Louisburg School District

3rd Grade General Music

Full Year Curriculum
Mrs. Rose Bentley
Mission Statement: The mission of the Louisburg Elementary Schools music department
is to foster and nurture a love for music within each student through meaningful and quality
music education.

“The future of our nation depends on providing our children with a

complete education that includes music.”
-Gerald Ford

Program Goals:

Throughout Louisburg Elementary School’s music program, students will....

PG1: Create, perform, respond, and connect to music through singing, movement, and
playing.

PG2: Improvise and compose their own musical ideas within a safe and comfortable
environment.

PG3: Apply knowledge of musical concepts to musical experiences that they experience in a
variety of environments.

PG4: Acknowledge an awareness and appreciation for music from a variety of different
cultures and genres as it appears throughout the world.

Course Description:
Students enrolled in the Louisburg School District (USD 416) will grow and expand their
musicianship as they attend a total of one hour in music class weekly. Students will encounter a
variety of musical experiences that are appropriate and fitting for their age level and abilities.
They will be provided opportunities to successfully create, perform, respond, and connect to
music as it corresponds with the appropriate grade level standards (established by NAfME in
2014). Each student’s ability to identify, define, and apply musical knowledge and skills in
rhythm, melody, harmony, form, timbre, and expression will be fostered and nurtured as they
continue growing and developing within the music classroom.
Course Goals: Throughout this course, students in 3rd Grade will…
Create

CG1: Generate musical ideas for various purposes and contexts.

CG2: Select and develop musical ideas for defined purposes and contexts

CG3: Evaluate and refine selected musical ideas to create musical work(s) that meet
appropriate criteria.

CG4: Evaluate and refine selected musical ideas to create musical work(s) that meet
appropriate criteria.

Perform

CG5: Select varied musical works to present based on interest, knowledge, technical skill, and
context.

CG6: Analyze the structure and context of varied musical works and their implications for
performance.

CG7: Develop personal interpretations that consider creators’ intent.

CG8: Evaluate and refine personal and ensemble performances, individually or in

collaboration with others.

CG9: Perform expressively, with appropriate interpretation and technical accuracy, and in a
manner appropriate to the audience and context.

Respond

CG10: Choose music appropriate for a specific purpose or context.

CG11: Analyze how the structure and context of varied musical works inform the response.

CG12: Support interpretations of musical works that reflect creators’/performers’ expressive

intent.

CG13: Support evaluations of musical works and performances based on analysis,

interpretation, and established criteria.
Course Objectives

Element Objective
Whole Note and Whole Rest
Quarter Note and Quarter Rest

Half Note and Half Rest

Rhythm Eighth Notes (flagged and beamed)

Dotted-Half Notes

2/4, 3/4, 4/4 meter

Sixteenth Notes (beamed)

Note Names (Treble Clef)

Mi/Re/Do

Sol/La/Mi/Re/Do
Melody
Folk Songs

Veterans Day Music

Holiday Music

AB/ABA

Introduction
Form
Coda

Rondo

Partner Songs

Layered Ostinati
Harmony
2-Part Rounds

Crossover Bordun

Woodwind Instruments

String Instruments
Timbre
Soprano Recorder (B A G)

Orff Instruments: Wood and Metal

Dynamics: Mezzo-Forte (mf), Mezzo-Piano (mp)

Expression Volume: Crescendo (<), Decrescendo (>)

