StoryofSelf:JazzMusicanditsDeepConnectiontoIdentity

RuthHogle
4thGradeGeneralMusic
UASMATProgram,Secondary
TeacherWorkSample
DatesTaught:MarchApril2016

TableofContents

Introduction:Rationale,ContextforInstruction,
andCulturallyResponsiveInstruction

DesignforInstruction

LessonPlans

AssessmentPlan

21

Adaptations/Accommodations/Modifications

23

ListofResources/Materials

24


A.Introduction

1.UnitRationale
Thisunitiscenteredaroundtheunderstandingthatmusic,identity,andcultureare
intimatelytiedtooneanother.Lookingthroughthelensofjazzmusic,studentswilllearnhow
musiccanbeatoolforexpressingwhotheyare,includingtheirculturalidentities.Theunit
instructionwillfocusontheconnectionbetweenmusic,culture,andstoryofself.Bytheendof
thisunit,studentswillunderstandjazzhistoryinrelationtoitshistoricalandculturalcontextand
significance.Studentswillgainknowledgeaboutimportantearlyjazzfiguresandcommonjazz
instrumentsandtheirroleintheensemble.Studentswillalsounderstandtheconceptof
improvisationanditsroleinjazzmusicandthatmusictransmitsideasandstories,reflectingthe
identityofitscomposersandperformers.Asafinalproject,studentswilltaketheirpreviously
completedculturalhistoryprojectsandcreateadigitalautobiographywithascript,visuals,anda
jazzsong.Studentswillbeworkingingroupstocritiqueandcollaborateintheartisticprocess,
muchlikeanensembleofjazzmusicianswould.
Thisunitisdevelopmentallyappropriateforfourthgradersbecausetheyare
knowledgeableaboutthefundamentalsofmusicandareabletoformdeeperconnections
betweenmusicanditsimpactontheworldaroundthem.Bythetimestudentsreachfourthgrade,
theyshouldbeabletoimproviserhythmic,melodic,andharmonicideasandconnecttheseideas
totheircultureoforigin.Asthesenineandtenyearoldspreparefortheirlastyearofelementary
school,itisimportantforthemtobeawareoftheirculturalandpersonalidentitiesandhowthey
canexpressthemselvesinahealthyway.Lessonsalsoincorporatematerialfromothercontent
areas,asithighlightshistory/socialstudiesandwritingstandardsandtopics.Thisunitembodies
myphilosophythateachstudentiscapableoflearningandhasasignificantstorytotell,asI
exposemystudentstoapopulargenreofmusicthatarosefromaminorityculture,andempower
themtousemusicandothermediaformstoexpresswhotheyareandwhattheirculturemeans
tothem.

2.ContextforInstruction
ThefollowinginformationwastakenfromtheJuneauSchoolDistrictwebsite:
http://www.juneauschools.org/pages/Juneau_School_District/District/About_Us

AbouttheCityofJuneau
JuneauisthecapitalofAlaskaandisthethirdlargestcityinthestate.Juneauislocatedinthe
PanhandleofSoutheastAlaskaintheTongassNationalForest,thelargesttemperaterainforestin
NorthAmerica.Onlyaccessiblebyseaandair,Juneauis900airmilesnorthofSeattleand600
airmilessoutheastofAnchorage.ThecurrentpopulationofJuneauis32,660.

AbouttheJuneauSchoolDistrict
TheJuneauSchoolDistrict(JSD)hasacurrentenrollmentof4,736publicschoolstudentsandis
thefifthlargestdistrictintheStateofAlaska.TheDistricthassixelementaryschools,two
middleschools,twomediumsizedhighschools,analternativehighschool,aPreK8
MontessoriSchoolandaK8CharterSchool.OtherDistrictprogramsincludethe
HomeBRIDGEhomeschool,aresidentialyouthfacility,andtheTlingitCulture,Languageand
Literacy(TCLL)program.Withintheseschools,thereare672employeesand348teachers.

ThefollowingarespecificcharacteristicsaboutthestudentsintheJuneauSchoolDistrict:
http://www.juneauschools.org/pages/Juneau_School_District/District/About_Us/Facts_and_Figures/Facts___Figures

Ethnicity
AdditionalIdentifiers
AlaskaNative19%
EnglishLanguageLearners6%
AmericanIndian1%
Free/ReducedLunch27%
Asian7%
SpecialEducation17%
Black2%
ExtendedLearning7%
Hispanic6%
MultiEthnic13%
Hawaiian/PacificIslander2%
White50%

48%oftheDistrictstudentsarefemale52%ofstudentsaremale.
Studentattendancerateis92%,andthegraduationrateis80%.

AchievementScores
TheStateofAlaskatestseverystudentingrades310usingastandardsbasedassessment.The
assessmentisbasedontheAlaskastandardsasadoptedbytheStateBoardofEducation.Thetest
occursduringspringeveryyearinthefieldsofreading,writing,mathematics,andscience.
Studentsarescoredasadvanced,proficient,orotherwise(lessthanproficient).
JuneauSchoolDistrictstudentsoutperformtheaveragestatestudentonthesetests.
Thefollowingshowstestresultsfor2014forstudentsscoringeither
advanced
or
proficient
:

