instructional map orff music fifth...

InstructionalMapOrffMusic FifthGrade DOMAIN:PERFORMFoundationsP1:Select,analyzeandinterpretartisticworkforperformance.P2:Developandrefineartistictechniquesandworkforperformance.P3:Conveyandexpressmeaningthroughthepresentationofartisticwork.

G5Q1PERFORMDOMAINRESOURCELISTSOM=SpotlightOnMusicSTM=SharetheMusicSBMM=SilverBurdettMakingMusicRR=RecorderRoutesRM=RhythmicallyMovingWMD=WorldMusicDrummingOS=OrffSourcewww.dsokids.com(DallasSymphonyOrchestra)www.sfskids.org(SanFranciscoSymphony)http://www.nyphilkids.org/(NewYorkPhilharmonic)http://www.classicsforkids.com/https://kids.usa.gov/art-and-music/index.shtmlhttp://teachingwithorff.com/

QUARTER1

KNOWLEDGE&SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONSP1.AMusicalConceptsDemonstrateandexplainhowtheselectionofmusictoperformisinfluencedbypersonalinterest,knowledge,contextandtechnicalskill.

Choosepreferredborduntoaccompanyapentatonicsong

Observeandassessstudentchoiceofbordunusingteacherorstudentcreatedrubric.

ShortninBreadSBMMGr.1WhitewaterRafting(Seeappendix)LilLizaJaneAmericanAsApplePieNoOneIntheHouseAmericanAsApplePieHectorProtector3rdRhymestheCharm

ComprehensionandWriting:HectorProtector:Usequestioningaboutthetextdetailstohelpstudentslearnlyrics.HaveSsbrainstormideasaboutwhyHectorwassentawaytocreateaBsection,followingtheprocess

InstructionalMapOrffMusic FifthGrade

QUARTER1KNOWLEDGE&SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONS

in3rdRhymestheCharm.5.RI.CS.4-Determinethemeaningofwordsandphrasesastheyareusedinatextrelevanttoagrade5topicorsubjectarea,includingfigurative,connotative,andtechnicalmeanings.5.RL.KID.1-Quoteaccuratelyfromatextwhenexplainingwhatatextsaysexplicitlyandwhendrawinginferencesfromthetext.

P1.BMusicalContrastsDemonstrateunderstandingofthestructureandelementsofmusic(suchasrhythm,pitch,form,andharmony)inmusic

Choosedynamicmarkings(p,mf,f,crescendo,decrescendo)formeteredandunmeteredpoetryandperformwithspeechand/orinstruments.

Observeasstudentsadddynamicstoameteredorunmeteredpoemandperformit.Assessusingteacher-createdordistrict-providedrubric.

TheSoundsofAfrica(Poem)SOMGr.5TheRiver(SeeAppendix)MississippiRiverChantSBMMGr.2(Arrangement,SeeAppendix)AModernDragon

Comprehension:LiteraryDevicesAskstudentstofindinstancesofalliteration,onomatopoeiaandpersonificationinthepoemTheSoundsofAfrica.Usethese


QUARTER1KNOWLEDGE&SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONSselectedforperformance.

SOMGr.4 wordstocreateasoundcarpetororchestrationofthepoemwithdynamics.5.RL.KID.1-Quoteaccuratelyfromatextwhenexplainingwhatatextsaysexplicitlyandwhendrawinginferencesfromthetext.5.RI.CS.4-Determinethemeaningofwordsandphrasesastheyareusedinatextrelevanttoagrade5topicorsubjectarea,includingfigurative,connotative,andtechnicalmeanings.

P1.CMusicalContextExplainhowcontext(suchassocial,cultural,andhistorical)informsperformances.

Explainhowperformersmightapproachperformanceofapatrioticpiecedifferentlythanfromanothergenre.

