Exemplar 8.

1-1A modified Unit Plan Template

Generative Topic. Topics that are interesting to both students and teacher and have the capacity to generate further learning
by stimulating questions, thinking, discussion, activity, curiosity, and creativity and that enable students to make connections
with what is important within a topic or field of study (e.g. music).
Generative Topic: Cultures and their music around the world
Unit Title (Based on a Generative Topic):
African Drumming
Synopsis. Summarizes the unit (i.e. the unit in a nutshell)
Culminating Activity/Products.
Briefly describe the culminating activity and products (e.g. a composition,
and lists the following information:
performance, recording) explaining how these are authentic performance
a. Central focus, theme, topic, big idea, generative topic;
tasks and how they bring the unit to an appropriate closure.
b. Grade, musical program of study (i.e., band, orchestral,
guitar, etc.);
c. Time allotment (minutes/hours/periods) for the unit; and
d. Rationale explaining its relevance to achieving the aims and
goals of the provincial music curriculum.
Synopsis:
Culminating Activity/Products:
a. ThemainfocusofthelessonistoexploreAfricanDrummingby
Quiz
The students will be given a quiz based on topics that are thoroughly
learningsongsandplayingasagroup.
discussed in the lessons throughout the unit.
b. ThisunitisintendedforGrade5music
Record a concert
c. Therewillbe6classesofapproximatelyonehour(dependingonthe
I believe that the students need to feel the success of a concert, especially
day).
learning the songs. It brings about a sense of feeling accomplished. This will
d. TherearemanyoutcomesforthisunitwhenitcomestotheSLOs
be produced so that the students can have access to their concert.
giveninthecurriculum.Ibelievethisunitwillgivestudentsanew
understandingofmusicwithdrums.Ialsobelievethatthisunitwill
providemanynewideasofcultureforthestudents.Iwillbesureto
explorelyricsinthisunitandtheirmeaningtothestudents.Thisunit
willalsointroducenewrhythmsandnotelengthstothestudents.
Aim/big idea. A concept, theme or issue that gives meaning and connection to facts and skills and leads to deeper
understandings and appreciations. Based on a generative topic.
Aim/big idea: By the end of the unit, students will understand . . . the role of drumming in other cultures and in their own lives.
Essential questions. (Two to five per unit) Important, overarching, thought-provoking questions that guide the inquiry
throughout the unit.
Essential questions:
1. What role does drumming play in African (and other) culture(s)?
2. What is the importance of drumming to us as a class?
3. How does drumming play into our community as a class?

Desired Results/Learning Outcomes (Scope & Sequence)

General & Specific Musical Learner Expectations/Outcomes
Unit Learner Expectations (Goals)
By the end of the course students will . . .
By the end of the unit, students will be
able to . . .

Assessment/Evaluation
(i.e. assessment of
learning)

GLE/GLO: 1

Develop awareness and appreciation of a variety of music, including music of the many cultures represented in Canada
Music reflects our feelings about
holidays, seasons, our country and cultural heritage.
(E. 6)
SLE/SLO: 1.1

ULE: 1.1.1 Know how music creates

different feelings in different cultures.

SLE/SLO: 1.2

ULE: 1.1.2
ULE: 1.2.1 sing a variety of songs from
different African cultures.

Sing many folk, ethnic, seasonal and holiday songs. (S.11)

Summative:
Quiz
Formative:
Observations
Question and Answers
Summative:
Recorded Concert
Formative: Ongoing observations
during the classroom.

GLE/GLO: 2

Develop musical skills and knowledge.

SLE/SLO: 2.1

Rhythm is created by combining beat, tempo, patterns, metre and

duration. (R. 19)

ULE: 2.1.1 Students will demonstrate a

variety of rhythms.
ULE: 2.1.2 express understanding of
music by using different tempo songs.

SLE/SLO: 2.2

Duration concepts are extended to include sixteenth notes (R. 16)

ULE: 2.2.1 understand how to play a

16ht note rhythm.
ULE: 2.2.2 demonstrate how to
play 16th note rhythms.

