PINELLAS COUNTY SCHOOLS KEY LEARNINGS FOR Grade 3 General Music Intermediate Music 1:

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1 Course Description: Third-grade students in music class explore their world by engaging in active learning processes to refine the skills, techniques, and processes of musicianship through such activities as improvisation and arranging. As they continue to develop their working music and cross-content vocabulary and become able to identify fundamental characteristics of musical structures, they demonstrate artistic growth through cognition and reflection and endeavor to use their own artistic voices to communicate ideas and inventions. They recognize the importance of cultural experiences in music throughout history and in emerging art forms. Music students examine the positive impact of the arts in society and practice creative risk-taking in preparation for contributive citizenship in the 21st century. Next Generation Sunshine State Standards Big Idea C: Critical Thinking and eflection Big Idea S: Skills and Techniques Big Idea O: Organizational Structure Big Idea H: istorical and Global Connections Big Idea F: Innovation, Technology and the Future PINELLAS COUNTY SCHOOLS KEY LEANINGS FO Grade 3 General Music Intermediate Music 1: On successful completion of this course, all students can truthfully say: 1. I can identify, visually and aurally, families of instruments. (e.g., strings, woodwinds, brass and percussion). 2. I can sing unison songs using proper singing technique and maintaining a tonal center. 3. I can play melodic patterns and layered ostinati, using proper instrumental technique, on pitched and unpitched instruments. 4. I can read rhythmic/melodic phrases with,,,, and DMSL. 5. I can identify the difference between simple 2/4 (duple) and simple 3/4 (triple) meter. 6. I can improvise rhythms or melodies over ostinati. 7. I can notate rhythmic/melodic patterns using,,, and DMSL in 4/4. 8. I can create a 2-4 measure rhythmic ostinato, to accompany songs or poems. 9. I can identify and explain the musical form of a song. 10. I can describe and compare, using correct music vocabulary, dynamics, tempo and tone color in musical works (e.g., genre, style, culture). 11. I can create, in collaboration with others, a musical interpretation of a poem or story using voices, sound sources and movement. 1

2 Course Description: Third-grade students in music class explore their world by engaging in active learning processes to refine the skills, techniques, and processes of musicianship through such activities as improvisation and arranging. As they continue to develop their working music and cross-content vocabulary and become able to identify fundamental characteristics of musical structures, they demonstrate artistic growth through cognition and reflection and endeavor to use their own artistic voices to communicate ideas and inventions. They recognize the importance of cultural experiences in music throughout history and in emerging art forms. Music students examine the positive impact of the arts in society and practice creative risktaking in preparation for contributive citizenship in the 21st century. *Indicates Florida Standards These Florida Standards are found throughout every lesson LAFS.3.SL.1.3; ; PE.3.C.2.2 Next Generation Sunshine State Standards Big Idea C: Critical Thinking and eflection Big Idea S: Skills and Techniques Big Idea O: Organizational Structure Big Idea H: Historical and Global Connections Big Idea F: Innovation, Technology and the Future Key Learning NGSSS (FS)* 1 I can identify, visually and aurally, families of instruments (e.g., strings, woodwinds, brass and percussion). MU.3.C.1.3 LAFS.3.SL I can sing unison songs using proper singing technique and maintaining a tonal center. MU.3.S I can play melodic patterns and layered ostinati, using proper instrumental technique, on pitched and unpitched instruments. 4 I can read rhythmic/melodic phrases with,,,, and DMSL. PINELLAS COUNTY SCHOOLS KEY LEANINGS Intermediate Music 1: Grade 3 General Music Teacher Planning Tool MU.3.S.3.2 MU.3.S.3.2; MU.3.S.3.3 ecommended Assessment (S) P (PT) P /P (S) 5 I can identify the difference between simple 2/4 (duple) and simple 3/4 (triple) meter. MU.3.S.3.4 (SA) 6 I can improvise rhythms or melodies over ostinati. MU.3.S.1.1 C 7 I can notate rhythmic/melodic patterns using,,, and DMSL in 4/4. MU.3.S I can create a 2-4 measure rhythmic ostinato, to accompany songs or poems. MU.3.S.1.2 C 9 I can identify and explain the musical form of a song. MU.3.O.1.2 DA.3.H.1.1 (S) 10 I can describe and compare, using correct music vocabulary, dynamics, tempo and tone color in musical works (e.g., genre, style, culture). 11 I can create, in collaboration with others, a musical interpretation of a poem or story using voices, sound sources and movement. PE.3.M.1.10 MU.3.H.1.3 VA.3.H.1.3 LAFS.3.SL.1.1 MU.3.F.1.1; MU.3.F.3.1 LAFS.3.I.1.1 LAFS.3.SL.1.2 (S) C 2