Area

Percent

Reading

85%

Writing

80%

Mathematics

74%

Science

69%

AbouttheFourthGradeGeneralMusicClassatGlacierValleyElementary
GlacierValley(GV)isoneofthesixelementaryschoolsinJuneau,Alaska.Itisalsooneofthree
Title1schoolsinthecity.Thisunitwillbetaughttoaclassof30fourthgradersduringtheir
GeneralMusicandLibraryspecialsclasstimesatGlacierValleyElementary.
Thesefourthgradersareamongapproximately400studentsatGlacierValley.Thisclass
isanaccuraterepresentationofthestudentbodyasawhole:ethnically,socially,and
intellectuallydiverse.InadditiontothestrongAlaskaNativepresencewithintheschooland
class,asignificantamountofstudentsareonIEPsatGlacierValley.TheseIEPsrangefrom
learningdisabilitiestoemotionalones.Somestudentsrequireaparaeducatortojointhemintheir
classesthisisnotthecaseinthisparticularclass.15ofmyclass30studentsparticipateinour
afterschoolmusicalenrichmentprogram,Juneau,AlaskaMusicMatters(JAMM).Therefore,I
seemanyofthesestudentsafterschooltwiceaweekandworkwiththemonFridaysduringtheir
Specialstime.ThismeansIhaveastrongrapportwith50%oftheclassduetomyinvolvement
inJAMM,andthosestudentshaveextensivemusicaltraining.Allstudentshavehadgeneral
musicatleastonceaweeksinceKindergarten.Whilethisisalargeclass,everystudentisvery
brightandcapableofsomuch.Thereareafewstudentswhostrugglewithparticipating,either
forlackofunderstandingorinterest.Mybiggestchallengewillbekeepingstudentsengagedand
differentiatingmyinstructionsothateverystudentcanfeelsuccessful.Iamusinggroupwork,
technology,andinterestinghooksatthebeginningofeachlessontodifferentiateinstruction
andencourageengagementfromeverystudent.
Musicclasseswillbetaughtinawaythatisveryfamiliartostudents:theywillwalkinto
theclassroom,singingorlisteningtoasong,subsequentlyformingacircleandparticipatingin
musicalactivities.Nochairsareusedingeneralmusicclass,sostudentswilleitherbestanding
orsittingonthefloor.Therearenoassignedseats,butIoftenseparatecertainstudentsbefore
theywalkintotheroom.Iwilldothiseachclasstimeandchoosespecificgroupsforgroup
work.Inthelibrary,studentswilleitherbesittingonthefloorinfrontoftheprojectorscreen,
workingatindividualcomputers,orsittingattables.Iwillbepartneringwiththelibrary
instructoratGlacierValleyduringherclasstimewiththestudents,sowewillteamteachthis
unit,andIwillallowatleast5minutesforlibraryclasstimeatthebeginningorendofeach
class.

3.CulturallyResponsiveInstruction
Thedesignofmyunitisappropriateinthecontextoftheculturesofthelocalcommunity,the
school,andtheindividualstudentsintheclassroom,asitsmainfocusisontheconnection
betweencultureandmusic.StudentswilllearnaboutAfricanAmericancultureanddeepertopics
suchasracialdiscriminationandprejudiceastheylearnaboutjazzmusic.Theywillalsoform
connectionsbetweentheirownculturesandthemusicwithwhichtheyidentify.Thisunitwill
includeinquirybasedandexperientiallearningasstudentsquestionhowmusictellsastoryand
connecttheirownstorieswithmusic.

B.DesignforInstruction

1.EssentialQuestions

EQ#1:
Foundunder
Creating:Imagine
inthe
CoreMusicStandards:EUs,EQs:

EnduringUnderstanding:

Thecreativeideas,concepts,andfeelingsthatinfluencemusicians
workemergefromavarietyofsources.
EssentialQuestion:

Whatcreativetoolsdomusiciansusewhenmakingmusic?

EQ#2:
Foundunder
Responding:Interpret
inthe
CoreMusicStandards:EUs,EQs:

EnduringUnderstanding:
Responsetomusicisinformedbyanalyzingcontext(social,cultural
andhistorical)andhowcreatorsandperformersmanipulatetheelementsofmusic.
EssentialQuestion:
Howdoesunderstandingthestorybehindapieceofmusicaffecthowwefeel
aboutit?

2.LearningGoals/ContentStandards

Foundunder
FourthGrade:Connecting
inthe
ElementaryCurriculumAlignedbyGradewith
NationalStandards
fromthe
JuneauSchoolDistrictK12MusicCurriculum:

ArtisticProcess:Connecting
AnchorStandard10:
Synthesize,relateknowledgeandpersonalexperiencestomakeart.
JSDEssentialKnowledgeandSkills:PerformanceStandards:
Demonstratehowinterests,
knowledge,andskillsrelatetopersonalchoicesandintentwhencreating,performing,and
respondingtomusic(MU:Cn10.0.4a).

3.Vocabulary
Jazz,improvisation,melody,accompaniment,medianarrative,culturalidentity,context.

C.LessonPlans

Lesson:
Day1(Library):IntroductionofJazzHistory
Objectives:
ICAN:Explainthecontext(orbackgroundstory)ofthebeginningofjazzmusicintheUnited
States.

AnticipatorySet/Hook:
TeacherplaysjazzrenditionofSpiderManandasksifstudentsrecognizeit
(pg.
24)
.

5mins

LessonPlan:
IntroductiontoUnit(Sittinginrows)
Teacherexplainsthatstudentswillbelearningaboutjazzmusicandits
differentstylesandhowmusictellsastoryaboutwhoweare.
TeacherpointsoutwhereAfricaisonthemap,thentracesallthewaytoNew
Orleans,Louisianaasawaytoprimestudentsfortheoriginofjazzmusicand
introducethemtothedefinitionofcontext.

IntroductiontoUsingtheComputer(Sittingatcomputers)
TeacherexplainsthatstudentswillbeusingtheInternetforthisunitand
showsthemhowtonavigatetotheclasssitetheywillbeusingthroughoutthis
unit(juneaumusicmatters.com)
StudentswillfilloutanonlinesurveyabouttheirlevelofInternetaccess
outsideofclass(
pg.24
).

GeneralJazzHistoryVideo(Sittingatcomputers)
Teacherhasstudentsindividuallygoto
DoesitSwing?AnAnimatedJazz
HistoryPart1
(pg.24)

5mins

10mins

10mins

Closure:
Ticketoutthedoor:StudentsfilloutKWLchartsaboutjazzmusicanditshistory
andwrite13sentencesinresponsetothefollowingquestion:
Howismusicusedtocommunicatethingsaboutourselves?(pg.24)

10mins

Lesson:
Day2(GeneralMusic):CreatingaJazzEnsemble
Objectives:
ICAN:Workwithagrouptoexplainaboutoneimportantperiodinjazzhistoryandidentify
thefourmainpartsofajazzensemble.

