Loudoun County Public Schools Elementary Music Curriculum Guide

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Loudoun County Public Schools

Elementary Music Curriculum Guide

Dr. Eric Williams, Superintendent Dr. Michael Richards, Chief of Staff

Dr. Cynthia Ambrose, Assistant Superintendent for Instruction James Dallas, Director of Teaching and Learning

Michael Pierson, Music Supervisor Elaine P. Stanford, Music Specialist

Curriculum Revision Committee:

Johanna M. Abell Robert W. Mainhart Wendy Testa Kathy Bennett Jeffery Stinson Elizabeth Wessel Mara Tarantino-Morgan Table of Contents

Statement of Philosophy ...... 3

Quick Reference Table ...... 4

Mastery Objective per Grade Level...... 6

Scope and Sequence...... 24

Alignment with Virginia SOL and National Standards ...... 37

Glossary ...... 52

ELL Elementary ELD Music Standards...... 58

2 Statement of Philosophy

Music is an art form through which feeling is expressed. Music adds quality to life as it promotes mental development and provides an outlet for emotional expression. It has motivating characteristics that inspire all people to appreciate some form or genre of music. Considering the intrinsic value of music, the primary purpose of music education is to contribute to the quality of life for all students by developing their capabilities to participate fully in a musical culture.

Music provides a powerful means of engaging students in learning and improving their achievement. Fundamental in a student’s overall social, emotional, and cognitive development, music enhances reasoning, inspires creativity, and encourages critical thinking, self-discipline, problem-solving, decision-making, cooperation, and imagination. Music enables students to learn about themselves, other people, and humanity in general.

The Loudoun County elementary general music program is a strong, diverse, vocal music curriculum that enhances each child’s education while simultaneously establishing an understanding and appreciation of this art form. The purpose of the program is to develop awareness that music is a vital part of each student’s daily life. A comprehensive, well-planned, and logical sequence of developmentally appropriate experiences lead to clearly defined skills and knowledge and allow for exploration, cultural and aesthetic enrichment, and personal satisfaction.

The elementary general music program is offered to students of all learning modalities in grades one through five, and is designed to offer a myriad of opportunities for active participation and success. Students are regularly engaged in singing, playing instruments, moving to music, learning to read and notate music, creating music, and listening to, analyzing, and evaluating music and music performances. Carefully selected materials are utilized for their aesthetic value to the program and provide a framework whereby students learn to understand and appreciate their own historical and cultural heritage as well as those of other cultures.

This document outlines the highest priority skills and knowledge students should acquire in elementary music as defined by the National Standards for Arts Education and the Virginia Standards of Learning (SOL) for Music.

Loudoun County Public Schools Elementary (1-5) General Music Curriculum Guide

Mastery Objectives per Grade Level

Loudoun County Public Schools Elementary (1-5) General Music Curriculum Guide Alignment with Virginia Standards of Learning and National Standards for Music Education

Grade One

Rhythm  The student will experience, recognize, respond to, read, notate, perform, and create rhythms and rhythmic patterns in a variety of meters. Obj. # Objective SOL 1-R.1 Maintain steady beat 1.6 1-R.2 Distinguish between steady beat and melodic rhythm 1.6, 1.1.2 1-R.3 Recognize rhythmic patterns as similar to or different 1.13 from each other 1-R.4 Employ in rhythmic patterns 1.5, 1.1 1-R.6 Recognize strong and weak beats (macrobeats and 3.5.1 microbeats) in usual meters

Melody  The student will experience, recognize, respond to, read, notate, perform, and create melodic patterns. The melodic solfege system to be employed is movable do syllables with a la-based minor. Obj. # Objective SOL 1-M.1 K.2, 1.9 Recognize and employ four voice qualities 1.2 1-M.2 Sing in tune 1.3, 3.2 1-M.3 Accurately imitate melodic patterns 1.3, 1.4 1-M.4 Compare pitches as higher or lower than one another 1.2 1-M.5 Recognize and identify melody patterns that move 1.2, 1.4.1 upward, downward, or remain the same 1-M.6 Identify the music staff 1.1 1-M.7 Employ mi, so, and la in melodic patterns, including: 1.3, 1.9  so-mi  so-la-so-mi  so-mi-la-so-mi

33 Harmony / Texture  The student will experience, respond to, and perform a variety of musical textures and harmonic structures.

Obj. # Objective SOL 1-H.1 Perform a speech ostinato 1.9, 2.3.3 1-H.2 Employ body percussion 1.7, 1.4 1-H.3 Perform, on instruments, a rhythm ostinato 2.3, 2.4 1-H.4 Perform, on mallet instruments, a simple bordun 1.4 (drone) 1-H.5 Perform tonic chords on a chording instrument 3.3 1-H.6 Identify solo vs. group texture 1.13 1-H.7 Distinguish between accompanied and 1.13 unaccompanied vocal music

Form  The student will experience, recognize, identify, and explain aspects of musical form.

Obj. # Objective SOL 1-F.1 Recognize a musical phrase 2.10.3, 3.1 1-F.2 1.13, Identify phrases as same or different 2.10.3 1-F.3 2.4 Identify and perform call-and-response phrase form 2.10.3 1-F.4 2.3 Identify and perform AB sectional form 2.10.3 1-F.6 Identify and explain the function of the repeat sign 1.1 

Expression  The student will recognize, identify, and respond to expressive elements of music, including dynamics, tempo, and articulation, and will perform music with appropriate expressive qualities.

Obj. # Objective SOL 1-E.1 1.2, 1.4, Identify and perform dynamics as loud or soft 1.13 1-E.2 Identify and perform tempi as fast or slow 1.2, 1.4.2 1-E.3 Identify and perform articulations as connected 1.2 (smooth) or disconnected (jerky)

34 Timbre  The student will experience, recognize, and respond to a variety of instrumental and vocal timbres. Obj. # Objective SOL 1-T.1 Identify four voice qualities: speak, sing, whisper, call 1.2 1-T.2 Distinguish between voices and instruments 1.13.2 1-T.3 Identify pitched and non-pitched classroom instruments 1.13.1 1-T.4 Identify, visually, four orchestral instrument families 2.10.1

Genre  The student will experience and respond to music of various styles and genres from a variety of world cultures, including music of the classical Western tradition.

Obj. # Objective SOL 1-G.1 Experience music from Alaska, Hawaii, Australia, and 1.10 the Pacific region (including Japan) 1-G.2 Experience a variety of musical styles and genres 1.10 1-G.3 Experience music masterworks of selected significant 3.8, 4.7 composers

Movement

Obj. # Objective SOL 1- Respond to musical experiences and create movement, 1.8, 1.9 MOV using developmentally appropriate movement and dramatization

Technology

Obj. # Objective SOL 1- Employ available technology to augment experiences 1.12 TECH in the other program objectives

Vocabulary

Obj. Objective SOL # 1- Recognize and apply appropriate music vocabulary as 1.12 VCB they relate to the other program objectives

35 Grade Two

Rhythm  The student will experience, recognize, respond to, read, notate, perform, and create rhythms and rhythmic patterns in a variety of meters.

Obj. # Objective SOL 2-R.4 Employ , , , , , , , and the tie ( and ) 2.1.4 in rhythmic patterns 2.4 2-R.6 Employ meters that are represented by the time 4.1.6 signatures ,  and 

Melody  The student will experience, recognize, respond to, read, notate, perform, and create melodic patterns. The melodic solfege system To be employed is movable do syllables with a la-based minor.

Obj. # Objective SOL 2-M.6 Identify the staff, the clef , and pitches F G A B 2.1 2-M.7 Employ do, re, mi, so, and la in melodic patterns, 2.2, 2.6 including:  so-mi-do  la-so-mi-do  mi-re-do  so-mi-re-do  la-so-mi-re-do

Harmony / Texture  The student will experience, respond to, and perform a variety of musical textures and harmonic structures.

Obj. # Objective SOL 2-H.1 Sing in two-part canon 3.2 2-H.3 Perform in a two-part (two-layer) instrument 3.3 ensemble 2-H.4 Perform, on mallet instruments, a broken bordun 2.3 (drone) 2-H.5 Perform tonic and dominant chords on a chording 3.3 instrument 2-H.6 Identify duet texture 3.2 2-H.7 2.6 Create ostinati 2.3.3

Form  The student will experience, recognize, identify, and explain aspects of musical form.

Obj. Objective SOL # 2-F.2 Identify phrases as same, similar, or different (aa, aa′, 2.5.3 or ab) 2.10.3 2-F.3 2.4 Identify and perform question-and-answer and call- 2.5.3 and-response phrase forms 2.10.3 2-F.4 Identify and perform AB, ABA, and verse/refrain 2.4 (verse/chorus) sectional forms 2.5.3 2-F.5 Identify an introduction 2.10.3

Obj. Objective SOL # 2-E.1 2.1.5 Identify and perform dynamics as forte f or piano p 2.10.2 2-E.2 2.1.5 Identify and perform tempi as largo or presto 2.10.2 2-E.3 2.1.5 Identify and perform accent > and fermata  2.10.4

Timbre  The student will experience, recognize, and respond to a variety of instrumental and vocal timbres.

Obj. # Objective SOL 2-T.3 Identify brass instruments 2.10.1 2-T.4 Identify, aurally, four orchestral instrument families 2.10.1 2-T.5 Identify four non-pitched percussion groups: metal, 2.10.1 drum, scraper/shaker, wood

37 Genre  The student will experience and respond to music of various styles and genres from a variety of world cultures, including music of the classical Western tradition.

Obj. # Objective SOL 2-G.1 Experience music from Canada, China, Egypt, 3.8.2 Mexico, and Native America 2-G.2 Experience a variety of musical styles and genres 3.8 2-G.3 Experience music masterworks of selected 4.7 significant composers

Movement

Obj. # Objective SOL 2-MOV Respond to musical experiences and create 2.5, 2.6 movement, using developmentally appropriate movement and dramatization

Technology

Obj. # Objective SOL 2- Employ available technology to augment 2.9 TECH experiences in the other program objectives

Vocabulary

Obj. # Objective SOL 2-VCB Recognize and apply appropriate music vocabulary 2.9 as they relate to the other program objectives 2.10.4

Grade Three

Rhythm  The student will experience, recognize, respond to, read, notate, perform, and create rhythms and rhythmic patterns in a variety of meters.

Obj. Objective SOL # 3-R.4 Employ , , , , , , , , , , , , and 3.4 the tie (  and ) in rhythmic patterns 3-R.6 Employ the time signatures  and  in usual duple 4.1.6 meter, and the time signatures  and  in usual triple meter

Obj. Objective SOL # 3- Identify the staff, the clef , ledger lines, and treble 3.1 M.6 staff pitches from ledger line C through line 5 F 3- Employ so¸, la¸, do, re, mi, so, la, and do′ in melodic 3.2, 3.7 M.7 patterns, including:  do′-so-la-so  do′-so-mi-do  mi-so-do′  re-do-la¸  mi-re-do-la¸ ֽ ¸ so-mi-re-do-la  re-do-la¸-so¸  mi-re-do-la¸-so¸  so-mi-re-do-la¸-so¸ 3- Identify, read, and notate do-pentatonic melodic 3.1, 3.2 M.8 patterns where do = C, F, and G

39 Harmony / Texture  The student will experience, respond to, and perform a variety of musical textures and harmonic structures.

Obj. # Objective SOL 3-H.1 Sing partner songs and in multi-part canon 3.2.5 3-H.3 Perform in a three-part (three-layer) instrument 3.3 ensemble 3-H.4 Perform, on mallet instruments, level and 3.3 arpeggiated borduns (drones) 3-H.6 Identify trio texture 3-H.7 Create accompaniments and ostinati 3.7

Form  The student will experience, recognize, identify, and explain aspects of musical form.

