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Jamiah Harrison and Emily Gulli

- 4/17 by 4:00PM: Context Statement and Stage 1

- 4/24 by 4:00PM: Stage 2 and begin Stage 3
- 5/3 by 11:59PM: All (complete Stage 3 and craft end assessment rubric)

Unit Name: Community Setting  

Context Statement:​ For this experience we are designing, we are teaching young students, who have mostly likely never
have played the ukulele before, how to play and sing at the same time! These students involved are students of all ages,
who also may have different levels of playing capabilities; however, all students are welcome to play and sing along! We
decided to choose songs that would engage these young students, such as songs from “Moana” or even songs from the
popular movie “Frozen.” Due to this possibly being the first time someone has played the ukulele, we have made slides with
lyrics, along with when and where the chords (C, G, Am, F, or Em) will be played. We will be involved in an event at the
Discovery Museum in downtown Harrisonburg. Due to this experience being focused around a younger audience, we have
simplified songs and have made slides with only these simple ukulele chords. We want these young students to overall
have fun and enjoyable experience singing and playing songs they’ve heard many times before!

Stage 1 - Desired Results

Standards: Goals:
K.2 The student will investigate
various uses of the voice by 1.
demonstrating the difference - I can play chords such as C, G, Am, and F on the ukulele. (S)
between the singing voice and the
speaking voice; 2. matching pitches - I can play strumming patterns that follow the song selected. (S)
within an appropriate range; and 3.
demonstrating expressive qualities
- I can confidently play and sing an entire song with correct
of music, including loud/soft and fingerings and technique throughout the melodic line. (K,S)
- I can share my instrument with any of my peers in order practice
K.3 The student will sing a variety
of songs of limited range alone and
good citizenship (S,T,M)
with others, including 1. singing - I can play with a group consisting of ukulele and other non-pitched
two-pitch (sol, mi) songs, using
echo and ensemble singing; and 2. accompanying instruments (K,S)
singing at the appropriate time
following a musical introduction.
- I can communicate how I feel about a song through the way I
perform it based on how I understand and play the song. (T,M,S)
K.4 The student will play a variety
of pitched and non-pitched
instruments alone and with others,
including 1. demonstrating high
and low; 2. demonstrating
loud/soft and fast/slow; and 3.
accompanying songs and chants,
using body percussion as well as

K.5 The student will perform

rhythmic patterns that include
sounds and silences, using
instruments, body percussion, and

K.8 The student will create music by

1. improvising simple melodic or
rhythmic patterns; and 2.
improvising to enhance stories and

K.14 The student will communicate

personal response to expressive
features of music through

K.10 The student will participate in

music activities that involve
sharing, taking turns, and other
behaviors that demonstrate good

K.12 The student will analyze music

by 1. distinguishing among men’s,
women’s, and children’s voices; 2.
identifying selected instruments
visually and aurally; 3. classifying
sound sources as vocal,
instrumental, or environmental;
and 4. recognizing basic contrasts in
music, including fast/slow,
high/low, loud/soft, and

Generative (Essential) Questions:

- If you did not know how to play a chord on the ukulele, how would you begin to try to figure out the chord by
yourself without the help of an outside source?
- If you did not trust someone with your instrument, how would you begin to practice trust so that you can practice
- Where can musicians find tutorials on strumming patterns?

Stage 2 - Evidence 

-​The students learned how to play chords like C, G, Am, and F on the Ukulele.
- ​The students are able to confidently play a full melodic line using the chords stated above.
-If students are not able to play a full melodic line due to different levels of playing ability, start by playing the
downbeat of each measure to get the chord changes and fingerings.
-Students are able achieve chord changes while demonstrating loud, soft, fast, and slow tempo and dynamic
changes in a single melodic line.
-The students learned how to share instruments with their peers when it was their turn to play and or when
there was not enough instruments.
- The students learned how to play the Ukulele while other instruments, such as percussion, were being played
around them played around them
- The students were asked how this song makes them feel and demonstrated how they felt through their
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.

Final Assessment Rubric 

Goal/Quality No Evidence  Minimal  Meet  Exceeds 

Evidence  Expectations  Expectations 

1 ​Students can play a The student The student The student was The student was able to
song that uses chords showed no effort was able to able to play a play multiple songs using
such as C,G, Am, F, on to play any song play some of song using these the required chords with
Ukulele with these chords the chords in chords with little no problem as well as
and needed help the context of problems. expanding their learning to
to get through a a song with learn and Em chord.
song. some

2 ​Students can play The student did The student The student was The student was able to
strumming patterns that not show any was able to able to play the play the strumming pattern
follow the song correctly understanding of play only some specific strumming given and play another
that follows a specific the specific of the pattern given with strumming pattern they
pattern strumming strumming little to no practiced on their own to
pattern given. patterns problems. the song selected.

3 ​Students can play and The student did The student The student was The student was able to
sing an entire melodic not show any was able to able to play the play the melodic line with
line with correct understanding of play some of melodic line with correct fingerings and
technique and fingerings correct fingerings the melodic correct fingerings vocal technique to the
on the ukulele or technique line and some and vocal melodic line given. The
throughout the correct technique with student was also able to
melodic line. fingerings and little to no apply what they learned
vocal problems. and sing and play another
technique. melodic line with correct
technique and fingerings.

4 ​Students are able to The student did The student The student was The student went above
share their instruments not show any showed some able to share their and beyond and was able
to show good citizenship form of good capability of instruments with to share their instruments
towards peers citizenship sharing their their peers and with their peers. The
towards their instruments demonstrated student may have also
peers. with peers to good citizenship. helped a peer on how to
portray good correctly play something
citizenship. on the instrument if they
realized that peer was

5 ​Students are able to The students The student The student was The student went above
play with the ukulele were not able to showed some able to play other and beyond and was able
and other non-pitched play the ukulele capability of non-pitched to play many other
accompanying or other play other instruments with non-pitched instruments
instruments non-pitched non-pitched little problems. with no problems.
instruments. instruments.

6 ​Students are able to The students The student was The student was The student was
communicate how they were not able to not completely able to express completely able to
feel based on how they communicate capable of how they felt communicate how they
play and understand the how they felt expressing how based off the song based off the song they
song based off of how they felt based and how they chose and the
they played or off the song they understood the understanding they took
understood the played. song. from it. The student had no
song. problems expressing how
they felt.