SLE/SLO: 2.3

ULE: 2.3.1 demonstrate how to play

Summative:
Recorded Concert
Formative:
Classroom Observation
Summative:
Recorded Concert
Formative:
Classroom Observations
Summative:
Recorded Concert
Formative:
Classroom Observations
Summative:
Recorded Concert
Playing Exams
Formative:
Classroom Observations
Summative:

Demonstrate skills on Latin Instruments use to accompany

Latin-American songs. Observe syncopation and particular
rhythm patterns for this music. (P. 13)

the drums with respect, and proper

technique.
ULE: 2.3.2 describe how to create the
different tones on the drums.

Recorded Concert
Playing Exams
Formative:
Classroom Observations
Summative
Quiz
Formative:
Question and Answer

GLE/GLO: 3

Develop enjoyment of music

SLE/SLO: 3.1

Sing with various instrumental accompaniments. (S. 16)

ULE: 3.1.1 demonstrate singing with

the drums and other instruments in the
ensemble.

Summative:
Recorded Concert
Formative:
Classroom observation

ULE: 4.1.1 will show what the lyrics of

a song mean to them as a person and a
community.
ULE: 4.1.2 express what the
meaning behind words and
how they may relate to the
class as a community.
ULE: 4.2.1 will show what the
lyrics of a song mean to them
as a person and a community.

Summative:
Quiz

GLE/GLO: 4

Develop insights into music through meaningful musical activities

The words of a song are very important
to the understanding of the song (text). (E. 7)
SLE/SLO: 4.1

SLE/SLO: 4.2

Develop musical interpretation: awareness of the

meaning of a song through its words (text). (S. 23)

1. Mini-Lectures
2. Call and Response times
3. Ensemble Work
4. Recorded Concert

ULE: 4.2.2 express what the

meaning behind words and
how they may relate to the
class as a community.
Master List of Major Learning Activities and Experiences
6. Quiz
7. Question and Answers
8.
9.
10.

Summative:
Quiz
Formative:
Question and Answer
Summative:
Quiz
Formative:
Classroom discussion
Summative:
Quiz
Formative:
Question and Answer

Master List of Materials, Equipment, and Resources

1. Drums
6. More New Ensembles and Songs
2. Music
7. Other percussive instruments
3. World Music Drumming Student Enrichment Book
8. Baton
4. World Music Drumming Cross-Cultural curriculum
9. Computer with Sound System
5. New Ensembles and Songs
10.
Special Considerations
Modifications and accommodations for learners with
Social context issues. How you will address any relevant
special needs/Adaptive strategies. Strategies used to
social context issues in your planning. For example,
accommodate the needs of exceptional learners. For example
students unable to dance or perform or listen to patriotic
musically gifted, ADD, ADHD, Asperger, or Tourette Syndrome.
or particular religious music for religious and/or cultural
Identify and briefly describe the diagnosed condition and the
reasons
strategies you will use to meet the needs of these student and
school is a faith-based institution
why.
large number of FNMI students
a large number of ESL students
inner-city issues, etc.
Description of modifications accommodations to be made for learners with The largest issue that this school has in terms of social context is that it is a
special needs/Adaptive strategies in the teaching of this unit:
rural school. This class in particular are bussed in from a primary school.
I have one student that is on the Autism Spectrum. This student likes to sit next Because of this the bus tends to be late so I adjust my lessons as I need to time
to me in each class because she feels it is the safest. I was shocked when the
wise.
noise of the drums didnt seem to bother he, in fact she really does enjoy the
I also make sure that the students understand the history behind drumming so
drumming in the lessons. If the noise were to bother her, however, I would be
that the students are influenced to different cultures that they may not
sure to find different solutions to help minimize the noise from the drums,
otherwise be in their everyday lives.
including talking to her about the noise. I would tell her that if she ever needs
I was careful in my choice of technology; in fact, this unit doesnt employ any
to leave the room she can let me know by tapping my arm or some other subtle technology as this was the culture of how to learn the songs. I also explained
hint. I would also be sure to follow up with this student because this is
this to the students at the beginning of the lesson to add to the cultural
extremely important.
experience.
This student is also really quiet. She doesnt put her hand up to answer
questions and its pretty rare that she will talk to me. I make sure that she is
included in the conversations. There was one class where she decided to talk to
me about dragons. I had to minimize the topic, however, I also encouraged the
fact that she was talking. This was important because she felt comfortable
enough to talk in my classroom, it was just the topic that was off task in this
case.
Finally, for the final quiz, I plan on giving her a non-modified quiz. Instead I
will be sure to help her and get down to her level and explain the questions to
her. Ive decided to this because she has the intellect needed for the quiz, but