Articulation: Staccato, Legato

 Scope and Sequence

Sequence Overview
Week 1-2:
Week 1: August 15-18
-Music Classroom Expectations and Procedures
Week 2: August 21-25
-Review 2nd Grade Concepts
Week 3: August 28-September 1
Week 3-4:
Week 4: September 5-8
-Continue Reviewing 2nd Grade Concepts
Quarter 1 Week 5: September 11-15
-Melody: Introduce Veterans Day Concert Repertoire
Week 6: September 18-22
Week 4-9:
Week 7: September 25-29
-Melody: Continue Learning Veterans Day Concert Repertoire
Week 8: October 2-6
-Form: Introduction and Coda
Week 9: October 9-11
-Expressive Qualities: Dynamics, Volume, and Articulation
Week 1: October 17-20 Week 1-4:
Week 2: October 23-27 -Melody: Continue Reviewing Veterans Day Concert Repertoire
Week 3: October 30-November 3 -Melody: Introduce Holiday Concert Repertoire
Week 4: November 6-10 -Expressive Qualities: Dynamics, Volume, and Articulation
Quarter 2 Week 5: November 13-17 Week 4-9:
Week 6: November 20-21 -Melody: Continue Learning Holiday Concert Repertoire
Week 7: November 27-December 1 -Harmony: Rounds
Week 8: December 4- 8 -Form: Partner Song, Rondo
Week 9: December 11-15 -Expressive Qualities: Dynamics, Volume, and Articulation
Week 1: January 4-12 Week 1-4:
Week 2: January 16-19 -Rhythm: Notes and Rests (Introduce Dotted Half Note and Sixteenth
Week 3: January 22-26 Note)
Week 4: January 29-February 2 -Rhythm: Time Signatures
Quarter 3 Week 5: February 5-9 -Melody: Treble Clef Note Names
Week 6: February 12-16 Week 5-9:
Week 7: February 20-23 -Rhythm and Melody: Reading Music Notation
Week 8: February 26-March 1 -Timbre: Orff Instruments, Woodwind and String Instrument Families
Week 9: March 4-7 -Harmony: Layered Ostinati and Crossover Bordun
Week 1: March 19-22 Week 1-9:
Week 2: March 25-29 -Rhythm and Melody: Reading Music Notation
Week 3: April 1-5 -Rhythm: Notes, Rests, and Time Signatures
Week 4: April 8-12 -Melody: Treble Clef Note Names
Quarter 4 Week 5: April 15-18 -Timbre: Recorder and Orff Instruments
Week 6: April 22-26
Week 7: April 29-May 3
Week 8: May 6-10
Week 9: May 13-17
 Rhythm
State Standards Objectives Evidence of Understanding
CG1: MU:Cr1.1.3a - Time Signatures: -Perform various meters
Improvise rhythmic and -2/4 through singing, movement,
melodic ideas, and describe -3/4 and playing instruments.
connection to specific purpose -4/4 -Improvise call and response
and context. patterns in various meters.
CG1: MU:Cr1.1.3b - Notes: -Read and notate rhythmic
Generate musical ideas (such -Sixteenth Note patterns in various time
as rhythms) within a given -Eighth Note signatures.
meter. -Pair of Eighth Notes -Move to differentiate between
-Quarter Note beat and rhythm.
CG2: MU:Cr2.1.3b - Use -Half Note -Move, play, read, notate and
standard and/or iconic notation -Dotted Half Note create rhythms using notes
and/or recording technology to -Whole Note learned.
document personal rhythmic -Perform rhythms containing
musical ideas. Rests: notes and rests learned.
CG3: MU:Cr3.1.3a - -Quarter Rest -Identify notation for rhythms
Evaluate, refine, and document -Half Rest in a listening selection.
revisions to personal musical -Whole Rest
ideas, applying
teacher-provided and
collaboratively developed
criteria and feedback.
CG6: MU:Pr4.2.3b - When
analyzing selected music, read
and perform rhythmic patterns
and melodic phrases using
iconic and standard notation
CG9: MU:Pr6.1.3a - Perform
music with expression and
technical accuracy.
 Melody
State Standards Objectives Evidence of Understanding
CG1: MU:Cr1.1.3a - Note Names: -Match pitch given by teacher.
Improvise melodic ideas, and -Treble Clef -Echo sing pitches, melodic
describe connection to specific phrases and songs.
purpose and context. Solfege: -Echo patterns at different
CG2: MU:Cr2.1.3b - Use -Mi/Re/Do pitch levels.
standard and/or iconic notation -Sol/La/Mi/Re/Do -Match melodic patterns with
and/or recording technology to visual representation.
document personal rhythmic Repertoire: -Move to show pitches in a
and melodic musical ideas. -Veterans Day Music melody.
-Holiday Music -Show which melodic patterns
CG3: MU:Cr3.1.3a - are the same.
Evaluate, refine, and document -Read melodic patterns.
revisions to personal musical -Use solfege hand signs to
ideas, applying identify pitches.
teacher-provided and -Echo-sing patterns from a
collaboratively developed song with pitch syllables.
criteria and feedback. -Read pitches from staff.
CG6: MU:Pr4.2.3b - When
analyzing selected music, read
and perform rhythmic patterns
and melodic phrases using
iconic and standard notation.
CG8: MU:Pr5.1.3a - Apply
teacher provided and
collaboratively developed
criteria and feedback to
evaluate accuracy of ensemble
performances.
CG13: MU:Re9.1.3a -
Evaluate musical works and
performances, applying
established criteria, and
describe appropriateness to the
context.
 Form
State Standards Objectives Evidence of Understanding
CG5: MU:Pr4.1.3a - Structure: -Sing, play, draw and move to
Demonstrate and explain how -AB show AB, ABA, Introductions,
the selection of music to -ABA Codas, and Rondos.
perform is influenced by -Rondo -Show visual and aural
personal interest, knowledge, recognition of Introductions
purpose, and context. Terms: and Codas.
