Better Together: Community Setting

Context Statement:
In the community, this will be working with adults with disabilities. The people will come from all kinds of
backgrounds, disabilities, and ages and we will write and jam together. The reason this is designed the way it is is
because adults have levels of disabilities. Some adults will be verbal, other will be non-verbal the reason for this is
to be adaptable in every sense.

Stage 1 - Desired Results

VA Music Standards Of Goals:

Learning : These goals were made for a variety of disabilities and accommodations for the
K.1 community setting. This explains the varied standards used in this lesson.
K.6 - I can identify the steady beat (S)
1.15 - I am able to perform the melody (S)
1.17 - I understand where the downbeat is located in the song (K)
2.3 - I can maintain the steady beat and while performing the melody (S)
3.2 - I am able to identify how the song makes me feel, and what made me
4.15 create some songs
5.6 - I demonstrate working together to create music as a unit
- I can write a song using basic chords, C,G, F
- I demonstrate different sounds on many instruments

Generative (Essential) Questions:

- How do you find a steady beat?
- What do you need to write a song, besides a topic?
- What type of sounds do instruments make?

Stage 2 - Evidence

Adults will synthesize a song by creating a chorus and a verse, making a pattern, by the end the adult will be able
to have a basic start of a song.
Adults are going to be knowledgeable in the fact of following a steady beat, and melody. They will perform this
task as a group then individually, if uncomfortable they can work in pairs.

Adults are exploring the use chords c,g,f on the ukulele by having three ukuleles tuned to each key, this will allow
for those with limited mobility to just strum on the ukulele. There will be one that is for students to share.

Stage 3 – Learning Plan

Day 1:
Adults today will be able to Identify a melody using boomwhackers and body percussion. The adults will then be
able to make different patterns and show their ideas alone and as a group. One of the main jobs is this to listen
and gain valuable skills through each other. Making eye contact will be critical in this process, as well as

Day 2:
Adults today will be split into two groups, half of the group will perform a steady beat, while the other does otes
the song melody. One of the most critical parts of this day is listening and learning. The teacher will help students
be successful by jumping into whichever group needs the most guidance.

Day 3:
Today the adults will be able to identify how they want to write their song, they will express topics, and the teacher
will write the lyrics for the adults. Using Rhyming words, and various topics, the adults will write an ABA song.

Day 4:
As the teacher today will start with tuning 3 ukuleles to the keys of C, G, and F before the adults arrive. One they
arrive each will take an situment if they are unable to hold it they will be given a boomwhacker instead. If they
can’t use a boomwhacker we will just figure it all out.

Day 5:
Today as a group of adults and a teacher a song will be created strumming a melody and a beat. The song will be
from the class they wrote the song. Adults at this time will also reflect on what they have learned in the last 4
classes.

Day 6:
Using a Ukulele adults will be able to tap a steady beat, strum a melody, and perform a song they wrote as a
group, Two unique songs will be used, and after words will be a celebration of what has been accomplished in the
last six classes.
Final Assessment Rubric

Goal/Quality No Minimal Meet Exceeds

Evidence Evidence Expectations Expectations

1: Be able to
identify/perform a
melody or steady
beat

2: Sing/Make a Song

3: Identify the
difference in C, G, &
F chords

4: Make a type of
sound using the
ukulele whether it is
strumming or
tapping

5: Have a reflection
that is impactful and
meaningful to the
performer. This is
done either verbally
and or written.