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Keister Elementary School Ukulele Club 

Context Statement:
Our team will be working with a group of 6 students at Keister Elementary School. We are a part of an 8 week long
after school program that provides clubs for the students to participate in. We will be a part of the Instrument
Building club where we teach these students how to build ukuleles. Along with this process, we will also teach
them how to play the ukulele. The students are learning ukulele in their music class, but only know basic chords.
We are going to take them to the next level, and enhance not only their ukulele knowledge but musical
knowledge.

Stage 1 - Desired Results

Standards: Goals:
5.1 The student will read
and notate music,
including 1.Using
traditional notation to
write melodies
containing skips and
leaps; 2.. reading and
notating rhythmic
patterns of increasing
complexity;and 3.
identifying tempo
markings.
5.4 The student will
perform rhythms of
increased complexity,
including syncopations.
● I can read ukulele tablature (K) and place my fingers accordingly to play
different chords. (S)
● I can play the C, G, and F chords with correct fingerings in and out of context of
a song. (S)
● I can improvise my own melody and strum pattern using the C, G, and F chords.
(S)
● I can individually perform a song while singing and strumming simultaneously.
(S)
● I can perform a song with others on the ukulele by singing the melody and
playing the accompaniment. (S)
● I can apply musical concepts to my ukulele playing such as dynamics, phrasing,
and rhythm. (T)
● I can talk about how the song I am playing connects to everyday life. (M)
● I can apply feedback from my teachers and peers to my playing. (T)
● I can create a product in collaboration with other students. (T)

5.6 The student will

create music by 1.
improvising melodies
and rhythms of
increasing complexity; 2.
composing a short
original composition
within specified
guidelines; and 3. using
contemporary media
and technology.

5.8 The student will

exhibit acceptable
performance behavior
as a participant and/or
listener in relation to the
context and style of
music performed.

5.9 The student will

compare and contrast
the relationships
between music and
other fields of
knowledge.

5.12 The student will

evaluate music by
applying accepted
criteria when judging
the quality of
compositions and
performances.

5.14 The student will

collaborate with others
to create a musical
presentation and
acknowledge individual
contributions as an
integral part of the
whole.

5.15 The student will

develop personal criteria
to be used for
determining the quality
and value of musical
compositions.

5.16 The student will

analyze preferences
among musical
compositions, using
music terminology.

Generative (Essential) Questions:

- What are the benefits of building your own instruments?
- How can I use my knowledge of how instruments work to inform how I play them?
- How can I use what I learn to help me make and enjoy music in my everyday life?

Create at least 3 generative questions.

Stage 2 - Evidence 

❏ I can read ukulele tablature (K) and place my fingers accordingly to play different chords. (S)
❏ There will be charts and pictures to demonstrate playing the chords (on top of the teacher’s assistance).
The teacher will observe to see if the students are playing the chords correctly.
❏ Student does not produce any tabs.
❏ Student writes tab pattern, but with incorrect or missing fingerings.
❏ Student writes their own tablature pattern of chords.
❏ Student writes their tablature to their chord sequence and adds it to lyrics.
❏ I can play the C, G, and F chords with correct fingerings in and out of context of a song. (S)
❏ The teacher will call out the names of the chords that they have learned and the students will play the
chord that has been called. As more familiarity develops, the class will play a song including only those
chords to practice them in context.
❏ Student is unable to play the C, G, or F chords
❏ Student is able to play the right fingerings but the chords are unclear or don’t sound
❏ Student is able to play the C, G, and F chords out of context of a song.
❏ Students are able to perform their final composition that has the C, G, and F chords.
❏ I can improvise my own melody and strum pattern using the C, G, and F chords. (S)
❏ While learning basic chord progressions, the students will have opportunities to create their own melodies
on top of those chords. Each student will take a turn to improvise a melody while the rest of the class is
strumming the chord progression.
❏ Student is unable to play the chord progressions
❏ Student understands how to make chords but cannot produce good sound
❏ Student can play chord progression and improvise some variation
❏ Student can play chord progression and an improvised melody
❏ I can individually perform a song while singing and strumming simultaneously. (S)2
❏ At one point, the student will have to demonstrate their playing abilities. This is either playing with the
class or playing to friend or group during individual/group work. As part of their project, they have to sing
along while playing ukulele.
❏ Student does not individually perform a song while singing and strumming
❏ Student performs while singing and strumming but makes errors with either one
❏ Student performs while singing and strumming
❏ Student performs while singing and strumming and uses more complex strum patterns
❏ I can perform a song with others on the ukulele by singing the melody and playing the accompaniment. (S)
❏ On top of playing by themselves, the student will have to play along with the entire class during a group
song.
❏ Student cannot sing a melody or play any accompaniment at all.
 ❏ Student is beginning to sing the melody and play some sort of accompaniment.
❏ Student can sing a melody and play the accompaniment on their own but not with others.
❏ Students can collectively perform a group song at the end.
❏ I can apply musical concepts to my ukulele playing such as dynamics, phrasing, and rhythm. (T)
❏ When the students are playing together, they are able to react when the teacher says “louder” or “softer.”
The teacher can ask the students during their individual work where they should breathe and what parts
would be best louder or softer than others.
❏ Student’s final composition has no other musical concepts.
❏ Student’s final composition weakly attempts to add other musical concepts with little variation.
❏ Student’s final composition includes variation in rhythm, dynamics, and phrasing.
❏ Student’s final composition includes variation in rhythm, dynamics, and phrasing, and can also be
performed.
❏ I can talk about how the song I am playing connects to everyday life. (M)
❏ During our song learning and song writing process, the students will have to ponder on the meaning of the
songs they are learning/creating. The students before playing will have to share what the song means to
them.
❏ Student is unable to make any connection from the song to their everyday life.
❏ Student begins to understand the song but still cannot connect it to any part of everyday life.
❏ Student fully understands the song and is able to relate it to everyday life.
❏ Student is able to connect music not only to their own life, but also make connections on a
societal or global level.
❏ I can apply feedback from my teachers and peers to my playing. (T)
❏ Throughout our lessons, the students will perform for one another, whether that’s in pairs or for the class.
The students will comment on what they like or what they think could be better about each other’s
performances. The student will have a chance to play again, and from that we can see if the student was
able to make any changes.
❏ Student does not make any changes to their playing after advice from teacher or peers.
❏ Student can identify the changes/improvement they need to make, but does not play any
differently on the ukulele.
❏ Student can identify improvements they need to make towards their playing and is able to
apply those after a few tries.
❏ Student can identify improvements they need to make towards their playing and
demonstrate those immediately.
❏ I can create a product in collaboration with other students. (T)
❏ The students, as a final project, will perform a song where they’re all playing together.
❏ Student is unable to play the instrument.
❏ Student is able to play instrument by themself, but not with a group.
❏ Student is able to play some chords with a large group.
❏ Student is able to play by themselves and with a large group.

