Music – Grade 1
CONCEPTS: Sing, Move, Music Literacy; Smart Listening, String Instruments Family
Week 1
First Grading Period
TEKS Grade 1
P
r
e
p
l
l
e
g
e
1B Use music terminology
2A Sing/play classroom instruments
3A Read simple music notation
5A Sing songs/play games from diverse cultures
6A Distinguish between elements in musical
Vocabulary
Vocal Music & Reading:
Research and Correlations
http://www.saisd.net/ADMIN/curric/curricms/documents/hand
books/music/music_reading_research.pdf
Adopted
textbook
multiple
correlations
Adopted
textbook
hashas
multiple
correlations
and
and
resources
other
curriculum
areas.
resources
forfor
other
curriculum
areas.
Resources
Instructional Guidelines
Spotlight on Music
Macmillan McGraw-Hill; Grade 1
http://www.mhschool.com/music/2005/student/gra
de3.html
Student Textbook Resources
Supplemental Resources
~TAKS Handbook
~Multimedia DVD
~Listening Map Transparencies
~Reading Music Transparencies
~Orff Orchestrations
~Recorder
~Electronic Lesson Planner
~Music Software
Word Wall
English/Spanish
Internet Resources
Elementary Music Rubric
Concert Etiquette
SAISD © 2009-10 Music First Grade (First Grading Period- Week 1)
CONCEPT LESSON
Lesson Objective: Perform sounds and movements to show the difference between steady
beat and no steady beat.
Lesson 1: Steady Beat, No Steady Beat, TWE, pp. T14-T17
Recordings:
*Gilly, Gilly, Gilly Good Morning, CD 1:1, CD Index, p. 35 (Audio Clip)
*Hey, Children, Who's in Town?, CD 1:4, CD Index, p. 35 (Audio Clip)
*Miss Mary Mack, CD 1:7, CD Index, p. 36 (Audio Clip)
Resources:
*Resource Master 1•4 (Steady or Not?), p. 5
Key
Questions
~What is the
difference
between steady
beat and no steady
beat?
Getting the Big Ideas
~Present the concept of steady beat.
~Have students make a list of things
that have a steady beat and a list of
things that do not have a steady beat.
~Show students how to patsch to the
steady beat.
Strategies
Direct Teaching
Demonstrations
Drill & Practice
Assessment
Page 1 of 18
 Steady
Beat/estabilice el
golpe

Curwen/Kodály Hand Signs
Have students demonstrate the steady beat while singing the song.
Special
Education
Click here for more information on Musical Sketch Pad
SAISD © 2009-10 Music First Grade (First Grading Period- Week 1)





Partner student with another student
More frequent checks
Have students use rhythm note cards to construct the patterns on the transparency.
Have a color-coded copy of the transparency to increase interest.
Play a game or add movement to a song to add a change of pace when needed.
Page 2 of 18
Music – Grade 1
CONCEPTS: Sing, Move, Music Literacy; Smart Listening, String Instruments Family
Week 2
First Grading Period
TEKS Grade 1
1B Use music terminology
2A Sing/play classroom instruments
3A Read simple music notation
5A Sing songs/play games from diverse cultures
5B Identify relationships between music and other
subjects
Vocabulary
Vocal Music & Reading:
Research and Correlations
http://www.saisd.net/ADMIN/curric/curricms/documents/hand
books/music/music_reading_research.pdf
Adopted
textbook
multiple
correlations
Adopted
textbook
hashas
multiple
correlations
and
and
resources
other
curriculum
areas.
resources
forfor
other
curriculum
areas.
Resources
Instructional Guidelines
Spotlight on Music
Macmillan McGraw-Hill; Grade 1
College Prep
http://www.mhschool.com/music/2005/student/gra
de3.html
Student Textbook Resources
Supplemental Resources
~TAKS Handbook
~Multimedia DVD
~Listening Map Transparencies
~Reading Music Transparencies
~Orff Orchestrations
~Recorder
~Electronic Lesson Planner
~Music Software
Word Wall
English/Spanish
Internet Resources
SAISD © 2009-10 Music First Grade (First Grading Period- Week 1)
CONCEPT LESSON
Lesson Objective:
Create vocal upward and downward melodic patterns.
Lesson 2:
Upward and Downward, TWE, pp. T18-T21
Recordings: *Miss Mary Mack, CD 1:7, CD Index, p. 36 (Audio Clip)
*Bonjour, mes amis, CD 1:8, CD Index, p. 35 (Audio Clip)
Pronunciation: Bounjour, mes amis, CD 1:11
*Willum, CD 1:12, CD Index, p. 37 (Audio Clip)
*Hey, Children, Who's in Town?, CD 1:4, CD Index, p. 35 (Audio Clip)
Resources:
*Resource Master 1•5 (Names Up and Down), p. 6
*Resource Master S•3 (Bonjour, mes amis), p. 176
*Resource Master S•4 (Willum), pp. 177-178
Key Questions
~Can you make a siren
sound with your voice?
~Can your hands show the
Getting the Big Ideas
~Have students patsch the beat while
listening to the song.
~Learn song and perform movements
Strategies
Direct Teaching
Demonstrations
Drill & Practice
Page 3 of 18
 Upward/ hacia
arriba
 Downward/ hacia
abajo
direction of the sound up and
down?
Elementary Music Rubric
while singing.
~Show the contour of the melody with
the hand(s).
Assessment
 Have students demonstrate steady beat while singing the song.
 Have students show contour of the melodie(s)
Concert Etiquette
Curwen/Kodály Hand Signs
Special
Education
Click here for more information on songs and games
SAISD © 2009-10 Music First Grade (First Grading Period- Week 1)





