Grade 5 Objectives

Table of Contents

(Click to go directly to a section)

Language Arts

Reading

Writing

Listening

Speaking

Mathematics

Science

Social Studies

Technology

Health/Growth & Development

Specials

Art

Foreign Language

Instrumental Music

Physical Education

Vocal Music


Language Arts

Reading

Grade 5

8/31/94

Construction of Meaning
The student continues to learn new reading vocabulary.

  1. I can complete analogies.
  2. I can identify and explain a comparison using a metaphor.
  3. I can identify and explain a comparison using a simile.
  4. I can identify and explain idioms.
  5. I can identify compound words.
  6. I can develop a list of compound words.
  7. I can use reference materials when necessary (dictionaries, thesaurus, etc.).

The student uses cueing systems (context and structural analysis) to construct meaning.

  1. I can divide words into syllables.
  2. I can recognize prefixes and suff~xes and know what they mean.
  3. I can separate the prefix or suffix from the base word to determine the meaning of the new word.
  4. I can use context clues.
  5. I can identify and explain: a) synonyms, b) antonyms, and c) homophones (real vs reel).

When reading a story:

  1. I can read and summarize a paragraph/story.
  2. I can state the lesson or theme of a paragraph/story.
  3. I can state the main ideas of a paragraph/story.
  4. I can find supporting details of a paragraph/story.
  5. I can identify small changes in the setting of a paragraph/story.
  6. I can identify small changes in the mood of a paragraph/story.
  7. I can tell how the story ends and what happens to the characters.
  8. I can explain the lesson of the story.
  9. I can describe the personality and the character traits of characters in the story.
  10. I can find examples of cause and effect relationships in a paragraph/story.
  11. I can explain why a character behaves a certain way.
  12. I can put the events of the story in order.
  13. I can tell whether a statement is fact or opinion.

When reading non-fiction:

  1. I can find the main idea.
  2. I can find details for the main idea.
  3. I can summarize the information.
  4. I can pick out examples of cause and effect.
  5. I can tell whether a statement is fact or opinion.
  6. I can put the events in order.
  7. I can form opinions based on the information.
  8. I can recognize and use the features of the text to help me learn.

To help me study:

  1. I can use more than the text (captions, charts, tables, diagrams, maps, pictures, pictographs).
  2. I can use reference materials (glossary, dictionary, encyclopedia, electronic media) to obtain information.
  3. I can use note taking skills (simple outlines, categorization, identification of key words, story or information mapping).

Knowledge about reading
When I read narrative (fiction) or informational text I think about what I already know. (I use prior knowledge.)

  1. I can predict about the topic before I read.
  2. I can recognize a variety of books (genre): biography, fantasy, folk tales, mystery, nonfiction, realistic fiction...
  3. I can recognize different purposes for reading (for fun, to get information, for school...).
  4. I know when I am or am not understanding what I am reading.
  5. I understand that reading is a form of communication
  6. I understand that reading involves myself, the book, and my purpose for reading.
  7. I understand that I need to read at different speeds depending on what I am reading and why I am reading it.
  8. I use different strategies to help me understand what I am reading such as rereading, using clues from the text, looking up words, looking at charts and picture clues....
  9. I can make predictions and draw conclusions from my reading.
  10. I can combine and compare what I read with what I already know (prior knowledge).
  11. I use clues in what I am reading to make predictions and/or comparisons.
  12. I change my predictions and conclusions as I continue to read the text.
  13. I respond to what I read.
  14. I relate what I am reading to my own experiences.
  15. I make opinions about what I read.
  16. I know why the author wrote the selection.
  17. I can tell the author's point of view.

Attitudes and self perceptions.

  1. I read for fun and/or information.
  2. I see myself as a good reader.
  3. I read different authors, topics, and genres (types of books like fiction, poetry, biography...).

Writing Competencies

Grade 5

Attitudes and Self Perceptions

1. The student view self as a writer.

  1. I choose to write independently.
  2. I can explain why I write (purpose).
  3. I share my writing with others.

2. The student evaluates self as a writer.

  1. I evaluate and set goals for improving my narrative writing.
  2. I evaluate and set goals for improving my expository writing.
  3. I reads literature and textbooks to improve my writing.

