Standards Correlation

Each Quaver Lesson meets multiple Next Generation Sunshine State Standards

 

  1. Select a Grade Level tab and scroll down through the standards.
  2. Next to each standard you’ll see a list of Quaver Curriculum Screens that address that criteria. Click any screen location (i.e. KLP04-03) to open a new window with the teaching content and all supporting printable material.
  3. From the screen that launches, navigate through the lesson to see the resource in context or download the Lesson Plan PDF and other printable materials that accompany it.
  4. Remember to always view the NOTES section in the bottom left corner of each Lesson Screen. These Notes often contain important information related to fulfilling CAS standards, and are a critical component of our Curriculum.

Helpful Hint: Our online Curriculum resources use Pop-Up Windows, so you’ll want to make sure your computer’s browser settings are not set to block Pop-Up Windows. For helpful instructions on how to adjust that setting on your browser, go to www.QuaverMusic.com/PopUp

 

Kindergarten1st Grade2nd Grade3rd Grade4th Grade5th Grade6th Grade

Big Idea MU.K.C: Critical Thinking and Reflection

Big Idea MU.K.H: Historical and Global Connections

Big Idea MU.K.F: Innovation, Technology, and the Future

MU.K.F.3.1

Exhibit age-appropriate music and life skills that will add to the success in the music classroom.
KLP01-03, KLP02-02, KLP03-02, KLP03-06, KLP03-12, KLP04-03, KLP05-11, KLP07-10, KLP08-05, KLP09-03, KLP14-10,KLP17-05, KLP17-11, KLP19-02, KLP21-04, KLP28-11, KLP29-04, KLP30-11, KLP33-10

Big Idea MU.K.O: Organizational Structure

Big Idea MU.K.S: Skills, Techniques, and Processes

MU.K.S.1.1

Improvise a response to a musical question sung or played by someone else.
KLP02-09, KLP08-05, KLP12-09, KLP14-05, KLP15-02, KLP15-10, KLP16-11, KLP18-08, KLP21-02, KLP21-06, KLP27-12,KLP28-12, KLP29-08, KLP31-11

Cross-Curricular Connections

DA.K.O.3.1

Use movement to express a feeling, idea, or story.
KLP06-04, KLP10-06, KLP10-10, KLP16-05, KLP19-15, KLP22-04, KLP23-05, KLP30-08

DA.K.S.3.3

Develop kinesthetic awareness by maintaining personal space and moving in pathways through space.
KLP02-13, KLP02-14, KLP02-15, KLP06-04, KLP07-08, KLP09-06, KLP16-04, KLP20-07, KLP25-09, KLP27-04, KLP30-08

HE.K.B.5.3

Recognize the consequences of not following rules/practices when making healthy and safe decisions.
KLP01-03, KLP02-02, KLP03-02, KLP05-11, KLP20-02, KLP20-03, KLP31-03, KLP32-08

LAFS.K.RL.1.2

With prompting and support, retell familiar stories, including key details.
KLP04-12, KLP06-06, KLP14-10, KLP16-05, KLP22-06, KLP23-13, KLP26-07, KLP26-09

LAFS.K.SL.1.1

Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
KLP04-03, KLP08-05, KLP08-07, KLP10-03, KLP10-11, KLP15-10, KLP22-05, KLP26-08, KLP28-03, KLP32-06

LAFS.K.SL.1.2

Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
KLP01-01, KLP02-05, KLP03-12, KLP12-08, KLP16-09, KLP26-12, KLP31-09, KLP33-13

LAFS.K.SL.1.3

Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
KLP01-01, KLP02-05, KLP03-12, KLP12-08, KLP16-09, KLP26-12, KLP33-13, KLP34-01

MAFS.K12.MP.5.1

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.
KLP08-05, KLP08-07, KLP10-03, KLP10-09, KLP13-02, KLP21-02, KLP21-09, KLP22-05, KLP29-09, KLP30-04

MAFS.K12.MP.6.1

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.
KLP04-03, KLP08-05, KLP08-07, KLP10-03, KLP10-11, KLP15-10, KLP22-05, KLP26-08, KLP28-03, KLP32-06