Partner student with another student
More frequent checks
Have students use rhythm note cards to construct the patterns on the transparency.
Have a color-coded copy of the transparency to increase interest.
Play a game or add movement to a song to add a change of pace when needed.
Page 4 of 18
Music – Grade 1
CONCEPTS: Sing, Move, Music Literacy; Smart Listening, String Instruments Family
Week 3
First Grading Period
TEKS Grade 1
2A Sing/play classroom instruments
5A Sing songs/play games from diverse cultures
5B Identify relationships between music and other
subjects
6A Distinguish between elements in musical
performances
Vocabulary
Vocal Music & Reading:
Research and Correlations
http://www.saisd.net/ADMIN/curric/curricms/documents/hand
books/music/music_reading_research.pdf
Adopted
textbook
multiple
correlations
Adopted
textbook
hashas
multiple
correlations
and
and
resources
other
curriculum
areas.
resources
forfor
other
curriculum
areas.
Resources
Instructional Guidelines
Spotlight on Music
College Prep
Macmillan McGraw-Hill; Grade 1
http://www.mhschool.com/music/2005/student/gra
de3.html
Student Textbook Resources
Supplemental Resources
~TAKS Handbook
~Multimedia DVD
~Listening Map Transparencies
~Reading Music Transparencies
~Orff Orchestrations
~Recorder
~Electronic Lesson Planner
~Music Software
CONCEPT LESSON
Lesson Objective: Move with the steady beat at different tempos to represent different
animals.
Lesson 3: Steady Beat, TWE, pp. T22-T25
Recordings:
*The Ants Go Marching In, CD 1:15, CD Index, p. 35 (Audio Clip)Instruments:
Instruments:
drum
Resources: *MIDI M•1 (The Ants Go Marching In), pp. 1-2
*Resource Master 1•6 (Rhythm Maze), p. 7
Key Questions
~Can you show the
contour of the melody
with your hand(s)?
Getting the Big Ideas
~Have children patsch the steady beat
while listening to the recording.
~Have children walk in a circle while
they step on the beat.
~Learn song and perform.
Strategies
Direct Teaching
Demonstrations
Drill & Practice
Assessment
SAISD © 2009-10 Music First Grade (First Grading Period- Week 1)
Page 5 of 18
 Have students patsch steady beat while performing the song.
Internet Resources
Elementary Music Rubric
Concert Etiquette
Click here for more information on nursery rhymes , and more nursery rhymes.
Special
Education
Curwen/Kodály Hand Signs
SAISD © 2009-10 Music First Grade (First Grading Period- Week 1)