AnticipatorySet:
TeacherplaysjazzrendiitionofSpiderManasstudentswalkin
(pg.24)

2mins

LessonPlan:
LearningtheSignificantPeriodsinJazzHistory(Sittingincircles)
Teacherdividesclassintogroupsof34asstudentsarelinedupoutsidethe
roomandexplainsexpectationsforgroupwork.
Studentssitincirclesandreadabout1ofthe8significantperiodsofjazz
historyadaptedfromatimelinefoundonPBSKids
(pg.2530)
Groupsfilloutafillintheblankexerciseonthebackoftheirtimelinesheet
tosummarizewhattheylearnedabouttheirtimeperiod(
pg.2530)
Studentsformaphysicaltimelineinthefrontoftheroomandsharetheir
summary

IdentifyingtheFourPartsofaJazzEnsemble(Sittinginrows)
Teacherexplainsthatajazzensembleislikeasportsteamoranorchestra:
eachparthasarole,andmembersworktogethertocreatesomethingamazing
Studentssharewithanelbowpartnerwhattheythinkthefourpartsofajazz
ensemblewouldbe
Teacherwilllistthefourparts(melody,accompaniment,rhythm,andbass)
andtheirrolesontheboardandwillalsolistthefourinstruments(violin,
drumkitwithcymbals,conga,piano)foundinSpiderMan.Theteacherwill
sharewithstudentsthesoundsofthosefourinstruments(eitherliveorthrough
recording)
Theclasswilllistentothefirst20secondsofSpiderManandwillworkin
teamsof8(joiningtheirformergroupwithanother)todecidewhich
instrumentplayswhichpartinthesong.Groupswillbegivenapictureof
eachinstrumentandthefourdifferentpartstomatchupandsharewiththe
class
(pg.31)

15mins

20mins

Closure:
Teacherwillkeeptheteamsof8andwillassignthefourensembleparts.
Melody:xylophone,Accompaniment:triangle,Rhythm:handdrum,Bass:
solfegevoice.Studentswillimproviseeachpartandperformtogether

10mins

Lesson:
Day3(Online):TheSignificantInstrumentsinJazzMusic
Objectives:
ICAN:Nameatleastfourpopularinstrumentsusedinjazzmusic.

AnticipatorySet:
Studentgoestoclasssiteandwatchesthefirst6minutesof
DoesitSwing?An
IntroductiontoSwingJazzforYoungPeoplePart2

(pg.32)

10mins

LessonPlan:
CreatingaPBSKidsAccount
StudentnavigatestoChuckVanderchucksExplosion:JazzSoundsGame
andmakesanaccount,followingthedirectionsintheteachersinstructional
video
(pg.32)

PlayingChuckVanderchucksExplosion:JazzSoundGame
StudentsplayentireJazzSoundsGametohearandidentifydifferent
instruments

5mins

10mins

Closure:
Studentfillsoutlogininformationonlineandnamesoneinstrumenttheylearned
aboutthattheylikeandexplainswhy
(pg.32)

5mins

Lesson:
Day4(Library):FamousJazzFigures
Objectives:
ICAN:Listatleastthreeimportantjazzmusiciansandwhatinstrument(s)theyplayed.

AnticipatorySet:
TeacherplaysStoryofmyLifebyOneDirection
(pg.32)

5mins

LessonPlan:
DiscussingtheContextoftheSong
Teacherasksstudentstopairsharewhattheylearnedabouteachofthe
OneDirectionmembers(Niall,Liam,Harry,Louis,Zayn)becauseoftheir
songandtheimagestheyused
Studentssharewhattheylearnedandteacherexplainshowtheyused
multipletoolstoexpressivethemselves(images,sound,words)

ReadingaboutJazzFigures(Sittingatcomputers)
Teacherwillexplainthateachpersonhasastorythatisworthsharingwith
others.JustlikeOneDirection,famousearlyjazzmusicianshadastorythat
ledthemtocreatethemusictheydid.Thewaytheygrewup,theirculture,and
wheretheycamefromgavethemauniquestoryonlytheycouldtell
Teacherassignsstudentsto1ofthe7jazzperformerstoreadaboutonPBS
Kids
(pg.32)

JazzFiguresJigsawActivity(Sittingingroupsattables)
Oncestudentsaredonereading,theywilljointheotherpeoplewhohavethe
samefigureandwilldiscusswhattheylearnedabouttheirfigure,including
theinstrument(s)theyplayed

5mins

15mins

10mins

Closure:
Theclasswillcomebacktogetherandhelptheteacherdoanonlinequizthat
coversallofthefigures.Studentswillworkintheirgroupstoanswerthe
questionsabouttheirpersonandshareinfrontoftheclass

10mins

Lesson:
Day5(GeneralMusic):ToolsofExpressivity
Objectives:
ICAN:Explainhowarticulation,tempo,anddynamicsexpresscertainemotionsinmusic.

AnticipatorySet:
TeachersplaysShortninBreadjazzrenditionasstudentswalkin
(pg.32)

5mins

LessonPlan:
ExpressioninMusic(Sittinginrows)
TeacherexplainsthatthesongisanarrangementfromagroupinSouth
Africa/Guineaandasksstudentshowitmakesthemfeel
Teacherreviewsthe2,4,6,8activityfromGamePlan,Grade5bookwith
class
(pg.32)
.
Teacherwritesthefollowingtermsonboard:expressivity,tempo,dynamics,
articulationsad,happy,peaceful,angry,scaredandreviewswithstudents
whattheymean.
Teacherperforms2,4,6,8chantwithcertainemotionandasksstudentsto
identifyitandexplainwhytheythoughtitwasthatemotion

ExpressivityinJazzSongs(Sittingincirclegroups)
Teacherassignsclassintogroupsof8
Teachershowsclass23shortjazzsongs
Eachpersonwillhavealisteningmaptofilloutabouteachsong
teacherwillleadgroupsthroughfillingitoutforthefirstsong
(pg.33)
Groupsshareanddiscusstheirlisteningmapsanddecideemotionofsong

10mins

15mins

Closure:
Teacherwillrearticulatehowarticulation,tempo,anddynamicsaffectthe
expressivityofasong
Studentswillperformastheimprovisationfourpartensembleagain,choosing
oneemotionandexpressingit.Melody:xylophone,Accompaniment:triangle,
Rhythm:handdrum,Bass:solfegevoice

15mins

Lesson:
Day6(Online):CharacterStrengthsinMusicians
Objectives:
ICAN:SummarizetheeffectofJimCrowLawsonjazzmusiciansandcreateajazzensemble.
AnticipatorySet:

StudentswatchavideoexplainingthebackgroundoftheJimCrowLaws
(pg.33) 5mins

LessonPlan:
TheJimCrowLawsandTheirEffectonJazzMusicians
Studentswatchthefirst3minutesofDoesitSwing?Introductionto
SwingJazzforYoungPeoplePart3
(pg.33)

JazzMusiciansWorkingTogether
StudentsgotoPBSKidstodoJazzBandleaderActivitytocreatebandsusing
thedifferentjazzinstrumentstheyhavelearnedabout
(pg.33)

5mins

10mins

Closure:
Studentsubmitsvideo,discussinghowmembersofajazzbandarelikemembers
ofasocietywhoworktogether.Answerthesequestions:Howdidjazzmusicians
showgritandworktogether?

