ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: Chorus
GRADE LEVEL: Grade 6
CREATION DATE: March, 2004
Essential Question, Concept or Theme: I. Performing a varied repertoire of music
PA Standards: 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 National Standards: 1, 2, 7, 8, 9. See ADDENDUM I,
Reference of NATIONAL STANDARDS for grades 5-8, See ADDENDUM II, Reference of PENNSYLVANIA STANDARDS
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
A. MIE KEYBOARD LAB
A. SINGING
 Written
 Materials
1. Introductory Keyboard Lab Lesson
1. Vocal Development
Assessment with Orff instruments
2. MIDI Keyboard Lessons 1-10
Rubric
Rhythm instruments
 Vocal Range – Develop vocal range, based on
a. Steady Beat
specific vocal part
Melodic instruments
 Playing
b. Registers and Clusters
 Posture – Demonstrate proper singing posture,
Assessment with Multicultural instruments
c. Up, Down and the Same
MIE Keyboard Lab
tongue and jaw placement as well as breath
Rubric
d. Tempo
Worksheets
control
 Individual
e. Quarter Note and Rest
Study Guides
Performance
 Tone Quality – Develop skills to help students
f. Ostinato
Music Alive Magazine
diagnose breathy tone quality and work
with Rubric
g. Music Alphabet
Visual Aids
towards a more focused sound
 Ensemble
h. Steps Up Down, or the Same
Transparencies
Performance
 Vowel Production – Practice sustaining words
i. Skips
Compact Discs
on the vowel sound, rather than the consonant
with Rubric
j. Repeated Melodic Patterns
Assessment
Tools
 Blend – Develop skills to help students listen
 MIE Keyboard
 Resources
for blending within their vocal class, vocal part
Quiz
B. RHYTHM INSTRUMENTS
Musical scores
and the chorus as a whole
 Lyric Quiz
1. Use of body percussion
Textbooks
 Solfeggio – Develop use of syllables and hand  Notation Quiz
2. Playing pitched and non-pitched
Curriculum Guide
signs to be directly applied to choral repertoire  Dictation Quiz
percussion instruments to
Compact Discs
2. Rhythm
 Class
accompany song repertoire
Assessments
 Rhythm Values – Rehearse and perform
Participation
Silver Burdett 2002, “Making
literature including whole notes/rests, half
 Class Discussion
C. ORFF INSTRUMENTS AND
Music” (Grade Level Six)
notes/rests, quarter note/rests, dotted half
 Individual
MELODY BELLS
Jazz at Lincoln Center 2002,
notes/rests, quarter notes/rests, dotted quarter
Feedback
1. Used to accompany song
“Jazz for Young People
notes/rests, eighth notes and rests, dotted
 Teacher
repertoire, demonstrating
Curriculum”
quarter notes/rests, and sixteenth notes/rests
Observation
proper mallet technique
Yamaha 1993, “Music in
 Meter – Rehearse and perform literature in
 Journal Writing
Education”
various meters including 2 / 4, 3 / 4, 4 / 4, and
 Self Assessment  Technology
D. HANDCHIMES AND
6 / 8 time
HANDBELLS
Encore
3. Intonation
1.
Pitch and Rhythm Unit
Finale
 Pitch – Match pitch (within range) with the
2. Used to accompany song repertoire
MIE Yamaha Keyboard Lab
vocal teacher, piano, accompanying
Grade 6 Chorus
Page 1
-1-
March, 2004
Essential Question, Concept or Theme: I. Performing a varied repertoire of music
PA Standards: 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 National Standards: 1, 2, 7, 8, 9. See ADDENDUM I,
Reference of NATIONAL STANDARDS for grades 5-8, See ADDENDUM II, Reference of PENNSYLVANIA STANDARDS
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
instruments and fellow students
Notepad
Internet Research
 Solfeggio – Review of hand signs and
Solfeggio syllables; introduction to singing
vocal patterns (using all seven hand signs)
based on teacher demonstration; introduction
to correct intonation when singing intervals
using syllables
4. Harmony
 Interval of a 3rd – Perform scales in harmonies
of a third in three part round
 Rounds and Canons – Perform at a proficient
level rounds and canons within a pentatonic,
and major range
 3 part singing – Perform at a beginner level
singing in three part harmony, (soprano, alto,
baritone,) Intermediate performance in singing
their particular part independently and within
the ensemble, increased development in
singing harmonies (obviously unison) of major
3rds, 4ths, 5ths, and 6ths
5. Expression
 Dynamics – Sing using dynamic levels
including pp, p, mp, mf, f, ff; sing using
crescendo and decrescendo
 Tempo – Sing demonstrating varying tempi,
and tempi changes, including accelerando,
ritardando, and fermata
 Articulation – Sing demonstrating accents,
legato, and staccato styles
 Phrasing – Sing using correct phrasing
Grade 6 Chorus
Page 2
-2-
March, 2004
Essential Question, Concept or Theme: I. Performing a varied repertoire of music
PA Standards: 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 National Standards: 1, 2, 7, 8, 9. See ADDENDUM I,
Reference of NATIONAL STANDARDS for grades 5-8, See ADDENDUM II, Reference of PENNSYLVANIA STANDARDS
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
supported by good breath control including
staggered breathing
6. Song Repertoire
 Multi-Cultural Literature – Rehearse,
memorize, and perform music from diverse
genres and cultures, with expression reflective
of the style and culture of the song
 Concert Literature – Rehearse, memorize and
perform a varied repertoire of vocal literature
with a difficulty level of 2-3 on a scale of 1 to
6, including literature performed in various
languages and a capella
B. MIE KEYBOARD LAB
 Keyboard Functions – Introduce skills for
basic operation of midi keyboard system
 Posture and Playing Position – Introduce
correct playing position and posture for
keyboard playing
 Basic Music Concepts – Reinforce basic
concepts of music reading; specifically in
pitch, rhythm, and expression
 Solo and Ensemble Playing – Play alone and
together as a class
 Improvising – Create rhythmic and melodic
accompaniments to songs
 Song Repertoire – Perform music from diverse
genres and cultures
Grade 6 Chorus
Page 3
-3-
March, 2004
Essential Question, Concept or Theme: I. Performing a varied repertoire of music
PA Standards: See ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5-8, See ADDENDUM II, Reference of PENNSYLVANIA
STANDARDS
Benchmark/Skills
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
C. RHYTHM INSTRUMENTS
(Select Performance Ensembles)
 Playing Technique – Introduce
and/or review correct playing
position and technique
 Basic Music Concepts – Reinforce
basic concepts of music reading;
specifically in pitch, and rhythm
 Solo and Ensemble Playing – Play
alone and together as a class
 Improvising – Create rhythmic and
melodic accompaniments to songs
 Song Repertoire – Perform music
from diverse genres and cultures
D. ORFF INSTRUMENTS /
MELODY BELLS
(Select Performance
Ensembles)