ObserveClassdiscussiononperformancepracticeGroupDiscussionRubric

FiftyNiftyUnitedStatesSOMGr.5,STMGr.5GodBlessAmericaSOMGr.5WhenJohnnyComesMarchingHomeSOM

Writing:CompareandContrastCreateaVenndiagramtocompareandcontrastpatrioticsongswithoneormoreothergenres(e.g.,folksongs,



Gr.5TheCaissonsGoRollingAlongSOMGr.5StarSpangledBanner,America,AmericatheBeautifulSBMMGr.5

lovesongs,gospelsongs)ortocompareandcontrasttwospecificsongs,suchasSimpleGiftsandAmerica.5.RI.KID.1-Quoteaccuratelyfromatextwhenexplainingwhatatextsaysexplicitlyandwhendrawinginferencesfromthetext.5.RI.IKI.9-Integrateinformationfromtwoormoretextsonthesametopicinordertobuildcontentknowledge.5.W.RBPK.9-Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch,applyinggrade5standardsforreading


QUARTER1KNOWLEDGE&SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONSP1.DNotationWhenanalyzingselectedmusic,readandperformusingstandardnotationintrebleclefwithvoice,bodypercussion,and/orinstruments.

Readandperformrhythmpatternsusingwhole,half,quarter,eighth,andsixteenthnotes,syncopation,andwhole,half,andquarterrestsReadandperformB-A-G-E-Dpatternsfromacombinationoficonicandtraditionalnotation

Observeandassessstudentperformanceofrhythmsusingteacher-createdordistrict-providedrubric.Observeandassessstudentperformanceofrecorderperformanceandmelodic/rhythmicreadingskillsusingteacher-createdor

NoOneIntheHouseAmericanAsApplePieWhitewaterRafting(Seeappendix)FungaAlafiaSOMGr.5WayDownYonderintheBrickYardSOMGr.5LilLizaJaneAmericanAsApplePieRedSailsRecorderRoutesChippewaLullabySBMMGr.K

Comprehension:FluencyLilLizaJaneTeachtextbyechowhileusingavisual.Assignsomestudentstokeepasteadybeatonbodypercussiontomaintaintempo.Oncestudentshavelearnedverse(s),havethemcreateadditionalonesthatfitthephraseschemeandhavethemnotatetherhythmoftheirtextsusingtraditionalnotation.5.SL.PKI.4-Reportonatopicortext,orpresentanopinion,sequencingideaslogicallyandusingappropriatefactsandrelevant,descriptivedetailstosupportmainideas.



district-providedrubric.

GetReadyEasy8OceanBreezeEasy8GoingHome8MoreShakeitUp8MoreConcertSuite(Easyoption)DonMuroTransitioningfromIconictoTraditionalNotationResource

Comprehension:ComposersPurposeHowdoesunderstandingthecomposerspurposeinwritingChippewaLullabyimpacthowyouplayyourrecorderintermsofarticulationandtempo?5.RI.RRTC.10-Readandcomprehendstoriesandinformationaltextsindependentlyandproficiently.

P2.AApplyFeedbackApplyestablishedcriteriatojudgestudentrehearsaland/orperformance.

Useanassessmentfromarubrictoguiderehearsalofpiecewithanostinato

Observestudentsusingtheindicatorsfromtherubrictoimprovetheirperformance

Agahu(ListeningPlayalong)SOMGr.5TheRiver(SeeAppendix)MississippiRiverChantSBMMGr.2

5.RL.KID.1-Quoteaccuratelyfromatextwhenexplainingwhatatextsaysexplicitlyandwhendrawinginferencesfromthetext.

P2.BRehearseandRefine

Continuetosingpentatonicand

Observeandassessstudentperformanceof

HillanGullySOMGr.5

Comprehension:Lyricists(Authors)


QUARTER1KNOWLEDGE&SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONSRehearsetorefinetechnicalaccuracyandexpressivequalities,andaddressperformancechallenges,showingimprovement.

diatonicmelodiesusingpropervocaltechniquePlaychord,brokenchord,level,andcrossoverbordun

pentatonicanddiatonicmelodiesusingteacher-createdordistrict-providedrubric.Observeandassessstudentperformanceofbordunaccompanimentsusing

InthatGreatGitinupMorninSOMGr.5FungaAlafiaSOMGr.5WayDownYonderintheBrickYardSOMGr.5WhitewaterRafting(Seeappendix)LilLizaJaneAmericanAsApplePieAmericaSOMGr.4AquaquaSOMGr.5SongofPeaceSOMGr.5ShortninBread

purposeAskstudentstoreadthelyricstobothversesofSongofPeace.TheselyricswerewrittenbyLloydStonetofitthemelodyFinlandiabyJenSibelius.Discussthefollowing:WhyStonewritetheselyrics?Whatdidhewanttoconveytohisaudience?HowdoesthissongcomparetoAmericaorotherpatrioticsongsyouhavestudied?5.RI.IKI.8-Explainhowanauthorusesreasonsandevidencetosupportpointsinatext,identifyingwhichreasonsandevidencesupportwhichpoints.



accompanimentswithpentatonicsongs.

teacher-createdordistrict-providedrubric.

