Lesson One: Chapter 10 - Jazz 1930-1960

Unit: Chapter 10 - Jazz 1930-1960

Materials
Student Materials: Textbook
Pencil
Teacher Materials: Canva Presentation
Textbook
Copies of the Reading Guide
Copies of Pre-Test
Laptop

Standards & Objectives

Standard Objectives
HS1 HS1
4CE - Listen to and compare various musical Students will be able to analyze various styles of jazz music.
styles from the United States, other cultures Students will be able to understand how different backgrounds and cultures affect music.
and historical periods.
3RE Examine how people from different HS3
backgrounds and cultures use and respond to Students will be able to evaluate a variety of performances based on personal reflection.
music.
HS4
Students will be able to evaluate a variety of performances based on personal reflection.
HS3
2RE Discuss how people differ in their
responses to the aesthetic qualities of
performance including their personal
responses.

HS4
3RE Discuss how people differ in their
response to musical experiences based upon
culture, environment, values and personal
experiences.
Assessments
Assessment Related Objective Type Procedures/Feedback
A. Pre-Test HS1 – Analyze/ Formative Pass out the test and allow the class time to work.
Understand

HS3 - Evaluate

HS4 - Evaluate
B. Asking questions throughout HS1 – Analyze/ Formative Ask questions during the lecture to check for understanding
the class Understand
a. This will be the opening question to the class.
a. What do we know HS3 - Evaluate
about Big Bands? b. This question is to be asked after showing Count Basie’s Taxi
HS4 - Evaluate War Dance chart.
b. When we listen to
this what do we hear? c. This will be asked after showing Billy Strayhorn’s Take the “A”
Train and Duke Ellington’s Take the “A” Train.
c. What is the difference
between these two
videos?

C. Reading Guide HS1 - Formative Pass out reading guides after the test is completed. Allow time for them
Understand to start at the end of class.

Prerequisite Knowledge & Skills

Prerequisite Knowledge Needed: Chapter 9: Jazz 1900 - 1930
Prerequisite Skills Needed: Nothing

Lesson Procedures
Before Class Steps:
Intro/Transition
Activities:
● Pull up Canva Presentation and have the textbook open to the correct chapter. Students are expected
to be in their seats by the bell.
● Introduction:
o Pre-test:: Chapter 10: Jazz 1930 - 1960
o Pass out reading guide
o Opening Question: What do we know about Big Bands?
 ● Introduction to the chapter
o Big Bands
▪ Instruments in a Big Band
▪ Art of Arranging
● Fletcher Henderson
● Count Basie
o Taxi War Dance
▪ When we listen to this what do we hear? (Instruments/Style)
● Lester Young
● Benny Goodman
● Glenn Miller
▪ Duke Ellington
o Mood Indigo
● Billy Strayhorn
o Take the “A” Train - Strayhorn’s Version
o Take the “A” Train - Ellington’s Version
▪ What is the difference between the two videos?

Learning Tasks Related Potential Barriers to UDL Solutions/

Objectives/ Learning Accommodations
Assessments
Learning Task: Lesson One HS1 – 1. Limited 1. Talking
I Do: Introduce the music Analyze/ student about the
We Do: We talk about the music Understand engagement background
You Do: Talk about what they liked and disliked during the “I of the
HS3 - Do” Phase music/make
Evaluate 2. Uneven it a story
participatio 2. Promote
HS4 - n during the small group
Evaluate “We Do” discussion
Phase and provide
prompts.
 Closure Statement/Activity: ● Allow time to work on the reading guide

Homework/Extension Activities:
Work on Reading Guides
 Lesson Two: Chapter 10 - Jazz 1930-1960
Unit: Chapter 10 - Jazz 1930-1960
Materials
Student Materials: Textbook
Reading Guide/Pencil
Teacher Materials: Canva Presentation
Textbook
Laptop

Standards & Objectives

Standard Objectives
HS1 HS1
4CE - Listen to and compare various musical Students will be able to analyze various styles of jazz music.
styles from the United States, other cultures Students will be able to understand how different backgrounds and cultures affect music.
and historical periods.
3RE Examine how people from different HS3
backgrounds and cultures use and respond to Students will be able to evaluate a variety of performances based on personal reflection.
music.
HS4
Students will be able to evaluate a variety of performances based on personal reflection.
HS3
2RE Discuss how people differ in their
responses to the aesthetic qualities of
performance including their personal
responses.

