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A Correlation of

Online Learning Exchange Interactive Music

powered by Silver Burdett

© 2016

To the

Texas Essential Knowledge and Skills for Fine Arts (TEKS)

Grade 5

SubjectSubchapterCoursePublisherProgram TitleProgram ISBN

Knowledge and Skills Statement

Student Expectation Breakout Student Instruction

Activity Teacher Instruction

Assessment Type in

Student & Teacher

Instruction

(1) Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:

(A) distinguish among a variety of musical timbres, including those of children's voices and soprano, alto, tenor, and bass adult voices

(i) distinguish among a variety of musical timbres, including those of children's voices and soprano, alto, tenor, and bass adult voices

Song Notation (Projectable): Over There, Slide 1

Song Teacher Notes: Over There

Formal

(a) Introduction(1) The fine arts incorporate the study of dance, music, theatre, and the visual arts to offer unique experiences and empower students to explore realities, relationships, and ideas. These disciplines engage and motivate all students through active learning, critical thinking, and innovative problem solving. The fine arts develop cognitive functioning and increase student academic achievement, higher-order thinking, communication, and collaboration skills, making the fine arts applicable to college readiness, career opportunities, workplace environments, social skills, and everyday life. Students develop aesthetic and cultural awareness through exploration, leading to creative expression. Creativity, encouraged through the study of the fine arts, is essential to nurture and develop the whole child.

(2) Four basic strands--foundations: music literacy; creative expression; historical and cultural relevance; and critical evaluation and response--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. The foundation of music literacy is fostered through reading, writing, reproducing, and creating music, thus developing a student's intellect. Through creative expression, students apply their music literacy and the critical-thinking skills of music to sing, play, read, write, and/or move. By experiencing musical periods and styles, students will understand the relevance of music to history, culture, and the world, including the relationship of music to other academic disciplines and the vocational possibilities offered. Through critical listening, students analyze, evaluate, and respond to music, developing criteria for making critical judgments and informed choices.(3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(c) Knowledge and Skills.

Correlations to the Texas Essential Knowledge and Skills (TEKS): Teacher MaterialChapter 117. Texas Essential Knowledge and Skills for Fine ArtsSubchapter D. Elementary, Adopted 2013§117.118. Music, Grade 5, Adopted 2013PearsonOnline Learning Exchange Interactive Music powered by Silver Burdett9781418261399

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Song Notation (Projectable): Deck the Hall, Slide 1

Song Teacher Notes: Deck the Hall

Review

Song Notation (Projectable): This Train,

Song Teacher Notes: This Train

Formal

Instructional Activity (Projectable): I've Been Everywhere, Slide 1

Instructional Activity (Projectable) Teacher Notes: I've Been Everywhere

Activity


(B) distinguish among a variety of musical timbres, including those of woodwind, brass, string, percussion, keyboard, electronic instruments, and instruments of various cultures

(i) distinguish among a variety of musical timbres, including those of woodwind, brass, string, percussion, keyboard, electronic instruments, and instruments of various cultures

Song Notation (Projectable): Cho’i hát bôi, Slide 1

Song Teacher Notes: Cho’i hát bôi

Review

Song Notation (Projectable): Ego Sum Pauper (Nothing Do I Own)

Song Teacher Notes: Ego Sum Pauper (Nothing Do I Own)

Activity

Song Notation (Projectable): Old Chisholm Trail, Slide 1

Song Teacher Notes: Old Chisholm Trail

Activity

Song Notation (Projectable): Ragupati Ragava Raja Ram, Slide 1

Song Teacher Notes: Ragupati Ragava Raja Ram

Activity

Song Notation (Projectable): Still, Still, Still

Song Teacher Notes: Still, Still, Still

Activity

Song Notation (Projectable): This Train, Slide 1


Activity

Song Notation (Projectable):Twelve Gates to the City

Song Teacher Notes: Twelve Gates to the City

Activity Review

2 of 85

Song Notation (Projectable): When Johnny Comes Marching Home

Song Teacher Notes: When Johnny Comes Marching Home

Review

Instructional Activity (Projectable): Meng Jian Nu, Slides 1 and 3

Instructional Activity (Projectable) Teacher Notes: Meng Jian Nu

Activity

Instructional Activity (Interactive): Winter Wonderland

Instructional Activity (Interactive) Teacher Notes: Winter Wonderland

Activity


(C) use known music symbols and terminology referring to rhythm; melody; timbre; form; tempo, including accelerando and ritardando; dynamics; articulation; and meter, including simple and compound, to explain musical sounds presented aurally

(i) use known music symbols referring to rhythm to explain musical sounds presented aurally

Song Notation (Projectable): California, Slide 1

Song Teacher Notes: California Activity

Song Notation (Projectable): HImmel und Erde (Music Alone Shall Live) Slide 1

Song Teacher Notes: Himmel und Erde (Music Alone Shall Live)

Activity

Play-Along (Percussion): Twelve Gates to the City

Play-Along (Percussion) Teacher Notes: Twelve Gates to the City

Activity

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(C) use known music symbols and terminology referring to rhythm, melody, timbre, form, tempo including accelerando and ritardando, dynamics, articulation and meter including simple and compound to explain musical sounds presented aurally

(ii) use known music symbols referring to melody to explain musical sounds presented aurally

Instructional Activity (Projectable): Deck the Hall, Slide 4

Instructional Activity (Projectable) Teacher Notes: Deck the Hall

Formal



Activity

Song Notation (Projectable): Las velitas (Candles Burning Bright), Slide 1

Song Teacher Notes: Las velitas

Activity

Song Notation (Projectable): Camptown Races, Slide 1

Song Teacher Notes: Camptown Races

Activity

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(iii) use known music symbols referring to timbre to explain musical sounds presented aurally

Symbols are not used to explain timbre. See

citations under terminology for timbre.

