Mini-Unit Organizational Template

I. CENTRAL FOCUS

a. Describe the central focus of your unit and the purpose for the content presented in your unit.

The central focus if this unit is …Composition

I chose this content because …It is an important part of learning how to identify and express moods, emotions, and
images through music.

b. Given the central focus, describe how the National Standards and learning objectives in each lesson of your
unit address creating, performing, or responding to music by applying a) knowledge/skills (ie. tools.instruments,
technical proficiencies, processes, elements, organizational principles), b) contextual understandings (ie. Social,
cultural, historical, global, personal reflection), or c) artistic expression (ie. Interpretation, creativity,
exploration/improvisation, individual choices).

Identify if it is connected to
List the learning a) knowledge/skills, b) Explain how these are
objective with the contextual understandings, connected.
National Standard # or c) artistic expression

Lesson #1 SWBAT identify B) Contextual understandings Gathering what they might

concepts and feelings know about the style of the
from musical music and relating this to
compositions by emotions they know how to
listening to examples define.
and drawing or writing
the characteristics of the
pieces.

MU:Cr1.1.E.5a
Compose and improvise
melodic and rhythmic
ideas or motives that
reflect characteristic(s)
of music or text(s)
studied in rehearsal.

Lesson #2 SWBAT select and C) Artistic expression Students are composing

develop musical ideas music in groups based on an
to create their own image given to them.
composition by
identifying the mood
and sounds in an image. A) Knowledge and skills They are using the
knowledge they acquired
 MU:Cr2.1.E.5a Select about composition and
and develop draft performance to create a
melodic and rhythmic feedback tool. They are also
ideas or motives that creating a document for
demonstrate their notation and using
understanding of organizational principles to
characteristic(s) of aid their performance.
music or text(s) studied
in rehearsal.

SWBAT plan and

document a new
composition by
notating the elements of
their piece.

MU:Cr2.1.E.5b
Preserve draft
compositions and
improvisations through
standard notation and
audio recording

Lesson #3 SWBAT share C) Artistic expression Students are now

collaboratively performing their piece in
developed compositions front of their peers who will
by performing as a provide feedback.
group.

MU:Cr3.1.E.5a
Evaluate and refine
draft compositions and
improvisations based on
knowledge, skill, and
teacher provided
criteria.

MU:Cr3.2.E.5a Share
personally developed
melodic and rhythmic
ideas or motives –
individually or as an
ensemble – that
demonstrate
 understanding of
characteristics of music
or texts studied in
rehearsal.

II. LESSON DEVELOPMENT

a. Explain how your plans build on each other to help students in creating, performing, or responding to music
and make connections to knowledge/skills, contextual understandings, and artistic expression.

Identify the Explain how it is Explain how Lesson 2 Explain how Lesson 3
knowledge/skill, addressed in builds on Lesson 1 builds on Lesson 2
contextual Lesson 1 (identify (identify complexity (identify complexity
understanding, or complexity level on level on Blooms) level on Blooms)
artistic expression Blooms)
being addressed
Identifying emotions Students identify Students now take a Students perform their
emotions of a piece and picture, identify an composed piece for the
draw out their emotion that class and attempt to
interpretation of the accompanies the express the emotions of
music. picture. the picture.

Understand Apply Create and Evaluate

Composition Students compose a Students provide a
piece to accompany a notated version of their
picture. piece.

Create Create and Apply

Performing Students perform their
composed piece for the
class.

Create

b. Describe and justify why your instructional strategies and planned supports within your unit are appropriate for
the unit, in particular to age level and class type.

Instructional How is this tied to the Why is this appropriate for this
 strategy/planned learning objective? particular age level and class type?
support
Collaboration Students are composing This is appropriate because it students may find it
music with a group. hard to compose a piece on their own. They also
might retain more from working in groups and
share ideas.
Teacher feedback Feedback is provided Students need constant feedback in order to stay
on student’s notations, on track with an assignment, as well as aid in
during their creation additional performances.
process, and after their
performance.

c. Describe common student errors, weaknesses, or misunderstandings within your content focus and how will
you address them.

Possible student errors,
weaknesses or
misunderstandings
Students may start to get distracted
or lose focus from the assignment.
How will you identify if
students have this
preconception?
You will notice when students
are not composing in groups as
you walk around to groups.
How will you address it
during instruction?
You should make sure you
address groups individually by
walking around and asking
questions about their progress.’

d. Describe how your planned formal and informal assessments will provide direct evidence of students creating,
performing, or responding to music by applying artistic skills, knowledge, and contextual understandings
throughout the learning segment.

State the learning objective along Explain how this assessment will
Area of Targeted with the Description of provide evidence of student
Student Learning assessments designed to monitor mastery of this area of targeted
the targeted student learning. student learning?
 SWBAT plan and document a new Evidence will be shown if students
Development of composition by notating the elements are able to support the emotions
knowledge/skills of their piece. intended for their piece.

Students work to develop an organized

notated piece to accompany a picture. A
worksheet is attached to this document to
assistance students.

SWBAT identify concepts and feelings
Development of from musical compositions by listening
contextual to examples and drawing or writing the
understandings characteristics of the pieces.
Assessment: Identifying qualities of
compositions and interpreting the
meaning.
Students share their thoughts about
compositions in creative ways. This
process gives straight-forward steps for
students to interpret the meaning of a
piece. Evidence will be shown by
having a unique interpretation.

SWBAT select and develop musical Students share their thoughts about
Development of artistic ideas to create their own composition compositions in creative ways. This
expression by identifying the mood and sounds process gives straight-forward steps for
in an image. students to interpret the meaning of a
piece. Evidence will be shown by
having a unique interpretation.
Students are selecting rhythmic and
melodic sounds to match a picture.
The teacher should be walking
around making sure all students are
participating in the work and making
sure each student has a voice in the
creation of the piece.

SWBAT share collaboratively Evidence will be demonstrated if

developed compositions by they can describe the intended
performing as a group. mood or image for the piece, as
well as if the audience can identify
this.
This will assess students’ participation in
the project, their ability to convey a
defined mood or image, and their
neatness and organization of their
notation.