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ALEX Classroom Resources  
   View Standards     Standard(s): [ELA2015] (2) 23 :
23 ) Write informative or explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. [W.2.2]

[ELA2015] (3) 23 :
23 ) Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.3.2]

a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. [W.3.2a]

b. Develop the topic with facts, definitions, and details. [W.3.2b]

c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. [W.3.2c]

d. Provide a concluding statement or section. [W.3.2d]

[ELA2015] (4) 23 :
23 ) Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.4.2]

a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [W.4.2a]

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [W.4.2b]

c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). [W.4.2c]

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.4.2d]

e. Provide a concluding statement or section related to the information or explanation presented. [W.4.2e]

[ELA2015] (5) 23 :
23 ) Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.5.2]

a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [W.5.2a]

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [W.5.2b]

c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). [W.5.2c]

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.5.2d]

e. Provide a concluding statement or section related to the information or explanation presented. [W.5.2e]

[ARTS] MUS (2) 17 :
17) Demonstrate knowledge of music concepts and how they support creators'/performers' expressive intent.

Example: Without prompting, play instruments to reflect dynamics in a piece of music.

[ARTS] MUS (3) 19 :
19) Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context.

Example: Write a review of a live musical performance.

[ARTS] MUS (4) 19 :
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

Example: Write a detailed review of a live musical performance.

[ARTS] MUS (5) 19 :
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

Example: Write a detailed review of a live musical performance including specific musical elements.

Subject: English Language Arts (2 - 5), Arts Education (2 - 5)
Title: Meet the Families
URL: http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Meet_the_Families_Redfern.pdf
Description:

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.  



   View Standards     Standard(s): [ARTS] MUS (0) 14 :
14) List personal interests and experiences and demonstrate why they prefer some music selections over others.

[ARTS] MUS (0) 16 :
16) Demonstrate awareness of expressive qualities that reflect creators'/performers' expressive intent.

Example: Use body percussion to reflect dynamics in a piece of music.

[ARTS] MUS (1) 17 :
17) Demonstrate and identify expressive qualities that reflect creators'/performers' expressive intent.

Example: Play instruments to reflect dynamics in a piece of music.

[ARTS] MUS (1) 18 :
18) Apply personal and expressive preferences in the evaluation of music for specific purposes.

[ARTS] MUS (2) 17 :
17) Demonstrate knowledge of music concepts and how they support creators'/performers' expressive intent.

Example: Without prompting, play instruments to reflect dynamics in a piece of music.

[ARTS] MUS (2) 18 :
18) Apply personal and expressive preferences in the evaluation of music for specific purposes.

[ARTS] MUS (3) 18 :
18) Demonstrate and describe how expressive qualities are used in performers' interpretations to reflect expressive intent.

Example: Sing music with expressive qualities and intent.

[ARTS] MUS (3) 19 :
19) Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context.

Example: Write a review of a live musical performance.

[ARTS] MUS (4) 18 :
18) Demonstrate and explain how expressive qualities, including dynamics and tempo, are used in performers' and personal interpretations to reflect expressive intent.

Example: Sing music with expressive qualities and summarize expressive intent.

[ARTS] MUS (4) 19 :
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

Example: Write a detailed review of a live musical performance.

[ARTS] MUS (5) 18 :
18) Demonstrate and explain how expressive qualities, including dynamics, tempo, and articulation, are used in performers' and personal interpretations to reflect expressive intent.

Example: Sing music with expressive qualities and summarize expressive intent.

[ARTS] MUS (5) 19 :
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

Example: Write a detailed review of a live musical performance including specific musical elements.

Subject: Arts Education (K - 5)
Title: Emotions in Music
URL: http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Emotions_in_Music_Sequeira.pdf
Description:

Students will discuss feelings, emotions, and how dynamics and tempo reflect those in music.  They will identify which emotion is portrayed in a variety of musical selections.  They will choose their favorite piece of music and write a story for that music. 



   View Standards     Standard(s): [ARTS] MUS (3) 19 :
19) Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context.

Example: Write a review of a live musical performance.

[ARTS] MUS (4) 19 :
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

Example: Write a detailed review of a live musical performance.

[ARTS] MUS (5) 19 :
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

Example: Write a detailed review of a live musical performance including specific musical elements.

[ARTS] VISA (3) 1 :
1) Elaborate on an individual or prompted imaginative idea.

