Meet the Families

Learning Resource Type

Classroom Resource

Subject Area

English Language Arts

Arts Education

Grade(s)

2, 3, 4, 5

Overview

Students will review orchestra, instruments, and instrument families. They will identify instruments by sight and sound. They will discuss how the instruments in each family are "related." They will write a descriptive paragraph about each family.

Arts Education (2017) Grade(s): 2 - Music

AE17.MU.2.17
Demonstrate knowledge of music concepts and how they support creators’/performers’ expressive intent.

Vocabulary

Rhythm

Eighth note, eighth rest, half note, half rest, whole note, whole rest
Strong/ weak beat — 2/4; 3/4 meter
Accelerando/ ritardando

Melody

Pitch Set: Do, Re, Mi, So, La
Five-line staff
Treble clef
Names of lines/ spaces (treble staff)

Harmony

Melodic ostinati
Partner songs

Form

AAB, AABA, Rondo
Verse/ Refrain

Expression

Orchestral instrument families
Piano (p), forte (f)
Crescendo/ decrescendo
Orchestral Music: programmatic
Indigenous music: Native American
American music: slave songs, colonial folk songs

Other

Age-appropriate pitch matching (B3-D5)¹
Mallet/ drumming technique: alternating hands

Essential Questions

EU: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
EQ: How do we discern musical creators' and performers' expressive intent?

Skills Examples

Performing

Demonstrate understanding of musical intent when performing, through attention to expressive markings.

Creating

Demonstrate understanding of cultural authenticity by performing music with appropriate stylistic expression

Reading/ Writing

Identify repeat signs and multiple verses in a verse/refrain song

Responding/ Evaluating

Explain musical decisions that contribute to the expressive intent of the music.
Describe the context of lyrics in a verse/refrain song.

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.

Arts Education (2017) Grade(s): 3 - Music

AE17.MU.3.19
Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context.

Vocabulary

Rhythm

Bar lines
Measures

Pitch set: Low So, Low La, High Do
Treble clef reading (Mi, Re, Do)
Middle C to high G
Ledger lines

Partner songs
Rounds
Ostinati

Theme and variations
Coda
D.S. al coda
Repeat sign
Fermata

Phrase/ phrasing
Pianissimo (pp), fortissimo (ff)

Age-appropriate audience and performer etiquette
Orchestral instruments: 4 families
Age-appropriate pitch matching (Bb3 - Eb5)

Essential Questions

EU: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.
EQ: How do we judge the quality of musical work(s) and performance(s)?

Skills Examples

Performing

Using movement, manipulatives, or visual representation, demonstrate and describe how specific music concepts are used to support a specific purpose in music (such as different sections, selected orchestral, band, folk, or ethnic instruments).

Creating

Express melodic contour through movement.

Reading/ Writing

When analyzing selected music, read and perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation.
Develop criteria and use them to critique their own performances and the performances of others.

Responding/ Evaluating

Identify and respond to simple music forms (e.g., AB, ABA).
Identify elements of music using appropriate vocabulary.

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.

Arts Education (2017) Grade(s): 4 - Music

AE17.MU.4.19
Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

Vocabulary

Rhythm

Conducting patterns in
Syncopation

Melody

Pitch set: Do, Re, Mi, Fa, So, Ti
Treble clef reading (La, So, Mi, Re, Do)
Middle C through High B
Create melodic sequences
Half-step
Whole step

Harmony

Canons
Chord components
Chord progression (I, V)
Crossover bordun

Form

Phrasing: antecedent and consequent
D.C. al coda
Fine

Expression

pp through ff

Other

Age-appropriate audience and performer etiquette
Orchestra instruments within the 4 families
Age-appropriate pitch matching (A3-E5)

Essential Questions

EU: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.
EQ: How do we judge the quality of musical work(s) and performance(s)?

Skills Examples

Performing

Demonstrate and explain how specific music concepts (such as form, timbre, etc.) are used to support a specific purpose in music (such as social and cultural contexts) through various means (such as manipulatives, movement, and/or pictorial representation).

Creating

Develop criteria and use them to critique their own performances and the performances of others.

Reading/ Writing

Evaluate musical works and performances, applying established criteria, citing evidence from the elements of music.
When analyzing selected music, read and perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation.

Responding/ Evaluating

Demonstrate an understanding of the elements of music applied to a listening example using teacher-given vocabulary (such as different sections of complex forms, teacher-selected orchestral instruments, etc.).
Explain how the elements and subject matter of music connect with disciplines outside the arts.