SBMMGr.1WhitewaterRafting(Seeappendix)LilLizaJaneAmericanAsApplePieNoOneIntheHouseAmericanAsApplePieHectorProtector3rdRhymestheCharm

ComprehensionandWriting:HectorProtector:Usequestioningaboutthetextdetailstohelpstudentslearnlyrics.HaveSsbrainstormideasaboutwhyHectorwassentawaytocreateaBsection,followingtheprocessin3rdRhymestheCharm.5.RI.IKI.9-Integrateinformationfromtwoormoretextsonthesametopicinordertobuildcontentknowledge.

P3.ASingingSingaloneandwithothers,withexpression,technicalaccuracy,and

Usegoodvocaltechniquetosingapatrioticsong

Observeandassessstudentvocalperformanceusingteacher-createdordistrict-providedrubric.

FiftyNiftyUnitedStatesSOMGr.5,STMGr.5GodBlessAmericaSOMGr.5WhenJohnnyComesMarchingHomeSOM

Writing:CompareandContrastCreateaVenndiagramtocompareandcontrastpatrioticsongswithoneormoreothergenres(e.g.,folksongs,


QUARTER1KNOWLEDGE&SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONSappropriateinterpretation.SpecifiedFifthGradeskills:Pitchmatchinggames,extendedscales/modes,questions/answers,incircleformation,inmajor/minor,incanon,partnersongs,andwithproperposture/diction/tone/breathsupport/placement/enunciation).

Gr.5TheCaissonsGoRollingAlongSOMGr.5StarSpangledBanner,America,AmericatheBeautifulSBMMGr.5

lovesongs,gospelsongs)ortocompareandcontrasttwospecificsongs,suchasSimpleGiftsandAmerica.5.RI.CS.5-Compareandcontrasttheoverallstructureofevents,ideas,andconceptsofinformationintwoormoretexts.

P3.BInstrumentsandBodyPercussionUsingbodypercussionorinstruments,performinstrumentally(pitched/unpitched),aloneandwithothers,withexpression,technicalaccuracy,andappropriate

PlayunpitchedOrffinstrumentswithpoetry/songusingcorrecttechniquePerformrhythmicostinatoaccompanimentforapoemorsong,usingbodypercussion/unpitched

Observestudenttechniquewhileplayinginstrumentsandassessusingteacher-createdordistrict-providedrubric.Observeasstudentsperformarhythmicostinatoaccompanimentfora

HectorProtector3rdRhymestheCharmAgahu(ListeningPlayalong)SOMGr.5TheRiver(SeeAppendix)MississippiRiverChantSBMMGr.2

Comprehension:FluencyAskstudent/DiscussasaclasshowtheinstrumentpartscomplimentthephrasesofthepoemHectorProtector.(e.g.,Thearethesamelength,theAXalwaysplaysattheendofaphrase,theBXpart


QUARTER1KNOWLEDGE&SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONSinterpretation.SpecifiedFifthGradeskills:Standardnotation,ascending/descending,canon,apitchedaccompaniment,achord/brokenchord/levelbordun,extendedrhythmpatterns,appropriatetechnique(mallettechnique,tone,etc.),withateacher/studentconductorinvarioustempi/dynamics,andamelody.

instrumentswithcorrecttechnique.Perform8-beatrhythmiccanonwithbodypercussion.PerformpatternsusingB-A-G-E-Donsopranorecorder

poemorsongandassessusingteacher-createdordistrict-providedrubric.Observeandassessstudentperformanceofrhythmiccanonusingteacher-createdordistrict-providedrubric.

