4th Grade General Music Unit Curriculum  

Context Statement:​ ​For this experience we will be doing a series of three hour-long ukulele lessons at a
mixed-grade level general music event at an elementary school in Harrisonburg, Virginia. In these lessons, we will
be teaching songs from popular culture that the students would most likely recognize. The classroom in which we
will be teaching implements an inclusive class protocol. We will be providing adaptive instruments and
accommodations for the students with disabilities in the class and provide individual learning goals for those
students that we have worked with in our engagement projects. In designing this curriculum, we have to take into
consideration the needs of the disabled students and assessing what the disadvantaged students’ musical
capabilities are to provide individual learning goals that challenge them but are also manageable. In this
experience, we have implemented learning standards through 4th grade.

Stage 1 - Desired Results

Virginia Standards of Goals:

Learning
General Standards:
1.10​ The student will - I can discuss how culture has influenced popular music. (K)
explore historical and - I can identify artists of popular songs. (K)
cultural aspects of
music
4.1.5​ - using a system to - I can transfer information I see on a chord chart to action I do on a
sight read melodic and ukulele/adaptive instrument. (T)
rhythmic patterns
4.3.5​ - accompanying - I can play I, IV, and V(7) chords in C major (C, F, G(7)) on a ukulele or adaptive
songs and chants with I, instrument along with a recording of a song. (S)
IV, and V(V 7 ) chords
4 .11​ The student will - I can describe technical aspects of playing ukulele and give feedback on others
evaluate and critique students’ performances. (M)
music by
1. reviewing criteria
used to evaluate
compositions and
performances; and
2. describing
performances and
offering constructive
feedback.
General and Adaptive
Standards:
K.6​ The student will - I can sing and play a variety of melodic patterns (moving up or down, staying
demonstrate a steady the same/common tone, etc). (T)
beat, using body - I can strum a steady pattern on the ukulele or adaptive instrument to begin
percussion, building rhythmic understanding (S)
instruments, and voice.
2.5​ The student will - I can walk/run or otherwise move around in response to music to learn about
respond to music with its active components (tempo, rhythm, etc.), which will shape my
movement, including understanding of the role of movement (e.g. musical phrasing) in music. (K, M)
using locomotor and
nonlocomotor
movements of
increasing complexity.

Generative (Essential) Questions:

- What are ways that musicians can share their artistry with their community?
- How can we make sure that everyone is involved in the music making process (appropriately adapting for
students with special needs, maintaining the attention of all students, keeping the experience fun and
open for all learners)?
- In what ways can this experience be applied to nonmusical activities?

Stage 2 - Evidence 

Evidence for Standard 1.10: ​I can identify the artists of popular songs and discuss how culture has
influenced popular music.
● Meets Expectations​: The student can identify the artist of a song they are listening to or playing and
can make at least one connection from the lyrics to some other nonmusical subject.
● Developing:​ The student cannot identify any song artists and has trouble making connections from
the lyrics to other subjects.
● Exceeding Expectations:​ The student identifies song artists and makes numerous in-depth
connections between the lyrics and other subjects.

Evidence for Standard 4.1.5:​ I can transfer information I see on a chord chart to action I do on an
instrument.
● Meets Expectations​: The student recognizes which lines on a chord chart represent the strings
on the ukulele, and can place their fingers in the correct place depending on the location of the
dots. Correct pitches are played on the third or fourth try.
● Developing: ​The student cannot recognize which lines on a chord chart represent the strings on
the ukulele, and/or have trouble placing their fingers in the correct place depending on the
location of the dots on the chart. Correct pitches are never played, or it takes five or more tries to
achieve the correct pitches.
● Exceeding Expectations:​ The student recognizes which lines on a chord chart represent the
strings on the ukulele, and can place their fingers in the correct place depending on the location of
the dots. Correct pitches are played on the first or second try.

