Unit Name: Community Setting  

Context Statement:
A first grade class of around 20 including a student with visual impairments will use six 30 minute class times to learn how
to interpret a variety of music through singing, playing a ukulele, discussion, and movement. Basic skills for the ukulele will
include note identification on open strings and learning each fret through individual strings. Because there is a student
with visual impairments who has difficulty holding instruments, but can play them while they are lying down, a proper
technique for holding the instrument will not be required. The students will be in their second year of music courses and
will have a general grasp on rhythm from their first year and through home learning if they were provided it there. There
will need to be more re-explaining than with older students for these classes to reassert how to treat instruments and
which rhythms are being taught. The three songs will be taught by rote which will be difficult for first graders if there is a
word they do not know yet in the lyrics, which is why there will be two classes dedicated to each song to incorporate the
lyrics into both days.

An elementary school music classroom only has one set of instruments and extremely limited space. This creates lesson
plans that teach students how to respect community-used materials as well as respecting classrooms around them by
keeping a gentle volume. This age, albeit more willing to help, requires less materials to use because setting up and
cleaning up will take so much longer. The time could be used to learn more while making connections with peers and
educators (of which there are three in the classroom). Instead of drums, body percussion and other small forms of
movement will be used to show understanding of rhythms and keeping the steady beat in the song. The rhythms used
with body percussion can then be incorporated into playing one-string ukulele melodies.

The student with special needs which include visual impairments will need warning if there will be a loud song being
played. In order to avoid calling the student out, no loud songs with sudden loud moments will be played in the classroom.
She will sit next to the teacher and be the first one to demonstrate rhythmic patterns and lyrical knowledge to her peers.
All students will be assigned a buddy at the beginning of learning each song so that no one student is left out of group
discussion on how the song made them feel.

Stage 1 - Desired Results

Standards: Goals:

● 1.2 The student will - I can differentiate between talking and singing voice, and sing dynamics as well
demonstrate various as high and low pitches (S)
uses of the voice,
including 1. singing - I can perform different rhythms including eighth notes, quarter notes, and
high and low pitches; quarter rests using my body, instrument, or voice (S)
2. using the voice in
speech and song; and
- I can tell the difference between melodic rhythm and a steady beat (M)
3. demonstrating
expressive qualities of
music, including - I can match pitch, and sing songs including mi, sol, and la (S)
changes in dynamics
and tempo. - I can identify parts of a given song that I like/ dislike, and can explain my
● 1.3 The student will reasoning (M)
 sing a variety of songs
alone and with others, - I can identify and convey personal ideas and emotions evoked through music
including 1. matching (S)
pitches, using the head
voice; and 2. singing
three-pitch (sol, mi, la) - I can select a song and use my instrument or body as a form of percussion at
songs, using echo and the end of the experience (T)
ensemble singing.
● 1.4.3. accompanying - I can work together with my classmates as a team in creating music (S)
songs and chants,
using body percussion
as well as instruments;
and
● 1.5 The student will
perform rhythmic
patterns that include
quarter notes, paired
eighth notes, and
quarter rests, using
instruments, body
percussion, and voice.
● 1.6- The student will
demonstrate the
difference between
melodic rhythm and
steady beat.
● 1.7.The student will
demonstrate melodic
rhythm, using
instruments, body
percussion, and voice.
● 1.14 The student will
identify elements of
performances that
he/she likes or dislikes
and explain why.
● 1.15 The student will
demonstrate manners
and teamwork that
contribute to success in
the music classroom.
● 1.17 The student will
describe personal ideas
and emotions evoked
by music.

Generative (Essential) Questions:

 1. How can a musician relate to music that they don’t initially understand?
2. In which ways do peers help musicians learn?
3. Why is movement important in learning songs? Which movements help with different parts of music making?