MississippiRiverChantSBMMGr.2Peach,Pear,Apple,PlumStrikeItRich!RedSailsRecorderRoutes

keepsourtemposteady.)5.RI.CS.4-Determinethemeaningofwordsandphrasesastheyareusedinatextrelevanttoagrade5topicorsubjectarea,includingfigurative,connotative,andtechnicalmeanings.Vocabulary:HavestudentsexaminethelyricsofMississippiRiverChant,circlewordstheydonotknowanddefinethembycontextorusingthedictionary.Askstudentstoassigndynamicstothepoembaseduponthelyrics.5.RI.CS.4-Determinethemeaningofwordsandphrasesastheyareusedinatextrelevant



toagrade5topicorsubjectarea,includingfigurative,connotative,andtechnicalmeanings.Comprehension:FluencyEmphasizefluencyandexpressionwhenteachingandspeakingthesepoemstocreatethemostmusicalperformance.Askstudentswhytheseliteraryelementsareimportanttogivingagoodmusicalperformance.5.RL.CS.4Determinethemeaningofwordsandphrasesastheyareusedinatext,includingfigurativelanguagewithemphasisonsimilesandmetaphors;analyzetheimpactof



sounddevicesonmeaningandtone.

P3.CPerformanceEtiquettePerformappropriatelyfortheaudienceandcontext;demonstrateappropriateposture,andevaluateperformanceetiquette.

Displaygrade-levelappropriateapplicationsofperformanceetiquetteskillsincludingwatchingtheconductor,respondingtonon-verbalcues,maintainingappropriateposture,remainingon-task,refrainingfromdistractingothers,andproperlyacknowledgingtheaudience.

Observestudentperformanceetiquetteassessusingteacher-createdordistrict-providedrubric.

ConcertEtiquetteVideo1(General)ConcertEtiquetteVideo2(Choral)PerformancePracticesbyGradeLevel

5.RL.CS.4Determinethemeaningofwordsandphrasesastheyareusedinatext,includingfigurativelanguagewithemphasisonsimilesandmetaphors;analyzetheimpactofsounddevicesonmeaningandtone.

P3.DAudienceEtiquetteDemonstrateappropriateaudiencebehavior,andevaluatestudentbehaviorduringaperformance.

Demonstrateproperaudienceetiquetteandevaluateaudiencebehaviorduringperformances

Observestudentbehaviorduringperformancesandassessusingateacher-createdordistrict-providedrubric.

AudienceEtiquetteSelf-EvaluationWriting:AfterreviewingtheConcertEtiquetterubric,studentstaketurnsbeingapooraudiencememberwhileteacherperforms.Then,ask

5.RL.CS.6-Describehowanarrator'sorspeaker'spointofviewinfluenceshoweventsaredescribed.



studentstowritealettertoan(imaginary)unrulyaudiencemember,describingwhattheaudiencememberdidandhowitimpactedtheperformance.(Possiblehomeworkassignment/portfoliopre-assessment)AudienceEtiquetteVideoListoflive,local,freeorlow-costevents,fieldtripgrantsandhowtoapplyforthem.

DOMAIN:CREATEFoundationsCr1:Generateandconceptualizeartisticideasandwork.Cr2:Organizeanddevelopartisticideasandwork.Cr3:Refineandcompleteartisticwork.

G5Q1CREATEDOMAINRESOURCELISTSOM=SpotlightOnMusicSTM=SharetheMusicSBMM=SilverBurdettMakingMusicRR=RecorderRoutesRM=RhythmicallyMovingWMD=WorldMusicDrummingOS=OrffSource


www.dsokids.com(DallasSymphonyOrchestra)www.sfskids.org(SanFranciscoSymphony)http://www.nyphilkids.org/main.phtml(NewYorkPhilharmonic)http://www.classicsforkids.com/https://kids.usa.gov/art-and-music/index.shtmlhttp://teachingwithorff.com/

QUARTER 1

KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONS Cr1.AMusicalConceptsUsemodal/scale basedmelodies inmajor/minor,simple/complexrhythms, andaccompaniments toimprovise rhythmic,melodic, harmonic,and/or movementideas within a context(such as social,cultural, historical,etc.).

Composeashortmelodicvocalorinstrumentalintroduction,interludeand/orcodatogivenmelodiesonmajorand/orminorpentatonicscales.

Assessstudentcreationofshortmelodicintroduction,interludeorcoda(grouporindividual)toaknown/givenmelodyusingteacher-createdordistrict-providedrubric

FallingLeavesOSCottonEyeJoe,SOM4DingDongDiggidiggidong,SBMM3,OrffVolume1BuiltMyLadyaFineBrickHouse,SOM4OldBrassWagon,SBMM2ThisTrainisBoundforGlory,SOM4LilLizaJaneAmericanAsApplePieNoOneIntheHouseAmericanAsApplePie

Comprehension:CharacterDevelopmentWhenimprovisingvocally,challengestudentstosinglikedifferentcharactersorindifferentmoods.5.W.PDW.4-Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.

