East Pennsboro Area School District
Curriculum Unit Map
Course/Subject: music
Grade Level: 3rd grade
Unit Topic: Style
Duration: ___ days, 40 minutes per
lesson
National Standards:
1,6, and 9
KEY LEARNING/GOALS/SKILLS (know, understand, do):
Unit Essential Question:
Texts/Resources/Materials:
• The student will identify music performed in the styles
• How has popular music Classroom Instruments
Recordings
of ragtime, Blues, and Jazz.
evolved?
Audio Equipment
• What historical events Grade Level Literature
• The student will identify that not all music uses the
same style.
have influenced the Hand Percussion
Puppets
• The students will make connections to styles that have
evolution of modern Handouts
Instruments Posters/Diagrams
common American historical cores.
music genres?
Smartboard
• The students will identify instruments common to
Grade appropriate rhythm Charts
musical styles.
Rhythm manipulatives
Classroom Piano
E-Book
IPads
Software
Songbooks
Unit Assessment Plan/Competencies
Common Summative Activities/Performance Tasks/Assessments:
Students will take listening quizes, complete graphic organizers, sing standard repertiore, write a song in iambic pentameter, identify the 12
bar blues
CONCEPT:Ragtime
CONCEPT:Blues and Jazz
CONCEPT:
CONCEPT:
Lesson Essential Questions:
What are the musical/historical
roots of American Ragtime music?
What is the instrumentation of
standard Ragtime repertiore?
What is improvisation?
What are swinging eighth notes?
Lesson Essential Questions:
How did the slavery era of
American history contribute to
the creation of modern American
musical styles?
What is iambic pentameter?
What other styles of music
Lesson Essential Questions:
Lesson Essential Questions:
contributed to the creation of
blues and jazz?
Vocabulary
Academic Specific (with definitions):
Content Specific (with definitions):
(examples: analyze, trace, identify)
(examples: drama, characterization, theme)
make connections to Civil War Era
Scott Joplin
Influence of History on musical styles
improvise
Evolution of musical genres
Instrumentation
Genres
Swing
12 Bar Blues
East Pennsboro Area School District
Curriculum Unit Map
Course/Subject: General Music
Grade Level: 3rd grade
National Standards:
2,3, 5, 6, 7 and 9
KEY LEARNING/GOALS/SKILLS (know, understand, do):
•
•
•
•
•
•
•
•
•
Students will to keep a steady beat by singing, moving and
clapping.
Students will identify and perform rhythm patterns
Students will create and perform their own rhythm pattern.
Students will identify and perform melodic contour.
Students will sing melodic patterns using solfege.
Students will identify songs and melodic patterns as major or
minor.
Students will identify the lines and spaces of the treble clef staff.
Unit Topic: Theory Skills
Duration: continuous
Minutes per lesson : a part of every
lesson
Unit Essential Question:
What are the elements of music
and how do I experience them?
Texts/Resources/Materials:
Students will sing in musical layers and create harmony.
SWBAT Play GABC and E on the recorder.
Unit Assessment Plan/Competencies
Common Summative Activities/Performance Tasks/Assessments:
Assessments:
Classroom Instruments
Recordings
Audio Equipment
Grade Level Literature
Hand Percussion
Puppets
Handouts
Instruments Posters/Diagrams
Smartboard
Grade appropriate rhythm Charts
Rhythm manipulatives
Classroom Piano
E-Book
IPads
Software
Songbooks
Recorders
Rubrics for skill performance ; written quizzes; play on recorders
Performance tasks/Activities:
Dance
play along with recorded music
instrument playing
ostinato playing
clapping
marching
Composing
recorder Karate
CONCEPT:
Beat
Lesson Essential Questions:
How do I keep a steady beat?
CONCEPT:
Melody
Lesson Essential Questions:
What are the ingredients of a
melody? How can I describe a
melody?
How do I identify a lack of steady
beat?
How are sound patterns using Do,
Re, Mi, Fa and Sol organized?
Why do some beats have 2
sounds and some beats have 1
sound?
What is melodic contour?
How can the beat change?
