R2: Interpret intent and meaning in artistic work. Silver Burdett Making Music = SBMM R3: Apply criteria to evaluate artistic work. Spotlight on Music = SOM QUARTER 4 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONS R1.A K.SL.CC.1 Participate As a class, with the Observe as students Musical Preferences with varied peers and teacher's guidance, participate in a group With guidance, list adults in collaborative select three favorite discussion and assess conversations in personal interest and songs, fingerplays/ using a teacher-created small or large groups experiences explaining rhymes, or dances that or about appropriate musical preference. represent what you Kindergarten topics. have learned in music this month [quarter, etc.] Continue to perform Observe as students “Simi Yadech” SOM K Comprehension: Story R2.A pieces with same and individually describe “Git on Board” SOM K sequencing Musical Concepts and different sections (AB, what makes the “Lady Lady” SOM K Read the story given Effect ABA form) using sections of music with “Jack Be Nimble” SOM for “Run, Run” in Kids With guidance, songs/poems, AB or ABA form same K Can Listen Kids Can demonstrate movement, body and different “Waltzing Cat” Move, then do the awareness of music percussion, (loud/soft, fast/slow, (Listening) SOM K movement activity. concepts (such as instruments or vocal/instrumental, “Radetzky March” SOM While helping students sections represented speech/song) using same/different K recall the story visually with icons to speech, song, sections of music, sequence, note the demonstrate movement. Ask them musical sounds, or “Hunt the Cows” STM musical form on the awareness of to show the form using Gr. 1 simple musical whiteboard or using same/different icons or point to “Run, Run!” Kids Can sections in a musical teacher-created icons Listen, Kids Can Move
R2: Interpret intent and meaning in artistic work. R3: Apply criteria to evaluate artistic work. Silver Burdett Making Music = SBMM Spotlight on Music = SOM QUARTER 4 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONS R1.A Musical Preferences With guidance, list personal interest and experiences explaining musical preference. As a class, with the teacher's guidance, select three favorite songs, fingerplays/ rhymes, or dances that represent what you have learned in music this month [quarter, etc.] Observe as students participate in a group discussion and assess using a teacher-created or K.SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate Kindergarten topics. R2.A Musical Concepts and Effect With guidance, demonstrate awareness of music concepts (such as same/different sections of music, musical sounds, or simple musical Continue to perform pieces with same and different sections (AB, ABA form) using songs/poems, movement, body percussion, instruments or sections represented visually with icons to demonstrate awareness of same/different sections in a musical Observe as students individually describe what makes the sections of music with AB or ABA form same and different (loud/soft, fast/slow, vocal/instrumental, speech/song) using speech, song, movement. Ask them to show the form using icons or point to teacher-created icons “Simi Yadech” SOM K “Git on Board” SOM K “Lady Lady” SOM K “Jack Be Nimble” SOM K “Waltzing Cat” (Listening) SOM K “Radetzky March” SOM K “Hunt the Cows” STM Gr. 1 “Run, Run!” Kids Can Listen, Kids Can Move Comprehension: Story sequencing Read the story given for “Run, Run” in Kids Can Listen Kids Can Move, then do the movement activity. While helping students recall the story sequence, note the musical form on the whiteboard or using