Alyssa Radziwon Libby Allison Unit Plan Outline

9th Grade Curriculum Map:

September: Welcome Back Review Review of 8th Grade Materials Find out what they know, introduce new concepts and skills for the year (preassessment) Introduction to Medieval Era/Renaissance Era Assessment: Formal Test, Teacher Observation, and BINGO Game October: Renaissance in October Review Renaissance and Medieval Eras Introduction to the Baroque Era/Classical Era Assessment: Formal test/ teacher observation/Jeopardy Game November: Thanksgiving Prelude Introduction to Keyboard 1 & 2- find out what they know already, assess them according to that Hand out Keyboard Packets Assessment: playing test/teacher observation December: Its the Most Wonderful Time of the Year Introduction to the Romantic Era Keyboard and Chorus concert combined Assessment: Concert January: Welcome Back from Holiday Break Review of Materials from 1st Semester Continue work on the Classical and Romantic Eras Assessment: Teacher Observation, Formal test on Medieval, Renaissance, Baroque, Classical, and Romantic. February: Lets Be Patriotic Introduction to the Blues History of African American Culture Assessment: Teacher Observation, formal testing March: Move and Groove through March Continuation of the Blues Review Roman numeral analysis; Blues Scale, Blues Chords (Seventh Chords), Melody, Accompaniment.

Assessment: Composition of a Blues (form, melody, accompaniment, etc.). / Teacher Observation April: Let it Rain in the 21st Century Music Introduction of 21st Century Music Display of music written in 21st century via YouTube Assessment: Teacher observation/Worksheet/formal testing on 21st Century music May: Music in May End of the Year Keyboard wrap up and concert for classmates End of the year wrap up and testing on all of the Eras (Medieval, Renaissance, Baroque, Classical, Romantic, and 21st Century) Assessment: Keyboard Concert, Keyboard testing, Era Test, Teacher observation June: Have A Good Summer Students will do an accompaniment project in Garage Band for their favorite song on the radio Review/Summary of Materials from the year Assessment: Teacher Observation ________________________________________ Unit Title: Blues Grade: 9th Grade Number of Classes: 8 classes (45 minutes twice per week) National Standards Singing Performing on Instruments Improvising Composing and arranging Reading and notating Listening to, analyzing and describing Evaluating music and performances Understanding relationships between music, the arts and disciplines Understanding music in relation to history and culture State Frameworks Singing Reading and notation Playing Instruments Improvisation and composition Critical response Purposes and meaning in the arts Role of artists in communities Concepts of style, stylistic influence and stylistic change

 Inventions technologies and the arts Interdisciplinary connections Rationale: Music is part of the Arts and Humanities; required by the state as part of a s tudents continued education. The importance of music cannot be underestimated. Music is a universal language and encompasses every other subject in school. Music involves expression and creativity. Music is a course in which students listen and express themselves through various activities offered. Lasting Learning: Students will have a firm grasp on the blues. They will know notes and roman numerals, blues scales, blues chords, melody, and form. They will be able to build a repertoire of blues musicians and blues selections. Knowledge and Skills: Students will demonstrate knowledge of: African American culture, artists, genres, etc. Keyboarding skills Blues scale Form Blues chord progression Roman numeral analysis Melody/motif Accompaniment Garage Band Finale Students will be able to build a repertoire of blues musicians, genres, and blues selections to further their knowledge about music. Assessment/Evaluation: (Informal, Formal, Long Range Assignment/Project/Product) Observation of the students Student self assessment Final Projects Playing Tests Multiple Tests Handouts/Worksheets Peer Evaluation Prior Knowledge and Skills: Notation of music- form, key signature, time signature, note heads, note stems, simple/complex rhythms, melodies, motifs, notes on the staff, etc. Construction of chords Brief Roman numeral knowledge

Minimal keyboard playing Minimal Garage Band and Finale use Activator: Mad minutes (creation of major/minor chords), creation of melody homework, creation of chord homework. (Students will be given homework almost every night to cover what was learned in class and solidify their knowledge.) Repertoire: Mannish Boy, Muddy Waters Work Song Pickin Cotton All Day Long Spiritual Come By Here Blues Nobody Loves Me, But My Mother (B. B. King) Jazz Dont Worry Bout Me Rhythm and Blues Let the Good Times Roll (Ray Charles) *Funk/Soul Papas Got a Brand New Bag (James Brown) *Hip Hop (early) Hip Hop Be Bop *Rap/Hip Hop (contemporary) God Gave Me Style (50 Cent) Lost your Head Blues, Bessie Smith Materials Needed: Paper, pencils, instruments, audio visual, white board, digital equipment- computer for YouTube, Garage Band, and Finale access, projector and screen for viewing website School to Home/community connection: At home practice of blues- worksheets, handouts, YouTube references Potential concert at a nursing home, school, or other venue Keyboard practice at home or after school