MAFS.K12.MP.7.1

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 x 8 equals the well remembered 7 x 5 + 7 x 3, in preparation for learning about the distributive property. In the expression x2 + 9x + 14, older students can see the 14 as 2 x 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.
KLP05-09, KLP07-04, KLP12-03, KLP13-04, KLP16-02, KLP16-03, KLP17-03, KLP18-04, KLP21-02, KLP29-04

PE.K.C.2.1

Recognize locomotor skills.
KLP02-13, KLP02-14, KLP02-15, KLP07-08, KLP06-04, KLP09-06, KLP16-04, KLP20-07, KLP25-09, KLP27-04, KLP30-08

PE.K.C.2.2

Recognize physical activities have safety rules and procedures.
KLP02-13, KLP02-14, KLP02-15, KLP07-08, KLP09-06, KLP16-04, KLP20-07, KLP25-09, KLP27-04, KLP30-08, KLP30-11

PE.K.R.6.2

Identify a benefit of willingly trying new movements and motor skills.
KLP02-13, KLP02-14, KLP02-15, KLP07-08, KLP09-06, KLP16-04, KLP20-07, KLP25-09, KLP27-04, KLP30-08

PE.K.R.6.3

Identify the benefits of continuing to participate when not successful on the first try.
KLP02-11, KLP03-12, KLP04-10, KLP09-05, KLP16-08, KLP28-11, KLP23-07, KLP29-05, KLP31-07, KLP33-11

SC.K.P.10.1

Observe that things that make sound vibrate.
KLP19-06, KLP19-07, KLP19-08, KLP20-02, KLP20-03, KLP24-04, KLP27-12, KLP33-03

TH.K.S.1.3

Describe personal preferences related to a performance.
KLP03-07, KLP06-06, KLP09-07, KLP12-06, KLP15-05, KLP18-06, KLP21-07, KLP28-11

Big Idea MU.1.C: Critical Thinking and Reflection

MU.1.C.1.1

Respond to specific, teacher-selected musical characteristics in a song or instrumental piece.
1LP01-04, 1LP01-06, 1LP01-07, 1LP01-09, 1LP01-10, 1LP01-11, 1LP02-02, 1LP02-07, 1LP02-10, 1LP02-11, 1LP02-12,1LP03-02, 1LP03-05, 1LP03-06, 1LP03-09, 1LP03-10, 1LP04-02, 1LP04-03, 1LP04-04, 1LP04-05, 1LP04-06, 1LP04-07,1LP04-08, 1LP04-10, 1LP04-11, 1LP04-12, 1LP04-13, 1LP05-02, 1LP05-03, 1LP05-04, 1LP05-05, 1LP05-07, 1LP05-09,1LP05-10, 1LP05-11, 1LP06-02, 1LP06-04, 1LP06-05, 1LP06-09, 1LP06-10, 1LP06-11, 1LP07-02, 1LP07-03, 1LP07-04,1LP07-05, 1LP07-09, 1LP07-10, 1LP08-02, 1LP08-03, 1LP08-04, 1LP08-05, 1LP08-07, 1LP08-08, 1LP09-03, 1LP09-04,1LP09-05, 1LP09-08, 1LP09-09, 1LP09-10, 1LP10-02, 1LP10-05, 1LP10-07, 1LP10-10, 1LP10-11, 1LP11-02, 1LP11-06,1LP11-07, 1LP11-10, 1LP12-06, 1LP12-10, 1LP12-12, 1LP13-04, 1LP13-05, 1LP13-06, 1LP13-07, 1LP13-09, 1LP13-10,1LP13-11, 1LP14-02, 1LP14-05, 1LP14-07, 1LP14-10, 1LP15-05, 1LP15-07, 1LP15-10, 1LP15-11, 1LP15-12, 1LP16-02,1LP16-03, 1LP16-04, 1LP16-05, 1LP16-07, 1LP16-09, 1LP17-04, 1LP17-05, 1LP17-06, 1LP17-07, 1LP17-15, 1LP17-17,1LP18-04, 1LP18-06, 1LP18-07, 1LP18-12, 1LP19-05, 1LP19-06, 1LP19-07, 1LP19-10, 1LP20-03, 1LP20-04, 1LP20-05,1LP20-06, 1LP20-08, 1LP20-09, 1LP20-11, 1LP21-02, 1LP21-04, 1LP21-05, 1LP21-09, 1LP22-02, 1LP22-03, 1LP22-04,1LP22-06, 1LP22-08, 1LP22-09, 1LP22-10, 1LP22-11, 1LP23-02, 1LP23-04, 1LP23-06, 1LP23-07, 1LP23-08, 1LP23-11,1LP24-05, 1LP24-06, 1LP24-07, 1LP24-10, 1LP24-11, 1LP24-12, 1LP25-02, 1LP25-03, 1LP25-05, 1LP25-10, 1LP25-11,1LP26-02, 1LP26-03, 1LP26-04, 1LP26-05, 1LP26-07, 1LP26-08, 1LP26-09, 1LP26-10, 1LP27-04, 1LP27-08, 1LP28-02,1LP28-04, 1LP28-05, 1LP28-06, 1LP28-07, 1LP28-09, 1LP28-10, 1LP28-11, 1LP28-13, 1LP29-04, 1LP29-06, 1LP29-07,1LP29-09, 1LP30-03, 1LP30-04, 1LP30-08, 1LP31-02, 1LP31-03, 1LP31-08, 1LP31-10, 1LP31-15, 1LP32-03, 1LP32-04,1LP32-05, 1LP32-08, 1LP33-05, 1LP33-06, 1LP33-07, 1LP33-11, 1LP33-12