What are the modes of a melody?
Why does the beat affect the way
that I move to music?
What are the fingerings for notes
on the soprano recorder?
How are beats organized?
How do I notate a rhythm?
What is a time signature?
th
How do I tongue 8 notes and 16
notes on a recorder?
th
CONCEPT:
Form
Lesson Essential Questions:
What is Call and Response
singing?
How can the sections of a song be
organized?
What are the sections of a song
called?
How do the elements of music
organize and represent sound?
What symbols and signs are used
to recycle parts of a song?
CONCEPT:
Harmony
Lesson Essential Questions:
How do I create harmony?
Academic Specific:
Expression
Symmetry
Vocabulary
Content Specific:
Major
Minor
Mode
Waltz
Time Signature
Steady Beat
No Beat
Marching
Ostinato
Eighth Notes – tee tee
Quarter Notes - ta
Rests
Meter
Tempo
Fast
Slow
Pitch
Ascending
Descending
Repeating tones
Pitch
Solo
Chorus
Melodic contour
Measure
Sway - Triple
Rock – duple
Refrain
Verse
Bridge
Square Dance
Right and Left Grand
Swing
Partner
Corner
Allemande
Do Sa Do
Heads
Sides
Promenade
Steps
Skips
AB
ABAA
1ST and 2nd endings
Coda
Dal Segno
Da Capo
Fine
Repeat Signs
recorders
Fingering
Tongueing
East Pennsboro Area School District
Curriculum Unit Map
Grade Level: 3rd Grade
Unit Topic: Aural Skills
KEY LEARNING/GOALS/SKILLS (know, understand,
do):
Unit Essential Question:
How can I be a better singer
and listener?
Course/Subject: General
Music
Duration: Ongoing
National Standards:
• 1, 2, 4, 6, 7, 5, 8, 9
•
•
•
•
•
•
The students will be able to sing on pitch and demonstrate
proper posture and breath support.
Students will identify high/low sounds and perform upward and
downward melodies.
Students will sing and identify familiar melodies of varying tempi
and dynamics and describe how those elements can create mood in
music.
Students will sing unfamiliar melodies.
Students will identify different tone colors of voice and
instruments.
Students will recognize patterns in music.
Unit Assessment Plan/Competencies
Assessments: rubrics for skill performance, informal observations, written quizzes
Performance Tasks/Activities: singing, listening and describing music, echo, movement
Texts/Resources/Materials:
classroom instruments
various recordings
supplemental handouts
audio/visual equipment
grade level literature
Smartboard
Ipad applications
Software
E-book
CONCEPT: Tone Color
Lesson Essential Questions:
1. What are ways we can
create sound?
2. How can voices and
instruments create
different textures?
CONCEPT: Singing
Lesson Essential Questions:
1. How do I sing with
proper posture and breath
support?
2. How can I use my
singing voice?
CONCEPT: Expressive
Qualities of Music
CONCEPT: Listening
Lesson Essential Questions:
Lesson Essential Questions:
1. How do I identify and
perform different
dynamics?
2. How do I identify and
perform different tempi?
3. How can music create
mood and be expressive?
1. How does listening
help me become a
better musician?
2. In what ways can
music move?
3. How can music create
patterns?
Vocabulary
Academic Specific
sorting
patterns
compare
contrast
describe
identifty
sort
Content Specific:
singing voice
singing position
head voice
chest voice
instruments
instrument families
string family
woodwind family
percussion family
brass family
cello
violin
viola
string bass
clarinet
flute
drum
xylophone
guiro
wood block
triangle
tambourine
maracas
mouthpiece
valves
slide
vibrations
piano
forte
mezzo forte
pianissimo
fortissimo
presto
solo
chorus
ensemble
orchestra
bright
dark
ascending
descending
repeating
quarter note
quarter rest
half note
eighth notes
sixteenth notes
steady beat
layers
thick
piccolo
oboe
bassoon
saxophone
trumpet
French horn
trombone
timpani
largo
moderato
andante
allegro
high
low
melody
mood
thin
pitches
tempo
dynamics
major
minor
scale