Obj. # Objective SOL 3-F.4 Identify and perform AB, ABA, ABC, and 3.11.1 verse/refrain (verse/chorus) sectional forms 3-F.5 Identify an introduction, interlude, and coda 3.11.1

Obj. # Objective SOL 3-E.1 Identify and perform forte f, piano p, crescendo 3.1.7 , and decrescendo 3.3.3 3-E.2 Identify and perform largo, presto, accelerando, 3.2.4 and ritardando 3.3.3 3-E.3 Identify and perform marcatolegato , staccato 3.1.7 ̣, accent >, and fermata  3.2, 3.3

Timbre  The student will experience, recognize, and respond to a variety of instrumental and vocal timbres.

Obj. # Objective SOL 3-T.2 Identify band, orchestra, chorus 3.11 3-T.3 Identify string instruments 3.11.2

40 Genre  The student will experience and respond to music of various styles and genres from a variety of world cultures, including music of the classical Western tradition.

Obj. Objective SOL # 3-G.1 Experience music from Greece, Italy, and West Africa 3.8 and Mali 3-G.2 Experience a variety of musical styles and genres 3.8 3-G.3 Experience music masterworks of selected significant 4.7 composers

Movement

Obj. Objective SOL # 3- Respond to musical experiences and create movement, 3.6, 3.7 MOV using developmentally appropriate movement and dramatization

Technology

Obj. # Objective SOL 3- Employ available technology to augment experiences 3.10 TECH in the other program objectives

Vocabulary

Obj. # Objective SOL 3- Recognize and apply appropriate music vocabulary as 3.10 VCB they relate to the other program objectives

Grade Four

Rhythm  The student will experience, recognize, respond to, read, notate, perform, and create rhythms and rhythmic patterns in a variety of meters. Obj. # Objective SOL 4-R.4 Employ , ,  , , , , , 4.1.4 , , , , , , , and the tie (  and ) in 4.4 rhythmic patterns 4-R.5 Recognize and employ syncopation patterns, 4.1.4 including , ,  , , and variations 4.4 of these patterns that employ the tie (both  and  ) 4-R.6 Employ and explain the function of the time 4.1.6 signatures  and  in usual duple meter, and the time signatures  and  in usual triple meter

Melody  The student will experience, recognize, respond to, read, notate, perform, and create melodic patterns. The melodic solfege system to be employed is movable do syllables with a la-based minor. Obj. # Objective SOL 4-M.7 Employ so ֽ , la ֽ , do, re, mi, fa, so, la, and do′ in 4.2 melodic patterns, including:  s f m r d  m f s  d r m f s  r f 4-M.8 Identify, read, and notate do-pentatonic and la- pentatonic melodic patterns in a variety of keys 4-M.10 Perform at least 3 pitches on soprano recorder 4.3.3

Harmony / Texture  The student will experience, respond to, and perform a variety of musical textures and harmonic structures. Obj. # Objective SOL 4-H.1 Sing descants, partner songs, and in multi-part 4.2, 3.2.5 canon 4-H.3 Perform in a multi-part (multilayer) instrumental 4.3 ensemble 4-H.4 Perform, on mallet instruments, a moving bordun 4.3 (drone) 4-H.5 Perform tonic, subdominant, and dominant chords 4.3.5 on a chording instrument 4-H.6 Identify quartet texture 4.10.4 4-H.7 Create accompaniments and ostinati 4.6

42 Form  The student will experience, recognize, identify, and explain aspects of musical form.

Obj. # Objective SOL 4-F.4 Identify and perform AB, ABA, ABC, verse/refrain 4.5.3, (verse/chorus) and rondo (ABACA) sectional forms 4.10.5 4-F.6 Identify and explain the function of musical directives, including repeat sign Da Capo (D.C.), Del Segno (D.S.), , al Fine, Fine, al Coda, , and multiple endings (1st and 2nd endings)

Obj. # Objective SOL 4-E.1 Identify and perform forte f, mezzo-forte mf, mezzo- 4.1.7 piano mp, piano p, crescendo , and 4.2.4 decrescendo 4.3.4 4-E.2 Identify and perform largo, adagio, allegro, presto, 5.1.6 accelerando, and ritardando 4-E.3 Identify and perform slur , marcatolegato , staccato ̣, accent >, and fermata 

Timbre  The student will experience, recognize, and respond to a variety of instrumental and vocal timbres.

Obj. # Objective SOL 4-T.1 Identify four adult vocal registers: soprano, alto, tenor, bass 4-T.3 Identify woodwind instruments 5.11.1 4-T.4 Identify, visually, individual orchestral instruments 5.11.1

43 Genre  The student will experience and respond to music of various styles and genres from a variety of world cultures, including music of the classical Western tradition.

Obj. # Objective SOL 4-G.1 Experience music from England, France, Germany, 5.7 and music associated with the history of Virginia 4-G.2 Experience a variety of musical styles and genres 4.7 4-G.3 Experience music masterworks of selected 4.7 significant composers

Movement

Obj. # Objective SOL 4-MOV Respond to musical experiences and create 4.5, 4.6 movement, using developmentally appropriate movement and dramatization

Technology

Obj. # Objective SOL 4- Employ available technology to augment 4.9 TECH experiences in the other program objectives

Vocabulary

Obj. # Objective SOL 4-VCB Recognize and apply appropriate music vocabulary 4.9 as they relate to the other program objectives

44 Grade Five

Rhythm  The student will experience, recognize, respond to, read, notate, perform, and create rhythms and rhythmic patterns in a variety of meters.

Obj. # Objective SOL 5-R.4 Employ , ,  , , , , , , , 5.1.4 , , , , , and the tie (  and ) in rhythmic 5.4 patterns 5-R.7 Experience the metric counting system 5.1.5

Obj. # Objective SOL 5-M.6 Identify the staff, system, the clef , the clef , ledger 5.1.1 lines, and pitches on the grand staff 5-M.7 Employ so ֽ , la ֽ , ti ֽ , do, re, mi, fa, so, la, ti, and do′ in 5.1.2 melodic patterns, including: 5.2 ֽ  d t ֽ l  d t ֽ d 5-M.8 Identify, read, and notate pentatonic and diatonic 5.1.2 melodic patterns in a variety of keys 5.2 5-M.9 Identify major and minor tonality, key signatures, and 4.10.2 accidentals ( 5- 5.3 Perform at least 5 pitches on soprano recorder M.10

Harmony / Texture  The student will experience, respond to, and perform a variety of musical textures and harmonic structures.

Obj. # Objective SOL 5-H.1 Sing independent two-part harmony, descants, partner 5.2 songs, and in multi-part canon 5-H.5 Perform, on chording instruments, various chords in 5.3 major and minor tonalities 5-H.6 Identify quintet texture

Form  The student will experience, recognize, identify, and explain aspects of musical form.

Obj. # Objective SOL 5-F.4 Identify and perform AB, ABA, ABC, verse/refrain 5.11.4 (verse/chorus), rondo (ABACA), and theme-and- variations (A A′ A″ etc.) sectional forms

Obj. # Objective SOL 5-E.1 Identify and perform fortissimo ff, forte f, mezzo- 4.1.7 forte mf, mezzo-piano mp, piano p, pianissimo pp, 4.2.4 crescendo , and decrescendo 4.3.5 5-E.2 Identify and perform largo, adagio, andante, 5.1.6 moderato, allegro, presto, accelerando, and ritardando

Timbre  The student will experience, recognize, and respond to a variety of instrumental and vocal timbres.

Obj. # Objective SOL 5-T.3 Identify percussion instruments 5.11.1 5-T.4 Identify, aurally, individual orchestral instruments 5.11.1 5-T.5 Experience available world instruments 5.11.1

46 Genre  The student will experience and respond to music of various styles and genres from a variety of world cultures, including music of the classical Western tradition.

Obj. # Objective SOL 5-G.1 Experience music from Africa, Russia, Spain, and 5.7 music associated with the history of the United States 5-G.2 Experience a variety of musical styles and genres 5.7 5-G.3 Experience music masterworks of selected significant 5.7 composers

Movement

Obj. # Objective SOL 5- Respond to musical experiences and create movement, 5.5, 5.6 MOV using developmentally appropriate movement and dramatization

Technology

Obj. # Objective SOL 5- Employ available technology to augment experiences 5.14 TECH in the other program objectives

Vocabulary

Obj. # Objective SOL 5- Recognize and apply appropriate music vocabulary as 5.7, 5.9, VCB they relate to the other program objectives 5.13

ELL Elementary ELD Music Standards

58 OBJECTIVE: The student will experience, recognize, respond to, read, notate, perform, and create melodic patterns. The melodic solfege system to be employed is movable do syllables with a la-based minor. 1-M.7 Employ mi, so and la in melodic patterns, including: so-mi; so-la-so-mi; and so-mi-la-so-mi.

EXAMPLE CONTEXT FOR LANGUAGE USE: As a whole group, students will practice singing the indicated solfege patterns by echoing the teacher and using Curwen hand symbols. Students will then practice playing the indicated solfege patterns on a barred instrument (e.g., xylophone) prepared with only pitches so, mi, and la in an appropriate key. Students will work in small groups (2-3 students) and place mini post-it notes with pictures and corresponding one-syllable words provided by the teacher (e.g., fish, star, sun, moon) on the so, mi, and la bars of their instruments. Students will choose one word (post-it note) per bar. In their groups, students will practice playing the melodic patterns so-mi, so-la-so-mi, and so-mi-la-so-mi. When comfortable playing these patterns, students will compose a silly song by singing the alternate words on the post-it notes assigned to each bar while playing the solfege patterns on their barred instruments. Students will listen attentively as groups perform their songs for the class.

COGNITIVE FUNCTION: Students at all levels of English language proficiency CREATE melodic patterns using mi, so, and la. Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging Level 6-Reaching Follow teacher modeled Follow teacher modeled Apply teacher modeled Build on teacher modeled Change teacher modeled directions to create a song directions to create a song directions to create a song directions to create a song directions to create a song using mi, so, and la in a using mi, so, and la in a using mi, so, and la in a using mi, so, and la in a using mi, so, and la in a melody based on simple melody based on simple melody based on multi-step melody based on multi-step melody based on multi- oral instructions and aural oral instructions and aural oral instructions and aural oral instructions and aural step oral instructions and

LISTENING and visual cues in a small cues in small groups cues in small groups cues with a partner aural cues with a partner group in L1 or L2

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions such as: percussion, ensemble, performance, mallet, mi-so-la, solfege, melodic pattern, note, pitch, bars, steady beat, rhythm, pitched instrument, melody, barred instruments (e.g., xylophone)

59 OBJECTIVE: The student will experience, recognize, identify, and explain aspects of musical form. 1-F.2 Identify phrases as same or different.

EXAMPLE CONTEXT FOR LANGUAGE USE: As they listen to a simple nursery rhyme (e.g., Twinkle, Twinkle Little Star), students will be instructed to listen and respond as follows: when they hear two phrases that are the same, they will clap once and say the word “same.” When they hear two phrases that are different, they will tap their heads and say the word “different.” This process should be explained and modeled by the teacher prior to students completing the activity.

COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE phrases in musical form, distinguishing between same or different.

Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging Level 6-Reaching Choose phrases that are the Identify phrases that are Distinguish between Distinguish between Explain characteristics of same and phrases that are the same and phrases that characteristics of phrases characteristics of phrases phrases that are the same different with teacher are different with teacher that are the same and phrases that are the same and and phrases that are modeling, using music and guidance, using music and that are different with phrases that are different, different using music gestures in whole group, gestures in whole group, teacher guidance, using using music with a partner with a partner

SPEAKING using L1 or L2 using L1 or L2 music and gestures in small groups

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: same, different, phrases, characteristics, musical form, choose, identify, distinguish, explain

60 OBJECTIVE: The student will experience, recognize, identify, and explain aspects of musical form. 1-F.4 Identify and perform AB sectional form.

EXAMPLE CONTEXT FOR LANGUAGE USE: Following whole group instruction on the concept AB sectional form, the students will listen to a song (e.g., Home on the Range). At pauses in the music, the students will identify the section of music played as being either A (a verse) by saying “A” and holding up a letter A, or as B (the chorus) by saying “B” and holding up a letter B. Students will then sing the song, in small groups or in pairs, and hold up the letters A or B during the appropriate sections.

COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE and perform AB sectional form of music.

Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging Level 6-Reaching Distinguish between A and Distinguish between A and Compare the characteristics Identify A and B sections in Present A and B sections B sections in songs with B sections in songs, with of A and B sections in songs, songs, using music and in songs using music and teacher modeling, using teacher modeling, using with teacher guidance using graphic support with a graphic support with a music and graphic support music and graphic support music and graphic support in partner partner in whole group, using L1 or in whole group whole group.

SPEAKING L2

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: AB sectional form, sections, verse, chorus, compare, characteristics, phrases, patterns, repetition, distinguish, compare, identify, present

61 OBJECTIVE: The student will experience and respond to music of various styles and genres from a variety of world cultures, including music of the classical Western tradition 1-G.1 Experience music from Alaska, Hawaii, Australia and the Pacific region (including Japan)

EXAMPLE CONTEXT FOR LANGUAGE USE: Students will listen to “traditional music” from Alaska, Hawaii, Australia, and/or Japan. While standing in small groups or in pairs, students will listen and clap (or move) to the rhythm and beat of the music. After listening to a musical piece, students will individually mark on a classroom chart (with an “X”) their experience of the tempo (fast or slow) and how the music made them feel (happy, sad, excited, nervous, etc.). COGNITIVE FUNCTION: Students at all levels of English language proficiency EVALUATE the experience of music from a variety of cultures including music from Alaska, Hawaii, Australia, and the Pacific region. Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging Follow teacher modeled Follow teacher modeled Use physical movements to Categorize the experience Compare and contrast the directions to experience and directions to experience experience and respond to and response to music from experience and response Level 6-Reaching respond to music from and respond to music from music from different cultures different cultures based on to music from different different cultures based on different cultures based on based on oral instructions in oral instructions using a cultures based on oral simple oral instructions and multi-step descriptive oral small groups model with a partner instructions with a partner visual cues in L1 or L2 with commands and visual cues

LISTENING LISTENING a partner in small groups

62 OBJECTIVE: The student will experience and respond to music of various styles and genres from a variety of world cultures, including music of the classical Western tradition. 1-G.2 Experience a variety of musical styles and genres

EXAMPLE CONTEXT FOR LANGUAGE USE: Students, in small groups, will take a listening tour around the classroom to 4 CD stations playing music (e.g., Folk, Classical, Traditional, or Modern) from a variety of cultures, especially those represented by the student population. After each listening experience, students will evaluate the music by marking a survey chart at the station, noting if the music made them want to (1) clap their hands, (2) tap their feet, (3) twirl, and/or (4) smile. Students will regroup as a class to listen and view each piece as a musical video on an interactive whiteboard. The teacher will ask students if and how listening to the music while watching the video clips changed their experience of the music.

Follow simple oral Follow simple oral Follow multi-step oral Rate the experience of Rate the experience of Level 6-Reaching directions to experience a directions to experience a directions to experience a listening to a variety of listening to a variety of variety of musical styles variety of musical styles variety of musical styles and musical styles and genres musical styles and and genres from diverse and genres from diverse genres from diverse world from diverse world cultures genres from diverse world cultures based on world cultures based on cultures based on peer- in response to multi-step world cultures in teacher-modeling, gestures, teacher-modeling, a word modeling and an illustrated oral directions using an response to multi-step LISTENING and an illustrated chart in a bank, and an illustrated chart in a small group illustrated chart in a small oral directions small group in L1 chart in a small group group

TOPIC-RELATED LANGUAGE: Students at all levels of English Language proficiency interact with grade-level words and expressions such as: accompanied, ballet, body percussion, circle dance, cultures, dance, ensemble, evaluate, forte, genre, instrumental, largo, line dance, melodic rhythm, melody, mood, musical styles, non-pitched instruments, note, paired eighth notes, percussion, performance, piano (dynamic), piano (instrument), piece of music, pitch, pitched instruments, poetry, presto, quarter note, quarter rest, repeat sign, staff, unaccompanied, vocal, experience, rate

63 SOL Strand and Bullet: The student will experience and respond to music of various styles and genres from a variety of world cultures, including music of the classical Western tradition. 1-G.3 Experience music masterworks of selected significant composers Example Context for Language Use: Students will identify feelings created by instruments, rhythm, and tempo after listening to music masterworks (e.g., music composed by Johann Sebastian Bach). In pairs, students will take turns asking and answering illustrated survey questions and filling in a graph posted on the board to identify and categorize feelings created by music.

COGNITIVE FUNCTION: Students at all levels of English proficiency will APPLY their knowledge of rhythm and tempo while experiencing music pieces of selected composers. Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging Identify feelings created by Specify feelings created by Communicate feelings Compare and contrast Explain feelings created rhythm and tempo when rhythm and tempo when created by rhythm and feelings created by rhythm by rhythm and tempo Level 6-Reaching experiencing music experiencing music tempo when experiencing and tempo when when experiencing music masterworks of significant masterworks of significant music masterworks of experiencing music masterworks of composers using illustrated composers with teacher significant composers with masterworks of significant significant composers word banks with teacher modeling using illustrated teacher modeling using oral composers using oral using phrase banks with a

SPEAKING guidance in L1 or L2 word banks in pairs sentence frames in pairs sentence starters with a partner partner

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: compose, composer, rhythm, rhythmic patterns, genre, melody, melodic patterns, harmony, tempo, tempi, loud/soft, fast/slow, musical style, culture, imitate, high/low pitch, instrument, percussion, percussion instrument(s), past, present, harp, accordion, guitar, flute, opera, ballet, stringed instruments, classical music, orchestra, orchestral music, solo, choral music, symphony, dance music, instrumental music, chamber music, organ music, keyboard music, piano music, woodwind, brass, string, keyboard, Europe, Germany, Russia, Poland, France, Czechoslovakia, Hungary, Austria, England, Italy, apply, identify, masterworks, feeling, identify, specify, communicate, compare and contrast, explain

64 OBJECTIVE: The student will experience, recognize, and respond to a variety of instrumental and vocal timbres. 1-T.1 Identify four voice qualities: speak, sing, whisper, call.

EXAMPLE CONTEXT FOR LANGUAGE USE: The students will split into four groups. Each group will select a simple sentence from a jar (e.g., “I am cold.” “I am hungry.” “What is your name?” etc.). Groups will then rotate around 4 stations in the classroom. Each station will be marked: “SPEAK” – “SING” – “WHISPER” – “CALL.” At each station, the students will “read” the sentence as directed -- speaking it, singing it, whispering it, or calling (i.e., shouting). Students will listen to each other and share what they noticed within their group before moving to the next station. Students will then share their observations as a class. As a whole group, students will listen to the teacher explain and demonstrate (with one or more instruments) the connection between voice qualities and instrumental and vocal timbres.

COGNITIVE FUNCTION: Students at all levels of English Language proficiency ANALYZE vocal and instrumental timbres through the identification of voice qualities.

Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging Level 6-Reaching Follow teacher-modeled Identify voice qualities Classify voice qualities Compare and contrast voice Draw conclusions about directions to distinguish (whisper, speak, sing, and (whisper, speak, sing, and qualities (whisper, speak, voice qualities (whisper, among voice qualities call) following peer call) in response to multi- sing, and call) using a word speak, sing, and call) (whisper, speak, sing, and modeling and using step oral commands in a bank with a partner using content vocabulary

LISTENING call) in a small group using illustrated word banks small group with a partner gestures and one-step oral commands TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions such as: timbre, apply, vocal, whisper, call, sing, speak, loud, lower, soft, hollow, thin, smooth, liquid, sweet, rich, warm, mellow, airy, deep, dark, full, gentle, reedy (reed instruments), nasal, harsh, brilliant, bright, rough, brassy (brass instruments) round, fat, pitch (high, medium high, medium low, low, follow directions, identify, classify, compare and contrast, draw conclusions

65 OBJECTIVE: The student will experience, recognize, identify, and respond to a variety of instrumental and vocal timbres. 1-T.4 Identify, visually, four orchestral instrumental families.

EXAMPLE CONTEXT FOR LANGUAGE USE: Students, as a whole group, will view a short video clip explaining the four orchestral instrumental families (e.g., Little Einstein’s Leo and the Musical Families). Following the video, students will split into 4 groups. Each group will receive a card with the name of one of the instrument families. Groups will name examples and describe visual characteristics of instruments in that family (e.g., shape, size, material). A student from each group will report to the class. Finally, as a whole group, students will view images of related instrument groups on an interactive whiteboard and verbally classify them as String, Woodwind, Brass, or Percussion. As an extension, students may report on how sound is made by any one or more of the instrument families.

COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE the four orchestral instrumental families based on the visual characteristics of the instruments.

Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging Level 6-Reaching Select and name visual Identify visual Distinguish among visual Compare visual Ask questions about the characteristics of the four characteristics of the four characteristics of the four characteristics of the four visual characteristics of orchestral instrumental orchestral instrumental orchestral instrumental orchestral instrumental the four orchestral families with teacher families, with teacher families, with teacher families, using music and instrumental families, modeling, using music and modeling, using music and guidance using music and graphic support with a using music and graphic

SPEAKING graphic support in whole graphic support in whole graphic support in whole partner support with a partner group, in L1 or L2 group, using L1 or L2 group

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: orchestral instrumental families, string, brass, woodwind, percussion, characteristics, select, identify, distinguish, compare

66 OBJECTIVE: The student will experience, recognize, respond to, read, notate, perform, and create melodic patterns. The melodic solfege system to be employed is movable do syllables with a la-based minor. 2-M.7 Employ do, re, mi, so and la in melodic patterns, including: so-mi-do, la-so-mi-do, mi-re-do, so-mi-re-do, and la-so-mi-re-do.

EXAMPLE CONTEXT FOR LANGUAGE USE: Students, as a whole group, will practice singing the indicated solfege patterns by echoing the teacher and using Curwen hand symbols. Students will then practice playing the indicated solfege patterns on a barred instrument (e.g., xylophone) in an appropriate key. In small groups (2-3 students), students will work on singing 3 assigned solfege patterns while playing the corresponding melody on their barred instruments. When students are comfortable with their solfege patterns (melodies), they will compose silly songs by using one-syllable words (ex. fish, star, sun, moon, etc.) in place of the solfege syllables in the melody. Students will listen attentively as groups perform their songs for the class.

COGNITIVE FUNCTION: Students at all levels of English language proficiency CREATE melodic patterns using do, re, mi, so and la. Level 1 Level 2 Level 3 Level 4 Level 5

Entering Emerging Developing Expanding Bridging Level 6-Reaching Follow teacher modeled Follow teacher modeled Apply teacher modeled Build on teacher modeled Change teacher directions to create a directions to create a directions to create a song directions to create a modeled directions to song using an assigned song using an assigned using an assigned melody song using an assigned create a song using an melody based on simple melody based on simple based on multi-step oral melody based on oral assigned melody based oral instructions and oral instructions and instructions and aural cues instructions and aural on multi-step oral LISTENING LISTENING aural and visual cues in a aural cues in small in small groups cues with a partner instructions and aural small group in L1 or L2 groups cues with a partner

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions such as: percussion, ensemble, performance, mallet, do-re-mi-so-la, solfege, melodic pattern, note, pitch, bars, steady beat, rhythm, pitched instrument, barred instruments (e.g., xylophone), melody

67 OBJECTIVE: The student will experience, recognize, identify, and explain aspects of musical form. 2-F.2 Identify phrases as same, similar, or different (aa, aa', or ab). EXAMPLE CONTEXT FOR LANGUAGE USE: As they listen to a familiar musical selection (e.g., Yankee Doodle Dandy), students will listen for patterns in the music and respond as follows: when they hear two phrases that are the same (aa), they will put up one finger and say the word “same.” When they hear two phrases that are similar, they will put up two fingers and say the word “similar.” When they hear two phrases that are different, they will put up three fingers and say the word “different.” This process will be explained and modeled by the teacher prior to students engaging in the activity. Students will then form small groups or pairs and apply this process while listening to another song.

COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE phrases in musical form, categorizing them as same, similar, or different.

Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging Level 6-Reaching Choose phrases in musical Identify phrases in musical Distinguish among Distinguish among Explain characteristics of form that are the same, form that are the same, characteristics of phrases in characteristics of phrases in phrases in musical form similar, or different with similar, or different with musical form that are the musical form that are the that are the same, similar, teacher modeling, music, teacher modeling, music, same, similar, or different same, similar, or different or different using music and gestures in whole and gestures in whole with teacher guidance, using music in small groups with a partner

SPEAKING group, using L1 or L2 group music, and gestures in small groups

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: same, similar, different, phrases, characteristics, patterns, musical form, categorize, choose, identify, distinguish, explain

68 OBJECTIVE: The student will experience, recognize, identify, and explain aspects of musical form. 2-F.4 Identify and perform AB, ABA, and verse/refrain (verse/chorus) sectional forms. EXAMPLE CONTEXT FOR LANGUAGE USE: Students will split into small groups to rotate around 3 stations in the classroom. (1) At the station called “AB Sectional Form Station,” students will listen to Home on the Range, examine a handout of the lyrics (the chorus will be blocked), and discuss why it is an example of both, the AB and Verse/Chorus sectional forms. (2) At the “Verse/Refrain Sectional Form Station,” students will listen to Twinkle, Twinkle Little Star, examine the lyrics, and discuss why it is an example of a verse/refrain sectional form (the refrain, “Twinkle, twinkle little star, how I wonder where you are,” will be underlined). (3) At the station marked “ABA Sectional Form” students will find two sets of index cards with lyrics to Mary Had a Little Lamb – each set will have 1 verse per card typed on it. Students will organize the lyrics in ABA form and sing a sample. As an extension, students will describe or explain the difference between the A section and the B section of the forms.

COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE and perform AB, ABA, and verse/refrain sectional forms of music.

Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging Level 6-Reaching Identify AB, ABA, and Distinguish among AB, Explain the characteristics of Present AB, ABA, and Produce AB, ABA, and verse/refrain sectional ABA, and verse/refrain AB, ABA, and verse/refrain verse/refrain sectional verse/refrain sectional forms in songs with teacher sectional forms in songs, sectional forms in songs, forms in songs, using music forms in songs using modeling, and music and with teacher modeling, with teacher guidance using and graphic support with a music and graphic graphic support in small using music and graphic music and graphic support in partner support

SPEAKING groups, using L1 or L2 support in small groups small groups

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: AB sectional form, ABA sectional form, verse, chorus, refrain, sectional forms, compare, characteristics, phrases, patterns, repetition, identify, distinguish, explain, present, produce

69 OBJECTIVE: The student will experience and respond to music of various styles and genres from a variety of world cultures, including music of the classical Western tradition 2-G.1 Experience music from Canada, China, Egypt, Mexico and Native America

EXAMPLE CONTEXT FOR LANGUAGE USE: Students will listen to “traditional music” from Canada, China, Egypt, Mexico, and/or Native America. Students will listen to identify a variety of musical instruments. After listening to a musical piece, students will work in pairs or in small groups to mark on a classroom chart (with an “X”) under the appropriate category at least 4 instruments they heard. Students will gather as a group, replay the music, and “play” the melody, rhythm, and tempo through body percussion. COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE music from a variety of cultures, including Canada, China, Egypt, Mexico, and Native America. Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging Identify musical Identify musical Distinguish musical Categorize musical Categorize musical Level 6-Reaching instruments when instruments when instruments when instruments when instruments when experiencing and experiencing and experiencing and responding experiencing and experiencing and responding to music from responding to music from to music from different responding to music from responding to music from different cultures based on different cultures based on cultures following multi-step different cultures based on different cultures based

LISTENING LISTENING teacher-modeled simple multi-step oral directions oral directions in pairs oral directions and a model on oral directions in a oral directions using L1 or and graphic support in in a small group small group L2 in pairs pairs

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: rhythm, rhythmic patterns, genre, melody, melodic patterns, harmony, tempo, tempi, loud/soft, fast/slow, musical style, culture, imitate, high/low pitch, instrument, percussion, percussion instrument(s), ceremonial music, tribal music culture, ritual dance, folk songs, fiddling, Canada, China, Egypt, Mexico, Native America, Hardanger fiddle (Canada), violin (Canada), harmonica (Canada), kokle (Canada), langspil (Canada), button accordion (Canada), bagpipe (Canada), sheng (China), dagu (China), bawu (China), muyu (China), yu (China), paiban (China), slit drums (China), dizi (China), silk instruments (China), gong (China), bamboo (China), yangqin (China), huqin (China), maracas (Mexico), tambourine (Mexico), mariachi (Mexico), guitarron (Mexico), ocarina (Mexico), friction drum (Mexico), trumpet (Mexico), marimba (Mexico), vihuela (Mexico), charango (Mexico), oud (Egypt), ney (Egypt), mazhar (Egypt), darabukka (Egypt), cymbal (Egypt), duft (Egypt), tar (Egypt), riqq (Egypt), double headed drum (Egypt), Native American flute, powwow (Native America), rattle (Native America), box drum (Native America), peyote songs (Native America), ghost dance (Native America), sun dance (Native America), identify, distinguish, categorize

70 OBJECTIVE: The student will experience and respond to music of various styles and genres from a variety of world cultures, including music of the classical Western tradition. 2-G.2 Experience a variety of musical styles and genres EXAMPLE CONTEXT FOR LANGUAGE USE: Students will listen to authentic examples of traditional Native American music and Mexican Mariachi music (or styles or genre from any two cultures or countries). Students will sit in small groups. Each group will show their experience of the beat of the music by responding in one or more of the following: moving their heads up and down, or tapping a foot, or tapping one or both knees with their hands, or pretending to play a musical instrument (e.g., a drum or a guitar). Students will discuss their experience of the music as a whole group.

COGNITIVE FUNCTION: Students at all levels of English Language proficiencies APPLY physical movement as a response to the experience of listening to musical styles and genres from diverse world cultures. Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging Level 6-Reaching Follow simple oral Follow simple oral Follow multi-step oral Compare an experience of Compare and contrast an directions to experience and directions to experience directions to experience and and response to musical experience of and respond to musical styles and respond to musical respond to musical styles styles and genres from response to a variety of and genres from diverse styles and genres from and genres from diverse diverse world cultures musical styles and genres world cultures based on diverse world cultures world cultures based on peer based on multi-step oral from diverse world

LISTENING teacher-modeling, physical based on teacher- modeling and physical directions and aural/visual cultures following multi- movement, and illustrated modeling, physical movement in small groups cues in small groups step oral directions and word cards in L1 movement, and a word aural/visual cues bank in small groups TOPIC-RELATED LANGUAGE: Students at all levels of English Language proficiency interact with grade-level words and expressions such as: AB form, ABA form, accelerando, allegro, andante, bourdon, bordun, brass, call-and-response, canon, choreography, chorus (of a song), conductor, crescendo, cultures, decrescendo, downbeat, dynamic level, dynamics, expression, folk music, form, genre, half note, half rest, lyrics, mezzo forte, mezzo piano, moderato, musical alphabet, musical styles, notate, orchestra, ostinato, ostinato, refrain, ritardando, ritard, round, strings, symphony, tempo, tone color, variety, verse, whole note, whole rest, woodwind experience, compare, compare and contrast

71 SOL Strand and Bullet: The student will experience and respond to music of various styles and genres from a variety of world cultures, including music of the classical Western tradition. 2-G.3 Experience music masterworks of selected significant composers Example Context for Language Use: Students will identify feelings created by instruments, rhythm, and tempo after listening to music masterworks (e.g., music composed by John Philip Sousa). In pairs, students will take turns asking and answering illustrated survey questions and filling in a graph posted on the board to identify and categorize feelings created by music.

COGNITIVE FUNCTION: Students at all levels of English proficiency will APPLY their knowledge of instruments, rhythm, and tempo while experiencing music pieces of selected composers. Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging Choose and name feelings Identify feelings created Distinguish feelings created Compare and contrast Explain feelings created created by instruments, by instruments, rhythm, by instruments, rhythm, and feelings created by by instruments, rhythm, Level 6-Reaching rhythm, and tempo when and tempo when tempo when experiencing instruments, rhythm, and and tempo when experiencing music experiencing music music masterworks of tempo when experiencing experiencing music masterworks of significant masterworks of significant significant composers with music masterworks of masterworks of composers with teacher composers with teacher teacher modeling using significant composers using significant composers

SPEAKING modeling using illustrations modeling using illustrated sentence frames in pairs oral sentence starters with a using word banks with a with captions in L1 or L2 sentence frames in pairs partner partner

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: compose, composer, rhythm, rhythmic patterns, genre, melody, melodic patterns, harmony, tempo, tempi, loud/soft, fast/slow, musical style, culture, imitate, high/low pitch, instrument, percussion, percussion instrument(s), past, present, harp, accordion, guitar, flute, opera, ballet, stringed instruments, classical music, orchestra, orchestral music, solo, choral music, symphony, dance music, instrumental music, chamber music, organ music, keyboard music, piano music, woodwind, brass, string, keyboard, Europe, Germany, Russia, Poland, France, Czechoslovakia, Hungary, Austria, England, Italy, apply, identify, masterworks, feeling, choose, identify, distinguish, compare and contrast, explain

72 OBJECTIVE: The student will experience, recognize, identify, and respond to a variety of instrumental and vocal timbres. 2-T.4 Identify, aurally, four orchestral instrumental families. EXAMPLE CONTEXT FOR LANGUAGE USE: Following a whole class review of the four instrument families, students will form small groups or partnerships. Students will close their eyes as the teacher plays a series of audio clips of instrumental music, pausing after each one. At each pause in the music, student groups or pairs will discuss and identify the instrument family featured in the clip (string, woodwind, brass, or percussion). The teacher will count to 3, and the whole class will “whisper” the answer. As an extension, students will be asked to identify two instrument families playing in an audio clip.

COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE by sound (aurally) the four orchestral instrumental families, sting, woodwind, brass, and percussion.

Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging Level 6-Reaching Identify instrument families Identify instrument Distinguish instrument Distinguish instrument Elaborate on unique by their musical sounds families by their musical families by their musical families by their musical characteristics of with teacher modeling, sounds with teacher sounds with teacher sounds using audio support instrument families and using audio and graphic modeling using audio and guidance using audio with a partner their musical sounds support in small groups graphic support in small support in small groups using audio support with

SPEAKING using L1 or L2 groups a partner

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: aurally, audio, orchestral instrumental families, string instruments (e.g., guitar, banjo, violin, harp, cello, bass), brass instruments (e.g., trombone, tuba, trumpet, French horn), woodwind instruments (e.g., oboe, flute, bassoon, piccolo, clarinet, saxophone, recorder), percussion instruments (e.g., drums, cymbals, timpani, tambourine, triangle, xylophone), identify, distinguish, elaborate, characteristics

73 OBJECTIVE: The student will experience, recognize, respond to, read, notate, perform, and create melodic patterns. The melodic solfege system to be employed is movable do syllables with a la-based minor. 3-M.7 Employ so, la, do, re, mi, so, la, and do′ in melodic patterns, including: do′-so-la-so; do′-so-mi-do; mi-so-do′; re-do-la; mi- re-do-la; so-mi-re-do-la; re-do-la¸-so; mi-re-do-la¸-so; so-mi-re-do-la¸-so.

EXAMPLE CONTEXT FOR LANGUAGE USE: As a whole group, students will practice singing the indicated solfege patterns by echoing the teacher and using Curwen hand symbols. Students will then practice playing the indicated solfege patterns on a barred instrument (e.g., xylophone) in an appropriate key. In small groups (2-3 students), students will work on singing 3 assigned solfege patterns while playing the corresponding melody on their barred instrument. When students are comfortable with their solfege patterns (melodies), they will create song lyrics related to language arts vocabulary (e.g., words that are synonyms, antonyms, verbs, nouns, etc.) to replace the solfege syllables. Students may alter the rhythm of the melody while maintaining the melodic structure of their solfege patterns. Students will listen attentively as groups perform their songs for the class.