MU.1.C.1.4

Differentiate between music performed by one singer and music performed by a group of singers.
1LP01-02, 1LP01-11, 1LP03-09, 1LP03-10, 1LP06-05, 1LP10-02, 1LP11-06, 1LP25-05, 1LP27-09, 1LP28-02

Big Idea MU.1.H: Historical and Global Connections

MU.1.H.1.2

Explain the work of a composer.
1LP04-07, 1LP04-12, 1LP04-13, 1LP06-09, 1LP06-10, 1LP06-11, 1LP08-04, 1LP09-08, 1LP18-10, 1LP24-10

MU.1.H.2.1

Identify and perform folk music used to remember and honor America and its cultural heritage.
1LP01-11, 1LP04-07, 1LP05-03, 1LP12-10, 1LP15-05, 1LP15-06, 1LP15-07, 1LP15-10, 1LP17-15, 1LP17-17, 1LP18-03,1LP18-07, 1LP18-04, 1LP22-11, 1LP25-05, 1LP27-04, 1LP27-08, 1LP31-02, 1LP31-03, 1LP31-13, 1LP32-05

MU.1.H.3.1

Explore the use of instruments and vocal sounds to replace or enhance specified words or phrases in children’s songs, choral readings of poems and stories, and/or chants.
1LP09-04, 1LP10-04, 1LP10-11, 1LP11-02, 1LP12-06, 1LP13-11, 1LP15-07, 1LP15-10, 1LP16-07, 1LP18-07, 1LP19-10,1LP20-04, 1LP20-05, 1LP21-02, 1LP24-05, 1LP24-06, 1LP25-05, 1LP25-11, 1LP27-04, 1LP27-08, 1LP27-09, 1LP29-07,1LP31-08, 1LP31-10, 1LP33-07

Big Idea MU.1.F: Innovation, Technology, and the Future

MU.1.F.2.1

Describe how he or she likes to participate in music.
1LP01-03, 1LP03-07, 1LP06-06, 1LP05-03, 1LP09-06, 1LP12-07, 1LP15-08, 1LP18-08, 1LP19-08, 1LP21-06, 1LP24-08,1LP25-05, 1LP27-05, 1LP30-06, 1LP33-08

Big Idea MU.1.O: Organizational Structure

Big Idea MU.1.S: Skills, Techniques, and Processes

MU.1.S.1.1

Improvise a four-beat response to a musical question sung or played by someone else.
1LP08-05, 1LP11-06, 1LP15-12, 1LP15-13, 1LP17-07, 1LP19-10, 1LP21-02, 1LP21-05, 1LP23-11, 1LP25-09

