -The rest of the group should share how easy or difficult it was to determine those steps, skips, or repeated pitches Lesson 8: Morning Melodies -Sing and use hand signs to -Have students determine NS: 1A, 2F, 4B, “One Morning Soon” p. 68 show low la in relation to where low la would go on 5B On This Day, p. 69 known notes each of the staffs on p. 69 of -Read and discuss a poem the student text -Next, ask students to sing the song with pitch syllables and hand signs; observe their accuracy UNIT 12 Lesson 12: Honoring a King -Sing a song in verse-and- -Split class into two groups; NS: 2F, 6A, 8B “Keep Your Eyes on the Prize” pp. 408- refrain form one for verse and refrain 409 -Describe how songs can -Assess ability to sing their Shed a Little Light (recording), more info communicate ideas and assigned part at the correct on p. 409 goals time Lesson 13: Sing for Right -Sing a civil rights song with - NS: 1B, 2B, 7A “Back of the Bus” pp. 410-411 appropriate expression Sister Rosa (recording), more info on p. -Learn about an important 411 figure in the civil rights movement February Music Theory, Grade 3: -Notate and identify the -Students will submit these NS: 4, 5, 6 Lesson 13 – T i me Signatures correct time signatures in worksheets as a graded Lesson 15 – Rests different musical excerpts assessment Lesson 17 – Notes & Rests -Notate rests and notes Lesson 18 – Counting accurately to complete
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