just needs to be refocused and some extra explaining. I will talk her through
the questions to get the answer and have her explain it to me before she writes
down the answers. Im hoping this will minimize the anxiety she may have
writing the quiz.

Lesson

Topic

Introduction of
myself, the
students and the
drums

Learning Basic
Rhythms

Learning how
to put the
Drums
together as an
ensemble

Creating and
Ensemble and
creating
complements

Summary of Lessons
Learning Objectives
Assessment/Evaluation
By the end of this lesson TSWBAT . . .
1. Know who I am
Call and Response
2. recognize how to treat the drums with
respect
3. demonstrate how to make a high tone
on the drums.
4. demonstrate how to keep a steady beat.
5. recognize the instruments.
1. review how to make a high
Call and Response
tone on the drums
Question and Answer
2. demonstrate how to make a
low tone on the drums
3. demonstrate different rhythms
using both tones
4. identify other instruments
used in our upcoming songs.
1. review how to make both
Call and Response
high and low tones
Question and Answer
2. execute new rhythms
3. demonstrate the new rhythms
in an ensemble setting

1. create their own rhythms that

fit within the beat.
2. review the rhythms from
previous class
3. demonstrate classroom

Call and Response

Question and Answer

Learning Activities/ Instructional Strategies

1. Get to know you game
2. Instructional period on how to take
care of the drums.
3. Instructional period of how to create a
high tone on the drum. Along with
learning some basic rhythm on one tone.
1. Review of how to take care of our
drums
2. Review of the high tone on the
drums
3. Instructional period on how to play the
low tones.
4. Introduction to new instruments we
will be using (bell and Shekere)
1. Review of both the low and high
tones on the drums.
2. Introduction to the rhythm of the Low
drum on Page 19 of World Music
Drumming: Cross- Cultural Curriculum
3. Introduction to the High drum rhythm
on page 19
4. Put the two rhythms together
1. Review of rhythms from previous class
2. Play as a group with the two rhythms.
3. Introduce the bell and Shekere
rhythms and the medium drum rhythm
from page 19 and play as a full ensemble

community by playing as an
ensemble
5

Putting
together a
new song and
analyze the
lyrics of a
song.

1. demonstrate how to play the

first ensemble rhythms
2. execute a new rhythm pattern
3. analyze lyrics.
4. Create a new ensemble piece
by learning new rhythm patterns

Call and Response

Question and Answer
Class Discussion

Quiz and miniconcert

1. demonstrate knowledge of
rhythms learned from previous
classes
2. demonstrate how to sing with
proper technique.
3. demonstrate their knowledge
about drums, community, etc. on
a quiz

Quiz
Mini Concert

4. Introduce the high and the medium

drum rhythms for Ensemble 2
5. Call and response with the drums.
1. Review the song and new rhythms from
the previous class.
2. Introduce the remaining rhythms from
Ensemble 2
3. Sing Take Time in Life including a
classroom discussion on lyrics
4. Putting the rhythms together with
lyrics.
1. Write the quiz
2. Review both songs
3. Record the mini- concert