Playing Technique –Review of
correct playing position and mallet
technique
Basic Music Concepts – Reinforce
basic concepts of music reading,
specifically in pitch, and rhythm
Solo and Ensemble Playing – Play
alone and together as a class
Improvising – Create rhythmic and
melodic accompaniments to songs
Song Repertoire – Perform music
from diverse genres and cultures
Grade 6 Chorus
Page 4
-4-
March, 2004
Essential Question, Concept or Theme: I. Performing a varied repertoire of music
PA Standards: See ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5-8, See ADDENDUM II, Reference of PENNSYLVANIA
STANDARDS
Benchmark/Skills
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
E. Handchimes and Handbells
(Select Performance
Ensembles)




Playing Technique –
Introduce/review correct ringing
technique and special care for
instruments
Basic Music Concepts – Reinforce
basic concepts of music reading,
specifically in pitch, and rhythm
Ensemble Playing – Play alone and
together as a class
Song Repertoire – Perform music
from diverse genres and cultures
Grade 6 Chorus
Page 5
-5-
March, 2004
Essential Question, Concept or Theme: I. Performing a varied repertoire of music
PA Standards: See ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5-8, See ADDENDUM II, Reference of PENNSYLVANIA
STANDARDS
Adaptations/Inclusion Techniques





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
Simplify task when necessary
Adaptive assessment (oral quiz vs.
written)
Enrichment Strategies





Special groups
Interdisciplinary
connections
Media (video,
distance learning)
Supplemental songs,
materials, games
Student lead activities
(leadership
opportunities)
Remediation Strategies





Limit scope of content
Repetition
Peer coaching
After school help
Cooperative learning
Multicultural/Interdisciplinary
Connection
 Social Studies
African songs, drumming, and
spirituals
American Historical Connections
 Language Arts
Songs in foreign languages
Journaling
Reading and analyzing articles,
magazines, and reading aloud
 Mathematics
Rhythms and numerical values
Time Signatures
 Science
Structure of instruments
Timbre

