QUARTER 2 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONS Using proper vocal Assess students’ "On a Dark and Writing: Using elements Cr1. A technique, explore ability to move, sing Stormy Night" BPE of Conversational Solfege Musical Concepts ascending and or play instruments "I Thought I Heard a (Feierabend), encourage With guidance, descending vocal to show ascending Puppy Whine" BPE students to create a “B” explore and sounds and descending “Sing a Little Song” section by vocally experience music melodic contour SOM K improvising phrases concepts such as Improvise singing using a “Hot Dog” SOM K that answer the pitch, short rhythms, ascending/descending or . “My Oak Tree” SOM K teacher’s questions different vocal melodic patterns “The Snowman” SOM about the story and/or timbres, movement, K what might happen next. musical contrasts, Improvise movement “The Princess Story” (See appendix for to show ascending and Bob deFrece examples and process.) textures, sequence, descending melodic K.W.TTP.2 With and ways to define patterns prompting and support, music. “Sing a Little Song” use a combination of SBMM Gr. K drawing, dictating, “Music Skills 2b” SOM “Shine, Shine, Shine” and/or writing to Explore/ create /play K T53 SBMM Gr. 1 compose ascending and “Eensy Weensy “Autumn Leaves” STM informative/explanatory descending patterns on Spider” (Perform an Gr. 1 (stand still and texts. barred instruments ascending or sing song, float down K.W.PDW.5 With using appropriate descending glissando as if you are leaves on guidance and support technique on glockenspiel after instrumental section) from adults, respond to each phrase in "My Oak Tree” SOM K questions and response to suggestions from others directional words.) and add details to
QUARTER 2 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONS Cr1. A Musical Concepts With guidance, explore and experience music concepts such as pitch, short rhythms, different vocal timbres, movement, musical contrasts, textures, sequence, and ways to define music. Using proper vocal technique, explore ascending and descending vocal sounds Improvise singing ascending/descending melodic patterns Improvise movement to show ascending and descending melodic patterns Explore/ create /play ascending and descending patterns on barred instruments using appropriate technique Assess students’ ability to move, sing or play instruments to show ascending and descending melodic contour using a or . “Music Skills 2b” SOM K T53 “Eensy Weensy Spider” (Perform an ascending or descending glissando on glockenspiel after each phrase in response to directional words.) "On a Dark and Stormy Night" BPE "I Thought I Heard a Puppy Whine" BPE “Sing a Little Song” SOM K “Hot Dog” SOM K “My Oak Tree” SOM K “The Snowman” SOM K “The Princess Story” Bob deFrece “Sing a Little Song” SBMM Gr. K “Shine, Shine, Shine” SBMM Gr. 1 “Autumn Leaves” STM Gr. 1 (stand still and sing song, float down as if you are leaves on instrumental section) "My Oak Tree” SOM K Writing: Using elements of Conversational Solfege (Feierabend), encourage students to create a “B” section by vocally improvising phrases that answer the teacher’s questions about the story and/or what might happen next. (See appendix for examples and process.) K.W.TTP.2 With prompting and support, use a combination of drawing, dictating, and/or writing to compose informative/explanatory texts. K.W.PDW.5 With guidance and support from adults, respond to questions and suggestions from others and add details to