3 PINELLAS COUNTY SCHOOLS PEFOMING ATS TEACHE KEY LEANINGS (KL) AND NEW GENEATION SUNSHINE STATE STANDAD (NGSSS) COELATIONS WITH ECOMMENDED ASSESSMENT CODES Intermediate Music 1: Grade 3 General Music Key Learning NGSSS ec. Assess.* 1 I can identify, visually and aurally, families of instruments (e.g., strings, woodwinds, brass and percussion). MU.3.C.1.3: Identify families of orchestral and band instruments. 2 I can sing unison songs using proper singing technique and maintaining a tonal center. MU.3.S.3.1: Sing rounds, canons, or ostinati in an appropriate range, using head voice and maintaining pitch. 3 I can play melodic patterns and layered ostinati, using proper instrumental technique, on pitched and unpitched instruments. MU.3.S.3.2: Play melodies and layered ostinati, using proper instrumental technique, on pitched and unpitched instruments. (S) P (PT) P 4 I can read rhythmic/melodic phrases with,,,, and DMSL. MU.3.S.3.2: Play melodies and layered ostinati, using proper instrumental technique, on pitched and unpitched instruments. MU.3.S.3.3: Sing simple la-sol-mi-re-do patterns at sight. 5 I can identify the difference between simple 2/4 (duple) and simple 3/4 (triple) meter. MU.3.S.3.4: Match simple aural rhythm patterns in duple and triple meter with written patterns. 6 I can improvise rhythms or melodies over ostinati. MU.3.S.1.1: Improvise rhythms or melodies over ostinati. C 7 I can notate rhythmic/melodic patterns using,,, and DMSL in 4/4. MU.3.S.3.5: Notate simple rhythmic and melodic patterns using traditional notation. 8 I can create a 2-4 measure rhythmic ostinato, to accompany songs or poems. MU.3.S.1.2: Create an alternate ending to a familiar song. C 9 I can identify and explain the musical form of a song. MU.3.O.1.2: Identify and describe the musical form of a familiar song. 10 I can describe and compare, using correct music vocabulary, dynamics, tempo and tone color in musical works (e.g., genre, style, culture). MU.3.H.1.3: Identify timbre(s) in music from a variety of cultures. /P (S) (SA) (S) (S) 11 I can create, in collaboration with others, a musical interpretation of a poem or story using voices, sound sources and movement. MU.3.F.1.1: Enhance the meaning of a story or poem by creating a musical interpretation using voices, instruments, movement, and/or found sounds. MU.3.F.3.1: Collaborate with others to create a musical presentation and acknowledge individual contributions as an integral part of the whole. C *esponse Mode Key: P = Performing; = esponding; C = Creating; BAC = Best Assessed in Class Item Type Key: S = Selected esponse (multiple choice); SA = Short Answer; E = Extended esponse (Essay); PT = Performance Task 3

4 Grade 3 Formative Assessments KL Beginning of Year Middle of Year End of Year 1 Identify visually/aurally brass and percussion Identify visually/aurally strings and woodwinds Identify visually/aurally brass, percussion, strings, and woodwinds 2 Sing unison song with accompaniment Sing unison songs with and without accompaniment Maintain tonal center while singing the song without accompaniment 3 Perform rhythmic accompaniments (2-part) on unpitched instruments Perform rhythmic accompaniments (2- part) on unpitched/pitched instruments Perform rhythmic accompaniments (3-part) on unpitched/pitched instruments 4 ead,,, Perform/ead,,,, Perform/ead,,,, ead DMSL in 4/4 Perform/ead DMSL in 4/4 Perform/ead DMSL in 2/4 and 4/4 5 Show through group movement simple duple meter Show through group movement simple triple meter Differentiate through independent movement simple duple and simple triple meter 6 Improvise speech patterns/body percussion over ostinati Improvise rhythmic patterns on unpitched instruments over ostinati Improvise melodies on pitched instruments over ostinati 7 Notate,, Notate,,, Notate,,, Notate MSL Notate DMSL Notate DMSL 8 Create a 2 measure ostinato with a group of 4 to accompany a song or Create a 2-4 measure ostinato with a partner to accompany a song or poem Create a 2-4 measure ostinato alone to accompany a song or poem poem 9 Identify and explain Verse/efrain Identify and explain Call/esponse Differentiate between Verse/efrain and Call/esponse 10 Compare dynamics through varied response (e.g., Venn Diagrams, same/different, movement) Compare tempo through varied response (e.g., Venn Diagrams, same/different, movement) Compare tone color through varied response (e.g., Venn Diagrams, same/different, movement) 11 Actively contribute to the class musical interpretation of a poem or story using voices. Actively contribute to a small group s musical interpretation of a poem or story using voices and movement. Actively contribute to a small group s musical interpretation of a poem or story using voices, sound sources, and movement. 4