Partner student with another student
More frequent checks
Have students use rhythm note cards to construct the patterns on the transparency.
Have a color-coded copy of the transparency to increase interest.
Play a game or add movement to a song to add a change of pace when needed.
Page 6 of 18
Music – Grade 1
CONCEPTS: Sing, Move, Music Literacy; Smart Listening, String Instruments Family
Week 4
First Grading Period
TEKS Grade 1
ol
le
g
e
P
re
p
1B Use music terminology
3A Read simple music notation
4B Create short melodic patterns
5A Sing songs/play games from diverse cultures
5B Identify relationships between music and other subjects
6A Distinguish between elements in musical performances
Vocabulary
Vocal Music & Reading:
Research and Correlations
http://www.saisd.net/ADMIN/curric/curricms/documents/hand
books/music/music_reading_research.pdf
Adopted
textbook
multiple
correlations
Adopted
textbook
hashas
multiple
correlations
and
and
resources
other
curriculum
areas.
resources
forfor
other
curriculum
areas.
Resources
Instructional Guidelines
Spotlight on Music
Macmillan McGraw-Hill; Grade 1
http://www.mhschool.com/music/2005/student/gra
de3.html
Student Textbook Resources
Supplemental Resources
~TAKS Handbook
~Multimedia DVD
~Listening Map Transparencies
~Reading Music Transparencies
~Orff Orchestrations
~Recorder
~Electronic Lesson Planner
SAISD © 2009-10 Music First Grade (First Grading Period- Week 1)
CONCEPT LESSON
Lesson Objective:
Match a vocal contour to a visual representation.
Lesson 4:
Melodic Shapes, TWE, pp. T26-T29
Recordings: *Willum, CD 1:12, CD Index, p. 37 (Audio Clip)
*Sleep, Bonnie Bairnie, CD 1:20, CD Index, p. 36 (Audio Clip)
*La ranita cri, CD 1:23, CD Index, p. 36 (Audio Clip)
Pronunciation: La ranita cri, CD 1:26
Resources: *Resource Master 1•7 (Make Your Squiggle), p. 8
Key Questions
Getting the Big Ideas
~Can you show the
contour of “Twinkle,
Twinkle Little Star?”
~ When you show the
contour are you
~Have the children show/discuss the
melodic contour (upward, downward
or the same).
~When listening to “Sleep, Bonnie
Bairnie”, put the melodic contour
Strategies
Inquiry
Guided Practice
Drill & Practice
Compare & Contrast
Page 7 of 18
showing the shape of
the melody and the
how the words go?
~Music Software
Internet Resources
suggestions on the board, and then
check it against hearing the song
again.
~Listen to “La Ranita cri” and show
the melodic contour.
Assessment
 Have students listen to one of today’s recordings and show the contour of the melody.
Elementary Music Rubric
Concert Etiquette
Special
Education
Curwen/Kodály Hand Signs
SAISD © 2009-10 Music First Grade (First Grading Period- Week 1)
Click here for more information on another lesson plan idea on melodic contour





Partner student with another student
More frequent checks
Have students use rhythm note cards to construct the patterns on the transparency.
Have a color-coded copy of the transparency to increase interest.
Play a game or add movement to a song to add a change of pace when needed.
Page 8 of 18
Music – Grade 1
CONCEPTS: Sing, Move, Music Literacy; Smart Listening, String Instruments Family
Week 5
First Grading Period
TEKS Grade 1
Vocal Music & Reading:
1C Identify repetition/contrast
6A Distinguish between elements in musical performances
http://www.saisd.net/ADMIN/curric/curricms/documents/hand
books/music/music_reading_research.pdf
Research and Correlations
P
r
e
p
l
l
e
g
e
Adopted
textbook
multiple
correlations
Adopted
textbook
hashas
multiple
correlations
and
and
resources
other
curriculum
areas.
resources
forfor
other
curriculum
areas.
Vocabulary
Resources
Instructional Guidelines
Spotlight on Music
Macmillan McGraw-Hill; Grade 1
MUSIC READING LESSON
Lesson Objective: Move to a steady beat.
Lesson 1: Keep the Beat, TWE, pp. T230-T231
http://www.mhschool.com/music/2005/student/gr
ade3.html
Student Textbook Resources
Supplemental Resources
~TAKS Handbook
~Multimedia DVD
~Listening Map Transparencies
~Reading Music Transparencies
~Orff Orchestrations
~Recorder
~Electronic Lesson Planner
~Music Software
SAISD © 2009-10 Music First Grade (First Grading Period- Week 1)
Recordings:
*Hello, There!, CD 10:17, CD Index, p. 35 (Audio Clip)
*Jambo, CD 10:20, CD Index, p. 36 (Audio Clip)
Resources:
*Resource Master R•1 (Welcome to Music Class!), p. 97
Key Questions
~Is it hard or easy to
find the steady beat in
songs? Why?
~What are the different
ways to show the steady
beat? (tap head, flap
elbows, etc., etc.)
Getting the Big Ideas
~Listen to and learn “Hello
There” and patsch the beat or
pat the beat in their books.
~Do the same with “Jambo.”
~Listen to “Trumpet and
Drum” and tap the beat as
above.
Strategies
Compare & Contrast
Drill & Practice
Focused Learning
Page 9 of 18
Assessment
Internet Resources