COGNITIVE FUNCTION: Students at all levels of English language proficiency CREATE melodic patterns using so, la, do, re, mi, so, la, and do′. Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging Level 6-Reaching Follow teacher modeled Analyze teacher modeled Apply teacher modeled Analyze teacher modeled Adjust teacher modeled directions to create a song directions to create a song directions to create a song directions to create a song directions to create a song using an assigned melody using an assigned melody using an assigned melody using an assigned melody using an assigned melody based on simple oral based on simple oral based on multi-step oral based on oral instructions based on multi-step oral instructions and aural and instructions and aural cues instructions and aural cues in and aural cues with a instructions and aural

LISTENING visual cues in a small group in small groups small groups partner cues with a partner in L1 or L2

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions such as: percussion, ensemble, performance, mallet, do-re-mi-so-la-do′, solfege, melodic pattern, note, pitch, bars, steady beat, rhythm, pitched instrument, xylophone, melody, vocal, analyze, adjust

74 OBJECTIVE: The student will experience, recognize, identify, and explain aspects of musical form. 3-F.4 Identify and perform AB, ABA, ABC, and verse/refrain (verse/chorus) sectional forms. EXAMPLE CONTEXT FOR LANGUAGE USE: As a whole group, students will listen to 3 versions of multiplication facts set to poetry and music (lyrics will be displayed on the interactive whiteboard). After each musical clip, students will briefly discuss and identify, in small groups or with a partner, the musical form of each song as an AB, ABA, ABC, or verse/refrain (verse/chorus) sectional form. Students will then form small groups and given the lyrics to one of the versions. For the class, each group will sing the multiplication song assigned and explain how it represents the sectional form identified. As an extension, individual students will explain how one change in the lyrics would change the musical form of the song, and give an example.

COGNITIVE FUNCTION: Students at all levels of English language proficiency EVALUATE and perform a variety of sectional forms of music, including AB, ABA, ABC and verse/refrain.

Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging Level 6-Reaching Identify AB, ABA, ABC Distinguish among AB, Compare the characteristics Present AB, ABA, ABC Produce AB, ABA, ABC and verse/refrain sectional ABA, ABC and of AB, ABA, ABC and and verse/refrain sectional and verse/refrain forms in songs with teacher verse/refrain sectional verse/refrain sectional forms forms in songs, using music sectional forms in songs modeling, using music, forms in songs, with in songs, with teacher and graphic support in using music and graphic graphic support, and an teacher modeling, using guidance using music and small groups or with a support

SPEAKING illustrated word bank in L1 music and graphic support graphic support in small partner or L2 in small groups groups

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: AB sectional form, ABA sectional form, ABC sectional form, verse, refrain, chorus, sectional forms, compare, characteristics, phrases, patterns, repetition, identify, distinguish, compare, present, produce

75 OBJECTIVE: The student will experience and respond to music of various styles and genres from a variety of world cultures, including music of the classical Western tradition 3-G.1 Experience music from Greece, Italy, and West Africa and Mali

EXAMPLE CONTEXT FOR LANGUAGE USE: Students will listen to “traditional music for children” from Greece, Italy, and/or West Africa and Mali. Students will listen to discover how the tone (sound) of the music creates the mood of the music (i.e., how the music makes them feel).

COGNITIVE FUNCTION: Students at all levels of English language proficiency EVALUATE the experience of music from a variety of cultures, including music from Greece, Italy and West Africa and Mali. Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging Identify the mood (feelings) Identify the mood Make a personal connection Make a personal connection Develop an awareness of created by tone (sound) (feelings) created by tone when experiencing and when experiencing and the intent of a musical Level 6-Reaching when experiencing and (sound) when responding to music from responding to music from piece when experiencing responding to music from experiencing and different cultures based on different cultures based on and responding to music different cultures using responding to music from single-step oral directions multi-step oral directions in from different cultures visual clues and graphic different cultures using using graphic support with a small group using visual cues in a

LISTENING LISTENING support in L1 or L2 with a visual clues and graphic a partner small group partner support in small groups

76 OBJECTIVE: The student will experience and respond to music of various styles and genres from a variety of world cultures, including music of the classical Western tradition. 3-G.2 Experience a variety of musical styles and genres

EXAMPLE CONTEXT FOR LANGUAGE USE: Students will listen to and view video performances of traditional and modern music from Mali, Greece, and Rome (third grade Social Science areas of study). While holding and playing rhythm sticks, students will listen to the tempo and rhythm of each piece, rate their experience of the music on a scale from one to ten, and chart it on a line graph for Math class. Students will locate Mali, Greece, and Rome on a world map.

COGNITIVE FUNCTION: Students at all levels of English Language proficiencies EVALUATE the experience of listening and responding to musical styles and genres from diverse world cultures. Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging Level 6-Reaching Discover the tempo and Identify the tempo and Distinguish the tempo and Compare the tempo and Compare and contrast the rhythm of a variety of rhythm of a variety of rhythm of a variety of rhythm of a variety of tempo and rhythm of a musical styles and genres musical styles and genres musical styles and genres musical styles and genres variety of musical styles from diverse world cultures from diverse world from diverse world cultures from diverse world cultures and genres from diverse based on simple oral cultures based on simple based on multi-step oral based on multi-step oral world cultures based on

LISTENING directions, teacher- oral directions, peer- directions, peer-modeling, directions and visual cues multi-step oral directions modeling, visual cues, and modeling, oral sentence and visual cues in small in small groups and visual cues illustrated word cards in L1 frames, and visual cues in groups small groups TOPIC-RELATED LANGUAGE: Students at all levels of English Language proficiency interact with grade-level words and expressions such as: I–V–I chord progression, a cappella, ABC form, bar line, bass clef, brass family, chord, coda, composition, dotted half note, fermata, genre, grand staff (system), harmony, improvisation, interlude, jazz, leap, ledger lines, legato, measure, melodic shape, motif, movement (section of a composition), musical score, musical styles, octave, oral tradition, partner song, pentatonic scale, percussion family, phrase, rhythm sticks, scat, shape, single eighth note, sixteenth notes, staccato, step, string family, tempo, timbre, treble clef, variety, woodwind family, world music, compare, compare and contrast, discover, distinguish, experience, identify

77 SOL Strand and Bullet: The student will experience and respond to music of various styles and genres from a variety of world cultures, including music of the classical Western tradition. 3-G.3 Experience music masterworks of selected significant composers

Example Context for Language Use: Students will identify mood created by instruments rhythm, and tempo after listening to music masterworks (e.g., music composed by Antonio Lucio Vivaldi). In pairs, students will take turns asking and answering questions on a survey created by the teacher.

COGNITIVE FUNCTION: Students at all levels of English proficiency will ANALYZE use of instruments, rhythm, and tempo to identify the mood created by music masterworks. Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging Identify mood created by Specify mood created by Compare and contrast Analyze mood created by Infer mood created by instruments, rhythm, and instruments, rhythm, and mood created by instruments, rhythm, and instruments, rhythm, and Level 6-Reaching tempo when experiencing tempo when experiencing instruments, rhythm, and tempo when experiencing tempo when experiencing music masterworks of music masterworks of tempo when experiencing music masterworks of music masterworks of significant composers using significant composers with music masterworks of significant composers using significant composers illustrated word walls with teacher think aloud using significant composers with word walls with a partner with a partner

SPEAKING teacher guidance in L1 or illustrated sentence frames teacher modeling using oral L2 in pairs sentence starters in pairs

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: compose, composer, rhythm, rhythmic patterns, genre, melody, melodic patterns, harmony, tempo, tempi, loud/soft, fast/slow, musical style, culture, imitate, high/low pitch, instrument, percussion, percussion instrument(s), past, present, harp, accordion, guitar, flute, opera, ballet, stringed instruments, classical music, orchestra, orchestral music, solo, choral music, symphony, dance music, instrumental music, chamber music, organ music, keyboard music, piano music, woodwind, brass, string, keyboard, Europe, Germany, Russia, Poland, France, Czechoslovakia, Hungary, Austria, England, Italy, analyze, mood, masterworks, identify, specify, compare and contrast, analyze, infer

78 OBJECTIVE: The student will experience, recognize, respond to, read, notate, perform, and create melodic patterns. The melodic solfege system to be employed is movable do syllables with a la-based minor. 3-M.8 Identify, read, and notate do-pentatonic melodic patterns where do = C, F, and G

EXAMPLE CONTEXT FOR LANGUAGE USE: Following instruction on the pentatonic melodic patterns (where do = C, F, or G), students will form partnerships or small groups to listen to a variety of musical snippets (e.g., nursery rhymes, folksongs, jazz, opera, etc.) to aurally identify those that are created and performed in the pentatonic scale. Each pair or group will be given a set of maracas to shake when they identify a musical piece as pentatonic. At the end of the activity, the students will follow oral directions and teacher modeling to notate on a laminated music sheet a pentatonic scale, where do = C, F, or G.

COGNITIVE FUNCTION: Students at all levels of English Language proficiency ANALYZE do-pentatonic melodic patterns. Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging Level 6-Reaching Identify simple do- Identify simple do- Distinguish among simple Distinguish among simple Compare and contrast pentatonic melodic patterns pentatonic melodic do-pentatonic melodic do-pentatonic melodic simple do-pentatonic where do = C, F, or G patterns where do = C, F, patterns where do = C, F, or patterns where do = C, F, melodic patterns where based on simple oral and or G based on simple oral G based on multi-step oral or G based on multi-step do = C, F, or G following segmented teacher-modeled teacher-modeled teacher- modeled directions oral directions and non- multi-step oral directions

LISTENING directions, word banks, and directions, word banks, and non-verbal cues in a verbal cues with a partner and aural cues with a gestures in a small group in and non-verbal cues in a small group partner L1 or L2 small group

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions such as: I–V–I chord progression, a cappella, ABC form, bar line, bass clef, brass family, chord, coda, composition, dotted half note, fermata, genre, grand staff (system), harmony, improvisation, interlude, jazz, leap, ledger lines, legato, measure, melodic shape, motif, movement (section of a composition), musical score, musical styles, octave, oral tradition, partner song, pentatonic scale, percussion family, phrase, rhythm sticks, scat, shape, single eighth note, sixteenth notes, staccato, step, string family, tempo, timbre, treble clef, variety, woodwind family, world music, compare and contrast, distinguish, identify

79 OBJECTIVE: The student will experience, recognize, respond to, read, notate, perform, and create melodic patterns. The melodic solfege system to be employed is movable do syllables with a la-based minor. 4-M.7 Employ soⓞ , laⓞ , do, re, mi, fa, so, la, and do′ in melodic patterns, including: s f m r d; m f s; d r m f s; r f.

EXAMPLE CONTEXT FOR LANGUAGE USE: Students, as a whole group, will practice singing the indicated solfege patterns with Curwen hand symbols by echoing the teacher. As a whole group, students will practice playing a tonic chord in an appropriate key on a baritone ukulele (or other chording instrument) by echoing the teacher in a variety of rhythmic patterns. With a partner or in small groups (3-4 students), students will work on singing 3 assigned solfege patterns while playing a steady beat on the ukulele. When students are comfortable with their solfege patterns (melodies), they will create silly “content” songs by replacing each solfege syllable with one-syllable words related to the solar system (ex., star, sun, moon, etc.). Students will listen attentively as groups perform their songs for the class.

COGNITIVE FUNCTION: Students at all levels of English language proficiency CREATE melodic patterns using soⓞ , laⓞ , do, re, mi, fa, so, la, and do′. Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging Level 6-Reaching Follow teacher modeled Analyze teacher modeled Interpret teacher modeled Build on teacher modeled Modify teacher modeled directions to create a song directions to create a song directions to create a song directions to create a song directions to create a song using an assigned melody using an assigned melody using an assigned melody using an assigned melody using an assigned melody based on simple oral based on simple oral based on multi-step oral based on oral instructions based on multi-step oral instructions and aural and instructions and aural cues instructions and aural cues in and aural cues with a instructions and aural

LISTENING visual cues in a small group in small groups small groups partner cues with a partner in L1 or L2

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions such as: ensemble, performance, do-re-fa-mi-so-la-do′, solfege, melodic pattern, note, pitch, steady beat, rhythm, rhythmic pattern, baritone ukulele, pitched instrument, accompaniment, chord, chord instrument, strum, vocal, analyze, interpret, modify

80 OBJECTIVE: The student will experience, recognize, identify, and explain aspects of musical form. 4-F.4 Identify and perform AB, ABA, ABC, verse/refrain (verse/chorus) and rondo (ABACA) sectional forms.