MU.1.S.3.2

Play three- to five-note melodies and/or accompaniments on classroom instruments.
1LP07-08, 1LP13-11, 1LP15-10, 1LP18-07, 1LP18-12, 1LP19-07, 1LP19-10, 1LP20-06, 1LP21-02, 1LP21-05, 1LP22-09,1LP22-10, 1LP23-06, 1LP23-07, 1LP23-08, 1LP24-02, 1LP24-03, 1LP25-10, 1LP27-04, 1LP27-08, 1LP29-04, 1LP33-07,1LP33-10, 1LP33-11, 1LP33-12

Cross-Curricular Connections

HE.1.B.5.3

Explain the consequences of not following rules/practices when making healthy and safe decisions.
1LP02-06, 1LP02-10, 1LP03-05, 1LP05-07, 1LP11-09, 1LP13-04, 1LP13-11, 1LP16-05, 1LP19-02, 1LP19-08, 1LP30-08,1LP33-05

LAFS.1.RL.2.4

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
1LP11-02, 1LP12-11, 1LP12-12, 1LP15-11, 1LP15-12, 1LP16-07, 1LP17-15, 1LP25-11, 1LP26-03, 1LP27-09, 1LP29-07

LAFS.1.SL.1.1

Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
1LP11-09, 1LP26-09, 1LP28-06, 1LP28-07, 1LP28-11, 1LP30-02, 1LP30-04, 1LP30-09, 1LP32-02, 1LP32-03, 1LP32-07,1LP32-09

MAFS.1.OA.1

1.1 – Use addition and subtraction within 20 to solve word problems1 involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) 1.2 – Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
1LP03-06, 1LP05-10, 1LP06-04, 1LP07-11, 1LP20-08, 1LP20-09, 1LP20-10, 1LP27-02

MAFS.K12.MP.5.1

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.
1LP04-12, 1LP04-13, 1LP10-07, 1LP13-10, 1LP16-02, 1LP19-10, 1LP23-11, 1LP26-02, 1LP27-02, 1LP27-09

MAFS.K12.MP.6.1

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.
1LP03-08, 1LP06-07, 1LP09-07, 1LP11-09, 1LP12-08, 1LP15-09, 1LP18-09, 1LP21-07, 1LP24-09, 1LP27-06, 1LP30-07,1LP33-09

MAFS.K12.MP.7.1

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 x 8 equals the well remembered 7 x 5 + 7 x 3, in preparation for learning about the distributive property. In the expression x2 + 9x + 14, older students can see the 14 as 2 x 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.
1LP04-04, 1LP04-11, 1LP05-02, 1LP08-03, 1LP09-08, 1LP17-06, 1LP20-05, 1LP31-09

PE.1.C.2.1

Identify the critical elements of locomotor skills.
1LP02-10, 1LP05-07, 1LP09-03, 1LP13-06, 1LP13-09, 1LP13-10, 1LP22-11, 1LP24-05, 1LP27-04, 1LP27-08

PE.1.C.2.2

Identify safety rules and procedures for teacher-selected physical activities.
1LP02-10, 1LP03-05, 1LP05-07, 1LP09-03, 1LP11-09, 1LP13-02, 1LP16-05, 1LP16-08, 1LP19-08, 1LP30-02, 1LP30-08,1LP33-05

Big Idea MU.2.C: Critical Thinking and Reflection

MU.2.C.1.1

Identify appropriate listening skills for learning about musical examples selected by the teacher.
2LP01-04, 2LP03-07, 2LP04-05, 2LP04-06, 2LP05-03, 2LP05-07, 2LP06-09, 2LP11-02, 2LP12-04, 2LP13-12, 2LP14-08,2LP16-05, 2LP16-06, 2LP16-08, 2LP17-03, 2LP17-05, 2LP18-13, 2LP19-06, 2LP22-05, 2LP23-04, 2LP25-02, 2LP25-09,2LP26-02, 2LP27-11, 2LP29-02, 2LP31-05, 2LP32-02, 2LP33-03, 2LP33-04, 2LP33-05, 2LP33-08

