Ukulele and Song Making Workshop: Shenandoah Valley Children’s Choir 

Context Statement:​ T​ he Shenandoah Valley Children’s Choir are a diverse group of students ranging from age 7 to
age 14. They rehearse in the Seminary Building’s auditorium at East Mennonite University. The students in this
group are all musically inclined; they know how to read music, keep a pulse, sing in tune as well as together, and
how to entertain a crowd. This unit will take place as if it were in the Elementary School. Henry and I decided to
specifically gear this towards 3rd graders because that seemed to be the median age group between choirs that
both of us observed. Because we’re gearing this towards 3rd graders, we looked at the specific 3rd grade Music
Standards of Learning.

Stage 1 - Desired Results 

Standards: Goals: (knowledge, skill, understanding, or transfer)
3.1​ The student will read and
notate music, including
1. identifying written melodic
movement as step, leap, or ● I CAN identify the ukulele from a picture of multiple string instruments ​(K)
repeat;
2. demonstrating the melodic
shape (contour) of a written
● I CAN identify the ukulele from its sound when given multiple options ​(K)
musical phrase;
3. using traditional notation to ● I CAN play all 6 chords taught to me by the instructor ​(S)
write melodies on the treble
staff;
4. reading melodies of
● I CAN play the ukulele and sing at the same by practicing proper playing
increasing complexity based on
a pentatonic scale; technique ​(S)
5. dividing rhythms into
measures;
6. reading and notating
● I CAN explain my choice in either performing an original song or cover by
rhythmic patterns that include
sixteenth notes, single eighth having an understanding of my taste in music ​(M)
notes,
eighth rests, and dotted half
notes; and
● I CAN give/receive feedback by having a conversation about the music, its
7. explaining the functions of
basic music symbols. qualities, and my preferences ​(T)
3.3​ The student will play a
variety of pitched and
nonpitched instruments alone
and with others,
including
1. playing music in two-part
ensembles;
2. playing melodies written on
the treble staff;
3. playing with expression, using
a wide range of tempos and
dynamics;
4. accompanying songs and
chants with I and V(V7) chords;
and
5. demonstrating proper playing
techniques.
3.6​ The student will respond to
music with movement by
1. illustrating sets of beats
grouped in twos and threes;
2. creating movement to
illustrate rondo form;
3. performing
nonchoreographed and
choreographed movements,
including line and circle
dances; and
4. performing dances and other
music activities from a variety
of cultures.
3.9​ The student will
demonstrate audience and
participant behaviors
appropriate for the purposes
and settings in which music is
performed.
3.13​ The student will
collaborate with others to
create a musical presentation
and acknowledge individual
contributions as an integral part
of the whole
3.15​ The student will explain
personal motivations for
making music
EI.19​ The student will analyze
and evaluate music by
1. identifying the cultural
influences on and historical
context of works of music;
2. describing works of music,
using inquiry skills and music
terminology;
3. identifying accepted criteria
used for evaluating works of
music;
4. describing performances of
music, using music
terminology; and
5. identifying accepted criteria
used for critiquing musical
performances of self and
others.
EI.20​ The student will
investigate aesthetic concepts
related to music by
1. proposing a definition of
music;
2. identifying reasons for
preferences among works of
music, using music terminology;
3. identifying ways in which
music evokes sensory,
emotional, and intellectual
responses, including ways in
which music can be persuasive;
and
4. explaining the value of
musical performance to the
school community.

