Unit Plan 22 (Grade 5 Music): Music in Daily Life

Focus: Connect music to students’ daily lives by exploring how music shows up at school, in the community, and in their personal identity, and explain how interests, knowledge, and skills shape musical choices and intent.

Grade Level: 5

Subject Area: Music (General Music)

Total Unit Duration: 3 sessions (one per week), 50–60 minutes per session

I. Introduction

Students step back and notice how much music is already part of their everyday world—from classroom routines and school events to community celebrations, games, sports, and personal listening. They explore how their interests, backgrounds, and skills influence the music they choose to listen to, perform, or create. By the end, students can explain how music helps them express who they are, connect with others, and participate in their community.

Essential Questions

• Where do I experience music in my daily life at school, at home, and in the community?
• How do my interests, experiences, and skills influence the music I like, perform, or create?
• How can understanding my musical choices help me express my identity and connect respectfully with other people’s musical identities?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Identify and describe at least three places or situations where they experience music in their daily lives (school, home, community).
2. Explain how their interests, knowledge, and skills influence the music they choose to listen to, perform, or create.
3. Compare how music functions in different settings (e.g., school assemblies vs. sports events vs. home listening).
4. Create a “Music in My Daily Life” map or profile that links specific musical experiences to personal interests and goals.
5. Share and reflect on how music is part of their identity and how others might have different but equally valid musical identities.

Standards Alignment — Grade 5 Music (NAfME-Aligned)

• MU:Cn10.0.5a — Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
  • Example: Explaining why a student chose percussion based on interest and skill.

Success Criteria — Student-Friendly Language

• I can name several ways music shows up in my daily life at school, at home, and in my community.
• I can explain how my interests, knowledge, and skills affect the music I choose to listen to or perform.
• I can describe how music in different places (like school or a game) has different purposes.
• I can create a map or profile that clearly shows how music connects to who I am.
• I can respectfully listen to and compare other people’s musical identities without judging them.