3. The student demonstrates an understanding and applies the stages of the writing process.

  1. I use a variety of prewriting strategies, such as mapping or webbing, visualizing or imagining, discussion, reading and research, interviewing, brainstorming, classifying, or outlining.
  2. I write for a given audience.
  3. I write to entertain, share, learn, inform, and respond to literature.
  4. Before publishing, I make many revisions (I proofread for correct grammar, spelling, capitalization, and punctuation).
  5. I publish completed pieces for a variety of audiences.

The student applies writing skills to communicate and express self clearly.

  1. I can use homophones, homonyms, antonyms, and synonyms during revision.
  2. I can use a combination of simple and compound sentences.
  3. I can write a paragraph using a topic sentence, supporting details, and conclusion.
  4. I write introductory, supporting, and concluding paragraphs.
  5. I can use connecting words or phrases.
  6. I use "delicious" words.
  7. I use parts of speech (nouns, pronouns, adjectives, verbs, adverbs, prepositions, and conjunctions).
  8. I am learning to write complex sentences using clauses.
  9. I am learning to use metaphors, similes, person)fication, and analogies.
  10. I can use commas, contractions, possessives, and the same verb tense.
  11. I use narrative, summary, and descriptive paragraphs.

3/5/95

Listening Competencies

Grades 4-6

2/28/95

1. The student actively participates in activities or experiences aimed at enhancing listening skills.

2. The student demonstrates appropriate listening behaviors.

  1. I can look at the speaker.
  2. I can listen without interrupting.
  3. I can listen carefully to the ideas of others. d I can show appropriate respect to the speaker (body language).

3. The student begins to develop critical listening behavior.

  1. I can evaluate information I hear.
  2. I can ask questions to gain understanding.
  3. I can tell the difference between fact and opinion.
  4. I can tell when and how the speaker is trying to influence me.
  5. I can identify different reasons for listening.

4. The student listens for narrative elements in a story and uses these elements to aid comprehension.

  1. I listen for and identify story elements.
  2. I can connect what I am hearing to what I already know.

5. The student listens for informational text structure.

  1. I can listen for and identify main idea.
  2. I can listen for and identify details that support the main idea.
  3. I can listen for and identify
    • cause and effect
    • similarities and differences
    • sequence
    • description.

6. The student responds accurately to oral language.

  1. I can follow directions with more than one step.
  2. I can answer to spoken clues by speaking, writing, or drawing.
  3. I can connect what I am hearing to what I already know.

Speaking Competencies

Grades 5-6

1. I can communicate (speak) with a variety of people (peers, adults, younger children) in a variety of situations (home, school, play).

  1. I demonstrate confidence when speaking.
  2. I participate in individual and group discussions by contributing ideas, taking turns, encouraging others, etc.
  3. I can demonstrate the ability to compromise.
  4. I can demonstrate the ability to accept disagreements.

2. I can respond appropriately in different speaking situations.

  1. I can demonstrate the difference between speaking in conversations and speaking in presentations.
  2. I can ask or answer pertinent questions appropriate to the topic. (I don't skip to other non-related topics.)

3. I can use different forms of speaking depending on my topic and audience.

  1. I can verbally summarize and put information into my own words.
  2. I can verbally persuade people to see my point of view.
  3. I can use retelling, storytelling, drama, and other techniques to verbally share different types of information.

4. I can plan and organize my information to give a good oral presentation.

  1. I can use sequencing, comparing, story structures, or contrasting to organize my presentation.
  2. I can uses visuals (maps, charts, pictures...) and/or demonstrations to help my audience understand my presentation.
  3. I can use introductions, closings, questions, or comparisons (metaphors, similes) to help my audience understand my presentation.

5. I can speak clearly and get my point across.

  1. I can speak in complex sentences and thoughts using words such as although, during, while, if, since....
  2. I can use expression, clear pronunciation, and change my volume and rate of speaking to help the listener understand my message.
  3. I can use body language when needed in my presentation.

