Unit Plan 33 (Grade 1 Music): Expressing Preferences
Grade 1 music unit where students share music opinions using simple vocabulary and choose songs that fit classroom purposes like reading or celebration.
Focus: Share opinions about music using simple music vocabulary and explain why certain songs fit specific classroom purposes.
Grade Level: 1
Subject Area: Music (Responding • Evaluating • Connecting)
Total Unit Duration: 2–4 sessions (2+ weeks), 20–30 minutes per session
I. Introduction
In this unit, students listen to short musical examples and practice saying which pieces they like or do not like and why. They learn that musicians use music words (loud/soft, fast/slow, high/low, happy/calm) and purpose words (reading time, dance, celebration) to explain their choices. With limited guidance, students compare songs and decide which ones best fit simple classroom activities, building confidence in talking about music respectfully.
Essential Questions
- How can I tell if I like a piece of music or not—and why?
- What music words can I use (loud/soft, fast/slow, happy/calm) to explain my opinion?
- Why might one song be better than another for a special purpose (like reading time or celebration)?
- How can I share my ideas about music in a kind and respectful way?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Listen to short pieces of music and state a clear preference (like/dislike).
- Use simple music vocabulary (e.g., loud/soft, fast/slow, happy/calm) to explain why they prefer a piece.
- Decide which piece of music best fits a simple classroom purpose (reading, lining up, celebration) and explain why.
- With limited guidance, compare two pieces and say which one they think is better for a specific activity.
- Share opinions about music while listening respectfully to the preferences of others.
Standards Alignment — Grade 1 Music (NAfME-Aligned)
- MU:Re9.1.1a — With limited guidance, apply personal and expressive preferences in the evaluation of music for specific purposes.
- Example: Choosing which song best fits a classroom activity and explaining why.
Success Criteria — Student Language
- I can say which piece of music I like and why I like it.
- I can use music words (fast, slow, loud, soft, happy, calm) to talk about music.
- I can choose music that fits a classroom activity and explain why it is a good match.
- I can listen to my classmates’ opinions and respond kindly, even if I disagree.