Stage 2 - Evidence 

Meets Expectations:​ ​Able to identify a picture of the ukulele when grouped with other instruments in the string
family
Developing: ​Can accurately identify which picture is of the ukulele when given only one other option to choose
from
Exceeding: ​Able to identify a picture of the ukulele almost immediately upon seeing it and without hesitation
Meets Expectations: ​Able to pick out the sound of a ukulele when given several options of string instruments to
choose from
Developing​: Able to point out when the sound of ukulele is remotely present
Exceeding: ​Able to identify where in a song, that has multiple stringed and percussive instruments playing, the
ukulele was played

Meets Expectations:​ Perform chords while holding ukulele properly with correct fingerings as taught by instructor
Developing:​ Able to play C major, F major, and A minor chords
Exceeding:​ ​Able to smoothly transition from chord to chord when playing a specific chord progression without the
need for a visual aid to tell them the fingerings of each chord

Meets Expectations​: Perform a vocal melody while playing a chord progression on the ukulele with a steady
melodic rhythm accompanied by most or all of the chords in a progression alone or in groups.
Developing​: Perform the chords of the song while being able to hum or sing some or most of the vocal melody
alone or in a group.
Exceeding​: Perform the vocal melody with expression and support over a chord progression, utilizing a steady
strumming pattern appropriate for the selection alone or in a small group.

Meets Expectations​: Design a neat presentation of one’s choice to explain to a student or parent audience their
tastes in music and their considerations in choosing their cover or original song.
Developing​: Design a presentation for parents and students that shows what song was picked and why.
Exceeding​: Design a professionally arranged presentation for parents and students that details the student’s
background, musical taste, and reasons for choosing their cover or original song, while being able to explain their
considerations to their audience.

Meets Expectations​: Contribute to a class discussion, providing constructive musical critique based on one’s
personal experience, likes, and dislikes.
Developing​: Contribute at least once to a class discussion, providing musical critiques based on personal
preference.
Exceeding​: Contribute to a class discussion providing constructive, analytical critique of music and its qualities,
detailing why one likes/dislikes certain aspects of pieces discussed, supported by evidence curated from personal
experience and other forms of evidence.

Stage 3 – Learning Plan 

 

Student identifies and isolates a picture of the ukulele amongst a group of pictures of other instruments
within the String family (ex: violin, viola, cello, etc.). Once able to comfortably identify the ukulele with
little to no error, teacher expands upon that knowledge by performing assessment in the form of a game:
How fast can you identify the ukulele? Turning the activity into a speed round of sorts, the teacher will be
able to see which students immediately know which picture is the ukulele and which other students might
need more guidance. For students who need more guidance, teacher will give them a list of qualities
specific to the ukulele (i.e. small, rounded edges around the body) to aid in their deduction.

Student identifies the sound of the ukulele when given a group of sounds from the string family in
addition to choose from. Teacher builds this knowledge by playing ukulele often in class/having students
play ukulele often in class, pulling up cover videos as examples, and other forms of media as needed.
Once teacher deems the class has effectively learned the sound of the ukulele, teacher will assess in the
form of another game. Students will be given four listening options as a group. After all four listening
options are given, teacher will list off each number that corresponded with each listening option and ask
students to raise hand for which option they think is the ukulele. If students seem unsure, teacher will
facilitate discussion on why each student/group chose the listening option they did and answer questions
as needed.

Student holds ukulele properly and plays chords with correct fingering. Students will make sure they’re
playing each chord with the necessary amount of pressure from the fingertips. Teacher will make sure to
teach one chord at a time before giving assessment. Once a solid foundation on chord knowledge has
been established, teacher will give assessment by having class play specific chord all at once. If
something sounds extremely out of place, teacher will identify the out of place sound and act accordingly
in regard to the outcome. If it’s an incorrect fingering, the teacher will give the correct fingering. If the
ukulele is out of tune, the teacher will tune the ukulele. If the student is not using the correct amount of
pressure, teacher will demonstrate the difference between playing with the correct amount of pressure
from fingertips and playing without the right amount of pressure

Student plays a chord progression without singing, focusing on consistent rhythm and correct chord
positions to practice without having to perform too many tasks at once. After setting a foundation,
students will start to add in vocals until they can sing through while playing the chord progression.
Teacher will play along with students while they listen and provide feedback for improvement. Students
will participate in small groups while filling out an observation log detailing thoughts about their group
mates’ performances.

Students create a presentation with the method of their choosing to demonstrate to an audience their
background, musical preferences, and reasons for choosing their songs before the final performance.
Teacher will evaluate and provide feedback when they need guidance with ideas on information to
include. Teacher will grade on neatness, categories of included information, and evidence or self
reflection/ personal growth based on a rubric.