Symbols are not used to explain timbre. See citations under terminology for timbre.

Symbols are not used to

explain timbre. See citations

under terminology for

timbre.



(iv) use known music symbols referring to form to explain musical sounds presented aurally

Song Notation (Projectable): Colorado Trail, Slide 1

Song Teacher Notes: Colorado Trail

Activity

Song Notation (Projectable): ‘Ūlili E, Slide 1

Song Teacher Notes: ‘Ūlili E Formal

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Play-Along (Guitar): Old Chisholm Trail

Play-Along (Guitar) Teacher Notes: Old Chisholm Trail

Formal

Orff Arrangement: Camptown Races

Orff Arrangement Teacher Notes: Camptown Races

Activity



(v) use known music symbols referring to tempo, including accelerando, to explain musical sounds presented aurally

Song Notation (Projectable): Peace Like a River, Slide 1

Song Teacher Notes: Peace Like a River

Activity

Instructional Activity (Interactive): I've Been Everywhere

Instructional Activity (Interactive) Teacher Notes: I've Been Everywhere

Activity Formal

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(vi) use known music symbols referring to tempo, including ritardando to explain musical sounds presented aurally

Song Notation (Projectable): Rio, rio (River, River), Slide 1

Song Teacher Notes: Rio, rio (River, River)

Formal



Activity Formal

Instructional Activity (Projectable): Lift Every Voice and Sing, Slides 3-4

Instructional Activity (Projectable) Teacher Notes: Lift Every Voice and Sing

Activity

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(vii) use known music symbols referring to dynamics to explain musical sounds presented aurally

Song Notation (Projectable):Watoto Wa Dunia, Slide 1

Song Teacher Notes: Watoto Wa Dunia

Activity

Play-Along (Percussion): Comin' Up Christmas Time

Play-Along (Percussion) Teacher Notes: Comin' Up Christmas Time

Activity



(viii) use known music symbols referring to articulation to explain musical sounds presented aurally

Song Notation (Projectable): Hip-Hop Reindeer, Slide 1

Song Teacher Notes: Hip-Hop Reindeer

Activity

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Activity

Instructional Activity (Interactive): Cho’i hát bôi

Instructional Activity (Interactive) Teacher Notes: Cho’i hát bôi (The Theatre Game)

Activity Formal



(ix) use known music symbols referring to simple meter to explain musical sounds presented aurally

Song Notation (Projectable): Adelita, Slide 1

Song Teacher Notes: Adelita Activity

Orff Arrangement: Hitotsu toya (Temple Bells)

Orff Arrangement Teacher Notes: Hitotsu toya (Temple Bells)

Activity

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(x) use known music symbols referring to compound meter to explain musical sounds presented aurally

Song Notation (Projectable): Blow the Wind Southerly, Slide 1

Song Teacher Notes: Blow the Wind Southerly

Activity

Orff Arrangement: Don Alfonso

Orff Arrangement Teacher Notes: Don Alfonso

Activity



(xi) use known music terminology referring to rhythm to explain musical sounds presented aurally



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Play-Along (Percussion): Twelve Gates to the City, Slide 1


Activity

Song Notation (Projectable): Down By the Riverside, Slide 1

Song Teacher Notes: Down By the Riverside

Activity

Song Notation (Projectable): Come and Go with Me to That Land, Slide 1

Song Teacher Notes: Come and Go with Me to That Land

Activity



(xii) use known music terminology referring to melody to explain musical sounds presented aurally


Song Teacher Notes: Las velitas

Activity



Activity

Song Notation (Projectable): Tancovacka, Slide 1

Song Teacher Notes: Tancovacka

Activity

Instructional Activity (Projectable): Cho’i hát bôi, Slide 3

Instructional Activity (Projectable) Teacher Notes: Cho’i hát bôi

Activity

Instructional Activity (Projectable): Deck the Hall, Slide 4

Instructional Activity (Projectable) Teacher Notes: Deck the Hall

Formal

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(xiii) use known music terminology referring to timbre to explain musical sounds presented aurally



Activity

Song Notation (Projectable): Twelve Gates to the City, Slide 1


Activity

Play-Along (Percussion): Ragupati Ragava Raja Ram

Play-Along (Percussion) Teacher Notes: Ragupati Ragava Raja Ram]

Activity

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(xiv) use known music terminology referring to form to explain musical sounds presented aurally