5mins

Lesson:
Day7(Library):IntroducingtheDigitalAutobiography
Objectives:
ICAN:Chooseastorytotellaboutmyselfusingmyculturalidentityproject.

AnticipatorySet:
TeachershowspersonaldigitalstoryaboutElSistema
(pg.34)

10mins

LessonPlan:
DigitalAutobiographyIntroduction(Sittingattables)
Teacherexplainsthatthepartofthebrainthatisusedwhenweareexercising
ourmusicalcreativity(likewhenjazzmusiciansimprovise)isthesamepartof
thebrainthatlightsupwhenwearedescribingourselves.So,developingour
creativityhelpsuslearnwhoweare.Creativityisalsousedin
problemsolving,communication,andselfcontrol,soithelpsustobebetter
friends,siblings,children,andstudents.
TeacherpassesoutrubricforDigitalAutobiographyandexplainsthe
overviewoftheproject
(pg.34)
:
Studentswillbecreatingtheirowndigitalstoriestosharesomethingabout
themselves,drawinginspirationfromtheprojectstheydidontheircultural
identityinNovember.Guidelines:Itmustbeastoryaboutwhotheyarein
someway(asummaryaboutwhotheyare,aboutwhatmusicmeansto
them,abouttheirculture,etc..)
Itmustbeshorterthanorequalto1minute,theymustuseimagesand
music,andtheywilleitherrecordthemselvesspeakingortypeouttheir
words.
Studentsmustcreatetheirownwork.
StudentswillbesubmittingalltheirprojectworkthroughGoogleDrive

ChoosingaTopic(Sittingattables)
Teacherwillpassoutstudentsculturalidentityprojectsandgivestudents
timetoreadthroughthemanddecidehowtheywillusethatintheirproject

LookingatExamplesofDigitalStories(Sittingatcomputers)
Assoonastheirtopicischosen,studentswillwatchanyoftheseavailable
digitalstoriesontheclasssiteforexamplesofwhattodo
(pg.34)
:
CeliloFalls,BubbleGum,MyMountaininPeru

10mins

5mins

15mins

Closure:
Studentswillsharewithteacherthetopicoftheirdigitalstory

5mins

Lesson:
Day8(GeneralMusic):ToolsofExpressivity
Objectives:
ICAN:Comparedifferentsongsthatusetoolsofexpressivitytoshowdifferentemotions.

AnticipatorySet:
TeacherplaysGoodbyePorkpieHatasstudentswalkin
(pg.35)

2mins

LessonPlan:
FeelingtheMusic(Standinginacircle)
Studentswalktothebeatoftheslowjazzsong,showingwiththeirbodies
howitmakesthemfeel.

ComparingExpressiveIntentofSongs(Sittingincircle)
Studentsdiscusshowthesongmakesthemfeeldifferentlythanthelastone
theylistenedtoinclass,ShortninBread.
Teacherhasstudentslistentobothsongsagainandpointoutthedifferences
betweenthetwo.
Teacherdividesstudentsintogroupsof4.StudentslistentoGoodbyePorkpie
Hatandidentifythemelody,accompaniment,rhythm,andbassofsong.

PerformingImprovisationwithExpression(Sittinginrows)
Teacherassignsgroupstocreateaslow/happysong,fast/happysong,
slow/sadsong,orafast/sadsong.Therewillbetwogroupsdoingeachone.

5mins

15mins

15mins

Closure:
Studentsworkintheirassignedgroups,usingthefournewinstruments
(Melody:voice,Accompaniment:stringedinstrumenttheyknowhowtoplay,
Rhythm:body,Bass:stringedinstrumenttheyknowhowtoplay)tocreatetheir
ownjazzimprov.piecetoperformforclass

5mins

Lesson:
Day9(Online):CreatingaStoryMapformyDigitalAutobiography
Objectives:
ICAN:Drawastorymapformydigitalautobiography.

AnticipatorySet:
Studentswatchavideomadebytheteacher,showingthemhowtocreateastory
map.Studentscanalsoreadtheinstructionsthatarewrittenoutwiththevideo
(pg.35)

10mins

LessonPlan:
Creatingafolderforautobiographywork
Teacherwillshowstudentshowtosavealltheirautobiographyworkeither
onaflashdrive,onaschoolfolder,oronline

DrawingStoryMap
Studentfollowsstepsafterwatchinginstructionalvideoandreading
writtenoutinstructionsanddraws(withpencilonpaper)theirstorymap
fortheirdigitalautobiography.Studentscanrefertotheteachersexampleof
astorymap
(pg.35)

5mins

20mins

Closure:
Studentsubmitsapictureoftheirstorymaponlineand/orbringsittoclass

5mins

Lesson:
Day10(Library):WritingaScriptformyDigitalAutobiography
Objectives:
ICAN:Discussthedifferentelementsofadigitalstorythatmakeitpersonalandwriteascript
thatishalfapagefordigitalautobiography.

AnticipatorySet:
TeachershowsLorrieHeagysdigitalstory,FollowingtheWaters
(pg.35)

5mins

LessonPlan:
AnalyzingtheStoryanditsScript(Sittinginrows)
TeacherwillleadstudentsindiscussionofhowtheelementsofMs.Heagys
digitalstory(theimages,script,andmusic)workedtogethertocreateastory
thatexpressedpartofwhosheis

WritingPersonalScripts(Sittingattablesorcomputer)
Studentswilleitherhandwriteortypeouttheirscript,whichmustbeno
moreorlessthanabouthalfapage

MusicalSelections
Studentsbeginexploringthelistofpublicdomainjazzsongsontheclasssite
withintentionofchoosingoneofthemtogowiththeirpresentation
(pg.35)

5mins

20mins

10mins

Closure:
Oncestudentsaredonewritingtheirscript,theywilleithersubmititonlineor
handitintotheirteacher

5mins

Lesson:
Day11(GeneralMusic):ConnectingCulturalIdentitywithMusic
Objectives:
ICAN:Givearealworldexampleofajazzmusicianwhouseshiscultureandmusictotell
hisstory.

