Wilbur Elementary School
816 Brayton Point Road
Somerset, MA 02726
UNIT PLAN
Teacher’s Name:
Subject:
Grade:
Unit:
Date(s):
Rationale/
Objectives
Students will
Be able to:
Sarah Geremia
General Music
Grades 4 and 5
Learning About The Blues Through: Listening, Creating and
Performing
4 Weeks in April to correspond with Jazz Appreciation Month
(J.A.M)
1.) Understand the meaning and the historical significance of the
Blues genre within American music.
2.) Will listen to various examples of blues songs.
3.) Name at least four different blues artists.
4.) Identify various characteristics of the blues genre.
5.) Sing a blues song
6.) Understand the meaning of improvisation
7.) Be able to perform simple improvisation utilizing “scat”
words.
8.) Compose original lyrics for a blues song
9.) Sing and perform the original lyrics for their blues song
• MA Frameworks addressed:
• 1.1Sing independently, maintaining accurate intonation, steady
tempo, rhythmic accuracy, appropriately-produced sound
(timbre), clear diction, and correct posture
• 1.2 Sing expressively with appropriate dynamics, phrasing, and
interpretation
• 2.1 Demonstrate and respond to: the beat, division of the beat,
meter (2/4, 3/4, 4/4), and rhythmic notation, including
half, quarter, eighth, and sixteenth notes and rests
• 2.3 Identify symbols and traditional terms referring to dynamics,
tempo, and articulation and interpret them correctly when
performing
• 4.1 Improvise “answers” in the same style to given rhythmic and
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melodic phrases
• 4.1 Improvise “answers” in the same style to given rhythmic and
melodic phrases
• 4.3 Improvise and compose simple rhythmic variations and simple
melodic embellishments on familiar melodies
• 4.4 Improvise and compose short vocal and instrumental
melodies, using a variety of sound sources, including
traditional sounds, nontraditional sounds available in the
classroom, body sounds (such as clapping), and sounds
produced by electronic means
• 4.5 Create and arrange short songs and instrumental pieces within
teacher- specified guidelines
• 5.1 Perceive, describe, and respond to basic elements of music,
including beat, tempo, rhythm, meter, pitch, melody,
texture, dynamics, harmony, and form
• 5.2 Listen to and describe aural examples of music of various
styles, genres, cultural and historical periods, identifying
expressive qualities, instrumentation, and cultural and/or
geographic context
• 5.3 Use appropriate terminology in describing music, music
notation, music instruments and voices, and music
performances
• 5.4 Identify the sounds of a variety of instruments, including many
orchestra and band instruments, and instruments from
various cultures, as well as children’s voices and male and
female adult voices
• 5.5 Respond through purposeful movement to selected prominent
music characteristics or to specific music occurrences while
singing or listening to music
• 5.6 Describe and demonstrate audience skills of listening
attentively and responding appropriately in classroom,
rehearsal, and performance settings
National Music Standards Addressed:
1. Singing, alone and with others, a varied repertoire of music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
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5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and
disciplines outside the arts.
9. Understanding music in relation to history and culture.
*This unit is cross-curricula, as it will contain: American history, creative writing and
poetry components.
Summary:
This is a 4-week unit, containing 4 separate lessons (approximately 45 minutes each), to
be taught to general music within grades 4 and 5. (See each lesson plan for specific
details with class activities) The unit will be taught during Jazz Appreciation Month
(J.A.M) in April of each school year. The four lessons will be broken down as follows:
Lesson 1: Introduction to the Blues: The: “Who, What, Where, When and Why? Of the
Blues”
Lesson 2: Review of the Blues and Introduction to Blues Composition Project
Lesson 3: Composing/Creating Lyrics to a Blues Composition
Lesson 4: Blues Composition Presentation/Final Performance
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Assessment:
(How will
we/they know
that they know?)
1.) Students will be formally assessed based on: class
participation, cooperation and effort throughout the
class periods throughout the entire unit.
2.) Students will be formally assessed on their final
performance of their project at the end of this unit. (See
attached Rubric in Lesson Plan 4)
Differentiated
Instruction:
Aural: Lecture, teacher demonstrations, class discussion, recordings
links of various blues songs.
Visual: Use of white and SMART boards, YouTube and song sheets.
Kinesthetic: Students will actively be partaking in: class discussions,
listening to blues music, singing and applying “Call and Response”
techniques.
References/
Discography:
For lesson plans:
1.) National Music Standards:
http://musiced.nafme.org/resources/national-standards-formusic-education/
2.) Massachusetts Arts Curriculum Framework:
www.doe.mass.edu
For Introduction and Lecture:
1.) Merriam Webster Dictionary, “Blues”, http://www.merriamwebster.com/dictionary/blues
For Listening Examples:
1.) Eric Clapton, “Nobody Knows When You’re Down and Out”
(YouTube) https://www.youtube.com/watch?v=5aDykZEATzk
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2.) B.B. King, “The Thrill is Gone” (YouTube)
https://www.youtube.com/watch?v=BXsusJ787sU
3.) Bessie Smith, “Nobody Knows When You’re Down and Out”
(YouTube) https://www.youtube.com/watch?v=6MzU8xM99Uo
4.) Mamie Smith, “Crazy Blues” (YouTube)
https://www.youtube.com/watch?v=qaz4Ziw_CfQ
For Singing Activities:
1.) Sherry Lucette, “Freddie Cat Blues”, The Flying Jazz Kittens,
Volume 1 (Audio CD)
2.) Sherry Lucette, “No Math Blues”, The Flying Jazz Kittens,
Volume 1 (Audio CD)
For Project:
1.) Sarah Geremia, “Compose Your Own Blues Song” Lyric
Template Sheet
2.) Sarah Geremia, “Compose Your Own Blues Song” Melody
Guide sheet.
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