Cr1.BVariedTimbresUseparameterssuchas

Improviseeight-beatpatternsusingpreviouslylearnedrhythms

Observestudentsimprovisingeight-beatpatternsonbodypercussionor

Peach,Pear,Apple,PlumStrikeItRich!Jack-A-Nory3rdRhymestheCharm

Comprehension:FluencyEncouragerhythmicimprovisationsthatfit


QUARTER 1 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONS

improvising/composinga2-4measuremusicalidea,amodalmelody,oranextendedrhythmpatternusinggrade-appropriatenotevaluesinvariousformstogeneratemusicalideaswithinagiventonality,form,and/orrhythmicset

unpitchedinstrumentsandassessusingteacher-createdordistrict-providedrubric

themeterofthepoems(speechpieces).Ifperformingquestionandanswer,reviewgoodinterviewingskillsandmakesurethatanswersarerelatedtothequestionsasked.5.SL.PKI.4-Reportonatopicortext,orpresentanopinion,sequencingideaslogicallyandusingappropriatefactsandrelevant,descriptivedetailstosupportmainideas.

Cr2.ASelectingMusicalIdeasUsingmusicalideastobeperformed,demonstrateanddiscusspersonalreasonsforselecting

Discussusingmelodicorthematicideaswhencreatinganintroduction,coda,orinterludecitingthesourcematerial

Observeclassdiscussionusingcitationsfromthesource

FallingLeavesOSCottonEyeJoe,SOM4DingDongDiggidiggidong,SBMM3,OrffVolume1BuiltMyLadyaFineBrickHouse,SOM4OldBrassWagon,SBMM2

Comprehension:CharacterDevelopmentWhenimprovisingvocally,challengestudentstosinglikedifferentcharactersorindifferentmoods.5.SL.PKI.4-Reporton



musicalideasforarrangement,improvisation,orcomposition.

ThisTrainisBoundforGlory,SOM4LilLizaJaneAmericanAsApplePieNoOneIntheHouseAmericanAsApplePie

atopicortext,orpresentanopinion,sequencingideaslogicallyandusingappropriatefactsandrelevant,descriptivedetailstosupportmainideas.

Cr2.BNotatingIdeasUsenotationand/orrecordingtechnologytodocumentpersonalmusicalideas(suchasgrade-appropriaterhythm/melodicpattern,two-chordharmonies,introduction,coda,interlude,etc.).

Notateorrecordasimpleeight-beatostinatoaccompanimentwithmovement,bodypercussionorunpitchedinstrumentswithinteacher-givenparameters.

Observestudentperformanceofeight-beatrhythmicostinatoasaccompanimentforasectionofalisteningexampleandassessusingteacher-createdordistrict-providedrubric.

SimpleGiftsSOMGr.5LaMariposa(SeeAppendix)

WritingAskstudentstowriteabriefreviewofanothergroupsperformance,citingatleastonefactandoneopinionabouttheperformanceandonesuggestionforimprovement5.W.PDW.4-Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.

Cr3.ARefiningMusicalIdeas

Inasmallgroup,createandperformasimpleeight-beatostinato

Observesmallgroupperformancesofstudentscreatedeight-

TheAdd-OnMachineALMSBMM

5.W.PDW.5-Withguidanceandsupportfrompeersandadults,



Interpretandapplycollaborativelydevelopedfeedbacktorevisepersonalmusicovertime,suchastheefficacyofacreatedintroduction,sequence,orcoda,useofform,two-partcomposition,orothercharacteristicsofacreatedpieceofmusic.

accompanimentwithmovement,bodypercussionorunpitchedinstrumentswithinteacher-givenparameters.

beatostinatoasaccompanimentforasectionofalisteningexampleandassessusingteacher-createdordistrict-providedrubric.

developandstrengthenwritingasneededbyplanning,revising,andediting..

Cr3.BDemonstrateMusicalIdeasDemonstrateafinalversionofpersonalmusicalideasusingcreatedvocal,instrumental,movement,ortwo-partcreatedpiecesthroughperformance.

Presentafinalperformanceofanostinatocreatedinasmallgroup.

Observeperformancesofstudentwork

TheAdd-OnMachineALMSBMM

5.SL.PKI.4-Reportonatopicortext,orpresentanopinion,sequencingideaslogicallyandusingappropriatefactsandrelevant,descriptivedetailstosupportmainideas.