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.

Arts Education (2017) Grade(s): 5 - Music

AE17.MU.5.19
Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

Vocabulary

Rhythm

Melody

Pitch set: Do-centered diatonic
Treble clef reading (choral octavos)
Grand staff
Bass clef
Accidentals
Major scale

Harmony

Part singing/ playing
Chord progression (I, IV, V)
Arpeggio
Descant
Level bordun

Form

Rondo form
12-Bar blues

Expression

Vibrato
Tremolo
Reggae
Blues
Timbre: soprano, alto, tenor, bass

Other

Age-appropriate audience and performer etiquette
Age-appropriate pitch matching (Ab3-F5)

Essential Questions

EU: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.
EQ: How do we judge the quality of musical work(s) and performance(s)?

Skills Examples

Performing

Analyze the formal structure of music that is to be performed.
Identify elements of music to be performed for a specific context (for example, dynamic markings that are appropriate for a lullaby).

Creating

Choose a literary work, such as a poem or story, to generate musical ideas for performance.

Reading/ Writing

Examine performance music for expressive elements, and use correct notation to indicate placement.

Responding/ Evaluating

Justify personal preferences for certain musical pieces, performance, composers and musical genres both orally and in writing.
Discuss contributions of musical elements to aesthetic qualities in performances of self and others.
Consider and articulate the influence of technology on music careers.
Develop and apply criteria for critiquing more complex performances of live and recorded music.

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.

English Language Arts (2021) Grade(s): 2

ELA21.2.41
Write informative or explanatory texts, introducing the topic, providing facts and relevant details to develop points, and providing a conclusion.

Vocabulary

Informative text
Explanatory text
Topic
Facts
Relevant details
Develop
Points
Conclusion

Knowledge

Students know:

Informative or explanatory text is a piece of writing that provides factual information.
Informative or explanatory text begins by introducing the topic, provides facts and relevant details, and ends with a conclusion.

Skills

Students are able to:

Write an informative or explanatory text.
Write an informative or explanatory text that begins with introducing the topic, provides facts and details about the topic, and ends with a conclusion.

Understanding

Students understand that:

Informative or explanatory writing follows a predictable text structure that includes introducing the topic, providing facts or additional details about the topic, and ends with a conclusion.
Informative or explanatory writing can be used to tell facts about a topic.

English Language Arts (2021) Grade(s): 3

ELA21.3.34
Write informative or explanatory texts about a topic using sources, including an introduction, facts, relevant details with elaboration, and a conclusion.

Vocabulary

Informative text
Explanatory text
Sources
Topic
Introduction
Facts
Relevant details
Elaboration
Conclusion

Knowledge

Students know:

Informative or explanatory text is a piece of writing that provides factual information that was gathered from research sources.
Informative or explanatory text begins by introducing the topic, provides facts and relevant details, and ends with a conclusion.
Elaboration means to supply additional information about a detail by using academic, content-specific vocabulary or by including text features.

Skills

Students are able to:

Gather information from sources.
Write an informative or explanatory text using information gathered from sources.
Write an informative or explanatory text that begins with introducing the topic, provides facts and details about the topic, and ends with a conclusion.
Elaborate on details included in the text.

Understanding

Students understand that:

Informative or explanatory writing follows a predictable text structure that includes introducing the topic, providing facts or additional details about the topic, and ends with a conclusion.
They must gather their facts about the topic from a research source.
Informative or explanatory writing can be used to tell facts about a topic.
Writers elaborate details included in the text by using academic, content-specific vocabulary and text features.

English Language Arts (2021) Grade(s): 4

ELA21.4.36
Write informative or explanatory text about a topic using sources, incorporating academic vocabulary, and including an introduction, facts, details with elaboration, and a conclusion.

Vocabulary

Informative text
Explanatory text
Topic
Sources
Academic vocabulary
Introduction
Facts
Details with elaboration
Conclusion

Knowledge

Students know:

Informative or explanatory text is a piece of writing that provides factual information that was gathered from research sources.
Informative or explanatory text begins by introducing the topic, provides facts and relevant details, and ends with a conclusion.
Elaboration means to supply additional information about a detail by using academic vocabulary or by including text features.
Academic vocabulary is more formal and specific than spoken language.