V28/95

Mathematics Objectives

Grade 5

  1. Identify polygons and their properties: congruent similar, identify sides, coordinates,vertices.
  2. To recognize and use the transformation of rotation about a point (turn).
  3. Use and apply coordinates (order pairs) in graphing.
  4. Design, construct and read various kinds of graphs (bar, line, circle, picto) and tables.
  5. Graph functions from a formula, from a table, or construct a table of a function from a graph.
  6. Read and interpret bar, line, circle, pictographs.
  7. To perform appropriate computation with a calculator using memory and function keys.
  8. Identify, use, and construct patterns with numbers and shapes.
  9. Identify place value in a 9-digit number.
  10. Find the GCF of any pair of numbers less than 50.
  11. Estimate sums and differences including money through the nearest ten-thousand.
  12. Solve addition, subtraction, multiplication and division problems using conceptualization.
  13. State the missing factor in a multiplication or division sentence.
  14. Apply the distributive property using mental arithmetic.
  15. Use a calculator to work exercises involving multiple digit multiplication and division.
  16. Determine the mean or average of a set of given information.
  17. Find the quotient with a 2-digit divisor and a 3-digit dividend with or without remainders.
  18. Find the product or quotient with multiples of 10, 100, 1000, using mental arithmetic processes.
  19. Estimate a fraction as closest to 0, 1/2, or 1.
  20. Find equivalent fractions and mixed number/fraction equivalents through the process of conceptualization, mental arithmetic.
  21. Reduce fractions to lowest terms.
  22. To compare and order fractions through the process of conceptualization, estimation, computation, and problem solving.
  23. Estimate sums and differences of fractions with and without like denominators.
  24. Solve problems involving addition and subtraction of fractions with like denominators.
  25. Find sums and differences of fractions with unlike denominators.
  26. Mentally add and subtract like fractions. Limited to like denominators less than 10.
  27. Multiply and divide fractions using process of conceptualization, estimation, mental arithmetic, and problem solving.
  28. Name place value of a decimal using a value chart.
  29. Read and write decimals through thousandths.
  30. Find decimal equivalent of a fraction using a calculator.
  31. Demonstrate using models and practical situations the meaning of decimals.
  32. Find equivalent decimals through the process of rounding, conceptualization, estimation, problem solving, and calculators.
  33. To compare and order decimals through the process of conceptualization.
  34. Add and subtract decimals through the processes of conceptualization.
  35. Multiply decimals using the processes of conceptualization, estimation, computation, problem solving, and calculator.
  36. Mentally use percents.
  37. Measure length in standard or metric units to the nearest 1/2 unit.
  38. Use measurement in problem solving exercises: perimeter, area, volume.
  39. Identify the numerical relationship between metric units - length, mass, capacity.
  40. Determine probability of simple events.
  41. To use logical reasoning given 2-3 attributes classifying as sets, numerically or with geometric shapes.
  42. Solve word problems in addition, subtraction, multiplication, and division using one and/or two step process.
  43. Use any of the four strategies: guess and test, draw a picture, make a table or logic matrix to solve a problem.

Science Objectives

Grade 5

C7(I)

Generate scientific questions about the world, based on observation.

CO(I)

Design and conduct simple investigations.

C9(M)

Investigate toys/simple appliances and explain how they work, using instructions & appropriate safety.

C10(I)

Use measurement devices to provide consistency in an investigation.

C11(I)

Use sources of information to help solve problems.

C12(I)

Write and follow procedures in the form of step-by-step instructions, recipes, formulas, flow diagrams and sketches.

R6(I)

Evaluate the strengths and weaknesses of claims, arguments, or data.

R7(I)

Describe limitations in personal knowledge.

R8(M)

Show how common themes of science, mathematics, and technology apply in selected real world contexts.

R9(M)

Describe the benefits and risks of new technologies or patterns of human activity.

R10(M)

Recognize the contributions made in science by cultures and individuals of diverse backgrounds.

LC2(I)

Describe similarities differences between single-celled and multicellular organisms.

LC3(I)

Explain why specialized cells are needed by plants and animals.

LC4(I)

Explain how cells use food as a source of energy.

LOB(M)

Explain how selected systems and processes work together in plants and animals.

LH2(I)

Describe how the characteristics of living things are passed through generations.

LH3(I)

Describe how heredity and environment may influence/determine characteristics of an organism.

LE3(I)

Describe how biologists might trace possible evolutionary relationships among present and past life forms.

LEC6(I)

Describe common patterns of relationships among populations.

LEC7(I)

Predict the effects of changes in one population in a food web on other populations.

LEC8(I)

Describe how all organisms in an ecosystem acquire energy directly or indirectly from sunlight.

LEC10(I)

Identify some common materials that cycle through the environment.

LEC1 1(I)

Describe ways in which humans alter the environment.

LEC12(I)

Explain how humans use and benefit from plant and animal materials.

PME8(I)

Measure physical properties of objects or substances (mass, weight, temperature, dimensions, area, volume).

