LaNea Noelle Sadler

4/22/14

End of Semester Project

UbD Unit

Piano Adventures Primer Level

This unit is based off of the Primer level Piano Adventures. This method is perfect for ages 6-7. The big idea for this unit is to give my
students a solid foundation to build their musical knowledge on. Its so important that they get the concepts from the very beginning of lessons.
I realized after learning how to build a unit using the UbD format that I can apply this to my piano teaching. I am constantly using formative
assessment in my lessons but I realized that I should also do more summative assessments. I have created this unit to help guide me in that. I
have chosen a variety of lessons to help my students learn the concepts. I find students will be more engaged in learning if they arent stuck at
the piano bench for the entire lesson. I have tried to get my students up and moving around, doing different activities to help hook them and
keep them interested. My goal as a teacher is to help instill a love for music. I think by organizing this unit, it will help me achieve this. I am
planning on continuing this through all the levels.
LaNea Noelle Sadler

Piano Adventures by Faber Unit

Primer levelStage 1 Desired Results

ESTABLISHED GOALS Transfer
1. Identify and recognize what makes Students will be able to independently use their learning to
up a keyboard Students will be able to take their knowledge gained in the primer level and use it to perform.
2. Recognize and use correct note Students will be able to use their musicality as a creative outlet.
values Meaning
a. Quarter notes UNDERSTANDINGS ESSENTIAL QUESTIONS
b. Half notes Students will understand that Why is it important to learn and use the
c. Dotted half notes Playing music is fun and it requires discipline correct finger numbers?
d. Whole notes and practice. Why are time signatures important?
3. Identify and describe what makes up Why should musicians play with musicality?
the grand staff. Acquisition
4. Play in middle C position and C Students will know Students will be skilled at
position through recognition of steps The keyboard is made up of black and white Playing with musicality using the correct
and skips keys, grouped in two black keys and thee dynamics
5. Learn letter names independent of black keys. Reading music with the correct rhythm
finger numbers What a quarter note looks like and how many and a nice steady beat
6. Build musicianship skills through the counts it receives
use of dynamics and pedal What a half note looks like and how many
counts it receives
What a dotted half note looks like and how
many counts it receives
What a whole note is and how many counts it
receives
What a grand staff has
Where middle c and the c position are on the
piano
What a step, or the interval of a 2nd,is
What a skip or the interval of a 3rd, is
Know notes middle c-g in treble clef
Know notes middle c-f in the bass clef
Know notes bass c-g in the bass clef
Know the definitions of F-Forte
Know the definitions of P-Piano
Know the definitions of mf-Mezzo Forte
The definition of time signature and what the
numbers mean
The definition of a tie and what it looks like
What a sharp is and what it does
What a flat is and what it does
 UBD- Unpacking the Standards

Step one- Looking at the verbs, adjectives, adverbs, and nouns may help identify the key elements of the student
evidence outcomes and standards.

Step two- Consider the types of cognitive demands

Step three- How might students demonstrate mastery of these?

Standard:
Identify and recognize what makes up a keyboard
Recognize and play correct note values
e. Quarter notes
f. Half notes
g. Dotted half notes
h. Whole notes
Identify and describe what makes up the grand staff.
Play in middle C position and C position through recognition of steps and skips
Learn letter names independent of finger numbers
Build musicianship skills through the use of dynamics and pedal

BIG IDEA
Students will start with a good solid foundation of concepts to build their music knowledge on.

Nouns Verbs Adjective/Adverb

Keyboard, note values, staff, position, Identify, recognize, play, Correct, quarter, half, dotted half, whole,
steps, skips, names, numbers, skills, describe, Learn, Build grand, middle c, c, letter, finger,
dynamics, pedal musicianship,
2. Use the information above to determine the following: 3. Possible criteria for assessment How might
students demonstrate mastery of these?
Know that (K) Theory quiz
The keyboard is made up of black and white keys, grouped in two black (summative)
keys and thee black keys.
What a quarter note looks like and how many counts it receives
What a half note looks like and how many counts it receives
What a dotted half note looks like and how many counts it receives
What a whole note is and how many counts it receives
What a grand staff has
Where middle c and the c position are on the piano
What a step, or the interval of a 2nd, is
What a skip, or the interval of a 3rd, is
Know notes middle c-g in treble clef
Know notes middle c-f in the bass clef
Know notes bass c-g in the bass clef
Know the definitions of F-Forte
Know the definitions of P-Piano
Know the definitions of mf-Mezzo Forte
The definition of time signature and what the numbers mean
The definition of a tie and what it looks like
What a sharp is and what it does
What a flat is and what it does
Be able to do how (S) Sight-reading check up
Skills (basic skills, skills of the discipline, skills of independence, social skills, skills of production) End of unit recital
(summative)
Play with musicality using the correct dynamics
Read music with the correct rhythm and a nice steady beat
Play a piece with the correct notes
Deep, Enduring Understandings (U) Weekly check-ins and checking of their
Essential truths that give meaning to the topic weekly practice.
Stated as a full sentence- Begins with, I want students to understand that