5 Grade 3 ecommended Best Practices for Key Learnings Song: L il Liza Jane Key Learnings Identify, visually and aurally, families of instruments (i.e., strings, woodwinds, brass and percussion). Sing unison songs using proper singing technique and maintaining a tonal center. Play melodic patterns and layered ostinati, using proper instrumental technique, on pitched and unpitched instruments. ecommended Best Practices Listen to the recording. Identify the family of instruments as the string family. Sing song in unison, using proper vocal technique. Sing the song a cappella to develop a sense of tonal center. Perform the following ostinato on pitched/unpitched instruments while singing song. 4/4 / 4/4 / ead rhythmic/melodic phrases with,,,, and DMSL. Identify the difference between simple 2/4 (duple) and simple 3/4 (triple) meter. Improvise rhythms or melodies over ostinati. Notate rhythmic/melodic patterns using,,, and DMSL in 4/4. Create a 2-4 measure rhythmic ostinato, to accompany songs or poems. ead and sing the verse of the song using solfege. Show simple duple meter of song through movement. Improvise an entire melody, using the rhythm of the song, over teachercomposed ostinato. Notate the teacher-composed ostinato. Create an ostinato, in collaboration with others, to accompany the song. Identify and explain the musical form of a song. Describe and compare, using correct music vocabulary, dynamics, tempo and tone color in musical works (e.g., genre, style, culture). Create, in collaboration with others, a musical interpretation of a poem or story using voices, sound sources and movement. Identify/discuss the song as verse/refrain. Listen to a different version of the song on itunes or YouTube (i.e., Nina Simone, Mitch Woods) and compare stylistic differences between the two examples. Create a musical interpretation of the song using the text as inspiration (i.e., lyrics, found sounds, dance). 5

6 FS Correlations for Grade 3 Language Arts and Mathematics Language Arts FS Code LA Standard Correlation Strategy Author s Comments elated Key Learning KL 1 I can identify, visually and aurally, families of instruments. (i.e., strings, woodwinds, brass and percussion). KL 4 I can read rhythmic/melodic phrases with,,,, and DMSL. KL 10 I can describe and compare, using correct music vocabulary, dynamics, tempo and tone color in musical works (i.e., genre, style, culture). LAFS.3.SL.2.6 LAFS.3.F.4.4 LAFS.3.L.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification ead with sufficient accuracy and fluency to support comprehension 3.6 Acquire and use accurately conversational, generic academic, and domain specific words and phrases found in grade appropriate texts The students can classify the instrument family and provide answer using a complete sentence (i.e, The family of instruments shown in the picture is the string family because the instruments all have strings. ). The students practice conventional literacy strategies when reading rhythms for fluency (i.e., reading left to right, going back and re-reading, chunking) The students can discuss, using music-specific vocabulary, what they hear. LAFS.3.SL.2.6 can be used as a strategy in ALL Key Learnings. LAFS.3.F.4.4 can be correlated to any music reading that requires repetition. KL 10 LAFS.3.SL Engage effectively in a range of collaborative discussions with diverse partners. 6

7 KL 11 I can create, in collaboration with others, a musical interpretation of a poem or story using voices, sound sources and movement. LAFS.3.I.1.1 LAFS.3.L.1.3 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events The students create a musical interpretation of a story, referring to explicit details and characters within the text when discussing their choices (i.e., students use a bass xylophone to represent a giant, because the giant is big and loud like the bass xylophone). Can also correlate LAFS.3.SL.3.6 Mathematics FS Code MA Standard Correlation Strategy Author s Comments elated Key Learning KL 2 I can sing unison songs using proper singing technique and maintaining a tonal center. Attend to precision. The students can sing the song on pitch with proper technique (i.e., head voice, proper breath support) can be used as a correlation in ALL Key Learnings for 3 rd grade. KL 4 I can play melodic patterns and layered ostinati, using proper instrumental technique, on pitched and unpitched instruments. Use appropriate tools strategically. 7 The students can hold (mallets) and use instruments with correct technique. can be correlated to any lessons that include instruments.