MU.2.C.1.2

Respond to a piece of music and discuss individual interpretations.
2LP01-05, 2LP03-06, 2LP04-02, 2LP05-03, 2LP08-03, 2LP10-06, 2LP13-07, 2LP14-08, 2LP16-02, 2LP18-04, 2LP22-07,2LP24-02, 2LP27-11

MU.2.C.1.3

Classify unpitched instruments into metals, membranes, shakers, and wooden categories.
2LP05-04, 2LP05-10, 2LP07-02, 2LP09-04, 2LP19-10, 2LP23-05, 2LP24-04, 2LP24-09, 2LP27-10, 2LP31-10

MU.2.C.1.4

Identify child, adult male, and adult female voices by timbre.
2LP01-09, 2LP08-09, 2LP10-04, 2LP10-11, 2LP14-09, 2LP17-05, 2LP20-02, 2LP21-02, 2LP23-10

MU.2.C.2.1

Identify strengths and needs in classroom performances of familiar songs.
2LP05-09, 2LP12-08, 2LP15-08, 2LP19-06, 2LP23-06, 2LP23-10, 2LP26-08, 2LP31-04, 2LP33-05, 2LP35-04

MU.2.C.3.1

Discuss why musical characteristics are important when forming and discussing opinions about music.
2LP16-02, 2LP16-05, 2LP17-03, 2LP18-13, 2LP23-04, 2LP25-06, 2LP26-10, 2LP28-02, 2LP28-05

Big Idea MU.2.H: Historical and Global Connections

MU.2.H.1.1

Perform songs, musical games, dances, and simple instrumental accompaniments from a variety of cultures.
2LP04-10, 2LP04-11, 2LP05-04, 2LP05-05, 2LP05-10, 2LP06-07, 2LP11-10, 2LP11-11, 2LP12-14, 2LP23-11, 2LP32-03

MU.2.H.1.2

Identify the primary differences between composed and folk music.
2LP06-03, 2LP16-02, 2LP18-14, 2LP25-11, 2LP26-06, 2LP30-10, 2LP33-02, 2LP34-12

MU.2.H.2.1

Discuss how music is used for celebrations in American and other cultures.
2LP03-05, 2LP04-06, 2LP04-09, 2LP04-10, 2LP10-13, 2LP14-04, 2LP17-04, 2LP17-05, 2LP23-11, 2LP26-02

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.
2LP03-05, 2LP05-04, 2LP06-02, 2LP06-09, 2LP11-10, 2LP11-12, 2LP11-13, 2LP12-04, 2LP12-12, 2LP13-06, 2LP19-06,2LP20-04, 2LP20-05, 2LP24-09, 2LP25-05, 2LP31-02, 2LP31-11, 2LP32-02, 2LP32-03, 2LP32-07, 2LP32-08, 2LP33-05

Big Idea MU.2.F: Innovation, Technology, and the Future

MU.2.F.1.1

Create a musical performance that brings a story or poem to life.
2LP09-12, 2LP20-11, 2LP22-09, 2LP23-08, 2LP23-04, 2LP31-11, 2LP32-04

MU.2.F.2.1

Describe how people participate in music.
2LP01-03, 2LP02-05, 2LP04-04, 2LP05-06, 2LP16-08, 2LP18-03, 2LP18-12, 2LP20-09, 2LP25-03, 2LP27-12, 2LP35-04

MU.2.F.3.1

Collaborate with others in a music presentation and discuss what was successful and what could be improved.
2LP05-09, 2LP07-03, 2LP09-08, 2LP19-05, 2LP19-10, 2LP24-09, 2LP27-10, 2LP30-09, 2LP32-04, 2LP35-04

Big Idea MU.2.O: Organizational Structure

MU.2.O.1.1

Identify basic elements of music in a song or instrumental excerpt. Remarks/Examples e.g. melody, rhythm, pitch, form
2LP06-03, 2LP07-04, 2LP08-07, 2LP10-04, 2LP11-02, 2LP11-10, 2LP11-12, 2LP11-13, 2LP12-04, 2LP13-03, 2LP13-04,2LP13-06, 2LP13-07, 2LP14-04, 2LP16-05, 2LP17-03, 2LP18-13, 2LP28-02, 2LP29-02, 2LP29-03, 2LP31-02, 2LP31-03,2LP31-05, 2LP32-02, 2LP32-03, 2LP32-07, 2LP-03, 2LP-04, 2LP-05, 2LP-08

