Unit Plan

Date: 11/2/16
Names: Jayne Klinge
Subject/level: Middle School Band
Lesson Title: Childhood Favorites

My classroom is very homogeneous. For the most part, they all grew up together. This is a
smaller school so everyone tends to be very close and friendly. I have a couple high achievers
that go above and beyond what is expected, as well as those who are just in band because they
have to be. The class as a whole tends to learn best by asking questions and having more
discussions about styles and techniques. To accommodate this, I must plan more time for
explaining new ideas and give more time for questions as well. We do not get through as much
music each day, but I feel they truly understand what I ask of them. Most also do a good job of
coming to band prepared each day. Since this is a beginning band I chose an arrangement of
many childhood melodies that they may know. There are many things musically that I can teach
the students with simple songs. In this unit, I am using familiar melodies and have students
research its origin and musical culture surrounding that particular origin. Then students must
find another song similar to an American nursery rhyme from the culture they researched and
compare and contrast the musical elements. Students then must present their findings and bring
a copy of the original song they researched and the new one. The band will play both of the
pieces on recorder. Then the team that researched the culture will lead a discussion comparing
and contrasting the musical elements of our culture and the researched culture.
Standard, Benchmark, Indicator CCSS.ELA-Literacy.WHST.6-8.8
MUPr.4.2.7c
Lesson Goal Gaining more understanding of familiar tunes while being able to compare
and contrast musical elements between different cultures.
Lesson Objective Students will be able to discuss relevant information over the piece of their
choice and compare and contrast musical cultures.
Essential Question(s) How are nursery rhymes different among different cultures?
New & Guarded Vocabulary musical elements
Assessment and Criteria Verbal Presentation and discussion, new nursery rhyme
Furniture/Materials/Technology Chairs, stands, piano, computers/iPads, projector?, music, writing utensils,
Set-up paper, Powerpoint, Microsoft Word, Prezi etc.
Resources (books, articles, video Childhood Favorites
links, etc.)
Evidence of Technology Internet Research, handout or powerpoint
Evidence of Math/Reading Use of Compare/contrast
Strategy

Est. Unit Activities

Time
of
Task
B 3-4 Split into groups and research origin of melody and culture. Also find another song similar to
e days American nursery rhyme from researched culture. Find a copy of new and old melody to bring to
g
i
class. Also compare/contrast this musical culture and American musical culture. All research must
n be turned in to me to look over before presentation takes place. Create handout or powerpoint of
n information
 i
n
g

M Groups present information on new culture with handout or powerpoint

i
d
Group passes out music and leads the group playing music on recorder
d
l
e
E Presenting group leads class in discussion of similarities and differences of musical cultures
n
d

Adaptations: What could Give students a handout of notes

you adapt to help Working alone instead of a group
students with learning Give students more time
disabilities, students More elaborate instructions
with learning
Show an example
exceptionalities, &/or
ELL students with this
lesson? (Ex: guided
notes, extended time,
fewer questions, fewer
distractors, alternate
setting, etc.)
Modalities: What Visual:Presentation must have handout or powerpoint
modalities did you utilize Auditory:discussion, listening to music, listening to presentation
in this lesson? How? Kinesthetic:
Tactile:Playing new pieces on recorder
Strategies: What Cooperative learning, group discussion, hands on activity, technology integration,
instructional strategies presentations
did you utilize in this
lesson? (Ex: graphic
organizer, cooperative
learning, discussion,
technology integration,
etc.)