CG6: MU:Pr4.2.3a - Introduction -Read music that includes the
Demonstrate understanding of Coda following forms: AB, ABA,
the structure in music selected Introductions, Codas, and
for performance. Rondos.
-Create different movements to
CG11: MU:Re7.2.3a - differentiate between sections
Demonstrate and describe how in a rondo piece.
a response to music can be
informed by the structure, the
use of the elements of music,
and context (such as personal
and social).
CG13: MU:Re9.1.3a -
Evaluate musical works and
performances, applying
established criteria, and
describe appropriateness to the
context.
 Harmony
State Standards Objectives Evidence of Understanding
CG1: MU:Cr1.1.3b - -Partner Songs -Learn and perform partner
Generate musical ideas (such -Layered Ostinati songs within concert
as rhythms and melodies) -Rounds repertoire.
within a given tonality and/or -Crossover Bordun -Learn songs in unison, and
meter. then perform as a round.
CG8: MU:Pr5.1.3b - -Aurally identify music in a
Rehearse to refine technical round.
accuracy, expressive qualities, -Accompany speaking or
and identified performance singing with ostinati pattern.
challenges. -Sing a melody with a melodic
ostinato.
CG10: MU:Re7.1.3a - -Perform a rhythmic ostinato
Demonstrate and describe how with a song.
selected music connects to and -Create, read, and perform
is influenced by specific bordun on various classroom
interests, experiences, or instruments.
purposes.
CG11: MU:Re7.2.3a -
Demonstrate and describe how
a response to music can be
informed by the structure, the
use of the elements of music,
and context (such as personal
and social).
CG13: MU:Re9.1.3a -
Evaluate musical works and
performances, applying
established criteria, and
describe appropriateness to the
context.
 Timbre
State Standards Objectives Evidence of Understanding
CG2: MU:Cr2.1.3a Instrument Families: -Identify instruments within
-Demonstrate selected musical String Instruments the string family based on
ideas for a simple Woodwind Instruments appearance and sound.
improvisation or composition -Identify instruments within
to express intent, and describe Classroom Instruments: the woodwind family based on
connection to a specific Recorders (B-A-G) appearance and sound.
purpose and context. Orff Instruments (Xylophone -Learn proper recorder playing
CG8: MU:Pr5.1.3b - vs Metallophone) techniques using the pitches B,
Rehearse to refine technical A, and G.
accuracy, expressive qualities, -Learn songs on recorder that
and identified performance utilize the pitches B, A, and G.
challenges. -Classify Orff Instruments by
material sounds: Woods and
CG11: MU:Re7.2.3a - Metals
Demonstrate and describe how -Classify Orff Instruments by
a response to music can be name: Glockenspiels,
informed by the structure, the Metallophones, Xylophones
use of the elements of music, -Classify Orff Instruments by
and context (such as personal pitch/range: Soprano, Alto, and
and social). Bass
CG13: MU:Re9.1.3a -
Evaluate musical works and
performances, applying
established criteria, and
describe appropriateness to the
context.
 Expressive Qualities
State Standards Objectives Evidence of Understanding
CG4: MU:Cr3.2.3a - Present Dynamics: -Use vocal and instrumental
the final version of personal Forte (f) examples to apply the
created music to others, and Mezzo-Forte (mf) following different dynamic
describe connection to Mezzo-Piano (mp) markings:
expressive intent. Piano (p) f, mf, mp, and p
CG7: MU:Pr4.3.3a - -Use movement to show
Demonstrate and describe how Volume: identification of dynamics
intent is conveyed through Crescendo (<) including crescendo and
expressive qualities (such as Decrescendo (>) decrescendo.
dynamics and tempo). -Listen and respond to
Articulation: selections that use a variety of
CG8: MU:Pr5.1.3b - Staccato dynamics.
Rehearse to refine technical Legato -Define: Forte, Mezzo-Forte,
accuracy, expressive qualities, Mezzo-Piano, Piano,
and identified performance Crescendo, and Decrescendo.
challenges. -Use dynamic maps to show
CG9: MU:Pr6.1.3a - Perform different dynamics used
music with expression and throughout a piece of music.
technical accuracy. -Apply dynamics and volume
CG12: MU:Re8.1.3a - to songs within repertoire for
Demonstrate and describe how Veterans Day and Holiday
the expressive qualities (such Concerts.
as dynamics and tempo) are -Move, speak, sing using
used in performers’ different types of articulation
interpretations to reflect symbols.
expressive intent. -Aurally identify staccato and
legato within a song.
-Visually identify staccato and
legato within a written piece of
music.
Grading Policy:
Each quarter, students in music will be assessed and evaluated on the three music standards:
Create, Perform, and Respond. These standards are drawn from the Core Music Standards
(PreK-8 General Music) created by the National Association for Music Education. Students will
receive an overall grade of +, /, or - for each standard every quarter.
- If a student receives a (+), it corresponds to the student meeting or exceeding standards.
- If a student receives a (/), it corresponds to the student approaching standards.
- If a student receives a (-), it corresponds to the students not meeting standards.