Students participate in a class discussion in a seminar format by contributing musical critique and
personal opinions to answer questions posed by classmates and the teacher during a meeting period.
Teacher will pose questions and help provide information to students when needed. Students will self
assess via journal entry, detailing their involvement in the conversation along with their strengths and
plans for improving their weaknesses.

Final Assessment Rubric 

Goal/Quality No  Minimal  Meet  Exceeds 

Evidence  Evidence  Expectations  Expectations 

Student identifies Student does Student chooses Student identifies Student identifies
not choose the picture of ukulele picture of ukulele picture of ukulele
picture of ukulele picture of the but is prompted within a group of immediately and does
by fellow pictures of the so multiple times in a
ukulele or any
classmates String family by row
 picture beforehand themself

Student identifies sound
of the ukulele
Student does Student picks Student is able to Student is able to
not identify the correct sound but distinguish the immediately distinguish
sound of the seems to have sound of ukulele the sound of ukulele
guessed/been from a group of with no prompting
ukulele
prompted before other string
hand instruments

Student can play the 6
chords taught to them
Student does Student can only Student is able to Student is able to
not play any play 2-3 chords play the 6 chords seamlessly move
chords on the that were taught taught by the between chords taught
instructor to them by instructor
ukulele
and even teaches
themse

Play the ukulele and sing
at the same while
practicing proper playing
technique
Student does Performs the Performs a vocal Performs the vocal
not play the chords of the melody while melody with expression
ukulele or sing song while being playing a chord and support over a
a melody. able to hum or progression on the chord progression,
sing some or ukulele with a utilizing a steady
most of the vocal steady melodic strumming pattern
melody alone or rhythm appropriate for the
in a group.  accompanied by selection alone or in a
most or all of the small group.
chords in a
progression alone
or in groups.

Explain a choice for eitherStudent Designs a Designs a neat Designs a

provides no presentation for presentation of professionally arranged
performing an original explanation for parents and one’s choice to presentation for
their choice in students that explain to a student parents and students
song or cover by providing song/ cover. shows what song or parent audience that details the
was picked and their tastes in music student’s background,
an understanding of taste why.   and their musical taste, and
considerations in reasons for choosing
in music choosing their cover their cover or original
or original song. song, while being able
to explain their
considerations to their
audience.

Give and receive feedback Student does Contributes at Contributes to a Contributes to a class
not contribute least once to a class discussion, discussion providing
by having a conversation to class discussion, providing constructive, analytical
conversations providing musical constructive musical critique of music and
about the music, its regarding critiques based critique based on its qualities, detailing
music and its on personal one’s personal why one likes/dislikes
qualities, and personal qualities. preference.  experience, likes, certain aspects of
and dislikes. pieces discussed,
preference. supported by evidence
curated from personal
experience and other
forms of evidence.

Day Activities Standards

Day 1 Introduction; Favorite music, 3.6, 3.9​, ​EI.19

what’s the ukulele? Where’d
it come from? Why are we
teaching you how to play
ukulele?

Day 2 How do you play the ukulele? 3.3, 3.15, EI.20

Teach them chords! Have
them start thinking about
whether they want to write
their own song or perform a
cover of it?

Day 3 Teach them MORE chords! 3.3, EI.20

Start learning different
strumming patterns. They
must have made a decision
on whether or not they want
to perform a cover or write
their own song

Day 4 Split into groups! Songwriters 3.1, 3.9, 3.13, EI.20

in one group and Cover
artists in the other. Give each
group a little more
individualised instruction

Day 5 Expand upon the progress 3.1, 3.3, 3.9, 3.13, EI.19,
made on Day 4 while also EI.20
giving them an opportunity to
have a Dress Rehearsal if
time allows. Give class
opportunity to give
performers feedback
Day 6 Performance! 3.3, (3.6)3.9, 3.13, 3.15,
EI.20