Lesson Outlines
1. Behavioral Objective: As a result of this lesson students will know and be able to demonstrate their previous knowledge from 8th grade on African American music history. Assessment/Evaluation: Teacher Observation, asking questions, thumbs up thumbs down Prior Knowledge and activator: Familiarity with time periods and musical genres. Lesson content: Introduce Lesson of the day (agenda on board) Ask students to take 5-10 minutes to write down what they think they know about the African American culture/history Have students write down all of the genres we will cover

Discuss the genres, introduce musicians and important people of those genres Play YouTube videos Discuss what differences they notice, ask if they are familiar with any of the artists/songs they heard Homework: bring in one song for each genre that was not presented in class

2. Behavioral Objective: As a result of this lesson students will know and be able to demonstrate their previous and new knowledge of roman numerals. Assessment/Evaluation: Teacher Observation Prior knowledge and activator: correlation between numbers and roman numerals, creation of major and minor chords. Students will complete a mad minute as activator. Lesson content: Introduce Lesson for the day (agenda on board) Pass out mad minute chord completion worksheet Go over homework from previous night Ask students what they think they remember from the year prior about roman numerals- find out what they know! Review roman numerals and correlation with numbers Review major/minor chords Jump into correlating roman numerals with chords and given note names Give them a major/minor scale roman numeral hand out to study for homework 3. Behavioral Objective: As a result of this lesson students will know and be able to demonstrate knowledge of major/minor scale roman numerals and diminished/augmented roman numerals. Assessment/Evaluation: Teacher Observation, Formal test on major/minor scale roman numerals Prior knowledge and activator: Roman numeral recognition, major/minor scale roman numerals, creation of diminished/augmented chords Lesson content: Introduce Lesson of the day (agenda on board) Review major/minor scale roman numerals Give out test for major/minor scale roman numerals If time permits, introduce diminished/augmented chords Give out handout for students to review for homework 4. Behavioral Objective: As a result of this lesson students will know and be able to demonstrate knowledge of major/minor scale roman numerals, identify roman

numerals in correlation to given note names, roman numeral analysis, form of 12-bar blues, some blues artists/songs Assessment/Evaluation: Teacher Observation, formal testing Prior knowledge and activator: roman numeral recognition, major/minor scale roman numerals, creation of diminished/augmented chords, correlation between numbers and roman numerals, creation of major and minor chords. Lesson content: Introduce Lesson of the day (agenda on board) Students will be given a test as first activity Discuss the form of the 12-bar blues Show YouTube clips of Blues music, different artists, different styles of blues Summarize Roman numeral studies from last two classes then move on Homework: bring in 2 blues songs that appeal to you musically 5. Behavioral Objective: As a result of this lesson students will know and be able to demonstrate knowledge of the blues scale through creating a melody with the notes of a blues scale. Assessment/Evaluation: Teacher Observation, creation of melody through use of the notes in a blues scale Prior knowledge and activator: 12-bar blues, notes on the staff, treble/bass clef, sharps/flats Lesson content: Review 12-Bar blues form from previous class Introduce lesson of the day (agenda on board) Listen to songs that students brought in from previous nights homework Students will learn the blues scale Students will be given time in class to start creating their melody (channel your imagination from the music you brought in for class today) Homework: finish creating blues melody 6. Behavioral Objective: As a result of this lesson students will know and be able to demonstrate knowledge of roman numeral correlation with a 12-bar blues and create chords to accompany their blues melody. Assessment/Evaluation: Teacher Observation Prior knowledge and activator: creation of chords, 12-bar blues, notes on the staff, treble/bass clef, sharps/flats, and Roman numeral analysis Lesson content: Introduce lesson of the day (agenda on board) Review 12-Bar blues form and melody that they created from previous class/homework Discuss I, IV, V chords with students in correlation to 12-bar blues

Students will be allowed to use in class keyboards to I, IV, and V chords. They can also use the keyboard to help create their chord textures/inversions under their melody Homework: Students will start to create their chord accompaniment for their 12-bar blues (emphasize that the chords must sound musical and succinct with the melody they have created and vise versa)

7. Behavioral Objective: As a result of this lesson students will know and be able to demonstrate knowledge of a blues melody and accompaniment through their projects. Assessment/Evaluation: Project presentation to teacher Prior knowledge and activator: Keyboard playing (minimal), use of Finale and Garage Band software Lesson content: Introduce Lesson for day (agenda on board) Review hand written projects both melody and accompaniment during class During class students will input their melody and accompaniment into finale (rubric will be provided for details) Homework: students will input their melody and accompaniment into Garage Band to create an audio file for the class 8. Behavioral Objective: As a result of this lesson students will know and be able to demonstrate knowledge of the blues scale, roman numerals, chords, chord progression, form, melody, accompaniment, Garage Band, and Finale. Assessment/Evaluation: Final Projects, class presentation Prior knowledge and activator: all that was discussed in the blues unit should be knowledge to the students by this point. Lesson content: Introduce Lesson for the day (agenda on board) Students will present projects one by one to class Overhead projector will show their hard copy sheet music and they will play the sound through the Garage Band file. Summarization of the unit- why is it necessary to know the blues, how is it useful? (Composition, improvisation, etc.)