Skills

Students are able to:

Gather information from sources.
Write an informative or explanatory text using information gathered from sources.
Write an informative or explanatory text that begins with introducing the topic, provides facts and details about the topic, and ends with a conclusion.
Elaborate on details included in the text using academic vocabulary.

Understanding

Students understand that:

Informative or explanatory writing follows a predictable text structure that includes introducing the topic, providing facts or additional details about the topic, and ends with a conclusion.
They must gather their facts about the topic from a research source.
Writers elaborate details included in the text by using formal academic vocabulary and text features.

English Language Arts (2021) Grade(s): 5

ELA21.5.35
Write informative or explanatory texts using multiple sources to examine a topic, conveying ideas and information clearly and incorporating a strong organizational structure, relevant details, and elaboration.

Vocabulary

Informative text
Explanatory text
Sources
Topic
Organizational structure
Details
Elaboration

Knowledge

Students know:

Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources.
Informative or explanatory text begins by introducing the topic, provides facts and relevant details, and ends with a conclusion.
Elaboration means supplying additional information about details by using academic vocabulary or including text features.

Skills

Students are able to:

Gather information from multiple sources.
Write an informative or explanatory text using information gathered from sources.
Write an informative or explanatory text with a clear, organized structure.
Elaborate on details included in the text using academic vocabulary or text features.

Understanding

Students understand that:

Informative or explanatory writing follows a predictable text structure that includes introducing the topic, providing facts or additional details about the topic, and ends with a conclusion.
They must gather their facts about the topic from multiple research sources.
Writers elaborate details included in the text by using formal academic vocabulary and text features.

CR Resource Type

Lesson/Unit Plan

Resource Provider

San Francisco Symphony

License Type

Custom

http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Meet_the_Famil…

Custom License Type (URL)

http://www.keepingscore.org/sites/default/files/Terms%20of%20Use%20for%20Lesson…

Comments or Notes

This chart is referenced in the lesson plan. It explains how teachers have integrated music into the classroom.

Connection to Pathways to Integration chart

Approved Date

2021-07-19

Meet the Families

Learning Resource Type

Subject Area

Grade(s)

Overview

AE17.MU.2.17 Demonstrate knowledge of music concepts and how they support creators’/performers’ expressive intent.

Vocabulary

Essential Questions

Skills Examples

Anchor Standards

AE17.MU.3.19 Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context.

Vocabulary

Essential Questions

Skills Examples

Anchor Standards

AE17.MU.4.19 Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

Vocabulary

Essential Questions

Skills Examples

Anchor Standards

AE17.MU.5.19 Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

Vocabulary

Essential Questions

Skills Examples

Anchor Standards

ELA21.2.41 Write informative or explanatory texts, introducing the topic, providing facts and relevant details to develop points, and providing a conclusion.

Vocabulary

Knowledge

Skills

Understanding

ELA21.3.34 Write informative or explanatory texts about a topic using sources, including an introduction, facts, relevant details with elaboration, and a conclusion.

Vocabulary

Knowledge

Skills

Understanding

ELA21.4.36 Write informative or explanatory text about a topic using sources, incorporating academic vocabulary, and including an introduction, facts, details with elaboration, and a conclusion.

Vocabulary

Knowledge

Skills

Understanding

ELA21.5.35 Write informative or explanatory texts using multiple sources to examine a topic, conveying ideas and information clearly and incorporating a strong organizational structure, relevant details, and elaboration.

Vocabulary

Knowledge

Skills

Understanding

CR Resource Type

Resource Provider

License Type

URL (web address)

Custom License Type (URL)

Comments or Notes

Approved Date

AE17.MU.2.17
Demonstrate knowledge of music concepts and how they support creators’/performers’ expressive intent.

AE17.MU.3.19
Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context.

AE17.MU.4.19
Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

AE17.MU.5.19
Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

ELA21.2.41
Write informative or explanatory texts, introducing the topic, providing facts and relevant details to develop points, and providing a conclusion.

ELA21.3.34
Write informative or explanatory texts about a topic using sources, including an introduction, facts, relevant details with elaboration, and a conclusion.

ELA21.4.36
Write informative or explanatory text about a topic using sources, incorporating academic vocabulary, and including an introduction, facts, details with elaboration, and a conclusion.

ELA21.5.35
Write informative or explanatory texts using multiple sources to examine a topic, conveying ideas and information clearly and incorporating a strong organizational structure, relevant details, and elaboration.