| Name |
Description |
| MU.68.C.1.1: | Develop strategies for listening to unfamiliar musical works.Clarifications:
e.g., listening maps, active listening, checklists |
|
| MU.68.C.1.2: | Compare, using correct music vocabulary, the aesthetic impact of a performance to one’s own hypothesis of the composer’s intent.Clarifications:
e.g., quality recordings, peer group and individual performances, composer notes, instrumentation, expressive elements, title |
|
| MU.68.C.2.1: | Critique personal performance, experiment with a variety of solutions, and make appropriate adjustments with guidance from teachers and peers.Clarifications:
e.g., intonation, balance, blend, phrasing, rhythm |
|
| MU.68.C.2.2: | Critique, using correct music vocabulary, changes in one’s own or others’ musical performance resulting from practice or rehearsal.Clarifications:
e.g., blend, balance, ensemble playing, sonority, technique, tone quality |
|
| MU.68.H.2.3: | Classify the literature being studied by genre, style, and/or time period. |
| MU.68.O.1.1: | Compare performances of a musical work to identify artistic choices made by performers.Clarifications:
e.g., rhythm, melody, timbre, form, tonality, harmony, expressive elements; choral, orchestral, band, ensemble |
|
| MU.68.O.3.1: | Describe how the combination of instrumentation and expressive elements in a musical work can convey a specific thought, idea, mood, and/or image.Clarifications:
e.g., tempo markings, expression markings, articulation markings, phrasing, scales, modes, harmonic structure, timbre, rhythm, orchestration |
|
| MU.68.S.1.1: | Improvise rhythmic and melodic phrases to accompany familiar songs and/or standard harmonic progressions.Clarifications:
e.g., blues, rock |
|
| MU.68.S.1.4: | Sing or play melodies by ear with support from the teacher and/or peers.Clarifications:
e.g., melodies using traditional classroom instruments and/or voice |
|
| MU.68.S.2.1: | Perform music from memory to demonstrate knowledge of the musical structure.Clarifications:
e.g., basic themes, patterns, tonality, melody, harmony |
|
| MU.68.S.2.2: | Transfer performance techniques from familiar to unfamiliar pieces. |
| MU.68.S.3.1: | Sing and/or play age-appropriate repertoire expressively.Clarifications:
e.g., technique, phrasing, dynamics, tone quality, blend, balance, intonation, kinesthetic support/response |
|
| MU.68.S.3.2: | Demonstrate proper vocal or instrumental technique.Clarifications:
e.g., posture, breathing, fingering, embouchure, bow technique, tuning, strumming |
|
| MU.68.S.3.3: | Sight-read standard exercises and simple repertoire.Clarifications:
e.g., note and rest values, key signatures, time signatures, expressive markings, special harmonic and/or notation symbols |
|
| MU.68.S.3.4: | Compare written notation to aural examples and analyze for accuracy of rhythm and pitch.Clarifications:
e.g., error detection, interval reinforcement |
|
| MU.68.S.3.5: | Notate rhythmic phrases and/or melodies, in varying simple meters, performed by someone else. |
| MU.68.S.3.6: | Develop and demonstrate efficient rehearsal strategies to apply skills and techniques.Clarifications:
e.g., independently, collaboratively |
|
| LAFS.6.SL.1.1: | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
- Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
- Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
- Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
Standard Relation to Course: Supporting |
| LAFS.6.SL.1.2: | Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. |
| LAFS.6.SL.1.3: | Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. |
| LAFS.6.SL.2.4: | Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. |
| LAFS.68.RST.2.4: | Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics. |
| LAFS.68.WHST.2.4: | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
| MAFS.K12.MP.5.1: | Use appropriate tools strategically.
Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Standard Relation to Course: Supporting |
| MAFS.K12.MP.6.1: | Attend to precision.
Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. Standard Relation to Course: Supporting |
| MAFS.K12.MP.7.1: | Look for and make use of structure.
Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Standard Relation to Course: Supporting |
| ELD.K12.ELL.SI.1: | English language learners communicate for social and instructional purposes within the school setting. |