PME9(I)

Describe when length, mass, weight, area, or volume are appropriate to describe the size of an object.

PME12(I)

Describe the arrangement and motion of molecules in solids, liquids, and gases.

PME13(I)

Describe energy and the many common forms it takes (mechanical, heat, light, sound, electrical ..

PCM4(I)

Describe common physical changes in materials: evaporation, condensation, thermal expansion, & contraction.

PM04(M)

Qualitatively describe and compare motions in three dimensions.

PMO5(M)

Relate changes in speed or direction to unbalanced forces in two dimensions.

PM07(M)

Design strategies for moving objects by application of forces, including the use of simple machines.

EG7(I)

Describe and identify surface features using maps.

EGO(I)

Explain how rocks and minerals are formed.

EG9(I)

Explain how rocks and fossils are used to determine the age and geological history of the earth.

EG10(I)

Explain how rocks are broken down, how soil is formed, and how surface features change.

EG11(I)

Explain how technology changes the surface of the earth.

EH5(M)

Describe various forms that water takes on the earth's surface and conditions under which they exist.

EH6(M)

Describe how rain water in Michigan reaches the oceans.

EH7(M)

Describe the origins of pollution in the hydrosphere.

EAW5(M)

Describe the composition and characteristics of the atmosphere.

EAW6(M)

Describe patterns of changing weather and how they are measured.

EAW7(M)

Explain the water cycle and its relationship to weather patterns.

EAW8(M)

Describe health effects of polluted air.

Social Studies

Grade 5

Theme: United States and Its Neighbors

GOAL 1- HISTORICAL PERSPECTIVE:

Students will use knowledge of the past to construct meaningful understanding of our diverse cultural heritage and to form their civic judgments.

Standard/Competency 1.1- Time and Chronology:

In order to sequence events in time, in order to examine relationships to explain cause and effect, the student will:

Standard/Competency 1.2 - Comprehending the Past:

In order to understand historical narratives and identify characters involved, describe the setting (location), and sequence events, the student will:

Standard/Competency 1.3 - Analyze / Interpret the Past:

In order to reconstruct the past and compare interpretations written or related by others from a variety of historical perspectives and create narratives from factual information, the student will:

Theme: United States and Its Neighbors

Standard/Competency 1.4 - Judging Decisions from the Past:

In order to evaluate key decisions made at critical turning points in history by assessing their ethical implications and long term consequences, the student will:

GOAL 2 - GEOGRAPHIC PERSPECTIVE:

Students will use knowledge of spatial patterns on earth to understand processes that shape human environments, and to make decisions about society.

Standard/Competency 2.1- People/Places/Culture:

In order to describe, compare, and explain the locations and characteristics of places, cultures, and human environments or settlements, the student will:

Standard/Competency 2.2 - Human Environment Interaction:

In order to describe, compare, and explain the locations and characteristics of ecosystems, resources, human adaptation, and environmental impact, the student will:

Grade 5 Theme: United States and Its Neighbors

Standard/Competency 2.3 - Location / Movement / Connections:

In order to describe, compare, and explain the locations and characteristics of economic activities trade, political activities, migration, and information flow, the student will:

Standard/Competency 2.5 - Global Issues / Events: In order to describe and explain the causes, consequences and geographic context of major global issues and events, the student will:

GOAL 3 - CIVIC PERSPECTIVE:

Students will use knowledge of American government and politics to make informal decisions about governing their communities.

Standard/Competency 3.1- Purposes of Government:

In order to identify the purposes of national, state and local governments in the United States, describe how these governments organize themselves to accomplish their purposes, and assess their effectiveness, the student will:

Standard/Competency 3.2 - Ideals of American Democracy:

In order to explain the meaning of core democratic values expressed in the foundational documents of the United States, and describe political and legal processes created to resolve conflicts involving values of the American Creed, the student will:

Grade 5 Theme: United States and Its Neighbors

Standard/Competency 3.3 - American Government/Politics:

In order to explain how American governmental institutions provide for the sharing of power, and how the national political system provides for the exercise of power, the student will:

GOAL 4 - ECONOMIC PERSPECTIVE:

Students will use knowledge of the production, distribution, and consumption of goods and services to make personal and societal decisions about the use of scarce resources.

GOAL 5 - INQUIRY:

Students will use methods of social science investigation to answer questions about society.

