CONTENT

Unit 2, Lesson 2:

• Students will improvise and explore what a pentatonic scale sounds like, using bells, boomwhackers, or xylophones. 

Unit 4:

• Students will use local Hawaiian names and terms to represent their neighborhood community by creating four 4-measure chants in standard notations (quarter note, pair-eighth, 16th, and half notes).

Unit 2, Lesson 2:

• Students will explore and create different rhythmic patterns using quarter notes, paired eighth and half notes in simple duple meter, and refine and evaluate their performances using rubrics.

Unit 5:

• Students will be able to perform and explain how selected music connects to and is influenced by specific cultural interests, purposes, or contexts. (Doraji)

Unit 6:

• Students will be able to perform and explain how the selection of music to perform is influenced by personal interest, social context, and purposes. (We Shall Over Come)

Unit 8:

• Students will explain how responses to music are informed by the structure, the use of the elements of music, and social and cultural context. (Doraji, Kāhuli Aku)

Unit 9:

• Students will recognize performers’ interest in and knowledge of musical works, understanding of their technical skills, and the context for a performance influence the selection of repertoire. (Symphony of the Hawaiian Birds - Vanished Voices: A Farewell to the ʻŌʻō).

Unit 1, Lesson 1:

• Students will be able to notate notes, C, D, E, and G on the staff; and identify different and same phrases. (Mary Had a Little Lamb)
• Students will be able to identify rhythm when hearing one and two sounds in one. (Samoan Sasa)

Unit 1, Lesson 2:

• Students will identify quarter, pair-eighth notes, repeat sign, simple duple meter. (Samoan Sasa)
• Students will identify quarter, and pair-eighth notes, and half notes; simple duple meter. (Mary had a little lamb)

Unit 2, Lesson 1:

• Students will be able to notate notes, C, D, E, G, and A on the staff and identify stanza and ABA form. (Bobby McFerrin: Don't Worry, Be Happy)

Unit 2, Lesson 2:

• Students will be able to identify stanza and ABA form. (Bobby McFerrin: Don't Worry, Be Happy) (Pr: 4.2)

Unit 3:

• Students will be able to identify half, dotted half, and simple triple meter. (Oh, How Lovely)

Unit 4:

• Students will be able to identify sixteenth notes. (Dalcroze activity & Waimānalo Warriors)

Unit 5:

• Students will be able to perform the solfege of low so, low la, do, re, mi, so, la with hand signs. (Doraji)

Unit 6:

• Students will be able to identify dotted quarter. (We Shall Over Come)

Unit 7:

• Students will be able to notate C major scale on the staff. (We Shall Over Come, Water Canon) (Pr4.2)

Unit 8:

• Students will explain how C major is transposed to the key of F.
• Students will be able to identity middle C (low so), note D, (low la), and note E (low ti) in the key of F major on the staff. (Doraji, Kāhuli Aku)
• Students will be able to identify the key-signature of F major, which is B-flat. 

Unit 1, Lesson 3:    

• Students will identify musical timbre through classical instruments families by sight (woodwind, brass, percussion, strings).

Unit 2, Lesson 3:

• Students will respond to fast and slow, major and minor scales and explain how intent is conveyed through interpretive decisions and expressive qualities (tempo, tonalities, and style).

Unit 1, Lesson 4:

• Students will be able to use provided rubric to evaluate the accuracy of notating quarter, pair-eighth notes, and half notes. (Mary had a little lamb)

Unit 3:

• Students will compare and provide feedback to evaluate the accuracy and expressiveness of the round. (Oh How Lovely)

Unit 7:

• Students will compare and provide feedback to evaluate the accuracy and expressiveness of the round. (Water Canon)

Unit 1, Lesson 1:

• Students will be able to perform and demonstrate their roles, contributions, and importance of performing Samoan Sasa with the correct intent as a group.

Unit 2, Lesson 3:

• Students will recognize how performers form harmony by performing two different melodies simultaneously.

Unit 3:

• Students will recognize how harmony is formed by singers singing two different melodies simultaneously. (Do Re Mi; Oh, How Lovely)
• Students will perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation when singing the round (Oh, How Lovely)

Unit 4:

• Students will perform with others, with expression, technical accuracy, and appropriate interpretation. (Waimānalo Warriors)

Unit 5:

• Students will recognize and refine their performance over time through openness to new ideas to simple and compound meters. (Doraji in 3/4 and 9/8 meters)

Unit 7:

• Students will perform with others, with expression, technical accuracy, and appropriate interpretation. (Water Canon)

Unit 1, Lesson 1:

• Students will be able to respond and explain the confections to personal interests, experiences, or context to the music. (Do-re-mi, may use SEL questions)
• Students will be able to respond and explain the confections to personal interests, experiences, or context to the music. (Do-re-mi, may use SEL questions)

Unit 2, Lesson 1:

• Students will be able to respond and explain the confections to personal interests, experiences, specific purposes, or context to the music. (Don't Worry, Be Happy, may use SEL questions)

Unit 9:

• Students will recognize composers' selection of musical works is influenced by their interests, experiences, understandings, and purposes through openness to new ideas, persistence, and applying appropriate criteria. (Re: 7.1)

Unit 2, Lesson 1:

• Students will be able to explain their responses to the music that is played in major and minor, traditional and jazz styles. (Mary Had a Little Lamb)

Unit 2, Lesson 2:

• Students will explain how responses to music are informed by the use of the elements of music - melody, harmony, and social and cultural context. (Don't Worry, Be Happy)

Unit 2, Lesson 3:

• Students will respond to fast and slow, major and minor scales, and explain how intent is conveyed through interpretive decisions and expressive qualities (tempo, tonalities, and style). (Mary had a Little Lamb, Jazz) 
• Students will explain how responses to music are informed by the use of the elements of music - tonalities and social and cultural context. (Shabat Shalom) 

Unit 8:

•  Students will explain how responses to music are informed by the structure, the use of the elements of music - tonalities, and social and cultural context. (Doraji, Kāhuli Aku) 

Unit 1, Lesson 3:

• Students will be able to comprehend what they think/believe, feel, or understand/apprehend about different timbre of the classical instruments (may use SEL questions). 

Unit 5:

• Students will be able to comprehend what they think/believe, feel, or understand/apprehend about different voice timbres from a unique culture. (Doraji, may use SEL questions)

Unit 6:

• Students will be able to respond and explain the confections to personal interests, experiences, specific purposes, or context to the music. (We Shall Over Come, may use SEL questions) 

Unit 9: 

• Students will recognize various families of instruments and how the audience reacts with different moods and emotional feelings to different timbres. (Re: 8.1)
• Students will be able to comprehend what they think/believe, feel, or understand/apprehend about the elements of timbres, register, and arrangement of classical instruments that perform in a symphony. (Re 8.1)
• Students will recognize various families of instruments and how the audience reacts with different moods and emotional feelings to different timbres. (Symphony of the Hawaiian Birds)
• Students will be able to comprehend what they think/believe, feel, or understand/apprehend about the elements of timbres, register, and arrangement of classical instruments that perform in a symphony. (Symphony of the Hawaiian Birds)

Unit 4:

• Students will evaluate their peers and their Dalcroze activity movement performance by referring to the provided criteria.