Stage 2 - Evidence 

1. I can differentiate between talking and singing voice, and sing dynamics as well as high and low pitches
A student will be able to speak rhythms and sing songs with proper singing technique. ​If a student meets
expectations, they will use their head voice to speak rhythms while using their body percussion.​ They will raise
and lower their body percussion or change it as the pitch gets higher or lower while speaking. They will use proper
intonation while singing based on the change of body percussion they had demonstrated for at least 3 of the 5
measures.​ If a student speaks with their head voice while using body percussion and uses correct rhythms for at
least 4 out of the five measures, they have exceeded expectations.​ Their body percussion will go higher and lower
depending on the pitches heard and their voices might follow suit. These students also use deep breathing, follow
dynamics they had heard in the recording, and maintain a relaxed demeanor while singing correct intonation. ​If a
student demonstrates minimal evidence, they speak using their normal voices while following the rhythm,
occasionally-meaning 2 of 5 measures-using their head voice. ​These students use the same body percussion
throughout the whole 5 measures. They follow proper intonation about one half of the time but may not follow
the melody the whole time-averaging to 2 out of the 5 measures. ​A student shows no evidence when they use
their normal speaking voice while using body percussion, use incorrect rhythms, do not change their body
percussion in any way when the pitch raises or lowers, and they use proper intonation for less than 2 of 5
measures.

2. I can perform different rhythms including eighth notes, quarter notes, and quarter rests using my body, instrument,
or voice
A student will be able to use the steady beat and their auditory retention in order to perform eight and quarter
notes as well as rests from the melodic line by using body percussion, ukuleles, and singing. ​A student has met
expectations when they speak the correct rhythms (one-and two-and) while using body percussion both along
side and keeping the steady beat for at least 3 of the five measures. ​These students are able to play correct
rhythms, regardless of which notes are played, for at least 3 of 5 measures as well for each song. ​When a student
exceeds expectations, they speak the correct rhythms for at least 4 of the 5 measures.​ They do not use
percussion, sing, or play their instrument during any rests. ​A student shows minimal evidence when they use a
neutral syllable instead of proper rhythms for more than 2 of 5 measures, play during more than half of the rests,
and mess up rhythms rather than notes on more than 2 of the 5 measures.​ ​If no evidence is shown, the student
will use neutral syllables for more than 4 of the 5 measures despite repetition, play during more than 2/3rds of
the rests, and play steady beats or nothing at all on the ukulele.

3. I can perform rhythmic patterns including quarter notes, quarter rests, and paired eighth notes using my voice,
instrument, and body percussion
The student will be able to perform various rhythms including paired eighth notes, quarter notes, and quarter
rests using their voice, instrument, and body percussion. ​By the end of the experience, they will be able to
demonstrate these patterns for at least three of the five measures to meet expectations​. ​Students that meet
expectations will refrain from using body percussion, their voices, or their instruments for three of the five
measures while performing in small groups for the class.​ If the student exceeds expectations, they will perform
these rhythms to a given melody for five of the five measures and may begin combining body percussion, their
voices, and using their ukulele while performing in a small group.​ ​Students will provide minimal evidence if they
are able to perform less than three of the five measures, but still perform the given rhythms while practicing for
 body percussion, using their voice, and playing their ukulele​. ​The student shows no evidence if they are only able
to demonstrate these rhythms for part of the five measures-meaning less than two of the five. They do not display
an understanding of rhythms either during their practice time or while performing with a group. ​Small groups can
include paraprofessional help for emotional support.

4. I can tell the difference between melodic rhythm and a steady beat in a given song
The student will be able to keep a steady beat by clapping along, or using body percussion to a song sung or
performed by their classmates while being broken into two groups. In the same regard, they will also be able sing
or speak a melodic line while the other half of the classroom performs body percussion to the steady beat. ​To
meet expectations, the student will be able to keep the steady beat to a given song for at least three of the five
measures, meaning they will refrain from playing the melodic line on their body percussion. ​They will also use
their voices to sing the melodic line and not revert to singing the correct notes on a steady beat that would match
the other half of the class for at least 3 out of 5 measures. ​To exceed expectations, the student will be able to use
body percussion to four of the five measures while their classmates perform, they may also begin to apply both
playing the steady beat with body percussion as well as sing the melodic rhythms.​ ​Demonstrating minimal
evidence, they will perform less than three measures using body percussion and/or singing or speaking.​ ​Showing
no evidence, the student will not perform any of the measures or will not make an attempt.

5. I can demonstrate melodic rhythm using my voice, instrument, and body percussion
The student will be able to perform a given melodic rhythm using their voice through speaking rhythm patterns
(one-and two-and), plucking on their ukuleles, or using their body as percussion. ​A student who meets
expectations will be able to clap along, or use another type of body percussion with the correct melodic rhythm.
These students should be able to both speak and sing the rhythms and text correctly for at least three of the five
measures of each given song. ​They will exceed expectations if they are able to perform more than four of the five
measures on melodic rhythms using their instrument, regardless of correct notes, body percussion, and using
their voices, regardless of correct intonation, but with correct lyrics in the correct placement.​ ​The student will
show minimal evidence if they perform less than three of the five measures of melodic rhythms through body
percussion, slow the tempo down from the rest of the class, speak and sing proper rhythms for less than 2 of the
five measures, or use improper placement of rhythms on the ukulele at least 2 fifths of the time.​ ​They will show
no evidence by performing less than two measures of five with correct rhythmic annunciation or not at all on body
percussion, their voice, or their instrument, regardless of intonation.

