Core Learning Task
UDL / Adaptations
Rhythm Ally Peer Role
Weeks 1-3
Social Connection
Respond to name in singing roll call; tap steady body beats.
Name-card photos; visual smile icons; large soft floor drums.
Sing partner's name; model hand-claps clearly in view.
Weeks 4-6
Drum Play-Along
Play steady-pulse rhythm on frame drums and hand percussion.
High-vibration bass drums; velcro wrist shaker straps.
Stabilize partner's drum; tap matching pulse alongside.
Weeks 7-9
Fast / Slow
React to tempo speed changes using shaker instruments.
Giant slow/fast emoji posters; color cards (red=stop, green=go).
Exaggerate arm motions; physically model big freeze stop.
UNIT 2
Explores pitch, melody, and simple voice mimicking. Highlights repetitive call-and-response singing and tactile sound exploration (desk-bells and colorful Boomwhackers).
Pacing / Theme
Core Learning Task
UDL / Adaptations
Rhythm Ally Peer Role
Weeks 10-12
Voice & Sounds
Mimic simple vocal calls (animal noises, open vowels).
Vocal microphone play; animal puppet triggers; visual boards.
Use big mouth motions; encourage any vocal response.
Weeks 13-15
Tactile Pitch
Strike color-coded Boomwhackers or tap-bells to match melodies.
Color-to-color mapping; flat paddle bells for easy striking.
Hand-under-hand guidance; point to color cards.
Weeks 16-18
Class Choir
Perform highly repetitive folk/popular refrain sing-alongs.
Simple repeating refrains; rhythm shakers for non-verbal peers.
Sing with enthusiasm; hold visual lyric symbol posters.
Methuen Public Schools • Fine Arts Department Page 2 of 4
Curriculum Pacing Guide
Units 3 & 4 (Weeks 19 - 36)
UNIT 3
Focuses on physical expression, motor play, and spatial awareness. Students use colorful scarves, play parachute rhythm games, and participate in basic line/circle dances.
Pacing / Theme
Core Learning Task
UDL / Adaptations
Rhythm Ally Peer Role
Weeks 19-21
Sensory Waving
Wave colorful silk scarves up, down, fast, and slow to music.
High-contrast neon scarves; weighted wristlets if helpful.
Model movements with dramatic, swooping arm flows.
Weeks 22-24
Parachute Play
Shake multi-colored play parachute matching song speed.
Easy-grip loop handles on parachute; wheelchair-accessible lines.
Hold handle next to partner; cue big high-lifts.
Weeks 25-27
Group Dance
Perform simple gesture-based group dances (e.g., Hokey Pokey).
Sitting options for all dances; visual sequence picture cards.
Dance facing partner; gently mirror and redirect cues.
UNIT 4
A celebration of shared musical experiences. Rather than public stage recitals, focus is on classroom-sharing showcases, group drum/dance demonstrations, and simplified non-verbal expressions.
Pacing / Theme
Core Learning Task
UDL / Adaptations
Rhythm Ally Peer Role
Weeks 28-30
Song Choice
Choose favorite learned song or drum routine for showcase.
Visual choice board featuring instrument or animal symbols.
Offer two distinct, high-contrast visual choices.
Weeks 31-33
Class Sharing
Participate in relaxed, low-sensory musical circle showcase.
Calm, familiar seating; no loud applause (use quiet hand-waves).
Perform side-by-side; support physical drum-play.
Weeks 34-36
Celebration
Reflect on activities using favorite musical instruments or icons.
Smiley-face voting boards; touch-to-sound device boards.
Assist partner in selecting their feedback emoji card.
Methuen Public Schools • Fine Arts Department Page 3 of 4
Assessment & Grading
Inclusive Evaluation Metrics
Evaluation prioritizes **connection, active engagement, and motor/auditory participation** over mechanical accuracy. Grading must contain zero written testing or notation decoding. Music partners (Sped) are graded on response to rhythm cues, vocalization, or movement, while Rhythm Allies (Gen-Ed) are evaluated on modeling, scaffolding, and empathy.
Criteria
Exemplary (4)
Developing (3)
Emerging (2-1)
Rhythm Response
Consistently tracks pulses via drum tap, head nod, or foot pat.
Intermittently shakes/taps matching general tempo.
Requires constant direct physical modeling to tap.
Movement/Play
Active physical engagement in dance, scarf waving, or games.
Participates in parts of movements with prompting.
Shows reluctance to hold items or move to music.
Cooperative Choice
Indicates song/instrument preferences via eye gaze or cards.
Makes choices when presented with simple visual board.
Does not communicate choice or preference.
Criteria
Exemplary (4)
Developing (3)
Emerging (2-1)
Visual Support
Proactively uses visual cards, colors, and gestures for tasks.
Uses visual materials only when prompted by teacher.
Fails to utilize communication aids or visuals.
Modeling Play
Dances, sings, and drums expressively side-by-side.
Participates but holds back from expressive modeling.
Disengaged; acts as a passive supervisor instead of partner.
Autonomy Respect
Provides support (holds instruments) while letting partner play.
Impatiently plays or chooses for their partner.
Imposes physical hand-holding; dictates all actions.
District Accommodation Note: All physical assessments must strictly prioritize access and comfort. Non-verbal communication bobs, smiles, and eye contact should be praised as active musical engagement under MA Framework criteria.
