Saint Francis University
Education Department
Standards-Aligned Unit Planning Process-Domain I
1. Unit Overview
1a. Brief description of the unit of study
1b. Grade level standard(s) to be addressed in
this unit of study
2. Learning Targets - Domain I/III
2a. Concepts and Competencies for all students
Unit Plan
Content Area: Creative Thinking & Expression
Grade Level: Pre-K
This study offers many opportunities for children to investigate music making firsthand,
experiment with and create instruments, and identify their feelings and preferences associated with
different music experiences.
9.1.M PK. A Know and use basic elements and principles of music and movement
9.1.M PK. B Respond to different types of music and dance through participation and discussion.
9.1.M PK. E Use imagination and creativity to express self through music and dance
9.1 M.PK.J Use a variety of technologies for producing or performing works of art.
BIG IDEA: Music can be used to express and initiate aesthetic and physical responses.
ESSENTIAL QUESTION: How can I express my thoughts, feelings, and ideas through music and
movement?
2a.Concepts and competencies for all students
The learner will:
• Practice rhythms in different forms of music and dance.
• Explore rhythm instruments.
• Use rhythm instruments as intended.
• Participate in teacher-guided music and movement activities.
• Participate in group movement activities demonstrating an awareness of shared space.

2b. Key vocabulary for all students
• Demonstrate an understanding of “fast,” “slow,” “loud,” and “soft.”
The learner will:
• Participate in teacher-guided music and movement activities.
• Sing familiar songs, chants, and finger plays.
• Dance to different types of music.
• Discuss music and movement experiences.
The learner will:
• Initiate music and movement activities.
• Select music and movement area during free choice.
• Improvise songs and rhythmic patterns.
• Change words or tune of familiar songs to make new songs.
• Use body to represent form in space, finger plays, or stories.
The learner will:
• Explore musical instruments.
• Use instruments to accompany music.
• Use instruments as intended.
• Use age appropriate digital media applications to create music.
• Use a variety of props to enhance movement activities. (e.g., scarves, bean bags, ribbons)
• Use recording devices to capture music and/or movement performances.
2b. Prioritized key vocabulary and ideas for all exceptional learners

Musician Observe- to watch

Instrumental Patterns- something that happens over and over again
Percussion Speed- how fast or slow something goes
Rhythm Predict- make a guess, think about in advance
Tempo Instrument-objects that can be used to make music
Sound effects Striking- to hit with hand or item
Vibration Beat- sound
Musical note Symbol- a shape used to represent or mean something
Rest
3. Instructional Process - Domain III
Universal Design for Learning Principles:
Multiple Means of Representation, Expression and Engagement
Differentiation
Instructional Accommodations and
Components Modifications
Instructional Materials, Resources Assessment
Practices and Tools Barriers to Access

 Use hands on  Questions and  Chrysanthemum by  Informal  Content too  Provide tasks that
activity to introduce discussions Kevin Henkes observation of complex allow for active
and teach  Direct explicit  Chicka Chicka student  Requirement of participation,
information on each instruction Boom Boom by Bill conversations sustained attention exploration and
new concept and Martin Jr.  Informal experimentation
 Modeling  Requirement of
instrument.  Hush!: A Thai observation of  Provide text in
 Provide students  Guided Practice Lullaby by students while
spoken responses
digital form
with hands-on  Read Alouds Minfong Ho completing hands-  Tasks with multi-  Provide text in
opportunities to step directions
 Songs and  Worksheets on activities formats that
explore sound. Fingerplays  Informal  Requirement of include audio or
 Wire hanger
 Provide vocabulary relying on visual
 Worksheets  Cardboard tubes
observation of text-to-speech
instruction to see, aids and features and
 YouTube videos students
hear, and use key  Bells participating in
illustrations illustrations
vocabulary and  Hands-on activities  
Rubber bands experiment. Requirement of  Enlarge all text
ideas related to  Hands-on science listening to the
making music and  Empty plastic juice  Informal individual  Provide vocabulary
experiments containers interviews during teacher speak and
percussion in a digital form
 Small group listening to videos
instruments.  Empty water center time and
for information  Provide exposure
instruction small group
 Provide bottles to the same text
 Large group  Informal  Students will have
opportunities for  Straws to complete several
and material
self-exploration instruction questioning during  Provide materials
 tape centers and small fine motor skills:
 Provide  Child directed free that have been
opportunities for choice activities  Pencils groups cutting, gluing,
shaking, picking up already cut out or
self-expression  YouTube special scissors.
objects, and
 Small group  iTunes writing.  Paraprofessional
projects with   Additional time to
flexible grouping
Projector  Overstimulation of
 Crayons/Markers sounds complete
 Child directed free
 Bulletin Board worksheets/project
choice activities
s
 Bulletin Board
 Supplies  Repeat directions
 Pencils multiple times
 Wax paper  Providing the
directions as visual
 Buttons
aid
 Beans  Breaks
 Speakers  Changing the
 Poster board activity every ten
 Cardboard to fifteen minutes
 Sound will be
amplified.
 Visual cues will
.
warn of transitions.
 Instruction will be
scaffolded
 Alternate seating
 All adaptive
assistance will be
available
 Room will be set
up in an inclusive
unobstructed
manner.
 Peer mentors will
be provided.

4. Individualized Student Planning

Student Standards-Aligned IEP Goals Student-Specific IEP Goals Individualized Student Supports
Aligned to prioritized learning
targets
A Not Applicable
Not Applicable Not Applicable
B Not Applicable Not Applicable Not Applicable
C Not Applicable Not Applicable Not Applicable