2015-2016 Curriculum Blueprint Grade: 2 Course: Music ... · Time Allowed: 4 Weeks 2015-2016 Curriculum Blueprint Grade: 2 Course: Music Topic/Idea 1: Music to Share Instructional

Time Allowed:

4 Weeks

2015-2016 Curriculum Blueprint Grade: 2 Course: Music

Topic/Idea 1: Music to Share

Instructional Focus Benchmarks

The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Key Vocabulary:

Beat Rhythm Dynamics Pitch Phrase Quarter note Eighth notes Quarter rest Staff Lyrics Verse Head voice

Learning Goal: Students will understand that participation in music activities can serve as a foundation for friendship and fun. Objectives:

Students will identify musical activities they enjoy. Students will describe musical elements using correct music vocabulary. Students will identify sources of exposure to music in their everyday lives.

Benchmarks/Standards: Supporting Florida Standards MU.2.C.1.2:Respond to a piece of music and discuss individual interpretations. MU.2.C.3.1:Discuss why musical characteristics are important when forming and discussing opinions about music. MU.2.F.2.1:Describe how people participate in music. MU.2.H.1.1:Perform songs, musical games, dances, and simple instrumental accompaniments from a variety of cultures. MU.2.O.1.1:Identify basic elements of music in a song or instrumental excerpt. MU.2.O.3.1:Describe changes in tempo and dynamics within a musical work. MU.2.S.2.1:Sing or play songs, which may include changes in dynamics, lyrics, and form, from memory. MU.2.S.3.1:Sing songs in an appropriate range, using head voice and maintaining pitch. MU.2.S.3.5:Show visual, gestural, and traditional representation of simple melodic patterns performed by someone else. DA.2.O.3.1:Use movement to interpret feelings, stories, pictures, and songs.

Essential Content & Understanding: 1. Identify and follow music classroom rules

and procedures. 2. Play a variety of musical/singing games. 3. Respond to music through movement that

reflects musical elements. 4. Describe characteristics of music using

basic musical terms. Music Literacy:

5. Echo simple aural rhythm patterns using syllables, locomotive movement, and body percussion.

6. Echo so-la-mi (& mi-re-do) melodic patterns using neutral and/or solfege syllables and hand signs.

7. Move to music to show awareness of steady beat and differences in rhythm, dynamics, and tempo.

Music Theory: 8. Identify the staff. 9. Follow lead-line music lyrics of songs with

two verses. 10. Show gestural representation of melodic

shape in phrases of familiar songs. Performance:

11. Sing songs of two or more verses in head voice.

12. Sing echo and/or call-response songs. 13. Sing songs that include changes in dynamics

and/or tempo. 14. Perform steady-beat accompaniments with

body percussion and/or unpitched percussion.

Essential Questions:

Where do we hear music? How can we describe music? How can music make other activities more fun?

Resources/Links:

Supplemental Resources: Writing Links: Higher Order Questioning Remediation & Enrichment Resources

http://www.cpalms.org/Standards/PublicPreviewBenchmark4002.aspx






















Time Allowed:

5 Weeks


Topic/Idea 2: Patriotic Music



Patriotic Composer Adult voice Child voice Form Verse-refrain AB

Learning Goal: Students will understand that patriotic music is an expression of national unity and love for our country.

Objectives:

Students will identify songs as patriotic by reference to their lyrics.

Students will recognize and identify two or more patriotic songs.

Benchmarks/Standards: Supporting Florida Standards MU.2.C.1.1:Identify appropriate listening skills for learning about musical examples selected by the teacher. MU.2.C.1.2:Respond to a piece of music and discuss individual interpretations. MU.2.C.1.4:Identify child, adult male, and adult female voices by timbre. MU.2.C.3.1:Discuss why musical characteristics are important when forming and discussing opinions about music. MU.2.F.2.1:Describe how people participate in music. MU.2.H.1.1:Perform songs, musical games, dances, and simple instrumental accompaniments from a variety of cultures. MU.2.H.2.1:Discuss how music is used for celebrations in American and other cultures. MU.2.O.1.1:Identify basic elements of music in a song or instrumental excerpt. MU.2.O.1.2:Identify the form of a simple piece of music. MU.2.O.3.1:Describe changes in tempo and dynamics within a musical work. MU.2.S.2.1:Sing or play songs, which may include changes in dynamics, lyrics, and form, from memory. MU.2.S.3.1:Sing songs in an appropriate range, using head voice and maintaining pitch. MU.2.S.3.2:Play simple melodies and/or accompaniments on classroom instruments. MU.2.S.3.5:Show visual, gestural, and traditional representation of simple melodic patterns performed by someone else. DA.2.O.3.1:Use movement to interpret feelings, stories, pictures, and songs.

