ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: Chorus
GRADE LEVEL: Grade 7
CREATION DATE: August, 2003
Essential Question, Concept or Theme: I. Performing a varied repertoire of music
Approx. Time Allotment:
PA Standards: 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
 Vocal Range – Continue to develop vocal
Rubric
Rhythm instruments
a. Steady Beat
range, based on specific vocal part
Melodic
instruments
 Playing
b. Registers and Clusters
Assessment with Multicultural instruments
 Posture - Reinforce proper singing posture,
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 – Continue to practice
i. Skips
Compact Discs
sustainning words on the vowel sound, rather
with Rubric
j. Repeated Melodic Patterns
Assessment
Tools
than the consonant
 MIE Keyboard
 Resources
Quiz
 Blend – Develop skills to help students listen
B. RHYTHM INSTRUMENTS
Musical scores
for blending within their vocal class, part and
 Lyric Quiz
1. African Drumming Unit
Textbooks
the chorus as a whole
 Notation Quiz
2. Use body percussion
Curriculum
Guide
 Solfeggio – Development of syllables and hand  Dictation Quiz
3. Mallet technique
Compact Discs
signs to be directly applied to increasingly
 Class
4. Playing pitched and non-pitched
Assessments
challenging choral repertoire
Participation
percussion instruments
Silver Burdett 2002, “Making
2. Rhythm
 Class Discussion
Music” (Grade Level Six)
 Rhythm Values – Rehearse and perform
 Individual
C. ORFF INSTRUMENTS AND
Jazz at Lincoln Center 2002,
literature including whole notes/rests, half
Feedback
MELODY BELLS
“Jazz for Young People
notes/rests, quarter note/rests, dotted half
 Teacher
1.
Reggae Unit
Curriculum”
notes/rests, quarter notes/rests, dotted quarter
Observation
2. Asian Unit
Yamaha 1993, “Music in
notes/rests, eighth notes and rests, dotted
 Journal Writing
3. Jazz Unit (improvisation)
Education”
quarter notes/rests, and sixteenth notes/rests
 Self Assessment  Technology
 Meter – Rehearse and perform literature in
D. HANDCHIMES AND
Finale
various meters including 2 / 4, 3 / 4, 4 / 4, and
HANDBELLS
MIE Yamaha Keyboard Lab
6 / 8 time
1. Pitch and Rhythm Unit
Notepad
3. Intonation
2. Reggae Unit
Internet Research
Grade 7 Chorus
Page 1
-1-
August, 2003
Essential Question, Concept or Theme: I. Performing a varied repertoire of music
Approx. Time Allotment:
PA Standards: 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
 Pitch – Matching pitch (within range) with the
vocal teacher, piano, accompanying
instruments and fellow students
 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 – Ability to 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, introduction to
singing in 7ths, 2nds
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,
Grade 7 Chorus
Page 2
-2-
August, 2003
Essential Question, Concept or Theme: I. Performing a varied repertoire of music
Approx. Time Allotment:
PA Standards: 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
legato, and staccato styles
 Phrasing – sing using correct phrasing
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 3-4 on a scale of 1 to
6, including literature performed in various
languages and a capella
B. MIE KEYBOARD LAB
 Keyboard Functions – review skills for basic
operation of midi keyboard system
 Posture and Playing Position – review of
correct playing position and posture for
keyboard playing
 Basic Music Concepts – Reinforcing basic
concepts of music reading; specifically in
pitch, rhythm, and expression
 Solo and Ensemble Playing – Playing alone
and together as a class
 Improvising – Creating rhythmic and melodic
accompaniments to songs
 Song Repertoire – Performing music from
diverse genres and cultures
Grade 7 Chorus
Page 3
-3-
August, 2003
Essential Question, Concept or Theme: I. Performing a varied repertoire of music
Approx. Time Allotment:
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 – Introduction
and/or review of correct playing
position and technique
 Basic Music Concepts –
Reinforcing basic concepts of
music reading; specifically in
pitch, and rhythm
 Solo and Ensemble Playing –
Playing alone and together as a
class
 Improvising – Creating rhythmic
and melodic accompaniments to
songs
 Song Repertoire – Performing
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 –
Reinforcing basic concepts of
music reading; specifically in
pitch, and rhythm
Solo and Ensemble Playing –
Grade 7 Chorus
Page 4
-4-
August, 2003
Essential Question, Concept or Theme: I. Performing a varied repertoire of music
Approx. Time Allotment:
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
Playing alone and together as a
class
Improvising – Creating rhythmic
and melodic accompaniments to
songs
Song Repertoire – Performing
music from diverse genres and
cultures
E. Handchimes and Handbells
(Select Performance
Ensembles)




Playing Technique –Introduction
of correct ringing technique and
special care for instruments
Basic Music Concepts –
Reinforcing basic concepts of
music reading; specifically in
pitch, and rhythm
Ensemble Playing – Playing alone
and together as a class
Song Repertoire – Performing
music from diverse genres and
cultures
Grade 7 Chorus
Page 5
-5-
August, 2003
Essential Question, Concept or Theme: I. Performing a varied repertoire of music
Approx. Time Allotment:
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
Multicultural/Interdisciplinary
Connection
 Social Studies
Native American songs and dances
African songs, drumming, and
spirituals
Asian songs and dances
Latin songs and dances
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
Relating music to fine arts
Using art to express feelings about
music
 Physical Education
Dance
Eurhythmics
Grade 7 Chorus
Page 6
-6-
August, 2003
Essential Question, Concept or Theme: II. Listening Critically
Approx. Time Allotment:
PA Standards: 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
B. PEER PERFORMANCES