Art
Music’s relation to fine arts
Use of art to express feelings
about music
 Physical Education
Dance
Eurhythmics
Grade 6 Chorus
Page 6
-6-
March, 2004
Essential Question, Concept or Theme: II. Listening Critically
PA Standards: 9.1 A, B, C, D, E, I; 9.2 A, B, C, D, E, G, H, J; 9.3 A, B, C, D; National Standards: 6, 7, 8. See ADDENDUM I, Reference of
NATIONAL STANDARDS for grades 5-8, See ADDENDUM II, Reference of PENNSYLVANIA STANDARDS
Benchmark/Skills
A. PROFESSIONAL
RECORDINGS
 Singing Performance Skills Identify and analyze vocal quality,
blend, balance, basic music form,
mode, instrumentation, tempo,
meter, expression and style/genre
 Write – Respond expressively
about lyrics or discuss qualities of
music as mentioned above using
appropriate music vocabulary
 Multi-Cultural Music - Identify
music from diverse cultures and
styles
 Timbre - Recognize various vocal
and instrumental sounds
 Audience- Behave and respond
appropriately to performance
Assessment










Written Assessment with
Rubric
Playing Assessment with
Rubric
Individual Performance
with Rubric
Ensemble Performance with
Rubric
Class Participation
Class Discussion
Individual Feedback
Teacher Observation
Journal Writing
Self Assessment
B. PEER PERFORMANCES



Singing Performance Skills Identify and analyze vocal quality,
blend, balance, basic music form,
mode, instrumentation, tempo,
meter, expression and style/genre
Write – Respond expressively
about lyrics or discuss qualities of
music as mentioned above using
appropriate music vocabulary
Critique – Listen for melodic,
rhythmic, or expressive errors
Grade 6 Chorus
Page 7
Aligned Materials/
Resources/Technology
 Materials
MIE Yamaha Keyboard Lab
Worksheets
Study Guides
Music Alive Magazine
Visual Aids
Transparencies
Compact Discs
Assessment Tools
 Resources
Musical scores
Textbooks
Curriculum Guide
Compact Discs
Assessments
Silver Burdett 2002, “Making
Music” (Grade Level Six)
Jazz at Lincoln Center 2002, “Jazz
for Young People Curriculum”
Yamaha 1993, “Music in
Education”
 Technology
Encore
Finale
MIE Yamaha Keyboard Lab
Notepad
Internet Research
Instructional Strategies
A. Analyzing basic form – for
example AB, ABA, rondo (all
units)
B. Guided listening
C. Timbre, Instrument
identification
D. Recognize and demonstrate
understanding of tempo,
rhythm, dynamic, texture,
harmony, melody, and phrase
structure (all units)
-7-
March, 2004
Essential Question, Concept or Theme: II. Listening Critically
PA Standards: 9.1 A, B, C, D, E, I; 9.2 A, B, C, D, E, G, H, J; 9.3 A, B, C, D; National Standards: 6, 7, 8. See ADDENDUM I, Reference of
NATIONAL STANDARDS for grades 5-8, See ADDENDUM II, Reference of PENNSYLVANIA STANDARDS
Benchmark/Skills



Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
Multi-Cultural Music - Identify
music from diverse cultures and
styles
Timbre - Recognize various vocal
and instrumental sounds
Audience- Behave and respond
appropriately to performance
C. SELF REFLECTION

Singing Performance Skills Identify and analyze vocal quality,
blend, balance, basic music form,
mode, instrumentation, tempo,
meter, expression and style/genre
 Write – Respond expressively
about lyrics or discuss qualities of
music as mentioned above using
appropriate music vocabulary
 Critique – Listen for melodic,
rhythmic, or expressive errors
D. RESPONDING TO
LISTENING THROUGH
MOVEMENT


Stationary movement – Perform
small motor patterns while singing
Basic loco-motor movement –
Perform basic choreography while
singing
Grade 6 Chorus
Page 8
-8-
March, 2004
Essential Question, Concept or Theme: II. Listening Critically
PA Standards: See ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5-8, See ADDENDUM II, Reference of PENNSYLVANIA
STANDARDS
Adaptations/Inclusion Techniques