Evidence for Standard 4.3.5:​ I can play I, IV and V(7) chords in C Major (C, F, G(7)) on a ukulele or
adaptive instrument along with a recording of a song.
● Meets Expectations​:The student makes between five and ten mistakes in chord quality or harmonic
rhythm. Students can play C, G, Am, F chords on the ukulele or adaptive instrument in tune with
correct fingerings and can change from one chord to another without any issues and with the chord
changes in the song.
● Developing:​ The student makes ten or more mistakes in chord quality or harmonic rhythm, or cannot
correctly play any chordsstudents can understanding where the chords are in the song, but still need
help with the fingerings and changing between different chords.
● Exceeding Expectations: ​The student makes five or fewer mistakes in chord quality or harmonic
rhythm.Students can sing and play at the same time, have mastered the fingerings for the chords, and
can do more complex strumming patterns.

Evidence for Standard 4.11​:​ I can describe technical aspects of playing ukulele and give feedback on
other students’ performances.
● Meets expectations:​ The s Student can identify correct playing position of instrument and identify
correct rhythms and strumming patterns and give feedback to peers based on that
● Developing:​ The Student can not identify issues with rhythm or playing position or correct notes
● Exceeding expectations:​ The student can accurately name each of the chords and plays them
with the correct fingerings, changing chords with little to no hesitation/issues. They recognize what
their peers are struggling with and can suggest an appropriate solution.Student can identify
correct notes, playing position, and strumming patterns and also give feedback for dynamics and
expressive playing.

Evidence for Adaptive Standard K.6:​ I can strum a steady pattern on the ukulele or adaptive instrument
to begin building rhythmic understanding, as well as sing and play a variety of melodic patterns (moving
up or down, staying the same/common tone, etc).
● Meets Expectations: ​The student first sings given musical patterns in time, and can manipulate
the pitch up and down or maintain the same pitch. They then echo this on their instrument.
● Developing: ​The student cannot match pitch in singing or on the instrument, or cannot properly
echo the pattern’s movement. Student can not strum a steady pattern or rhythm.
● Exceeding Expectations:​ The student can both sing and play the musical pattern in time and
with the correct moving pitches. Student can play a steady rhythm or strumming pattern on
ukulele or adaptive instrument and add more complex rhythms to basic downbeat and eighth note
patterns.

Evidence for Adaptive Standard 2.5:​ I can walk/run or otherwise move around in response to music to
learn about its active components (tempo, rhythm, etc), which will shape my understanding of the role of
movement (e.g. musical phrasing) in music.
● Meets Expectations: ​The students can associate physical movements with musical concepts,
such as walking with slower tempo, running with faster tempo, smaller movements with quieter
music, or larger movements with louder music.
● Developing: ​The student participates in moving, but does not draw a connection between the
physical movements and the musical concepts, resulting in doing incorrect movements with given
musical examples.
● Exceeding Expectations: ​The student associates the physical movements with musical
concepts and appropriately applies these concepts to playing on the instruements.
Informal assessment:

- In small groups (decided by the instructors) the students will practice and then perform the song.
The teacher will observe their practice, asking them questions to engage their thinking about how
to improve and answering any questions they may have. The teacher will also give feedback on
their performance and give them a chance to try it again.

Stage 3 – Learning Plan 

Three one-hour lessons

Day 1: (1 hour - Abby)

K.6​ The student will demonstrate a steady beat, using body percussion, instruments, and voice.

4.1.5​ - using a system to sight read melodic and rhythmic patterns

1. Students will experiment how to make loud and soft sounds on open strings and experiment individually
what kinds of sounds the ukulele can make for a few minutes.
2. Students will copy rhythms to learn how to make sounds on the ukulele or adaptive instrument
3. Teacher will demonstrate how to hold it and do simple down strumming patterns.
4. Teacher will play a recording from a popular movie and then the students will practice down strums on the
downbeats of the song
5. Teacher will demonstrate the C chord and the students will copy and play the C chord. Then the teacher
will show a chord chart of the C chord
6. Teacher will demonstrate how to play a G chord and students will play and strum the G chord. Then the
teacher will show the chord chart for the G chord.
7. Then the teacher will play the C chord and the students will copy and follow along and continue
strumming.
8. Teacher will switch to the G chord and students will follow along.
9. Teacher will strum and switch back and forth between C and G an students will try to copy to practice
switching between the two chords.
10. Then students will be assigned into small groups by the teacher and each group will play one chord and
play it when it comes in the recording. Students have the option to play all of the chords if they are
comfortable with it