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
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 7 Chorus
Page 7
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. Songs that Communicate
Project
B. Analyzing basic form – for
example AB, ABA, rondo (all
units)
C. Programmatic Music Unit
D. Guided listening
E. Timbre, Instrument
identification
F. Recognize and demonstrate
understanding of tempo,
rhythm, dynamic, texture,
harmony, melody, and phrase
structure (all units)
-7-
August, 2003
Essential Question, Concept or Theme: II. Listening Critically
Approx. Time Allotment:
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
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 7 Chorus
Page 8
-8-
August, 2003
Essential Question, Concept or Theme: II. Listening Critically
Approx. Time Allotment:
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
Multicultural/Interdisciplinary
Connection
 Social Studies
Native American songs and dances
African songs, drumming, and
spirituals
Asian songs and dances
Latin songs and dances
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
Relating music to fine arts
Using art to express feelings about
music
 Physical Education
Dance
Eurhythmics
Grade 7 Chorus
Page 9
-9-
August, 2003
Essential Question, Concept or Theme: III. Creating and Composing
Approx. Time Allotment:
PA Standards: See ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5-8, See ADDENDUM II, Reference of PENNSYLVANIA
STANDARDS
Benchmark/Skills




Melody – Improvise in a
proficient manner, melodies based
on a pentatonic scale
Rhythm – Improvise proficient
rhythmic patterns, based on an
ostinato, meter, or appropriate to
style within a piece of music
Melody - Compose in a
proficient manner melodies and
ostinati based on the pentatonic
scale
Rhythm – Compose in a
proficient manner rhythmic
patterns, based on an ostinato,
meter, or appropriate to style
within a piece of music
Grade 7 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 10
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. Compose and perform various
patterns (all units)
B. Improvising melodic and
rhythmic patterns (all units)
C. Programmatic Unit (creating)
D. Rhythmic Unit (composing)
E. Rock Amusement Park Unit
- 10 -
August, 2003
Essential Question, Concept or Theme: III. Creating and Composing
Approx. Time Allotment:
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
Multicultural/Interdisciplinary
Connection
 Social Studies
Native American songs and dances
African songs, drumming, and
spirituals
Asian songs and dances
Latin songs and dances
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
Relating music to fine arts
Using art to express feelings about
music
 Physical Education
Dance
Eurhythmics
Grade 7 Chorus
Page 11
- 11 -
August, 2003
Essential Question, Concept or Theme: IV. Reading and Notating
Approx. Time Allotment:
PA Standards: 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
pitches on the treble and bass
Grade 7 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
Finale
MIE Yamaha Keyboard Lab
Notepad
Internet Research
Instructional Strategies
A. Rhythmic and melodic notation
(all units)
B. Reading MIE, handchimes,
melody bell, and Orff music
(all units)
- 12 -
August, 2003
Essential Question, Concept or Theme: IV. Reading and Notating
Approx. Time Allotment:
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
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 3 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 2nds, 3rds, 4ths, 5ths,
and 6ths))
D. EXPRESSIVE MARKS
 Dynamics – Identify symbols and
demonstrate understanding of the
following; pp-p-mp-mf-f-ff,

Grade 7 Chorus
Page 13
- 13 -
August, 2003
Essential Question, Concept or Theme: IV. Reading and Notating
Approx. Time Allotment:
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
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 7 Chorus
Page 14
- 14 -
August, 2003
Essential Question, Concept or Theme: IV. Reading and Notating
Approx. Time Allotment:
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
Multicultural/Interdisciplinary
Connection
 Social Studies
Native American songs and dances
African songs, drumming, and
spirituals
Asian songs and dances
Latin songs and dances
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
Relating music to fine arts
Using art to express feelings about
music
 Physical Education
Dance
Eurhythmics
Grade 7 Chorus
Page 15
- 15 -
August, 2003
Essential Question, Concept or Theme: V. Make Historical and Cultural Connections
Approx. Time Allotment:
PA Standards: See ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5-8, See ADDENDUM II, Reference of PENNSYLVANIA
STANDARDS
Benchmark/Skills



Reading – Analyzing articles,
magazines, texts, and program
notes and applying to music
content area
Viewing – Analyzing videos
and/or live guest performances
and applying to music content
area
Curricula – Making connections
across subject areas (i.e. social
studies, language arts)
Grade 7 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 16
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. Analyzing articles, magazines,
texts, and putting music into a
historical/cultural context (all
units
B. Video analysis (all units)
C. Multicultural strings (Asia
Unit, Africa Unit, Latin Unit)
- 16 -
August, 2003
Essential Question, Concept or Theme: V. Make Historical and Cultural Connections
Approx. Time Allotment:
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
Multicultural/Interdisciplinary
Connection
 Social Studies
Native American songs and dances
African songs, drumming, and
spirituals
Asian songs and dances
Latin songs and dances
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
Relating music to fine arts
Using art to express feelings about
music
 Physical Education
Dance
Eurhythmics
Grade 7 Chorus
Page 17
- 17 -
August, 2003
Grade 7 Chorus
Page 18
- 18 -
August, 2003