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
Simplify task when necessary
Adaptive assessment (oral quiz vs. written)
Enrichment Strategies






Special groups
Interdisciplinary
connections
Media (video,
distance learning)
Supplemental
songs, materials,
games
Student lead
activities
(leadership
opportunities)
Attendance at
community
performances
Multicultural/Interdisciplinary
Connection
Limit scope of content  Social Studies
Native American songs and dances
Repetition
African songs, drumming, and
Peer coaching
spirituals
After school help
American Historical Connections
Cooperative learning
Remediation Strategies





 Language Arts
Songs in foreign languages
Journaling
Reading and analyzing articles,
magazines, and reading aloud
 Mathematics
Rhythms and numerical values
Time Signatures
 Science
Structure of instruments
Timbre

Art
Music’s relation to fine arts
The use of art to express feelings
about music
 Physical Education
Dance
Eurhythmics
Grade 6 Chorus
Page 9
-9-
March, 2004
Essential Question, Concept or Theme: III. Creating and Composing
PA Standards: 9.1 A, B, C, J, K; National Standards: 1, 2, 3, 4, 5. See ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5-8, See
ADDENDUM II, Reference of PENNSYLVANIA STANDARDS
Benchmark/Skills
Assessment





A. IMPROVISING
Melody – Improvise, in a
proficient manner, melodies based
on a pentatonic scale
Rhythm – Improvise proficient
rhythmic patterns, based on
ostinato, meter, or appropriate
style within a piece of music
B. WRITING
Melody – Compose, notate, and
perform simple compositions
based on basic melodic elements
Rhythm –Compose, notate, and
perform rhythmic patterns, based
on ostinato, meter, or appropriate
style within a piece of music
Grade 6 Chorus













Written Assessment with
Rubric
Playing Assessment with
Rubric
Individual Performance
with Rubric
Ensemble Performance
with Rubric
MIE Keyboard Quiz
Lyric Quiz
Notation Quiz
Dictation Quiz
Class Participation
Class Discussion
Individual Feedback
Teacher Observation
Journal Writing
Self Assessment
Aligned Materials/
Resources/Technology
 Materials
Orff instruments
Rhythm instruments
Melodic instruments
Multicultural instruments
MIE Keyboard Lab
Worksheets
Study Guides
Music Alive Magazine
Visual Aids
Transparencies
Compact Discs
Assessment Tools
 Resources
Musical scores
Textbooks
Curriculum Guide
Compact Discs
Assessments
Silver Burdett 2002, “Making Music”
(Grade Level Six)
Jazz at Lincoln Center 2002, “Jazz
for Young People Curriculum”
Yamaha 1993, “Music in Education”
 Technology
Finale
MIE Yamaha Keyboard Lab
Notepad
Internet Research
Page 10
Instructional Strategies
A. Compose and perform various
patterns
B. Improvising melodic and
rhythmic patterns
C. Rhythmic Unit (composing)
- 10 -
March, 2004
Essential Question, Concept or Theme: III. Creating and Composing
PA Standards: See ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5-8, See ADDENDUM II, Reference of PENNSYLVANIA
STANDARDS
Adaptations/Inclusion Techniques





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
Simplify task when necessary
Adaptive assessment (oral quiz vs.
written)
Enrichment Strategies





Special groups
Interdisciplinary
connections
Media (video, distance
learning)
Supplemental songs,
materials, games
Student lead activities
(leadership opportunities)
Remediation Strategies





Limit scope of
content
Repetition
Peer coaching
After school help
Cooperative
learning
Multicultural/Interdisciplinary
Connection
 Social Studies
Native American songs and dances
African songs, drumming, and
spirituals
American Historical Connections
 Language Arts
Songs in foreign languages
Journaling
Reading and analyzing articles,
magazines, and reading aloud
 Mathematics
Rhythms and numerical values
Time Signatures
 Science
Structure of instruments
Timbre

