Year Long Lesson Plans
General Music- Fifth Grade
Xiomara Orue – Parker campus
Fifth Grade Unit One
Daily Routines:
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Carpet Time- Attendance - Solfege , Ear Training
Theory- Staff, Treble Clef, bar line, double bar line, measure, repeat signs, whole, half, quarter,
eighth, sixteenth, tied notes and rests, names of notes on treble clef, meter signature, including
2/4 ¾ and 4/4, 6/8, dynamics, including pp, mp, p, f, mf, ff, Da capo(D.C.) al fine, sharp, flat
CK connection through activity and song ( Where through participation-student becomes
familiar with some basic elements of music-including rhythm, melody, harmony, form, timbre,
etc.)
Piano Marvel
Objectives:
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
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
Discriminate between fast and slow; gradually slowing down and getting faster; accelerando and
ritardando
Discriminate between loud and quiet; gradually increasing and decreasing volume; crescendo
and decrescendo.
Understand legato and staccato
Continue work with timbre and phrasing
CK Listening Selections:
Mendelssohn: Midsummer Night’s Dream
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Overture to Mendelssohn’s Midsummer Night’s Dream
Scherzo
Wedding March
Josquin Des Prez:
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
Missa Pangua Lingua
Kyrie Eleison
Assessment:
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Visual Observation: Individually and by group
Song recognition, theory and ear training quiz
Year Long Lesson Plans
General Music- Fifth Grade
Xiomara Orue – Parker campus
Fifth Grade Unit Two
Daily Routines:
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
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
Carpet Time- Attendance - Solfege , Ear Training
Theory- Staff, Treble Clef, bar line, double bar line, measure, repeat signs, whole, half, quarter,
eighth, sixteenth, tied notes and rests, names of notes on treble clef, meter signature, including
2/4 ¾ and 4/4, 6/8, dynamics, including pp, mp, p, f, mf, ff, Da capo(D.C.) al fine, sharp, flat
CK connection through activity and song ( Where through participation-student becomes
familiar with some basic elements of music-including rhythm, melody, harmony, form, timbre,
etc.)
Piano Marvel
Objectives:




Discriminate between fast and slow; gradually slowing down and getting faster; accelerando and
ritardando
Discriminate between loud and quiet; gradually increasing and decreasing volume; crescendo
and decrescendo.
Understand legato and staccato
Continue work with timbre and phrasing
CK Songs:
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
Dona Nobis Pacem
Greensleeves
Songs:
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The Addams Family
Saint-Saëns: Danse Macabre
Assessment:
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
Visual Observation: Individually and by group
Song recognition, theory and ear training quiz
Year Long Lesson Plans
General Music- Fifth Grade
Xiomara Orue – Parker campus
Fifth Grade Unit Three
Daily Routines:
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


Carpet Time- Attendance - Solfege , Ear Training
Theory- Staff, Treble Clef, bar line, double bar line, measure, repeat signs, whole, half, quarter,
eighth, sixteenth, tied notes and rests, names of notes on treble clef, meter signature, including
2/4 ¾ and 4/4, 6/8, dynamics, including pp, mp, p, f, mf, ff, Da capo(D.C.) al fine, sharp, flat
CK connection through activity and song ( Where through participation-student becomes
familiar with some basic elements of music-including rhythm, melody, harmony, form, timbre,
etc.)
Piano Marvel
Objectives:





Discriminate between fast and slow; gradually slowing down and getting faster; accelerando and
ritardando
Discriminate between loud and quiet; gradually increasing and decreasing volume; crescendo
and decrescendo.
Understand legato and staccato
Continue work with timbre and phrasing
Mussorgsky Bio
CK Listening Selections:
Mussorgsky: Pictures at an Exhibition
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Promenade, No.1 “The Gnome” (Latin- The Gnomus)
No.2 “II vecchio castello”(Italian- The Old Castle) No. 3 “Tuileries” 9Dispute d’enfants aprèx jeux)
(French-Dispute between children at play)
No. 4 “Bydlo” (Polish-Cattle); No. 5 Balet (Russian- Ballet of the Unhatched Chicks)
No. 6 “Samuel” Goldenberg und “Schmuÿle” (Yiddish);No. 7 “Limoges”, le marché(La grande
nouvelle)-(French, The Market at Limoges(The Great News)
No. 8 “Catacombæ” (Sepulcrum romanum) and “Con mortuis in lingua mortua” Latin- The
Catacombs(Roman Sepulcher) and (Latin, With the Dead in a Dead Language); N0. 9 (Baba-Yagá)
Russian- The Hut on Fowl’s Legs
No. 10 Russian- The Bogatyr Gates (in the Capital in Kiev)
Assessment:
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Visual Observation: Individually and by group
Song recognition, theory and ear training quiz
Year Long Lesson Plans
General Music- Fifth Grade
Xiomara Orue – Parker campus
Fifth Grade Unit Four
Daily Routines:
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