Essential Content & Understanding:

1. Explain how following music classroom rules and procedures benefits all students.

2. Experience and sing a variety of patriotic music. 3. Develop understanding of patriotic songs through

sign or movement that reflects lyrical meaning. 4. Use a variety of listening strategies when

encountering new music (listening maps, checklists).

5. Discuss how characteristics of patriotic music create feelings of pride and unity.

Music Literacy: 6. Identify adult male, female, and child voices by

timbre. 7. Echo simple aural rhythm patterns using

syllables, locomotive movement, body percussion and/or percussion instruments.

8. Echo so-la-mi (& mi-re-do) melodic patterns using solfege syllables and hand signs.

9. Sing so-mi patterns from hand signs. 10. Move to music to show awareness of steady beat

and differences in rhythm, dynamics, tempo, and melodic direction.

Music Theory: 11. Sing so-mi patterns from traditional notation in F-

major or D-major. 12. Perform simple rhythm patterns from traditional

notation (quarter note, beamed eighth notes, quarter rest).

13. Follow lead-line music lyrics of songs with two or more verses and refrain.

14. Identify Verse-refrain (AB) form in familiar songs. 15. Show gestural representation of melodic shape in

phrases of familiar songs. Performance:

16. Sing songs of two or more verses from memory in head voice.

17. Sing echo and/or call-response songs. 18. Sing songs that include changes in dynamics

and/or tempo.


How can music make us feel?

How does patriotic music make us feel proud of

our country?

Resources/Links:



































Time Allowed:

5 Weeks


Topic/Idea 2: Patriotic Music

19. Perform steady-beat accompaniments with body

percussion and/or unpitched percussion.

Time Allowed:

4 Weeks


Topic/Idea 3: Music in Everyday Life: Economics



Composer Commercial Jingle Timbre Metals Woods Shakers Membranes/Skins Mallets Xylophone Glockenspiel ABA Melody Accompaniment

Learning Goal: Student will understand that music reflects and influences the everyday lives of people.

Objectives:

Students will identify songs that describe the everyday economic activities of working, buying, and selling.

Students will identify music that is used to sell products and services.

Students will identify people who make a living through music.

Benchmarks/Standards: Supporting Florida Standards MU.2.C.1.1:Identify appropriate listening skills for learning about musical examples selected by the teacher. MU.2.C.1.2:Respond to a piece of music and discuss individual interpretations. MU.2.C.1.4:Identify child, adult male, and adult female voices by timbre. MU.2.C.3.1:Discuss why musical characteristics are important when forming and discussing opinions about music. MU.2.F.2.1:Describe how people participate in music. MU.2.H.1.1:Perform songs, musical games, dances, and simple instrumental accompaniments from a variety of cultures. MU.2.O.1.1:Identify basic elements of music in a song or instrumental excerpt. MU.2.O.1.2:Identify the form of a simple piece of music. MU.2.O.3.1:Describe changes in tempo and dynamics within a musical work. MU.2.S.2.1:Sing or play songs, which may include changes in dynamics, lyrics, and form, from memory. MU.2.S.3.1:Sing songs in an appropriate range, using head voice and maintaining pitch. MU.2.S.3.2:Play simple melodies and/or accompaniments on classroom instruments. MU.2.S.3.3:Sing simple la-sol-mi-do patterns at sight. MU.2.S.3.5:Show visual, gestural, and traditional representation of simple melodic patterns performed by someone else. DA.2.O.3.1:Use movement to interpret feelings, stories, pictures, and songs.


1. Apply music classroom rules and procedures to new activities.

2. Experience and sing a variety of music related to work and commerce.

3. Use a variety of listening strategies when encountering new music.

4. Identify a composer with a specific work. 5. Discuss examples of music used in commercial

advertisements. 6. Discuss jobs in music (performers and composers).


timbre. 8. Classify percussion instruments into metals,

membranes, shakers, and wood categories. 9. Echo simple aural rhythm patterns using syllables,

locomotive movement, body percussion and/or percussion instruments.