Art
Music’s relation to fine arts
The use of art to express feelings
about music
 Physical Education
Dance
Eurhythmics
Grade 6 Chorus
Page 11
- 11 -
March, 2004
Essential Question, Concept or Theme: IV. Reading and Notating
PA Standards: 9.1 A, B, C; National Standard: 5. See ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5-8, See ADDENDUM II,
Reference of PENNSYLVANIA STANDARDS
Benchmark/Skills
A. RHYTHM
 Rhythm - Read and practice
skills through singing and
instrumental playing, performing
specific rhythm patterns using
whole notes/rests, half notes/rests,
quarter note/rests, dotted half
notes/rests, quarter notes/rests,
dotted quarter notes/rests, eighth
notes and rests, dotted quarter
notes/rests, and sixteenth
notes/rests
 Meter – Read and practice skills
through singing and instrumental
playing, performing patterns in
2 / 4, 3 / 4, 4 / 4, 6 / 8
 Dictation – Notate examples from
teacher modeling and listening
examples in the scope of the
above ability level, using standard
notation
 Sight Reading – Rehearse
measure(s) without teacher
modeling within the above ability
level
 Troubleshoot – Review or correct
measures looking for missing
beats or excessive beats
B. MELODY
 Pitches - Read and identify
Grade 6 Chorus
Assessment














Written Assessment with
Rubric
Playing Assessment with
Rubric
Individual Performance with
Rubric
Ensemble Performance with
Rubric
MIE Keyboard Quiz
Lyric Quiz
Notation Quiz
Dictation Quiz
Class Participation
Class Discussion
Individual Feedback
Teacher Observation
Journal Writing
Self Assessment
Page 12
Aligned Materials/
Resources/Technology
 Materials
Orff instruments
Rhythm instruments
Melodic instruments
Multicultural instruments
MIE Keyboard Lab
Worksheets
Study Guides
Music Alive Magazine
Visual Aids
Transparencies
Compact Discs
Assessment Tools
 Resources
Musical scores
Textbooks
Curriculum Guide
Compact Discs
Assessments
Silver Burdett 2002, “Making
Music” (Grade Level Six)
Jazz at Lincoln Center 2002, “Jazz
for Young People Curriculum”
Yamaha 1993, “Music in
Education”
 Technology
Encore
Finale
MIE Yamaha Keyboard Lab
Notepad
Instructional Strategies
A. Rhythmic and melodic notation
(all units)
B. Reading MIE, handchimes,
melody bell, and Orff music
(all units)
- 12 -
March, 2004
Essential Question, Concept or Theme: IV. Reading and Notating
PA Standards: 9.1 A, B, C; National Standard: 5. See ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5-8, See ADDENDUM II,
Reference of PENNSYLVANIA STANDARDS
Benchmark/Skills
Aligned Materials/
Resources/Technology
Internet Research
Assessment
pitches on the treble and bass
clefs
 Ledger Lines - Read and identify
pitches using ledger lines above
and below the treble and bass
clefs
 Key Signatures - Read and
identify notes altered in a key
signature up to 2 sharps/flats
 Solfeggio – Read, practice, and
identify intervals from teacher
singing, Curwen Hand Signs and
listening examples within C
Major Scale treble clef only
 Troubleshoot – Review or correct
measures looking for incorrect
pitches within C Major Scale only
C. HARMONY
 Score – Identify and label all
vocal lines and piano
accompaniment on a 3 part vocal
score
 Intervals – Practice and identify
intervals when notated or sung,
perform ascending intervals given
the first note (obviously unison)
of major 3rds, 4ths, 5ths, and
6ths)
D. EXPRESSIVE MARKS
 Dynamics – Identify symbols and
demonstrate understanding of the
Grade 6 Chorus
Page 13
Instructional Strategies
- 13 -
March, 2004
Essential Question, Concept or Theme: IV. Reading and Notating
PA Standards: 9.1 A, B, C; National Standard: 5. See ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5-8, See ADDENDUM II,
Reference of PENNSYLVANIA STANDARDS
Benchmark/Skills
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
following; pp-p-mp-mf-f-ff,
crescendo, and decrescendo
 Tempo – Identify symbols and
demonstrate understanding of the
following; allegro, moderato
andante, accelerando, ritardando,
and fermata
 Articulation – Identify symbols
and demonstrate understanding of
the following; legato and staccato
 Phrasing– Identify symbols and
demonstrate understanding of
breath marks, and staggered
breathing
D. FORM
 Standard Forms - Identify and
label musical form including AB,
ABA, AABA
 Call and Response – Identify
call / response and question /
answer melodic or rhythmic
patterns
 Song Analysis – Apply
vocabulary and identify song
parts including introduction,
verse, chorus, bridge, and coda
Grade 6 Chorus
Page 14
- 14 -
March, 2004
Essential Question, Concept or Theme: IV. Reading and Notating
PA Standards: See ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5-8, See ADDENDUM II, Reference of PENNSYLVANIA
STANDARDS
Adaptations/Inclusion Techniques