AnticipatorySet:
PlayarecordingofWalkingBetweenWorldssongbyEdLittlefield
(pg.36)

5mins

LessonPlan:
IntroducingEdLittlefield(Sittinginrows)
TeachertellsclassaboutEdLittlefield,aTlingitAlaskanativewhocombines
jazzmusicwithTlingitsongs.
Teachersharesthefirst8minutesofthevideoofEdLittlefieldandNative
JazzQuartet
TeacherleadsclassindiscussionofhowEdtellsthestoryofwhoheiswhen
hespeakstotheaudience.Teacherasksstudentstoidentifyinstrumentsbeing
playedinthevideo

LearningaTlingitSong,HaagS!(Standinginacircle)
TeachershowsclassarecordingofHaagS!andasksclasswhattheythink
thesongisabout
(pg.36)
Teacherdemonstratesmovementswithsongandaskstheclassagaintoshare
whattheythinkitisabout
TeacherputstheEnglishandTlingitlyricsonthescreenandsaystheEnglish
lyricsforthem,thenhasstudentsrepeataftertheteachertheTlingitlyrics
(pg.
36)
Classdoesmotionsasteachersingssong
Classdoesmotionsandmouthsthewordsasteachersingssong
IfTlingitlearningissuccessful,classdoesmotionsandsingstheTlingit
wordswiththeteacher

15mins

20mins

Closure:
ClasssingsHaagS!astheywalkout

5mins

Lesson:
Day12(Online):RecordingDigitalAutobiographyScriptandCollectingPictures
Objectives:
ICAN:Recordorwriteoutmyscriptformydigitalautobiographyandcollectphotosthatadd
meaningtomystory.

AnticipatorySet:
Studentwatchesdigitalstory,J.A.M.M.TransformsbySophiaButler
(pg.36)

10mins

LessonPlan:
RecordingtheScript
Studentwillrecordthemselvesreadingtheirscriptusingeitheracellphone,
iPad,camera,orcomputer

CollectingPictures
Studentwillgatherphotosthathelptelltheirstoryanduploadallthephotos
theychooseintheironlinefolderorontheirflashdrive

20mins

Closure:
Studentwillsubmittheirrecordedscriptontheclasssiteanduploadanypictures
theychoseonlineorontheirflashdrive,whichwillbesharedwiththeirteacher

5mins

Lesson:
Day13(Library):DigitalAutobiographyWorkday
Objectives:
ICAN:CreateapolishedpresentationthattellsastoryaboutwhoIam.
AnticipatorySet:
Studentswillsitinpairsandsharewheretheyareintheirstorycreationprocess
andsharewhattheyaremostexcitedaboutforthisprojectandaboutanything
withwhichtheyarehavingdifficulty

5mins

LessonPlan:
PuttingtheDigitalAutobiographyTogether(Sittingatcomputers)
TeacherguidesstudentsthroughputtingimagesinPowerPoint
Studentssitatcomputersandworkontheirdigitalautobiographyproject,
referringtotheirrubricsandaskingtheirteacherforhelporfeedback
Studentsworktogethertocritiqueoneanothersstorieswhentheyare
finished

30mins

Closure:

Studentssubmittheirfinisheddigitalautobiographiesonline(eitherbyuploading 5mins
ittotheclassfolderorbypostingitontheclassYouTubesite)

Lesson:
Day14(GeneralMusic):DigitalAutobiographyPresentations
Objectives:
ICAN:Presentmydigitalautobiographytomyclassmatesandgive/receivekind,helpful
feedback.

AnticipatorySet:
Teacherreviewsaudienceetiquetteandexplainshowthedigitalautobiography
presentationprocesswillwork

5mins

LessonPlan:
DigitalAutobiographySharing(sittinginrows)
Teacherwillhavealldigitalautobiographyfiles(mostlikelyPowerPoint
files)inonefolderandreadytoshare
Eachstudentwillgetupbeforetheirpresentationandexplainwhatthis
processhasbeenlikeforthem:Whatwasyourfavoritepartofthisproject?
Whatwashardforyou?Howdoesthispresentationrepresentpartofwhoyou
are?
Onceastudentspresentationisfinished,studentswilloffercomplimentsand
encouragementabouttheirclassmatesfinishedproject

35mins

Closure:
Studentswillcontinuegivingcomplimentstoclassmatesastheyleaveclassand
throughouttheschooldayiftheydidnothaveachancetoduringclass

5mins

Lesson:
Day15(Library):DigitalAutobiographyPresentations/UnitWrapUp
Objectives:
ICAN:Presentmydigitalautobiographytomyclassmatesandgive/receivekind,helpful
feedback.
AnticipatorySet:
StudentsfilloutKWLchartsaboutjazzmusicanditshistoryandwrite13
sentencesinresponsetothefollowingquestion:
Howismusicusedtocommunicatethingsaboutourselves?(pg.37)

10mins

LessonPlan:

DigitalAutobiographySharing(sittinginrows)
35mins
Teacherwillhavealldigitalautobiographyfiles(mostlikelyPowerPoint
files)inonefolderandreadytoshare
Eachstudentwillgetupbeforetheirpresentationandexplainwhatthis
processhasbeenlikeforthem:Whatwasyourfavoritepartofthisproject?
Whatwashardforyou?Howdoesthispresentationrepresentpartofwhoyou
are?
Onceastudentspresentationisfinished,studentswilloffercomplimentsand
encouragementabouttheirclassmatesfinishedproject
Closure:
Teacheraffirmsthateverystudentisuniqueandhastheirownstorytotell
culture,lifeexperiences,andmanymorethingsshapewhoweareandthemusic
welistentoandmake.
Studentssharewhattheyhavelearnedduringthisunit

5mins

D.AssessmentPlan
Studentswillbeformativelyandsummativelyassessedinavarietyofwaysthroughoutthisunit.
Studentswillbeworkingfrequentlywiththeonlineclasssite,
juneaumusicmatters.com
,andwill
submitquizzes,surveys,andeachstepoftheirprojectonline.Oneoftheformativeassessments
willbetheKWLpreassessmentstudentswillsubmitthefirstdayofclass.Thissameassessment
willactasasummativepostassessmentonthelastdayoftheunit.Studentswillcompleteand
turninthefollowingworksheet:

GeneralMusic:JazzUnitwithMissRuth

Pleasecompletethefollowingchart,writingallthethingsyou
know,wonder,andlearnedabout:

1)Thestorybehindjazzmusic
2)Thecreativetoolsmusiciansusewhenplayingtheirinstruments

Pleasewrite13sentencesinresponsetothefollowingquestion:
Howismusicusedtocommunicatethingsaboutourselves?

