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APPENDIX

ADAPTED AND ADDITIONAL LESSONS FOR UPPER LEVEL Adapted Lessons

Cycle 1, Quarter 1, Week 5, Upper Level (Section 1, Unit 1, Lesson 1) ................................................. 2

Cycle 1, Quarter 1, Week 7, Upper Level (Section 1, Unit 1, Lesson 7) ................................................. 8

Cycle 1, Quarter 1, Week 8, Upper Level (Section 4, Unit 2, Lesson 1) ............................................... 13

Additional Lessons - 17 lessons not included in the four-year cycles that may be used anytime that seems appropriate to the teacher. In particular, the “Music News: Spotlight Articles” are excellent stand-alone lessons that may be used as needed. The nine lessons in Section 1, Unit 5 are focused largely (but not completely) on The Blues and creating chordal accompaniments to fit simple tunes.

Lesson: Section 1, Unit 1 “Music News: Spotlight Articles” ................................................................... 16

Lesson: Section 1, Unit 2 “Music News: Spotlight Articles” ................................................................... 16

Lesson: Section 1, Unit 3, “Music News: Spotlight Articles” .................................................................. 16

Lesson: Section 1, Unit 4, “Music News: Spotlight Articles” .................................................................. 16

Lesson: Section 1, Unit 5, Opener “Expressions in Song” .................................................................... 16

Lesson: Section 1, Unit 5, Lesson 1 “Chords from the Islands” ............................................................ 17

Lesson: Section 1, Unit 5, Lesson 2 “Harmony on the Move” ............................................................... 17

Lesson: Section 1, Unit 5, Lesson 3 “How Blue Are You?” ................................................................... 18

Lesson: Section 1, Unit 5, Lesson 5 “Sing in Two Parts” ...................................................................... 18

Lesson: Section 1, Unit 5, Lesson 6 “A Moving Form” .......................................................................... 18

Lesson: Section 1, Unit 5, Lesson 7 “Scandinavian Soundscape” ........................................................ 19

Lesson: Section 1, Unit 5, Lesson 8 “Articulating in Circles” ................................................................. 19

Lesson: Section 1, Unit 5, Assessment “Spotlight Your Success” ........................................................ 19

Lesson: Section 1, Unit 5, “Music News: Spotlight Articles” .................................................................. 20

Lesson: Section 1, Unit 6, Assessment “Spotlight Your Success” ........................................................ 20

Lesson: Section 2, Unit 2, Lesson 3 “Sing with Low So and Low La” ................................................... 20

Lesson: Section 4, Unit 5, Lesson 1 “Puerto Rican Day” ...................................................................... 20

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ADAPTED LESSON for CYCLE 1, Quarter 1, Week 5, Upper Level Lesson: Section 1, Unit 1, Lesson 1 “Sing Together in Rhythm” Objective: Identify rhythm combinations that use quarter notes, eighth notes, and quarter rests. Featured Songs: God Bless America, Sing America Sing! 50 Nifty United States, Star-Spangled Banner The choreography and the song “Just Give Me the Beat” have been deemed inappropriate. Please use this adapted lesson plan. INTRODUCTION. Give students an overview of the lesson using this slide.

Invite students to tell about times when they like to sing and move to music. (parties, sports events, parades, holidays) Ask them to describe how they show the beat when they sing and move to music. (Students may suggest clapping to the beat, swinging arms and hands, and so forth.) Ask students to recall songs from their childhood that have special memories. Have them discuss why they liked a particular song and how the meaning of that song may have changed over time. What is your earliest memory of singing at an event such as a baseball game? What kinds of events do you associate with particular songs? Encourage students respond to these questions. For example, “The Star-Spangled Banner.” LISTEN TO “STAR-SPANGLED BANNER”

Tell students that they will listen to "Sing, America Sing!" As they listen, they should imagine how they would move to the music if they were listening while walking down the street. Have students read about singing, then listen to "Sing, America Sing!" STUDENTTEXT:Singingdrawspeopletogetherandcanhelpexpressfeelings.YoucanexpressyourfeelingsabouttheUnitedStatesthroughsongslike“Sing,AmericaSing!”Listentothesongandimaginehowyouwouldwalktothemusic. LISTEN TO “SING, AMERICA, SING!”