LESSON #2: Roman Numeral Time

Teacher: Alyssa Radziwon Grade: 9th Grade 1. Behavioral Objective: The students will be able to demonstrate knowledge/practice of roman numerals (major triads) and how to correlate roman numerals with note names

of a scale in a given key. Students will be able to recognize/identify augmented, diminished, major, and minor roman numerals. 2. Required Prior Knowledge and Skills: The students must know: The C major scale Concept of a triad Treble/bass staff Definition of augmented and diminished 3. Standards and Frameworks: National Standards Singing Performing on Instruments Improvising Composing and arranging Reading and notating Listening to, analyzing and describing Evaluating music and performances Understanding relationships between music, the arts and disciplines Understanding music in relation to history and culture State Frameworks Singing Reading and notation Playing Instruments Improvisation and composition Critical response Purposes and meaning in the arts Role of artists in communities Concepts of style, stylistic influence and stylistic change Inventions technologies and the arts Interdisciplinary connections

4. Processes: Creating Performing Listening 5. Assessment: Formal Assessment: Test (next class)

Informal Assessment: Teacher Observation: walk around class and observe students work 6. Materials, Repertoire, Equipment needed a. Worksheets b. Whiteboard c. Erase markers d. Computer (YouTube video) 7. Accommodations/Special Needs: A student with attention deficit disorder accommodations will definitely need someone who is experienced and advanced in the class to sit next to them. I may need to work after school with this student to help advance their knowledge on this topic. This topic can be confusing at first and for a more thorough analysis I think a classroom aid with this student and some before/after school help will be necessary. 8. Lesson Sequence: 1. Before students come in be sure to write out I, II, III, IV, V, VI, VII, I. Underneath that write I, ii, iii, IV, V, vi, vii dim, I 2. Students will come in and pick up a mad minute. They will be asked to construct a major scale above the given notes on the page. (10 minutes) 3. Show video as part of activator: http://www.youtube.com/watch?v=M2skXSNIvA (start at :57 seconds) 4. I will then explain to the class that we will be working on roman numeral correlation with note names in a given key. We will do this in the key of C Major first. Then, we will sing through the C major scale (with numbers and then on solfege.) 5. I will pass out the work sheet with the roman numerals and the number correlations. 6. I will explain the worksheet. I will then explain that major triads receive an uppercase roman numeral and that minor triads receive a lowercase roman numeral. 7. I will then pass out the worksheet that has the C major triads and correlating roman numerals. Students will get a minute to look over the worksheet. We will then sing through the scale againC/Major, D/minor, E/minor, 4 /Perfect(Major), 5/Perfect (Major), 6/minor, 7/diminished, 8/Perfect(Major) 8. http://www2.gibson.com/News-Lifestyle/Features/en-us/chord-progression0324-2011.aspx PLAY LA BAMBA 9. Also listen to Twist and Shout, Rock and Roll (Led Zepplin), Lady Gaga- Edge of Glory (I, V, vi, IV), Hall of Fame- The Script (vi, IV, I, V) 9. Assignments:

I will pass out the diminished and augmented triads worksheet students are to look over this worksheet for homework. Students will also get a seventh chord analysis worksheet that will be looked over as an assignment for the next class which will lead us into blues. 10. Evaluation/Diagnosis/Remediation: Students may get overwhelmed with the amount of information I am giving them which could backfire on me as a teacher. I may need to try and do less in one lesson in order for the students to retain more.

LESSON #5: Introduction to the Blues

5. Behavioral Objective: The students will understand and know: How to correlate Roman numerals with the note names of a scale in a given key Identify the musical intervals of the blues scale as well as dominant, subdominant, and root chords of the blues An understanding of the 12 Bar Blues How to notate and understand the construction of a blues scale The form of a 12 Bar Blues The chords that make up a 12 Bar Blues Composition of a melody based on a blues scale Improvisation 6. Required Prior Knowledge and Skills: Students must be familiar with: Staff Treble and bass clef Some music terminology The construction of an eight-tone diatonic scale Rhythm patterns such as whole notes, eighth notes, half notes, quarter notes, and sixteenth notes 7. Standards and Frameworks: National Standards Singing Performing on Instruments

 Understanding relationships between music, the arts and disciplines Understanding music in relation to history and culture State Frameworks Singing Playing Instruments Improvisation and composition Purposes and meaning in the arts Role of artists in communities Concepts of style, stylistic influence and stylistic change Inventions technologies and the arts Interdisciplinary connections