InstructionalMapOrffMusic FifthGrade DOMAIN:RESPONDFoundationsR1:Perceiveandanalyzeartisticwork.R2:Interpretintentandmeaninginartisticwork.R3:Applycriteriatoevaluateartisticwork.

G5Q1RESPONDDOMAINRESOURCELISTSOM=SpotlightOnMusicSTM=SharetheMusicSBMM=SilverBurdettMakingMusicRR=RecorderRoutesRM=RhythmicallyMovingWMD=WorldMusicDrummingOS=OrffSourcewww.dsokids.com(DallasSymphonyOrchestra)www.sfskids.org(SanFranciscoSymphony)http://www.nyphilkids.org/main.phtml(NewYorkPhilharmonic)http://www.classicsforkids.com/https://kids.usa.gov/art-and-music/index.shtmlhttp://teachingwithorff.com/


R1.AMusicalPreferencesDemonstrateandexplain,citingevidence,howselectedmusicconnectstoandisinfluencedbyspecificinterests,experiences,purposes,orcontexts.

Singandclassifyasongaspatrioticusingteachergivenvocabulary.

Singorlistentotwoteacher-selectedsongs,askstudentstoidentifywhichisapatrioticsongandwhichbelongstoanothergenre.AskstudentstocomparethetwosongsusingaVennDiagram.Assessstudentunderstandingusingateacher-createdor

FiftyNiftyUnitedStatesSOMGr.5,STMGr.5GodBlessAmericaSOMGr.5WhenJohnnyComesMarchingHomeSOMGr.5TheCaissonsGoRollingAlongSOMGr.5StarSpangled

Writing:CompareandContrastCreateaVenndiagramtocompareandcontrastpatrioticsongswithoneormoreothergenres(e.g.,folksongs,lovesongs,gospelsongs)ortocompareandcontrasttwospecificsongs,suchasSimpleGiftsand



district-providedrubric

Banner,America,AmericatheBeautifulSBMMGr.5

America.5.RI.CS.5-Compareandcontrasttheoverallstructureofevents,ideas,andconceptsofinformationintwoormoretexts.

R1.BMusicalConceptsDemonstrateandexplain,citingevidence,howresponsestomusicareinformedbythestructure,theuseoftheelementsofmusic,andcontext(suchassocial,cultural,andhistorical)throughvariousmeanssuchasmanipulatives,movement,and/orpictorial

Describecomplementaryrhythmsandhowtheywork

Usemovementtodemonstratecomplementarymovementandthenassessstudentunderstandingofhowthelayeredrhythmsworktogether.

Agahu(ListeningPlayalong)SOMGr.5TheRiver(SeeAppendix)MississippiRiverChantSBMMGr.2

5.RI.IKI.8-Explainhowanauthorusesreasonsandevidencetosupportpointsinatext,identifyingwhichreasonsandevidencesupportwhichpoints.



representation).R1.CDescribingElementsofMusicDemonstrateanunderstandingoftheelementsofmusicappliedtoalisteningexampleusingteacher-givenvocabulary(suchasdifferentsectionsofcomplexforms,teacher-selectedorchestralinstruments,etc.).

Listentoarecordingorwatchavideoofpatrioticmusicanddescribewhatisheardusingmusicalvocabulary

Havestudentslistentoorwatchavideoofaperformanceandgiveresponseofwhattheyhaveheardusingpreviouslylearnedvocabularyfromawordwall.

TheStarsandStripesForever-"ThePresident'sOwn"SemperFidelis-"ThePresident'sOwn"

5.RI.IKI.7-Locateananswertoaquestionorsolveaproblem,drawingoninformationfrommultipleprintordigitalsources.

R2.AMusicalCharacteristicsDemonstrateandexplainhowmusicconceptsareusedbyperformerstoreflectintent(suchasinstrumentselectionbya

Describehowthecomposerusedinstrumentstocreateeffectsinapatrioticpiece

Havestudentsworkingroupstodecidehowandwhyacomposerfeaturedacertaininstrumentinapieceandthencreatemovementtothedesiredeffect

TheStarsandStripesForever-"ThePresident'sOwn"SemperFidelis-"ThePresident'sOwn"

5.RI.IKI.8-Explainhowanauthorusesreasonsandevidencetosupportpointsinatext,identifyingwhichreasonsandevidencesupportwhichpoints.5.W.RBPK.8-Recallrelevantinformationfromexperiencesor



composer/arranger). gatherrelevantinformationfromprintanddigitalsources;summarizeorparaphraseinformationinnotesandfinishedworkandprovidealistofsources.

