Kindergarten<= /b>

Pacing Guide

Total contacts per year =3D 33-38x

Musical Element

Sub-element

Students Should Know

(Concept)

Students Should Do

(Skill)

Sample Lesson

(Activity)

1^st Trimester

(Sept/Oct/Nov/Dec)

Grades Due:

mid-late November

Classroom management

Names

Seating Charts

Veteran’s Day

Fall Programs

Rhythm 1

Steady Beat

Beat may be steady

Maintain steady beat using bilateral movement agains= t the body; Demonstrate awareness of steady beat using alternating locomotor movement in the lower body

Chant: What&= #8217;s Your Name?(85 EMA pg. 24); Song: We Keep the Beat Together (85 EMA pg. 48);

=

Expression = 1

=

=

Dynamics

Music may be louder or softer

Produce louder and softer vocal sounds

Lullaby: A l= a rurru nino (MC K pg= . 54); Song: The Echo (MC K pg. 202) =

=

Timbre 1

Singing Voice/

Speaking Voice

The singing voice is different than the speaking voi= ce

Use the singing voice as distinct from the speaking = voice; Attend to a short piece of music

Song: Going = on a Picnic (MC K pg. 80), Attendance Echo,

Poem: This i= s My Speaking Voice

=

Form 1=

Echo Form

Copy the leader:

My turn, Your turn or Your turn, My turn<= /p>

Sing echo songs in their entirety with a group<= /o:p>

Song: Charli= e Over the Ocean (Feierabend)

Timbre 2

Ways to Play Instruments

Instruments will produce different sounds when playe= d in different ways

Play classroom instruments in a variety of ways (tap, scrape, shake, rub, etc.); Attend to a short piece of music

<= /o:p>

Expression = 2

Tempo

Music may be faster or slower

Sing songs at faster and slower tempos; Demonstrate faster/slower movements

Chant and Game: Engine, Engine (MC K 305-306); Song: = Rain, Rain (MC K pg. 308)

Melody 1

Upward and Downward

Sounds may go upward or downward

Produce upward and downward vocal sounds; Demonstrate upward and downward movements

Siren Sounds; Game: Bean Bag (Feierabend); Match the slide whistle=

Melody 2

=

Higher and Lower

Sounds may be higher or lower

Produce higher and lower vocal sounds

Song: Low or= High (85 EMA, pg. 20); Listening /Movement: The Aviary and The Elephant f= rom Carnival of the Animals (MC K pg= . 242)

Melody 3

Melodic Pattern

Music has higher and lower sounds

Match the sol-mi interval using the solfege syllables

Song: Snail,= Snail (MC K pg. 303); Song: Rain, Rain = (MC K pg. 308)

Form 2=

Call and Response Form

Don’t copy the leader:

My turn, Your turn or Your turn, My turn<= /p>

Sing call and response songs in their entirety with a group

Song: Did yo= u Feed My Cow (MC K pg. 250)

Notation 1<= o:p>

Iconic Notation

Pictures can be used to help us remember the words to songs

Use pictures to recall the phrases of a familiar son= g

Picture charts or SmartBoard pictures

Expression = 3

Composition/

Improvisation

Music can change

Create one-word phrase variation to familiar songs; = Create movements for songs

Song: Old Ma= cdonald (familiar); Song: 5 Little Frogs<= /i> (MC 1 pg. 174)

Form 3=

Verse and Chorus (Refrain)

Some parts of this song repeat, some parts change

Sing the chorus of verse and chorus songs with a gro= up

Song: We Wil= l Stand As One (Sharepoint)

Resources:

Teacher model=

The Music Connection series from Silver Burdett Ginn, books and CDs

Teaching Folk Dance by Phyllis Weikart

Rhythmically Moving CDs by Phyllis Weikart and Gemini

85 Engaging Movement Activities by Phyllis= S Weikart and Elizabe= th B. Carlton

<= /span>

Assessment:

<= /span>

Aural observation

Visual and aural observation<= /span>

* The primary methods of assessment utilized in= clude visual and aural observation of individual students within a large group setting. Visual observation r= efers to measuring student success through movement activities, visual cues, and = body position. Aural observation r= efers to measuring student success through singing activities, aural cues, and vo= cal activities. Teachers may init= iate assessments but students complete them independently.