Develop rubrics, checklists, and informal assessments (like observation guides) to assess learners growth in your
setting. Develop a final

Stage 3 – Learning Plan 

Meeting 1 - Initial
● The teachers will pass out the ukuleles, go over the parts of the instrument, and go over how to hold it.
Using powerpoint presentations, the teacher will demonstrate to the students how to read ukulele
tablature and how the tablature relates to the instrument. The teacher will put up a few basic ukulele
chords, including the C, G, and F chords, and ask the students to repeat after them in playing the chords.
The students will practice the different chords and recognize the differences in their sounds and
fingerings.

Meeting 2
● The teacher will lead the students as a group through a variety of songs. This will be the day they will
become more familiar with the chords they learned from the first meeting. We will pull up songs they may
already know that include those chords. They will start developing their muscles to be comfortable with
these chords, enough to sing along with their strumming.
Meeting 3
● The teacher will introduce the song-writing project - using the C, G, F, and Am chords, they will write their
own chord progression, melody, and lyrics for a short verse of a song. Students will work pairs and begin
to experiment on their instruments with what sounds good to them. The teacher will come around to the
groups to help them brainstorm and write down ideas.

Meeting 4
● The teacher will facilitate the songwriting process as the students begin to finalize their song that they
created in meeting 3. At this point, the song should have a name and the tabs should all be written out.
They will practice their song and make sure they are able to sing and play in time with their partners.
Meeting 5
● The students will have time to work with their groups on their compositions and preparing to perform
them. The teacher will walk around and help students as needed, offering private instruction and
individual help.
Meeting 6
● The teacher will gather the students together to perform a final recital of each of their pieces.
● Performing their song yeet

Final Assessment Rubric 

Goal/Quality No  Minimal  Meet  Exceeds 

Evidence  Evidence  Expectation Expectations 
s 

1 ​I can improvise my Student is Student can to Student can play Student can play the
own melody and strum unable to play make chords but chord chord progression and an
pattern using the C, G, the chord cannot improvise.  progression and improvised melody.
and F chords. (S) progressions. improvise with
some variation.

2 ​I can perform a song Student cannot Student is Student can sing Students can collectively
with others on the sing a melody beginning to sing a melody and perform a group song at
ukulele by singing the or play any the melody and play the the end
melody and playing the accompanimen play some sort of accompaniment
accompaniment. (S) t at all. accompaniment  on their own but
not with others

3 ​I can apply musical Student’s final Student’s final Student’s final Student’s final
concepts to my ukulele composition composition weakly composition composition includes
playing such as has no other attempts to add includes variation in rhythm,
dynamics, phrasing, and musical other musical variation in dynamics, and phrasing,
rhythm. (T) concepts. concepts with little rhythm, and can also be
variation.  dynamics, and performed.
phrasing.

4 ​I can talk about how Student is Student begins to Student fully Student is able to connect
the song I am playing unable to make understand the understands the music not only to their
connects to everyday any connection song but still cannot song and is able own life, but also make
life. (M) from the song connect it to any to relate it to connections on a societal
to their part of everyday everyday life. or global level.
everyday life. life. 

5 ​I can apply feedback Student does Student can identify Student can Student can identify
from my teachers and not make any the identify improvements they need
peers to my playing. (T) changes to changes/improvem improvements to make towards their
their playing ent they need to they need to playing and demonstrate
after advice make, but does not make towards those immediately.
from teacher or play any differently their playing and
peers. on the ukulele. is able to apply
  those after a few
tries.

6 ​I can create a product Student is Student is able to Student is able to Student is able to play by
in collaboration with unable to play play instrument by play some chords themselves and with a
other students. (T) the instrument. themself, but not with a large large group.
with a group.  group.