Examples: Create an imaginative mask showing his/her personality.
Look at masks from different cultures such as Chinese, African and Native American.

[ARTS] VISA (4) 1 :
1) Individually brainstorm multiple approaches to an art problem.

Examples: Create lists, sketches, or thumbnail-sketches.

[ARTS] VISA (5) 3 :
3) Communicate personal ideas, images, and themes through artistic choices of media, technique, and subject matter.

Subject: Arts Education (3 - 5)
Title: Stravinsky and the Firebird
URL: http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Stravinsky_and_The_Firebird_Raines.pdf
Description:

Students will listen to and analyze Igor Stravinsky's Firebird Suite. They will make connections between the music and the Russian folktale, The Firebird. They will create pictures and write a poem about a firebird.     



   View Standards     Standard(s): [ARTS] MUS (3) 19 :
19) Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context.

Example: Write a review of a live musical performance.

[ARTS] MUS (4) 19 :
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

Example: Write a detailed review of a live musical performance.

[ARTS] MUS (5) 19 :
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

Example: Write a detailed review of a live musical performance including specific musical elements.

Subject: Arts Education (3 - 5)
Title: Mozart vs. Beethoven - Real Classical Composers
URL: http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Mozart_vs_%20Beethoven_Real_Classical_Composers_Daw.pdf
Description:

Students will discuss four time periods of music - Baroque, Classical, Romantic, and Modern. They will list facts about Wolfgang Amadeus Mozart and Ludwig van Beethoven. They will compare and contrast the music of Mozart and Beethoven.  They will identify that Mozart and Beethoven are composers of the Classical Period.    



   View Standards     Standard(s): [ARTS] MUS (0) 17 :
17) Apply personal and expressive preferences in the evaluation of music.

[ARTS] MUS (1) 18 :
18) Apply personal and expressive preferences in the evaluation of music for specific purposes.

[ARTS] MUS (2) 18 :
18) Apply personal and expressive preferences in the evaluation of music for specific purposes.

[ARTS] MUS (3) 19 :
19) Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context.

Example: Write a review of a live musical performance.

[ARTS] MUS (4) 19 :
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

Example: Write a detailed review of a live musical performance.

[ARTS] MUS (5) 19 :
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

Example: Write a detailed review of a live musical performance including specific musical elements.

Subject: Arts Education (K - 5)
Title: Why Do We Like Some Styles of Music but Not Others?
URL: https://wonderopolis.org/wonder/Why-Do-We-Like-Some-Styles-of-Music-but-Not-Others
Description:

Students will read about why we prefer different types of music. Some of the factors include personality, age, culture, and mood. They will discuss why they like their favorite song.  



   View Standards     Standard(s): [ARTS] MUS (4) 19 :
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

Example: Write a detailed review of a live musical performance.

[ARTS] MUS (5) 19 :
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

Example: Write a detailed review of a live musical performance including specific musical elements.

Subject: Arts Education (4 - 5)
Title: What Is Jazz?
URL: https://wonderopolis.org/wonder/What-Is-Jazz
Description:

Students will read about Jazz Music.  The article includes the birthplace of Jazz, common Jazz musicians, and some Jazz elements.  They will listen to Jazz music and explain what they like about it.  There are three suggested activities for more information.  



   View Standards     Standard(s): [ARTS] MUS (0) 17 :
17) Apply personal and expressive preferences in the evaluation of music.

[ARTS] MUS (1) 18 :
18) Apply personal and expressive preferences in the evaluation of music for specific purposes.

[ARTS] MUS (2) 18 :
18) Apply personal and expressive preferences in the evaluation of music for specific purposes.

[ARTS] MUS (3) 19 :
19) Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context.

Example: Write a review of a live musical performance.

[ARTS] MUS (4) 19 :
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

Example: Write a detailed review of a live musical performance.

[ARTS] MUS (5) 19 :
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

Example: Write a detailed review of a live musical performance including specific musical elements.

Subject: Arts Education (K - 5)
Title: The American Folk Song Collection
URL: https://kodaly.hnu.edu/collection.cfm
Description:

This collection includes over 600 folk songs that can be searched by a variety of musical elements.  Some of the songs include a recording and game for the students. Each song includes sheet music.  



   View Standards     Standard(s): [ARTS] MUS (3) 19 :
19) Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context.