6. I can identify and convey personal ideas and emotions evoked through music
The student can participate in group or partner discussion on the music and can use vocabulary used by the
teacher in correct context. Each student can bring an opinion to the circle and use evidence to back it up through
their own experiences or through musical terms-which include the type of song the listening is. The student can
give a response in a round-robin form at the end of each song introduction for either exterior or deep responses,
and also at the end of the experience as a whole. ​A student has shown expectations if they can give an opinion
with at least one piece of evidence for it during all discussions, and also if they use a musical term like sonata or
crescendo.​ ​They have exceeded expectations when they use multiple musical terms with correct context, and can
give their opinion on the piece with more than two pieces of evidence during both partner and group discussion.
Minimal effort is shown when an opinion on the piece is given, but may not have reasoning behind it, or no
musical terms are used, but they still participate in both the partner and group discussions.​ ​When a student gives
no evidence, they do not discuss with their partner about the piece, do not have an opinion to share with the
class, or are purposefully ignoring their classmate’s responses.

7. I can select a song and use my instrument or body percussion at the end of the experience.
 A student will be able to use both their instrument, the ukulele, and body percussion/movement to create music
based on the song of each two classes. If a student meets expectations, they can follow the rhythm of the song as
well as show the steady beat with a body percussion/movement of their own by the end of the first, third, and
fifth day-the days new songs are introduced. ​On the other days, the student that meets expectations will be able
to use the ukulele to play the melodic or melodic-sounding line of the piece up to one phrase of the piece.​ This
includes using open strings, and up to three frets on each string. They can play it at a slower tempo while keeping
at 3 out of 5 measures rhythmically and melodically correct. ​A student has exceeded expectations when they can
keep the steady beat and also the rhythm of the piece at the same time by the end of the class session.​ On the
other days, they are able to play the rhythm and melody-again up to three frets on each string- correctly for at
least four of the five measures and may or may not begin exploring further into the piece. ​When a student gives
minimal effort, they will show incorrect steady beat and will follow less than half of the rhythmic structure for the
melodic part.​ On the days the class uses ukuleles, they use open strings and at least up to two frets on each string,
omitting the third fret. They need to play the melodic line much slower than those who meet expectations. ​Those
who show no evidence of work do not maintain a steady beat and can use body percussion less than one third of
the time for the melodic rhythm.​ On ukulele, they play much slower than the rest of the class and do not use frets
when following the melodic line. As there is a student with special needs, there will be no required way to hold
the ukulele to account for her confusion with holding string instruments.

8. I can work together with my classmates as a team in integrating music.

The students will have the opportunity to work together in partners and as a larger group in order to develop a
context for the music they learn as well as learning the music. ​A student has shown expectations when they are
able to take feedback from and give feedback to their partners and classmates on learning the instrument or
rhythm patterns for each song.​ They show enthusiasm for their partners and other classmates as they develop
their skills. During discussions, they are able to incorporate their opinion the music into their daily lives, other
classes, or the world around them. ​A student exceeds expectations when they give and take feedback as well as
are able to explain and show to the class how they discovered how the melodic structure or rhythmic structure
works.​ They are enthusiastic about their partner’s and other classmates’ growth and incorporate multiple other
classes, life experiences, or the world around them into their opinion of the music each week. ​A student shows
minimal evidence when they either take more or give more feedback/give only or take only feedback and show no
empathy for their fellow classmates. ​They give their opinion and incorporate the piece into other parts of music
rather than other aspects of their lives. No evidence is shown when a student neither gives or takes/incorporates
feedback from their partners. ​They do not give any evidence for their opinion in any way-neither in music or in the
rest of their lives. ​Partners can include the paraprofessionals in the room as well as their peers.