Activities and Assessments for Quarter 1

Week 1

Activities:
1. Music Classroom Rules and Expectations
a. Go over rules and expectations in the music classroom.
b. Learn and perform music classroom songs Hello There and Adios Amigos.
i. Hello There is the following lyrics to the melody of London Bridges:
● Teacher: Hello there and how are you?
● Students: We are fine, we are fine.
● Teacher: We’ve got lots of things to do.
● Students: Here in music.
ii. Adios Amigos is the following lyrics to the melody of I’m a Little Teapot:
● Teacher and Students: Adios amigos, goodbye my friends,
● Teacher and Students: Hasta la vista, until we meet again.
c. Practice executing these songs with proper technique and expectations when
entering and exiting the music classroom.
2. Up the Ladder, Down the Ladder (Game Plan Curriculum)
a. Learn and perform the song Up the Ladder, Down the Ladder which uses the
pitches La, Sol, and Mi.
b. After the students have learned the song Up the Ladder, Down the Ladder, the
teacher will go around the classroom and have each student sing their name
within the same meter of Up the Ladder, Down the Ladder and all students will
echo their name.

Assessments:
1. Informal Observation: Through observation, the teacher will ensure that students are
performing and executing the songs used for entering and exiting the classroom
appropriately. The teacher will review expectations with students and have students
 practice how to enter and exit the classroom until all students have shown they can meet
all the expectations and requirements.
2. Check-List: When each individual student sings their name after learning the song, Up
the Ladder, Down the Ladder, the teacher will document whether or not students are able
to maintain the beat and say their name within compound duple meter by using a
checklist.

Student Name Maintained Beat Couldn’t Maintain Beat

Student 1

Student 2

Week 2

Activities
1. Fifty Nifty United States by Ray Charles
a. Teacher will teach Fifty Nifty United States using rote.
b. Once students have learned the lyrics to Fifty Nifty United States, the teacher will
focus on the following musical concepts within the song:
■ Tempo: The song is fast and upbeat.
■ Articulation: Staccato - The notes are short and separated.
■ Melody: Students will aurally identify the melodic difference when
singing the words: “In the USA,” as it is sung three times in a row with the
third time being different from the rest. The first two times are the same
where the pitches move up and down while the third time is different as
the pitch stays the same and doesn’t move.
2. Mirroring
a. Within Fifty Nifty United States, there will be times where students will mirror the
teacher’s actions and times where they will need to stand still with proper singing
posture as the teacher conducts.
b. Teacher will randomly select individual students to come up to the front of the
room and improvise actions/movements to go along with music. As these students
improvise, the rest of the class will mirror their movements as they would do
when mirroring the teacher’s actions for concerts.
3. Hand Jive
a. Students will learn the Hand Jive pattern:
■ Pat x2
■ Clap x2
 ■ Criss-Cross Hands x2
■ Hammer x2
■ Point Back x2
■ Turn Around
b. Hand Jive to the original song: Willie and the Hand Jive by Johnny Otis
c. Hand Jive to current popular song that is slower in tempo: Can’t Stop the Feeling
by Justin Timberlake
d. Hand Jive to current popular song that is faster in tempo: Sky Full of Stars (from
Sing 2) by Taron Egerton