10. Echo so-la-mi-do (& mi-re-do) melodic patterns using solfege syllables and hand signs.

11. Sing so-la-mi-do patterns from hand signs. 12. Aurally identify so-mi patterns sung or played by the

teacher. 13. Move to music to show awareness of steady beat and

differences in rhythm, dynamics, tempo, and melodic direction.

Music Theory: 14. Sing so-la-mi patterns from traditional notation in F-

major or D-major. 15. Perform simple rhythm patterns from traditional

notation (quarter note, beamed eighth notes, quarter rest).


17. Identify Verse-refrain, AB, and ABA form in songs or simple instrumental pieces.

18. Show gestural representation of melodic shape in phrases of familiar songs or instrumental pieces.


How does music help sell products and

services?

Resources/Links:


































Time Allowed:

4 Weeks


Topic/Idea 3: Music in Everyday Life: Economics

Performance:

19. Sing songs of two or more verses in head voice. 20. Sing echo and/or call-response songs that include

individual response. 21. Sing songs that include changes in dynamics and/or

tempo. 22. Perform simple ostinati with body percussion and/or

unpitched percussion. 23. Play simple melodies and/or accompaniments on

pitched percussion instruments.

Time Allowed:

5 Weeks


Topic/Idea 4: Music of Holiday Celebrations



Seasonal Carroll Listening map Checklist Composed Folk/Traditional Music Instrumentation Call-response Improvise AAB Half note

Learning Goal: Students will understand the role of music in culturally diverse holiday celebrations.

Objectives:

Students will identify specified music with a specific cultural holiday celebration.

Students will identify specified holiday music as folk /traditional or composed.

Students will identify the composer(s) of a selected classical seasonal/holiday piece.

Benchmarks/Standards: Supporting Florida Standards MU.2.C.1.1:Identify appropriate listening skills for learning about musical examples selected by the teacher. MU.2.C.1.2:Respond to a piece of music and discuss individual interpretations. MU.2.C.1.3:Classify unpitched instruments into metals, membranes, shakers, and wooden categories. MU.2.C.1.4:Identify child, adult male, and adult female voices by timbre. MU.2.C.2.1:Identify strengths and needs in classroom performances of familiar songs. MU.2.C.3.1:Discuss why musical characteristics are important when forming and discussing opinions about music. MU.2.F.1.1:Create a musical performance that brings a story or poem to life. MU.2.F.2.1:Describe how people participate in music. MU.2.F.3.1:Collaborate with others in a music presentation and discuss what was successful and what could be improved. MU.2.H.1.1:Perform songs, musical games, dances, and simple instrumental accompaniments from a variety of cultures. MU.2.H.1.2:Identify the primary differences between composed and folk music. MU.2.H.2.1:Discuss how music is used for celebrations in American and other cultures. MU.2.H.3.1:Perform and compare patterns, aurally and visually, found in songs, finger plays, or rhymes to gain a foundation for exploring patterns in other contexts. MU.2.O.1.1:Identify basic elements of music in a song or instrumental excerpt. MU.2.O.1.2:Identify the form of a simple piece of music. MU.2.O.3.1:Describe changes in tempo and dynamics


1. Apply music classroom rules and procedures.

2. Experience and sing a diverse selection of seasonal and holiday music.

3. Describe listening skills used when encountering new music.

4. Identify a composer with a specific work. 5. Discuss the difference between composed

and traditional (folk) music. 6. Discuss the use of music in popular

holiday/seasonal media. Music Literacy:

7. Identify adult male, female, and child voices by timbre.

8. Classify percussion instruments into metals, membranes, shakers, and wood categories.

9. Echo simple aural rhythm patterns using syllables, locomotive movement, body percussion and/or percussion instruments.


11. Sing so-la-mi-do patterns from hand signs. 12. Aurally identify so-la-mi-do patterns sung

or played by the teacher. 13. Move to music to show awareness of steady

beat and differences in rhythm, dynamics, tempo, melodic direction, and instrumentation.

