Professional Documents
Culture Documents
Use this package to complete unit plans for each quarter (or parts thereof)
Upload completed unit plans to staff lesson folder on the system
Email to rperskie@granadino.edu.co
MC7.3.1 Crea ritmos cortos, relacionados con las figuras musicales bsicas
MC7.4.1 Reads a writes simple phrases using note, half note, quarter note, eight note, sixteenth note, rests and its possible combinations
Standard 5 Knows and applies proper criteria to music and music performance
Standard 6 - Understands the relationship between music and history and culture.
MC7.6.3 Knows and understands the historical background of several musical instruments of the world music, their function, construction and
technical features.
MC7.7.2 Identifies musical instruments from the world music by listening to them
Specific content
Metric structure
Whole note, Half note, Quarter note, Eight note, Sixteenth note, Rests
Combinations
Ear Training
Musical Instruments of the World Music.
4/4, 3/4, 2/4 dictation with whole note, half note, quarter note, eight note, sixteenth
note, rests and combinations
1. Exams in which the teacher can evaluate -The student recognizes any instrument from
the learning process the World Music by listening to it, and is able
to explain its historical background,
2. Homework with further information about construction and technical features.
the different subjects. - The student is able to identify mistakes in a
musical line.
3. Appropriated participation, audience and -The student is able to read and play an easy
concentration within the class percussion score.
-The student is able to write an easy part after
3. Appropriated behavior, attendance and listening to it.
dressing within the classroom.
Resources:
The teacher guides a quickly journey throughout the topics studied in 6th grade
Note values, Rhythm cells compared to words, group reading of easy parts
Composition of Rhythmic lines
The teacher expounds an explanation of the instruments performed in World music, their
history, parts, usability
Ear Training
Consolidation Class Work with the topics studied developing the ability to identify each one by
listening to it
The teacher resolves any doubt about the topics learned through the quarter.
Quarter Exam
Can you identify enduring understandings in What essential questions will you ask the
your unit? What are they? students (give them a context or framework
for the unit)?
The student will understand the general
working of musical grammar and music How can you write the music from a song
theory and will apply easy concepts to music Wich instruments join in a rock song? Salsa
performance. song? Pop song?
They will recognize theoretical and contextual (historic, esthetic, organologic) elements in
every kind of music they listen outside the school, specially World music from the xx century.
They will know how to read and write a rhythm.
I will implement the principles of the INNOVA Program in my Unit Plans in the following ways:
Accommodations?
Rhythm dictations were recorded and uploaded to edline, so the students could listen to them in
their own tablets, as many times as they needed, and could work in their own way. They also
used their tablets as a video recorder for dictations performances made by the teacher
Comments: Because of the extension and complexity, and in order to give continuity to the topic
rhythm, I decided to spend the whole quarter to improve the comprehension and learning of
the students about it, which also includes the ear development, this topic was meant to be
studied in two quarters. This means that Organology of the World music will be studied in the
next quarter, along with the first part of Musical Geography of the World, and no rhythm. I
consider its necessary for the next year to structure the yearly plan with just one main topic in
each quarter.