Assessments:
1. In-Class Discussion: Teacher will have guided discussion with students and randomly
select students to answer questions throughout rehearsal regarding the following:
a. Tempo: “Is the song slow or fast?”
b. Articulation: “Are the words in this song short and separated or long and
connected? What are other words that you could use to describe how the song
sounds?”
c. Melody: “How was the third time different from the other two times that it was
sung?”
2. Formative Assessment: The teacher will have the students hold up the number of fingers
that correspond to the phrase that is different when the words, “In the USA,” are sung.
a. Melody: The teacher will have students listen as the words, “In the USA,” are
sung three times and the students will aurally identify that the first and second
time are the same as the pitch moves up and down and the third time is different
as the pitch stays the same.
3. Informal Observation: Through observation, the teacher will ensure that students are
correctly mirroring their peers that are creating movements and actions to the music.
4. Tally-Chart: As students are performing the hand-jive, the teacher will keep track of the
number of students that are able to maintain the beat to the music.

Class Name Number of Students That Number of Students That

Maintained Beat Couldn’t Maintain Beat

Class 1

Class 2
Week 3

Warm-Up: Students will warm-up at the beginning of each class by reviewing Fifty Nifty United
States.

Activities:
1. American Tears by Teresa Jennings:
a. Teacher will teach American Tears using rote.
b. Once students have learned the lyrics to American Tears, the teacher will focus on
the following musical concepts within the song:
■ Tempo: The song moves slowly.
■ Articulation: Legato - The notes are long and connected and the vowel
sounds should be what is held out when singing longer notes.
■ Dynamics: The music should change in volume and there should be
growth and decay in volume throughout the music.
2. Yankee Doodle Game:
a. Students will sing the song Yankee Doodle with the following body percussion
pattern: Pat, Pat, Clap, Clap.
b. Within the game, students will have to use the correct body percussion pattern
while the teacher tries to trick them by using the incorrect patterns, different
tempos, magic lips (aurally singing the song in their head), etc. They will continue
playing until there is only one or two students left standing.
3. Rhythm Imposter
a. Students will follow along with Rhythm Imposter: Game A and identify rhythms
that are played correctly and incorrectly. Rhythms consist of notes that they have
learned in 2nd Grade.
■ Rhythm: Quarter Notes, Quarter Rests, Pair of Eighth Notes

Assessments:
1. In-Class Discussion: Teacher will have guided discussion with students and randomly
select students to answer questions throughout rehearsal regarding the following:
a. Tempo: “Is the song slow or fast?”
b. Articulation: “Is it short and separated or long and connected?” Teacher will sing
the chorus for the students and have them identify if the consonants or vowels are
held out when singing words within the song.
c. Dynamics: “Should the chorus always be sung loudly? How do we make sure
that our loud and powerful moment stands out at the end? Should the song end
soft or loud?”
 2. Written Assessment: Students will use the following slip of paper and a pencil to record
rhythms that are performed incorrectly as they follow along with Rhythm Imposter:
Game A. Teacher will collect paper slips from students and document which students are
struggling with rhythms.

Name:

Rhythm Imposter Game-

Write down the name of
the imposters that play the
given rhythm incorrectly.
There are only 4 rhythms
that are played incorrectly.

1.

2.

3.

4.

Week 4 - Due to Labor Day, students will only be seen for one 30-minute lesson.

Warm-Up: Students will warm-up at the beginning of each class by reviewing Fifty Nifty United
States and American Tears.