Carpet Time- Attendance - Solfege , Ear Training
Theory- Staff, Treble Clef, bar line, double bar line, measure, repeat signs, whole, half, quarter,
eighth, sixteenth, tied notes and rests, names of notes on treble clef, meter signature, including
2/4 ¾ and 4/4, 6/8, dynamics, including pp, mp, p, f, mf, ff, Da capo(D.C.) al fine, sharp, flat
CK connection through activity and song ( Where through participation-student becomes
familiar with some basic elements of music-including rhythm, melody, harmony, form, timbre,
etc.)
Piano Marvel
Objectives:





Discriminate between fast and slow; gradually slowing down and getting faster; accelerando and
ritardando
Discriminate between loud and quiet; gradually increasing and decreasing volume; crescendo
and decrescendo.
Understand legato and staccato
Continue work with timbre and phrasing
Recognize introduction, interlude, and coda in musical selections
CK Songs:
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Danny Boy
Morning Has Broken
Hava Nagila (learn the Hora)
Songs:
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Lift Ev’ry voice and Sing
Assessment:
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Visual Observation: Individually and by group
Song recognition, theory and ear training quiz
Year Long Lesson Plans
General Music- Fifth Grade
Xiomara Orue – Parker campus
Fifth Grade Unit Five
Daily Routines:
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


Carpet Time- Attendance - Solfege , Ear Training
Theory- Staff, Treble Clef, bar line, double bar line, measure, repeat signs, whole, half, quarter,
eighth, sixteenth, tied notes and rests, names of notes on treble clef, meter signature, including
2/4 ¾ and 4/4, 6/8, dynamics, including pp, mp, p, f, mf, ff, Da capo(D.C.) al fine, sharp, flat
CK connection through activity and song ( Where through participation-student becomes
familiar with some basic elements of music-including rhythm, melody, harmony, form, timbre,
etc.)
Piano Marvel
Objectives:




Discriminate between fast and slow; gradually slowing down and getting faster; accelerando and
ritardando
Discriminate between loud and quiet; gradually increasing and decreasing volume; crescendo
and decrescendo.
Understand legato and staccato
Continue work with timbre and phrasing
CK Songs:
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Down by the Riverside
Sometimes I feel Like a Motherless Child (Hand out)
The Wayfaring Stranger (Hand Out)
We Shall Overcome
Assessment:
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
Visual Observation: Individually and by group
Song recognition, theory and ear training quiz
Year Long Lesson Plans
General Music- Fifth Grade
Xiomara Orue – Parker campus
Fifth Grade Unit Six
Daily Routines:




Carpet Time- Attendance - Solfege , Ear Training
Theory- Staff, Treble Clef, bar line, double bar line, measure, repeat signs, whole, half, quarter,
eighth, sixteenth, tied notes and rests, names of notes on treble clef, meter signature, including
2/4 ¾ and 4/4, 6/8, dynamics, including pp, mp, p, f, mf, ff, Da capo(D.C.) al fine, sharp, flat
CK connection through activity and song ( Where through participation-student becomes
familiar with some basic elements of music-including rhythm, melody, harmony, form, timbre,
etc.)
Piano Marvel
Objectives:




Discriminate between fast and slow; gradually slowing down and getting faster; accelerando and
ritardando
Discriminate between loud and quiet; gradually increasing and decreasing volume; crescendo
and decrescendo.
Understand legato and staccato
Continue work with timbre and phrasing
CK Songs:
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