Methuen Public Schools • Fine Arts Department Page 4 of 4
Ally Partner Simulation Lab (15m):
Allies pair up: Student A closes their eyes or commits to remaining non-verbal. Student B must present two instruments visually, assist Student A in holding the shaker using hand-under-hand, and successfully direct a steady-pulse play-along using ONLY silent visual and gestural cues. Switch roles!
Methuen High School • Rhythm Ally Training Series Page 2 of 3
Rhythm Ally Orientation Plan
Day 3 Training Matrix
Day 3: Emergency Scenarios & The Ally Pledge Duration: 45 Min
Allies will rehearse support responses to behavior and sensory triggers (such as over-stimulation or complete withdrawal) and complete their training by reading and signing the Rhythm Ally Pledge.
Scenario 1: Noise Over-Stimulation
The class starts singing loudly with tambourines. A student begins to hit their head or scream. Ally response: Do not panic. Hand them noise-cancelling headphones, hand them a soft scarf, or gently lead them to the designated "Quiet Zone" table.
Scenario 2: Flat Refusal / No Movement
During the scarf-waving song, your partner refuses to reach out and slumps in their chair. Ally response: Do not pull their arms. Sit close, look at them, and wave your scarf enthusiastically. Laugh and keep the vibe cheerful. If they remain still, simply enjoy the song alongside them.
Scenario 3: Non-Verbal Preference Selection
It is time to choose between the boomwhacker and the hand drum. Your partner is non-verbal and cannot point. Ally response: Hold up both items separated in space. Say, "Look at the one you want." Observe their eye-gaze.
The Pledge Ceremony (15m):
To conclude orientation, students assemble in a circle. Hand out physical copies of the Ranger Rhythm Allies Guide. Read the 4 core tenets of the Pledge aloud together. Have peers sign their guides, write down their personal inclusion goals, and present them with their official "Ranger Ally" pins or badges.
Methuen High School • Rhythm Ally Training Series Page 3 of 3
Duration: 10 Min
Description: The class sits or stands in a circle holding a giant multi-colored parachute. Students lift, drop, and shake the parachute to a steady rhythm track.
Kinesthetic Cues: "Quiet Ripples" = shake fingers slightly. "Big Ocean Storm" = lift arms all the way up and snap down together on the final teacher-cued crash.
Rhythm Ally Buddy Scaffolding: Stand directly beside your partner. Help them grip the parachute handles (use loop wristlets if needed). Coordinate your lifts with their physical capabilities, smiling through transitions.
Methuen High School • Unified Music Playbook Page 2 of 4
Ranger Rhythm Playbook
Percussion & Instrumental play
Hands-on instrumental activities focus on rhythm entrainment, physical striking control, and matching high/low auditory pitches. Focus is on easy-striking, high-vibration percussion play-alongs.
Duration: 15 Min
Description: Students sit in a circle with frame drums, tubanos, or hand drums. The teacher beats a simple 2-beat rhythm, and students echo it back together on their drums.
Visual Rules: When the teacher holds up a red "Stop" card, all hands freeze in the air. When the green "Play" card is shown, rhythmic drumming resumes.
Rhythm Ally Buddy Scaffolding: Hold the frame drum steady in your partner's lap so they can strike it easily. Model the "Freeze Hands" immediately in their direct line of sight with a happy, playful expression.
Duration: 15 Min
Description: Students utilize flat tap-activated color desk-bells to perform basic 3-note harmonic accompaniment over a simple repeating keyboard pattern.
Melodic Matching: Teacher points to large color cards matching the bell colors (e.g. Red bell = strike when teacher shows Red card; Blue bell = strike when Blue card is shown).
Rhythm Ally Buddy Scaffolding: Position the specific colored bell close to your partner's dominant tapping hand. Use the "hand-under-hand" physical guidance if they struggle to align their striking motion.
Methuen High School • Unified Music Playbook Page 3 of 4
Ranger Rhythm Playbook
Sensory Wind-Downs & Reflection
To transition smoothly out of the music room, students participate in calming sensory auditory absorption, followed by a non-verbal, symbolic feedback loop that checks emotional state and preference.
Duration: 10 Min
Description: Students sit in a tight circle with their hands placed flat on the floor (wood or rug) or touching the wooden rim of a giant bass djembe. The teacher plays low, slow, rhythmic hums to emit deep tactile vibration waves.
Calming Effect: Low-frequency physical vibrations soothe hyper-stimulated central nervous systems, helping students transition to a highly relaxed sensory state.
Rhythm Ally Buddy Scaffolding: Place your own hands flat on the floor beside your partner's, modeling calm breathing and closed or relaxed eyes. Respect their sensory zone with zero talking.
Duration: 10 Min
Description: A routine check-out where partners use a visual card containing high-contrast emoji graphics (Happy, Neutral, Tired, Sad) to communicate how they felt about the session's music.
Non-Verbal Evaluation: Students point or gaze at their chosen emoji face. The buddy records the selection on a classroom clipboard to monitor progress over time.
Rhythm Ally Buddy Scaffolding: Hold the high-contrast emoji card steady at your partner's eye level. Watch their physical glance or finger-pointing with close attention. Cheerfully accept and record whatever choice they make!
Methuen High School • Unified Music Playbook Page 4 of 4
