Jenny

Bjoin

Scope and Sequence

1st Grade General Music

Creating
Compose a rhythmic pattern
using quarter and eighth
notes.

Move body to music that
changes in tempo or style.

Performing

Clap and say patterns using

quarter notes and eighth
notes.

Demonstrate literacy by
constructing rhythms
clapped or said by the
teacher.

Improvise so and mi patterns
for class to repeat back.

Responding

Connecting

Understand and identify AB

and ABA form.

Reflect on examples of AB
and ABA form in their life.

Identify beat and tap to the
beat of recorded pieces and
songs sung in class.

Analyze how music

incorporates concepts from
other disciplines.

Describe changes in style

after listening to a piece.

Sing la, so, and mi in tune.

Discuss feelings about a piece

of music or text in relation to
personal experiences.

Creating

Objective: Students can compose a rhythmic pattern using quarter and eighth
notes.

How Assessed: The quarter note and eighth note will be presented through the
song and game Little Tommy Titlemouse. The teacher will later clap quarter and
eighth note patterns while saying the ta/ti ti equivalent, which the students will clap
back. Then, the students will get time to practice creating their own 1-2 measure
rhythmic patterns, then will notate them using stick notation. Finally, the students
will clap and say their compositions for the class, and the class will clap and say it
back to them.

Rubric:
1) Students have a steady beat throughout their 1-2 measures.
2) Students both clap their rhythm and say their rhythmic syllables.
3) Students use only ta and ti ti rhythms.
4) Students use correct rhythmic notation when notating their composition.
1
2
3
4
No steady beat
Steady beat little of Steady beat most
Steady beat all of
present
the time
of the time
the time
Dont say either

Say either one or

the other

Say both, but a

couple mistakes

Say both accurately

No rhythms
appropriate

Some rhythms
appropriate

Most rhythms
appropriate

All rhythms
appropriate

No rhythmic
Some rhythmic
Most rhythmic
All rhythmic
notation correct
notation correct
notation correct
notation correct





Objective: Students can move their bodies to music that changes in tempo and style.

How Assessed: The teacher will play movements from the Nutcracker, the William
Tell Overture, and examples of marching, gliding, skipping, tiptoeing, etc.
music, and the students will be asked to move their bodies to the changes in musical
style, adopting an appropriate movement for that style.

Rubric:
1) By listening to what they hear in the music, the students will be able to adopt
appropriate movement to fit a particular sound or style of music.
2) Students will be able to hear changes in musical style, as demonstrated by
their change in movement at the appropriate time.

3) Students will create their movement within appropriate areas of the

classroom.

1
2
3
4
No appropriate
Some appropriate Most appropriate
All appropriate
movement choices movement choices movement choices movement choices
No movement
Some movement
Most movement
All movement
changes at correct changes at correct changes at correct changes at correct
time
time
time
time
In appropriate
In appropriate
In appropriate
In appropriate
areas none of the
areas some of the
areas most of the
areas all of the
time
time
time
time


Objective: Students can improvise so and mi patterns for the class to repeat back.

How Assessed: So and mi will be introduced through the song Here We Sit, as well
as taught implicitly through body solfege and instructions given while singing this
interval. After several weeks of practicing this interval through solo singing games,
and the teacher singing so and mi patterns, which the students repeat, the students
will be given time to compose a 1-2 measure melody using only so and mi, writing it
on their paper staff. They will then sing their melody for the class, and the class will
repeat it back to them.

Rubric:
1) Students use only the so and mi pitches (in tune).
2) Students maintain a steady beat.
3) Students sing in their head voice/singing voice.
1
2
3
4
No pitches
Some pitches
Most pitches
All pitches
accurate
accurate
accurate
accurate
No steady beat
Steady beat some
Steady beat most
Steady beat all of
of the time
of the time
the time
Never in their
Sometimes in their Mostly in their
Always in their
singing voice
singing voice
singing voice
singing voice

Performing

Objective: Students can sing la, so, and mi in tune.

How Assessed: After so and mi have been presented and practiced thoroughly, la
will be presented with the song Who Has the Penny? The students will then

participate in solo singing games with songs such as Who Has the Penny?, Doggie,
Doggie, Wheres Your Bone?, and Sing Your Name. The teacher will then assess
whether the students can sing these pitches in tune individually within the context
of the game.

