Goals:

Standards:
Objectives:

Materials:

Set:

Day 1
To help students
understand the
origins and history of
jazz.
9-12.RT.4, H.2.4,
H.5.3, H.9.1
Students will
understand the
history of jazz music
and its origins in
African-American
communities during
the late 19th century.
Begin learning jazz
pieces programmed
on the spring concert.
powerpoint
All That Jazz
music
Aint It Fun music
New York, New
York sound
I too poem
Show images from
the Harlem
Renaissance with

Day 2
To help students
understand the basic
styles of jazz.

Day 3
To help students
understand the
history and basics of
playing ragtime.
H.5.3, H.9.1

Day 4
To help students
understand the
history and basics
of playing blues.
H.5.3, H.9.1

Students will learn the

basics of playing
traditional jazz.
Articulation, rhythm,
and phrasing
emphases of jazz will
be taught and used
with pieces being
played.

Students will learn

about ragtime, its
history, basic
aspects, and
musicians.

Students will learn

about blues, its
history, basic
aspects, and
musicians.

Defining Musicianship
in the 21st Century
article
In the Mood sound
New Orleans sound
All that Jazz music
Symphonic
Gershwin music
Listen to In the
Mood by Glenn
Miller. Point out the

Coney Island Rag

music
The Entertainer
song

Hues of Blue
music
Jazz Fundamentals:
What are the blues?
(video)
All that Jazz
music
KWL sheet
Have students write
about what they
know about the

H.6.1, H.6.3, H.9.4,

Sight-read Coney
Island Rag.

Day 5
To help students
understand the
history and basics
of playing swing.
H.5.3, H.8.3, H.9.1,
9-12.RT.2
Students will learn
about swing, its
history, basic
aspects, and
musicians.

Blue Moon lyrics

and music
Jazz and
Democracy: Key
Figures article
Take the A Train
sound
Play Take the A
Train with Ella
Fitzgerald while

Purpose:

Body:

Activities:

Closure:

New York, New

York playing. Read
aloud I, too by
Langston Hughes.
Review/learn history
of New Orleans,
African-Americans
and jazz until now
Introduce the origins
of jazz music related
to the history of
African-Americans
and music from
different cultures.
Sight-read All That
Jazz. Introduce
vocabulary that will
be used throughout
the unit including
types of jazz.

main phrases played

by the entire band and
the stylistic playing
used.
Learn and implement
stylistic playing of
jazz music.

Begin vocabulary
treethis will be
added to throughout
the unit
Sight-reading Aint
It Fun, a jazz piece

written conversation

While discussing In
the Mood introduce
vocabulary. Have
students add these to
their vocabulary tree.
Listen to and play All
That Jazz and
Symphonic
Gershwin while
focusing on the words
and styles introduced.

Have students read

Defining Musicianship

blues and what they

want to know about
the blues.

students are getting

their instruments
out.

Learn about ragtime

and its musicians.

Learn about blues

and its musicians.

Learn about swing

and its musicians.

Discuss ragtime and

introduce related
terms. Discuss the
relations between
marches and
ragtime. Listen to
portions of The
Entertainer. Play
through Coney
Island Rag with rag
styles. Show
students Jazz
Ambassadors
facebook page that
they can follow.
Work through
Coney Island Rag
styles.

Show Jazz
Fundamentals:
What are the
blues? and discuss
blue musicians.
Have students write
what they learned
about the blues.
(KWL) Sight-read
Hues of Blue
using the
information from
the video. Work on
All That Jazz and
its style.
KWL

Have students read

Blue Moon lyrics
and sketch their
way through the
text. Teach the
basics of swing and
characteristics of
famous blues
musicians. Sightread Blue Moon
using the images for
phrasing and
musicality.

Have students
follow the Facebook

Play All That

Jazz.

Sketch through
Blue Moon lyrics
and apply it to the
song.
Have students read
Jazz and

of the modern day.

in the 21st Century and

do written
conversations while
listening to New
Orleans played by
Wynton Marsalis.

page and come back

with something they
saw on it in the next
week.