Stage 3 – Learning Plan 

Discuss the specific process by which learners will make progress toward the goals. Specifically address the ways you, as a
teacher, will support, challenge, and wind for the learners. What “workshops,” “lessons,” or “experiences” will you guide
learners in to help them develop tools needed to grow? How will you support individual learning and growth? Identify
when and how assessments occur throughout the unit. Your unit should be at least 6 days/meetings long (for 30-minute
class periods in class settings) and/or 3 days/meetings long (for 1 hour-long community settings). These will be sketches,
not complete experience designs.

You may choose to sketch this out in a number of ways, including:

- A series of days (maybe this is a 10 day project) with the day noted along with the
 - A vignette that tells what students and teacher are doing each day of the unit. These would be narratively dense.

Song 1: Can’t Stop the Feeling

Class one:
The first class will begin with sitting students into a circle. I will begin playing “Can’t Stop The Feeling” by
Justin Timberlake. I will clap or use other body percussion while it plays to the steady beat, encouraging
the other students to do so as well. After the first chorus ends, I will stop the music and ask the class to
break up into pairs and discuss what they thought of the song. Afterwards, I will bring the class together
and have students share-out what their groups thought of the song. The opinions they will share will
include points in the song such as where the song got louder or softer, where the song got faster or
slower, etc. As I go around each group, I will prompt them towards these critical points.

Then, I will begin singing some of the lyrics while doing body percussion, asking other students to join me.
After a couple times, I will raise my body percussion based off of the intonation raising and lowering.
Then I will start counting the rhythm using head voice. I will break between all the changes to allow the
students to break into their partner groups to work on it together. I will be looking around each group to
check if they are listening to their partners and improving the melodic rhythm. We then will come
together and play the melodic rhythm as a class before the next activity.

I will then break the class into two where we one side will use their body percussion to keep a steady
beat, and the other half will play the melodic rhythm. Begin by explaining several times what each side
would be doing, while playing with pointing to a side and having that side showcase their assigned body
percussion. The groups will play together about three times. If there is time left in the class, the two sides
will switch and the game will repeat but with opposite body percussion.

Class two:
The second class will be used to take the melodic rhythm they learned in the former class and move it to
notes on a ukulele. The day will begin by reviewing the song by listening to it and clapping along with both
steady beat and melodic rhythm. The class will then learn what the notes for the example they learned
previously are on the ukulele.

A small review on how to treat ukuleles-meaning how to respect a small classroom set of instruments
with respect-and will then be sent one by one to grab a ukulele and come back to the circle (one student
will get up twice to grab a ukulele for the student with visual needs). They will then be asked to play each
individual note needed 3 times with me after I demonstrate it for them. I will play the portion of the song
for them twice while they sing along and then encourage people to play it with me slowly. After the third
time of that, they will be allowed to break into partners to practice that for about 5 minutes.

The class will practice it altogether one more time. Then I will announce that they will have a chance to
perform for their classmates with what they have learned. I will split the class into groups of 3 or 4 and
then allowing them to practice. I will go by each group and both help and observe their progress. The
groups will perform for each other, and if there is time left in class, individual students will have the
opportunity to perform for the class their favorite part of learning the song, be it body percussion, singing,
or playing the ukulele. The class will then be asked to put their ukuleles away one by one as they line up
for their next class.

Song 2: Home on the Range

 Class three:
Beginning the third class, we will start a new song titled “Home on the Range” composed by Daniel E.
Kelley, along with the lyrics by Brewster M. Higley. After we have gone through the first verse and chorus,
I will stop the music and have the students reflect on their own, and then pair up to discuss their thoughts
on the song. While the song is playing, I will clap along and use body percussion and encourage the
students to join. After the students have discussed their thoughts and opinions of the song with partners,
we will come together as a class and reflect and share. Critical thinking questions will be asked, such as
identifying different tempo markings and dynamics.

Since the emphasis of this class time is on body percussion, I will sing the chorus of the song with body
percussion, asking the students to join me. I will start chanting the rhythm of the sing in head voice, then
ask the students to jump in whenever they feel comfortable. After we have gone through the chorus, I will
ask the students to break off into pairs again, and listen and help each other out when needed. I will be
walking around to the group to assist and make sure each group member is helping out. After they have
chanted through the chorus, we will come together as a class and play the melodic rhythm before starting
the next activity.

With the next activity, I will have the class split into two sections, where one side will be keeping the
steady beat, and the other side will be playing the melodic rhythm. This will be most effective by first
explaining what each side will be doing numerous times, as well as pointing to each side and having them
play their part individually before putting the two sides together. After they have mastered their own
part, I will have them play together for three consecutive times. After they have done this, they will switch
parts using both sides of body percussion.