Rubric:
1) Student sings accurate pitches of la, so, and mi.
2) Student keeps a steady beat throughout exercise.
3) Student uses singing voice/head voice.
1
2
3
4
Sings no accurate
Sings some
Sings mostly
Sings all accurate
pitches
accurate pitches
accurate pitches
pitches
Steady beat not
Steady beat kept
Steady beat kept
Steady beat kept
kept
sometimes
most of the time
all of the time
Never in their
Sometimes in their Mostly in their
Always in their
singing voice
singing voice
singing voice
singing voice


Objective: Students can clap and say patterns using quarter notes. eighth notes, and
quarter rests.

How Assessed: After ta and ti ti are presented through Little Tommy Titlemouse,
the teacher will practice with students each day on clapping and saying these
rhythm syllables. She/he will clap and say 1-measure examples using different
combinations of ta and ti ti. The teacher will then observe the students repeating the
measure back. The teacher can then narrow down the number of students to
observe by having certain rows, columns, and groups of students repeat certain
measures back, rather than the whole class.

Rubric:
1) Students can keep a steady beat.
2) Students can accurately clap each rhythm presented.
3) Students can accurately say each measure in rhythm syllables.
1
2
3
4
No steady beat
Steady beat some
Steady beat most
Steady beat all of
of the time
of the time
the time
No rhythm
Some rhythm
Most rhythm
All rhythm
clapping correct or clapping correct
clapping correct
clapping correct
present
No rhythm
Some rhythm
Most rhythm
All rhythm
syllables correct or syllables correct
syllables correct
syllables correct
present

Objective: Students demonstrate literacy by constructing rhythms clapped or said

by the teacher.

How Assessed: After practicing clapping and saying ta and ti ti rhythms thoroughly,
unifix cubes will be used to introduce literacy. Students will be split into pairs and
given a piece of paper with four horizontal lines, indicating four beats in a measure,
as well as eight unifix cubes. Putting two unifix cubes together to make one indicates
a quarter note, while keeping two separate indicates two eighth notes. The teacher
will clap and say a four beat rhythm pattern using ta, ti ti, and quarter rest, and the
students will clap and say it back, then work together to notate it with unifix cubes
on the piece of paper, while the teacher walks around to assess. Eventually, the
students will move to doing this exercise individually, and the teacher will move
from both clapping and saying the rhythm syllables to only clapping the pattern.

Rubric:
1) Students will correctly clap and say the pattern back to the teacher.
2) Students accurately notate all four beats of the pattern.
3) Students work cooperatively with their partner to complete the problem.
1
2
3
4
Never accurately
Sometimes
Accurately clap
Always accurately
clap or say pattern accurately clap and and say most of the clap and say
say/only one of
time/few mistakes pattern
these present
0-1 beat of the
2 beats of the
3 beats of the
4 beats of the
pattern notated
pattern notated
pattern notated
pattern notated
correctly
correctly
correctly
correctly
Never works
Sometimes works Mostly works
Always works
cooperatively
cooperatively
cooperatively
cooperatively

Responding

Objective: Students can understand and identify AB and ABA form.

How Assessed: Throughout the year, the teacher and students will talk about same
and different within songs, but AB and ABA form will officially be presented with
Jingle Bells. Each student will be given a piece of paper and asked to divide it into
three sections. The teacher will then play Jingle Bells, while the students draw a
picture for each of the three sections (Jingle bells, dashing through the snow, jingle
bells). They will be instructed to draw the same picture if they hear something the
same. The students will then write 3 statements about why they chose the pictures
they did, and things that were the same in the music, leading them to discover ABA
form.


Rubric:
1) Students discover the form of the piece through the pictures they draw,
showing they can identify changes in the music.
2) Students are able to write three statements about what they heard in the
music and why they drew what they did.
1
2
3
4
No evidence of
Some evidence/
Two sections are All sections are
identification/pictures one section is
shown correctly
shown correctly/
do not show ABA form shown correctly
models ABA form
Not able to explain
Provides one
Provides two
Provides three
their reasoning
appropriate
appropriate
appropriate
statement
statements
statements
explaining
explaining
explaining
reasoning
reasoning
reasoning


Objective: Students can identify beat and tap to the beat of recorded pieces and
songs sung in class.

How Assessed: Throughout games such as Icky Sticky Bubblegum, Teddy Bear,
and Sing Your Name, as well as beat tap games to classical pieces (hand to foot,
nose to ear, etc.), students will tap places on their bodies to the beat of the songs.
The teacher will observe each student and assess their ability and progress
throughout the year.