<= /span>

<= /span>

Total contacts per year =3D 33-38x	Musical Element	Sub-element	Students Should Know (Concept)	Students Should Do (Skill)	Sample Lesson (Activity)
1^st Trimester (Sept/Oct/Nov/Dec) Grades Due: mid-late November Classroom management Names Seating Charts Veteran’s Day Fall Programs	Rhythm 1	Steady Beat	Beat may be steady	Maintain steady beat using bilateral movement agains= t the body; Demonstrate awareness of steady beat using alternating locomotor movement in the lower body	Chant: What&= #8217;s Your Name?(85 EMA pg. 24); Song: We Keep the Beat Together (85 EMA pg. 48);
=	Expression = 1 = =	Dynamics	Music may be louder or softer	Produce louder and softer vocal sounds	Lullaby: A l= a rurru nino (MC K pg= . 54); Song: The Echo (MC K pg. 202) =
=	Timbre 1	Singing Voice/ Speaking Voice	The singing voice is different than the speaking voi= ce	Use the singing voice as distinct from the speaking = voice; Attend to a short piece of music	Song: Going = on a Picnic (MC K pg. 80), Attendance Echo, Poem: This i= s My Speaking Voice
=	Form 1=	Echo Form	Copy the leader: My turn, Your turn or Your turn, My turn<= /p>	Sing echo songs in their entirety with a group<= /o:p>	Song: Charli= e Over the Ocean (Feierabend)
	Timbre 2	Ways to Play Instruments	Instruments will produce different sounds when playe= d in different ways	Play classroom instruments in a variety of ways (tap, scrape, shake, rub, etc.); Attend to a short piece of music	<= /o:p>
Expression = 2	Tempo	Music may be faster or slower	Sing songs at faster and slower tempos; Demonstrate faster/slower movements	Chant and Game: Engine, Engine (MC K 305-306); Song: = Rain, Rain (MC K pg. 308)
	Melody 1	Upward and Downward	Sounds may go upward or downward	Produce upward and downward vocal sounds; Demonstrate upward and downward movements	Siren Sounds; Game: Bean Bag (Feierabend); Match the slide whistle=
	Melody 2 =	Higher and Lower	Sounds may be higher or lower	Produce higher and lower vocal sounds	Song: Low or= High (85 EMA, pg. 20); Listening /Movement: The Aviary and The Elephant f= rom Carnival of the Animals (MC K pg= . 242)
	Melody 3	Melodic Pattern	Music has higher and lower sounds	Match the sol-mi interval using the solfege syllables	Song: Snail,= Snail (MC K pg. 303); Song: Rain, Rain = (MC K pg. 308)
	Form 2=	Call and Response Form	Don’t copy the leader: My turn, Your turn or Your turn, My turn<= /p>	Sing call and response songs in their entirety with a group	Song: Did yo= u Feed My Cow (MC K pg. 250)
Notation 1<= o:p>	Iconic Notation	Pictures can be used to help us remember the words to songs	Use pictures to recall the phrases of a familiar son= g	Picture charts or SmartBoard pictures
	Expression = 3	Composition/ Improvisation	Music can change	Create one-word phrase variation to familiar songs; = Create movements for songs	Song: Old Ma= cdonald (familiar); Song: 5 Little Frogs<= /i> (MC 1 pg. 174)
	Form 3=	Verse and Chorus (Refrain)	Some parts of this song repeat, some parts change	Sing the chorus of verse and chorus songs with a gro= up	Song: We Wil= l Stand As One (Sharepoint)