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DESCRIBE DIFFERENCES. Have students: Describe possible differences between moving with music and without. (If music is playing, they might find that they are moving in time to the music, probably to the beat.) Pat quietly to the beat with alternating hands as they listen again. (Students may sing along.) SING “SING, AMERICA, SING!” Invite students to sing the song, feeling the beat. Have them aim for reasonable rhythmic accuracy and good breath control. STUDENTTEXT:Singthesongandfeelthebeat.

MUSIC SKILLS – VOCAL DEVELOPMENT Vocal Development Have students look at the notation on Song Anthology p. 401 to identify the verse and refrain of "Sing, America Sing!" Then have them sing the verse as a solo (or small group) and the refrain as a group.

Have students learn or review the unit theme song "God Bless America."

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6. IDENTIFY BEAT, RHYTHM, METER. Invite students to read about beat and rhythm in the student text. Discuss the concept of a steady beat and beats that are felt rather than heard. Then ask students to review the note values on the slide.

STUDENT TEXT: The silent pulse in most music is the beat. Music is usually built on a steady beat. You can feel the beat inside yourself or move to the beat as you listen to music. Combinations of long and short sounds and silences is rhythm. You can hear catchy rhythmic combinations in many types of music.

Have students: Review meter. Identify the symbol for the meter signature in "Sing, America Sing!" and tell what it means using terms such as beats and measure. (top 4 means four beats in a measure, bottom 4 means a quarter note gets one beat) Tell if they were singing the beat or the rhythm when they sang "Sing, America Sing!" (rhythm)

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STUDENT TEXT: Explain the meter signature in "Sing, America Sing!"” Invite students to create rhythm patterns using the note values they have just reviewed.

STUDENT TEXT: Show that you know the values of the sounds and silences in the chart. Create rhythm patterns in meter. Make sure you have exactly the right number of beats in each measure. Inclusion For students having difficulty identifying the beat, provide a steady drum beat. Students who are orthopedically impaired may not be able to indicate the beat by patting, clapping, or tapping. Any movement, such as head nodding or eye blinking, is acceptable evidence of identification. DESCRIBE RHYTHM

Have students: Sing "Sing, America Sing!" and tap their heels on Beat 1 of each measure. Sing the song again, patting their thighs lightly on Beats 1 and 3. Describe the rhythm they used in the tap/pat pattern. (The tap was on Beat 1 and could be shown as a quarter note and 3 quarter rests. The pat was done on Beats 1 and 3 and could be shown as quarter note, quarter rest, quarter note, quarter rest.) STUDENT TEXT: Sing the song "Sing, America Sing!" again. Tap your heels on Beat 1. Then pat on Beats 1 and 3. How would you notate the rhythms you tapped and patted? MUSIC SKILLS – COMPOSE Compose Have students compose and notate a four-measure rhythm in using the note values and rests in the chart of sounds and silences. Students should include at least one whole note or half note and one whole rest or

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half rest in their rhythms. Notation could be done on the board or on staff paper. Have students play the pattern on an instrument that can sustain pitch, such as a keyboard.

LINKS - MATHEMATICS Note Values Guide students to examine relationships between the concepts of music and math. In music, some rhythms are described in the same way as fractions show how to divide a whole into parts. The idea of eighths, quarters, halves, and wholes is similar in math. Some students may benefit from applying the mathematical relationship (× 2) to the relationship between note values. Call their attention to the chart. Discuss with them that a quarter note has a value of 1 beat. Building on that mathematical amount, they can follow the chart and see that 1 × 2 = 2 (half note or rest) and 2 × 2 = 4 (whole note or rest). Then challenge students to show the relationship between a quarter note and an eighth note. (quarter note to eighth note: 1 ÷ 2 = 1/2 ; eighth note to quarter note: 1/2 × 2 = 1) STUDENT TEXT: Look at the chart of sounds and silences again. What are some ways that music and math overlap? Explain to your teacher or partner how the concept of eighths, quarters, halves, and wholes is shared by music and math. READ RHYTHM PATTERNS Have students look at the rhythm patterns and practice each. (These are the same as those they echoed.) Encourage them to identify the rhythm symbols in each pattern. Then guide them to interpret the symbol for and show how that corresponds with their performance of four beats in each pattern.

