Intro Uke Unit: Gemeinschaft Home 

Context Statement:​ ​This curricula is designed for a group of gentleman at a halfway house. They are usually of
Caucasian, African-American or Hispanic descent, with various ages. Most of them men have had little music
experience, but some have worked with instruments such as guitar, bass and drums. In designing the curricula,
based on the demographics and setting, it is important that we do not teach the lesson the same way we would
teach children. As a group, they seem to be interested in three particular genres of music: Rap, Country and Rock.
Based on these two statements, it will be beneficial for them to learn basic chord shapes on ukulele, at a slow
pace, that will allow them to play their favorite songs.

Stage 1 - Desired Results

Standards: Goals:
HCI.8 The student will Unpack and restate standard content into “I can” ​SMART goals​. Identify each goal as a
analyze and evaluate Knowledge (K),
music by: Skill (S),
Understanding (M), or
1. explaining the Transfer (T).
importance of
cultural ● I can change the volume of my ukulele strumming. (S)
influences and ● I can deliberately vary the volume of my ukulele strumming to express
historical different emotions or ideas. (T)
context for ● I can demonstrate different strumming patterns (rhythms) on ukulele. (S)
the ● I can read ukulele chord tablatures. (K)
interpretation ● I can play a song that has four chords. (S)
of works of ● I can receive musical criticism and apply it to current and future
music performances on ukulele. (T)
2. applying ● I can defend my musical decisions by explaining my intentions behind
accepted them. (M)
criteria for ● I can teach myself a song on ukulele. (M)
evaluating ● I can sing a song while playing ukulele. (S)
works of ● I can use music technology to enhance my music-learning and
music; and music-making. (M)

3. applying Please do not copy/paste these draft goals. Craft between 6-8 goals. You might
accepted fold standards together as you create goals. Please don’t just add “I can” to the
criteria for beginning of a standard.
critiquing
music
performances.

HIB.14 The student

will use articulations,
dynamic contrasts,
and phrasing as
means of expression.

HII.15 The student

will compose and
perform rhythmic and
melodic variations
based upon original
ideas or folk songs,
exercises, or etudes.

HGI.1 The student

will echo, read, and
notate music,
including:
1. articulation,
dynamics, and
other
elements of
music;
2. using chord
charts;
3. using guitar
tablature; and
4. singing
selected lines
from the
music being
studied.

HG.7 The student will

investigate the role of
music in society by:
1. comparing
and
contrasting
the
development
of music in
diverse
cultures
throughout
history;
2. examining
various
opportunities
to experience
 music in the
community;
and
3. describing
the role of
technology
and social
media in the
development
of music.

HG.11 The student

will investigate
aesthetic concepts
related to music by
1. explaining how the
context of a musical
work’s creation may
influence its meaning
and value;
2. analyzing and
justifying personal
responses to works of
music;

Identify at least 8
standards. At least 3
must be from outside
the Music
Theory/Literacy &
Performance standard
bands (so, they need
to come from “Music
History and Cultural
Context;” “Analysis,
Evaluation, and
Critique;” and/or
“Aesthetics”)

Generative (Essential) Questions:​ Broad questions that learner will word toward finding multiple and unique
answers. These questions encourage learners to dive deep (not easy to answer quickly and not answerable in only
one or two ways).

- How can we most meaningfully and effectively learn a new instrument?

- How do the different elements of music (volume, speed, timbre, and pitch) influence a song’s meaning?
- How does sharing musical experiences and creations fosters a sense of community? A sense of
individualism?
 - How can an individual benefit from learning an instrument?

Stage 2 - Evidence 

Be as specific as possible to articulate what a quality piece of evidence will look like that will demonstrate that
learners grew related to each of the goals. Be clear and think about what specifics need to be addressed and which
ones don’t (use vagueness purposefully to encourage some aspect of learner agency).
Identify the​ format and qualities​ of each piece of evidence and how they relate to the goals.
Also provide specific adaptations to the evidence to allow for this curricula to be inclusive of learners with
different ability levels and body/mind constitution.
Develop rubrics, checklists, and informal assessments (like observation guides) to assess learners growth in your
setting. Develop a final

We will use informal assessments such as the following to ensure goals are met and “I Can” statements are
fulfilled:

● Students discuss the process(es) they could use to learn a song on ukulele. This demonstrates their ability
to:
- read a chord tab
- line up chord changes with song lyrics or time out chord changes in some way
- adapt musical suggestions to meet their needs

● Students perform their arrangement of a song on ukulele for their peers to demonstrate their ability to:
- change chords smoothly,
- use different strumming patterns,
- sing while playing, and
- demonstrate varying musical expression.
● -Students may work in groups or alone. This adapts to different abilities; if a student is unable to
sing while playing, just playing will be sufficient enough because other group members will sing.
● Students will reflect individually, focusing on deliberate musicianship: What went well? What
didn’t? What did you do on purpose? What happened on accident? What would you change and
why?

