ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: General Music
GRADE LEVEL: Grade 5
CREATION DATE: November, 2003
Essential Question, Concept or Theme: I. Student will sing and play a varied repertoire of music as a life long
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
Resources/Technology
I PERFORMING
A Singing

Vocal Development – Develop vocal range and
skills (breathing, posture) for group and solo
singing
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Intonation – Sing with correct intonation using
solfeggio (major and minor)
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Expression – Develop techniques to express
articulation and dynamics through singing
(breathing using diaphragm)

Part singing – Sing 2 and 3 part songs

Diction – Develop diction skills (articulation of
dipthongs consonant r, and voiced and unvoiced
consonants)

Song Repertoire – Sing and memorize music from
diverse genres and cultures
B Playing

Percussion (Pitched and Nonpitched)
Play accompaniments on mallet instruments
involving I, IV, and V7 Progressions
Play and create solo and ensemble accompaniments
from diverse genres and cultures
Create accompaniments to songs including
introductions, verses, refrains, and ostinatos

Recorder
Develop right hand strength
Read and play notes within the range C5 to E6
including F# and Bb with proper breathing and
playing technique
Play unison, rounds, and 2 part songs
Blend harmony with melody
General Music Grade 5
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Playing
Assessment
Individual and
Group Performance
Class Discussion
Small Group
Assignments
Individual
Feedback
Teacher
Observation
Journal Writing
Self Assessment
Approx. Time Allotment:
Instructional Strategies
 Materials
Orff instruments
Recorders
Rhythm instruments
Melodic instruments
Multicultural instruments
Staff boards
Manipulatives
 Singing
Use hand signs and sing on
syllables in major and minor
Part singing
Singing alone and in a group
Sing and clap melodic and
rhythmic patterns
Vocal development
 Resources
Musical scores
Textbooks
Curriculum
Compact Disks
Transparencies
Assessments
Worksheets
 Playing
Playing pitched and non-pitched
percussion instruments
Playing recorders
Perform ostinato patterns to
accompany melody
Playing chord progressions on
boomwhackers and resonator
bells
 Technology
Encore
Band in a Box
Music Match Jukebox
Music Ace
Notepad
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; 9.3 A, B, C, D; NS 6, 8, 9
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
II Listening/Responding
 Written
 Materials
 Listening
Assessment
Orff instruments
Identify and analyze basic musical forms
Recorders
 Playing
Respond to expressive qualities in music such
Rhythm instruments
Assessment
as tempi and dynamics
Melodic instruments
 Individual and
Analyze music of diverse cultures and styles
Multicultural instruments
Group
Demonstrate appropriate audience behavior
Staff boards
Performance
Manipulatives
 Class Discussion
 Responding (Movement)
Develop and refine nonlocomotor movement
 Small Group
 Resources
using alternating patterns and bilateral
Assignments
Musical scores
movements (stamp, patsch, clap, snap)
 Individual
Textbooks
Develop basic locomotor movement and
Feedback
Curriculum
patterns as in social and multi-cultural dances
 Teacher
Compact Disks
Perform creative movements that demonstrate
Observation
Transparencies
the musical concepts of time/space/energy
 Journal Writing
Assessments
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Self Assessment
Worksheets
Approx. Time Allotment:
Instructional Strategies
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Perform dances
Creative Movement
Analyze basic form – for
example: AB, ABA, rondo,
theme and variations…
Guided listening
Timbre identification
Recognize and demonstrate
understanding of tempo,
rhythm, dynamics, texture,
harmony, melody, and
phrase structure
Study Classical Forms such
as opera, sonata, ballet,
symphony…
 Technology
Encore
Band in a Box
Music Match Jukebox
Music Ace
Notepad
General Music Grade 5
Page 2
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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 melodies
and accompaniments using various
scales
Improvise extended phrases in
question/answer form
 Composing – Compose, notate,
and perform compositions using a
variety of forms (rondo, theme and
variations)
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
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Written Assessment
Playing Assessment
Individual and Group
Performance
Class Discussion
Small Group
Assignments
Individual Feedback
Teacher Observation
Journal Writing
Self Assessment
 Materials
Orff instruments
Recorders
Rhythm instruments
Melodic instruments
Multicultural instruments
Staff boards
Manipulatives
Instructional Strategies
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Compose and perform
various patterns
Improvising melodic and
rhythmic patterns
Create rhythmic and
melodic compositions
 Resources
Musical scores
Textbooks
Curriculum
Compact Disks
Transparencies
Assessments
Worksheets
 Technology
Encore
Band in a Box
Music Match Jukebox
Music Ace
Notepad
General Music Grade 5
Page 3
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November, 2003
Essential Question, Concept or Theme: IV. Reading and Notating
PA Standards: PA 9.1 A, B, C; NS 5
Benchmark/Skills
IV. Reading/Notating
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Expression – read/identify dynamic (pp-ff),
tempi (allegro-largo), and articulation
(staccato-legato) markings
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Rhythm
Read and notate all simple duple and simple
triple rhythm patterns 2/4, 3/4, and 4/4
(triplet, dotted eighth/sixteenth)
Experience upbeats and compound meter
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Form – phrase forms (introduction, interlude,
coda), section forms (AB, rondo, theme and
variation) composite forms (opera, symphony,
musical theater)
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Melody – Read and notate diatonic, and
various modes incorporating solfeggio and
pitch names
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Timbre – environmental, vocal (soprano, alto,
tenor, bass), vocal blending (a capella) vocal
production, families of instruments,
synthesized and electric sounds
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Texture and Harmony – ostinatos, partner
songs, countermelodies and descants, rounds,
monophonic-polyphonic; major/minor, simple
chord changes-I, IV, V7; 2- and 3-part singing
General Music Grade 5
Assessment
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

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Written Assessment
Playing Assessment
Individual and
Group Performance
Class Discussion
Small Group
Assignments
Individual Feedback
Teacher Observation
Journal Writing
Self Assessment
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Instructional Strategies
 Materials
Orff instruments
Recorders
Rhythm instruments
Melodic instruments
Multicultural instruments
Staff boards
Manipulatives
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Rhythmic and melodic
notation
Playing recorder
Use of manipulatives
 Resources
Musical scores
Textbooks
Curriculum
Compact Disks
Transparencies
Assessments
Worksheets
 Technology
Encore
Band in a Box
Music Match Jukebox
Music Ace
Notepad
Page 4
-4-
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
SOCIAL STUDIES
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Specific adaptations for each
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Computer software
 Limit scope of content
Native American songs and dances
child should be in keeping with
programs
 Repetition
African songs/Spirituals
the intent of the lesson and the

Journaling
 Peer coaching
Songs and dances from different countries
lesson’s activities.
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Community field trips
 Private/sectional lessons
American folk music and instruments
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Peer tutors or teacher aides
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Optional book reports
 Additional teacher provided
Work songs
Patriotic songs
when necessary
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Optional performances
music examples
Shaker (Simple Gifts)
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Preferential seating
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Special groups
 Cooperative learning
Historical ballads
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Adaptive instruments
(handbells, recorder
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Simplify task when necessary
ensemble, handchimes,
LANGUAGE ARTS
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Adaptive assessment (oral quiz,
select choir)
Songs in foreign languages
Poetry connections
not written)
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Interdisciplinary
Folk tales (John Henry)
connections
Journaling
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Media (video, distance
learning)
MATHEMATICS
Rhythms and numerical values
 Supplemental songs,
Time Signatures
dances, games
Half steps/Whole steps
Pie Graphing
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
General Music Grade 5
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November, 2003
General Music Grade 5
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November, 2003