CURRICULUM MAPPING

Subject: Music Grade: First ​ ​

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.1.S1.2 Create short melodic and rhythmic patterns based on teacher-established guidelines. MU.1S.2.1 Sing or play songs, which may include changes in verses or repeats, from memory. MU.1S.3.1 Sing simple songs in a group, using head voice and maintaining pitch. MU.1.S.3.5 Show visual representation of simple melodic patterns performed by the teacher or a peer. MU.1F.1.1 Create sounds or movement freely with props, instruments, and/or found sounds in response to various music styles and/or elements. MU.1F.2.1 Describe how he or she likes to participate in music. MU.1F.3.1 Demonstrate appropriate manners and teamwork necessary for success in a music classroom.

B. Skills ​

The student will be able to sing:

· Independently with increased accuracy, expanded breath control, and extended vocal range · With appropriate expression, dynamics, tempo, and phrasing. · By blending voices, matching dynamic levels and respond to the cues of a conductor when singing as part of a group · With technical accuracy, a repertoire of vocal literature, including some songs performed by memory · Songs about self, family, neighborhood, Bible stories, , Jewish values, environment, America, Israel, Japan and other music that integrates with 1st grade curriculum · Hebrew songs that teach the Hebrew language · Music written in two parts, with and without accompaniment. ​ · In rounds. · In Kabbalat Shabbat leadership positions ​ ​

C. Activities/Procedures ​ · Whole group instruction · Individual student singing · Small groups of student singing

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 · Gan Shirim, Carol Boyd Leon ​ · My Jewish World, Judy Caplan Ginsburgh ​ · Songs for a Jewish Head Start, Rita Gold ​ · Alive, Transcontinental ​ · Songs from the Heart, a Family Shabbat, Carol Boyd Leon ​ · Shiron l’Yeladim, Transcontinental ​ · Because we Love Shabbat, Leah Abrams ​ · Days of Day, Mah Tovu ​ · Sing Out Shalom Ivrit · King Solomon and the Bee, Leah Abrams ​ · Bring the Sabbath Home, Peter and Ellen Allard ​ · People in Our Neighborhood, Ronno ​ · Ruach series of books, Transcontinental Publishing ​ · The Shlomo Carlebach Anthology, Velvel Pasternak ​ ​ · Songs for Growing, Kol B’seder ​ · Sounds of Creation/Freedom/Holiness/Sinai, Randee Friedman ​ · NFTY-50 Years in the Making Songbook and various other NFTY songbooks, URJ · Positively Singable Songs, Ronno ​ · It’s Your Character That Counts, Paul Tracey ​ · Fun ‘N’ Friendly Songs, Ronno ​ · Yes, I Can, Ronno ​ · American Favorite Ballads as Sung by Pete Seeger, Oak Publication ​ · Disney Classics · Various Songsbooks and CDs by: o Elana Arian, Sheldon Low, Noah Aaronson, , Rick Recht, Rabbi Joe Black, Josh Nelson, Cantor Lisa Levine, Sol Zim, Mah Tovu, Craig Taubman, Noam Katz, Steve Dropkin, Beth Schafter, Julie Silver, Hanna Tiferet, Laura Berkson, Cantor Rachelle Nelson, Ellen Allard, Tom Chapin, Doug Cotler, Peter, Paul and Mary, Shira Kline, Andi Joseph, Elana Jagoda and Sue Epstein · Yearly Songbook created by Jackie Berney

II. Unit - Holidays

A. Content/Essential Questions ​

Students will understand the history, facts, traditions, customs and songs for all and the American holiday of Thanksgiving. They will have a major concentration on the holidays of Chanukah and Purim which will conclude with school-wide presentations.

Standards: MU.1.C.1.1 Respond to specific, teacher-selected musical characteristics in a song or instrumental piece. MU.1.C.1.2 Respond to music from various sound sources to show awareness of differences in musical ideas. MU.1.C.1.4 Differentiate between music performed by one singer and music performed by a group of singers. MU.1.C.2.1 Identify the similarities and differences between two performances of a familiar song. MU.1.C.3.1 Share different thoughts or feelings people have about selected pieces of music. 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.

B. Skills ​

The student will be able to:

· Identify symbols, customs and traditions related to each Jewish holiday. · Explain historical background for each Jewish holiday. · Sing all Hebrew and English songs, taught, related to all Jewish holidays · Explain the relationship between Sukkot and Thanksgiving ​ ​ · Explain the relationship between Jewish freedom (Passover) and the fight for African American freedom (Martin Luther King, Jr.) · Explain the importance of trees both universally and in Israel · Work together on a school-wide presentation for families and other students · Memorize lines in a play and exhibit comfort in front of an audience

C. Activities/Procedures ​

· Whole group discussions · Small group discussions · Individually

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 Shlomo Carlebach Anthology, Velvel Pasternak ​ · Songs for Growing, Kol B’Seder ​ · The Kol B’Seder Songbook, Tara Publishing ​ · NFTY-50 Years in the Making Songbook andvarious other NFTY ​ songbooks, URJ · The Complete Chanukah Songbook, Transcontinental publications ​ · Sing Shalom: Songs for the Jewish Holidays, Peter and Ellen Allard ​ · Especially Wonderful Days, Steve Reuben and Kinneret ​ · Gan Shirim, Carol Boyd Leon ​ · Thanksgiving Songs that Tickle your Funny Bone, Michael Brent ​ Publications · The Complete Book of Jewish Rounds, Transcontinental ​ · Jewish Holiday Songs, Isra-tav Publications ​ · Holiday Songs for Limore-Volume 6, Irsa-Tav Publications, ​ · Shironi, Ruti Worrall ​ · Let’s Sing Rosh Hashana & Sukkot Songs, Adi Sulkin ​ · Let’s Sing Shavuot Songs, Adi Sulkin ​ · Israel in Song, Velvel Pasternak ​ · Great Songs of Israel, Velvel Pasternak ​ · L’Yisrael Mizmore, Tara Publications ​ · Various videos on You Tube by The Maccabeats, 613, and The Fountainheads · Various Songsbooks and CDs by: o Shira Kline, Elana Jagoda, Sue Epstein, Debbie Friedman, Rick Recht, Sam Glaser, Rabbi Joe Black, Cantor Lisa Levine, Sol Zim, Mah Tovu, Craig Taubman, Steve Dropkin, Beth Schafer, Julie Silver, Cantor Rachelle Nelson, Ellen Allard, Doug Cotler, Cindy Paley, Andy Joseph, Elana Arian · Teacher-created Songbook · Teacher-created songsheets

E. Assessment ​

· Teacher observation · Class discussions · Student participation

III. Unit – Jewish Symbols of the

A. Content/Essential Questions ​

Students will be able to identify the different symbols related to synagogue life and understand their meaning and purpose

Standards:

B. Skills ​

The student will be able to:

● Identify symbols, customs and traditions related to each Jewish artifact ● Explain the use of each Jewish symbol ● Pronounce the Hebrew word related to each Jewish symbol

C. Activities/Procedures ​

· Whole group discussions · Small group discussions · Individually · Visits to the Sanctuary and Chapel

D. Resources ​

Resources include but are not limited to:

· Especially Jewish Symbols, Jeff Klepper and Susan Nanus, ​ Alternative in Religious Education, Inc. · Songs for Growing, Jeff Klepper ​ · The Complete Jewish Songbook volumes 1 & 2, Transcontinental ​ Publishing · Manginot: 201 Songs for Jewish Schools, Transcontinental ​ Publishing · My Jewish World, Judy Caplan Ginsburgh ​ Revised: March 1, 2019