● Students will practice and revise the song they will be performing as a group to demonstrate their
understanding of how to critique and adapt their performance as well as apply criticism received from
peers and or teachers. This will be addressed in the reflection and will be beneficial in crafting their future
performances of songs.

Stage 3 – Learning Plan 

Discuss the specific process by which learners will make progress toward the goals. Specifically address the ways
you, as a teacher, will support, challenge, and wind for the learners. What “workshops,” “lessons,” or “experiences”
will you guide learners in to help them develop tools needed to grow? How will you support individual learning and
growth? Identify when and how assessments occur throughout the unit. Your unit should be at least 6
days/meetings long (for 30-minute class periods in class settings) and/or 3 days/meetings long (for 1 hour-long
community settings). These will be sketches, not complete experience designs.
You may choose to sketch this out in a number of ways, including:
- A series of days (maybe this is a 10 day project) with the day noted along with the
- A vignette that tells what students and teacher are doing each day of the unit. These would be narratively
dense.

Day 1: ​The teacher will select four songs (that have four chords) and display the different options for the class to
explore and decide on in small groups (or alone if desired). There will be a visual on some type of screen that
shows examples of common ukulele chords. The class will take out their ukuleles and the teacher will explain how
to read a chord chart, starting with C major. The teacher will introduce some basic strumming patterns, and the
class will begin playing chords together. The teacher will walk around the class to observe progress and to assist
anyone who needs it.
In their groups, they should look up and learn the chords for the song, and practice transitioning those chords in
time with the song. They will discuss and make artistic decisions about how they want to arrange their song. The
focus of this day is basic skill building and group planning.

Day 2: ​The focus of this class is to review, clean, and solidify arrangements. Each group or individual will perform
for the teacher and receive feedback.
The teacher will pay specific attention to any difficulties in skill development (transitioning chords, strumming
patterns, the ability to sing while playing) as well as investigating their informed creative decisions and the group’s
overall collaboration. Students will reflect together on the feedback they received and use it to inform revisions to
their performance.

Day 3: ​The beginning of class is used as time for the groups to rehearse their song one last time. Groups then
perform for each other, and peers provide feedback in a discussion. After all the groups are finished performing,
the teacher will facilitate a reflection on their experience: both individually in learning the ukulele, and
collaboratively in arranging and performing with others. The teacher will hand out sheets of paper for students to
complete individual reflections, where they can voice more personal concerns or continue any ideas that time
didn’t allow for during the discussion process. Students will have the option to record their song if they wish.

Final Assessment Rubric 

Goal/Quality No Evidence  Minimal  Meet  Exceeds 

Evidence  Expectations  Expectations 

1​ ​Playing chords in Struggles to correctly Plays most chords Correctly plays Correctly plays each
succession play chords. correctly on down each chord in time chord in time with a
beats. with a consistent consistent strumming
strumming pattern AND
pattern. smoothly changes
between them.

​ ​Musical
2 Perform is static with Performs with Performs with Performs with
expression no varying dynamics. some varying varying dynamics varying dynamics as a
dynamics. as a means of means of expression
expression. AND can articulate
their creative
 decisions.

3​ Receiving and Practicing remains the Applies some Applies received Applies received
applying criticism same with no change. received criticism criticism to their criticism to their
to their practicing. practicing. practicing AND can
explain the revisions
they made.

4​ Group Does not contribute Contributes a small Contributes to the Contributes to the
collaboration to the crafting of the amount to the crafting of the crafting of the group
group performance. crafting of the group performance AND
group performance AND sings while playing
performance. occasionally sings ukulele during the
while playing entire duration of the
ukulele during performance.
performance.

5 ​Reflection Individual reflection is Completes some of Completes Completes individual

not completed. individual individual reflection AND
reflection. reflection. answers are
thoughtful,
meaningful, and
extend beyond the
questions asked.