ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: General Music
GRADE LEVEL: Grade 3
CREATION DATE: November, 2003
Essential Question, Concept or Theme: I. Student will sing and play a varied repertoire of music as a life long
Approx. Time Allotment:
learner.
PA Standards: PA 9.1 A, B, C, D, E, G, H; 9.2 A, B, C, D, F, G, H, K, L; 9.3 A, B, D; 9.4; NS 1, 2, 7, 8, 9
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
I.
PERFORMING
 Materials
 Singing
A.
Singing
 Playing
Orff
instruments
Use hand signs
 Vocal Development – Develop vocal
Assessment
Recorders
Part singing
range and skills (breathing, posture)
 Individual and
Rhythm
instruments
Singing alone and in a group
for group and solo singing
Group Performance
Melodic instruments
Sing and clap melodic and
 Intonation – Sing with correct
 Class Discussion
Multicultural
instruments
rhythmic patterns
intonation using solfeggio (pentatonic
 Small Group
Staff boards
Vocal development
and major)
Assignments
Manipulatives

Playing
 Expression – Expand dynamic range
 Individual
 Resources
Use body percussion
p-mp-mf-f
Feedback
Musical
scores
Mallet technique
 Part singing – Sing echo songs and
 Teacher
Textbooks
Playing pitched and nonrounds
Observation
Curriculum
pitched percussion
 Diction – Sing on a neutral syllable to
 Self Assessment
Compact Disks
instruments
develop resonant singing
Transparencies
Playing recorders
 Song Repertoire – Sing and memorize
Assessments
music from diverse genres and
Worksheets
cultures
 Technology
B.
Playing
Encore
 Percussion (Pitched and Nonpitched)
Band in a Box
Play combined patterns in an
ensemble to accompany songs
Develop “crossover” mallet technique
Create simple melodic ostinatos
 Recorder
Read note B, A, G
Play with holes properly covered
Use proper hand position with left
hand on top
Blend sound with other recorder
players
General Music Grade 3
Page 1
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November, 2003
Essential Question, Concept or Theme: II. Listening/Responding
PA Standards: PA 9.1 A, B, C, D, E, I; 9.2 A, B, C, D, E, G, H, J;
Benchmark/Skills
II.
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LISTENING/RESPONDING
Listening
Identify and analyze basic musical
forms
Respond to expressive qualities in
music such as tempi and dynamics
Identify music of diverse cultures
and styles
Demonstrate appropriate audience
behavior
Identify instrument families in the
orchestra
Distinguish between major and
minor tonality
Responding (Movement)
Develop and refine nonlocomotor
movement using alternating patterns
(stamp, patsch, clap, snap) and
bilateral movements
Develop basic locomotor movement
and patterns as in circle, line, and
folk dances
Perform creative movements that
demonstrate the musical concepts of
time/space/energy
General Music Grade 3
Assessment
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Approx. Time Allotment:
9.3 A, B, C, D; NS 6, 8, 9
Aligned Materials/
Resources/Technology
Written Assessment
Individual and Group
Performance
Class Discussion
Individual Feedback
Teacher Observation
Journal Writing
Self Assessment
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Page 2
Instructional Strategies

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Materials
Orff instruments
Recorders
Rhythm instruments
Melodic instruments
Multicultural instruments
Staff boards
Manipulatives
Resources
Musical scores
Textbooks
Curriculum
Compact Disks
Transparencies
Assessments
Worksheets
Technology
Encore
Band in a Box
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Perform dances
Creative Movement
Analyzing basic form – for
example: AB, ABA, rondo
Guided listening
Timbre identification
Recognize and demonstrate
understanding of tempo,
rhythm, dynamics, texture,
harmony, melody, and
phrase structure
November, 2003
Essential Question, Concept or Theme: III. Creating
PA Standards: PA 9.1 A, B, C, J, K; NS 1, 2, 3, 4, 5
Benchmark/Skills
III.