HS4
3RE Discuss how people differ in their
response to musical experiences based upon
culture, environment, values and personal
experiences.
Assessments
Assessment Related Objective Type Procedures/Feedback
D. Asking questions throughout HS1 – Analyze/ Formative Ask questions during the lecture.
the class Understand a. This will be the opening question to the class

a. Why am I playing this HS3 - Evaluate b. Ask before playing “Strange Fruit”
chart?
HS4 - Evaluate c. Going over the meaning of the song
b. Before we go over the
meaning to “Strange
Fruit” what do you
think the meaning of
the song is?

c. What types of
Metaphors did your
hear?

E. Reading Guide HS1 - Formative After the lecture is over students will be allowed to work on their
Understand reading guides or jazz writing assignment.
F. Jazz Writing Assignment HS1 - Formative After the lecture is over students will be allowed to work on their
Understand reading guides or jazz writing assignment.

Prerequisite Knowledge & Skills

Prerequisite Knowledge Needed: Chapter 9: Jazz 1900 - 1930
Prerequisite Skills Needed: Nothing

Lesson Procedures
Before Class Steps: ● Pull up Canva Presentation and have the textbook open to the correct chapter. Students are expected
to be in their seats by the bell.
Intro/Transition ● Introduction:
Activities: o Play “The Blues” by Mary Lou Williams
▪ Opening Question: “Why am I playing this chart?”
● Introduction to the portion
o Women in Jazz
 ▪ Mary Lou Williams
● Bags’ Groove
▪ International Sweethearts of Rhythm
● Jump Children
o Rise of Big Band Vocalists
▪ Ella Fitzgerald
● Air Mail
▪ Billie Holiday
● Strange Fruit
● Introduce the Jazz Writing Assignment

Learning Tasks Related Potential Barriers to UDL Solutions/

Objectives/ Learning Accommodations
Assessments
Learning Task One: “Lesson Two” Activity HS1 – 3. Limited 3. Talking
I Do: Introduce the music Analyze/ student about the
We Do: We talk about the music Understand engagement background
You Do: Talk about what they liked and disliked during the “I of the
HS3 - Do” Phase music/make
Evaluate 4. Uneven it a story
participatio 4. Promote
HS4 - n during the small group
Evaluate “We Do” discussion
Phase and provide
prompts.

Closure Statement/Activity: ● Introduce Jazz Writing Assignment

● Allow time to work on Reading Guide

Homework/Extension Activities:
Work on Reading Guides and the Jazz Writing Assignment
 Lesson Three: Chapter 10 - Jazz 1930-1960
Unit: Chapter 10 - Jazz 1930-1960
Materials
Student Materials: Textbook
Reading Guide/Pencil
Teacher Materials: Canva Presentation
Textbook
Laptop

Standards & Objectives

Standard Objectives
HS1 HS1
4CE - Listen to and compare various musical Students will be able to analyze various styles of jazz music.
styles from the United States, other cultures Students will be able to understand how different backgrounds and cultures affect music.
and historical periods.
3RE Examine how people from different HS3
backgrounds and cultures use and respond to Students will be able to evaluate a variety of performances based on personal reflection.
music.
HS4
Students will be able to evaluate a variety of performances based on personal reflection.
HS3
2RE Discuss how people differ in their
responses to the aesthetic qualities of
performance including their personal
responses.

HS4
3RE Discuss how people differ in their
response to musical experiences based upon
culture, environment, values and personal
experiences.
Assessments
Assessment Related Objective Type Procedures/Feedback
G. Asking questions throughout HS1 – Analyze/ Formative Ask the student questions during class
the class Understand a. This question will get them to start thinking about similarities
and differences about the music we have listened to.
a. Opening Question: HS3 - Evaluate b. This question will require them to think about what was
Compared to some of happening during this time period.
the music we listened HS4 - Evaluate
to Monday and
Tuesday was this
danceable? Why or
why not.

b. Why do you think

Duke Ellington wrote
this piece?

H. Reading Guide HS1 - Formative After the lecture is over students will be allowed to work on their
Understand reading guides or jazz writing assignment.
I. Jazz Writing Assignment HS1 - Formative After the lecture is over students will be allowed to work on their
Understand reading guides or jazz writing assignment.