Day 2 (1 hour - Hannah)

1.10 ​ The student will explore historical and cultural aspects of music.
2.5 ​The student will respond to music with movement, including using locomotor and nonlocomotor movements
of increasing complexity
Objective: The students will focus on developing musical awareness by playing games that encourage them to
focus on given musical concepts.
Procedure:
1. The lesson will begin with all the students seated scattered throughout the room with enough space to
move their arms while standing in place without running into anybody else.
 2. The teacher will begin to play music, and tells the students to jump up and begin dancing around once
they know who the song is by. This step should be repeated numerous times with different songs. (15
minutes)
3. The students will all come and sit in a circle, and the teacher will lead a brief discussion where the
students choose one song that they either 1) just heard/danced to, or 2) know really well. The students
will be asked to explain what the song is about, and make a connection from the lyrics to something else.
(5 minutes)
4. The students will now go back to their space in the room where they sat before and the teacher will play a
slow song. The teacher will begin walking around slowly and prompting the students to do so as well.
5. The teacher will then suddenly switch to a faster song and move around quickly, and the students should
imitate these movements. Alternate between fast and slow several times. (15 minutes)
6. The teacher should then ask the students to explain what they had just done, and have them discuss how
movement relates to music (fast/slow). (5 minutes)
7. Finally, the teacher should put on a quiet song and do very small motions, prompting the students to do
this as well. Then, alternate with a louder song and make larger movements. This step should look a lot
like the previous ones, but with a different changing variable. (15 minutes).
8. Finally, the teacher will ask the students to explain their activity and discuss how this kind of movement
relates to music. (5 minutes)
Day 3 (1 hour - Jordan)
4.3.5​ - accompanying songs and chants with I, IV, and V(V 7 ) chords

4 .11​ The student will evaluate and critique music by

1. reviewing criteria used to evaluate compositions and performances; and
2. describing performances and offering constructive feedback
Objective: Students will be able to perform basic songs on their ukulele or adaptive instrument, without starting,
using C, F, G7 chords. Students also will be able to give constructive feedback to themselves and others
Procedures-
1. Teacher will start class by reviewing chords from easiest to most difficult, focusing most of the time on the
more difficult chords (CM, Am, FM, GM)
2. Teacher will review songs learned last class period. First at a slower tempo, then at a faster tempo
3. Teacher will teach a more complex song with more chord changes
a. Students play the chord pattern slowly, then faster, then at tempo
b. Students learn the lyrics to the song (if applicable)
i. Teacher will put the lyrics on the board or will write it down on paper and show the class
ii. The class will sing verse by verse. Repeat this twice per verse
c. Students sing and add chords. Firstly slowly and then at tempo
d. Students will then seperate into groups of 3-4 and play the songs together, helping each other if
needed
i. BEFORE SEPARATING talk to students about how to help each other.
1. Talk about what is okay to say and what isn’t. (ex. “Maddie that sounds bad” is
not okay. “Maddie what if you move your finger here and try again?” is great
ii. Teacher will assign groups at random (ex. who has november birthdays?
e. Teacher will move around group to group to see what is and what isn’t working and how to help
them improve
i. Teacher will look for teamwork (if students are being respectful of each other). Teacher
will listen for intonation of each individual and look at individual fingerings. Teacher will
look at how long it takes for the student to place their fingers and play a chord.
 4. Students will come back together and play the song at tempo with lyrics
5. Students will perform the song again, but now with dynamics and strumming patterns (if applicable)

Assessment-
Teacher will informally assess students by first going around to the different groups and watching individual
students and give them critiques/feedback if needed. When class comes back together to play, another informal
assessment will be given where the student will play the particular song and teach will give feedback to the
performance and then have them play again

