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Culminating Activity/Products.
Briefly describe the culminating activity and products (e.g. a composition,
performance, recording) explaining how these are authentic performance
tasks and how they bring the unit to an appropriate closure.
Culminating Activity/Products:
The unit culminates with a chord proficiency test and individual chording
recital. During the chording proficiency, students are expected to play all the
unit one chords, in random order. This is done through private one on one
playing tests. The individual chording recital involves chording along to a
pop song recording. The students choose the pop songs to be played during
the recital. This recital will also be performed to the teacher in a one on one
setting, where the teacher will assess chording accuracy, rhythm, position,
and strumming patterns.
This will bring closure to the unit because it will encompass all the chords
learned throughout unit one. It will also reinforce rhythm, and position by
successfully chording to a song of the students choosing.
Aim/big idea. A concept, theme or issue that gives meaning and connection to facts and skills and leads to deeper
understandings and appreciations. Based on a generative topic.
Aim/big idea: By the end of the unit, students will understand . . . basic chording, rhythms and classical positioning for the
guitar.
Essential questions. (Two to five per unit) Important, overarching, thought-provoking questions that guide the inquiry
throughout the unit.
Essential questions:
1. How can learning the basic elements of guitar help me become a life long musician?
2. In what ways can harmony and rhythm assist with self-expression?
3. Why is it important to appreciate and understand the basic elements of the guitar?
Desired Results/Learning Outcomes (Scope & Sequence)
General & Specific Musical Learner Expectations/Outcomes
Unit Learner Expectations (Goals)
By the end of the course students will . . .
Assessment/Evaluation
(Summative i.e. assessment of
learning at the end of the
unit)
GLE/GLO: 1
Performing/ Listening: Develop understanding of the elements and structures of music as they apply to music making and listening.
SLE/SLO: 1.1 Demonstrate an understanding of the term rhythm
ULE: 1.1.1 Identify designated items that
Test #1
are related to rhythm during a summative
test
ULE: 1.1.2 Apply their knowledge
Proficiency #1 - 4
regarding rhythm by performing proficiency
tests with all strums being even and smooth,
with a constant steady beat
SLE/SLO: 1.2 Demonstrate an understanding of the term harmony
ULE: 1.2.1 Identify I, IV, and V7 chords in
Test #2
multiple keys during a written test
ULE: 1.2.2 Demonstrate their
Proficiency #1 - 4
understanding of harmony by playing
multiple I-IV-V7-I progressions
SLE/SLO: 1.3 Demonstrate an understanding of staff, bass clef, and treble clef ULE: 1.1.1 Identify different terminology
Test #3
regarding staff and clef during a written
exam
GLE/GLO: 2
?: Develop awareness of the applications of music in our society with respect to music careers, avocational and leisure uses.
SLE/SLO: 2.1 Demonstrate an understanding of critical listening skills as
ULE: 2.1.1 Critically listen to a pop song of Recital #3
applied to recorded examples of popular music
their choice that they can transcribe and
then teach to the class
SLE/SLO: 2.2 Identify and analyze, through critical listening and/or other
ULE: 2.2.1 Identify musical elements and
Recital #3
forms of study, four styles of popular music, with specific reference to musical structures of a pop song by transcribing a
elements and structures
song of their choosing
GLE/GLO: 3
Performing/ Listening: Develop the ability to make intellectual and aesthetic judgments based on critical listening and analysis.
SLE/SLO: 3.1 Demonstrate proper sound production
ULE: 3.1.1 Demonstrate proper guitar
Proficiencies #1-4
technique during proficiency tests by using
a Technique Checklist (body and hand
position)
ULE: 3.1.2 Perform recitals while playing
Recitals #1 & 2
with a superior tone
SLE/SLO: 3.2 Demonstrate the correct physical relationship between player
and musical instrument
Proficiencies #1-4
SLE/SLO: 3.3 Explore, develop, and refine the sound making capabilities of
the instrument, individually and/or as part of an ensemble
Daily Pop-Exercises
SLE/SLO: 3.4 Analyze the aesthetic and stylistic qualities, through the
performance, of a musical selection
1. Daily Pop Songs (Chording)
2. I-IV-V7 Chord Progressions in 7 keys
3. Proficiency tests
4. Trivia Quizes
5. Recitals
6. Student led-guitar lesson
7. Written Theory Tests
1. Guitars
2. Picks
3. Capo
4. Ultimate Guitar
5. Youtube
6. First Year Guitar (Hands-On Training) textbook
Special Considerations
Lesso
n
1
Topic
Housekeeping/
Introductory
Material
Summary of Lessons
Learning Objectives
Assessment/Evaluation
By the end of this lesson TSWBAT . . .