8 KL 5 I can identify the difference between simple 2/4 (duple) and simple 3/4 (triple) meter. KL 9 I can identify and explain the musical form of a song. MAFS.3.OA.1.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups Look for and make use of structure The students can identify the number of beats per measure in a song, and use that to determine how many beats are in a specific section (i.e., phrase, A section) The students can identify patterns in a piece of music and how the patterns relate to the whole piece (i.e., identify that there are three sections within a patterned dance, and then describe how those fit together to create the overall form) Can also be correlated with division by determining how many measures are in a section, counting the beats and then dividing by the meter. K 1 st 2 nd 3 rd 4 th 5th 8

9 C S 1. I can identify various classroom instruments. MU.K.C.1.3 SC.K.P I can identify and use whispering, speaking, singing and calling voices. MU.K.C I can sing simple songs, in a group, with age-appropriate vocal tone. MU.K.S.3.1 LAFS.K.SL I can echo rhythmic/melodic patterns performed by my teacher. MU.K.S.3.4; MU.K.O I can play simple accompaniments on classroom instruments. MU.K.S I can improvise a response to a musical question. MU.K.S I can classify instruments as pitched or unpitched. MU.1.C I can play loud/soft, fast/slow and high/low on classroom instruments in response to the music. MU.1.C.1.1; MU.1.O I can identify the similarities and differences between two performances of a familiar song. MU.1.C.2.1 TH.1.S.1.3 LAFS.1.SL I can sing simple songs, in a group and by myself, using age-appropriate vocal tone. MU.1.S I can sing and play songs, which may include changes in verses or repeats, from memory. MU.1.S.2.1; MU.1.S I can read rhythmic patterns with,, MU.1.S.3.2 MAFS.1.OA.1 7. I can read melodic patterns with MSL. MU.1.S I can improvise a four-beat response to a musical question. MU.1.S I can use visual representation of MSL to show what I hear. MU.1.S I can classify instrument into metals, woods and membranes. MU.2.C I can identify and demonstrate when the music is getting louder/softer, faster/slower, and is moving upward/downward. MU.2.C.1.2; MU.2.O I can sing simple songs, using my head voice and maintaining pitch. MU.2.S I can sing and play songs, which may include changes in dynamics, lyrics, and form, from memory. MU.2.S I can read rhythmic patterns with,,, while maintaining a steady beat. MU.2.S I can read DMSL patterns using my head voice. MU.2.S I can compare aural melodic patterns with written patterns to determine whether they are the same or different. MU.2.S I can improvise short phrases in response to a musical question. MU.2.S I can identify, visually and aurally, families of instruments. (e.g., strings, woodwinds, brass and percussion) MU.3.C.1.3 LAFS.3.SL I can sing unison songs using proper singing technique and maintaining a tonal center. MU.3.S I can play melodic patterns and layered ostinati, using proper instrumental technique, on pitched and unpitched instruments. MU.3.S I can read rhythmic/melodic phrases with,,,, and DMSL. MU.3.S.3.2; MU.3.S.3.3 LAFS.3.F I can identify the difference between simple 2/4 (duple) and simple 3/4 (triple) meter. MU.3.S I can improvise rhythms or melodies over ostinati. MU.3.S I can notate rhythmic/melodic patterns using,,, and DMSL in 4/4. MU.3.S I can identify, aurally and visually, selected instruments on the orchestra. MU.4.C.1.3 (See ecommended List of Instruments) 2. I can describe, using music vocabulary, what I hear in a specific musical work. (e.g., genre, style, cultures) MU.4.C.1.2; MU.4.C.2.2 LAFS.4.SL I can describe and demonstrate appropriate audience behavior in various settings. MU.4.C I can sing rounds and ostinati with and without accompaniment using proper singing technique and maintaining a tonal center. MU.4.S I can sing melodic patterns on pitch containing S 1L 1DMFSLTD 1 using solfege. MU.4.S I can play rounds and ostinati, by ear, on classroom instruments, using proper instrumental technique. MU.4.S.3.2; MU.4.S I can read rhythmic/melodic phrases with,,,, their corresponding rests, and DMSL in 2/4, 3/4 and 4/4. MU.4.S I can improvise 4- measure answers to 4- measure questions. MU.4.S I can identify aurally selected instruments of the orchestra, band and other ensembles. MU.5.C.1.3 (See ecommended List of Instruments) 2. I can listen critically and develop suggestions to improve performances of myself and others. MU.5.C.2.1; MU.5.C.2.2 LAFS.5.L.2.3 LAFS.5.SL.1.1 LAFS.5.SL I can compare and/or contrast works within genres, styles and cultures. MU.5.C.3.1 LAFS.5.L I can sing simple songs in major and minor modes. MU.5.S.1.4; MU.5.S.3.3 TH.5.H I can sing a major scale with proper singing technique using solfege, while maintaining a tonal center. MU.5.S I can play 2-4 measure rhythmic/melodic ostinati within an ensemble, maintaining my part. MU.5.S I can sing and play simple major and minor melodies and accompaniments by ear. MU.5.S.1.4; MU.5.S I can perform in an ensemble using appropriate expression and technique, and following the cues of the conductor. MU.5.S.2.1 TH.5.H I can read rhythmic/melodic phrases with,,,,,., and DMSLD 1 in 2/4, 3/4, and 4/4. MU.5.S I can notate rhythmic/melodic patterns 8. I can create a 2-4 measure rhythmic ostinato, to 9 9. I can notate 2-4 measure rhythmic/melodic phrases 10. I can improvise rhythmic and melodic phrases to create simple variations on