___________________________________________________________________________

____________________________________________________________________________

Studentsdigitalautobiographieswillbetheirothersummativeassessmentthatshowstheir
understandingofcreatingastorythatmakesuseofspokenword,images,andmusictotella
storyaboutwhotheyare.Thesestorieswillbeassessedusingthefollowingrubric:

GeneralMusic:JazzUnitwithMissRuth

AsignificantamountoftheformativeassessmentwilloccurasIwalkaroundtheclassroom
duringgroupwork,pairsharing,andindividualwork.Iwillalsobecheckingforunderstanding
inmultipleinformalways,suchasaskingforconfirmationfromtheclasswithathumbsupor
downaboutwhethertheyunderstandatopicorinstruction.Performancewillbeakeypartinthe
assessmentprocess,asstudentswilloftenworktogetherorindividuallytoshowtheyunderstand
thematerialinfrontoftherestoftheclass.

E.Adaptations/Accommodations/Modifications
Studentswillbeworkinginpairs,ingroupsof4to8,andindividually.Therewillbetwo
teachersintheroomduringtheirlibrarytimewhocanhelpstudentsoransweranyquestionsthey
mayhave.Anystudentisabletocomeinbeforeschool,duringlunch/recess,orduringFamily
LibraryNightformorehelportime.Thisunitiscenteredaroundthecelebrationofidentity,
bringingstudentstogethertocollaborateinexpressingwhotheyare.Thegoalistohavestudents
beasourceofhelpfulnessandknowledge,astheyfeelempoweredtoguideoneanotherthrough
thecreationprocessoftheirdigitalautobiographies.

ForstudentswhodonothaveaccesstoInternetathomeorneedmoretime/help,theyareableto
comeinduringoneoftheirthreelunch/recesstimesthroughoutthedayorcomeinbefore
school.ThereisalsoaweeklyLibraryFamilyNight(Thursdaysfrom67),iftheyneedaccessto
Internet.Iwillhavestudentscompletethefollowingsurveyonlineduringthefirstclass:

GeneralMusic:JazzUnitwithMissRuth

DoyouhaveInternetaccessathome?
___Yes___No

Ifyouansweredno,pleasecheckalltheoptionsthatwillworkforyou:

Icancomeinduringmy9:30recess.
___Yes___No
Icancomeinduringmy12:20lunch/recess.
___Yes___No
Icancomeinduringmy1:45recess.
___Yes___No

Icancomeinbeforeschool,by7:30am.
___Yes___No

IcancometotheLibraryFamilyNightson
___Yes___No
Thursdaysfrom67pm.

F.ListofResources/Materials

Day1
1.
PutumayoKidsPresents:JazzPlayground,SpiderMan:
https://youtu.be/mriwIovejHM?t=2m42s

2.
InternetSurvey:
GeneralMusic:JazzUnitwithMissRuth
DoyouhaveInternetaccessathome?

___Yes___No

Ifyouansweredno,pleasecheckalltheoptionsthatwillworkforyou:

Icancomeinduringmy9:30recess.
___Yes___No
Icancomeinduringmy12:20lunch/recess.
___Yes___No
Icancomeinduringmy1:45recess.
___Yes___No

Icancomeinbeforeschool,by7:30am.
___Yes___No

IcancometotheLibraryFamilyNightson
___Yes___No
Thursdaysfrom67pm.

3.

DoesitSwing?AnAnimatedJazzHistoryPart1:

https://youtu.be/t6tW54kRfHs?t=3m48s
4.
KWLChartaboutjazzandculturalcontext:

GeneralMusic:JazzUnitwithMissRuth
Pleasecompletethefollowingchart,writingallthethingsyouknow,wonder,andlearned
about:
1)Thestorybehindjazzmusic
2)Thecreativetoolsmusiciansusewhenplayinginstruments

Pleasewrite13sentencesinresponsetothefollowingquestion:
Howismusicusedto
communicatethingsaboutourselves?

Day2
1.
PutumayoKidsPresents:JazzPlayground,SpiderMan:
https://youtu.be/mriwIovejHM?t=2m42s
2.
PBSKids:8Significantperiodsinjazz
,
adaptedfrom:
http://www.kids.pbs.org/jazz/time/1700.html

JAZZIN1700S

WestAfricantribeswerebroughttotheUnitedStatesasslaves,andtheybroughttheirmusicand
traditionswiththem.

TherhythmsofAfricanpercussioninfluencedAmericanmusic.

SlaveworksongsusedtheAfricantraditionofcallandresponse.Totellastory,asongleaderwould
calloutalineofthesongandtheworkerswouldrespondtothecall.Manyslaveholdersdidnotallow
theslavestospeaktoeachother,sotheonlywaytheycouldcommunicatewasthroughsong.

Slavesalsosangsongscalled"spirituals"toexpresstheirreligiousbeliefs,feelingsanddesirefor
freedom.

Africandrumrhythms,spirituals,andworksongsarepartofthefoundationofjazz.

Famousjazzsongfromthe1700s:
HoeEmma,Hoeworksong

JAZZIN1700S

Pleasefillinthefollowingblankasasummaryofjazzinthe1700s:

Slavesfrom_____________________broughtmanytraditionswiththemwhentheywerebroughtto
theUnitedStatesinthe1700s.

Writeallthatyouknowaboutthethreefollowingthings:
ThreethingsfromAfricancultureinfluencedjazzwhenitwascreatedinthe1700s:

1.

2.

3.

JAZZIN1800S

Americawasthoughtofas"thelandofopportunity."

Inthe1800s,manyEuropeanscametotheUnitedStatesandbroughttheirmusicwiththem.

TheAfricanAmericancomposer,ScottJoplin,combinedEuropeanmusicwiththerhythmsand
melodiesthatcamefromAfricanAmericanmusic.Hecreatedanewgenreofmusiccalled"ragtime."

Inthe1890's,ragtimewasmostlyinMissouri.

To"rag"asongmeanttodragoutcertainnotesandrearrangemusictomakeitmorelively.

Famousjazzsongfromthe1800s:
MapleLeafRagbyScottJoplin

JAZZIN1800S

Pleasefillinthefollowingblankasasummaryofjazzinthe1800s:

1.Americawasknownasthelandof_______________.Whydoyouthinkthatis?