Music Theory: 14. Sing so-la-mi-do patterns from traditional

notation in F-major or D-major. 15. Perform simple rhythm patterns from

traditional notation (quarter note, beamed eighth notes, quarter rest, half note).


17. Identify Verse-refrain, AB, ABA, and AAB


How does music help make holidays special?

Why is some music performed at specific times of

the year?

What skills can help us enjoy and understand

music?

Resources/Links:






































Time Allowed:

5 Weeks


Topic/Idea 4: Music of Holiday Celebrations

within a musical work. MU.2.S.1.1:Improvise short phrases in response to a given musical question. MU.2.S.2.1:Sing or play songs, which may include changes in dynamics, lyrics, and form, from memory. MU.2.S.3.1:Sing songs in an appropriate range, using head voice and maintaining pitch. MU.2.S.3.2:Play simple melodies and/or accompaniments on classroom instruments. MU.2.S.3.3:Sing simple la-sol-mi-do patterns at sight. MU.2.S.3.5:Show visual, gestural, and traditional representation of simple melodic patterns performed by someone else. DA.2.O.3.1:Use movement to interpret feelings, stories, pictures, and songs. TH.2.C.1.1:Describe a character in a story and tell why the character is important to the story.

form in songs or simple instrumental pieces.

18. Identify so-mi, so-la-mi, and so-mi-do patterns in familiar songs.

Performance: 19. Sing songs of two or more verses in head

voice. 20. Sing echo and/or call-response songs that

include individual response. 21. Improvise a short rhythmic or melodic

response to a musical question. 22. Sing songs that include changes in dynamics

and/or tempo. 23. Play simple melodies and/or

accompaniments on classroom instruments. 24. Create a musical accompaniment to a story

or poem as a class.


















Time Allowed:

4 Weeks


Topic/Idea 5: Music on the Map



Culture Climate Lifestyle

Learning Goal: Students will understand that music from around the world reflects the geography and lifestyles of diverse cultures.

Objectives:

Students will identify selected songs with specific world cultures.

Students will discuss ways that climate and lifestyle are reflected in folk songs (i.e., lyrics, instrumental timbres).

Benchmarks/Standards: Supporting Florida Standards MU.2.C.1.1:Identify appropriate listening skills for learning about musical examples selected by the teacher. MU.2.C.1.2:Respond to a piece of music and discuss individual interpretations. MU.2.C.1.3:Classify unpitched instruments into metals, membranes, shakers, and wooden categories. MU.2.C.1.4:Identify child, adult male, and adult female voices by timbre. MU.2.C.2.1:Identify strengths and needs in classroom performances of familiar songs. MU.2.C.3.1:Discuss why musical characteristics are important when forming and discussing opinions about music. MU.2.F.2.1:Describe how people participate in music. MU.2.H.1.1:Perform songs, musical games, dances, and simple instrumental accompaniments from a variety of cultures. MU.2.H.1.2:Identify the primary differences between composed and folk music. MU.2.O.1.1:Identify basic elements of music in a song or instrumental excerpt. MU.2.O.1.2:Identify the form of a simple piece of music. MU.2.O.3.1:Describe changes in tempo and dynamics within a musical work. MU.2.S.1.1:Improvise short phrases in response to a given musical question. MU.2.S.2.1:Sing or play songs, which may include changes in dynamics, lyrics, and form, from memory. MU.2.S.3.1:Sing songs in an appropriate range, using head voice and maintaining pitch. MU.2.S.3.2:Play simple melodies and/or accompaniments on classroom instruments. MU.2.S.3.3:Sing simple la-sol-mi-do patterns at sight. MU.2.S.3.5:Show visual, gestural, and traditional representation of simple melodic patterns performed


1. Review music classroom rules and procedures. 2. Experience and perform songs, musical, games,

and/or dances from a variety of cultures. 3. Describe listening skills used when

encountering new music. 4. Discuss the influence of culture, geography, or

climate reflected in lyrics or timbre of a song from another culture.


timbre. 6. Classify percussion instruments into metals,

membranes, shakers, and wood categories. 7. Echo simple aural rhythm patterns using



9. Sing so-la-mi-do patterns from hand signs. 10. Aurally identify so-la-mi-do patterns in a

familiar song. 11. Move to music to show awareness of steady



notation in F-major and/or D-major. 13. Perform simple rhythm patterns from



15. Identify Verse-refrain, AB, ABA, AAB, and ABC form in songs or simple instrumental pieces.


Performance: 17. Sing songs of two or more verses in head voice. 18. Sing echo and/or call-response songs that


What can music tell us about where people live?