STUDENT TEXT: Practice each pattern. How does your performance show the meaning of the meter signature?

MUSIC SKILLS - READ

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For more work with rhythms, have students use Resource Master 1•4, p. 5. The Answer Key is on p. 197. PROGRESS CHECKPOINT Informal Assessment As you clap the rhythm patterns in random order, have students signal the number of the rhythm pattern on the slide. Optional Reteaching Have students echo and identify a pattern that you clap. Clap the pattern as often as needed. Check for accuracy of performance and use of note value names. WRAP UP Invite the students to in some way show the rhythm of the last song today. LISTEN TO “Fifty Nifty United States.”

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ADAPTED LESSON for CYCLE 1, Quarter 1, Week 7, Upper Level Lesson: Section 1, Unit 1, Lesson 1 “Sing Together in Rhythm” Objective: Identify rhythm combinations that use quarter notes, eighth notes, and quarter rests. Featured Songs: Reach, Words of Wisdom The song “Cambia del sol” and “Sankta” have been deemed inappropriate. Please use this adapted lesson plan. INTRODUCTION. Give students an overview of the lesson using this slide.

Point out to students that certain rhythms may be associated with a particular style of music. Invite them to listen to "Reach," choosing their own way to feel the beat. STUDENT TEXT: Listen to this song and feel the beat.

SING “REACH” Read the introductory paragraph with students. Then ask them to sing "Reach" and decide which rhythms remind them of a particular style, such as pop, contemporary Latin American music, and so on. Draw Conclusions

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STUDENT TEXT: People have come to the United States from Spain, Central and South America, and other Spanish-speaking areas. Some American hit tunes have come from Hispanic musicians. "Reach" is an example of this. Sing "Reach."

Invite students to learn more about Gloria Estefan. STUDENT TEXT: Gloria Estefan is one of the composers of "Reach."

OPTIONAL: Diane Warren Diane Warren (b. 1956) composed "Reach" with Gloria Estefan. Warren has written over 75 Top Ten songs, and her tunes have been featured in over 50 motion pictures. Her publishing company, Realsongs, is the most successful female-owned and operated business in the music industry. Warren received her first guitar at the age of 10 and was writing songs by the time she was a teenager, but it wasn't until she was in her late twenties that she had her first Top Ten hit ("Solitaire," recorded by Laura Branigan). She particularly loves writing ballads.

READ - RESTS Invite students to walk to the beat, moving freely as they listen to "Reach." As they move, they should be aware of times when they are moving during the rests in the melody. Students may sing whatever they remember. (Use the

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mixer of the interactive song to play the vocals only so the silences can be noticed more clearly.) Have students respond verbally to this musical example by answering the question about what rests they find in the song. STUDENT TEXT: Listen to the rhythms in "Reach." What rests do you hear?

Then have students look at the notation on Song Anthology p. 206 to find the rests, name them, and tell their duration. (sixteenth rest, eighth rest, quarter rest, half rest, whole rest) Call attention to the sixteenth rest. STUDENT TEXT: Find the rests in the notation of "Reach." What are the names of the rests? How long does each last? Have students clap or clap-slide these patterns as you point to them in random order. STUDENT TEXT: Read these rhythm patterns.

Divide the class into two groups. Have one group sing "Reach" while the other group reads and claps the rhythm patterns as you point to the patterns on the slide. Switch parts.

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EXTENSION FOR GIFTED & TALENTED: Gifted and Talented Compose several two-measure and four-measure rhythm patterns using whole note, half note, quarter note, eighth note, and sixteenth note as well as whole rest, half rest, quarter rest, eighth rest, and sixteenth rest. Make two rhythms for each pair of students, labeling each pair of rhythms Rhythm I and Rhythm II. Divide the students into pairs. Have the first member play Rhythm I while his or her partner listens. Have the partner play what he or she hears. Then switch roles and repeat, using Rhythm II.

