Tom Noren #9 Toni/Ellen

Outline of 8-day Unit Plan

State Standards Addressed: Standard 4 – Critical Response to Music – Grade 5

DAY 1
 Daily Objectives: TSWBAT listen and respond to basic elements of music
representing diverse genres and cultures.
 Potential Instructional Strategies: Mini lecture.
- Introduce 3 artists from distinct cultures.
- Highlight where they are from and the musical styles they
represent
 Guided Practice: TTW divide the class into 3 groups and ask them to
compare and contrast the four artists based on the following criteria:
- Instruments
- Tempo
- Melody
- Vocal or Instrumental
- Other art forms included in performance
- Geography (Where artists come from)
TSW will present their findings choosing 2 of the criteria listed above.
 Independent Practice: TTW ask students to chose two artists and create a
Venn diagram based on the criteria used in the previous activity.
 Daily Assessment(s): Venn diagram and writing (formal), student
participation (informal)

DAY 2
 Daily Objectives: TSWBAT Use appropriate terminology to identify and
describe music forms, notation, instruments and performances.
 Potential Instructional Strategies: Mini lecture, grouping, write and
reflect-
- Introduce students to sitar
- Introduce students to Beatles song that uses sitar
- Introduce students to vocabulary
- Go over chord and melody notation
 Daily Assessment(s): Written test (formal), student participation (informal)

DAY 3
Tom Noren #9 Toni/Ellen

 Daily Objectives: TSWBAT identify simple music forms (for example,

call and response, verse and refrain, AB, ABA) that are presented
aurally and visually.
 Potential Instructional Strategies: Mini lecture
- TTW introduce the forms using songs and asks students to
demonstrate by imitating and creating songs using one of the forms)
- TTW lead call and response (student led format where students take
turns leading a call and response form)
 Daily Assessment(s): Listening test to identify forms (informal)

DAY 4
 Daily Objectives: TSWBAT identify simple music forms (for example,
call and response, verse and refrain, AB, ABA) that are presented
aurally and visually.
 Potential Instructional Strategies: Mini lecture
- Introduce students to Capoeira (Brazilian Martial art with call and
response chant.
- Show students videos of Capoeira
- Relate to slave culture in Brazil

 Daily Assessment(s): Student performance (formal) student engagement

(informal)

DAY 5
 Daily Objectives: TSWBAT identify simple music forms, like AB and
ABA forms
 Potential Instructional Strategies: Mini lecture, grouping
- Use recordings with score to introduce AB and ABA forms
Tom Noren #9 Toni/Ellen

- Ask students to compare the AB, ABA forms with Call and
response

 Daily Assessment(s): Students iPad compositions will be graded(formal)

Student observation (informal)

DAY 6
 Daily Objectives: TSWBAT Evaluate musical performances of others
using personal vocabulary and criteria provided by the teacher
 Potential Instructional Strategies: Mini lecture
 TTW ask students difference between “objective” and “subjective” words
 TTW introduces musical terms vocabulary list
 TTW asks students to reflect on objective and subjective statements
regarding a musical performance.
 Daily Assessment(s): Teacher observation (informal, teacher observation)

DAY 7
 Daily Objectives: TSWBAT Evaluate his or her own musical performances
by using personal vocabulary and criteria provided by the teacher
 Potential Instructional Strategies: Mini Lecture
 TTW play a short Brazilian song on guitar
 TTW as students to evaluate his performance using vocabulary from
previous class
 TTW play song again taking into account student feedback
 Daily Assessment(s): Student participation. (informal)

DAY 8
 Daily Objectives: TSWBAT identify simple music forms like verse and
refrain that are presented aurally and visually
 Potential Instructional Strategies: Mini lecture
-TTW ask students to reflect on song played in the “Hook”
- TTW ask students to identify any patterns they heard
- TTW will introduce the terms “verse” and “refrain”
 Daily Assessment(s): Student participation. (informal, presentation)
Tom Noren #9 Toni/Ellen