2.ScottJoplincreatedanewgenreknownas________________.Thisgenrecombined

_______________musicand___________________musicandwaspopularin____________.

3.Whatdidtoragmean?
______________________________________________________________.

JAZZIN1900S

ManydifferentpeoplelivedinNewOrleans,Louisianainthe1900s.

TheFrenchandtheSpanishruledthecityuntilthe1800sandleftanimpactonNewOrleans'
culture.

Inthe1800'ssettlersfromEngland,Ireland,Scotland,GermanyandItalymigratedtothecityof
NewOrleans.Asnewpeoplearrived,sodidnewmusic.

AfricanAmericanmusicianscombinedEuropeanmusicwiththeblues,ragtime,marchingband
music,andmanyotherelementstocreateanewstyleofmusicknownas"jazz."

Famousjazzsongfromthe1900s:
LiveryStableBluesbyOriginalDixielandJazzBand

JAZZIN1900S

Pleasefillinthefollowingblankasasummaryofjazzinthe1900s:

1.NewOrleanswasthecitywherejazzwasborn.Thiscitywasruledbythe_____________________

andthe_____________________untilthe1800s,andthesepeopleleftanimpactoncultureinNew

Orleans.

2.ManynewpeoplefromEuropecametoliveinNewOrleansinthe1800s,whichledtothecreation
of

thejazzgenre.JazzcombinesEuropeanmusicwith________________,____________________,

_______________________,andmanyothermusicalelements.

JAZZINTHE1920S

AsAfricanAmericansfromNewOrleanswenttocitieslikeChicagoandNewYorktolookforbetter
opportunities,theybroughtjazzandtheblueswiththem.

Atthistime,manyyoungAmericansweresadaboutthedestructionofWorldWarIandbeganto
challengetheoldfashionedattitudesoftheirparents.Listeninganddancingtolivelyjazzandblues
musicbecamepartoftheirrebellion.

The1920swereasuccessfultimefortheUnitedStates,sopeoplespentalotofmoneyonlisteningto
music.

Forthefirsttime,radiosandrecordplayerswerewidelyavailableinstores.Jazzwentfrombeing
playedinNewOrleanshonkytonkstoAmerica'sairwaves,dancehalls,andlivingrooms.

Famousjazzsongfromthe1920s:
BlackBottomStompbyRollMorton

JAZZINTHE1920S

Pleasefillinthefollowingblankasasummaryofjazzinthe1920s:

1.TowhichcitiesdidAfricanAmericansmoveto,andwhy?
___________________________________.

2.Whydidyoungpeopleinthe1920slistentojazzmusictorebel?
_____________________________.

3.What2piecesoftechnologywereinventedinthe1920s,andhowdidthatchangehowjazzmusic
was

listenedto?1._________________________ 2._________________________

JAZZINTHE1930S

The1930sweremarkedbytheworstfinancialcrisisinUnitedStateshistory,knownastheGreat
Depression.

Duringthesetoughyears,peopledidnothavemoneytospendonrecordalbumsanddanceclubs
becausetheycouldnotevenfeedtheirfamilies.Radiocontinuedtobethecenterofentertainmentin
America.

Anewstyleofjazz,"bigbandswing,"began.Peoplelovedtodancetoswing.Thisexcitingmusic
madetheGreatDepressionmorebearableandremindedpeopleofwhatAmericacouldbe.

KansasCitybecameapopularcityforswingmusic.

Famousjazzsongfromthe1930s:
Sing,Sing,SingbyBennyGoodman

JAZZINTHE1930S

Pleasefillinthefollowingblankasasummaryofjazzinthe1930s:

1.The____________________wastheworstfinancialtimeintheUnitedStates.Thismeantthat
people

mostlylistenedtojazzmusicwiththe_____________________andnotthroughrecordsordance
clubs.

2.Anewstyleofjazzbeganknownas__________________________.Thisstyleislivelyandmade

peoplewantto________________.

3._____________________becameapopularcityforjazzmusic.

JAZZINTHE1940S

ManyjazzmusiciansweredraftedtofightinWorldWarII(19391945),sobigdancebandshad
troublesfindingmusicians.

Fewerrecordsweremadetosaveplastic,andgasolineshortagesmadeitdifficultforbandstotravel.

AfricanAmericanjazzbandscontinuedtofaceracialdiscriminationbytherecordindustry,clubs,and
audiences.Whitejazzbandshadfinancialsuccess,whiletalentedblackentertainerswereoften
overlooked.
1millionAfricanAmericansservedinthearmedforces,andAfricanAmericansinthemilitaryand
backhomefacedgreatracialdiscrimination.

Famousjazzsongfromthe1940s:
TaketheATrainbyDukeEllington

JAZZINTHE1940S

Pleasefillinthefollowingblankasasummaryofjazzinthe1940s:

1.HowmanyAfricanAmericansservedintheArmedForcesduringWorldWarII?
________________.

2.Discriminationmeanstotreatsomeoneunfairlybecausetheyaredifferentfromotherpeople.
AfricanAmericansfacedthisstronglyforcenturiesintheUnitedStates.Whatwerethingsthatmadeit
hardtobeanAfricanAmericanjazzmusicianinthe1940s?
___________________________________________________________________________________

__________________________________________________________________________________.

JAZZINTHE1950S

Duringthe1950's,Americanstelevisionsbecameapopularformofentertainment.

Asaresult,dancehalls,wherejazzbandsonceplayed,closedallacrossthecountry.

Withentertainmentliketelevision,movies,androcknroll,jazzfacednewcompetitionandshrinking
audiences.Thisinspiredjazzmusicianstochangetheirmusicandusenewstyles.

Famousjazzsongfromthe1950s:
DigbyMilesDavis

JAZZINTHE1950S

Pleasefillinthefollowingblankasasummaryofjazzinthe1950s:

1.Whatformofentertainmentbecamepopularinthe1950s?
_________________________________.

Whateffectdidthishaveonthepopularityofjazzmusic?
_____________________________________.

2.Howdidjazzmusicianschangetheirmusicduringthe1950s?
_______________________________.

JAZZINTHE1960S

The1960shadalotofchangeandunrestinAmerica.TheVietnamWartorethecountryapart,and
tensionbetweenracesincreasedasAfricanAmericansconductednonviolentprotestsagainst
segregation.