Standard/Competency 5.1- Information Processing:

In order to acquire information from books, maps, newspapers, data sets and other sources; organize and present the information in maps, graphs, charts, and time lines; interpret the meaning and significance of information; and use a variety of electronic technologies to assist in accessing and managing information, the student will:

Theme: United States and Its Neighbors

Standard/Competency 5.2 - Conducting Investigations:

In order to conduct investigations by formulating a clear statement of question, gathering and organizing information from a variety of sources, analyzing and interpreting information, formulating and testing hypotheses, reporting results, and making use of appropriate technology, the student will:

GOAL 6 - PUBLIC DISCOURSE/DECISION MAKING:

Students will analyze public issues and construct and express thoughtful positions on these issues.

Standard/Competency 6.2 - Group Discussion:

In order to engage peers in constructive conversation about matters of public concern by clarifying issues, consider opposing views, apply democratic values, anticipate consequences, and work toward making decisions, the student will:

GOAL 7 - CITIZEN INVOLVEMENT:

Students will act constructively to further the public good.

Standard/Competency 7.2 - Service Learning:

In order to participate in communities by formulating and carrying out constructive responses to social problems, the student will:

Technology

Grades 5 & 6

8/31/94

I can:

  1. access information from appropriate sources.
  2. synthesize, analyze and summarize appropriate information.
  3. select and apply appropriate technologies for use in problem solving.
  4. activate various types of technology appropriate to the course of study.
  5. complete an individual or group assignment using technology.
  6. use proper ethics and etiquette in the use of technology.
  7. Word Process and use data bases at an appropriate level.
  8. work with spread sheets at an appropriate level.
  9. design, develop and produce multimedia projects.
  10. use technology to monitor progress toward mastery of outcomes.

Health/Growth & Development

Grade 5

Growth and Development

I can:

identify the main function of the various body systems.

describe properties of air as they relate to respiration.

describe the affects of air pollution on the body.

identify the importance of oxygen in respiration.

identify the parts and functions of the respiratory system.

Human Growth and Development Unit

I can:

describe the various physical, emotional, and social aspects of puberty.

identify the differences between positive and negative physical and emotional changes often evolving during puberty.

identify human sexuality vocabulary and secondary sex characteristics.

 

Growth and Development & Mental Emotional Health

I can:

identify feelings and emotions related to puberty.

Growth and Development & Family Life and Health

I can:

describe the development of the human reproductive system.

describe some of the emotional and social changes that occur during puberty.

Personal Health

I can:

describe the relationship between responsible behavior and the contact of AIDS. (*= Provides conceptual foundation for understanding AIDS/HIV prevention in later years.)

Nutrition

I can:

describe the importance of eating a variety of foods from the four food groups.

Disease Prevention and Control

I can:

describe the purposes of the immune system and the characteristics of the HIV infection.* describe the global implications of AIDS*

Safety and First Aid

I can:

demonstrate mouth-to-mouth resuscitation and the Heimlich method.

Community and Environment Health

I can:

describe affects of pollutants, disease, alcohol, drugs and/or smoking on human lungs.

8/31/94

Art

Grade 5

Skills in Making Art

I can:

clean and care for basic art tools and materials: brushes, brayer, pencils, markers, papers, paint trays, palettes.

use line and shape to create textures and patterns. use a variety of techniques to achieve desired effects in drawing and painting.

work with colors to make new hues and adjust values.

use skills to create two-dimensional and three-dimensional objects of art. execute uniform lettering.

Knowledge of Arts Concepts and Vocabulary

I can:

describe the parts of a composition.

describe a work of art as representational or abstract.

define the difference between observational andimaginative drawing.

Skills in Creating Art For Expression.

I can:

explore a variety of possibilities within a single medium.

create strong or subtle contrasts through treatment of line, color, value, texture or shape.

use the principles of design to make an artistic statement, i.e., center of interest, unity, foreground and background.

use composition principles of ground figure, overlap, size contrast in an artistic work.

use representational or abstract approaches to express a particular impression or message.

Skills in Evaluating, Judging and Appreciating Art

I can:

describe different media and what they can produce in art.

describe possible criteria for judging comparative art works. describe the difference between criticism and critique in the expression of art.

7/25/95

Foreign Language

Grade 5

Listening Skills:

I can:

demonstrate understanding of concrete words, simple phrases, and sentences.

demonstrate understanding of simple questions.

Speaking Skills:

I can:

ask simple information questions.

express feelings using simple phrases about health and/or mood.