Elementary Music Rubric
Have students create a steady beat pattern (ostinato) to show the beat in one of
today’s songs.
Concert Etiquette
Click here for more information on a music lab!
Special
Education
Curwen/Kodály Hand Signs
SAISD © 2009-10 Music First Grade (First Grading Period- Week 1)





Partner student with another student
More frequent checks
Have students use rhythm note cards to construct the patterns on the transparency.
Have a color-coded copy of the transparency to increase interest.
Play a game or add movement to a song to add a change of pace when needed.
Page 10 of 18
Music – Grade 1
CONCEPTS: Sing, Move, Music Literacy; Smart Listening, String Instruments Family
Week 6
First Grading Period
TEKS Grade 1
4B Create short melodic patterns
6A Distinguish between elements in musical performances
Vocal Music & Reading:
Research and Correlations
http://www.saisd.net/ADMIN/curric/curricms/documents/hand
books/music/music_reading_research.pdf
P
r
e
p
l
l
e
g
e
Adopted
textbook
multiple
correlations
Adopted
textbook
hashas
multiple
correlations
and
and
resources
other
curriculum
areas.
resources
forfor
other
curriculum
areas.
Vocabulary
Resources
Instructional Guidelines
Spotlight on Music
Macmillan McGraw-Hill; Grade 1
http://www.mhschool.com/music/2005/student/gra
de3.html
Student Textbook Resources
Supplemental Resources
~TAKS Handbook
~Multimedia DVD
~Listening Map Transparencies
~Reading Music Transparencies
~Orff Orchestrations
~Recorder
~Electronic Lesson Planner
~Music Software
SAISD © 2009-10 Music First Grade (First Grading Period- Week 1)
MUSIC READING LESSON
Objective:
Identify upward/downward.
Lesson 2: Upward and Downward, TWE, pp. T232-T233
Recordings:
*All Night, All Day, CD 10:24, CD Index, p. 35 (Audio Clip)
*Cut the Cake, CD 10:27, CD Index, p. 35 (Audio Clip)
Instruments:
pitched, preferably barred, instruments
Resources: *Orff Orchestration O•11 (All Night, All Day), pp. 15-16
*Resource Master R•2 (Upward and Downward), p. 98
Resource Master LM•0 (Listening Map)
*MIDI M•18 (All Night, All Day), p. 43
Key Questions
Getting the Big Ideas
~What would a song sound
like if the notes never went up
~Listen to the recordings and show the
melodic contour.
Strategies
Explicit Teaching
Drill & Practice
Page 11 of 18
or down, and every note
stayed the same?
Internet Resources
Elementary Music Rubric
Concert Etiquette
~On page 233, check and see if the
arrows are correct.
~Learn “Cut the Cake” and do the
game. (chase game)
~Teacher: Audiate “Happy Birthday”
and show the contour along with the
rhythm. Have the children decide
which song it is!
Demonstrations
Assessment

Curwen/Kodály Hand Signs
Have students sing the chorus of “Jungle Bells” and show the contour of the melody.
Special
Education
Click here for more information on folk songs collections
SAISD © 2009-10 Music First Grade (First Grading Period- Week 1)