R3.AEvaluatingArtisticWorkEvaluatemusicalworksandperformances,applyingestablishedcriteria,citingevidencefromtheelementsofmusic;withteacherguidance,createarubricforevaluatingmusicperformances.

Evaluatemusicperformancesbasedonage-appropriatecriteria

Guidestudentstocreatearubricforevaluatingmusicperformancesandaskthemtoformallyassessaliveorrecordedperformance.Assessstudentsformalevaluationsofmusicperformancesusingateacher-createdordistrict-providedrubric.

RecordedMCS/SCSAllCityperformanceDVDSStudentOrffEnsembleperformancesfromYouTubeincluding,butnotlimitedto:SampleEnsemble1SampleEnsemble2SampleEnsemble3Listoflive,local,freeorlow-costevents,

Writing:Guidestudentstocreateaperformancerubricforrecorder,singinganduseittoevaluatetheirownperformance.Includeshortanswerdescriptionsaswellasnumberscaleintheself-evaluations.Ifusingthisasapossibleportfolioevidencecollection,recordthestudentsperformancesnowtobeevaluatedagaininQuarter3.



fieldtripgrantsandhowtoapplyforthem.

5.W.PDW.5-Withguidanceandsupportfrompeersandadults,developandstrengthenwritingasneededbyplanning,revising,andediting.

InstructionalMapOrffMusic FifthGrade DOMAIN:CONNECTFoundationsCn1:Synthesizeandrelateknowledgeandpersonalexperiencestoartisticendeavors.Cn2:Relateartisticideasandworkswithsocietal,cultural,andhistoricalcontext.

G5Q1CONNECTDOMAINRESOURCELISTSOM=SpotlightOnMusicSTM=SharetheMusicSBMM=SilverBurdettMakingMusicRR=RecorderRoutesRM=RhythmicallyMovingWMD=WorldMusicDrummingOS=OrffSourcewww.dsokids.com(DallasSymphonyOrchestra)www.sfskids.org(SanFranciscoSymphony)http://www.nyphilkids.org/main.phtml(NewYorkPhilharmonic)http://www.classicsforkids.com/https://kids.usa.gov/art-and-music/index.shtmlhttp://teachingwithorff.com/

QUARTER 1

KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONS Cn1.AMusicandPersonalExperiencesDemonstratehowinterests,knowledge,andskillsrelatetopersonalchoicesandintentwhencreating,performing,andrespondingtomusic(suchasidentifyingpiecesofmusicthatare

Discussasaclasswhypatrioticmusicmightbeimportanttopeople.

Observestudents'discussion

FiftyNiftyUnitedStatesSOMGr.5,STMGr.5GodBlessAmericaSOMGr.5WhenJohnnyComesMarchingHomeSOMGr.5TheCaissonsGoRollingAlongSOMGr.5StarSpangledBanner,America,

5.SL.CC.1-Prepareforcollaborativediscussionson5thgradeleveltopicsandtexts;engageeffectivelywithvariedpartners,buildingonothers'ideasandexpressingtheirownideasclearly



importanttoonesfamilyorhowmusicisusedindailylife).

AmericatheBeautifulSBMMGr.5

Cn2.ASociety,CultureandHistoryDemonstrateunderstandingofrelationshipsbetweenmusicandtheotherarts,otherdisciplines,variedcontexts,and/ordailylife(suchascomparinghowmusicisusedinvariousculturesandperformingit).

Performsongsanddancesfromvariousculturesandhistoricalperiods

Observestudentperformanceoffolkdancesandassessusingteacher-createdordistrict-providedrubric.

MecholHagat(Cherkessiyastep)(Cherkessiyatutorial)

Comprehension:AuthorsPurposePerformMecholHagatasacelebrationdanceattheendofthestoryTheMagicPomegranatebyPeninnahSchram(ReadytoTellTalesbyHoltandMooney).Howdomusic,danceandfolktaleshelpculturespreservetheiridentity?5.RI.IKI.7-Locateananswertoaquestionorsolveaproblem,drawingoninformationfrommultipleprintordigitalsources.

instructional map orff music fifth...

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