Reading Skills:

I can:

read aloud simple conversations containing familiar vocabulary.

demonstrate understanding of sound symbol correspondence by pronouncing simple, unfamiliar words.

recite the alphabet of the target language.

Writing Skills:

I can:

copy written words, phrases, and sentences.

write simple words, phrases and sentences on structured writing assignments.

Knowledge:

I can:

demonstrate an awareness of major holidays and special dates in the target culture.

learn songs of the target culture.

demonstrate an awareness of the daily life of the target culture.

7/26/95

Instrumental Music

Grade 5

Instrumental Skills

The learner will:

demonstrate a knowledge of the name of each instrument in a band and to which family it belongs.

demonstrate a knowledge of the history of an instrument.

demonstrate proper assembly, care, and simple maintenance of instrument including brass slide and valve lubricating, and woodwind care of reed

demonstrate proper posture for woodwinds and brass, proper stance for percussion*

demonstrate the correct playing position including arms, hands, feet, and fingers

demonstrate an acceptable embouchure, articulation, breathing, and breath control, percussion wrist and fine motor control, mallet alterations*

play with an acceptable tone which is characteristic of the instrument and appropriate for the level of development

demonstrate a knowledge of the basic fingerings required to play the material used, including accidentals; percussion: demonstrate mallet accuracy, keyboard roll, and multiple bounce* demonstrate melodies and rhythms

demonstrate basic techniques on the instrument to the degree of accuracy appropriate for the level of development

percussion players will demonstrate good stick-hand position and proper sticking patterns appropriate for the level of development*

demonstrate a knowledge of the whole and half steps.

demonstrate the Bb concert scale from notation. demonstrate the ability to identify musical forms at sight: AB, ABA, theme and variation, canons, and rounds.

percussion players will demonstrate the following rudiments: single tap, flam, flam tap, and long roll*

demonstrate an understanding of the following basic concepts of musical notation including: staff, clef signs, note names, lines and spaces, breath mark, sold, tutti, single and double bar lines, repeat signs, measure repeat signs, multiple measure rests,

tie, slur, first and second endings, D.C. al Fine, pick-up notes, fermata, sharp, flat, natural.

demonstrate the ability to play simple songs from written notation including the basic symbols and rhythmic combinations in the following key signatures: F, Bb, Eb Major.

Reading Skills

The learner will:

identify the basic musical symbols as listed in the Instrumental Skills

demonstrate a knowledge of basic rhythmic notation including: whole, half, dotted half, quarter, dotted quarter, and eighth notes, and corresponding rests by naming and playing them on an instrument.

demonstrate the ability to recognize the letter name and correct fingering of the basic notes in the clef sign of their instrument.

demonstrate writing, counting, clapping or playing of rhythmic patterns including: whole, half, dotted half, quarter, dotted quarter, and eighth notes, and their corresponding rests.

demonstrate on an instrument the ability to play simple rhythmic combinations of the notes and rests listed above with a steady beat.

demonstrate the ability to play simple rhythmic combinations of the notes and rests listed above with a steady pulse.

demonstrate a knowledge of time signatures and the ability to play music and place bar lines in 2/4, 314, 4/4 time signatures.

demonstrate the ability to play simple songs from written notation including the basic music symbols and rhythmic combinations in the following concert key signatures: F, Bb, and Eb Major.

Rehearsal Ensemble Skills

The learner will:

demonstrate the ability to read, finger, and play music from notation

demonstrate self-discipline and independence in playing an instrument

demonstrate a participation in the group responsibility as a member

demonstrate a sense of responsibility by bringing an instrument, materials, and music to class for each lesson

identify basic conducting gestures and demonstrate the ability to follow the following basic conducting gestures: downbeat, cut off, 214, 314, 4/4 time.

demonstrate a preparation of ensemble material by practicing an instrument regularly

demonstrate proper performance and audience etiquette at concerts and school assemblies both as a performer and as an audience participant.

perform developmentally appropriate individual and ensemble selections

listen attentively to group members, and live or recorded music performances

demonstrate a positive attitude towards playing an instrument

Expressive Skills

The learner will:

demonstrate the ability to play unison music in a group setting

define, recognize and demonstrate the following articulations with the appropriate attack and release: slurring, tonguing, and accent demonstrate simple phrasing on an instrument

as a percussion player, demonstrate the proper striking action on the keyboard, snare drum, and bass drum

demonstrate the ability to play simple two part tunes in a group setting and recognize the elements of melody and background

define, recognize and demonstrate varying tempos: Andante, Moderato, Allegro, Largo

define, recognize and demonstrate forte (f) and piano (p)

demonstrate a knowledge of blend and balance in group playing

demonstrate the ability to play at sight a simple song/etude appropriate for the level of development.