Partner student with another student
More frequent checks
Have students use rhythm note cards to construct the patterns on the transparency.
Have a color-coded copy of the transparency to increase interest.
Play a game or add movement to a song to add a change of pace when needed.
Page 12 of 18
Music – Grade 1
CONCEPTS: Sing. Move, Music Literacy; Smart Listening, String Instruments Family
Week 7
First Grading Period -
TEKS Grade 1
1B Use music terminology
4B Create short melodic patterns
6A Distinguish between elements in musical
performances
Vocabulary
Vocal Music & Reading:
Research and Correlations
http://www.saisd.net/ADMIN/curric/curricms/documents/hand
books/music/music_reading_research.pdf
Adopted
textbook
multiple
correlations
Adopted
textbook
hashas
multiple
correlations
and
and
resources
other
curriculum
areas.
resources
forfor
other
curriculum
areas.
Resources
Instructional Guidelines
Spotlight on Music
College Prep
Macmillan McGraw-Hill; Grade 1
http://www.mhschool.com/music/2005/student/gra
de3.html
Student Textbook Resources
Supplemental Resources
~TAKS Handbook
~Multimedia DVD
~Listening Map Transparencies
~Reading Music Transparencies
~Orff Orchestrations
~Recorder
~Electronic Lesson Planner
~Music Software
Internet Resources
SAISD © 2009-10 Music First Grade (First Grading Period- Week 1)
MUSIC READING LESSON
Objective:
Identify a steady beat and no beat.
Lesson 3:
Steady Beat and No Beat, TWE, pp. T234-T235
Recordings:
*The Wind Blew East, CD 10:31, CD Index, p. 37 (Audio Clip)
Resources:
*Resource Master R•3 (Connect the Dots), p. 99
*Orff Orchestration O•12 (The Wind Blew East), pp. 17-18
Key Questions
Getting the Big Ideas
Strategies
~How slow or fast can s
steady beat go?
~Does a marching band
march to a strong steady
beat or no beat? Why?
~Listen to the recording and
patsch the steady beat.
~Decide where the strongest
steady beat is and where it is not
strong.
~Look at the “listening map” on
page 235 and see if it fits the
Review
Drill & Practice
Compare & Contrast
Page 13 of 18
recording.
Elementary Music Rubric
Concert Etiquette
Curwen/Kodály Hand Signs
Assessment

Have students sing two songs in their repertoire and demonstrate the steady (or no steady
beat).
Smart Music Listening 1st 9 Weeks:
Johannes Sebastian Bach
Baroque Era: “Gigue from Suite #1 for Cello”; Grade 3; p. 178
Key Questions
Getting the Big Ideas
~What does the word
“Baroque” mean?
~Why is Bach still famous after
over 250 years since his death?
~At what age did Bach begin
composing?
Listen to the musical
selection and discuss
style.
Discuss
instrumentation.
Learn about Bach’s life
as a composer and a
person.
Discover that a Musette
is a French 18th century
dance.
Strategies
Direct Teaching
Brainstorming
Music Listening
& Analyzing
Focused
Listening
Assessment
 Have students tell about Bach’s Life.
 Have students explain that the Baroque era is a time in music history.
Click here for more information on Bach and Classics for Kids
SAISD © 2009-10 Music First Grade (First Grading Period- Week 1)
Page 14 of 18
Special
Education
SAISD © 2009-10 Music First Grade (First Grading Period- Week 1)





Partner student with another student
More frequent checks
Have students use rhythm note cards to construct the patterns on the transparency.
Have a color-coded copy of the transparency to increase interest.
Play a game or add movement to a song to add a change of pace when needed.
Page 15 of 18
Music – Grade 1
CONCEPTS: Sing, Move, Music Literacy; Smart Listening, String Instruments Family
Week 8
First Grading Period -
TEKS Grade 1
1A identify voices and selected instruments from various musical
families;
1B use basic music terminology in describing musical sounds;
Vocal Music & Reading:
Research and Correlations
http://www.saisd.net/ADMIN/curric/curricms/documents/hand
books/music/music_reading_research.pdf
Adopted
textbook
multiple
correlations
Adopted
textbook
hashas
multiple
correlations
and
and
resources
other
curriculum
areas.
resources
forfor
other
curriculum
areas.
Vocabulary
Resources
Instructional Guidelines
Spotlight on Music
Macmillan McGraw-Hill; Grade 1
College Prep
http://www.mhschool.com/music/2005/student/gra
de3.html
Student Textbook Resources
Supplemental Resources
~TAKS Handbook
~Multimedia DVD
~Listening Map Transparencies
~Reading Music Transparencies
~Orff Orchestrations
~Recorder
~Electronic Lesson Planner
~Music Software
Word Wall
SAISD © 2009-10 Music First Grade (First Grading Period- Week 1)
The teacher will:
Present the string instrument family (violin, viola, cello, bass violin).
~Identify string instruments in the “orchestra”
Discuss relationships between music and other subject(s) using a graphic organizer
Page 16 of 18
English/Spanish
Violin/Violin
Viola/Viola
Cello/Violincelo
Bass
violin/Contrabjo
Internet Resources
Key Questions
Elementary Music Rubric
Getting the Big
Ideas
Strategies
~What are the instruments of
~Distinguish Timbres
Listening
the string family?
between today’s string
Group discussion
~What are the differences
instruments
Graphic organizer
between instruments in the
~Understand relationships
Aural recognition
string family?
between music and other
~What are the relationships
subject(s)
between music and other
subjects?
Assessment
 Have students distinguish timbres of string instruments aurally.
 Have students describe the similarities and differences of the string instruments.
Concert Etiquette
Curwen/Kodály Hand Signs
Venn Diagram
Graphic Organizers
Special
Education
Click here for more information on string instruments
SAISD © 2009-10 Music First Grade (First Grading Period- Week 1)