Formative &/or Summative
(i.e. assessment as, of, for
learning).
1. Demonstrate the correct physical
1. Formative assessments of
relationship between player and musical
students readiness through
instrument
the use of observation
2. Formative assessment of
student readiness and interest
using a pre-assessment exit
slip
1. Icebreaker:
- Do you know your neighbor musical chairs
2. Housekeeping:
- Hand out and review course outlines
- Hand out method books
- Assign rental guitars
3. Introductory Material
- Explain procedures and routines
- Explain and practice classroom management
strategies (strings to the floor & string-less guitar)
- Parts of the guitar
- Body position
Review of Intro.
Material/ The DProgression
1. Applypreviouslytaughtguitar
techniqueinordertoproduceasound
usingandopenchord
2.Demonstratepropertechniqueand
posturebyplayingopenchordsonthe
guitarwhilebeingobserved
1. Formative assessment of
students playing position
2. Formative assessments of
students proficiency level
regarding chord progressions
and the Tom Petty song
Proficiency #1
(The DProgression)
1. Formative assessment
through observation of
students performance
abilities
2. Formative assessment of
theory understanding through
the use of guided questions
1. Observation of students
technique during pop songs
2. Guided questions
regarding parts of guitar
3. Summative assessment of
D progression using
proficiency #1 rubric
1. Observation of student
performance during pop
songs
2. Summative Quiz
3. Formative true/ false trivia
assessment
exercises
1. Identify designated items that are
related to rhythm during a summative test
2. Identify different terminology
regarding staff and clef during a written
exam
1. Perform recitals while playing with a
superior tone
2. Perform two pop songs of their choice
and self assess their performance
afterwards
Theory Test
Guts Recital
Proficiency #2
Coffee Trivia
10
Test #2
11
Reading Tabs
12
Guts Recital #2
4. Summative Proficiency #1
1. Observation of student
performance during pop
songs
2. Summative assessment of
students theory test
1. Observation of student
performance during pop
songs
2. Summative assessment of
students performance during
Guts Recitals
1. Formative assessment of
students ability to tune a
guitar
2. Formative observation of
student performance
3. Summative assessment of
students proficiency playing
test
1. Detuning
2. Hey Ya Outkast
3. Proficiency #2
1. Formative observation of
student performance
2. Formative observation of
student knowledge during
coffee trivia
1. Formative observation of
student performance
2. Summative assessment of
students second written test
1. Formative observation of
student performance
2. Observation of students
progress towards recital prep.
1. Formative observation of
13
Proficiency #3
14
Test #3
15
Proficiency #4
16
Final Project
Prep.
17
Student LedRecital
superior tone
2. Perform two pop songs of their choice
and self assess their performance
afterwards
1. Apply their knowledge regarding
rhythm by performing proficiency tests
with all strums being even and smooth,
with a constant steady beat
2. Demonstrate their understanding of
harmony by playing multiple I-IV-V7-I
progressions
3. Demonstrate proper guitar technique
during proficiency tests by using a
Technique Checklist (body and hand
position)
1. Identify designated items that are
related to rhythm during a summative test
2. Identify different terminology
regarding staff and clef during a written
exam
1. Apply their knowledge regarding
rhythm by performing proficiency tests
with all strums being even and smooth,
with a constant steady beat
2. Demonstrate their understanding of
harmony by playing multiple I-IV-V7-I
progressions
3. Demonstrate proper guitar technique
during proficiency tests by using a
Technique Checklist (body and hand
position)
2. Critically listen to a pop song of their
choice that they can transcribe and then
teach to the class
3. Identify musical elements and
structures of a pop song by transcribing a
song of their choosing
1. Critically listen to a pop song of their
choice that they can transcribe and then
teach to the class
student performance
2. Summative assessment of
Recital
2. Guts Recitals #2
1. Formative observation of
student performance
2. Summative assessment of
students chord progressions
1. Formative observation of
student performance
2. Summative assessment of
students third test
1. Formative observation of
student performance
2. Summative assessment of
students complete 7 chord
progressions
1. Formative observation of
student performance
2. Observation of students
progress towards recital prep.
1. Summative assessment of
students recitals (use iPad for
evidence)
1.
2.