What can music tell us about how people live?

Resources/Links:







































Time Allowed:

4 Weeks


Topic/Idea 5: Music on the Map

by someone else. DA.2.O.3.1:Use movement to interpret feelings, stories, pictures, and songs. TH.2.C.1.1:Describe a character in a story and tell why the character is important to the story.



and/or tempo. 21. Play simple melodies and/or accompaniments

on classroom instruments.






Time Allowed:

5 Weeks


Topic/Idea 6: America’s Musical Culture



Learning Goal: Students will understand that America’s music reflects the contributions of diverse cultural groups.

Objectives:

Students will identify one or more songs with a particular culture that influenced American music (e.g., African American, Spanish), .

Students will sing a song in the language of a culture that influenced American culture (e.g., Spanish, French, German, Italian).

Benchmarks/Standards: Supporting Florida Standards MU.2.C.1.1:Identify appropriate listening skills for learning about musical examples selected by the teacher. MU.2.C.1.2:Respond to a piece of music and discuss individual interpretations. MU.2.C.1.3:Classify unpitched instruments into metals, membranes, shakers, and wooden categories. MU.2.C.1.4:Identify child, adult male, and adult female voices by timbre. MU.2.C.2.1:Identify strengths and needs in classroom performances of familiar songs. MU.2.C.3.1:Discuss why musical characteristics are important when forming and discussing opinions about music. MU.2.F.1.1:Create a musical performance that brings a story or poem to life. MU.2.F.2.1:Describe how people participate in music. MU.2.H.1.1:Perform songs, musical games, dances, and simple instrumental accompaniments from a variety of cultures. MU.2.H.1.2:Identify the primary differences between composed and folk music. MU.2.O.1.1:Identify basic elements of music in a song or instrumental excerpt. MU.2.O.1.2:Identify the form of a simple piece of music. MU.2.O.3.1:Describe changes in tempo and dynamics within a musical work. MU.2.S.2.1:Sing or play songs, which may include changes in dynamics, lyrics, and form, from memory. MU.2.S.3.1:Sing songs in an appropriate range, using head voice and maintaining pitch. MU.2.S.3.2:Play simple melodies and/or accompaniments on classroom instruments. MU.2.S.3.3:Sing simple la-sol-mi-do patterns at sight. MU.2.S.3.4:Compare aural melodic patterns with written patterns to determine whether they are the


1. Refine music classroom rules and procedures.

2. Experience and perform songs, musical, games, and/or dances from a variety of cultures.


4. Discuss the contributions of two or more cultures to American music/culture.

Music Literacy: 5. Identify adult male, female, and child voices

by timbre. 6. Classify percussion instruments into metals,








notation in F-major and/or D-major. 13. Perform simple rhythm patterns from


14. Compare aural melodic patterns with written patterns to determine whether they are the same or different.

15. Show gestural (hand sign) representation of simple melodic patterns played or sung by someone else


How can American be different from each other?

How can music help us to understand differences

between people?

What can music tell us about how people live(d)?

Resources/Links:







































Time Allowed:

5 Weeks


Topic/Idea 6: America’s Musical Culture

same or different. MU.2.S.3.5:Show visual, gestural, and traditional representation of simple melodic patterns performed by someone else. DA.2.O.3.1:Use movement to interpret feelings, stories, pictures, and songs. TH.2.C.1.1:Describe a character in a story and tell why the character is important to the story.









accompaniments on classroom instruments. 24. Create a musical accompaniment to a story

or poem as a class. 25. Collaborate with others in a musical

presentation and discuss what was successful and what could be improved.









Time Allowed:

9 Weeks


Topic/Idea 7: Music in Time



History Technology Time line Historical period Collaboration

Learning Goal: Students will understand that music has changed through time and reflects changes in technology and lifestyles.

Objectives:

Students will identify how changes in technology and lifestyle are reflected in the songs people sing.

Students will place familiar songs or instrumental pieces on a timeline.

