Rhythmic Literacy - Fall
Anchor
Standard: Students
become rhythmically literate. Students
are able to perform, creatively use, and communicate rhythmic elements.
Essential
Question: How
are rhythm and meter created and communicated?
Enduring
Understandings
Rhythm is the duration of sound. Steady beat is the foundation for rhythmic
learning and exploration. Rhythm and
beat can be organized into groups called meter.
Know
5.R.Ka. Review rhythmic notes and values from 1st
-4th grade
5.R.K.b. Identify and understand the values for
dotted quarter notes and single eighth notes (syncopa)
5.R.K.c. Recognize and understand the meter
signatures of 2/4, ¾, and 4/4
Perform
5.R.P.a. Play/sing/move to songs that contain dotted
quarter notes and single eighth notes
5.R.P.b. Read from notation songs that contain dotted
quarter notes and single eighth notes
5.R.P.c. Take from dictation 4 beat patterns that
contains notes learned in 1st-4th grades including dotted
quarter notes and single eighth notes (syncopa) (CFA)
5.R.P.d. Use numbers to count note values in 2/3, ¾,
and 4/4 meter (CFA)
Create
5.R.C.a. Improvise
rhythms to accompany a chant or song
5.R.C.b. Create
a rhythmic composition of 4 measures.
Share compositions with peers for performance and evaluation
opportunities
Respond/Connect
5.R.R.a.
Listen and respond to the steady beat and rhythmic patterns in the works
of famous composers.
5.R.R.b. Discuss how rhythm is present in other
content areas such as reading or sports
Melodic Literacy - Winter
Anchor
Standard: Students
become melodically literate. Students can
perform, creatively use, and communicate melodic and harmonic elements.
Essential
Question: How
are melody and harmony created and communicated?
Enduring
Understandings
Music is organized sound. Melody is organized pitch. Melody is also organized by direction and
duration. Harmony is created when two or
more sounds are produced together.
Know
5.M.K.a Know the hand signs for the major scale
5.M.K.b. Identify and notate the pitches for the
treble clef including ledger lines above and below the staff
5.M.K.c. Identify steps, skips, octaves and repeated
notes as well as their direction on the staff
Perform
5.M.P.a. Sing and play a variety of songs that
contain combinations of the major scale (CFA)
5.M.P.b. Read and decode scale patterns from the
staff, but also using pitch names
5.M.P.c. Take dictation (traditional or
non-traditional notation) using combinations the major scale
5M.P.d. Sing and play a variety of songs that
contain two or more parts
5.M.P.e. Accompany songs with classroom instruments
both pitched and unpitched
Create
5.M.C.a. Improvise
using a combination of do, re, mi, so, and la vocally or on pitched instruments
5.M.C.b. Individually or as a class compose/play a
song using a combination of the major scale while encouraging pitch
identification
5M.C.c. Use instruments to create new textures for a
song and justify choices
Respond/Connect
5.M.R.a. Sing songs from a variety of cultures and
for varied seasons
5.M.R.b. Respond to music in relationship to history
and culture
5.M.R.c. Listen and identify melodic patterns that
use the major scale (CFA)