10 O H F 7. I can respond to steady beat in music. MU.K.O I can perform simple songs, finger plays, and rhymes to experience connections among music, language, and numbers. MU.K.H.3.1 LAFS.K.L.4.10 LAFS.K.L.1.2. LAFS.K.SL I can respond, through creative play, to fast/slow, loud/soft, and high/low. MU.1.F.1.1 DA.K.S.3.3 DA.K.O.3.1 PE.K.C.2.1 PE.K I can perform a steady beat to various tempos. MU.1.O I can respond to changes in tempo and dynamics through movement. MU.1.O.3.1 PE.1.C I can perform songs, dances and musical games from a variety of cultures. MU.1.H.1.1 DA.1.S.3.4 PE.1.C I can create sounds or movement that brings a poem or story to life. (e.g.., props, instruments, found sounds) MU.1.F.1.1 LAFS.1.L.2.4 DA.1.O.3.1 LAFS.1.SL.1.2 with,, and DMSL. MU.2.S I can identify the form of a simple piece of music. MU.2.O I can use piano and forte to describe when music is soft and loud. MU.2.O I can perform and discuss songs, musical games, dances and simple accompaniments from a variety cultures. MU.2.H.1.1 LAFS.2.I.1.1 TH.2.C LAFS.2.SL.1.1 PE.2.M I can create, in collaboration with others, a musical performance that brings a story or poem to life. MU.2.F.1.1; MU.2.F.3.1 DA.2.O.3.1 TH.2.C.1.1 LAFS.2.SL.1.2 accompany songs or poems. MU.3.S.1.2 using,,,, their corresponding rests, and DMSL in 2/4 and 4/4. MU.4.S I can identify and explain the musical form of a song. MU.3.O.1.2 DA.3.H.1.1 PE.3.M I can describe and compare, using correct music vocabulary, dynamics, tempo and tone color in musical works (e.g., genre, style, culture). MU.3.H.1.3 VA.3.H.1.3 LAFS.3.SL.1.1 LAFS.3.L I can create, in collaboration with others, a musical interpretation of a poem or story using voices, sound sources and movement. MU.3.F.1.1; MU.3.F.3.1 LAFS.3.I.3.1 LAFS.3.L I can create a 2-4 measure melodic ostinato, to accompany songs or poems. MU.4.S I can apply expressive elements to a piece of music and explain my choices. MU.4.O.3.2 LAFS.4.SL I can classify music in at least 3 genres and support my answer. (e.g., orchestra, jazz, folk). MU.4.O.1.1 LAFS.4.SL I can identify connections between music and other subjects. MU.4.H.3.1 DA.4.H.3.3 SC.4.P.10.3 PE.4.M I can create a musical interpretation of a song by varying dynamics, timbre and/or tempo. MU.4.F.1.1 LAFS.4.L.1.3 LAFS.4.SL.1.2 familiar melodies. MU.5.S I can notate 4-8 measure rhythmic/melodic phrases using,,,, their corresponding rests, and DMSLD 1 in 2/4 and 4/4. MU.5.S I can compose an 8-measure melody using traditional notation in 2/4 and 4/4. MU.5.S I can read the score of a simple song and apply music symbols and terms. MU.5.O I can examine critical thinking processes in music and describe and how they relate to other subjects. MU.5.H.3.1 LAFS.5.L I can create music using a variety of sound sources to express text, idea, or feeling. MU.5.F.1.1 LAFS.5.L.2.3 LAFS.5.SL.1.1 LAFS.5.SL LAFS.K.SL1.3 HE.K.B.5.3 PE.K.C.2.2 PE.K.C.6.3 LAFS.1.SL.1.3 PE.1.C.2.2 LAFS.2.SL.1.3 PE.2.C.2.2 PE PE HE.2.B.5.3 LAFS.3.SL.1.3 PE.3.C.2.2 PE.4.C

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