Activities:
1. Semper Paratus (Coast Guard Song) from Military Medley performed by the LHS Band:
a. Teacher will teach Semper Paratus (Coast Guard Song) using rote.
b. Once students have learned the lyrics to Semper Paratus (Coast Guard Song), the
teacher will focus on the following musical concepts within the song:
■ Connecting: Students will watch a short video about the military branches
and discuss how the lyrics of Semper Paratus connect to the Coast Guard
and their duties.
■ Movement Composition: Students will work together as a class to create
movements and actions that go along with each phrase in the song. Each
class will be assigned a different phrase as they will collaborate together
and create the movements/actions for their assigned phrase.
 2. Rhythm Play Along:
a. Teacher will have students read rhythms using standard notation as they follow
along with Roar by Katy Perry - Rhythm Play Along.
■ Rhythm: Quarter Notes, Quarter Rests, Pair of Eighth Notes, Half Notes
■ Timbre: Rhythm Sticks

Assessments:
1. Think-Pair-Share: After watching a short video about the military branches, students
will pair-up together and answer the following questions together and then share what
they have come up with to the class.
a. “What do you think the term ‘Semper Paratus’ means?”
b. “In what locations do members of the Coast Guard serve? Can you think of any
specific examples?”
c. “Within a given phrase of the song, what are some actions or movements that we
could do to represent that specific phrase?”
2. Informal Observation: Through observation, the teacher will ensure that students are
playing rhythms correctly as they follow rhythms provided. The teacher will write down
names of students who are struggling or possible strategies that all students would benefit
from to help strengthen their ability to read rhythms in standard notation.

Week 5

Warm-Up: Students will warm-up at the beginning of each class by reviewing Fifty Nifty United
States, American Tears, and Semper Paratus (Coast Guard Song).

Activities:
1. Battle Hymn of Gettysburg by Teresa Jennings
a. Teacher will teach Battle Hymn of Gettysburg using standard notation.
■ Teacher will provide students with copies of the music, as well as project
the music on the board to have students follow along.
■ Melody: Have students identify the melody within the music staff and
follow along with their fingers as the teacher sings melody in short phrases
on the syllable “loo.” Students will then echo each phrase as they continue
following the standard notation.
■ Dynamics: Does the song start loud or soft? Does the volume stay the
same throughout the song?
1. Teacher will introduce students to the following terms: Crescendo
and Decrescendo
 2. Gettysburg Address by Abraham Lincoln
a. Teacher will read the book: Just a Few Words, Mr. Lincoln: The Story of the
Gettysburg Address by Jean Fritz.
b. Teacher will provide connections to the song Battle Hymn of Gettysburg with
facts about the Gettysburg Address speech that was given by Abraham Lincoln in
1863.

Assessments:
1. Formative Assessment: The teacher will have the students follow along with reading in
standard notation by having students point to the melody while singing the songs.
Students will also be asked to point to the following symbols on the sheet music in front
of them:
a. Time Signature e. Lyrics
b. Brace f. Music Staff for Voice
c. Bracket g. Music Staff for Piano or
d. Measure Number Accompaniment

2. Immediate Feedback: As students echo the teacher when learning the melody to the
song Battle Hymn of Gettysburg, the teacher will give students immediate feedback
regarding the melody and rhythm.

Week 6

Warm-Up: Students will review the songs Fifty Nifty, American Tears, Semper Paratus (Coast
Guard Song), and Battle Hymn of Gettysburg.

Activities:
1. God Bless the USA by Lee Greenwood
a. Teacher will teach God Bless the USA using rote.
b. Once students have learned the lyrics to God Bless the USA, the teacher will focus
on the following musical concepts within the song:
■ Form: Verse-Chorus
■ Tempo: There is a ritardando that occurs at the end of the piece.
■ Dynamics: The music should change in volume and there should be
growth and decay in volume throughout the music.
2. Students will have the opportunity to “clean-up” or “catch-up” on music that they have
learned for Veterans Day over the past few weeks.
Assessments:
1. Concept Mapping: Students will be provided with slips of paper that include a dynamic
map. When singing God Bless the USA, students will use a marker to trace the direction
of the volume that is used by the teacher when singing the song. When drawing the
dynamics, the direction of the line should move in a zig-zag motion as it follows the
following direction:
a. Verse 1: p - mp
b. Chorus: mf -f
c. Verse 2: p - mp
d. Chorus: mf - f
e. Bridge: ff

2. In-Class Discussion: Teacher will have guided discussion with students and randomly
select students to answer questions throughout rehearsal regarding the following:
a. Form: “What are the verses and what are the choruses of the song? Is the ending
the same as the rest of the times that we sing the chorus?”
b. Tempo: “What happens to the tempo of the song at the end? Is it the same as it
was throughout the rest of the song? How will you know when to move onto the
next word or pitch if it changes?”
3. Immediate Feedback: As students review the Veteran’s Day music that they’ve been
learning, the teacher will provide immediate feedback to and strategies to help prepare
students for their upcoming performance.

