Unit Name: Community Setting  

Context Statement: ​The Gemeinschaft House provides residential and nonresidential programs in which previously
incarcerated men from ages 18 to their mid-sixties participate in. The men we worked with are part of the
residential program and they come from a variety of backgrounds, including different socioeconomic statuses,
different states, ethnicities, and different walks of life in general. The Gemeinschaft men have different levels of
familiarity with songwriting. Some have written poetry before, some have played an instrument, however, many
have no experience with music whatsoever. Some had expressed that they were interested in having an outlet for
the lack of freedom of expression they had experienced in prison, so any sort of musical idea would do. Often, the
men wanted to write whatever came into their heads. This helped them get the thoughts out and facilitators were
able to help them organize their thoughts into a song. The men will need generous amounts of reassurance, models
of openness, background musicians, and a safe place to speak. This unit will take place in a community setting,
which has made us think of ways to adapt based on group sizes and the willingness (or lack thereof) of the groups
of men.

Stage 1 - Desired Results 

Standards: Goals:
MIB.2
MIB.8 - I can identify the basic structure of songs (verse, chorus, bridge) (K)
MIB.12 - I can recognize melodic figures and sing them back. (S)
MIB.14 - I can analyze and identify the chord progression for multiple short songs
MIB.17.3 using C, G, and D chords. (M)
*MIB 21 - I can perform songs that I have learned and practiced, and I can
MCB.6 therefore speak openly about my feelings.(T)
*MCB.9 - I can write lyrics that help me express my everyday emotions. (T)
HG.4 - I can match pitch of my singing with the chords I am playing.(M)
*HG.11

Generative (Essential) Questions:

- How do you write a song?
- What types of songs make you feel good? Bad?
- What does songwriting do to you emotionally?

Stage 2 -  
 

Students in this experience will need to be able to express their skills through performance check-ups as both
individuals and as a group. On a weekly basis students will perform songs of their choice, written or learned, and
be able to perform based on the knowledge they have gained. With each performance also comes an explanation
of the song both in terms of its form and the meaning of the lyrics in the song. Each weekly presentation will come
with assessment and feedback all leading to an end of class concert and evaluation. Students will be graded on the
following criteria:

I can identify the basic structure of songs (verse, chorus, bridge)

Below Expectations:Student is able to label some parts of the song correctly, but they may struggle with
other parts (For example, student can identify chorus but cannot identify between dridge or verse)
Meets Expectations:Student is able to label all parts (verse, chorus, bridge) of the song correctly.
Exceeds Expectations: Student is able to label all parts of the song correctly and say why those parts are
that way.

I can recognize melodic figures and sing them back.

Below Expectations: Student is able to recall and repeat melodic figures of the song with some mistakes
Meets Expectations: Student is able to recall and repeat melodic figures of the song while maintaining
consistent time.
Exceeds Expectations: Student is able to recall and repeat melodic figures of the song while maintaining
consistent time and is able to add expressive material to performance.

I can analyze and identify the chord progression for multiple short songs using C, G, and D chords.
Below Expectations: Student is able to recognize chord progressions that involve these chords with some
mistakes
Meets Expectations: Student is able to recognize chord progressions that involve these chords correctly
Exceeds Expectations: Student is able to recognize chord progressions that involve these chords and
other function chords.

I can perform songs that I have learned and practiced.

Below Expectations: Student performs song playing ukulele and singing, make some mistakes
Meets Expectations: Student performs song playing ukulele and singing lyrics, keeps time consistently,
no word mistakes
Exceeds Expectations: Student performs song playing ukulele and singing lyrics, keeps time consistently,
no word mistakes, no pitch mistakes, sings with emotion.

I can write lyrics that I connect with emotionally.

Below Expectations: Student writes lyrics
Meets Expectations: Student writes lyrics and is able to explain connection to most of the lyrics in song
Exceeds Expectations: Student writes lyrics, is able to explain emotion connection with all lyrics, and
uses lyrics to connect to other experiences.

I can match pitch of my singing with the chords I am playing.

Below Expectations: Students sings along while playing ukulele, not always singing notes that match
those in chord
Meets Expectations: Student sings along while playing ukulele and is able to sing notes that part of the
chord played.
Exceeds Expectations: Student sings along while playing ukulele and is able to sing notes that are part of
the chords being played and make improvisational figures in the key of those cords.

Stage 3 – Learning Plan 

 

Learners will take part in three one-hour workshops.

The first workshop will be broken into an initial 20 minute introduction period, another 20 minute section in which
facilitators and groups of men rhyme words with each other (assessment in the form of how many rhyming
words/phrases they are able to come up with in the 20 minutes), and finally another 20 minutes where the men
and facilitator write lyrics about something lighthearted. The introduction phase will be the students introducing
themselves to the facilitators in a large group so that they do not have to feel singled out in more intense
one-on-one interaction. The men will respond to a question about what they like to be called and what their
favorite music is so the facilitators can check in with their energy level. Teachers will pose the question and listen
intently to establish a sense of trust between the facilitators and men. Then, the men will break into smaller groups
of 6 by counting off one by one. They will then go to a specific location in the room and they will start going around
in a circle trying to rhyme off of a word chosen by the facilitator. They will be assessed by the facilitators informally,
as the facilitators will be writing down how many words the men were able to rhyme. Then, the facilitators will
Move to the next phase. This time, the men will come up with a song about something lighthearted such as the
weather or their favorite food. Since this is the first meeting, it is important to keep it light.

The second workshop will take place the following week. This time, the hour will be broken up into a 10 minute
section, a 20 min section of learning the ukulele, another 20 minutes of songwriting, and 10 minutes of sharing
songs. The learner will first introduce themselves by what they like to be called and what instrument they like the
best. The facilitators will again listen actively. Then, during the first 20 minute section the students will be divided
into groups to work on writing new songs. These songs should demonstrate that the students are able to write
songs that have a strong connection to them, and it can be either a positive emotional song or a negative
emotional song. The students should be able to write this emotional song and share it with the rest of the group.
This should provide a challenge for the students because they must write an emotional song, and stand up in front
of others and share it. The structure of the song does not necessarily need to be in a “standard” song format; as
long as the students can express their emotions and share it- while including some sort of musical aspect (for
example, a poem with chords being played behind it). This session should feel a little heavier emotionally, so it is
important to keep a supportive and loving atmosphere.

The third workshop will be focused on demonstrating the students’ skills in a public setting. Students will take
songs that they’ve written, both in the groups and individually, and perform them for a public audience. This is an
opportunity for the students to feel comfortable sharing their stories, feelings, and hard work in a safe space, and
this allows them to feel more comfortable expressing their everyday emotions more often, more comfortably, and
they can be proud of what they have accomplished. Students will go up to a microphone, whether it be in groups or
individually, and share their songs or stories. The students in the audience will pay close attention and provide
support for their peers while waiting for their turn. This should be a very comfortable space for these men to share
their stories and express what they feel.

Final Assessment Rubric 

Goal/Quality No  Minimal  Meet  Exceeds 

Evidence  Evidence  Expectations  Expectations 

1  

2  

3  

4  

5