DESCRIBE - TEMPO. LISTEN to Words of Wisdom, tap, clap the beat on their legs. After they listen again to "Reach" and "Words of Wisdom” have them respond verbally by answering the question about the tempo difference. (“Words of Wisdom” is faster.) TELL STUDENTS: The speed of the beat is the tempo. A song's tempo might be slow or fast or even change speeds. Describe the difference in tempo between "Words of Wisdom" and "Reach." MUSIC SKILLS - IMPROVISE Have students improvise phrases with Latin percussion instruments to accompany “Words of Wisdom." Show the slide with rhythm patterns and encourage students to use these elements. TELL STUDENTS: Improvise with Latin percussion instruments. Use these rhythms as you practice improvising 8-beat phrases.

Have them read and clap the rhythm patterns, repeating each pattern several times. You may wish them to combine two patterns. Have students practice until they are secure, then play each pattern on instruments. Give them feedback as needed to ensure that they play with accurate rhythm.

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TELL STUDENTS: Often rhythms that sound complicated are really layers of simple combinations of notes and rests. A combination of quarter notes, eighth notes, and quarter rests can work together to create a Latin flavor. Clap or pat one of the patterns with “Words of Wisdom.”

WRAP UP Have students: Form four groups and perform one pattern in each group by using body percussion or playing instruments. Add one part at a time, maintaining accurate rhythm. Name the note values that they read and performed in this lesson. (eighth, quarter, half, and whole notes and rests) Divide into two groups. One group will sing "Reach" and the other will perform the clapping.

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ADAPTED LESSON for CYCLE 1, Quarter 1, Week 8, Upper Level Lesson: Section 4, Unit 2, Lesson 1 “Hispanic Heritage Month” Objective: Listen to Mexican Mariachi music “Son de la negra” in 3/4 meter. Featured Songs: Son de la negra The song “El jarabe” and “Santa Marta” have been deemed inappropriate. Please use this lesson plan. INTRODUCTION. Show students the Locator Map – Mexico slide.

TELLSTUDENTS:September15toOctober15isNationalHispanicHeritageMonthintheUnitedStates.HISTORY AND CULTURE – HISPANIC HERITAGE MONTH When did Hispanic Heritage Month begin and who started it? The administration of President Lyndon B. Johnson created Hispanic Heritage Week in 1968. The program was so well received that in 1988 it was expanded to National Hispanic Heritage Month. Its purpose is to help communities organize events such as concerts, dances, food-tasting fairs, and awards ceremonies that celebrate the enormous contributions Spanish-speaking people have made to the United States. Hispanics have had a profound and positive influence on our country through their strong commitment to family, faith, hard work, and service. They have enhanced and shaped our national character with centuries-old traditions that reflect the multiethnic and multicultural customs of their community. Why is it celebrated from September 15 – October 15? September 15, the anniversary of independence for five Hispanic countries: Costa Rica, El Salvador, Guatemala, Honduras, and Nicaragua. In addition, Mexico and Chile celebrate their independence days on September 16 and September18, respectively. What does it mean to be a person of Hispanic heritage? The US Government has defined Hispanic or Latino persons as being "persons who trace their origin or descent to Mexico, Puerto Rico, Cuba, Central and South America, and other Spanish cultures". This includes Spain which is the origin of Spanish culture.

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How many Hispanic people live in the United States? Today, 55 million people or 17% of the American population are of Hispanic or Latino origin. This represents a significant increase from 2000, which registered the Hispanic population at 35.3 million or 13% of the total U.S. population. What states have the largest Hispanic communities? California and Texas. INTRODUCTION – SON DE LA NEGRA Give students an overview of what they will learn with "Son de la negra." GOAL: Listen to Mexican mariachi music in meter.

LISTEN–SONDELANEGRAExplain to students that el son is a musical style from the Gulf Coast of Mexico. Have students: Listen to "Son de la negra." Tap along to the beat of the music and identify the main meter signature. ( ) Listen again and raise their hands at places where the meter changes. Identify instruments they hear and tell which instruments they think are the most prominent.

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WRAP UP What other ethnic group or groups in the United States have their own special month to celebrate? African American History Month is February. Also called Black History Month. November is American Indian and Alaska Native Heritage Month. Why or why not do you think these special months are important? NOTE: There are many other songs in the Song Anthology from the Hispanic culture that could be referenced. Also there are recordings and videos on YouTube. The PBS videos series (see link below) are excellent but more geared toward adults; however, clips could be shown to the students.