Example: Write a review of a live musical performance.

[ARTS] MUS (4) 19 :
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

Example: Write a detailed review of a live musical performance.

[ARTS] MUS (5) 19 :
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

Example: Write a detailed review of a live musical performance including specific musical elements.

Subject: Arts Education (3 - 5)
Title: Compare and Contrast Composers
URL: http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Compare_and_Contrast_Composers_LaPlante.pdf
Description:

Students will analyze Igor Stravinsky's Firebird and Aaron Copland's Fanfare for the Common Man. They will listen again and draw a picture of what they feel while listening to each piece. They will compare and contrast each composer.  



   View Standards     Standard(s): [ARTS] MUS (5) 16 :
16) Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

[ARTS] MUS (5) 19 :
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

Example: Write a detailed review of a live musical performance including specific musical elements.

Subject: Arts Education (5)
Title: On the Move
URL: https://www.clevelandorchestra.com/globalassets/1920/lesson-plan-db/pdfs/5-onthemove.pdf
Description:

Students will discuss where they would want to move if they could go anywhere.  They will discuss why groups of people moved during history.  They will listen to Arabian Waltz by Silk Road Ensemble.  They will discuss how diversity is important in music, government, and societal well-being.  



   View Standards     Standard(s): [ARTS] MUS (5) 16 :
16) Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

[ARTS] MUS (5) 19 :
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

Example: Write a detailed review of a live musical performance including specific musical elements.

Subject: Arts Education (5)
Title: Tubular Perspectives
URL: https://www.clevelandorchestra.com/globalassets/1920/lesson-plan-db/pdfs/5-tubularperspectives.pdf
Description:

Students will discuss the origins of musical instruments and the job of ethnomusicologists.  They will compare and contrast two pieces of music that feature flutes from the Western Hemisphere.  



   View Standards     Standard(s): [ELA2015] (5) 24 :
24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.5.3]

a. Orient the reader by establishing a situation and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.5.3a]

b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. [W.5.3b]

c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. [W.5.3c]

d. Use concrete words and phrases and sensory details to convey experiences and events precisely. [W.5.3d]

e. Provide a conclusion that follows from the narrated experiences or events. [W.5.3e]

[ARTS] MUS (5) 16 :
16) Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

[ARTS] MUS (5) 19 :
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

Example: Write a detailed review of a live musical performance including specific musical elements.

[ARTS] VISA (5) 12 :
12) Interpret art by analyzing visual qualities and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.

Subject: English Language Arts (5), Arts Education (5)
Title: Writing Road
URL: https://www.clevelandorchestra.com/globalassets/1920/lesson-plan-db/pdfs/5-writingroad.pdf
Description:

Students will analyze the painting "Streets of Mbari."  They will listen to and evaluate the musical elements of The Marketplace at Limoges by Modest Mussorgsky. They will write a narrative based on their impression of both the painting and music.  



   View Standards     Standard(s): [ARTS] MUS (3) 19 :
19) Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context.

Example: Write a review of a live musical performance.

[ARTS] MUS (4) 19 :
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

Example: Write a detailed review of a live musical performance.

[ARTS] MUS (5) 19 :
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

Example: Write a detailed review of a live musical performance including specific musical elements.

Subject: Arts Education (3 - 5)
Title: Ragtime With Scott Joplin
URL: http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Ragtime_with_Scott_Joplin_McBurney.pdf
Description:

Students will discuss Ragtime music and the life of Scott Joplin.  They will analyze Joplin's rags and identify repetition of rhythm, notes, and syncopation.  They will listen to a recording of Joplin playing and a contemporary band playing Joplin's music.  They will journal key facts about Joplin and Ragtime music and reflect on their preference of Ragtime music.    



   View Standards     Standard(s): [ARTS] MUS (3) 19 :
19) Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context.

Example: Write a review of a live musical performance.

[ARTS] MUS (4) 19 :
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

Example: Write a detailed review of a live musical performance.

[ARTS] MUS (5) 19 :
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

Example: Write a detailed review of a live musical performance including specific musical elements.

[ARTS] VISA (3) 5 :
5) Individually or collaboratively construct representations of places that are part of everyday life.

Examples: Create a two-dimensional or three-dimensional model of school, home, bedroom, or neighborhood.