CREATING
Improvising
Improvise simple melodies based
on the pentatonic scale
Composing
Compose simple melodies and
ostinatos based on the pentatonic
scale
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
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Playing Assessment
Individual and Group
Performance
Class Discussion
Small Group Assignments
Individual Feedback
Teacher Observation
Self Assessment
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General Music Grade 3
Page 3
Instructional Strategies

Materials
Orff instruments
Recorders
Rhythm instruments
Melodic instruments
Multicultural instruments
Staff boards
Manipulatives
Resources
Musical scores
Textbooks
Curriculum
Compact Disks
Transparencies
Assessments
Technology
Encore
Band in a Box
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Compose and perform
various patterns
Improvising melodic
and rhythmic patterns
Dramatic Reading
November, 2003
Essential Question, Concept or Theme: IV. Reading and Notating
PA Standards: PA 9.1 A, B, C; NS 5
Benchmark/Skills
IV.
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READING/NOTATING
Expression
Read/identify dynamic markings (p-mp-mf-f),
tempi (allegro-adagio), and articulation
(legato-staccato)
Rhythm
Read and notate specific rhythm patterns in
2/4. 3/4, and 4/4 time (eighth, quarter, half,
dotted half, and whole notes and quarter, half,
and whole rests)
Experience upbeats
Form
Recognize repetition and contrast
Identify section forms including AB, ABA,
AABA, and Rondo
Perform call / response and question / answer
phrases
Melody
Read and notate doh pentatonic
Recognize steps, skips, and repeated pitches
Sing various pentatonic pitch patterns
incorporating do-re-mi-sol-la
Timbre
Recognize various vocal and instrumental
timbres
Texture/Harmony
Introduce two-part singing (echo songs,
rounds, countermelodies), and unison /
chordal harmony
(I-V7)
General Music Grade 3
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
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Written Assessment
Playing Assessment
Individual and
Group Performance
Small Group
Assignments
Individual Feedback
Teacher Observation
Journal Writing
Self Assessment
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Page 4
Instructional Strategies

Materials
Orff instruments
Recorders
Rhythm instruments
Melodic instruments
Multicultural instruments
Staff boards
Manipulatives
Resources
Musical scores
Textbooks
Curriculum
Compact Disks
Transparencies
Assessments
Worksheets
Technology
Encore
Band in a Box
-4-
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
Rhythmic and melodic
notation
Reading recorder
music
Write rhythms and
melodies using
manipulatives
November, 2003
Essential Question, Concept or Theme: I. Student will sing and play a varied repertoire of music as a life
Approx. Time Allotment:
long learner. II. Listening/Responding III. Creating IV. Reading and Notating
PA Standards: PA 9.1 A, B, C, D, E, G, H; 9.2 A, B, C, D, F, G, H, K, L; 9.3 A, B, D; 9.4 NS 1, 2, 7, 8, 9; PA 9.1 A, B, C, D, E, I; 9.2 A, B, C,
D, E, G, H, J; 9.3 A, B, C, D; NS 6, 8, 9; PA 9.1 A, B, C, J, K; NS 1, 2, 3, 4, 5; PA 9.1 A, B, C; NS 5
Multicultural/Interdisciplinary
Adaptations/Inclusion Techniques
Enrichment Strategies
Remediation Strategies
Connection
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Specific adaptations for each
child should be in keeping with
the intent of the lesson and the
lesson’s activities.
Peer tutors or teacher aides
when necessary
Preferential seating
Adaptive instruments
Simplify task when necessary
Adaptive assessment (oral quiz,
not written)
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Computer software
programs
Journaling
Community field trips
Optional performances
Special groups
Interdisciplinary
connections
Media (video, distance
learning)
Supplemental songs,
dances, games
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Limit scope of
content
Repetition
Private/Sectional
lessons
Additional teacher
provided music
examples
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General Music Grade 3
Page 5
Social Studies
Native American songs and dances
African songs / Spirituals
Multicultural songs and dances
American folk music and instruments
Work songs
Patriotic songs
The American West
Language Arts
Songs in foreign languages
Poetry connections
Folk tales
Journaling
Read aloud books
Mathematics
Rhythms and numerical values
Time Signatures
Science
Structure of instruments
Timbre
Production of sound
Art
Relating music to fine arts
Using art to express feelings about
music
Physical Education
Dance
Eurhythmics
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November, 2003
General Music Grade 3
Page 6
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November, 2003