Song Notation (Projectable): Colorado Trail, Slide 1


Activity





Formal

Orff Arrangement: Camptown Races

Orff Arrangement Teacher Notes: Camptown Races

Activity

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(xv) use known music terminology referring to tempo, including accelerando, to explain musical sounds presented aurally

Song Notation (Projectable): Battle Hymn of the Republic, Slide 1

Song Teacher Notes: Battle Hymn of the Republic

Activity

Instructional Activity (Projectable): Happy Days Are Here Again, Slides 1-3

Instructional Activity (Projectable) Teacher Notes: Happy Days Are Here Again

Activity



Activity Formal

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(xvi) use known music terminology referring to tempo, including ritardando, to explain musical sounds presented aurally



Formal



Activity Formal

Instructional Activity (Projectable): Lift Every Voice and Sing, Slides 3-4

Instructional Activity (Projectable) Teacher Notes: Lift Every Voice and Sing

Activity

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(xvii) use known music terminology referring to dynamics to explain musical sounds presented aurally



Activity



Activity



(xviii) use known music terminology referring to articulation to explain musical sounds presented aurally



Activity

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Instructional Activity (Projectable): Peace Like a River, Slides 1-3

Instructional Activity (Projectable) Teacher Notes: Peace Like a River

Formal



Activity Formal



(xix) use known music terminology referring to simple meter to explain musical sounds presented aurally

Play-Along (Recorder): The Ash Grove

Play-Along (Recorder) Teacher Notes: The Ash Grove

Activity

Play-Along (Percussion) Over There

Play-Along (Percussion) Teacher Notes: Over There

Activity

Song Notation (Projectable): De colores, Slide 1

Song Teacher Notes: De colores

Activity

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(xx) use known music terminology referring to compound meter to explain musical sounds presented aurally



Activity



Activity

Song Notation (Projectable): Las estrellitas del cieo (Stars of the Heavens), Slide 1

Song Teacher Notes: Las estrellitas del cielo, (Stars of the Heavens)

Activity


(D) identify and label small and large musical forms such as abac, AB, and ABA; rondo; and theme and variations presented aurally in simple songs and larger works

(i) identify small musical forms presented aurally in simple songs

Song Notation (Projectable): Colorado Trail


Activity



Activity

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Instructional Activity (Projectable): Las velitas, Slides 1-5

Instructional Activity Teacher Notes: Las velitas

Formal



(ii) identify small musical forms presented aurally in larger works

Song Notation (Projectable): One Small Step, Slide 1

Song Teacher Notes: One Small Step

Activity

Music Reading Sequence: The Star Spangled Banner

Music Reading Sequence Teacher Notes: The Star Spangled Banner

Activity



(iii) identify large musical forms presented aurally in simple songs

Song Notation (Projectable): Ego Sum Pauper (Nothing Do I Own), Slide 1


Activity

Play-Along (Guitar): Ev'ry Time I Feel the Spirit

Play-Along (Guitar) Teacher Notes: Ev'ry Time I Feel the Spirit

Activity

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(iv) identify large musical forms presented aurally in larger works

Song Notation (Projectable): I Vow to You My Country, Slide 1

Song Teacher Notes: I Vow to You My Country

Activity

Play-Along (Recorder): Blow the Wind Southerly

Play-Along (Recorder) Teacher Notes: Blow the Wind Southerly

Activity



(v) label small musical forms presented aurally in simple songs

Song Notation (Projectable): Colorado Trail


Activity



Activity

Instructional Activity (Projectable): Las velitas, Slides 1-5

Instructional Activity Teacher Notes: Las velitas

Formal

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(vi) label small musical forms presented aurally in larger works

Song Notation (Projectable): One Small Step, Slide 1

Song Teacher Notes: One Small Step

Activity

Music Reading Sequence: The Star Spangled Banner

Music Reading Sequence Teacher Notes: The Star Spangled Banner

Activity



(vii) label large musical forms presented aurally in simple songs



Activity

Play-Along (Guitar): Ev'ry Time I Feel the Spirit

Play-Along (Guitar) Teacher Notes: Ev'ry Time I Feel the Spirit

Activity



(viii) label large musical forms presented aurally in larger works



Activity

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Activity

(2) Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:

(A) read, write and reproduce rhythmic patterns using standard notation, including syncopated patterns, and previously learned note values in 2/4, 3/4, or 4/4 meters as appropriate

(i) read rhythmic patterns using standard notation, including syncopated patterns in 2/4, 3/4, or 4/4 meters as appropriate



Activity

Song Notation (Projectable):Happy Days Are Here Again, Slide 1

Song Teacher Notes: Happy Days Are Here Again

Activity

Song Notation (Projectable): The Papaya Song

Song Teacher Notes: The Papaya Song

Activity

Instructional Activity (Projectable): Winter Wonderland

Instructional Activity (Projectable) Teacher Notes: Winter Wonderland

Activity

Music Reading (Notation): Come, Ye Thankful People, Come

Music Reading Teacher Notes: Come, Ye Thankful People, Come

Activity

Play-Along (Guitar): Adelita

Play-Along (Guitar) Teacher Notes: Adelita

Activity

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(ii) read rhythmic patterns using standard notation, including previously learned note values in 2/4, 3/4, or 4/4 meters as appropriate