Playing music is fun and it requires discipline and practice.

Essential Questions (Q)

Examples include how, why or which is best
No right answers, provoke and stain student inquiry, conceptual or philosophical foundations,
raise other important questions
Naturally and appropriately recur
Stimulate vital, ongoing rethinking of big ideas, assumptions, and prior lessons
Why is it important to learn and use the correct finger numbers?
Why are time signatures important?
Why should musicians play with musicality?

Transfer (T) Sight reading checkup with rubric.

Why are we learning this? Students will do on their own

Students will be able to take their knowledge gained in the primer level
and us it to perform.
Students will be able to use their musicality as a creative outlet.
 Stage 2

Blueprint for a Unit Summative Assessment

Learning Target Target Type Assessment Method(s) Percent

1)Students will be able to take their knowledge gained in the primer level and us it to Reasoning Performance Assessment 20
perform.
2) What a quarter note looks like and how many counts it receives Knowledge Written Response 3
3) What a half note looks like and how many counts it receives Knowledge Written Response 3
4) What a dotted half note looks like and how many counts it receives Knowledge Written Response 3
5) What a whole note is and how many counts it receives Knowledge Written Response 3
6) What a grand staff has on it Knowledge Written Response 4
7) Where middle c and the c position are on the piano Knowledge Written Response 4
8) What a step, or the interval of a 2nd, is Knowledge Written Response 1
9) What a skip, or the interval of a 3rd, is Knowledge Written Response 1
10) Know notes middle c-g in treble clef Knowledge Written Response 3
11) Know notes middle c-f in the bass clef Knowledge Written Response 3
12) Know notes bass c-g in the bass clef Knowledge Written Response 3
13) Know the definitions of F-Forte Knowledge Written Response 1
14) Know the definitions of P-Piano Knowledge Written Response 1
15) Know the definitions of mf-Mezzo Forte Knowledge Written Response 1
16) The definition of time signature and what the numbers mean Knowledge Written Response 12
17) The definition of a tie and what it looks like Knowledge Written Response 2
19) Play with musicality using the correct dynamics Skill Performance Assessment 10
20) Read music with the correct rhythm and a nice steady beat Skill Performance Assessment 10
21) Play a piece using the correct notes Skill Performance Assessment 10
22) What a Sharp is and what it does Knowledge Written Response 1
23) What a flat is and what it does Knowledge Written Response 1
 Assessment Types

Assessment Learning Target Weight

Music theory written exam (written response) 2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17, 50%
22,23
Sight reading a two lined piece (skill) 19,20, 21 30%
Recital performance (skill) 1 20%

Test Plan
Learning targets Questions Points
2,3,4,5, 1,2,3 16
6 4 5
7,10,11,12 5 18
8,9,13,14,15,17,22,23 6 11
16 7 15
Total: 65 points
4) Complete the Grand Staff by placing the brace, treble clef, bass clef, bar line, and double bar line (5
points):

5) Name the notes (18 points):

6) (11 points)
Sight Reading Rubric
Performance Rubric
 Stage 3

Learning Plan

Explain how you plan to:

W At the beginning of each week, the student will know exactly what we are
learning. It will be listed on their practice sheet.

H I will begin each lesson with an activity that is not always sitting at the piano so
they will be actively engaged.

E My goal as a piano teacher is to teach them the concept and then give them the
tools they need to go home and practice each concept. I will let them know that
repetition is important. I will also give them the rules for most effective practicing.
They will know how to practice each week.

