BECKER PUBLIC SCHOOLS
ELEMENTARY MUSIC COURSE OUTLINE - FIRST GRADE
Revision Date: April 2014
GRADE: First Grade
SUBJECT AREA: Music
5 ESSENTIAL OUTCOMES:
1. Students will identify classroom instruments and select orchestral instruments; understand how instruments can tell a story.
Essential Vocabulary: tone color, brass, percussion, woodwinds, strings
National Standard Alignment: 2, 6, 7, 8, 9
Minnesota Standard Alignment: 0.1.1.3.1, 0.4.1.3.1
2. Students will perform songs using expression.
Essential Vocabulary: fast/slow, loud/soft
National Standard Alignment: 1, 2, 6
Minnesota Standard Alignment: 0.1.1.3.1, 0.1.2.3.2, 0.3.1.3.1, 0.4.1.3.1
3. Students will sing and play with an awareness of pitch.
Essential Vocabulary: do, re, mi, fa, sol, staff, pitch
National Standard Alignment: 1, 5, 6
Minnesota Standard Alignment: 0.1.1.3.1, 0.1.2.3.1, 0.1.2.3.2, 0.3.1.3.1
4. Students will distinguish between music of various purposes.
Essential Vocabulary: tone color, lullaby, march, orchestral, musical
National Standard Alignment: 1, 2, 4, 6
Minnesota Standard Alignment: 0.1.1.3.1, 0.4.1.3.1
5. Student will chant, clap, and perform rhythm patterns.
Essential Vocabulary: 1e&a, tie, measure, beat, sixteenth note, eighth note, rest, bar line
National Standard Alignment: 2, 5
Minnesota Standard Alignment: 0.1.1.3.1, 0.1.2.3.1, 0.1.2.3.2, 0.3.1.3.1
Essential Outcomes | Technology | Critical Information and Vocabulary students need to meet the learning goal | Instructional Timeline | Daily Learning Objectives Students will… I can... | Common Unit Assessments How do we know students know or can do it? |
Students will name classroom and select orchestral instruments by sight and sound. | -Mozart Interactive -My Musical Friends | tone color, brass, percussion, woodwinds, strings | 2-4 weeks | I can hear characters in a tone poem. I can identify instruments by sight. I can identify instruments by sound. | 1. students will name the classroom instruments they play 2. students will retell (summarize) the story of Peter and the Wolf, naming the characters and instruments |
Students will perform songs using expression. | MLM | fast/slow, soft/loud | Ongoing | I can sing high/low. I can play loud/soft. | 1. student can state a reason for the musical choice they make 2. student can make a high/low sound 3. student can play soft/loud |
Students will sing and play with accurate pitch. | 30 hands | do, re, mi, fa, sol staff pitch | Ongoing | I can sing do, re, mi, fa, sol. I can find do, re, mi on the staff. | 1. student can sing and sign sol, mi, la, and do 2. student can verbally identify solfege hand signs 3. student visually identifies solfege sol, mi, la, do relationships on music staff |
Students will distinguish between music of various purposes. | Bubl Draw | tone color, lullaby, march, orchestral, musical | Ongoing | I can hear a lullaby. I can hear a march. I know the elements of a musical. | 1. student can identify cultural context by telling the purpose of a type of music 2. students can explain the elements of a musical |
Student will chant, clap, and perform rhythm patterns. | MLM Rhythm cat | 1e&a, tie, measure, beat, sixteenth note, eighth note, rest, bar line | Ongoing | I can keep a steady beat. I can clap rhythm. I can speak rhythm. I can create a new rhythm. | 1. student can perform 4-beat written or spoken rhythmic patterns 2. student can speak and notate rhythmic symbols 3. student can keep a steady beat |