Students will identify differences in instrumental works through time.

Students will work to improve musical performances through time.

Benchmarks/Standards: Supporting Florida Standards MU.2.C.1.1:Identify appropriate listening skills for learning about musical examples selected by the teacher. MU.2.C.1.2:Respond to a piece of music and discuss individual interpretations. MU.2.C.1.3:Classify unpitched instruments into metals, membranes, shakers, and wooden categories. MU.2.C.1.4:Identify child, adult male, and adult female voices by timbre. MU.2.C.2.1:Identify strengths and needs in classroom performances of familiar songs. MU.2.C.3.1:Discuss why musical characteristics are important when forming and discussing opinions about music. MU.2.F.1.1:Create a musical performance that brings a story or poem to life. MU.2.F.2.1:Describe how people participate in music. MU.2.F.3.1:Collaborate with others in a music presentation and discuss what was successful and what could be improved. MU.2.H.1.1:Perform songs, musical games, dances, and simple instrumental accompaniments from a variety of cultures. MU.2.H.1.2:Identify the primary differences between composed and folk music. MU.2.O.1.1:Identify basic elements of music in a song or instrumental excerpt. MU.2.O.1.2:Identify the form of a simple piece of music. MU.2.O.3.1:Describe changes in tempo and dynamics within a musical work. MU.2.S.1.2:Create simple ostinati to accompany songs or poems. MU.2.S.2.1:Sing or play songs, which may include changes in dynamics, lyrics, and form, from memory.


1. Reflect on music classroom rules and procedures.

2. Experience and perform songs, musical, games, and/or dances from a variety historical periods.

3. Identify two or more composers with specific historical periods (e.g., Bach-Colonial, Mozart-Revolutionary, Joplin-100+ years ago).


Music Literacy: 5. Identify adult male, female, and child voices

by timbre. 6. Classify percussion instruments into metals,








notation in F-major and D-major. 13. Perform simple rhythm patterns from


14. Compare aural melodic patterns with written patterns to determine whether they


How does music change through time?

What can songs tell us about how people lived?

How can we make music together?

How can we improve a performance?

How can music make a story more interesting or fun?

Resources/Links:





































Time Allowed:

9 Weeks


Topic/Idea 7: Music in Time

MU.2.S.3.1:Sing songs in an appropriate range, using head voice and maintaining pitch. MU.2.S.3.2:Play simple melodies and/or accompaniments on classroom instruments. MU.2.S.3.3:Sing simple la-sol-mi-do patterns at sight. MU.2.S.3.4:Compare aural melodic patterns with written patterns to determine whether they are the same or different. MU.2.S.3.5:Show visual, gestural, and traditional representation of simple melodic patterns performed by someone else. DA.2.O.3.1:Use movement to interpret feelings, stories, pictures, and songs. TH.2.C.1.1:Describe a character in a story and tell why the character is important to the story.

are the same or different. 15. Show traditional representation of simple

melodic patterns played or sung by someone else.









accompaniments on classroom instruments. 24. Create simple ostinati to accompany songs

or poems. 25. Create and evaluate a musical performance

that brings a story or poem to life.
















Supporting Florida Standards

MAFS.K12.MP.5.1: Use appropriate tools strategically.

MAFS.K12.MP.6.1: Attend to precision.

MAFS.K12.MP.7.1: Look for and make use of structure.

LAFS.2.SL.1.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger

groups.

LAFS.2.RI.1.1:

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

LAFS.2.SL.1.2:

Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

LAFS.2.SL.1.3:

Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or

issue.

HE.2.B.5.3: Compare the consequences of not following rules/practices when making healthy and safe decisions.

PE.2.M.1.9: Perform one folk or line dance accurately.

PE.2.C.2.2: Identify safety rules and procedures for selected physical activities.

PE.2.R.6.2: Discuss the relationship between skill competence and enjoyment.

PE.2.R.6.3: Identify ways to contribute as a member of a cooperative group.

ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.

http://www.cpalms.org/Public/PreviewStandard/Preview/8640

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2015-2016 Curriculum Blueprint Grade: 2 Course: Music ... · Time Allowed: 4 Weeks 2015-2016 Curriculum Blueprint Grade: 2 Course: Music Topic/Idea 1: Music to Share Instructional