Final Assessment Rubric 

General Standards 

Goal/Quality No Evidence  Minimal  Meet  Exceeds 

Evidence  Expectations  Expectations 

1 ​Student can strum a Student fails to The student can Student will be able to Student is able to
steady pattern on the create a steady beat create a beat but has tap a steady beat create a steady beat,
ukulele and fails to maintain trouble maintaining a before starting to and maintain it with
a steady beat as steady beat. Either play. ease. Student may also
they either drag or they are slightly Student will be able to be able to subdivide
rush constantly. speeding up or keep a steady beat the beat into eighths,
They cannot slowing down. while strumming. rather than just
successfully strum Student may also Student can speed up strumming quarters.
on the instrument have trouble or slow down when Student can play more
strumming. asked. Student uses a advanced strumming
basic strumming patterns.
pattern

2 The student cannot The student can The student identifies

Student can identify Student cannot recognize which lines identify the artist of a song artists and makes
the artists of popular identify artists of on a chord chart song they are listening numerous in-depth
popular culture and represent the strings to or playing and can connections between
songs and discuss
cannot say how on the ukulele, make at least one the lyrics and other
how culture has culture has and/or have trouble connection from the subjects.
influenced popular influenced music placing their fingers lyrics to some other
music. in the correct place nonmusical subject.
depending on the
location of the dots
on the chart. Correct
pitches are never
played, or it takes five
or more tries to
achieve the correct
pitches.

3 Student can play Student plays melodic Student can play student can play
melodic patterns that Student does not patterns with slightly melodic patterns that melodic patterns that
move up,down, and understand how to wrong intonation and move up,down, and move up and down
stay the same and read any form of struggles to stay in stay the same with with great accuracy.
sing along basic music. If time. Student plays little to no Student immediately
student tries to play, without dynamics mistakes.Student can plays with expression
they have wrong and/or with an play with expression, without being
intonation and does unsteady tempo. using dynamics and reminded by the
not stay in time. tempo in order to teacher to do so.
They also fail to make a line more Student understands
include dynamics. musical. the concepts on how
to accompany songs
and does it with good
accuracy.

4 Student can play I, Student does not students can Students can play C, Students can sing and
IV, V7 chords on an understand what understanding where G, Am, F chords on play at the same time,
adaptive instrument these chords are and the chords are in the the ukulele or have mastered the
fails to play them on song, but still need adaptive instrument fingerings for the
or ukulele in
the instrument at all help with the in tune with correct chords, and can do
accompaniment to a fingerings and fingerings and can more complex
song. changing between change from one strumming patterns.
different chords. chord to another
without any issues
and with the chord
changes in the song.

Adaptive Standards

Goal/Quality No  Minimal  Meet  Exceeds 

Evidence  Evidence  Expectations  Expectations 

K.6​ The student Student can Student can play Student can sing along Student can play melodic
will demonstrate not play a steady pattern on And can play a steady patterns that move
a steady beat, steady the adaptive pattern on the adaptive up,down, and stay the
using body rhythm or instrument instrument to begin same and sing along
percussion, melodic building rhythmic I can play a steady pattern
instruments, and pattern understanding on the adaptive
voice. instrument to begin
building rhythmic
understanding. Student
can also play all of the
chords smoothly with the
song and add more
complicated rhythm
patterns.

2.5​ The student Student can I can move around I can walk/run or I can walk/run or
will respond to not identify in response to otherwise move otherwise move around in
music with tempo, music to learn around in response to response to music to learn
movement, rhythm, etc. about its active music to learn about its about its active
including using in the music components active components components (tempo,
locomotor and or respond to (tempo, rhythm, (tempo, rhythm, etc.), rhythm, etc.), which will
nonlocomotor it. etc.) and have which will shape my shape my understanding of
movements of some understanding of movement in music and
increasing understanding of movement in music. then apply understanding
complexity. movement in of tempo and rhythm to
music adaptive instrument when
learning the songs.