MU.2.O.1.2

Identify the form of a simple piece of music.
2LP06-03, 2LP12-04, 2LP31-02, 2LP31-03, 2LP31-05, 2LP32-02, 2LP32-03, 2LP32-07, 2LP33-04, 2LP33-05, 2LP33-08

MU.2.O.3.1

Describe changes in tempo and dynamics within a musical work.
2LP22-04, 2LP22-05, 2LP23-02, 2LP23-03, 2LP23-04, 2LP23-11, 2LP24-02, 2LP24-04, 2LP32-03

Big Idea MU.2.S: Skills, Techniques, and Processes

MU.2.S.1.1

Improvise short phrases in response to a given musical question.
2LP01-03, 2LP08-05, 2LP08-06, 2LP08-07, 2LP09-02, 2LP09-08, 2LP15-04, 2LP15-08, 2LP24-03

MU.2.S.1.2

Create simple ostinati to accompany songs or poems.
2LP07-03, 2LP07-07, 2LP08-05, 2LP09-12, 2LP23-04, 2LP20-11, 2LP23-10, 2LP31-10, 2LP32-04

MU.2.S.2.1

Sing or play songs, which may include changes in dynamics, lyrics, and form, from memory.
2LP10-04, 2LP11-02, 2LP11-12, 2LP11-13, 2LP12-08, 2LP15-08, 2LP18-02, 2LP19-06, 2LP20-05, 2LP21-02, 2LP22-04,2LP23-06, 2LP24-07, 2LP25-06, 2LP26-08, 2LP27-05, 2LP28-02, 2LP31-02, 2LP31-04, 2LP32-02, 2LP32-08, 2LP34-01,2LP34-27, 2LP34-13, 2LP34-23, 2LP35-04, 2LP36-03

MU.2.S.3.3

Sing simple la-sol-mi-do patterns at sight.
2LP10-05, 2LP11-07, 2LP11-08, 2LP11-14, 2LP12-03, 2LP12-05, 2LP12-08, 2LP13-13, 2LP14-04, 2LP14-12, 2LP15-10,2LP29-10, 2LP30-13

MU.2.S.3.4

Compare aural melodic patterns with written patterns to determine whether they are the same or different.
2LP11-08, 2LP12-03, 2LP13-06, 2LP13-07, 2LP15-10, 2LP21-04, 2LP29-10, 2LP30-13

MU.2.S.3.5

Show visual, gestural, and traditional representation of simple melodic patterns performed by someone else.
2LP11-07, 2LP11-10, 2LP11-12, 2LP11-13, 2LP12-03, 2LP12-04, 2LP12-13, 2LP13-04, 2LP13-06, 2LP13-07, 2LP13-09,2LP14-08

Cross-Curricular Connections

HE.2.B.5.3

Compare the consequences of not following rules/practices when making healthy and safe decisions.
2LP01-02, 2LP01-04, 2LP03-07, 2LP08-03, 2LP12-12, 2LP17-04, 2LP20-03, 2LP26-03, 2LP32-08

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.
2LP04-09, 2LP10-13, 2LP17-07, 2LP16-08, 2LP18-07, 2LP25-11, 2LP30-10, 2LP31-11

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.
2LP03-11, 2LP07-07, 2LP10-12, 2LP14-06, 2LP17-10, 2LP18-11, 2LP28-04, 2LP33-10

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.
2LP02-05, 2LP03-03, 2LP16-05, 2LP17-07, 2LP18-07, 2LP25-11, 2LP30-10, 2LP31-05, 2LP31-11

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
2LP02-07, 2LP06-05, 2LP09-06, 2LP12-09, 2LP15-06, 2LP18-09, 2LP21-06, 2LP24-05, 2LP27-08, 2LP33-06, 2LP34-01

MAFS.K12.MP.5.1

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.
2LP03-06, 2LP03-10, 2LP03-11, 2LP07-07, 2LP25-08, 2LP28-01, 2LP28-10, 2LP29-07, 2LP33-08