There are many resources at this link as well. http://www.pbs.org/video/2365075996/ VIDEOS on history http://www.factmonster.com/hispanic-heritage-month/features.html

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ADDITIONAL LESSONS from Grade 5 Spotlight on Music McGraw-Hill Resources: Spotlight on Music Lesson: Section 1, Unit 1 “Music News: Spotlight Articles” Music from the Top: 17-year old clarinetist Todd Cope plays “Concerto No. 3 in B flat, First Movement • Includes interview with Todd and “Macho Man Wins Pageant!” • Careers: Judith Palmer, piano technician • Spotlight on the Flute Lesson: Section 1, Unit 2 “Music News: Spotlight Articles” Music From the Top: 15-year old pianist Jewell “Tre” Fortenberry plays “Etude in C-sharp minor, Op. 10, No 4” (Chopin) • Includes interview with Tre • Discussion of Audience Etiquette at a concert • Spotlight on the French Horn Lesson: Section 1, Unit 3 “Music News: Spotlight Articles” Music From the Top: 17 year old oboeist Toni Marchioni plays “Concerto in C minor, Second Movement – Adagio (Marcello) • Includes interview with Toni • Spotlight on the Piano Trio • Discussion of Audience Etiquette – Concert Dress Lesson: Section 1, Unit 4 “Music News: Spotlight Articles” Music From the Top: 17-year old trombonist Louis Bremer plays “Sonata for Bass Trombone, First Movement – Andantino (McCarty) • Includes interview with Louis • Activity – Instrument Ranges • Spotlight on the Double Bass • Discussion of Audience Etiquette - Applause Lesson: Section 1, Unit 5, Opener “Expressions in Song” Objective: Evaluate how songs can communicate inner feelings. Featured Song: There’s a Song in Me, Der Hölle Rache kocht in meinem Herzen from Die Zauberflote, Recitar!... Vesti la juibba from Pagliacci, Libiamo ne’ lieti calici from La Traviata Use this lesson as presented except OMIT use your discretion on “Movement: There a Song in Me.” Lesson includes the following materials: SLIDE _ Unit Theme – Expressions in Song iSONG – There’s a Song in Me SLIDE – Think! Message in Song LISTENING – Vocal Expression

Other Materials Needed: ü Print copy of piano accompaniment ü Student anthology or print copy of featured song ü Resource Master

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Lesson: Section 1, Unit 5, L1 “Chords from the Islands” Objective: Identify I-IV-V chord changes aurally. Featured Song: There’s a Song in Me, Mary Ann, Cuando salí de Cuba Use this lesson as presented. Lesson includes the following materials: SLIDE – Concept Overview – Chords from the Islands iSONG – There’s a Song in Me LOCATOR MAP – Antille and the Caribbean iSONG – Mary Ann SLIDE – Activity – Minor Key – Primary Chord Roots – SLIDE – Activity – I and V Chords SLIDE – Activity – I and IV Chords PLAYALONG – Mary Ann VIRTUAL MALLET PERCUSSION ART GALLERY – Barcas de Pesca iSONG – Cuando salí de Cuba iPRONUNCIATION – Cuando sali de Cuba SLIDE – Activity – Name the Chord SLIDE – Activity – I, IV, and V Chords VIRTUAL INSTRUMENT- Keyboard PLAYALONG – Cuando salí de Cuba SLIDE – THINK! Cuando salí de Cuba VIRTUAL FRETTED INSTRUMENTS Other materials needed: ü Resonator bells, Orff instruments of keyboard ü Resource Master 5-4 ü Recorder R-12, R-13, R-14 ü Student anthology or print copy of featured song ü Print copy of piano accompaniment

Lesson: Section 1, Unit 5, L2 “Harmony on the Move” Objective: Sing or play I-IV-V chords to accompany song. Featured Song: Cuando salí de Cuba, The Lion Sleeps Tonight Use lesson as directed except OMIT all activities relating to “Tzena, Tzena” and “Movement: Patterned Movement.” Also, skip the “according to one story...” explanation of “The Lion Sleeps Tonight.” Lesson includes the following materials: SLIDE – Concept Overview – Harmony on the Move iSong – Cuando salí de Cuba SLIDE – Activity – Common Tones SLIDE – Activity – Common Tones (2) VIRTUAL MALLET PERCUSSION VIRTUAL INSTRUMENT – Keyboard iSONG – The Lion Sleeps Tonight SLIDE – ACTIVITY – Chords and Their Inversions