Song Notation (Projectable): Cindy, Slide 1

Song Teacher Notes: Cindy Activity

Song Notation (Projectable): Himmel und Erde (Music Alone Shall Live), Slide 1


Activity

Song Notation (Projectable): ¡Qué bonita bandera! (What a Beautiful Banner)

Song Teacher Notes: ¡Qué bonita bandera! (What a Beautiful Banner)

Activity

Play-Along (Guitar): Still, Still, Still

Play-Along (Guitar) Teacher Notes: Still, Still, Still

Activity

Play-Along (Guitar): Colorado trail

Play-Along (Guitar) Teacher Notes: Colorado Trail

Activity

Play-Along (Keyboard): Imbabura

Play-Along (Keyboard) Teacher Notes: Imbabura

Activity

Orff Arrangement: ‘Ūlili E Orff Arrangement Teacher Notes: ‘Ūlili E

Activity



(iii) write rhythmic patterns using standard notation, including syncopated patterns in 2/4, 3/4, or 4/4 meters as appropriate



Activity

23 of 85



Activity



Activity



Activity

Music Reading Sequence: Come, Ye Thankful People, Come

Music Reading Sequence Teacher Notes: Come, Ye Thankful People, Come

Activity



Activity



(iv) write rhythmic patterns using standard notation, including previously learned note values in 2/4, 3/4, or 4/4 meters as appropriate





Activity



Activity



Activity



Activity



Formal

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Activity



(v) reproduce rhythmic patterns using standard notation including syncopated patterns in 2/4, 3/4, or 4/4 meters as appropriate



Activity



Activity



Activity



Activity

Music Reading Sequence: Come, Ye Thankful People, Come

Music Reading Sequence Teacher Notes: Come, Ye Thankful People, Come

Activity



Activity

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(vi) reproduce rhythmic patterns using standard notation including previously learned note values in 2/4, 3/4, or 4/4 meters as appropriate





Activity



Activity



Activity



Activity



Formal


Activity




(B) read, write, and reproduce extended pentatonic and diatonic melodic patterns using standard staff notation

(i) read extended pentatonic melodic patterns using standard staff notation

Song Notation (Projectable): Hitotsu toya, Slide 1

Song Teacher Notes: Hitotsu toya

Activity

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Song Notation (Projectable): Meng jian nu, Slide 1

Song Teacher Notes: Meng jian nu

Activity

Music Reading Sequence: This Train

Music Reading Sequence Teacher Notes: This Train

Activity



(ii) read extended diatonic melodic patterns using standard staff notation


Song Teacher Notes: Las velitas (Candles Burning Bright)

Activity

Song Notation (Projectable): Winter Wonderland, Slide 1

Song Teacher Notes: Winter Wonderland

Activity

Music Reading Sequence: One Small Step

Music Reading Sequence Teacher Notes: One Small Step

Activity



(iii) write extended pentatonic melodic patterns using standard staff notation



Activity



Activity



(iv) write extended diatonic melodic patterns using standard staff notation



Activity

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Formal



Activity



(v) reproduce extended pentatonic melodic patterns using standard staff notation



Activity



Activity



(vi) reproduce extended diatonic melodic patterns using standard staff notation



Activity



Activity

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(C) identify and interpret new and previously learned music symbols and terms referring to tempo, including accelerando and ritardando; dynamics; articulation; and meter, including simple and compound

(i) identify new music symbols referring to tempo, including accelerando

Song Notation (Projectable): Comin' Up Christmas Time, Slide 1

Song Teacher Notes: Comin' Up Christmas Time

Activity

Play-Along (Percussion): Tancovacka

Play-Along (Percussion) Teacher Notes: Tancovacka

Activity


(C) identify and interpret new and previously learned music symbols and terms referring to tempo, including accelerando and ; dynamics; articulation; and meter, including simple and compound

(ii) identify new music symbols referring to tempo, including ritardando



Activity



Activity Formal

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(iii) identify new music symbols referring to dynamics

Song Notation (Projectable): I've Been Everywhere, Slide 1

Song Teacher Notes: I've Been Everywhere

Activity Formal

Instructional Activity (Interactive): Frosty the Snowman

Instructional Activity (Interactive) Teacher Notes: Frosty the Snowman

Activity



(iv) identify new music symbols referring to articulation

Song Notation (Projectable): The Star Spangled Banner, Slide 1

Song Teacher Notes: The Star Spangled Banner

Activity



Activity Formal

30 of 85



(v) identify new music symbols referring to simple meter





Activity

Instructional Activity (Projectable): Meng Jian Nu, Slides 2-3

Instructional Activity (Projectable): Meng Jian Nu

Activity



(vi) identify new music symbols referring to compound meter

Song Notation (Projectable): Lift Ev'ry Voice and Sing, Slide 1

Song Teacher Notes: Lift Ev'ry Voice and Sing

Activity Formal

Play-Along (Percussion): Rio, rio (River, River)