MAFS.K12.MP.7.1

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 x 8 equals the well remembered 7 x 5 + 7 x 3, in preparation for learning about the distributive property. In the expression x2 + 9x + 14, older students can see the 14 as 2 x 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.
2LP03-06, 2LP03-11, 2LP08-06, 2LP09-09, 2LP11-08, 2LP14-04, 2LP15-03, 2LP32-02, 2LP32-07, 2LP32-08, 2LP33-03

PE.2.C.2.2

Identify safety rules and procedures for selected physical activities.
2LP01-02, 2LP01-03, 2LP03-07, 2LP08-03, 2LP12-12, 2LP17-04, 2LP20-03, 2LP26-03, 2LP32-08

PE.2.M.1.9

Perform one folk or line dance accurately.
2LP12-12, 2LP12-14, 2LP32-08

PE.2.R.6.2

Discuss the relationship between skill competence and enjoyment.
2LP02-08, 2LP06-09, 2LP09-05, 2LP12-08, 2LP15-09, 2LP23-05, 2LP25-08, 2LP30-07

PE.2.R.6.3

Identify ways to contribute as a member of a cooperative group.
2LP05-09, 2LP07-03, 2LP09-08, 2LP19-05, 2LP19-10, 2LP24-09, 2LP27-10, 2LP30-09, 2LP32-04, 2LP35-04

Big Idea MU.3.C: Critical Thinking and Reflection

MU.3.C.1.1

Describe listening skills and how they support appreciation of musical works.
3LP01-08, 3LP02-05, 3LP04-01, 3LP08-04, 3LP10-07, 3LP11-02, 3LP11-11, 3LP12-05, 3LP18-05, 3LP20-07, 3LP20-09,3LP31-05

MU.3.C.1.2

Respond to a musical work in a variety of ways and compare individual interpretations.
3LP03-09, 3LP04-06, 3LP08-02, 3LP12-06, 3LP12-11, 3LP12-12, 3LP13-08, 3LP31-10, 3LP31-11, 3LP31-12

MU.3.C.1.3

Identify families of orchestral and band instruments.
3LP11-07, 3LP11-08, 3LP12-04, 3LP18-10, 3LP19-02, 3LP19-03, 3LP19-05, 3LP19-09, 3LP20-02, 3LP20-14

MU.3.C.1.4

Discriminate between unison and two-part singing.
3LP02-02, 3LP04-04, 3LP04-10, 3LP06-04, 3LP06-11, 3LP09-02, 3LP10-10, 3LP14-03, 3LP28-03, 3LP28-04, 3LP29-06,3LP30-13

MU.3.C.2.1

Evaluate performances of familiar music using teacher-established criteria.
3LP06-05, 3LP20-11, 3LP20-12, 3LP24-09, 3LP30-08, 3LP31-10, 3LP31-11, 3LP31-12, 3LP33-07, 3LP33-08

MU.3.C.3.1

Identify musical characteristics and elements within a piece of music when discussing the value of the work.
3LP02-05, 3LP10-02, 3LP10-04, 3LP10-07, 3LP12-05, 3LP12-10, 3LP18-11, 3LP19-08, 3LP24-06, 3LP28-06, 3LP29-07

Big Idea MU.3.H: Historical and Global Connections

MU.3.H.1.1

Compare indigenous instruments of specified cultures.
3LP02-05, 3LP04-09, 3LP08-04, 3LP09-10, 3LP11-04, 3LP11-05, 3LP13-04, 3LP22-10, 3LP22-11, 3LP25-08, 3LP29-10

MU.3.H.1.2

Identify significant information about specified composers and one or more of their musical works.
3LP03-10, 3LP08-07, 3LP10-04, 3LP11-03, 3LP11-10, 3LP11-11, 3LP11-12, 3LP12-02, 3LP12-03, 3LP12-06, 3LP12-09,3LP18-06

MU.3.H.1.3

Identify timbre(s) in music from a variety of cultures.
3LP02-05, 3LP04-04, 3LP04-09, 3LP08-04, 3LP09-10, 3LP10-04, 3LP11-05, 3LP13-04, 3LP22-10, 3LP22-11,