Partner student with another student
More frequent checks
Have students use rhythm note cards to construct the patterns on the transparency.
Have a color-coded copy of the transparency to increase interest.
Play a game or add movement to a song to add a change of pace when needed.
Page 17 of 18
Music – Grade 1
CONCEPTS: Sing. Move, Music Literacy; Smart Listening, String Instruments Family
Week 9
First Grading Period
TEKS Grade 1
2A sing or play a classroom instrument independently or in
groups; and
2B sing songs from diverse cultures and styles or play such songs
on a musical instrument.
6A distinguish between beat/rhythm, higher/lower, louder/softer,
faster/slower, and same/different in musical performances; and
6B begin to practice appropriate audience behavior during live
performances.
Vocabulary
Vocal Music & Reading:
Research and Correlations
http://www.saisd.net/ADMIN/curric/curricms/documents/hand
books/music/music_reading_research.pdf
Adopted
textbook
multiple
correlations
Adopted
textbook
hashas
multiple
correlations
and
and
resources
other
curriculum
areas.
resources
forfor
other
curriculum
areas.
Resources
Instructional Guidelines
Spotlight on Music
Macmillan McGraw-Hill; Grade 1
College Prep
http://www.mhschool.com/music/2005/student/gra
de3.html
Student Textbook Resources
Supplemental Resources
~TAKS Handbook
~Multimedia DVD
~Listening Map Transparencies
~Reading Music Transparencies
~Orff Orchestrations
~Recorder
~Electronic Lesson Planner
~Music Software
Word Wall
English/Spanish
Internet Resources
SAISD © 2009-10 Music First Grade (First Grading Period- Week 1)
The teacher will:
 prepare students singing in-tune as a group
 introduce students to music of diverse cultures and styles
 model applying basic criteria in evaluating music performances (in tune singing, rhythm,
correct tempos, dynamics, diction)
 demonstrate appropriate audience etiquette
Key Questions
~What does it mean to
“perform?” How is this
different from singing in
our classroom?
~Why should we have
“audience etiquette?
~What does it mean to sing
“in-tune”?
~Is diction important in
singing? Why?
Getting the Big Ideas
~Evaluate musical
performances
~Apply appropriate audience
etiquette
~Apply basic criteria in
evaluating performances
Strategies
Compare & Contrast
Group Discussion
Analyze
Assessment

Have students use a performance rubric to rate criteria: Always, Most of the Time,
Some of the Time, Rarely, or Never
Page 18 of 18
Soprano/Soprano
Alto/Contralto
Song/Cancion
Performance/Evento
Elementary Music Rubric
.
Concert Etiquette
Technology Connection Click here for more about audience etiquette
Curwen/Kodály Hand Signs
Special
Education
(Selected songs for Performance)
SAISD © 2009-10 Music First Grade (First Grading Period- Week 1)





Partner student with another student
More frequent checks
Have students use rhythm note cards to construct the patterns on the transparency.
Have a color-coded copy of the transparency to increase interest.
Play a game or add movement to a song to add a change of pace when needed.
Page 19 of 18