Prerequisite Knowledge & Skills

Prerequisite Knowledge Needed: Chapter 9: Jazz 1900 - 1930
Prerequisite Skills Needed: Nothing

Lesson Procedures
Before Class Steps:
Intro/Transition
Activities:
● Pull up Canva Presentation and have the textbook open to the correct chapter. Students are expected
to be in their seats by the bell.
● Introduction
o Play “Bebop” by Dizzy Gillespie
▪ Opening Question: Compared to some of the music we listened to Monday
and Tuesday was this danceable? Why or why not.
● Introduction to the portion
 o Bebop
▪ Charlie Parker
▪ Thelonious Monk
▪ Dizzy Gillespie
● Koko
o Jazz as Concert Music
▪ Jazz Composition
● Concerto for Cootie
● “Black, Brown, and Beige”
o Why do you think Duke Ellington wrote this piece?
● Rhapsody in Blue

Learning Tasks Related Potential Barriers to UDL Solutions/

Objectives/ Learning Accommodations
Assessments
Learning Task One: “Lesson Three” Activity HS1 – 5. Limited 5. Talking
I Do: Introduce the music Analyze/ student about the
We Do: We talk about the music Understand engagement background
You Do: Talk about what they liked and disliked during the “I of the
HS3 - Do” Phase music/make
Evaluate 6. Uneven it a story
participatio 6. Promote
HS4 - n during the small group
Evaluate “We Do” discussion
Phase and provide
prompts.

Closure Statement/Activity: ● Allow time to work on Jazz writing assignment + Reading Guide

Homework/Extension Activities:
Work on Reading Guides and the Jazz Writing Assignment
 Lesson Four: Chapter 10 - Jazz 1930-1960
Unit: Chapter 10 - Jazz 1930-1960
Materials
Student Materials: Textbook
Reading Guide/Pencil
Teacher Materials: Canva Presentation
Textbook
Laptop

Standards & Objectives

Standard Objectives
HS1 HS1
4CE - Listen to and compare various musical Students will be able to analyze various styles of jazz music.
styles from the United States, other cultures Students will be able to understand how different backgrounds and cultures affect music.
and historical periods.
3RE Examine how people from different HS3
backgrounds and cultures use and respond to Students will be able to evaluate a variety of performances based on personal reflection.
music.
HS4
Students will be able to evaluate a variety of performances based on personal reflection.
HS3
2RE Discuss how people differ in their
responses to the aesthetic qualities of
performance including their personal
responses.

HS4
3RE Discuss how people differ in their
response to musical experiences based upon
culture, environment, values and personal
experiences.
Assessments
Assessment Related Objective Type Procedures/Feedback
J. Asking questions throughout HS1 – Analyze/ Formative Ask questions during class
the class Understand a. This will encourage the students to think of how this
sound/genre compares to a early genre we talked about.
a. Opening Question: HS3 - Evaluate b. Encourages comparing and contrasting
How is this different
from Bebop? HS4 - Evaluate

b. How is hard bop

different from bebop?

K. Reading Guide HS1 - Formative After the lecture is over students will be allowed to work on their
Understand reading guides or jazz writing assignment.
L. Jazz Writing Assignment HS1 - Formative After the lecture is over students will be allowed to work on their
Understand reading guides or jazz writing assignment.

Prerequisite Knowledge & Skills

Prerequisite Knowledge Needed: Chapter 9: Jazz 1900 - 1930
Prerequisite Skills Needed: Nothing

Lesson Procedures
Before Class Steps:
Intro/Transition
Activities:
● Pull up Canva Presentation and have the textbook open to the correct chapter. Students are expected
to be in their seats by the bell.
● Introduction
o Play “So What” by Miles Davis
▪ Opening Question: How is this different from Bebop?
● Introduction to the portion
o Progressive Jazz
▪ Stan Kenton
▪ Dave Brubeck
● Take Five
o Cool Jazz
▪ Claude Thornhill
▪ Miles Davis
 ● Boplicity
▪ Gil Evans
o Hard Bop
▪ Art Blakey
● Moanin’
o How is hard bop different from bebop?

Learning Tasks Related Potential Barriers to UDL Solutions/

Objectives/ Learning Accommodations
Assessments
Learning Task One: “Lesson Two” Activity HS1 – 7. Limited 7. Talking
I Do: Introduce the music Analyze/ student about the
We Do: We talk about the music Understand engagement background
You Do: Talk about what they liked and disliked during the “I of the
HS3 - Do” Phase music/make
Evaluate 8. Uneven it a story
participatio 8. Promote
HS4 - n during the small group
Evaluate “We Do” discussion
Phase and provide
prompts.