Class four:
To begin class four, I will start by asking students to “remind me” what they did in the last class,
encouraging reflection and musical terminology. Then, I’ll use their reflections to figure out what concepts
they haven’t quite mastered yet, and weave those concepts into this lesson. I will play “Home on the
Range” to refresh their memories, then I will begin an activity by calling on students one-by-one, singing
them the beginning of a phrase of Home on the Range and having them respond with the remainder of
the musical phrase.

Moving on to the ukuleles, the students will follow the same exercise as above, but with their ukuleles
instead. I’ll start by teaching them the “where the dear and the antelope play” phrase on the ukulele, and
have them play that After I sing the beginning of the melodic line. For example, I’d play “Oh give me a
home where the buffalo roam” and they’d follow with “where the dear and the antelope play.” I may
even split this line up into multiple groups, so that the students fingers don’t have to move as fast and
they don’t have as much to focus on.

Next, I will teach a steady beat “bass” pattern, so that students can split into groups and play with the
concept of steady beat versus melodic rhythm. Then, I’ll have the class play this bass pattern while I play
the melodic rhythm. Once they’ve adjusted to two musical happenings going on at once, I’ll split the class
into groups of three, where one student sings the melody, one student plays the melodic line on ukulele,
and one student plays the steady beat pattern on ukulele.

Song 3: Greensleeves
Class five:
 The last song will be Greensleeves which is a folk song but the recording will be of the King’s Singers,
because it’s different from what they had heard so far in the activities. I will ask them where they might
have heard the song before but also their opinion on the song in comparison to what they had heard so
far from the past several classes. I will ask them what kind of voice quality the King’s Singers used-using
head voice as the answer. Other musical terms from earlier classes will be encouraged as well.

I will then ask the class what they thought the steady beat was, and encourage them all to show me while
I play the song again. I will clap along after I begin hearing the correct steady beat. Then I will clap along
with the melodic rhythm and sing. I will turn the music off and demonstrate one more time while the
students use their body percussion as well with the same general guidelines from earlier classes-meaning
raising and lowering the body percussion as the intonation changes.

The class will be broken in half and the game with different body percussion will ensue. One half will play
steady beat, while the other half will play the melodic rhythm while singing and they will then switch.
Students can volunteer to perform their understanding at the end of class.

Class six:
The class will begin by asking volunteers to give mini group performances of what they had remembered
from the previous class and the most recent song. Before the groups of 3 or four break out to practice, we
will sing in the circle while using body percussion to play either the steady beat or the melodic rhythm.
Once the groups had finished practicing and performing, if none of the groups were correct, I will play the
audio recording for them and encourage singing along and percussion.

The class will be asked a series of questions for how to treat the classroom set of ukuleles as review. Once
all of the questions have been answered, they will be sent one by one to get the ukuleles and will learn
the notes one by one in the context of what they already knew and incorporating the new notes into the
song. The class will be assigned partners to practice the song and then we will play together. When the
class has played through it several times, individual students will have the opportunity to perform either
by themselves or with a small group up to three people.

After they perform, I will ask the class to break out into partners and reflect on which song was their
favorite and why, while relating it back to music classes, other courses, and their home lives. After the
class has finished that, they will be able to share their experience in a round robin.

The students will be asked to put their ukuleles away one by one after the round robin as they line up to
leave for their next class.

Final Assessment Rubric 

Goal/Quality No Evidence  Minimal  Meet  Exceeds 

Evidence  Expectations  Expectations 

1 The student can perform
different rhythms including
eighth notes, quarter
notes, and quarter rests.
The student uses  The student  The student  The student speaks 
neutral syllables  uses neutral  speaks the correct  correct rhythms and 
for more than 4 of  syllables for  rhythms and uses  uses body 
the 5 measures  more than  body percussion  percussion for at 
despite repetition,  two of five  for at least 3 of  least 4 of the five 