Battle Hymn of the Republic
If I Had a Hammer
Sakura
Activities:
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Simultaneous Rhythms Worksheet
Assessment:


Visual Observation: Individually and by group
Song recognition, theory and ear training quiz
Year Long Lesson Plans
General Music- Fifth Grade
Xiomara Orue – Parker campus
Fifth Grade Unit Seven
Daily Routines:




Carpet Time- Attendance - Solfege , Ear Training
Theory- Staff, Treble Clef, bar line, double bar line, measure, repeat signs, whole, half, quarter,
eighth, sixteenth, tied notes and rests, names of notes on treble clef, meter signature, including
2/4 ¾ and 4/4, 6/8, dynamics, including pp, mp, p, f, mf, ff, Da capo(D.C.) al fine, sharp, flat
CK connection through activity and song ( Where through participation-student becomes
familiar with some basic elements of music-including rhythm, melody, harmony, form, timbre,
etc.)
Piano Marvel
Objectives:




Discriminate between fast and slow; gradually slowing down and getting faster; accelerando and
ritardando
Discriminate between loud and quiet; gradually increasing and decreasing volume; crescendo
and decrescendo.
Understand legato and staccato
Continue work with timbre and phrasing
CK Songs:
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

Git Along Little Dogies (hand out)
Sweet Betsy from Pike
Red River Valley
Assessment:
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
Visual Observation: Individually and by group
Song recognition, theory and ear training quiz
Year Long Lesson Plans
General Music- Fifth Grade
Xiomara Orue – Parker campus
Fifth Grade Unit Eight
Daily Routines:




Carpet Time- Attendance - Solfege , Ear Training
Theory- Staff, Treble Clef, bar line, double bar line, measure, repeat signs, whole, half, quarter,
eighth, sixteenth, tied notes and rests, names of notes on treble clef, meter signature, including
2/4 ¾ and 4/4, 6/8, dynamics, including pp, mp, p, f, mf, ff, Da capo(D.C.) al fine, sharp, flat
CK connection through activity and song ( Where through participation-student becomes
familiar with some basic elements of music-including rhythm, melody, harmony, form, timbre,
etc.)
Piano Marvel
Objectives:







Discriminate between fast and slow; gradually slowing down and getting faster; accelerando and
ritardando
Discriminate between loud and quiet; gradually increasing and decreasing volume; crescendo
and decrescendo.
Understand legato and staccato
Continue work with timbre and phrasing
Sing accompanied, unaccompanied, and in unison
Sing or play simple melodies, while reading scores
Recognize verse and refrain
CK Songs:
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Shenandoah
Songs:
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Day-O! (Call and response)
Bound for South Australia
Arirang (Pentatonic Puzzle)
This Train (Underground railroad)
Assessment:
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
Visual Observation: Individually and by group
Song recognition, theory and ear training quiz
Year Long Lesson Plans
General Music- Fifth Grade
Xiomara Orue – Parker campus
Fifth Grade Unit Nine
Daily Routines:




Carpet Time- Attendance - Solfege , Ear Training
Theory- Staff, Treble Clef, bar line, double bar line, measure, repeat signs, whole, half, quarter,
eighth, sixteenth, tied notes and rests, names of notes on treble clef, meter signature, including
2/4 ¾ and 4/4, 6/8, dynamics, including pp, mp, p, f, mf, ff, Da capo(D.C.) al fine, sharp, flat
CK connection through activity and song ( Where through participation-student becomes
familiar with some basic elements of music-including rhythm, melody, harmony, form, timbre,
etc.)
Piano Marvel
Objectives:







Discriminate between fast and slow; gradually slowing down and getting faster; accelerando and
ritardando
Discriminate between loud and quiet; gradually increasing and decreasing volume; crescendo
and decrescendo.
Understand legato and staccato
Continue work with timbre and phrasing
Sing accompanied, unaccompanied, and in unison
Sing or play simple melodies, while reading scores
Recognize verse and refrain
CK Songs:

The Happy Wanderer
CK Listening Selection:
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Beethoven: Symphony No. 5 (One movement a day)
Activities:
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A Classical Crossword (handout)
Words and Music (handout)
Meter and Dynamics (handout)
Assessment:
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Hand outs