Subject area of the unit: Secondary guitar (general music curriculum)

Title of the unit: The Blues

Grade level: 10-12
Description of lesson:
This unit culminates with a presentation of a specific blues musician or
composer, followed by a performance on the guitar of a single blues composition
written by the researched blues musician. Students can do their presentations using
PowerPoint, posters, oral presentations, or any other creative means. This activity
involves the performance, attitude, and researching components of the outcomes
presented in the program of studies. By completing this activity, students will
develop an understanding of the elements and structures of music as they apply to
music making, appreciate fine arts as a form of personal enrichment, entertainment
and self-expression, and develop a knowledge of music history and literature and
their relationship to world history.
Differentiating the Lesson

Components

What Pre-assessment will

I use?

How will I differentiate?

What DI Strategy
(and learning activities)
will I use?

Explanation
I am going to use the KWL chart as a pre-assessment for
this particular activity. I selected this pre-assessment
because it will allow the students to become more aware of
their readiness and ultimately prepare them for the
culminating activity. By addressing what student know and
want to learn about the blues, they can then be better
prepared themselves for a successful presentation and
performance.
Based on the pre-assessment, I will differentiate by both
content and product. The KWL chart will allow me to see
what the students know and what they want to learn. With
this information I can then differentiate content by
adapting what I want the student to learn or how the
students will gain access to the knowledge, understanding,
and skills needed to complete this activity. This preassessment can also determine the method of presentation
that the student prefers and which blues artist they want to
present. This will allow students to perform and present in
various ways that still demonstrate what they have learned
throughout the unit. Thus, this pre-assessment activity with
allow for differentiation of content and product.
RAFT:
Students will use this RAFT strategy to decide which
composer, topic, and format they will choose for the
culminating activity.

Know:
The structure of the standard twelve-bar blues form
The blues scale
How to properly play guitar in a blues style
Understand:
The elements and structures of music as they apply
to music making
Fine arts as a form of personal enrichment,
entertainment and self-expression, and
The relationships between music history and
literature with world history
Do:
Choose one of the following composers that is of
most interest to you (Role).
Research this composer and create a synopsis of
their contribution to the blues (Topic).
Create a presentation using the following formats
that will explain your synopsis (Format).
Choose a blues composition by the artist that you
presented. You will perform this composition after
you have presented.
Blues Guitar Culminating Activity
Role
Audience
Format
Topic
Ma Rainey
TV
Video
Recording
audience
of the Blues
Bessie
Pop
PowerPoint Analysis of a
Smith
musicians
piece
B.B King
Guitar
Poster
Contribution
student
to blues
guitar
Muddy
Heavy
Oral
Modern
Waters
metal group Presentation
Chicago
Blues
Howlin
Rolling
Diorama
Electric
Wolf
Stone editor
Blues