Teacher/Team: KEAN
National Music Standards
CREATING
MU:Cr 1.1.Ka
With guidance, explore and experience
music concepts such as beat and melodic
contour
MU:Cr1.1.Kb
With guidance generate musical ideas
such as motives or movements
MU:Cr2.1.Ka With guidance,
demonstrate and choose favorite
musical ideas.
CRITICAL VOCABULARY:
TREBLE CLEFF
STAFF
LINE NOTE
SPACE NOTE
Subject : MUSIC
Week of : SEPT 17-22
Learning Target
K GRADE
I CAN CREATE
MOVEMENT TO A
SONG
Strategies/Activities
Mini-Lesson:
KING TREBLE CLEF STORY ON PROJECTOR
HAVE STUDENTS STAND ON SPACE OR LINE NOTES ON GIANT
STAFF ON FLOOR
Crafting Activity:
DANCE TO COLOR SONG
CREATE MOVEMENTS TO COLOR SONG
Assessment/Reflection:
Multiple Choice
Short Answer
Oral Assessment
Observation
Exit Slip
Self-Assessment
Peer-Assessment
Performance
ENDURING QUESTION:
 How do musicians generate creative ideas?

Differentiation
Accommodations
DIFFERENTIATION:
Below level
Intervention:
Small Group
Hands On
Large Group
Project
One on One
Use of technology
Above Level
Enrichment:
NUMBER THE LINES
AND SPACES
ACCOMMODATIONS:
Extended time
Peer tutoring
Scribe
Use of special ed
personnel
Modified lesson
Paraphrasing
Prompt/Cueing
Modeling
Behavior modification
strategies
Manipulatives
Sensory Recognition
strategies
Teacher/Team: KEAN
National Music Standards
Subject : MUSIC
Week of : SEPT 17-22
Learning Target
1 GRADE
I CAN NUMBER THE
LINES AND SPACES ON
THE TREBLE STAFF
Strategies/Activities
Mini-Lesson:
KING TREBLE CLEF STORY ON PROJECTOR
HAVE STUDENTS STAND ON SPACE OR LINE NOTES ON GIANT
STAFF ON FLOOR
CREATING
MU:Cr2.1.1b With limited guidance,
use iconic or standard notation and/or
recording technology to document and
organize personal musical ideas.
CRITICAL VOCABULARY:
TREBLE CLEFF
STAFF
LINE NOTE
SPACE NOTE
Crafting Activity:
EA STUDENT NUMBER LINES AND SPACES ON WHITEBOARD
RACE GAME NUMBER LINES ON STAFF ON FLOOR
Assessment/Reflection:
Multiple Choice
Short Answer
Oral Assessment
Observation
Exit Slip
Self-Assessment
Peer-Assessment
Performance
ENDURING QUESTION:
 How do musicians generate creative ideas?

Differentiation
Accommodations
DIFFERENTIATION:
Below level
Intervention:
Small Group
Hands On
Large Group
Project
One on One
Use of technology
Above Level
Enrichment:
NAME SPACE NOTES
ACCOMMODATIONS:
Extended time
Peer tutoring
Scribe
Use of special ed
personnel
Modified lesson
Paraphrasing
Prompt/Cueing
Modeling
Behavior modification
strategies
Manipulatives
Sensory Recognition
strategies
Teacher/Team: KEAN
National Music Standards
CREATING
2ND GRADE
MU:Cr1.1.2a Improvise rhythmic
and melodic patterns and musical
ideas for a specific purpose.
MU:Cr1.1.2b Generate musical
patterns and ideas within the context
of a given tonality (such as major
and minor) and meter (such as duple
and triple).
3RD GRADE
MU:Cr1.1.3a Improvise rhythmic
and melodic ideas, and describe
connection to specific purpose and
context (such as personal and social).
MU:Cr1.1.3b Generate musical
ideas (such as rhythms and
melodies) within a given tonality
and/or meter.
CRITICAL VOCABULARY:
STEADY BEAT
PATTERNS
Subject : MUSIC
Week of : SEPT 17-22
Learning Target
2 AND 3 GRADE
I CAN PERFORM A
STEADY BEAT
Strategies/Activities
Mini-Lesson:
DISCUSS PATTERNS FOR SONG
DISCUSS STEADY BEAT
Crafting Activity:
LEARN PARTS FOR “STREET BEAT”
PERFORM
Assessment/Reflection:
Multiple Choice
Short Answer
Oral Assessment
Observation
Exit Slip
Self-Assessment
Peer-Assessment
Performance
ENDURING QUESTION:
 How do musicians generate creative ideas?
 How do musicians improve the quality of their creative work?

Differentiation
Accommodations
DIFFERENTIATION:
Below level
Intervention:
Small Group
Hands On
Large Group
Project
One on One
Use of technology
Above Level
Enrichment:
LEAD THE CLASS IN
THE SONG
ACCOMMODATIONS:
Extended time
Peer tutoring
Scribe
Use of special ed
personnel
Modified lesson
Paraphrasing
Prompt/Cueing
Modeling
Behavior modification
strategies
Manipulatives
Sensory Recognition
strategies
Teacher/Team: KEAN
National Music Standards
Subject : MUSIC
Learning Target
4 AND 5 GRADE
I CAN PLAY MY PART IN
AN ENSEMBLE
PERFORMING
4TH
MU:Pr4.2.4a Demonstrate
understanding of the structure and the
elements of music (such as rhythm,
pitch, and form) in music selected for
performance
5TH
MU:Pr4.2.5a Demonstrate
understanding of the structure and the
elements of music (such as rhythm,
pitch, form, and harmony) in music
selected for performance.
CRITICAL VOCABULARY:
PATTERNS
STRUCTURE
Week of : SEPT 17-22
Strategies/Activities
Mini-Lesson:
PATTERNS
STRUCTURE
Crafting Activity:
LEARN PARTS AS PATTERNS
PERFORM GONNA FLY NOW
Assessment/Reflection:
Multiple Choice
Short Answer
Oral Assessment
Observation
Exit Slip
Self-Assessment
Peer-Assessment
Performance
ENDURING QUESTION:
 How do musicians generate creative ideas?
 How do musicians improve the quality of their creative work?

Differentiation
Accommodations
DIFFERENTIATION:
Below level
Intervention:
Small Group
Hands On
Large Group
Project
One on One
Use of technology
Above Level
Enrichment:
WRITE YOUR PART
USING MUSIC
NOTATION
ACCOMMODATIONS:
Extended time
Peer tutoring
Scribe
Use of special ed
personnel
Modified lesson
Paraphrasing
Prompt/Cueing
Modeling
Behavior modification
strategies
Manipulatives
Sensory Recognition
strategies