ThistimewasknownastheCivilRightsMovementbecauseAfricanAmericanswerefightingfortheir
rightstoliveasequalswithwhites.

TheCivilRightsMovementalsohadanimpactonjazz.AfricanAmericanjazzmusiciansresentedthe
whiteownedrecordcompaniesandclubsthatcontrolledtheirincomeandwantedtocontroltheirown
music.Otherartistsexpressedtheirangeranddisappointmentattheslowpaceofpoliticalandsocial
changeintheirmusic.

Famousjazzsongfromthe1960s:
ChangeoftheCenturybyOrnetteColeman

JAZZINTHE1960S

Pleasefillinthefollowingblankasasummaryofjazzinthe1960s:

1.TheVietnamWarandamovementknownasthe____________________________bothhappened
duringthe1960s.

2.WhatdidAfricanAmericansdoduringthemovement,andwhy?
__________________________________________________________________________________

__________________________________________________________________________________.

3.Whateffectdidthistimeperiodhaveonjazzmusic?

__________________________________________________________________________________

__________________________________________________________________________________.

3.
SpiderManmatchupactivity

CONGADRUM

VIOLIN

DRUMKIT

PIANO

MELODY
ACCOMPANIMENT
RHYTHM
BASS

Day3
1.

DoesitSwing?AnIntroductiontoSwingJazzforYoungPeoplePart2
:
https://www.youtube.com/watch?v=lJpOLG3wTsI

2.
ChuckVanderchucksExplosion:JazzSoundsGame:
http://pbskids.org/chuck/jazz_sounds.html

3.
Logininformationandclosurewriteup:

GeneralMusic:JazzUnitwithMissRuth

MylogininformationforChuckVanderchucksGame

Username:________________________

Password:_________________________

NameoneoftheinstrumentsyouplayedwithChuckVanderchuckthatyouliked:
____________________________________.

Whydidyoulikeit?__________________________.

Day4
1.
StoryofmyLifebyOneDirection:
https://www.youtube.com/watch?v=WTE_Ys4iwM

2.
PBSJazzPerformers:
http://www.kids.pbs.org/jazz/nowthen/index.html

Day5
1.
PutumayoKidsPresents:JazzPlayground,ShortninBread:
https://youtu.be/mriwIovejHM?t=20m50s

2.
2,4,6,8chant:

2,4,6,8,Meetmeatthegardengate.IfImlate,pleasedontwait.2,4,6,
8.
Saythechantwithacertainemotioninmind,adjustingthearticulation,tempo,anddynamic
tomatchit.

3.Listeningmap

GeneralMusic:JazzUnitwithMissRuth
ExpressivityListeningMap

Writewhatyouthink

Drawwhatyouthinkitlooks
like

Thetempois.

Thedynamicsare

Thearticulationis

Thissongsounds

Drawwhatitmakesyoufeel

Sad

Happy

Peaceful

Angry

Scared

Day6
1.
VisionChasers:WhatWeretheJimCrowLaws?
https://www.youtube.com/watch?v=x2Iwa9LeuFM

2.
DoesitSwing?IntroductiontoSwingJazzforYoungPeoplePart3:
https://www.youtube.com/watch?v=lai86ii8wP4

3.
JazzBandleaderActivity:
http://www.kids.pbs.org/jazz/bandleader.html

Day7
1.
PersonaldigitalstoryaboutElSistema:
https://www.youtube.com/watch?v=NmRM_88MSSo

2.
Rubricfordigitalautobiography:

GeneralMusic:JazzUnitwithMissRuth

Guidelines:

Itmustbeastoryaboutwhoyouareinsomeway(asummaryaboutwhoyouare,aboutwhat
musicmeanstoyou,aboutyourculture,etc..)
Itmustbeshorterthanorequalto1minute
Youmustuseimagesandmusic,andyouwilleitherrecordyourselfspeakingortypeout
yourwords
Youmustcreateyourownwork
YouwillbesubmittingallyourprojectworkthroughGoogleDrive

3.
DigitalStoryexamples:
CeliloFalls:
https://www.youtube.com/watch?v=TLywa1JY9CY
BubbleGum:
https://www.youtube.com/watch?v=onAc3ynAQA
MyMountaininPeru:
https://youtu.be/2MHcNWagqRA
Day8
1.
GoodbyePorkpieHat:

https://www.youtube.com/watch?v=1hArClJAGZs
Day9
1.
StoryMapExample:

http://ruthhogle.weebly.com/digitalstory.html

2.
StoryMapInstructions:

DigitalStorytellingintheClassroombyJasonOhler,Chapters67

Day10
1.
FollowingtheWatersdigitalstory:

https://www.youtube.com/watch?v=X9qWM6w1peM

2.
JazzSongSelectionSite:

http://www.jazzonline.com/

Day11
1.
WalkingBetweenWorldsbyEdLittlefield:
https://www.youtube.com/watch?v=V6iBh7eFRZk

2.
NativeJazzQuartetDVD(purchasedandownedbyme)

3.
HaagS!recordingfromEdLittlefieldsCD,WalkingBetweenWorlds(purchasedand
ownedbyme)

4.
HaagS!lyrics:
FromCharlieJosephSitka
K
aal.tk
Aboyslullaby(Dligu)

Haags,haags,kisaniheeyahaa,
Telaahi
x
oowa
x
ak,Wa.ichgwaeeyat
k
a
Heeeenaa.aa,heeeenaa.aa,
Heeeenaa.aa,heeeenaa.aa

Translation:
Comeherelittleboys,thedogsalmonareschoolingupinthestream,youcanspearone!

Day12
1.
J.A.M.M.Transforms:ADigitalStory:
https://www.youtube.com/watch?v=c9osC4SOH4c

Day15
1.
KWLChartaboutjazzandculturalcontext:

GeneralMusic:JazzUnitwithMissRuth
Pleasecompletethefollowingchart,writingallthethingsyouknow,wonder,andlearned
about:
1)Thestorybehindjazzmusic
2)Thecreativetoolsmusiciansusewhenplayinginstruments

Pleasewrite13sentencesinresponsetothefollowingquestion:
Howismusicusedto
communicatethingsaboutourselves?

OtherResourcesNeeded:
ComputerswithInternetandPowerPoint(intheGlacierValleyLibrary)
Cellphone,iPad,orcomputerwithrecordingcapabilities(athomeorintheclassroomtouse

duringschoolhours)