Week 7

Warm-Up: Students will review the songs Fifty Nifty, American Tears, Semper Paratus (Coast
Guard Song), Battle Hymn of Gettysburg, and God Bless the USA.

Activities:
1. Taps Prologue by Teresa Jennings
a. Teacher will teach Taps Prologue using standard notation.
■ Teacher will provide students with copies of the music, as well as project
the music on the board to have students follow along.
■ Melody: Students will identify the melody within the music staff and
follow along with their fingers as the teacher sings melody in short phrases
on the syllable “loo.” Students will then echo each phrase as they continue
following the standard notation.
 ■ Tempo: Since this piece is slower and sung on one syllable, the teacher
will work with students on watching the teacher’s conducting to know
when to change pitches within the song.
2. History of Taps
a. Students will connect information from the short video about the history of Taps
to the song Taps Prologue.
3. Grateful Nation by Teresa Jennings
a. Teacher will teach the song Grateful Nation using rote.
b. Once students have learned the lyrics to Grateful Nation, the teacher will focus on
the following musical concepts within the song:
■ Form: Verse-Chorus
■ Articulation: Legato - The notes are long and connected and the vowel
sounds should be what is held out when singing longer notes.
■ Dynamics: The music should change in volume and there should be
growth and decay in volume throughout the music.
c. Mirroring will be utilized throughout the song Grateful Nation.

Assessments:
1. Formative Assessment: The teacher will have the students follow along with reading in
standard notation by having students point to the melody while singing the songs.
Students will also be asked to point to the following symbols on the sheet music in front
of them:
a. Time Signature e. Lyrics
b. Brace f. Music Staff for Voice
c. Bracket g. Music Staff for Piano or
d. Measure Number Accompaniment
2. In-Class Discussion: Teacher will have guided discussion with students and randomly
select students to answer questions throughout rehearsal regarding the following:
a. Form: “What are the verses and what are the choruses of the song? Is the ending
the same as the rest of the times that we sing the chorus?
b. Articulation: “Is it short and separated or long and connected? Should the vowel
sounds or consonant sounds be held out on longer notes?”
c. Dynamics: “Should the chorus always be sung loudly or should the loud be saved
for specific moments within the songs such as the end? What dynamic should the
verses be sung in?”
Week 8

Warm-Up: Students will review the songs Fifty Nifty, American Tears, Semper Paratus (Coast
Guard Song), Battle Hymn of Gettysburg, God Bless the USA, Taps Prologue, and Grateful
Nation.

Activities:
1. American Tears - Auditions
a. Teacher will have students that are interested in singing a solo for American Tears
come up one at a time and sing the first verse with the accompaniment.
b. Teacher will be looking for the following:
■ Pitch
■ Rhythm
■ Tone
■ Expressive Qualities
2. Star Spangled Banner by Paul Jennings
a. Teacher will teach Star Spangled Banner using standard notation.
■ Teacher will provide students with copies of the music, as well as project
the music on the board to have students follow along.
■ Melody: Have students identify the melody within the music staff and
follow along with their fingers as the teacher sings melody in short
phrases.
■ Tempo: Since this piece is slower, the teacher will work with students on
watching the teacher’s conducting to know when to change pitches within
the song.

Assessments:
1. Formative Assessment: The teacher will have the students follow along with reading in
standard notation by having students point to the melody while singing the songs.
Students will also be asked to point to the following symbols on the sheet music in front
of them
a. Time Signature e. Lyrics
b. Brace f. Music Staff for Voice
c. Bracket g. Music Staff for Piano or
d. Measure Number Accompaniment
 2. Rubric: Teacher will use the following rubric as students audition for solo in American
Tears:

Concept: 1 2 3 4

Pitch Pitch wasn’t Pitch was accurate Pitch was accurate Pitch was accurate
accurate within the for some of the for most of the throughout the
audition. audition with 3+ audition with only entire audition.
errors. 1-2 errors.

Rhythm Rhythm and timing Rhythm and timing Rhythm and timing Rhythm and timing
was lacking was accurate for was accurate for was accurate
throughout the some of the most of the audition throughout the
audition. audition with 3+ with only 1-2 entire audition.
errors. errors.