R When students come back the following week, we will pass off the pieces they
have practiced. We will review what they learned and decide if we need to spend
any more time on that concept. The student will be a huge help in deciding this.

E If the students are not able to pass off a piece, they will be asked how they
thought they did. Most of the time students will be honest in their assessment
and they will understand that they need more work.

T I am completely aware that each student moves at their own pace. So while this
unit is geared to doing a section a week, I understand that might not be possible
for some students. I am fully prepared to take the time the student needs to
grasp the concepts.

O This unit is organized into sections. It starts out with introducing the keyboard
to the student and then progressively builds concepts on top of one another. The
three summative assessments will be at the end of the books with constant
formative assessments along the way.
 Aligning Learning Objective with Meaningful Activity/ Teaching Strategy
Explain the meaningful activities and teaching strategies you will use to meet the intended targets.
Acquisition Objectives
The keyboard is made up of black and white keys, grouped in
two black keys and thee black keys.
What a quarter, half, dotted half, and a whole note looks like
and how many counts they receive.
What a grand staff has on it.
What a step/2nd and a skip/3rd are.
Note names in both middle c position and bass c position
Know the definitions of F, P, and MF
Meaningful Activities/ Teaching Strategies
Teach engine engine #9 by rote, having them observe Im playing on only the
black keys. Ask how many groups of 2 black keys there are and how many of the
3 black keys there are. Let them experiment by playing in the different registers
of the keyboard. Explain the directions up and down equal higher and lower.
Have the students come over to my touch screen computer and practice drawing
the different notes. Have them practice saying what each one is and have them
say how many beats they get. I will then draw a couple of rhythms for them to
clap and count out loud. When the students have mastered this, have them
create their own rhythm to clap and count out loud. Have them come up with
two more that include all 4 notes.
Use the floor grand staff and the clear plastic treble and bass clefs, brace, double
bar line, and the bar line. After showing them how the grand staff looks, have
them go to the staff on the floor and reconstruct the grand staff. Have them talk
you through what they are doing, explaining what each item is and what it does.
Show them on the keyboard the difference between a step and a skip. Explain
that they are skipping over notes. Show them on the keyboard. Have them go
over to the floor staff and have them place steps and skips (2nds and 3rds) on
them.
Flashcards- Have them say it and play it. Lay out the music alphabet on the floor
and have them match up their flashcards to the letters on the floor. They can
also play a bean bag toss and whatever flashcard they land on, they have to
hurry and find that note on the keyboard.
While teaching them the definitions, have them play it on the keyboard. Really
over exaggerate the difference between loud, soft, and medium soft.
The definition of time signature and what the numbers mean
The definition of a tie and what it looks like
What a sharp is.
What a flat is.
Meaning Objectives
Why its important to use correct finger numbers
Transfer Objectives
Students will be able to take their knowledge gained in the
primer level and use it to perform.
Students will be able to use their musicality as a creative
outlet.
Teach them that the top number means how many beats are in each measure.
Have them return to my touch screen and set up the time signature for them.
Then have them fill in 4 measures that have the correct amount of beats in
them.
Talk about what it means to tie your shoes. To hold the laces into place. Explain
that is what a tie does in music. You hold it. Have them practice clapping
different rhythms with ties in it.
When you sit on a tack, and its sharp do you want to keep going down on it?
No you want to go up. Sharps go up step. Have them find different sharps by
locating the original note and then going up step. Have them practice writing
sharps.
When you get a flat tire, does the tire go up or down? Flats go down step.
Have them find different flats by locating the original note and then going down
step. Have them practice writing flats.
Meaningful Activities/ Teaching Strategies
After students have learned the finger numbers, I will show them where it is
applied and how it follows them through the entirety of their music life.
Meaningful Activities/ Teaching Strategies
Students will have the opportunity to perform monthly at a group lesson
anything they have memorized from the books.
At the end of each section, expressive playing is explored with a page in the
technique and artistry book called artistry magic. This focuses the student on
the musical goals of dynamic variety fluent rhythm and beautiful tone.