Play-Along (Percussion) Teacher Notes: Rio, rio (River, River)

Activity

31 of 85



(vii) identify new music terms referring to tempo, including accelerando



Activity


Play-Along (Percussion) Teacher Notes: Ragupati Ragava Raja Ram

Activity



(viii) identify new music terms referring to tempo, including ritardando



Activity



Activity Formal

32 of 85



(ix) identify new music terms referring to dynamics

Song Notation (Projectable):I've Been Everywhere, Slide 1


Activity Formal



Activity



(x) identify new music terms referring to articulation



Activity



Activity Formal

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(xi) identify new music terms referring to simple meter





Activity



Activity



(xii) identify new music terms referring to compound meter



Activity Formal



Activity

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(xiii) identify previously learned music symbols referring to tempo, including accelerando



Activity

Orff Arrangement: Tumba Orff Arrangment Teacher Notes: Tumba

Activity



(xiv) identify previously learned music symbols referring to tempo, including ritardando



Formal



Activity Formal

35 of 85



(xv) identify previously learned music symbols referring to dynamics



Activity

Play-Along (Percussion): The Papaya Song

Play-Along (Percussion) Teacher Notes: The Papaya Song

Activity



(xvi) identify previously learned music symbols referring to articulation



Activity



Activity

Instructional Activity (Projectable): Peace Like a River, Slide 2


Activity Formal

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(xvii) identify previously learned music symbols referring to simple meter



Instructional Activity (Projectable): Frosty the Snowman, Slides 1-2

Instructional Activity (Projectable) Teacher Notes: Frosty the Snowman

Activity

Play-Along (Recorder): Come and Go With Me to That Land

Play-Along (Recorder) Teacher Notes: Come and Go With Me to That Land

Activity



(xviii) identify previously learned music symbols referring to compound meter



Activity



Activity

37 of 85



(xix) identify previously learned music terms referring to tempo, including accelerando



Activity

Play-Along (Percussion): Over There


Activity



Activity



(xx) identify previously learned music terms referring to tempo, including ritardando



Formal



Activity Formal

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(xxi) identify previously learned music terms referring to dynamics



Activity



Activity



(xxii) identify previously learned music terms referring to articulation



Activity

Play-Along (Guitar): ¡Qué bonita bandera! (What a Beautiful Banner)

Play-Along (Guitar) Teacher Notes: ¡Qué bonita bandera! (What a Beautiful Banner)

Activity



Activity Formal

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(xxiii) identify previously learned music terms referring to simple meter



Activity



Activity



(xxiv) identify previously learned music terms referring to compound meter

Song Notation (Projectable): Las estrellitas del cielo (Stars of the Heavens), Slide 1

Song Teacher Notes: Las estrellitas del cielo (Stars of the Heavens)

Activity

Play-Along (Percussion): When Johnny Comes Marching Home

Play-Along (Percussion) Teacher Notes: When Johnny Comes Marching Home

Activity

40 of 85



(xxv) interpret new music symbols referring to tempo, including accelerando



Activity



Activity



(xxvi) interpret new music symbols referring to tempo, including ritardando



Activity



Activity

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(xxvii) interpret new music symbols referring to dynamics



Activity



Activity



(xxviii) interpret new music symbols referring to articulation



Activity



Activity Formal

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(xxvix) interpret new music symbols referring to simple meter

Song Notation (Projectable): Hosanna, Me Build a House, Slide 1

Song Teacher Notes: Hosanna, Me Build a House

Activity



Activity



(xxx) interpret new music symbols referring to compound meter



Activity Formal



Activity

43 of 85



(xxxi) interpret new music terms referring to tempo, including accelerando



Activity


Play-Along (Percussion) Teacher Notes: Ragupati Ragava Raja Ram

Activity



Activity Formal



(xxxii) interpret new music terms referring to tempo, including ritardando



Activity



Activity Formal

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(xxxiii) interpret new music terms referring to dynamics



Activity Formal



Activity



(xxxiv) interpret new music terms referring to articulation



Activity



Activity Formal

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(xxxv) interpret new music terms referring to simple meter





Activity

Play-Along (Keyboard): Down By the Riverside

Play-Along (Keyboard) Teacher Notes: Down by the Riverside

Activity



(xxxvi) interpret new music terms referring to compound meter



Activity Formal



Activity

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(xxxvii) interpret previously learned music symbols referring to tempo, including accelerando



Activity


Activity



(xxxviii) interpret previously learned music symbols referring to tempo, including ritardando



Formal



Activity Formal

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(xxxvix) interpret previously learned music symbols referring to dynamics



Activity

Play-Along (Percussion): The Papaya song


Activity



(xl) interpret previously learned music symbols referring to articulation



Activity



Activity



Activity Formal

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(xli) interpret previously learned music symbols referring to simple meter





Activity



Activity



(xlii) interpret previously learned music symbols referring to compound meter



Activity



Activity

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(xliii) interpret previously learned music terms referring to tempo, including accelerando



Activity



Activity



(xliv) interpret previously learned music terms referring to tempo, including ritardando



Formal



Activity Formal

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(xlv) interpret previously learned music terms referring to dynamics