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
Simplify task when necessary
Adaptive assessment (oral quiz vs. written)
Enrichment Strategies





Special groups
Interdisciplinary
connections
Media (video,
distance learning)
Supplemental songs,
materials, games
Student lead
activities (leadership
opportunities)
Remediation Strategies





Limit scope of
content
Repetition
Peer coaching
After school help
Cooperative
learning
Multicultural/Interdisciplinary
Connection
 Social Studies
Native American songs and dances
African songs, drumming, and
spirituals
American Historical Connections
 Language Arts
Songs in foreign languages
Journaling
Reading and analyzing articles,
magazines, and reading aloud
 Mathematics
Rhythms and numerical values
Time Signatures
 Science
Structure of instruments
Timbre

Art
Music’s relation to fine arts
The use of art to express feelings
about music
 Physical Education
Dance
Eurhythmics
Grade 6 Chorus
Page 15
- 15 -
March, 2004
Essential Question, Concept or Theme: V. Make Historical and Cultural Connections
PA Standards: 9.1 D; 9.2 A, B, C, D, E, F, G, H, I, J, K, L; 9.3 C; 9.4 A, D. See ADDENDUM I, Reference of NATIONAL STANDARDS for grades
5-8, See ADDENDUM II, Reference of PENNSYLVANIA STANDARDS
Benchmark/Skills
A. READING
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Analyze articles, magazines,
texts, and program notes and
apply to music content area
Use research materials to define
musical compositions by
historical period and cultural
background
B. VIEWING
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Analyzing videos and/or live
guest performances and applying
to music content area
Place performance according to
historical period and/or cultural
background
C. CURRICULA

Make connections across subject
areas (i.e. social studies,
language arts)
Grade 6 Chorus
Assessment
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Written Assessment with
Rubric
Playing Assessment with
Rubric
Individual Performance with
Rubric
Ensemble Performance with
Rubric
MIE Keyboard Quiz
Lyric Quiz
Notation Quiz
Dictation Quiz
Class Participation
Class Discussion
Individual Feedback
Teacher Observation
Journal Writing
Self Assessment
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Aligned Materials/
Resources/Technology
 Materials
Orff instruments
Rhythm instruments
Melodic instruments
Multicultural instruments
MIE Keyboard Lab
Worksheets
Study Guides
Music Alive Magazine
Visual Aids
Transparencies
Compact Discs
Assessment Tools
 Resources
Musical scores
Textbooks
Curriculum Guide
Compact Discs
Assessments
Silver Burdett 2002, “Making
Music” (Grade Level Six)
Jazz at Lincoln Center 2002, “Jazz
for Young People Curriculum”
Yamaha 1993, “Music in
Education”
 Technology
Finale
MIE Yamaha Keyboard Lab
Notepad
Internet Research
Instructional Strategies
A. Analysis of articles, magazines,
texts, and putting music into a
historical/cultural context (all
units
B. Video analysis (all units)
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March, 2004
Essential Question, Concept or Theme: V. Make Historical and Cultural Connections
PA Standards: 9.2 A, B, C, D, E, F, G, H, J, K, L; 9.3 C; 9.4 A, D. National Standards: 8, 9. See ADDENDUM I, Reference of NATIONAL
STANDARDS for grades 5-8, See ADDENDUM II, Reference of PENNSYLVANIA STANDARDS
Adaptations/Inclusion Techniques
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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
Simplify task when necessary
Adaptive assessment (oral quiz vs. written)
Enrichment Strategies
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Special groups
Interdisciplinary
connections
Media (video,
distance learning)
Supplemental songs,
materials, games
Student lead
activities (leadership
opportunities)
Remediation Strategies
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Limit scope of
content
Repetition
Peer coaching
After school help
Cooperative
learning
Multicultural/Interdisciplinary
Connection
 Social Studies
Native American songs and dances
African songs, drumming, and
spirituals
American Historical Connections
 Language Arts
Songs in foreign languages
Journaling
Reading and analyzing articles,
magazines, and reading aloud
 Mathematics
Rhythms and numerical values
Time Signatures
 Science
Structure of instruments
Timbre

Art
Music’s relation to fine arts
The use of art to express feelings
about music
 Physical Education
Dance
Eurhythmics
Grade 6 Chorus
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March, 2004