2 The student ​can
differentiate between talking
and singing voice, and sing
dynamics as well as high and
low pitches
3 ​ The student can perform
rhythmic patterns including
quarter notes, quarter rests,
and paired eighth notes using
my voice, instrument, and
body percussion
measures  five measures.  measures. 
plays during more   
than 2/3rds of the  The student  The student does  Does not sing or 
rests, and play  plays during  not play during  play during rests 
steady beats or  more than  any rests for at 
nothing at all on  half the rest  least 3 of five 
the ukulele    measures 
The student 
uses incorrect 
rhythms on 
more than 2 
of 5 measures 
The student does  The student  The student uses  The student uses 
not maintain a  speaks with  head voice at  head voice 4 of 5 
steady beat  normal voices  least 3 of 5  measures 
  for 3 of 5  measures.   
The student uses  measures    The student uses 
body percussion    The student uses  body percussion 
less than one  The student  body percussion  while speaking for 4 
third of the time  maintains  while speaking at  of 5 measures 
  rhythm for 2  least 3 of 5   
The student uses  of 5 measures  measures  Proper intonation 
a much slower      used in 4 of 5 
tempo than the  Body  Proper intonation  measures. 
rest of the class.  percussion is  is used 3 of 5   
stagnant.  measures  Body percussion 
    changes based on 
Proper  Body percussion  intonation 
intonation  changes based on 
followed ½ of  intonation. 
the time 
The student  The student  The student  The student 
demonstrates  demonstrates  demonstrates  demonstrates 
proper rhythms 2  proper  proper rhythms 3  proper rhythms 4 of 
of 5 measures.  rhythms less  of 5 measures.  5 measures 
  than 3 of 5     
No understanding  measures.  Understanding  The student begins 
is shown in either    shown in  applying multiple 
performance or  No  performance and  forms of music 
practice.  understandin practice  making into the 
g shown in  rhythm. 
performance,   
but in practice  Understanding 
shown in 
performance and 
practice. 
4 ​ The student can tell the
difference between melodic
rhythm and a steady beat in a
given song
5 ​The student can
demonstrate melodic rhythm
using my voice, instrument,
and body percussion
6 The student can identify and
convey personal ideas and
emotions evoked through
music
7 The student can select a song
and use my instrument or body
percussion at the end of the
experience.
8 The student can work
together with classmates as a
team in integrating music.
The student will  The student  The student  The student keeps 
not perform any  will perform  keeps the steady  the steady beat for 
measures or will  less than 3 of 5  beat for at least 3  at least 4 measures 
not make an  measures.  of 5 measures  while other 
attempt.    students sing the 
The student  melodic line 
refrains from   
playing the  The student keeps 
melodic rhythm  steady beat while 
on body  singing melodic 
percussion.  line. 
The student  The student  The student  The student 
performed less  performed  performed at  performed at least 4 
than 2 of 5  less than 3 of 5  least 3 of 5  of 5 measures with 
measures of  measures  measures with  correct rhythms 
correct rhythmic  correctly on  correct rhythms  regardless of which 
annunciation  body  regardless of  method used. 
percussion.  which method   
  used.   Lyrics were placed 
correctly. 
The student does  The student  The student  The student 
not discussion  participates in  participates in  participates in 
their opinion with  group  group discussion.  group discussion 
a partner.  discussion.     
    At least one piece  At least 2 pieces of 
The student does  An opinion  of evidence is  evidence are given. 
not share an  without  given.   
opinion with the  reasoning is    More than one 
class  given  At least one  musical term is 
    musical term was  correctly used. 
The student  No musical  correctly used. 
ignores their  terms are 
classmates  used. 
response. 
No steady beat is  Steady beat is  Steady beat is  Steady beat is 
maintained.  maintained 2  maintained 3 of 5  maintained 4 of 5 
  of 5 measures.  measures.  measures. 
Body percussion       
is used 1 of 5  Melodic  Melodic rhythm is  Melodic rhythm is 
measures using  rhythm is  used correctly 3 of  used correctly 4 of 5 
melodic rhythm.  used correctly  five measures.  measures. 
2 of 5 
measures. 
The student gives  The student  The student  The student gives 
no evidence for  gives more  communicates  and takes feedback 
their opinion  feedback than  with partners and  evenly. 
  taking.  adjusts to their   
The student gives    feedback  The student gives 
no feedback.  The student    evidence related to 
  applies  The student  all aspects of their 
The student takes  evidence only  applies evidence  lives. 
no feedback.  to music class.  for opinions into   
    places other than  The student shows 
No empathy is  No empathy is  school.  empathy for their 
shown for fellow  shown for    fellow classmates 
students.  fellow  The student  and their growth. 
students.  shows empathy   
for their  The student can 
classmates  explain their 
findings to help 
their classmates.