Understanding by Design Differentiated Unit Template

Title of Unit Grade Level

Musical Form Grade 3

Curriculum Time Frame

Area
Music
1 month
Developed
By Sam Baker, ve-Marie Boileau, Milaine Chrtien and Pei Yao

Identify Desired Results (Stage 1) Starting at the end

Competencies (From the QEP)

-Creates musical works

-Appreciates musical works
-Interprets musical works (As part of the tic tac toe choices)

Understandings Essential Questions

Overarching Understanding
Understandings turned into key questions.
Students will understand that. (3-5
understandings). These are core, enduring
concepts. They answer the question
students often have Why are we learning
this?
-Music often has a specific structure.
-Specific motives come back in music
under different forms in different ways,
such as repetition and variations.
-There exist many different types of
Overarching
These are questions that professionals dealing with
this area ponder. These questions do not have one
correct answer. They are meant to engage students
in deep thought and are used to guide the students
throughout the unit.
-How many sections can a musical piece
have?
-Which musical concepts determine the form
of the piece?
-How do the different sections of the piece
musical structures differ?
-Musical forms are similar to many
other organizational systems in life -How does musical form mimic other
organizational structures in our world?

Related Misconceptions
What do students typically
misunderstand about this content? It is not
what they dont know it is what they think
they know but is incorrect.

-All songs have the same form

-There is no set form in music
-In vocal music: There is no difference
between a chorus with different words
than the original AND The words are
the same, so the musical pitches must
be the same also

Knowledge Skills
Students will know Students will be able to
Factual information with a Make sure to include transferable skills eg reading with
correct/incorrect answer eg. Dates, terms, comprehension and not activities eg. Build a model of the
vocabulary words. Please be specific (if planets. Each one must be accompanied by an action verb.
listing vocabulary words or dates, provide a
few as an example) -Recognize rhythmic and melodic motives
-Label different sections of a given piece/song
-Types of forms: rondo, theme and
-Recognize different forms
variation, canon, binary, ternary,
and song form. -Organize musical ideas

-Musical devices: motives,

sequences, musical symbols (ex.
repeat signs, coda signs, da capo
signs, and dal segno signs)

Assessment Evidence (Stage 2) How will you assess mastery

Performance Task Description (separate sheets)

Role Music producer

Audience Singers, band members, and songwriters/composers

Format Writing a song

As a music producer for Universal Music, you will have to come up with the next radio hit. You
Topic want your song to be on the top 40. Your musicians came up with bits and pieces of musical
ideas but it is your role to organize them into the next hit song!

Rubric THE RUBRIC IS AT THE END OF THE DOCUMENT

Other Evidence

Ongoing assessment examples:

Before and After:

The Song Form

What I think I know What I know after learning
about it in class
Verse
Chorus
Bridge
Pre-
Chorus
Coda

2. A note to an absent student

In a small paragraph, summarize what we learned today for a
student that was absent. Make sure to include the different sections of the
song form, the order of the sections, and name at least 2 characteristics
for each section.

Learning Plan (Stage 3) include ongoing assessment ideas

Pre-assessment assess Check-in slips:
prerequisite skills as Answer the following questions:
well as the KUD for the
upcoming unit. Should 1. Circle in red the first ending
be done a few weeks 2. Circle in green the second ending
before the start of the 3. Highlight the repeated bars
unit so you have time to4. Draw a star around the Dal Segno sign
clear up misconceptions5. Draw a line underneath bar 1
or teach prerequisite 6. Circle in blue the double bars
skills. 7. Draw a smiley face above the ending bar of the piece.
8. Where do you go after D.S. al Fine? Draw an arrow.
Entry Point To ensure
engagement from all
students, tackle the Show video https://www.youtube.com/watch?v=bBawmitub64. It is a great way to
essential concept visualize music and the different sections because it displays the different aspects
without introducing new of a piece with vivid visual representations.
terms. Explain before
you name.
Differentiate by
Readiness X- (Understand): Explain what a verse and a chorus is. Be able to compare and
Tiered Learning Develop contrast them.
and X, X- and X+
And 2-5-8 X (Apply): The students are able to identify the different sections (verse, chorus,
bridge, etc.) of an unknown song.