SLIDE – ACTIVITY – Identify Chord Inversions VIRTUAL FRETTED INSTRUMENTS SLIDE – ACTIVITY – Notate Chords Other materials needed: ü Resonator bells, Orff instruments or keyboard ü Resource Master 5-5 ü Student anthology or print copy of featured song ü Print copy of piano accompaniment

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Lesson: Section 1, Unit 5, L3 “How Blue Are You?” Objective: Identify I-IV-V chord changes aurally. NOTE: Teachers must use their discretion with this lesson. It may be educational to listen to Bessie Smith and Leadbelly singing the blues, but having the students sing (iSONG) or accompany (PLAYALONG) the songs may be deemed inappropriate. Or the teacher may prefer to just leave out this lesson and spend more time on program preparation or recorder review. Featured Songs: Backwater Blues, Good Mornin’, Blues Use this lesson as presented except OMIT everything associated with “Tzena, Tzena.” Also, omit “History and Culture: From Spirituals to Blues to Hip-Hop.” (See Note above.) Lesson includes the following materials: SLIDE – Concept Overview – How Blue Are You? SLIDE – Activity – Web on the Blues LISTENING – Backwater Blues ART GALLERY – Blue Tune 1998 (use your discretion) SLIDE – ACTIVITY – 12-Bar Blues SLIDE – ACTIVITY – Sequence Chord Changes

SLIDE – ACTIVITY – Bent Pitches SLIDE – THINK! Instruments that Bend LISTENING – Good Mornin’ Blues GRAPHIC ORGANIZER – Venn Diagram 2 No other materials needed.

Lesson: Section 1, Unit 5, L5 “Sing in Two Parts” Objective: Sing a song in two parts. Featured Songs: There’s a Song in Me, OPTIONAL Like a Mighty Stream, A Sing-A Za Use this lesson as presented except OMIT all activities having to do with “Every Day I Have the Blues.” BEGIN on “Analyze: There’s a Song in Me.” Lesson includes the following materials: SLIDE – Concept Overview – Sing in Two Parts iSONG – There’s a Song in Me VIRTUAL WIND INSTRUMENTS SLIDE – Activity – Enunciation/Articulation SLIDES - JJ Choreography (Use your discretion) Search for these; they are not included in the digital assets for this lesson:

SLIDE – Concept Overview – Like a Mighty Stream SLIDE – Voice Builder – Large Leaps iSONG – Like a Mighty Stream Other materials needed: ü Student anthology or print copy of featured

songs ü Print copy of piano accompaniment

Lesson: Section 1, Unit 5, L6 “A Moving Form” Objective: Describe form through movement. Featured Song: Mary Ann, Jalisco no te rajes! Use lesson as presented except OMIT all activities relating to “Fascinating Rhythm” and “I Got Rhythm.” Adapt “Move: AB Form” to non-locomotor movement and OMIT “Movement: Creative Movement.” Lesson includes the following materials: SLIDE – Concept Overview – A Moving Form SLIDES – Activity - Phrases iSONG – Mary Ann SLIDE – Activity – percussion Instruments SKIP to Jalisco no te rajes!

LOCATOR MAP – Jalisco (Mexico) SLIDE – Meet the Musician – Manuel Esperón iPRONUNCIATION – Ay, Jalisco no te rajes! iSONG – Ay, Jalisco no te rajes! SLIDE – Activity – Describe Sectional Form VIRTUAL FRETTED INSTRUMENTS VIRTUAL INSTRUMENTS – Mariachi Band

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Other materials needed: ü Claves, guiro, conga drum, hand drums,

triangle, finger cymbals

ü Student anthology or print copies of featured songs

ü Print copy of piano accompaniment

Lesson: Section 1, Unit 5, L7 “Scandinavian Soundscape” Objective: Describe and identify tone colors. Featured Songs: Solveig’s Song from Peer Gynt, Anitra’s Dance from Peer Gynt; OPTIONAL LISTENING The Moldau, Finlandia Use lesson as presented except OMIT “Och Jungfrun Hon Går” and activities relating to it due to its dance references. Use discretion when teaching the sections on “Anitra’s Dance.” In particular, it is suggested to omit the description of Anitra as a “dancing girl.” Lesson requires the following materials: SLIDE – Concept Overview – Scandinavian Soundscapes LOCATOR MAP – Norway and Sweden SLIDE – Meet the musician – Edvard Grieg LISTENING – Solveig’s Song SLIDE – Activity – Violin Sounds iLISTENING MAP – Anitra’s Dance VIRTUAL STRING INSTRUMENTS Add the following to use optional listening selections:

YouTube performance of “The Moldau” https://www.youtube.com/watch?v=l6kqu2mk-Kw YouTube performance of “Finlandia” https://www.youtube.com/watch?v=F5zg_af9b8c Other materials needed: ü Student anthology or print copies of featured

songs ü Print copy of piano accompaniment ü Barred and unpitched percussion instruments

Lesson: Section 1, Unit 5, L8 “Articulating in Circles” Objective: Sing expressively, showing the difference between legato and non-legato. Featured Songs: Tumbai, Ngikhumbuli Langa, Circle of Friends, OPTIONAL Triple Play Use lesson as presented except OMIT “Movement: Tumbai Dance” and “Move: Movements Expressing Mood.” Lesson requires the following materials: SLIDE – Concept Overview – Articulating in Circles SLIDE – Activity – Articulation Diagram iSONG – Tumbai iSONG – Tumbai (3 part canon) LOCATOR MAP – South Africa LISTENING – Ngikhumbuli Langa VIDEO about South Africa GLOBAL VOICES – Ngikhumbuli Langa (6 slides)

GLOBAL VOICES – Ngikhumbuli Langa (demo video) GLOBAL VOICES – Ngikhumbuli Langa (video) iSONG – Circle of Friends iSONG – Triple Play (if using optional song) Other materials needed: ü Student anthology or print copies of featured

songs ü Print copy of piano accompaniment

Lesson: Section 1, Unit 5, Assess “Spotlight Your Success” Objective: Unit 5 Objectives Featured Songs: None Use this lesson as presented. Lesson requires the following materials: SLIDE – POETRY – Bound No’th Blues SLIDE – Unit Review – Review

SLIDE – Unit Review – Read and Listen SLIDE – Unit Review – Think! (4 slides) SLIDe – Unit Review – Create and Perform

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Other materials needed: ü Resource Master 5-12

ü Student anthology or print copies of featured songs

ü Print copy of piano accompaniment Lesson: Section 1, Unit 5 “Music News: Spotlight Articles” Music from the Top: 15-year old violinist Elena Urioste plays “Carmen Fantasy for Violin and Piano, Op. 25 (Sarasate) • Includes interview with Elena • Careers – Jesse “Chuy” Varela – music director of radio station • Spotlight on the Xylophone • Twentieth Century Music Lesson: Section 1, Unit 6, Assess “Spotlight Your Success” Objective: Unit 6 Objectives Featured Songs: None Use this lesson as presented. Lesson requires the following materials: SLIDE – Unit Review – (7 slides) Other materials needed: ü Resource Master 6-2, 6-3, 6-14, 6-15, 6-16 Lesson: Section 2, Unit 2, Lesson 3 “Sing with Low So and Low La” Objective: Sing low so and la Featured Songs: Hill an ’Gully Use this lesson as presented. Lesson requires the following materials: SLIDE – Concept Overview – Sing with Low so and Low la PITCH SOUNDS & SYMBOLS iSONG – Hill an’ Gully

Other materials needed: ü Student anthology or print copies of featured

songs ü Print copy of piano accompaniment ü Drums

Lesson: Section 4, Unit 5. Lesson 1 “Puerto Rican Day” Objective: Sing the song “Qué bonita bandera” that is in a minor key and contains syncopation Featured Songs: Qué bonita bandera Use this lesson as presented. Lesson requires the following materials: SLIDE – Concept Overview – Qué bonita bandera SLIDE – Activity – Puerto Rican Day iSONG – Qué bonita bandera SLIDE – Activity – Syncopated Rhythms VIRTUAL PERCUSSION IPRONUNCIATION – Qué bonita bandera

Other materials needed: ü Student anthology or print copies of featured

songs ü Print copy of piano accompaniment ü Unpitched percussion