Activity



Activity



(xlvi) interpret previously learned music terms referring to articulation



Activity



Activity



Activity Formal

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(xlvii) interpret previously learned music terms referring to simple meter



Activity

Play-Along (Recorder): The Ash Grove

Play-Along (Recorder) Teacher Notes: The Ash Grove

Activity



(xlviii) interpret previously learned music terms referring to compound meter



Activity



Activity

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(3) Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:

(A) sing and play classroom instruments independently or in groups with accurate intonation and rhythm

(i) sing independently or in groups with accurate intonation

Song Notation (Projectable): The Ash Grove Slide 1

Song Teacher Notes: The Ash Grove

Formal



Activity

Song Notation (Projectable): Come, Ye Thankful People, Come Slide 1

Song Teacher Notes: Come, Ye Thankful People, Come

Formal

Instructional Activity (Interactive): ‘Ūlili E

Instructional Activity (Interactive) Teacher Notes: ‘Ūlili E

Activity



(ii) sing independently or in groups with accurate rhythm




Song Teacher Notes: Himmel und Erde

Activity

Play-Along (Percussion): Battle Hymn of the Republic

Play-Along (Percussion) Teacher Notes: Battle Hymn of the Republic

Activity

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(iii) play classroom instruments independently or in groups with accurate intonation



Activity



Activity

Play-Along (Recorder): Ego Sum Pauper (Nothing Do I Own)

Play-Along (Recorder) Teacher Notes: Ego Sum Pauper (Nothing Do I Own)

Activity



(iv) play classroom instruments independently or in groups with accurate rhythm



Activity



Activity

Orff Arrangement: Las estrellitas del cielo (Stars of the Heavens)

Orff Arrangement Teacher Notes: Las estrellitas del cielo (Stars of the Heavens)

Activity

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(B) sing or play a varied repertoire of music such as American folk songs, patriotic music, and folk songs representative of local and world cultures independently or in groups

(i) sing or play a varied repertoire of music independently or in groups

Song Notation (Projectable): Tumba, Slide 1

Song Teacher Notes: Tumba Activity

Song Notation (Projectable): Camptown Races


Activity



Activity



Activity


(C) move alone and with others to a varied repertoire of music using gross motor, fine motor, locomotor, and non-locomotor skills and integrated movement such as hands and feet moving together

(i) move alone to a varied repertoire of music using gross motor skills

Song Notation (Projectable): Don Alfonso, Slide 1

Song Teacher Notes: Don Alfonso

Activity

Movement Activity Video: Hip-Hop Reindeer

Movement Activity Instructions (Printable): Hip-Hop Reindeer

Activity

55 of 85



(ii) move alone to a varied repertoire of music using fine motor skills

Song Notation (Projectable): Cho’i hát bôi

Song Teacher Notes: Cho’i hát bôi

Activity



Activity

Movement Activity: I Vow to You My Country

Movement Activity Instructions (Printable): I Vow to You My Country

Activity



(iii) move alone to a varied repertoire of music using locomotor skills

Song Notation (Projectable): Come and Go with Me to That Land


Activity

Movement Activity: De colores

Movement Activity Instructions (Printable): De colores

Activity

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(iv) move alone to a varied repertoire of music using non-locomotor skills



Activity ‐ backbeat

Song Notation (Projectable): Imbabura, Slide 1

Song Teacher Notes: Imbabura Activity



(v) move alone to a varied repertoire of music using integrated movement



Activity

Movement Activity: California

Movement Activity Instructions (Printable): California

Activity

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(vi) move in groups to a varied repertoire of music using gross motor skills



Movement Activity: Tumba

Movement Activity Instructions (Printable): Tumba [Activity]

Activity

Movement Activity Video: Watoto Wa Dunia

Movement Activity Instructions (Printable): Watoto Wa Dunia

Activity



(vii) move in groups to a varied repertoire of music using fine motor skills



Movement/Dance: California

Movement/Dance Teacher Notes: California [Activity]

Activity

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(viii) move in groups to a varied repertoire of music using locomotor skills

Song Notation (Projectable): Tancovacka


Activity

Movement Activity: Cindy Movement Activity Instructions (Printable): Cindy

Activity

Movement Activity: Sweet Betsy from Pike

Movement Activity Instructions (Printable): Sweet Betsy from Pike

Activity



(ix) move in groups to a varied repertoire of music using non-locomotor skills



Movement Activity (Animated): Weevily Wheat

Movement Activity Instructions (Printable): Weevily Wheat

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(x) move in groups to a varied repertoire of music using integrated movement



Activity ‐ backbeat

Movement Activity: California

Movement Activity Instructions (Printable): California

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(D) perform various folk dances and play parties

(i) perform various folk dances

Song Notation (Projectable): Don Alfonso, Slide 1

Song Teacher Notes: Don Alfonso

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Movement Activity: De colores

Movement Activity Instructions (Printable): De colores

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(D) perform various folk dances and play parties

(ii) perform various play parties


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Movement Activity: Erie Canal

Movement Activity Instructions (Printable): Erie Canal

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Movement Activity (Animated): Sweet Betsy from Pike