Tone Tone is forced, Tone is somewhat Tone is vibrant for Tone is vibrant,
unfocused, and unsupported and is most of the audition fully supported, and
lacks resonance. frequently and is often resonant with
unfocused and lacks resonant with proper vowel
resonance. proper vowel placement.
placement.

Expression Expression is Expression is used Expression is used Expression is used

lacking throughout in some areas of throughout most of throughout the
the audition. audition but lacked the audition, but entire audition.
throughout most of lacked in 1-2 areas.
the audition.

Additional Teacher Comments:

______________________________________________________________________________

______________________________________________________________________________

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Week 9 - Due to Parent Teacher Conferences, students will only be seen for one 30-minute
lesson.

Warm-Up: Students will review the songs Fifty Nifty, American Tears, Semper Paratus (Coast
Guard Song), Battle Hymn of Gettysburg, God Bless the USA, Taps Prologue, Grateful Nation,
and Star-Spangled Banner.

Activities:
1. Students will have the opportunity to “clean-up” or “catch-up” on music that they have
learned for Veterans Day over the past few weeks.
2. Our Flag Was Still There: The True Story of Mary Pickersgill and The Star Spangled
Banner by Jessie Hartland
a. Students and teachers will discuss the history of The Star Spangled Banner and its
importance to our country.

Assessments:
1. Immediate Feedback: As students review the Veteran’s Day music that they’ve been
learning, the teacher will provide immediate feedback to and strategies to help prepare
students for their upcoming performance.
2. Think-Pair-Share: After reading about the history of the Star Spangled Banner, students
will pair-up together and answer the following questions together and then share what
they have come up with to the class.
a. “Who was Mary Pickersgill?”
b. “How many stars were on the flag when the Star Spangled Banner was written?”
c. “Who is Francis Scott Key?”
Rationale
All components within the provided curriculum are centered around the National Music
Standards established by the National Association for Music Education (NAfME) in 2014. The
National Music Standards prioritize the process of creating, performing, and responding as
students engage in music as it exists inside and outside of the music classroom. As students
engage in the process of creating, performing, and responding, they become successful musicians
as they grow in their musicianship and they become successful individuals as they develop skills
and knowledge that will help them in all areas of life.

Program Goals: The program goals focus on the growth and development of all young
musicians who step foot into the music classroom. Within these goals, students will obtain
knowledge and skills that will produce confident musicians through the artistic process of
creating, performing and responding.

Course Description: There are many benefits to providing music to elementary students because
it produces and strengthens the following (and more) within individuals:
● Musicianship ● Self-Confidence
● Cognitive Development ● Creative Thinking
● Student Engagement ● Societal Skills
● Emotional Development/Awareness ● Sense of Achievement
● Teamwork ● Discipline

Course Goals: The course goals are taken directly from the National Music Standards as the
process of creating, performing, and responding shapes well-rounded musicians and individuals.
Music is encountered in various parts of life and appears throughout our lifetime as there is a
natural ability and inclination to create, perform, or respond to music.

Course Objectives: The course objectives are designed to build upon knowledge and skills
within music. These objectives build a solid foundation of musicianship for students as they
continue growing and developing within the world of music. These foundational skills will help
students as they interact with music inside and outside of school, develop an appreciation for
music, find ways to express themselves through music, and more. As students pursue music
beyond the elementary music classroom, these skills will help them feel successful and confident
in their music abilities.

Scope and Sequence: The scope and sequence helps provide structure within the music
classroom. As there is limited time for instruction within the music classroom, it is important that
each interaction with students is intentional and meaningful. Through scope and sequence, the
teacher is able to make effective use of their time with their students as they have planned out
what they feel is most beneficial for students to learn within their given time in the music
classroom.

Activities and Assessments: Assessments are beneficial for the students because they provide
students with the ability to learn and acknowledge if they truly understand the content being
taught. Assessments can also be motivating for students as they may challenge students to
improve or continue their successful performance within the classroom. Assessments are
beneficial for the teacher because they allow the teacher to see if they are reaching their students
and if what they are providing the students with is appropriate and suitable for their needs. If a
teacher is finding that the majority of their students are not on the path of success, then the
teacher can use the assessment to figure out what they can improve to help find success. There
are a variety of assessments used within this curriculum to help provide the teacher with valuable
and meaningful information as they seek the success of their students.