Closure Statement/Activity: ● Allow time to work on jazz writing assignment + reading guide

Homework/Extension Activities:
Work on Reading Guides and the Jazz Writing Assignment
 Lesson Five: Chapter 10 - Jazz 1930-1960
Unit: Chapter 10 - Jazz 1930-1960
Materials
Student Materials: Textbook
Reading Guide/Pencil
Teacher Materials: Canva Presentation
Kahoot
Laptop

Standards & Objectives

Standard Objectives
HS1 HS1
4CE - Listen to and compare various musical Students will be able to analyze various styles of jazz music.
styles from the United States, other cultures Students will be able to understand how different backgrounds and cultures affect music.
and historical periods.
3RE Examine how people from different HS3
backgrounds and cultures use and respond to Students will be able to evaluate a variety of performances based on personal reflection.
music.
HS4
Students will be able to evaluate a variety of performances based on personal reflection.
HS3
2RE Discuss how people differ in their
responses to the aesthetic qualities of
performance including their personal
responses.

HS4
3RE Discuss how people differ in their
response to musical experiences based upon
culture, environment, values and personal
experiences.
Assessments
Assessment Related Objective Type Procedures/Feedback
M. Asking questions throughout HS1 – Analyze/ Formative I will have music playing while students enter into the classroom. Once
the class Understand they are settled I will ask if the chart we were listening to was a big
band.
a. Is this a Big Band
Chart?

N. Reading Guide HS1 - Formative After the review game students will be allowed to work on their
Understand reading guides or jazz writing assignment.
O. Jazz Writing Assignment HS1 - Formative After the review game students will be allowed to work on their
Understand reading guides or jazz writing assignment.
P. Kahoot HS1 - Formative After the introduction students will play a review game that covers
Understand chapter 10.

Prerequisite Knowledge & Skills

Prerequisite Knowledge Needed: Chapter 9: Jazz 1900 - 1930 / Chapter 10: Jazz 1930 -1960
Prerequisite Skills Needed: Nothing

Lesson Procedures
Before Class Steps:
Intro/Transition
Activities:
● Pull up Canva Presentation and have the textbook open to the correct chapter. Students are expected
to be in their seats by the bell.
● Introduction:
o Play “Big Dipper” by Thad Jones/Mel Lewis
▪ Opening Question: Is this a Big Band Chart?
● Review for Test
o Kahoot
 Learning Tasks Related Potential Barriers to UDL Solutions/
Objectives/ Learning Accommodations
Assessments
Learning Task One: “Kahoot” Activity HS1 - 1. Competitive 1. Make the
I Do: I went over the information Understand Pressure Kahoot a
We Do: We played the Kahoot 2. Emphasis collaborative
You Do: They work on their reading guides on effort.
memorization 2. Provide
3. Limited students the
Feedback opportunity
to create
their own
review
games/
questions.

Closure Statement/Activity: ● Allow time to work on jazz writing assignment + reading guide

Homework/Extension Activities:
Work on Reading Guides and the Jazz Writing Assignment
 Lesson Six: Chapter 10 - Jazz 1930-1960
Unit: Chapter 10 - Jazz 1930-1960
Materials
Student Materials: Reading Guide
Pencil
Teacher Materials: Copies of the Test

Standards & Objectives

Standard Objectives
HS1 HS1
4CE - Listen to and compare various musical Students will be able to analyze various styles of jazz music.
styles from the United States, other cultures Students will be able to understand how different backgrounds and cultures affect music.
and historical periods.
3RE Examine how people from different HS3
backgrounds and cultures use and respond to Students will be able to evaluate a variety of performances based on personal reflection.
music.
HS4
Students will be able to evaluate a variety of performances based on personal reflection.
HS3
2RE Discuss how people differ in their
responses to the aesthetic qualities of
performance including their personal
responses.

HS4
3RE Discuss how people differ in their
response to musical experiences based upon
culture, environment, values and personal
experiences.

Assessments
Assessment Related Objective Type Procedures/Feedback
Q. Post-Test All Summative Pass out the test and allow the class time to work.
Prerequisite Knowledge & Skills
Prerequisite Knowledge Needed: Chapter 9: Jazz 1900 - 1930 / Chapter 10: Jazz 1930 -1960
Prerequisite Skills Needed: Nothing

Lesson Procedures
Before Class Steps:
Intro/Transition
Activities:
● Pull up Canva Presentation. Students are expected to be in their seats by the bell.
● Introduction:
● Play “A Child is Born” by Thad Jones/Mel Lewis
o Opening Question: Does anyone have any final questions before the test?
● Activities
o Take Test

Closure Statement/Activity: ● Collect reading guides + jazz writing assignment at the end of class.

Homework/Extension Activities:
No Homework