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(E) perform simple two-part music, including rhythmic and melodic ostinati, rounds, partner songs, and counter melodies

(i) perform simple two-part music, including rhythmic ostinati

Song Notation (Projectable): Zum gali gali, Slide 1

Song Teacher Notes: Zum gali gali

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(ii) perform simple two-part music, including melodic ostinati



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(iii) perform simple two-part music, including rounds

Song Notation (Projectable): Ego Sum Pauper (Nothing Do I Own)


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Music Reading Notation: Himmel und Erde (Music Alone Shall Live)

Music Reading Teacher Notes: Himmel und Erde (Music Alone Shall Live)

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(iv) perform simple two-part music, including partner songs



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Play-Along (Percussion): Zum gali gali

Play-Along (Percussion) Teacher Notes: Zum gali gali

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(v) perform simple two-part music, including counter melodies

Song Notation (Projectable): The Ash Grove Slide 1

Song Teacher Notes: The Ash Grove

Formal



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(F) interpret through performance new and previously learned music symbols and terms referring to tempo, including accelerando and ritardando, dynamics, articulation and meter including simple and compound

(i) interpret through performance new music symbols referring to tempo, including accelerando



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(ii) interpret through performance new music symbols referring to tempo, including ritardando



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Activity Formal

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(iii) interpret through performance new music symbols referring to dynamics



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Activity



(iv) interpret through performance new music symbols referring to articulation

Song Notation (Projectable): Frosty, the Snowman, Slide 1

Song Teacher Notes: Frosty, the Snowman

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Activity Formal

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(v) interpret through performance new music symbols referring to simple meter



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Activity

Play-Along (Keyboard: Down By the Riverside


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(vi) interpret through performance new music symbols referring to compound meter



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(vii) interpret through performance new music terms referring to tempo, including accelerando



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(viii) interpret through performance new music terms referring to tempo, including ritardando



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Formal

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(ix) interpret through performance new music terms referring to dynamics



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Activity



(x) interpret through performance new music terms referring to articulation



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Activity Formal

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(xi) interpret through performance new music terms referring to simple meter



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Play-Along (Keyboard: Down By the Riverside


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(xii) interpret through performance new music terms referring to compound meter



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(xiii) interpret through performance previously learned music symbols referring to tempo, including accelerando



Activity


Activity



(xiv) interpret through performance previously learned music symbols referring to tempo, including ritardando



Formal



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(xv) interpret through performance previously learned music symbols referring to dynamics



Activity

Play-Along (Percussion): The Papaya Song


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(xvi) interpret through performance previously learned music symbols referring to articulation



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Activity Formal

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(xvii) interpret through performance previously learned music symbols referring to simple meter





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Activity

Instructional Activity: One Small Step

Instructional Activity Teacher Notes: One Small Step

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(xviii) interpret through performance previously learned music symbols referring to compound meter



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(xix) interpret through performance previously learned music terms referring to tempo, including accelerando



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Activity



(xx) interpret through performance previously learned music terms referring to tempo, including ritardando



Formal



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(xxi) interpret through performance previously learned music terms referring to dynamics



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(xxii) interpret through performance previously learned music terms referring to articulation



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Activity



Activity Formal

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(xxiii) interpret through performance previously learned music terms referring to simple meter



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Activity



(xxiv) interpret through performance previously learned music terms referring to compound meter



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(4) Creative expression. The student creates and explores new musical ideas within specified guidelines. The student is expected to:

(A) create rhythmic phrases through improvisation and composition

(i) create rhythmic phrases through improvisation

Song Notation (Projectable): California Slide 1




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(A) create rhythmic phrases through improvisation and composition

(ii) create rhythmic phrases through composition



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(B) create melodic phrases through improvisation and composition

(i) create melodic phrases through improvisation



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Activity


(B) create melodic phrases through improvisation and composition

(ii) create melodic phrases through composition



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(C) create simple accompaniments through improvisation and composition

(i) create simple accompaniments through improvisation

Song Notation (Projectable): Ev’ry Time I Feel the Spirit, Slide 1

Song Teacher Notes: Ev’ry Time I Feel the Spirit

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Activity


(C) create simple accompaniments through improvisation and composition

(ii) create simple accompaniments through composition

Song Notation (Projectable): Hitotsu toya (Temple Bells), Slide 1

Song Teacher Notes: Hitotsu toya (Temple Bells)

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Song Notation (Projectable): Still, Still, Still, Slide 1


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Activity

Orff Arrangement: Hosanna, Me Build a House

Orff Arrangement Teacher Notes: Hosanna, Me Build a House

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(5) Historical and cultural relevance. The student examines music in relation to history and cultures. The student is expected to:

(A) perform a varied repertoire of songs, movement, and musical games representative of diverse cultures such as historical folk songs of Texas and America and European and African cultures in America

(i) perform a varied repertoire of songs representative of diverse cultures



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(ii) perform a varied repertoire of movement representative of diverse cultures

Song Notation (Projectable): Cho’i hát bôi (The Theatre Game)

Song Teacher Notes: Cho’i hát bôi (The Theatre Game)