8. Processes: Must include at least 2 of the following Creating 11. Assessment: Informal: o Teacher Observation o Thumbs up or thumbs down after asking- does this concept make sense to you? o Ask Questions: o Do you understand the concept of a blues scale? o Do I need to repeat anything that I have already said? o Do you fully understand the vocabulary that we have talked about? o Can I further explain something to you? Formal: o Can you paraphrase what I just explained to you and read it back to me? o Give a written test of the blues scale and have the students fill in the roman numeral chord symbols of a 12 Bar Blues 12. Materials, Repertoire, Equipment needed: Piano/Keyboard Pencil & Eraser Paper (Staff Paper and Lined Paper) White board (to write the blues scale and chords) Computer to give YouTube examples

Orff instruments, classroom keyboards/pianos Worksheets

13. Accommodations/Special Needs: Larry is a child that has ADD as well as decreased movement to the left side of his body. To accommodate his needs I would: Play music examples spaced out from each other so that he can fully comprehend one example before moving to the next Have the students in the class work in pairs Explain an assignment to the class and have them start working and then go over to Larry and help him notate his thoughts if he had trouble writing them himself 14. Lesson Sequence: 1. Start by asking students what feelings they associate with the word "blue." After discussing that, I will ask what they imagine blues music might be about. Why do they have these notions? How much of their description has to do with the way the music sounds? With the music's lyrics? With their understanding of the word "blue" in the context of feelings? (7 minutes) 2. We will start the class by going over a worksheet of vocabulary that the students will pick up on their way in. I will ask, Do any of these words look or sound familiar to you? Can you tell me what any of these words mean? (2 minutes) 3. The students will write down the definitions of the words as I read them aloud. (15 minutes) The list of Vocabulary will include: Blues Chords/Seventh Chords Form Motive Melody Improvisation Composition Chord progression/chord symbol analysis Bar/Measure (explain that they mean the same thing but are used when speaking about music in specific genres) I, IV, V (explain roman numeral use) 4. The students will then listen to two examples of the Blues: (10 minutes) a. Lost your Head Blues, Bessie Smith http://www.youtube.com/watch?v=R1oKhVaKBRE b. Mannish Boy, Muddy Waters http://www.youtube.com/watch?v=w5IOou6qN1o 5. The next exercise introduces the blues scale and blues improvisation. The

theory of using numbers that correlate to the seven letters identifying note names in music will be reviewed (i.e., begin with C=1, D=2, E=3, and continue up to the octave C=8). 6. I will play the scale a number of times to allow students to hear the pattern. Next, introduce the notes of the chromatic scale by inserting them between the eight-tone scale. To further reinforce student understanding, I will ask them to sing the scales and at the same time mirror the intervals with hand movements. 7. I will inform students that the blues scale uses some of the same pitches as the eight-tone major scale while adding some others. The blues scale is built around a pentatonic scale, which is common in many African music cultures. I will demonstrate the notion of bending pitches. I will play the flat 3rd, flat 5th, and flat 7th steps in any given key. Then, I will incorporate all the pitches that construct a blues scale in any given key. I will show through a handout, the notes in a blues scale: the root (1), the flat 3rd (b3), the 4th (4), the flat 5th (b5), the 5th (5), the flat 7th (b7), and the octave (8). 8. Choosing a specific key, I will (ideally) have students repeat this scale pattern up and down on whatever chromatic instruments are available. Periodically, students should revert to playing the original eight-tone major scale to train their ear to hear the difference between the two types of scales. 9. I will have the students take out staff paper and notate the original eighttone major scale and below it, the blues scale. 10. If there is still time left, I will give the students a worksheet that depicts the 12 bar blues form and ask them to look over it and memorize it for homework. I want the students to come in to next class with a proper understanding of the form so that we can focus on chords next class. 11. I will explain to the students that they will eventually be writing a 12 bar blues. They will start by writing the chords and then the melody. The melody will be based off of the blues scale. 15. Assignments: I will tell the students that, the blues scale is used to construct melody, which is created through variations on the order in which the blues scale pitches are played. Improvisation allows performers to create a different mood or convey a different meaning through their personal choices of notes, tempo, and rhythms. With that said, When you come to class next time please bring a pencil and staff paper because we will learn the form of a 12 bar blues and begin writing chords/melody. Also, make sure to memorize the form of a 12 Bar Blues, based on the worksheet I have given you, for next class. 16. Evaluation/Diagnosis/Remediation: I may have to switch when I play the blues examples with my blues scale exercise. Before the students leave class I want them to have a thorough understanding of the blues scale so that they can go home and study that. I may

not have enough time to finish everything that I want to finish in one lesson that is dependent on how well the students pick up the information.