EXAMPLE CONTEXT FOR LANGUAGE USE: After listening to the song, Let it Go, students will examine the lyrics and analyze its form. Students will: (1) identify the sectional form of the song; (2) discuss how the composer used the sectional form to communicate the main idea of the song; and (3) how the song lyrics would have to be shifted in order to create each of the other forms: AB, ABA, ABC, verse/refrain (verse/chorus) and rondo (ABACA). Students may, individually or in small groups, sing the song using an alternate form. As a whole group, students will sing the song in its original sectional form.

COGNITIVE FUNCTION: Students at all levels of English language proficiency EVALUATE information about and perform a variety of sectional forms of music, including AB, ABA, ABC, verse/refrain, and rondo (ABACA).

Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging Level 6-Reaching Identify sectional forms in Distinguish among Explain the characteristics of Present examples of Produce examples of songs (i.e., AB, ABA, sectional forms in songs sectional forms in songs sectional forms in songs sectional forms in songs ABC, verse/refrain and (i.e., AB, ABA, ABC, (i.e., AB, ABA, ABC, (i.e., AB, ABA, ABC, (i.e., AB, ABA, ABC, rondo) with teacher verse/refrain and rondo), verse/refrain and rondo), verse/refrain and rondo), verse/refrain and rondo) modeling, using music and with teacher modeling, with teacher guidance using using music and graphic using music and graphic

SPEAKING graphic support in whole using music and graphic music and graphic support in support with a partner support with a partner group, using L1 or L2 (first support in whole group whole group or second language)

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: AB sectional form, ABA sectional form, ABC sectional form, verse, refrain, rondo, ABACA sectional form, sectional form, compare, characteristics, phrases, patterns, repetition, identify, distinguish, compare, explain, present, produce

81 OBJECTIVE: The student will experience and respond to music of various styles and genres from a variety of world cultures, including music of the classical Western tradition. 4-G.1 Experience music from England, France, Germany, and music associated with the history of Virginia

EXAMPLE CONTEXT FOR LANGUAGE USE: Students will listen to music from England, France, Germany, and/or music associated with the history of Virginia. Students will be asked to participate in an “I see a song” activity in which they will visualize a story, while listening to the music, focusing on its rhythm (the pattern of sounds) and on tempo (the beat or cadence of the music) and respond through creative movement. Following this activity, students will reflect on the music of each country by drawing or writing about what they felt and visualized while listening to the music.

COGNITIVE FUNCTION: Students at all levels of English proficiency EVALUATE music styles and genres from a variety of cultures, including music from England, France, Germany, and music associated with the history of Virginia.

Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging

Follow simple oral Identify rhythm and tempo Use rhythm and tempo Compare and contrast Evaluate rhythm and Level 6-Reaching directions on moving to when experiencing and when experiencing and rhythm and tempo when tempo when experiencing rhythm and tempo when responding to music from responding to music from experiencing and responding and responding to music experiencing and different cultures using different cultures based on to music from different from different cultures responding to music from visual and graphic support a grade-level interactive cultures based on a grade- based on a grade-level

LISTENING different cultures using with a partner presentation using level interactive presentation interactive presentation visual and graphic support illustrated word banks with using word banks with a in small groups in L1 or L2 with a partner a partner partner

82 OBJECTIVE: The student will experience and respond to music of various styles and genres from a variety of world cultures, including music of the classical Western tradition. 4-G.2 Experience a variety of musical styles and genres EXAMPLE CONTEXT FOR LANGUAGE USE: As a whole group, students will listen to traditional and popular music from three cultures: English, Native American, and United States (cultures involved in Virginia history). Students will work in small groups or with a partner to predict the instrument family most likely highlighted in each country’s sample musical clip and give a reason for that prediction. Students will then compare and contrast their experience of the music, focusing on tempo, rhythm, and melody. Responses will be recorded on a Venn Diagram.

COGNITIVE FUNCTION: Students at all levels of English Language proficiencies EVALUATE the experience of listening to musical styles and genres from diverse world cultures. Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging Discover the tempo, Identify the tempo, Distinguish the tempo, Compare and contrast the Compare and contrast the rhythm, and melody of a rhythm, and melody of a rhythm, and melody of a tempo, rhythm, and melody tempo, rhythm, and Level 6-Reaching variety of musical styles variety of musical styles variety of musical styles and of a variety of musical melody of a variety of and genres from diverse and genres from diverse genres from diverse world styles and genres from musical styles and genres world cultures based on world cultures based on cultures based on multi-step diverse world cultures from diverse world simple segmented oral simple oral instructions, oral directions, peer- based on multi-step oral cultures based on multi-

LISTENING instructions, tone of voice, teacher-modeling, and a modeling, a labeled graphic directions, a graphic step oral directions and a gestures, and teacher- labeled and illustrated organizer, and oral cues in organizer, and oral cues graphic organizer with a modeling in a small group graphic organizer in small small groups with a partner partner groups

TOPIC-RELATED LANGUAGE: Students at all levels of English Language proficiency interact with grade-level words and expressions such as: I–IV–V7 –I chord progression, alto, arranger, articulation, Baroque, bass, Classical, coda, da capo, dal segno, dotted quarter note, fine, genre, intonation, lyricist, major, meter, minor, Modern, musical, musical styles, opera, recorder, Romantic, rondo form, scale, sight-read, slur, soprano, soprano recorder, syncopation, tenor, texture, tie, time signature, tonic, compare and contrast, discover, distinguish, identify

83 SOL Strand and Bullet: The student will experience and respond to music of various styles and genres from a variety of world cultures, including music of the classical Western tradition. 4-G.3 Experience music masterworks of selected significant composers

Example Context for Language Use: Students will identify and discuss mood created by instruments, rhythm, and tempo after listening to music masterworks (e.g., Wolfgang Amadeus Mozart). In pairs, students will take turns asking and answering questions on a survey created by the teacher.

COGNITIVE FUNCTION: Students at all levels of English proficiency will ANALYZE use of instruments, rhythm and tempo to identify and discuss the mood created by music masterworks. Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging Select and name mood Communicate mood Compare and contrast Interpret mood created by Infer mood created by created by instruments, created by instruments, mood created by instruments, rhythm, and instruments, rhythm, and Level 6-Reaching rhythm, and tempo when rhythm, and tempo when instruments, rhythm, and tempo when experiencing tempo when experiencing experiencing music experiencing music tempo when experiencing music masterworks of music masterworks of masterworks of significant masterworks of significant music masterworks of significant composers using significant composers composers using illustrated composers with visual significant composers with phrase banks with a partner using word walls with a

SPEAKING sentence phrase banks with support using oral teacher modeling using oral partner teacher think aloud in L1 or sentence models in pairs sentence starters in pairs L2

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: compose, composer, rhythm, rhythmic patterns, genre, melody, melodic patterns, harmony, tempo, tempi, loud/soft, fast/slow, musical style, culture, imitate, high/low pitch, instrument, percussion, percussion instrument(s), past, present, harp, accordion, guitar, flute, opera, ballet, stringed instruments, classical music, orchestra, orchestral music, solo, choral music, symphony, dance music, instrumental music, chamber music, organ music, keyboard music, piano music, woodwind, brass, string, keyboard, Europe, Germany, Russia, Poland, France, Czechoslovakia, Hungary, Austria, England, Italy, analyze, mood, masterwork, discuss, select, communicate, compare and contrast, interpret, infer

84 OBJECTIVE: The student will experience, recognize, respond to, read, notate, perform, and create melodic patterns. The melodic solfege system to be employed is movable do syllables with a la-based minor. 4-M.8 Identify, read, and notate do-pentatonic and la-pentatonic melodic patterns in a variety of keys.

EXAMPLE CONTEXT FOR LANGUAGE USE: Following a whole group review of do-pentatonic and la-pentatonic melodic patterns, students will split into 6 groups named: (1) C-do pentatonic; (2) A-la pentatonic; (3) F-do pentatonic; (4) D-la pentatonic; (5) G-do pentatonic; and (6) E-la pentatonic. Students will listen to the teacher play the beginning clip of “My Girl,” by the Temptations, as a C-do pentatonic scale, with the chords displayed on the whiteboard. Students will then play the chords on a xylophone. The same process will be repeated for all six pentatonic versions. At the conclusion, each group will play its version, and students will discuss similarities and differences noted in the pattern, the number of keys tapped, and the sound produced.

COGNITIVE FUNCTION: Students at all levels of English Language proficiencies EVALUATE do-pentatonic and la-pentatonic melodic patterns.

Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging Level 6-Reaching Identify do-pentatonic and Distinguish between do- Classify do-pentatonic and Compare do-pentatonic and Compare and contrast do- la-pentatonic melodic pentatonic and la- la-pentatonic melodic la-pentatonic melodic pentatonic and la- patterns based on an pentatonic melodic patterns based on an patterns based on an pentatonic melodic interactive presentation, patterns based on an interactive presentation, interactive presentation, patterns based on an simple oral directions, interactive presentation, multi-step oral directions, multi-step oral directions, interactive presentation,

LISTENING gestures, and teacher simple oral directions, peer modeling, and aural and aural cues oral directions, and aural modeling in L1 or L2 teacher modeling, and cues cues aural cues

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions such as: I–IV–V7 –I chord progression, alto, arranger, articulation, Baroque, bass, Classical, coda, da capo, dal segno, dotted quarter note, fine, genre, intonation, lyricist, major, meter, minor, Modern, musical, musical styles, opera, recorder, Romantic, rondo form, scale, sight-read, slur, soprano, soprano recorder, syncopation, tenor, texture, tie, time signature, tonic, classify, compare, compare and contrast, distinguish, identify

85 OBJECTIVE: The student will experience, recognize, and respond to a variety of instrumental and vocal timbres. 4-T.1 Identify four adult vocal registers: soprano, alto, tenor, bass EXAMPLE CONTEXT FOR LANGUAGE USE: As a whole group and while standing, students will listen to snippets of vocal performances by adult artists. They will identify, through body movement, the vocal register of each performer, as follows: (1) “soprano” -- place their hands on their heads; (2) “alto” -- place their hands on their shoulders; (3) “tenor” -- place their hands on their tummies; and (4) “bass” --- touch their toes. The snippets will become shorter, to challenge recognition and create faster movement. Following this activity, students may individually “model” a vocal register.

COGNITIVE FUNCTION: Students at all levels of English Language proficiency will ANALYZE adult vocal registers as soprano, alto, tenor, and bass. Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging Level 6-Reaching Identify adult vocal Identify adult vocal Distinguish adult vocal Distinguish adult vocal Classify adult vocal registers as soprano, alto, registers as soprano, alto, registers as soprano, alto, registers as soprano, alto, registers as soprano, alto, tenor, or bass following tenor, or bass based on tenor, or bass in response to tenor, or bass, in response tenor, or bass following segmented oral instructions, simple oral instructions, multi-step oral instructions, to multi-step oral auditory cues auditory cues, peer teacher modeling, physical teacher modeling, and instructions and auditory

LISTENING modeling, and gestures in movement, and auditory auditory cues cues L1 or L2 cues

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words/expressions such as: vocal, range, frequency, bass, tenor, soprano, alto, register, symbol, sound, vocalist, frequency, range, tone, identify, distinguish, classify

86 OBJECTIVE: The student will experience, recognize, identify, and respond to a variety of instrumental and vocal timbres. 4-T.4 Identify, visually, individually orchestral instrumental families. EXAMPLE CONTEXT FOR LANGUAGE USE: As a group, students will review how musical instruments are classified into families, with a focus on the visual characteristics of the instruments. Students will then view, on an interactive whiteboard, images and names of individual instruments. Students will Turn and Talk, in small groups or in pairs, to discuss the instrument on the screen and identify the family to which it belongs. Student groups or pairs will give a thumbs-up sign if they agree and a thumbs-down sign if they disagree. Class discussions will follow any thumbs down responses. As a finale, the instruments will flash quickly on the screen and students, as a group, will rapidly identify the instrument’s “family name” using a loud whisper.

COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE individual orchestral instruments based on the visual characteristics of each instrument.

Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging Level 6-Reaching Choose and name the Identify the instrument Identify the instrument Identify and explain the Elaborate on the instrument family to which family to which an family to which an instrument family to which characteristics of the an instrument belongs using instrument belongs using instrument belongs with an instrument belongs with instrument family to illustrated word banks and oral sentence models and visual support in small visual support with a which an instrument visual support in whole visual support in small groups partner belongs with visual

SPEAKING group, using L1 or L2 groups support with a partner

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: orchestral instruments, string instruments (e.g., guitar, banjo, violin, harp, cello, bass), brass instruments (e.g., trombone, tuba, trumpet, French horn), woodwind instruments (e.g., oboe, flute, bassoon, piccolo, clarinet, saxophone, recorder), percussion instruments (e.g., drums, cymbals, timpani, tambourine, triangle, xylophone), characteristics, choose, identify, explain, elaborate

87 OBJECTIVE: The student will experience, recognize, respond to, read, notate, perform, and create melodic patterns. The melodic solfege system to be employed is movable do syllables with a la-based minor. .5-M.7 Employ soⓞ , laⓞ , ti ⓞ, do, re, mi, fa, so, la, ti, and do′ in melodic patterns, including: d tⓞ, lⓞ ֽ◌; d tⓞ , d

EXAMPLE CONTEXT FOR LANGUAGE USE: Students, as a whole group, will practice singing the indicated solfege patterns by echoing the teacher and using Curwen hand symbols. Students will then practice playing a tonic chord in an appropriate key on a baritone ukulele (or other chording instrument) by echoing the teacher in a variety of rhythmic patterns. With a partner or in small groups (3-4 students), students will work on singing 3 assigned solfege patterns while playing a steady beat on the ukulele. When students are comfortable with their solfege patterns (melodies), they will create song lyrics related to a topic of study in Math (e.g., Mean, Medium, Mode, and Range, etc.) or Science (e.g., Light, Sound, Oceans, etc.) to replace the solfege syllables. Students may alter the rhythm of the melody while maintaining the melodic structure of their solfege patterns. Students will listen attentively as groups perform their songs for the class.

COGNITIVE FUNCTION: Students at all levels of English language proficiency CREATE melodic patterns using soⓞ , laⓞ , ti ⓞ, do, re, mi, fa, so, la, ti, and do′. Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging Level 6-Reaching Follow teacher modeled Examine teacher modeled Evaluate teacher modeled Build on teacher modeled Modify teacher modeled directions to create a song directions to create a song directions to create a song directions to create a song directions to create a song using an assigned melody using an assigned melody using an assigned melody using an assigned melody using an assigned melody based on simple oral based on simple oral based on multi-step oral based on oral instructions based on multi-step oral instructions and aural and instructions and aural cues instructions and aural cues in and aural cues with a instructions and aural

LISTENING visual cues in a small group in small groups small groups partner cues with a partner in L1 or L2

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions such as: ensemble, performance, do-re-fa-mi-so-la-ti-do′, solfege, melodic pattern, note, pitch, steady beat, rhythm, rhythmic pattern, baritone ukulele, pitched instrument, accompaniment, chord, chord instrument, tonic chord, strum, vocal, examine, evaluate, modify

88 OBJECTIVE: The student will experience, recognize, identify, and explain aspects of musical form. 5-F.4 Identify and perform AB, ABA, ABC, verse/refrain (verse/chorus), rondo (ABACA) and theme-and-variations (A A’A”) sectional forms. EXAMPLE CONTEXT FOR LANGUAGE USE: Students will work in small groups or in pairs to write lyrics based on a unit of study they need to review (e.g., “Circles” in Math, “Cells” in Science, “Landforms” in Social Science, etc.). Each group will randomly select a card with a known melody and its sectional form (e.g., Home on the Range as an example of sectional form AB; Twinkle, Twinkle Little Star as an example of the sectional form verse/refrain, etc.). Students will use graphic organizers to identify the main idea for their song and brainstorm important details to use in the various parts of their song. Groups will sing their song to the class and explain how or why they can be categorized into the sectional forms noted.

COGNITIVE FUNCTION: Students at all levels of English language proficiency SYNTHESIZE information about sectional forms of music, including AB, ABA, ABC, verse/refrain, rondo (ABACA), and theme-and-variations (A A’A”).

Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging

Identify and name sectional Distinguish among Compare the characteristics Explain sectional forms of Present sectional forms of Level 6-Reaching forms of music (e.g., AB, sectional forms of music of sectional forms of music music (e.g., AB, ABA, music (e.g., AB, ABA, ABA, ABC, verse/refrain, (e.g., AB, ABA, ABC, (e.g., AB, ABA, ABC, ABC, verse/refrain, rondo, ABC, verse/refrain, rondo, and theme-and- verse/refrain, rondo, and verse/refrain, rondo, and and theme-and-variations A rondo, and theme-and- variations A A’ A”) with theme-and-variations A A’ theme-and-variations A A’ A’ A”) using graphic variations A A’ A”) using teacher modeling, using A”) with teacher A”) with teacher guidance organizers in small groups graphic organizers with a SPEAKING illustrated graphic modeling, using graphic using graphic organizers in partner organizers in small groups organizers and oral small groups using L1 or L2 sentence starters in small groups TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as AB sectional form, ABA sectional form, ABC sectional form, verse, refrain, rondo, ABACA sectional form, theme-and-variations (A, A’, A”) sectional form, sectional form, compare, characteristics, phrases, patterns, repetition, identify, distinguish, compare, explain, present

89 OBJECTIVE: The student will experience and respond to music of various styles and genres from a variety of world cultures, including music of the classical Western tradition. 5-G.1 Experience music from Africa, Russia, Spain, and music associated with the history of the United States

EXAMPLE CONTEXT FOR LANGUAGE USE: Students will listen to music from Africa, Russia, Spain, and/or music associated with the history of the United States. Students will be asked to physically respond to the music, focusing on its rhythm (the pattern of sounds) and tempo (the beat or cadence of the music) through body percussion. Following this activity, students will reflect on the genre by writing about the mood (how the music made them feel) created by each type of music. COGNITIVE FUNCTION: Students at all levels of English proficiency EVALUATE music styles and genres from a variety of cultures, including music from Africa, Russia, Spain, and music associated with the history of the United States. Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging Follow oral directions to Identify moods created by Classify moods created by Make an inference about Interpret moods created identify moods created by rhythm and tempo when rhythm and tempo when moods created by rhythm by rhythm and tempo Level 6-Reaching rhythm and tempo when experiencing and experiencing and and tempo when when experiencing and experiencing and responding to music from responding to music from experiencing and responding responding to music from responding to music using different cultures using different cultures using to music from different different cultures based visual and graphic support illustrated word banks word banks with a partner cultures based on grade level on oral clues in small

LISTENING in L1 or L2 with a partner with a partner oral discourse with a groups partner

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: rhythm, rhythmic patterns, genre, melody, melodic patterns, harmony, tempo, tempi, loud/soft, fast/slow, musical style, culture, imitate, high/low pitch, instrument, improvisation, percussion, percussion instrument(s), past, present, Europe, Africa, Russia, Spain, United States, balalaika, orchestra, solo, ball, wedding dance, folk songs, harp, accordion, guitar, flute, tambourine, animal horns/skin, elephant tusk trumpet, mask, decorate, create, harp, musical bow, thumb piano, finger piano, rattle, shakers, gourd, bamboo cane, turtle shell, slit gong, xylophone, hornpipe, balalaika, ocarina, accordion, tambourine, trumpet horn, spoons, flamenco, guitar, stringed instruments, castanets, gralla (oboe), bagpipe, flute, lament(s), wedding songs, work songs, ritual songs, choral singing, solo, banjo, bluegrass, gospel, blues, country music, string band, harmonica, shout-band(s), colonial, mood(s), identify, classify, inference, interpret

90 OBJECTIVE: The student will experience and respond to music of various styles and genres from a variety of world cultures, including music of the classical Western tradition. 5-G.2 Experience a variety of musical styles and genres EXAMPLE CONTEXT FOR LANGUAGE USE: As a whole group, students will listen to music from two countries represented at the last or current Olympics: (1) the country with the greatest number of participants and (2) the country with the least number of participants. Musical selections may include folk songs, traditional songs, and the most current popular songs. Students will rate each musical piece based on rhythm, melody, tone, and level of enjoyment. Results will be charted on bar graphs for Math class.

Discover and rate the Compare and rate the Compare and rate the Compare, contrast, and rate Compare, contrast, and Level 6-Reaching rhythm, melody, and tone rhythm, melody, and tone rhythm, melody, and tone of the rhythm, melody, and rate a variety of musical of a variety of musical of a variety of musical a variety of musical styles tone of a variety of musical styles and genres from styles and genres from styles and genres from and genres from diverse styles and genres from diverse world cultures diverse world cultures diverse world cultures world cultures based on diverse world cultures based on multi-step, oral following simple oral following simple oral multi-step oral directions, based on multi-step oral directions, physical LISTENING directions, gestures, directions, physical physical movement, and a directions, physical movement, and a graphic physical movement, and a movement and a labeled labeled graphic organizer movement, and a graphic organizer word bank in L1 graphic organizer with a with a partner organizer with a partner partner TOPIC-RELATED LANGUAGE: Students at all levels of English Language proficiency interact with grade-level words and expressions such as: accidental, arpeggio, critic, critique, dotted eighth note, duple meter, eighth rest, flat, fortissimo, genre, key, key signature, melody, natural, pianissimo, repertoire, rhythm, sharp, style, theme, theme-and-variations, tone, triple meter, variety, compare, compare and contrast, discover

91 OBJECTIVE: The student will experience and respond to music of various styles and genres from a variety of world cultures, including music of the classical Western tradition. 5-G.3 Experience music masterworks of selected significant composers

Example Context for Language Use: Students will identify and discuss mood created by instruments, rhythm, and tempo after listening to music masterworks (e.g., Ludwig van Beethoven). In pairs, students will take turns asking and answering questions on a survey created by the teacher.

COGNITIVE FUNCTION: Students at all levels of English proficiency will ANALYZE use of instruments, rhythm and tempo to identify and discuss the mood created by music masterworks. Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging Identify mood created by Infer mood created by Compare and contrast Explain mood created by Justify mood created by instruments, rhythm, and instruments, rhythm, and mood created by instruments, rhythm, and instruments, rhythm, and Level 6-Reaching tempo when experiencing tempo when experiencing instruments, rhythm, and tempo when experiencing tempo when experiencing music masterworks of music masterworks of tempo when experiencing music masterworks of music masterworks of significant composers using significant composers with music masterworks of significant composers using significant composers illustrated phrase banks visual support using oral significant composers with phrase banks with a partner using word banks with a

SPEAKING with teacher guidance in L1 sentence frames in pairs teacher modeling using oral partner or L2 sentence models in pairs

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: compose, composer, rhythm, rhythmic patterns, genre, melody, melodic patterns, harmony, tempo, tempi, loud/soft, fast/slow, musical style, culture, imitate, high/low pitch, instrument, percussion, percussion instrument(s), past, present, harp, accordion, guitar, flute, opera, ballet, stringed instruments, classical music, orchestra, orchestral music, solo, choral music, symphony, dance music, instrumental music, chamber music, organ music, keyboard music, piano music, woodwind, brass, string, keyboard, Europe, Germany, Russia, Poland, France, Czechoslovakia, Hungary, Austria, England, Italy, analyze, mood, masterwork, discuss, identify, infer, compare and contrast, explain, justify

92 OBJECTIVE: The student will experience, recognize, respond to, read, notate, perform, and create melodic patterns. The melodic solfege system to be employed is movable do syllables with a la-based minor. 5-M.8 Identify, read, and notate pentatonic and diatonic melodic patterns in a variety of keys.