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(iii) perform a varied repertoire of musical games representative of diverse cultures

Song Notation (Projectable): This Train,


Formal

Instructional Activity (Interactive): Cho’i hát bôi (The Theater Game)

Instructional Activity (Interactive) Teacher Notes: Cho’i hát bôi (The Theater Game)

Activity

Movement Activity: Sweet Betsy from Pike


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(B) perform music representative of Texas and America, including "The Star Spangled Banner"

(i) perform music representative of Texas



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Play-Along (Guitar): Colorado Trail


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(B) perform music representative of Texas and America, including The Star Spangled Banner

(ii) perform music representative of America, including "The Star Spangled Banner"



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Play-Along (Percussion): Over There


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(C) identify and describe music from diverse genres, styles, periods, and cultures

(i) identify music from diverse genres

Song Notation (Projectable): Ev'ry Time I Feel the Spirit, Slide 1

Song Teacher Notes: Ev'ry Time I Feel the Spirit

Review



Activity



(ii) identify music from diverse styles

Song Notation (Projectable): Still, Still, Still


Activity

Orff Arrangement Hosanna, Me Build a House


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(iii) identify music from diverse periods

Listening Animated Map: L'Orfeo (Monteverdi)

Listening Animated Map: L'Orfeo (Monteverdi) Teacher Notes

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Instructional Activity (Projectable): Happy Days Are Here Again, Slide 1


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Song Notation (Projectable): When Johnny Comes Marching Home, Slide 1


Review

Listening Animated Map: Royal Fireworks, Mvt 4 (Handel)

Listening Animated Map: Royal Fireworks, Mvt 4 (Handel) Teacher Notes

not assessed in this lesson



(iv) identify music from diverse cultures



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(v) describe music from diverse genres

Song Notation (Projectable): Ev'ry Time I Feel the Spirit, Slide 1

Song Teacher Notes: Ev'ry Time I Feel the Spirit

Review



Activity



(vi) describe music from diverse styles

Song Notation (Projectable):Twelve Gates to the City


Activity Review

Orff Arrangement Hosanna, Me Build a House


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(vii) describe music from diverse periods

Listening Animated Map: L'Orfeo (Monteverdi)

Listening Animated Map: L'Orfeo (Monteverdi) Teacher Notes

Activity

Instructional Activity (Projectable): Happy Days Are Here Again, Slide 1


Activity

Song Notation (Projectable): When Johnny Comes Marching Home, Slide 1


Review

Listening Animated Map: Royal Fireworks, Mvt 4 (Handel)

Listening Animated Map: Royal Fireworks, Mvt 4 (Handel) Teacher Notes




(viii) describe music from diverse cultures



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Activity


(D) examine the relationships between music and interdisciplinary concepts

(i) examine the relationships between music and interdisciplinary concepts

Song Notation (Projectable): Cho’i hát bôi (The Theater Game), Slide 1

Song Teacher Notes: Cho’i hát bôi (The Theater Game)

Activity



Formal

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(6) Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performances. The student is expected to:

(A) exhibit audience etiquette during live and recorded performances

(i) exhibit audience etiquette during live performances



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(A) exhibit audience etiquette during live and recorded performances

(ii) exhibit audience etiquette during recorded performances



Formal

Instructional Activity (Projectable): I've Been Everywhere


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(B) identify known rhythmic and melodic elements in aural examples using appropriate vocabulary

(i) identify known rhythmic elements in aural examples using appropriate vocabulary



Activity

Play-Along (Percussion): Twelve Gates to the City


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(B) identify known rhythmic and melodic elements in aural examples using appropriate vocabulary

(ii) identify known melodic elements in aural examples using appropriate vocabulary



Activity

Song Notation (Projectable): Tancovacka, Slide 1


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Instructional Activity (Projectable): Cho’i hát bôi, Slide 3

Instructional Activity (Projectable) Teacher Notes: Cho’i hát bôi

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(C) describe specific musical events such as changes in timbre, form, tempo, dynamics, or articulation in aural examples using appropriate vocabulary

(i) describe specific musical events in aural examples using appropriate vocabulary



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Formal


(D) respond verbally and through movement to short musical examples

(i) respond verbally to short musical examples



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(D) respond verbally and through movement to short musical examples

(ii) respond through movement to short musical examples





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(E) evaluate a variety of compositions and formal or informal musical performances using specific criteria

(i) evaluate a variety of compositions using specific criteria



Instructional Activity (Projectable): Lift Ev'ry Voice and Sing

Instructional Activity (Projectable) Teacher Notes: Lift Ev'ry Voice and Sing



(E) evaluate a variety of compositions and formal or informal musical performances using specific criteria

(ii) evaluate a variety of formal or informal musical performances using specific criteria



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Music Reading (Notation): Himmel und Erde

Music Reading (Notation) Teacher Notes: Himmel und Erde

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(F) justify personal preferences for specific music works and styles using music vocabulary

(i) justify personal preferences for specific music works using music vocabulary



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Activity


(F) justify personal preferences for specific music works and styles using music vocabulary

(ii) justify personal preferences for specific music styles using music vocabulary



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