Assessment:

Progress on
vocabulary tree

Facebook page
responses

KWL column sheet

Adaptations
:

(ADD) Have
powerpoint with
music clips and
pictures. Allow to
stand in the back of
the room when not
playing. Allow to
play with play-doh or
do something with
hands to keep focus.

Read written
conversations to
ensure participation
(ADD) Keep students
participating with
questions and writing
answers on white
boards while teaching
about jazz stylistic
playing. Use various
senses and keep the
lesson moving.

(ADD) Keep
students
participating with
questions and
different response
methods. Use
various senses and
keep the lesson
moving.

(ADD) Keep
students
participating with
questions and
different response
methods. Use
various senses and
keep the lesson
moving. Allow for
play-doh use during
video.

Day 7
To help students
understand the
history and basics of
playing Afro-Cuban
jazz.

Day 8
To review jazz
history and playing
styles taught in this
unit.

Goals:

Day 6
To help students
understand the
history and musicians
of big bands.

Democracy: Key
Figures and write
about its relation to
discussions at the
beginning of the
week concerning
jazzs relation to
U.S. history.
sketches

(ADD) Keep
students
participating with
questions and
different response
methods. Use
various senses and
keep the lesson
moving.

Standards:
Objectives:

H.9.4, H.9.1, 912.RT.2

Students will learn
about big bands, their
history, the styles that
they created, and
their famous leaders.

Materials:

"Sing, Sing, Sing"

video
"All that Jazz" music
and lyrics
Whiteboard, markers

Set:

Discuss the
differences between
two types of jazz
bands drawn on the
white board.
Learn about big
bands, their leaders,
and their place in jazz
history.
Discuss the place of
big bands. Introduce
several big band
leaders and their roles
in the bands. Look at
the lyrics of "All That
Jazz" and discuss

Purpose:

Body:

H.9.1, 9-12.RT.2,
Students will learn
about Afro-Cuban
jazz, its origins and
history, its unique
styles, and AfroCuban musicians.
"Oye Como Va"
video clip and lyrics

Discuss in small
groups what might
have caused Latin
music to mix with
jazz.
Learn about AfroCuban jazz and its
place in United
States history.
Discuss the
integration of people
from Latin America
in the jazz scene.
Discuss musicians
who helped create
and continue to play

H.8.7, H.9.1, 912.WT.4

Students will review
the history of jazz.
Students will apply
jazz styles to their
music.
Computers
MAT document
Aint it Fun music
Symphonic
Gershwin music
Projector/ screen
MATIn groups of
3 or 4, students will
write about the
history of an era by a
musician.
Review the material
taught in this unit.

Students will share

their readings with
the class. Work on
Symphonic
Gershwin and
Aint it Fun. Have
each student make a

their meaning. Play

"All That Jazz" with
the possible setting in
mind.

Activities:

Discuss "All that

Jazz" lyrics and play
the piece.

Closure:

Watch a video clip of

people dancing to
"Sing, Sing, Sing" in
proper attire.
Class discussion
about All That Jazz
lyrics
(ADD) Keep students
participating with
questions and
different response
methods. Use various
senses and keep the
lesson engaging.

Assessment:

Adaptations
:

Afro-Cuban jazz and

its unique features.
Have students read
lyrics (in Spanish)
and try to determine
their meaning.
Translate "Oye
Como Va" lyrics and
discuss their relation
to Afro-Cuban jazz.
Watch a clip of "Oye
Como Va" with Tito
Puente playing.

Blabber of a jazz
musician.

Notes on translating
Oye Como Va
lyrics
(ADD) Keep
students
participating with
questions and
different response
methods. Use
various senses and
keep the lesson
moving.

MAT presentations

MAT in groups.
Make Blabbers.

Finish by posting the

Blabbers on
linoit.com.

(ADD) Keep students

participating with
questions and
different response
methods. Use various
senses and keep the
lesson moving.