View and discuss Van Gogh's Bedroom.

[ARTS] VISA (4) 2 :
2) Collaboratively design and create artwork that has meaning and purpose.

Examples: Create a logo for a school or activity.

[ARTS] VISA (4) 15 :
15) Through observation, infer information about time, place, and culture in which a work of art was created.

Example: Look at the statue of Vulcan in Birmingham and talk about its relationship to history of the city.

[ARTS] VISA (5) 12 :
12) Interpret art by analyzing visual qualities and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.

Subject: Arts Education (3 - 5)
Title: The Ultimate Desk
URL: http://www.getty.edu/education/teachers/classroom_resources/curricula/arts_lang_arts/a_la_lesson29.html
Description:

Students will analyze Bernard van Risenburgh's Double Desk. They will design and describe their own ultimate desk. They will listen to and analyze Baroque music. Working in groups, students will construct a desk from cardboard and tape.  They will decorate the veneer for their desk. 



   View Standards     Standard(s): [ARTS] MUS (4) 19 :
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

Example: Write a detailed review of a live musical performance.

[ARTS] MUS (5) 19 :
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

Example: Write a detailed review of a live musical performance including specific musical elements.

Subject: Arts Education (4 - 5)
Title: Vivaldi and the Four Seasons
URL: http://artsalive.ca/pdf/mus/tour2004/vivaldi2004_en.pdf
Description:

This lesson unit explores Vivaldi's life and his composition, The Four Seasons. Lessons include activities for music, language arts, social studies, science, visual arts, drama, and First Nations storytelling.  A student workbook is provided.  



   View Standards     Standard(s): [ARTS] MUS (3) 19 :
19) Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context.

Example: Write a review of a live musical performance.

[ARTS] MUS (4) 19 :
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

Example: Write a detailed review of a live musical performance.

[ARTS] MUS (5) 19 :
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

Example: Write a detailed review of a live musical performance including specific musical elements.

Subject: Arts Education (3 - 5)
Title: Ooooh, the Oud
URL: https://folkways.si.edu/ooooh-oud/music/tools-for-teaching/smithsonian
Description:

Students will listen to and identify the Oud. They will create movement and play instruments to the rhythms.  The lesson includes three segments. 



   View Standards     Standard(s): [ARTS] MUS (4) 19 :
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

Example: Write a detailed review of a live musical performance.

[ARTS] MUS (5) 19 :
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

Example: Write a detailed review of a live musical performance including specific musical elements.

Subject: Arts Education (4 - 5)
Title: Exploring Historical and Cultural Connections to the Guitar
URL: https://www.carnegiehall.org/Education/Programs/Music-Educators-Toolbox/Resources/5-Exploring-Historical-and-Cultural-Connections-to-the-Guitar
Description:

Students will compare and contrast instruments similar to the guitar, such as sitar, lute, balalaika, and ukulele. Listening examples are provided.  



   View Standards     Standard(s): [ARTS] MUS (4) 11 :
11) Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities.

Example: Experiment with instrumentation to explore the impact on a known piece.

[ARTS] MUS (4) 18 :
18) Demonstrate and explain how expressive qualities, including dynamics and tempo, are used in performers' and personal interpretations to reflect expressive intent.

Example: Sing music with expressive qualities and summarize expressive intent.

[ARTS] MUS (4) 19 :
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

Example: Write a detailed review of a live musical performance.

[ARTS] MUS (5) 11 :
11) Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities that reflect stylistic performance practices.

Example: Perform dynamic and articulation markings in known pieces.

[ARTS] MUS (5) 18 :
18) Demonstrate and explain how expressive qualities, including dynamics, tempo, and articulation, are used in performers' and personal interpretations to reflect expressive intent.

Example: Sing music with expressive qualities and summarize expressive intent.

[ARTS] MUS (5) 19 :
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

Example: Write a detailed review of a live musical performance including specific musical elements.

Subject: Arts Education (4 - 5)
Title: Theme and Variation
URL: https://www.carnegiehall.org/Education/Programs/Music-Educators-Toolbox/Resources/5-Theme-and-Variation
Description:

Students will create a theme and variations using a simple sentence.  Students will compare and contrast themes and variations while listening to Mozart's variations on "Twinkle, Twinkle, Little Star."  Listening examples are provided. 



ALEX Classroom Resources: 17
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