X+ (Analyze): Compare the form of two songs. Identify the different sections of
each song and determine the main differences between their forms.

2-5-8:
2 points questions:
1. How do we label the different sections of a song?
2. Which section has the same lyrics every time it repeats?
3. Whats the purpose of the bridge?
4. Do verses usually have the same tune or the same lyrics?
 5. Where do we find the bridge in terms of sequence in form?
6. Where would you find a coda?

5 points questions:
1. Identify and label the different sections of the following song.
2. Underline with a solid line the music that you would play the first time. Underline
with a dotted line the music that you would play the second time.
3. In the example below, draw first and second endings so measure 8 is played the
first time through, but not the second, and measure 9 is played only the final time
through.

8 points questions:
1. Compose a 12 bar piece, in 4/4 that incorporates repeat signs, first and second
endings, and a coda.
2. Write simple lyrics to a theme of your choice that follows the simple song form.
Make sure that you include 2 verses, the chorus, and a bridge.

Recoding all new

information -We will take time after each new concept taught to have students summarize the
What will you do to concept with a partner.
ensure recoding -Finishing the Before and After pre-assessment sheet with the new knowledge.
throughout the unit?
In the space provided,
add 2-3 ideas.

Self-Evaluation * Write
see attached and SEE BELOW
include a self-evaluation
form for students to
complete.

*Differentiate by Complete the middle box first, then move on to 2 other boxes of your choice.
Learning Profile and
choice Compose (create) your Find a song of your liking Choose specific physical
Tic Tac Toe own ABA musical form and outline its musical movements that
for a total of 12 to 16 structure on the given represent every section
measures; you do not worksheet. of the piece. Act it out.
need to use lyrics.
Draw specific symbols Create a pamphlet of the Make a diagram on a
that represent every various musical symbols poster board that
section of the piece and that we have learned so represents the musical
put them in order. far concerning musical structure of the piece.
form.
Present a piece of your Put the given puzzle Create a timeline to
choice to the class acting together in order of its represent the different
as a news reporter. form! musical structure of the
piece.

Differentiate by Interest
In the space provided
explain a lesson activity If you were given a free ticket to see whichever musician you wanted, which one
that is differentiated by would you pick? Choose your favourite song from this musician. Identify the style
interest. Include any of the song and its musical form.
documents that will be
given to students.
Part 2: Assessment Evidence Rubric

4 3 2 1

Organization of the The musical form is The musical form is The musical form is There is no musical
song (5) easily recognizable mostly recognizable somewhat form
recognizable

Musical Content You used at least 5 You used 4 musical You used 3 musical You used 2 or less
(10) musical excerpts excerpts excerpts musical excerpts

Creativity (5) You used at least 5 You used 4 different You used 3 different You 2 or less
different musical musical concepts musical concepts different musical
concepts seen in seen in class so far seen in class so far concepts seen in
class so far (pitch, (pitch, rhythms, (pitch, rhythms, class so far (pitch,
rhythms, dynamics dynamics and dynamics and rhythms, dynamics
and articulations) articulations) articulations) and articulations)

To remove an additional layer of complexity, we would differentiate the rubric by removing creativity from the
evaluation grid. We could also differentiate the rubric by asking them to incorporate less elements in each
category (e.g. You used 3 musical excerpts instead of 5).
Self-Evaluation

Answer the following questions:

One musical concept that I understood very well today was

__________________________________________________________________________________________________________________

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One musical concept that I need to work on is

__________________________________________________________________________________________________________________

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What will I do to make sure that I have a better understanding of the concept that I need to work on
...
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Reference List

Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum
Development
ISBN # 0-87120-313-8 (ppk).