Lesson: #1
Objective: Introduce student to the piano.
Discuss correct ways to sit at the keyboard.
Meaningful Activity: Teach engine engine #9 by
rote, having them observe Im playing on only
the black keys. Ask how many groups of 2 black
keys there are and how many of the 3 black
keys there are. Let them experiment by playing
in the different registers of the keyboard.
Explain the directions up and down equal higher
and lower.
Formative Assessment: Ask the student
questions about what they have learned to
summarize the lesson.
Lesson: #2
Objective: Learn quarter, half, and whole notes.
Learn Forte and Piano.
Meaningful Activity: Have the students come
over to my touch screen computer and practice
drawing the different notes. Have them practice
saying what each one is and have them say how
many beats they get. I will then draw a couple of
rhythms for them to clap and count out loud.
Formative Assessment: . When the students have
mastered this, have them create their own rhythm
Daily Lesson Plans
Lesson: #4
Objective: Introduce and teach the student
about the grand staff. Learn middle c, Treble G
and bass F.
Meaningful Activity: Use the floor grand staff and
the clear plastic treble and bass clefs, brace, double
bar line, and the bar line. After showing them how
the grand staff looks, have them go to the staff on
the floor and reconstruct the grand staff. Have them
talk you through what they are doing, explaining
what each item is and what it does. After students
have learned what the notes look like on the
staff, bring out the flashcards. Have them say it
and play it.
Formative Assessment: Students will read
through their practice assignment with little
struggles.
Lesson: #5
Objective: Learn notes d-e-f, step up and step
down on the staff, and the time signature 4/4.
Meaningful Activity: Teach them that the top
number means how many beats are in each
measure. Have them return to my touch screen and
set up the time signature for them.
Formative Assessment: Then have them fill in 4
measures that have the correct amount of beats in
them.
Lesson: #7
Objective: Reinforce the concept of
steps (2nds) and introduce skips
(3rds).
Meaningful Activity: Show them on the
keyboard the difference between a step
and a skip. Explain that they are skipping
over notes. Show them on the keyboard.
Have them go over to the floor staff and
have them place steps and skips (2nds and
3rds) on them.
Formative Assessment: The students
will go through their assignment
pieces for this week and mark the
steps with a ^ and mark the skips with
an x.
Lesson: #8
Objective: Learn the bass c position
notes.
Meaningful Activity: Flashcards- Have
them say it and play it. Lay out the music
alphabet on the floor and have them
match up their flashcards to the letters on
the floor. They can also play a bean bag
toss and whatever flashcard they land on,
they have to hurry and find that note on
the keyboard.
to clap and count out loud. Have them come up with
two more that include all 3 notes.
Lesson: #3
Objective: Introduction of the alphabet on the
keyboard. Learn about steps and dotted half
notes. Learn what mf is.
Meaningful Activity: Teach the students the
story of the grandma and aunt living in the
house with a front door and back door. In the
front yard lives the dog, cat and elephant, to
help them find the alphabet on the keyboard.
While teaching them the definitions, have them play
it on the keyboard. Really over exaggerate the
difference between loud, soft, and medium soft.
Formative Assessment: Have them find each
key going up and down the keyboard.
Formative Assessment: Students will
read through their practice assignment
and show what they have learned.
Lesson: #6 Lesson: #9
Objective: Learn notes b-a-g in the bass clef and Objective: Learn what a tie looks like
the 3/4 time signature. and what it does.
Meaningful Activity: Flashcards- Have them say it Meaningful Activity: Talk about what it
and play it. Lay out the music alphabet on the floor means to tie your shoes. To hold the laces
and have them match up their flashcards to the into place. Explain that is what a tie does
letters on the floor. in music. You hold it. Have them practice
Formative Assessment: Play a bean bag toss and clapping different rhythms with ties in it.
whatever flashcard they land on, they have to hurry Formative Assessment: Have students
and find that note on the keyboard. clap their assignment and make sure
they hold for the tie.
Lesson: #10
Objective: Learn what a sharp and a
flat is.
Meaningful Activity: When you sit on a
tack, and its sharp do you want to keep
going down on it? No you want to go up.
Sharps go up step. Have them practice
writing sharps. When you get a flat tire,
does the tire go up or down? Flats go
down step Have them practice writing
flats.
Formative Assessment: Have them find
different sharps by locating the original
note and then going up step. . Have
them find different flats by locating the
original note and then going down step.
Lesson: #11
Objective: Summative Assessment
Exam and sight reading
Meaningful Activity: Review the
concepts by clapping rhythms.
Formative Assessment: Summative
Assessment