Rubric:
1) Student maintains a steady beat throughout the song.
2) Student keeps the beat on the specified body parts.
1
2
3
4
No steady beat
Steady beat
Steady beat
Steady beat
maintained
maintained some
maintained most of maintained all of
of the time
the time
the time
Beat never on
Beat sometimes on Beat mostly on
Beat always on
specified body
specified body
specified body
specified body
parts
parts
parts
parts


Objective: Students can describe changes in style after listening to a piece.

How Assessed: The teacher will play two different styles of music on the piano,
calling for different types of movements from the students, such as running,
tiptoeing, hopping, skipping, and marching. Afterwards, the students will be given a
piece of paper and asked to write one sentence about each of the two styles,
describing what they heard and what was different between the two. The students

will then discuss their ideas with a partner, with a small group, then their one
difference in a sharing whip as a class.

Rubric:
1) Students will write one sentence for each style, describing what they heard.
2) Students will identify and write one difference they noticed between the two
styles.
3) The students share their ideas with a partner, a small group, and the class.
1
2
3
4
No sentences are
Attempts at
One sentence is an Both sentences are
written/ doesnt
writing, but not
accurate
accurate
apply to activity
accurate
description of the
descriptions of the
descriptions
music
music
No difference is
Difference is
Difference is
Difference is
indicated
indicated, but not
accurate, but
accurate and
accurate
obvious (we ran
thought
in one, and walked out/applied to
in another)- why? music (one was
faster than the
other)
Students do not
Share their ideas
Share with a
Share with a
share their ideas
with a partner, but partner and a small partner, a small
no one else
group
group, and the
whole class

Connecting

Objective: Students can reflect on examples of AB and ABA form in their life.

How Assessed: Once ABA form is introduced, students will be put in groups of three
to brainstorm objects in their lives that represent ABA form. Students will be asked
to identify and write down three things in the room that show ABA form (door,
window, door, etc.) and three things in their lives that represent ABA form (a
hamburger; home, school, home, etc.). The groups will then share their ideas with
the class, hoping they came up with creative ideas other groups hadnt thought of.

Rubric:
1) Students will identify three cases of ABA form in the classroom.
2) Students will identify three cases of ABA form in their daily lives.
3) Students will think creatively to come up with ideas other groups havent
thought of.

1
2
3
4
0 cases in the
1 case in the
2 cases in the
3 cases in the
classroom
classroom
classroom
classroom
identified
identified
identified
identified
0 cases in daily
1 case in daily lives 2 cases in daily
3 cases in daily
lives identified
identified
lives identified
lives identified
0 ideas unshared
1 idea unshared by 2-3 ideas unshared 4-6 ideas unshared
by other groups
other groups
by other groups
by other groups



Objective: Students can analyze how music incorporates concepts from other
disciplines.

How Assessed: The teacher will bring in the students classroom teacher to lead a
co-taught lesson/discussion on how music incorporates other academic disciplines
they are learning about in their classroom, such as math, social studies, and reading.
The students will then reflect on the relationship between music and other
academic subjects.

Rubric:
1) Students can make thoughtful connections between music and mathematics.
2) Students can make thoughtful connections between music and social studies.
3) Students can make thoughtful connections between music and reading.
1
2
3
4
No connections are Attempts at
Connections are
Thoughtful
made
connections are
made, but not well connections are
made, but unclear thought out
made
or vague
No connections are Attempts at
Connections are
Thoughtful
made
connections are
made, but not well connections are
made, but unclear thought out
made
or vague
No connections are Attempts at
Connections are
Thoughtful
made
connections are
made, but not well connections are
made, but unclear thought out
made
or vague



Objective: Students can discuss feelings about a piece of music or text in relation to
personal experiences.

How Assessed: Students will listen to the Olympic March and think of words that
describe how it makes them feel. Students will then share those words in a sharing

whip with the class. Then, students will reflect on past experiences and remember
other times in their life they have felt that way (triumphant, successful, powerful).
They will share this time with their peers. They will then write three sentences
about that time in their life and that feeling to be assessed by the teacher.

Rubric:
1) Students relate their feeling word to a time in their past they have felt that
way, creating a response.
2) Students share their feelings with their peers about the piece.
3) Students discuss their related experience in three thoughtful sentences.
1
2
3
4
No attempt to
Comes up with
Comes up with
Thoughtful word
participate
feeling word, but word and a
and clear
no connection to
connection, but
connection to past
experiences
vague or unclear
experiences
No attempt to
Minimal sharing of Some feelings are
Multiple feelings
participate
feelings with peers shared with peers are shared with
peers
0 thoughtful
1 thoughtful
2 thoughtful
3 thoughtful
sentences
sentence
sentences
sentences