EXAMPLE CONTEXT FOR LANGUAGE USE: Students will listen to folksongs, popular music, and traditional music from the geographic region they are studying in Social Science. Working independently, in pairs, or in groups, students will categorize a song’s melody as pentatonic or diatonic. After 15 seconds, the teacher will display a song’s lyrics and chords on the interactive whiteboard. The students will read the note-labeled music and identify the pattern. Once the pattern is identified, students will follow oral directions and teacher modeling to show the pattern using Curwen/Glover Hand Signs.

COGNITIVE FUNCTION: Students at all levels of English Language proficiencies ANALYZE pentatonic and diatonic melodic patterns.

Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging Level 6-Reaching Identify pentatonic and Distinguish between Classify pentatonic and Compare pentatonic and Compare and Contrast diatonic melodic patterns pentatonic and diatonic diatonic melodic patterns diatonic melodic patterns pentatonic and diatonic based on simple oral melodic patterns based on based on multi-step oral based on multi-step oral melodic patterns based on directions, using gestures simple oral directions and directions and aural cues in directions and aural cues multi-step oral directions and aural cues in a small aural cues in small groups small groups with a partner and aural cues

LISTENING group in L1 or L2

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions such as: accidental, arpeggio, critic, critique, dotted eighth note, duple meter, eighth rest, flat, fortissimo, genre, key, key signature, melody, natural, pianissimo, repertoire, rhythm, sharp, style, theme, theme-and-variations, tone, triple meter, variety, classify, compare, compare and contrast, distinguish, identify

93 OBJECTIVE: The student will experience, recognize, identify, and respond to a variety of instrumental and vocal timbres. 5-T.4 Identify, aurally, individual orchestral instruments. EXAMPLE CONTEXT FOR LANGUAGE USE: Following a whole class review of the four instrument families, students will form small groups or partnerships. Students will listen to a series of individual musical instrument sound clips. The teacher will press “pause” after each audio clip and set a timer for 1 minute. Students, in small groups or with a partner, will discuss (1) the name of the instrument, (2) the orchestral family to which it belongs, and (3) how that instrument produces sound. At the sound of the timer, the teacher reveals the answers on the whiteboard.

COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE by sound (aurally) individual orchestral instruments.

Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging Level 6-Reaching Identify a musical Identify a musical Distinguish a musical Compare musical Identify and categorize a instrument by its sound instrument by its sound instrument by its sound with instruments by their sounds musical instrument by its with teacher modeling, with teacher modeling, teacher guidance using audio with teacher guidance, sound using audio audio support, and using audio support and support and oral sentence using audio support with a support with a partner illustrated word banks in illustrated work banks in frames with a partner partner

SPEAKING small groups using L1 or small groups L2

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: aurally, audio, orchestral instruments, string (e.g., guitar, banjo, violin, harp, cello, bass), brass (e.g., trombone, tuba, trumpet, French horn), woodwind (e.g., oboe, flute, bassoon, piccolo, clarinet, saxophone, recorder) , percussion (e.g., drums, cymbals, timpani, tambourine, triangle, xylophone), characteristics, select, identify, distinguish, compare, categorize

94 OBJECTIVE: VCB-1 --The student will recognize and apply appropriate music vocabulary as they relate to other program objectives.

EXAMPLE CONTEXT FOR LANGUAGE USE: After being introduced to the names and sounds of instruments in the percussion family (e.g., xylophone, metallophone, glockenspiel, hand drum, rhythm sticks, maracas, agogo bells, cowbell, guiro, triangle, claves, etc.), students will chorally name each instrument as the teacher points to it. As a whole group following teacher modeling, students will distinguish between pitched and unpitched percussion instruments. Students will then view a flipchart with pictures of all of the instruments demonstrated at the beginning of the class. Working in small groups or with a partner, students will categorize instruments as pitched or unpitched by moving images to the appropriate side of a diagram on the flipchart. A volunteer from each group will verbally justify their choice. Students will then work in pairs to categorize picture cards of the percussion instruments (each labeled with the instrument name) into pitched and unpitched categories. The teacher will visit each pair of students, and the students will verbally identify the instruments under each category. As an extension activity, students will categorize the instrument cards into percussion instruments that you hit with hand, hit with a beater/mallet, or shake and scrape.

COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE music vocabulary related to percussion instruments while experiencing instrumental and vocal timbres. Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging Level 6-Reaching Identify instruments of the Identify and categorize Distinguish instruments of Compare and contrast Explain instruments of percussion family with instruments of the the percussion family with instruments of the the percussion family realia, teacher modeling, percussion family with realia, teacher modeling, percussion family with with realia and teacher and graphic support in realia, teacher modeling, graphic support, and oral realia, teacher modeling, modeling with a partner whole group using L1 or L2 graphic support, and oral sentence starters in small and graphic support in

SPEAKING sentence frames in whole groups small groups group

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions such as: percussion, ensemble, performance, mallet, note, pitch, bars, pitched percussion instrument, unpitched percussion instrument, melody, xylophone, metallophone, glockenspiel, hand drum, rhythm sticks, maracas, agogo bells, cowbell, guiro, triangle, claves, beater, identify, categorize, distinguish, compare and contrast, explain

95 OBJECTIVE: VCB-1 --The student will recognize and apply appropriate music vocabulary as they relate to other program objectives.

EXAMPLE CONTEXT FOR LANGUAGE USE: Students, as a whole group, will be introduced to the key parts of brass instruments. Students will examine authentic brass mouthpieces and, while viewing posters of brass instruments (and following teacher modeling), students will chorally echo the names of each part. Students will then work with a partner or in small groups and take turns identifying and verbally naming each part. As a way of distinguishing brass instruments from highest to lowest pitch, students will associate each instrument with a part of the body (e.g., trumpet = head, French horn = shoulders, trombone = stomach, tuba = toes). As teacher motions toward one of the identified body parts, all students chorally name the corresponding instrument while imitating the teacher’s motions.

COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE music vocabulary related to brass instruments while experiencing instrumental and vocal timbres. Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging Level 6-Reaching Identify with music Identify and categorize Distinguish with music Compare and contrast with Explain with music vocabulary the instruments with music vocabulary the vocabulary the instruments music vocabulary the vocabulary the of the brass family using instruments of the brass of the brass family using instruments of the brass instruments of the brass teacher modeling, realia, family using teacher teacher modeling, realia, family using labeled family using labeled labeled illustrations, and modeling, realia, labeled labeled illustrations, and illustrations and gestures illustrations and gestures

SPEAKING gestures in whole group in illustrations, and gestures gestures in small groups with a partner with a partner L1 or L2 in whole group

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions such as: brass instruments, trumpet, French horn, trombone, tuba, orchestra, jazz, mouthpiece, bell, valves, slide, tubing, buzz, high, low, identify, categorize, distinguish, compare and contrast, explain

96 OBJECTIVE: VCB-3 --The student will recognize and apply appropriate music vocabulary as they relate to other program objectives.

EXAMPLE CONTEXT FOR LANGUAGE USE: As a whole group, and using authentic instruments, students will be introduced to the parts of the orchestral string instruments. Students will follow teacher modeling and echo chorally as the teacher points to each part of a string instrument and states its name. Students will then “Turn and Talk” to their neighbor, identifying the name of the instrument part as the teacher points to it. As a way of distinguishing string instruments from highest to lowest pitch, students will associate each instrument with a part of the body (e.g., violin = head, viola = shoulders, cello = stomach, bass = toes). As the teacher motions toward one of the identified body parts, all students chorally name the corresponding instrument while imitating the teacher’s motions.

COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE music vocabulary related to orchestral sting instruments while experiencing instrumental and vocal timbres. Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging Level 6-Reaching Identify with music Identify and categorize Distinguish with music Compare and contrast with Explain with music vocabulary the instruments with music vocabulary the vocabulary the instruments music vocabulary the vocabulary the of the string family using instruments of the string of the string family using instruments of the string instruments of the string teacher modeling, realia, family using teacher teacher modeling, realia, and family using realia and family using realia and SPEAKING and gestures in whole group modeling, realia, and gestures in small groups gestures with a partner gestures with a partner in L1 or L2 gestures in whole group

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions such as: string instruments, violin, viola, cello, bass, orchestra, tuning pegs, bridge, scroll, tone holes, fingerboard, strings, bow, high, low, orchestra, identify, distinguish, compare and contrast, explain

97 OBJECTIVE: VCB-4 --The student will recognize and apply appropriate music vocabulary as they relate to other program objectives.

EXAMPLE CONTEXT FOR LANGUAGE USE: In preparing to learn how to play ukuleles, students will expand their understanding of rhythm, quarter notes, eighth notes, quarter rests, and triplets through a game of “Say it/Play it” with the teacher. A variety of rhythms containing quarter notes, eighth notes, quarter rests, and triplets will be displayed on a flipchart. Students will “Say it” -- read the rhythms chorally using syllables or words of the teacher’s preference (e.g., ta, ti-ti, blue, jello, etc.). Following teacher modeling, each student will then “Play it” -- play the corresponding rhythm with a G major or e minor chord on the ukulele. After the class verbally reads all of the rhythms, students will work in small groups or with a partner on one of the posted rhythms. Each small group or pair of students will decide if the rhythms are composed of quarter notes, eighth notes, quarter rests, or triplets. Students will verbally share their answers with the class.

COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE music vocabulary related to experiencing, recognizing, and responding to rhythmic patterns. Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging Level 6-Reaching Identify with music Identify with music Distinguish with music Analyze with music Explain with music vocabulary notes and rests vocabulary notes and rests vocabulary notes and rests in vocabulary notes and rests vocabulary notes and in a rhythmic pattern using in a rhythmic pattern using a rhythmic pattern using in a rhythmic pattern using rests in a rhythmic pattern realia, teacher modeling, realia, teacher modeling, realia, teacher modeling, realia, teacher modeling, using realia and teacher and graphic support in graphic support, and oral graphic support, and oral and graphic support in modeling, with a partner SPEAKING whole group in L1 or L2 sentence frames in whole sentence starters in small small groups group groups

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions such as: ensemble, performance, strum, tuning pegs, fingerboard, fret, tone hole, ukulele, quarter notes, eighth notes, quarter rests, triplets, measure, time signature, G major, e minor, rhythm, identify, distinguish, analyze, explain

98 OBJECTIVE: VCB-5 --The student will recognize and apply appropriate music vocabulary as they relate to other program objectives.

EXAMPLE CONTEXT FOR LANGUAGE USE: Students will work in small groups (3-4 students) to discuss, plan, and compose a piece of music on one type of classroom instruments (e.g., drums, cowbell, recorder, ukulele, claves, triangles, etc.). Students will select their instruments and choose a musical form (e.g., AB, ABA, call and response, theme and variations, rondo). Prior to performing their piece, students will name which instrument they are playing, identify its instrument family, and describe the musical form they will play. Each student will also say what types of rhythms he or she will be playing (e.g., quarter notes, eighth notes, triplets, sixteenth notes, etc.). Students will perform their original composition for the class.

COGNITIVE FUNCTION: Students at all levels of English language proficiency SYNTHESIZE music vocabulary related to musical performance and expression. Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging Level 6-Reaching Discuss a musical Discuss a musical Describe a musical Describe a musical Explain a musical production using correct production using correct production using correct production using correct production using correct music vocabulary with music vocabulary with music vocabulary with peer music vocabulary with music vocabulary with teacher guidance, realia, teacher guidance, realia, modeling, realia, and visual visual support and realia in visual support and realia and visual support in a and visual support in a support in a small group a small group in a small group

SPEAKING small group in L1 or L2 small group

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions such as: percussion, strings, ensemble, performance, hand drum , cowbell, claves, ukulele, agogo bells, triangle, wood block, cowbell, recorder, rhythm sticks, maracas, temple blocks, log drum, tambourine, AB form, ABA form, call/response, theme and variations, rondo, quarter note, eighth note, triplet, sixteenth note, discuss, describe, explain