Literature

The learner will:

listen to quality performances

play or perform on an instrument a variety of songs selected from folk, classic and popular literature including the music of Mozart, Rossini, Beethoven, Foster, etc.

play on an instrument music from Europe, Asia, Australia, Africa, Latin America, and Japan

Historical Multicultural

The learner will learn that:

music is a part of lifetime experiences in all cultures

music conveys messages and communicated idea.

music is a universal language which crosses historical, geographical and political boundaries

music fosters a respect for traditions and innovations

composers and performers are artists creating or expressing their ideas through music music is a reflection of the nature of the culture, historical period, or social context from which it comes.

Physical Education

Grade 5

1. Psychomotor

  1. I can hop to an even beat (on each foot).
  2. I can jump forward, backward, and side to side varying the time and use of space.
  3. I can run a prescribed course while varying the time and use of space.

2. Object Control Skills

  1. I can hit strike moving objects with a forehand strike.
  2. I can roll a ball varying the force and direction underhand (bowling).
  3. I can throw a ball varying the force and direction (softball).

3. Body Management

  1. I can perform a forward roll while moving forward.
  2. I can lift and lower an object (weight) with correct posture.

4. Physical Fitness

  1. I can perform a long-distance run-walk within a specified time.
  2. I can perform a standing long jump.
  3. I can perform a pull-up.
  4. I can perform a bent knee sit-up.
  5. I can perform a flexed arm hang.

5. Cognitive and Affective objectives.

  1. I can react to a controversial call or rude comment with a reasonably appropriate response.
  2. I can join a team with a positive approach.
  3. I can show respect for the rights of others.
  4. I can show respect for the property of others.

6. Personal Sense of Physical, Intellectual and Emotional Well-Being.

  1. I can demonstrate an appreciation for a good play.
  2. I can design and lead a class in warm ups.
  3. I can identify negative comments during a game.

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Vocal Music

Grade 5

I. Skills in Performing

  1. I can reproduce (extended) rhythmic or melodic phrases.
  2. I can read and perform familiar notation in given simple meter signatures, and changing meter signatures.
  3. I can conduct two and three beat metric patterns.
  4. I can recognize aurally and reproduce the ascending and descending movement of the eight pitches in the C major scale using solfege syllables.
  5. I can demonstrate fundamentals of the breathing process: controlled breathing, increased breath capacity, posture.
  6. I can demonstrate the fundamentals of diction: pure vowel sounds, consonants.
  7. I can demonstrate independent part singing in two parts.
  8. I can sing with confidence in small and large groups.
  9. I can sing an a cappella song.

II. Skills in Listening and Analysis:

  1. I can aurally identify same and different phrases.
  2. I can aurally identify question and answer phrases.
  3. I can aurally identify melodies based in a minor or major or minor tonality.
  4. I can aurally identify tonal and atonal music.
  5. I can identify and perform what is indicated by D.C. al fine.
  6. I can describe one musical dramatic work.

III. Knowledge of Musical Symbols and Vocabulary

  1. I can visually and aurally identify note values for:
  2. I can read and clap or play simple rhythmic patterns based on these symbols:
  3. I can define and apply principles of simple meter signatures.
  4. I can describe incomplete measures in basic meter signatures.
  5. I can identify double treble staff.
  6. I can match terms and symbols to expressive qualities in music: mf, mp, ritard, accelerando.

IV. Skills in Interpretation, Expression. and Appreciation.

  1. I can name the songs in my repertoire.
  2. I can expressively interpret musical phrases in songs.
  3. I can share my awareness of the diverse musical styles found in American music.
  4. I am aware of the lives and music of great composers (Beethoven, Mozart, Schubert)
  5. I can express preferences for listening to various styles of music
  6. I can express preferences for performing music singly, in groups, in song or on instruments.
  7. I can express preferences for various movement activities.
  8. I can demonstrate and describe behavior appropriate to listening to music in various settings.
  9. I can sing songs demonstrating mezzo piano and mezzo forte, ritards, and accelerandos.

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